Common Syllabus: English Classes I To Viii A Short Preamble

COMMON SYLLABUS III TERM - ENGLISH
COMMON SYLLABUS
ENGLISH
III TERM
CLASSES I to VIII A short preamble In this adventure of envisioning a school syllabus anew, it may be kept in mind that, along with all the diverse social and historical imperatives in the learning of English, and the complex issues involved in teaching it in a multilingual frame of reference, the acquisition of a new language is also enriching for its own sake .the discovery of sound and its combinations in an entirely new formatting, the rich experience of finding new names for old things, the thrill of tune and rhythm in a different configuration of words, the sheer wonder of finding people expressing thoughts and ideas and feelings that are the same as ones own, yet different, and the percolated flavour of another culture, or cultures anothers way to living expression. The learning of English needs to be permeated with this enthusiasm to learn about oneself through another language. The challenge is to build into ones own multicultural heritage and see language as a facilitating tool. Vision for the syllabus English in India serves as a link language across diverse linguistic communities. Globally it has become the repository of technical knowledge in many emerging fields. Position paper, NCF 2005
Broad Objectives: The learning of English to facilitate Effective transaction in day-to-day situations Communicative competence Participatory learning frame Language as a confidence-building strategy
Note on the Gradient In evolving the syllabus, care has been given to establishing clear gradients in content and learning activities. With this in mind, Class V has been included in the reckoning, both in the envisioning of the syllabus for Primary classes, and also in visualizing the flow for Upper primary and secondary classes. It is felt that this would help build a constructive transition into abstract learning.
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Class I
1. Listening
Competency Content Mode of Transaction Evaluation
Listening to jingles / Nursery rhymes Understanding key words in the rhymes
Jingles / Nursery rhymes
Teacher sings or plays the recorded cassettes
Listen to the tune and sing the rhyme. Respond with the next word or sentence when the teacher pauses while singing the rhyme. Perform actions related to the rhyme. Children discriminate the sounds and respond appropriately. E.g. Clap your hands every time you hear a word beginning with /b/ sun, cap, ball, banana, ship, boat Respond appropriately to questions. What is your name? What is this? Where is the bag?
Listening to sounds in selected words, and discriminating them. Listening and responding appropriately to simple questions Simple questions What & Where Teacher asks simple questions during the course of the day and the children respond.
2. Speaking
Competency
Respond to questions
Content
Words, phrases and sentences
Mode of Transaction
Teacher asks simple questions during the course of the day and children respond.
Evaluation
Respond to questions appropriately.
3. Reading
Competency Content Mode of Transaction
Evaluation
Children use pictures as an aid for reading. Summative Read and match words with relevant pictures.
Picture Reading
Simple and Composite pictures
Teacher shows a variety of pictures and asks the students to name the words they know already.
Reading for fun
Reading Graded readers, colourful picture books
Teacher facilitates children to look at pictures / read books.
Look at the pictures and enjoy them. Read books for pleasure.
4. Writing
Competency Content Mode of Transaction Evaluation
Upper case letters
Letters the alphabet In each unit
Teacher presents a variety of materials such as worksheets, sand box, sand paper, stencils, etc for children to write upper case and lower case letters. Teacher presents activities such as jumbled words, fill ups, to write words and sentences.
Trace on dotted letters. Copy and write letters Recall and write letters
Writing words/simple sentences
Common, familiar words/sentences
Arrange word cards to make sentences. Write ones name. Write the words for the given pictures. Fill in the blanks with the correct word. Put the words in correct order and make a sentence.
5. Vocabulary
Competency
Naming Occupations
Content
Doctor, Teacher, Postman, Traffic Police, Farmer etc Picture Dictionary
Mode of Transaction
Teacher uses stories, pictures, flashcards, charts and worksheets for children to identify and name people in different professions. Teacher guides the children in using a picture dictionary to understand the meaning of words.
Evaluation
Role play. Name these people Match the pictures of people to the things they use. Refer dictionary as and when needed. Show and name available colours. State part of a body and its action. Use singular & plural forms of nouns. Calling professionals by their occupation.
Using Picture Dictionary
6. Language Functions
Competency
Speak using Pictures
Content
Simple and composite pictures, pictures in sequence.
Mode of Transaction
Teacher uses pictures that depict people in different roles and feelings. Teacher gives worksheets with activities like "Spot the difference," pictures with missing parts to encourage children to talk.
Evaluation
Talk about a simple sequence of events shown in the pictures: Germination of a seed.
Name the pictures. Who are these people? E.g., doctor, carpenter, teacher. Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.
Class II
1. Listening
Competencies
Listening to rhymes, jingles and songs
Content
Rhymes, jingles and songs
Mode of Transaction
Teacher sings or plays the recorded cassettes. Children listen and sing along.
Evaluation
Listen to the tune and sing the rhyme Respond with the next word or sentence, when the teacher pauses while singing the rhyme Perform actions related to rhyme Do actions related to the story. Reproduce any environmental sounds (E.g., sound of a train choo-choo, lion roaring Grrrrr.) Listen to the story and say who or what they like in the story. Teacher: Who ate the mango? (in the story) Listen and respond to simple questions related to story
Listening to short stories or folktales
Longer short stories or folktales
Teacher narrates story or folktale. Children listen and respond. Teacher uses questions to test comprehension.
Listening and responding to instructions and directions.
Longer instructions and directions. Directions during indoor or outdoor games. Directions involving two objects or people. Directions involving two actions. Simple questions. What, Where, Who Yes or No
Naturally occurring and suitable situations are created in the classroom to follow directions. Gestural prompts may also be used to help children follow directions
Take out your notebook and write. Please bring your pencil and sharpener.
Listening to questions
Simple questions based on classroom situations are asked. E.g., What are you doing? Have you had your breakfast?
Listen to questions and respond in full sentences. Can you fly in the sky?
Listening to pronunciation
Words and sentences
Teacher uses words highlighting correct pronunciation.
Sing rhyme with correct pronunciations. Games with rhymes and alliterations. E.g., Ponni plays with a purple pot.
Listening carefully to more sounds of the language through chosen words, and discriminating them.
Diagraphs ch, sh, etc.), blends (bl, cr, etc.), rhyming words, blending sounds, coining new words by changing first, last or middle sounds.
Teacher plays sound games where the children listen to sounds in different positions. Children listen and discriminate the sounds that specific letters make.
Click your fingers every time you here a word ending with /sh/ - bath, dish, sleep, fish, watch, crush. Blend the sounds to make a word.
/Po/./ta/./to/ - potato /c/. /a/./t/ - cat Listen to a song played to music. Listen to simple stories told in the class. Act according to given instructions. Respond to simple questions.
2. Speaking
Competencies
Reciting more rhymes, jingles, songs
Content
Rhymes, jingles and songs.
Mode of Transaction
Children sing along with the teacher or cassettes, and reproduce new and familiar nursery rhymes and songs
Evaluation
Teacher sings the first line and the children sing the next line and the same procedure is repeated alternatively. Sing with appropriate actions related to rhyme.
Communicating a message
Simple messages.
Children communicate messages to peers or another adult. They communicate messages from home.
E.g., Ask your classmates to submit their workbooks.
Responding to questions Expressing ones needs Making a request
Phrases/sentences
Teacher asks questions during the course of the day and children respond. Teacher encourages students to express needs and acknowledges them. Teacher creates familiar situations and encourages children to respond suitably
Respond to questions appropriately I want an eraser. Please, can you give me a pencil?
Needs
Please
Expressing feelings
Feelings
Teacher encourages students to express feelings and acknowledges them.
Use the word, Please to ask for something in appropriate situations. Express feelings spontaneously in response to questions Initiate and sustain conversation in pairs and in groups.
Participating in simple conversation in English
Simple conversation
Speak using a combination of grammatical forms
Functional grammar: Noun, verbs, singular and plural, construction of sentences, adjectives
Children take turns during conversation with adults and peers Teacher provides different contexts for initiating and sustaining conversation. Teacher provides opportunities through activities and informal conversation for children to speak using a combination of grammatical forms.
Name some things that you saw on the way to school. On the way to school, I saw a ..
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Look at the pictures and tell what the children are doing. E.g., The girl is climbing, The old man is painting. Recite known rhymes. What do you want? Can you play cricket? Ask the elders to help you in some work. Converse with you friend on a festival.
3. Reading
Competencies
Reading words / sentences (word attack skills, sight reading / phonic reading)
Content
Words / sentences/connected sentences.
Mode of Transaction
Teacher provides opportunities for children to read using flash cards. Children label things around the class room, using text book and story books.
Evaluation
Read words Read sentences Read simple passages.
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Picture reading
Pictures
Teacher displays a picture which is familiar to them and asks probing questions.
Children use pictures as an aid for reading The words are given below a picture. Circle the things that you see in the picture. Look at the picture and answer , Yes or No
Responding to different kinds of reading materials
Books, storybooks, flashcards, pictures, selfmade books.
Different kinds of reading materials are displayed in the classroom.
Browse/read the different reading materials available in the classroom.
Reading a variety of materials like a calendar and clock
Days of the week
Teacher shows the calendar / clock and: Names the days of the week. Tells the time rounded to an hour.
What day is it today? Tomorrow is ______. Look at the clock and tell the time:
Reading for fun
Reading graded readers, colourful picture stories
Teacher facilitates children to look at pictures / read books.
Look at the pictures and enjoy them. Read books for pleasure.
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4. Writing
Competencies
Write with Spacing of words, alignment of words (Mechanics of writing)
Content
Words / Sentences
Mode of Transaction
Children write legibly leaving space in between the words and write in straight line.
Evaluation
Write words, sentences on their own. Copy words and sentences.
Recall spelling.
Words (high frequency words, phonetic words and content words)
Teacher presents a variety of writing exercises and word building activities such as word grids, jumbled letters, fill ups, dictation to develop spelling skills.
Make three new words from the given word. balloon Fill in the blanks with correct letter. Write the first/last letter for each picture. Write the spelling for simple dictated words. Draw yourself and write a few words/ sentences about your picture.
Writing of words/sentences
Text book sentences, small journal notations (eg. Write three words/small sentences or draw and colour what you liked best about school/class today.), creative writing (five word poem on My favourite colour, Mother, Tree etc
Teacher presents activities such as jumbled words; fill ups, creative writing activities to write words and sentences.
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Write using a combination of grammatical forms
Functional grammar: Noun, verbs, singular and plural, construction of sentences, adjectives
Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.
Match the words in column A and column B and make sentences. Fill in the blanks with a, an ____ apple. ____ red apple. Look at the picture and fill in the blanks. E.g., The boy _____ water (drink/drinks).
5. Vocabulary
Competencies
Name more parts of the body
Content
Elbow, neck, feet, stomach, fingers and toes
Mode of Transaction
Teacher uses action songs, pictures and activities for children to point, name and understand the functions of body parts.
Evaluation
Draw yourself and a person you like and talk about some things you like to do together. Fill in the blanks: I use my ____ to write. (feet/fingers)
Express Feelings in words. Identify School spaces
Shy, scared, kind
Children express their feelings. Children learn the names of different places in the school and their purpose by
Classroom discussion: I am scared of
Places within the school.
Use different areas in the school and perform errands.
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actively using them. Write Names of birds, insects, vegetables, fruits, vehicles and other things around us. Say Action words Birds, insects, vegetables, fruits, vehicles and other things around us. Teacher uses songs, pictures, stories, real objects and activities for children to identify, name and learn about them. Teacher uses songs, pictures, stories and other activities to identify and name different actions. Teacher uses classroom objects, pictures, stories, worksheets, charts, children, etc., for children to name one and more than one. Teacher guides the children in reading and writing numbers and number names through activities like tracing on dotted lines, matching number to number names, etc. Watch the crows around your home. What were they doing? Have you seen a crows nest? Circle all the insects you see around your home. Name three activities that you do at home and three activities that you do in school. Match the words to the action shown in each picture. Use correct singular or plural forms in conversation Fill in the blanks with correct word. There are five______. (mango/mangoes) Make a picture by connecting the numbers. Look at the number and fill in the missing letter for number name.
Variety of actions
Form Plurals Noun number
Singular and Plural es
Say Numbers
1 to 50
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Name Days of the week
Days of the week
Teacher uses the calendar in the classroom to talk about day, date and month.
Using Picture Dictionary
Picture Dictionary
Teacher guides the children in using a picture dictionary to understand the meaning of words.
Look at the calendar everyday and find out what day it is today. How many days are there in a week? Name the days of the week Refer picture dictionary as and when needed. Show & Point to body parts. Express anger, sympathy, respect. From the pictures point to some birds and name them. Writing number names. Which is the fifth day of a week?
Competencies
Introducing oneself
Content
Name, class, school
Mode of Transaction
Teacher creates a context such as interaction with people, role play and presentations for students to talk about themselves.
Evaluation
Introduce oneself to adults, peers and neighbours when required.
Using a picture, talk about it.
Simple, composite picture, pictures in a sequence.
Children look at the picture and respond by observing, comparing, associating, inferring and relating to self.
Picture of three little pigs building a house How would you build your house? Outdoors picture What are
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some of the things the birds would use to make a nest? Making a presentation (Show and tell) Objects in nature, things created by children. Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc. Make a presentation. A little book I made about myself (with drawings, pictures, and small sentences) A paper boat that I made. Act simple role play Roles based on small stories, simple poems, pictures, real life situations, feelings etc. Children enact a variety of simple roles and use songs, sounds, movements, gestures, dialogues etc as a part of role playing. The scene is a market place. Children take up roles as shopkeepers selling different things. Others go to the market and pretend to buy.
Introduce yourself to a guest. Look at the picture and say what you see. Describe what someone did on a particular occasion. Stage an act from a known story. Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the text book.
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Class III
1. Listening
Competencies Listening to rhymes , thematic songs , poems Content Rhymes, thematic Songs, Poems Mode of Transaction Teacher sings, thematic songs or recites poems and plays recorded cassettes Evaluation Teacher sings, recites poems, or plays cassettes. Children sing along, recite and listen. Listen and perform actions related to rhyme. Give him the notebook and give her this pencil. Go straight and take a left turn to reach office room. When do you go to bed? Based on a narrated story: Why is the girl running?
Listening to dual instructions and directions
Dual instructions (classroom) Directions involving two different objects. Directions involving places within the school
Students listen to classroom instructions and directions and respond appropriately.
Listening and responding to questions
Questions When Why
Teacher asks simple questions and children respond.
Can you think of another name for the story? Listen to incidents told by a peer. Listen to the story and illustrate.
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Listen and respond to simple questions related to the story Listen to words with slight differences in vowel and consonant sounds. (ship-sheep, plankblank) Change the first, middle or the last letter(s) and make a new word. (Play-clay, cot-cut, bit-bite)
Listening to stories, incidents
Stories, incidents
Teacher narrates stories. Children listen and respond. Teacher uses questions to test comprehension.
Listening to pronunciation of different words
Words, sentences
Teacher models pronunciation and children listen and repeat.
2. Speaking
Competencies
Singing rhymes, poems, songs
Content
Mode of Transaction
Children sing or recite along with the teacher or cassette and
Evaluation
Listen to the tune and sing, or listen to and recite the rhyme or poem.
Rhymes, poems, songs
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reproduce the rhymes, poems or songs
Respond with the next word or sentence when the teacher pauses while singing or reciting the rhyme. Perform actions related to the rhyme were initiated.
Communicate a message Simple messages Children communicate messages to peers or another adult. Children express regret in naturally occurring situations. Teacher asks questions during the course of the day and children respond.
Stand in line to go to the playground. My teacher wants a box of chalks
Expressing regret
Sorry
The child says Sorry when she/he accidentally bumps into someone. Respond to questions appropriately.
Responding to questions
Phrases/sentences
Asking questions
Wh questions
Children ask a variety of questions during the course of the day.
Where is the black dog? Who is your friend?
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3. Reading
Competencies
Reading sentences / longer text
Content
Any passage from text or other books
Mode of Transaction
Teacher provides opportunities for children to read individually, in pairs and in small groups. Children read and answer simple questions.
Evaluation
Underline the unfamiliar words. Round Robin reading reading one sentence each from a given passage. Read the sentence and illustrate.
Children pause at the end of sentences. Children use word attack skills to read.
Read the given passage. Read the passage and choose the correct answer. The rat ran into a _____. (pipe hole house) List out the road signs you see while coming to school. Create your own road sign and talk about it.
Reading different genres
Road Signs / maps
Road signs and simple maps are introduced to children.
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Reading for fun Reading Graded readers, colourful picture books Teacher facilitates children to look at pictures/read books.
Draw a map from your home to school. Look at the pictures and enjoy them Read books for pleasure Convey a message to a friend. Express regret for a mistaken act. Narrate an incident. Ask your friend question. Read a few sentences.
4. Writing
Competencies
Recall spelling
Content
Words (high frequency words, phonetic words and content words)
Mode of Transaction
Teacher presents a variety of writing exercises such as jumbled letters, sentences, fill ups and dictation to develop spelling skills. Teacher presents a simple rhyme with
Evaluation
Fill in the blanks with correct word: Monkeys climb______. (stere/ reest/ trees)
Creative writing
Writing rhyming sentences, Writing
Write two sentences that rhyme using the
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on a topic, Drawing and writing, Making a list
missing sentences. Children draw, colour and write.
given words. ball, wall Make a list of things that you would like to do this Sunday. Read and Answer the following questions Make a question for the following sentences. The question words are given. What __________ This is a train. Punctuate: - she is in delhi - where is my sister - ravi gita and anwar are
playing football
Using punctuation
Text-comma, apostrophe and question mark
Teacher helps the children to mark the punctuation correctly in a passage
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Write using a combination of grammatical forms [Consolidation of functional learning through usage]
Functional grammar: Nouns, Verbs, prepositions, Articles, Adjectives, Verb forms [Learnt and interpreted only as usage] Negatives cant didnt etc.,
Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.
Fill in the blanks with correct word. This is my shirt. ____ (It/His) is red in colour. Make the sentences bigger choosing from the words given. (tall, blue, two) I have bottles. A boy is running. My bag is lost. Copy a news item in your note book. form two or three rhyming sentences. Use punctuation as directed by the teacher.
5. Vocabulary
Competencies
Using Picture Dictionary Words
Content
Picture Dictionary Words given in the text
Mode of Transaction
Teacher guides the children in grasping the meaning from the picture dictionary Teacher explains the meaning and asks questions
Evaluation
Know how to refer to picture dictionary as and when needed. Fill in the blanks with words given
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Competencies
Making a presentation (Show and tell)
Content
Things found or created by children.
Mode of Transaction
Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc.,
Evaluation
Make a presentation
A scrap book- flowers A fish made with shells.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.
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Class IV
1. Listening
Competencies Content Mode of Transaction Evaluation
Listening to songs / poems
Songs / Poems
Teacher sings / plays the recorded cassettes. Children sing part or the whole song / poem.
Listen to the tune and sing the songs and poems. Sings the whole song or poem after listening to the title or first sentence.
Listening to stories/ prose content
Short stories/prose content
Teacher narrates stories / incidents / folk tales. Children listen and respond
Give a suitable title Think of a different ending for the story. Listen and respond to the questions
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Listening to pronunciation, stress and intonation
Words/ Sentences / Passages E.g., Words with silent letters, multi syllable words, homophone, vowel clusters etc.
Teacher models pronunciation. Children repeat after the teacher
Repeat after me She sells sea shells on the sea shore.
Listening and responding in discussions
Themes on personal experiences, common interests and ageappropriate themes.
Teacher initiates discussions for children to listen and participate. Children bring up topics to discuss and listen to each others ideas.
Children go outdoor to listen to the sounds around them and come back and discuss what they heard. Reflect and illustrate what you have heard in various ways
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Listening and responding to questions Questions: How? Children listen and respond to questions relevantly.
Listen to question and respond in full sentences. Listen to a story told in a TV Channel. Listen to a good speaker as recorded in a Cassette Listen to questions asked by your friends.
2. Speaking
Competencies
Sings Songs and poems
Content
Poems / thematic Songs
Mode of Transaction
Teacher sings and children sing part or the whole song / poem.
Evaluation
Sing the song/ poem suggested by the teacher or their favorite one. Sings the whole song or poem after listening to it carefully.
Sing the song with actions
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slowly eliminating words or vice versa. Communicate an idea/opinion Creating something planning an event, talking about some event, day-today activities Teacher presents opportunities for children to communicate their ideas and acknowledges them. Children plan as a part of different club activities.
What do you think about the movie we saw today in school?
Talking about a theme
Common familiar topics :E.g, Railway station, forest animals
Children talk about a given topic. Teacher prompts them by asking leading questions.
Talk about the uses of tree. Draw some of the trees you see around you.
Participating in discussion
Specific topic E.g.: Our school Saving water My pet General discussions
Teacher involves the children to participate in the discussion about a specific topic in small/large groups.
Talk about the different ways you can save water.
Teacher asks questions during the course of the day and children respond.
Respond to questions appropriately.
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Responding to questions Asking questions
Sentences (Questions and answers) How? questions
Children ask how something is done or how something happened. Teacher provides opportunities through spoken activities for children to use a combination of grammatical forms.
How did the mouse save the lion? Throw the ball on the black board and make a sentence with the word you hit with the ball. Look at the six pictures and tell the story of the Ant and the Dove. Sing your favorite English song Describe the magic show you saw. Say a few sentences about your village / town Ask a sportsman how he won the prize. Speak for two minute on a topic of your liking.
Speaking using a combination of grammatical forms. [Consolidation of functional learning through usage]
Functional grammar: affirmative, punctuation, interrogative and negative sentences, conjunctions [Learnt and interpreted only as usage]
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3. Reading
Competencies
Reading a longer and level appropriate text (familiar / unfamiliar text)
Content
Text/other reading materials.
Mode of Transaction
Children read longer texts silently and aloud. Children read with a degree of fluency.
Evaluation
Read a passage and illustrate. Read the passage and talk about two things you liked about it. Read the given passage and answer the questions based on the cause-effect, inference. Recall answers based on text Read the passage and find the author, the title, the main idea and the ending. Read the question and choose the best answer (choice of three answers) Read the letter and circle the address and the place you sign.
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Reading with attention to pronunciation, stress and intonation
Text
Teacher models reading a passage from the text with attention to pronunciation, stress and intonation
Divide yourselves into small groups and read two lines each, one after the other. Take up different roles in a written play and read aloud Read, enjoy and recommend the book to a friend! Read a letter written by your relative. Read a news item. Locate a place on the given map.
Reading for fun
Supplementary Reading-Graded series and a wide range of reading materials.
Teacher provides a variety of reading materials.
4. Writing
Competencies
Dictation of words/ sentences
Content
Text / General
Mode of Transaction
Teacher presents a variety of writing exercises and word building activities.
Evaluation
Build a word pyramid. a, an, ant, pant Write words and sentences with correct spelling. Word pyramids Draw the things you saw during a bus journey and write 2/3 lines about it.
Writing sentences/passages
Question/answers, journal notations, creative writing, letter writing (informal).
Teacher presents a variety of writing activities for children to do.
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Look at the picture and write about it. Choose a sentence from Column A and a sentence from Column B and join them to write a sentence using and or but.
Writing using a combination of grammatical forms.
[Consolidation of functional learning through usage]
Functional grammar: affirmative, interrogative and negative sentences, conjunctions, punctuation. [Learnt and interpreted only as usage]
Teacher provides opportunities through written activities for children to use a combination of grammatical forms.
Rearrange the jumbled sentences to make a story. Answer the given questions. Read and answer questions. Complete the passage in your own words. Write a letter to a friend inviting her for Pongal/any other festival (using the clues given) Fill in the blanks choosing the correct word. The child is crying ______ (loudly/fast)
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5. Vocabulary
Competencies
Identifying synonyms, antonyms
Content
Glossary from Text Crosswords, Puzzles, Vocabulary games
Mode of Transaction
Children play language games in groups, to learn pronunciation, spelling and meaning of new words. Teacher guides the children in grasping the meaning from the picture dictionary
Evaluation
Play in small groups. (Word search , Boggle and Scrabble may be given. )
Using Picture Dictionary Picture Dictionary
Make use of dictionary, to find out the meaning and spelling with your peers. Solve a crossword puzzle. Play a word building game. Use a picture book for developing a sequence of events.
Competencies
Other language functions for continued practice are: Making announcements Describing a person / object Role play Presentation
Content
Mode of Transaction

Evaluation
Describe a game you have played or witnessed. Announce to a group of your friends a rare achievement of one of your relatives.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A Note for teachers on functional grammar with suggested activities will be included wherever relevant would be given in the Text book. Activities are proposed to inclusion in the textbook.
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Class V
1. Listening
Competencies
Listening to songs Enjoying the tune and responding with actions where ever appropriate or required.
Content
Songs
Mode of transaction
Children listen and respond to songs
Evaluation
Listen to the song Sing the song with actions Give the theme of the song
Listening to poems Appreciating rhythm and rhyme Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas Appreciating various simple level appropriate images
Poems
Children listen to the poem Understand the meanings of difficult words [may use dictionary] May be facilitated in their understanding through appropriate actions Facilitated to discuss the feelings and values expressed by the poet and evolve the sequence Grasp the central theme of the poem
What do you feel after reading this poem? Does this poem tell you of something sad or happy? Fill up the speech bubbles to indicate understanding of main and supporting ideas. Answer the following questions using the clues given.
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Listening to stories / folk tales Understanding the meaning of the words heard Following sequence Locating the Main and the Supporting ideas
Stories & folktales
Children listen to the story Understand the meanings of difficult words [may use dictionary] Facilitated to discuss the narrative and evolve the sequence Grasp the central theme of the story/folk tale
What is the meaning of _______? Arrange the sentences in order of the sequence. Answer comprehension questions using the clues given.
Listening to correct pronunciation, stress and intonation
Passage from the text, or audio cassettes
Through various facilitative activities, children listen and repeat words with correct pronunciation, stress and intonation Small or Large group.
Listen to the passage and repeat suggested words
Participating in discussion
Simple topics Eg; Toys, Cartoon characters, Comic strips
Children may be facilitated to listen carefully to their peers, and discuss in small groups
Form groups and discuss the topic. What do you think about helping others? Give an opinion about wearing school uniforms.
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Listening to words that sound the same (homophones)
Homophones presented in a passage
Children listen to teacher reading the passage identify the homophones in small groups
Identify the words which have the same sound but different meaning and spelling. Scan a given text for a set of points. Say aloud what you understood from a text.
2. Speaking
Competencies
Reciting / singing poems
Content
Poems Text
Mode of transaction
Children are facilitated to recite the poem through various learning activities, which may include actions
Evaluation
Recite the poem Sing the song with the teacher. Pick out the rhyming words in the poem.
Expressing one preferences
Sharing/Interaction Time; day to day situations
Children in groups make a portfolio depicting their likes, dislikes, preferences and other such personal explorations
Tell the class about your best friend. How would you like your friend to behave? Tell the class. Discuss and make a list of what you like doing alone or in groups, etc
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Exchanging ones ideas with peers on a particular object / place / person /event / situation
Sharing/Interaction Time; day to day situations Eg; Encounter with a stranger
Children in groups discuss and exchange ideas around any particular object / place / person /event /situation
Speaking on common experiences Sharing/Interaction Time; day to day situations Eg; Lost in a crowd Children in groups discuss and exchange ideas around any particular experience which they discover in common
Practise rhymes and rhythms in a few songs given. Say what you like and you dont in eating, drinking, reading.
3. Reading
Competencies
Reading text i) Understanding sequence
Content
Text/ Supplementary materials
Mode of transaction
Children read the text both silently and aloud The teacher facilitates the following activities and skills for each student: Underlines main facts Uses dictionary or vocabulary list (put up on board) to find meaning of unfamiliar words, and understands the context through individual and small group activities Uses the reading material to answer questions
Evaluation
Read and list out the unfamiliar words. Raise questions Engage in comprehension activities Choose the correct answers. [Objective Questions]
ii) Understanding content iii) Finding answers to questions of the given passage
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Using simple spelling conventions correctly
Teacher facilitates the understanding of selected spelling rules through a range of exercises and play activities Children are facilitated to read words with correct pronunciation, stress and intonation Small or Large group.
Reading with attention to pronunciation, stress and intonation
Spelling rules emphasized through a relevant passage Text / Additional material
Reading for fun
Reading Time Supplementary Reading Graded series V Colourful picture stories
Children read in large groups, small groups and individually aloud or silently
Play a spelling game. Read a letter, an essay and a poem. Read a story with suitable difference from a picture sequence.
39
4. Writing
Competencies
Simple projects
Content
Provided with materials and ideas
Mode of transaction
Teacher helps children to evolve their own work plans, and facilitates their execution Children also discuss their plans in the small group
Evaluation
Prepare a project on the given topic. Display your project and explain how you worked on it.
Developing a story
Story clues, Story pictures are given
Teacher explains steps in developing a story Children frame stories Discuss them in small groups Teacher provides opportunities for children to read and analyze text through simple graphic organizers Error analysis in reading, inference and conclusion Children are facilitated to link thoughts and ideas to facts They discuss their questions in small groups
Objective Questions, VSA, SA [2 to 4 lines]
Reading between the lines
Text
Look at the given diagram and answer the questions that follow.
40
Writing simple poems
Simple topics or free choice
Teacher encourages children to write simple poems.
Use the given rhyming words and form a poem of your own. Complete the story
Completing simple passages
Text and back of chapter questions
Teacher facilitates children to complete the passage with suitable sentences, after discussion in small groups.
Reference Skills Referring to Junior Encyclopaedia/ any other relevant information source/ reference material Making small notes
Passage with questions Encyclopaedia/ any other relevant information source/ reference material
After group reading, children are facilitated collectively to search for answers to the questions
Describe a project done by you. Write simple poems. Complete the story half of which is only given. Write a casual letter to your parents. Use an encyclopedia to find out some rare events.
41
5. Grammar
Competencies
Nouns and Verbs Exploring the types :Common Noun, Proper Noun Verbs Present tense Simple, Continuous Simple past, Simple Future
Content
Text / Additional material such as magazines, newspapers
Mode of transaction
After explanation, children are facilitated to identify the naming and doing words in small groups with different materials
Evaluation
Parts of speech [Introduction to formal naming of the different parts of speech already explored as use, in the earlier classes] [Naming seen as a tool to build formality and awareness in learning at this level]
Text / Additional material such as magazines, newspapers
Teacher guides the children through usage to identify various parts of speech. Exercises and activities are utilized for this. Correct the given wrong sentences. Rearrange the words in the given sentence to make it a question. Use correct tense forms in describing a series of activities.
Exercises, Worksheets
Children are facilitated to use these sentence types in contexts of their own
42
6. Vocabulary
Competencies Using Antonyms/ Synonyms Content Text / poetry Mode of transaction Exercises, activities and games
Forming Compound words. Text, Puzzles, Supplementary material, chapter questions Exercises, activities and games
Evaluation
Games, children do various exercises Games, children do various exercises Use correct alternative to the identified word in a sentence.
43
Class VI Listening Competencies

Listening to: Short audio pieces (radio play/ chosen parts of CDs/Poetry/ Short passages)
Classroom activities and processes

Playing an audio story (Audio books, audio rendition of poems It will be reiterated at a suitable time in future.
Learning Outcomes
Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately, orally or through written exercises
Evaluation
Listen and recite or read with clear intonation and pronunciation Listen and respond orally or through written exercises: Eg; Write or say a line about the characters in a story; give a suitable title Answer objective questions
Identifying and discriminating difficult words Dictation: Hearing words, and spelling accurately
: gh sounds, silent letters, /s/, /z/, //, /3/ homophones etc.
Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. Learns New vocabulary
Spelling Games Spells words; finds patterns; uses correct spelling in writing Understands meanings of words learnt.
44
Speaking Competencies
Reading aloud from a text Reciting: reading from text Reciting from memory

Reading aloud from their reader Learning and reciting in groups, or individually from the selection of specified poems Activity: role play, games; other oral activities: Ask Answer activities around familiar situations in day-to-day life Giving directions to a place on campus etc. This learning activity may be undertaken around a story or passage:
Learning Outcomes
Reads clearly with pauses; pronounces words accurately Read in unison, with sense of meter and rhyme Reads alone without stumbling, with expression Learns to use oral instructions Speaks and enacts using learnt phrases Builds familiarity with appropriate phrasing of greetings and requests
Evaluation
Read the given passage fluently without errors and with correct pauses. Expresses appreciation for the poem read; Recite with expression; without faltering Memorise the poem
Using appropriate greetings for various occasions Making requests Enacting
Follow the instructions correctly How will you respond to the given situations?
Instructing another classmate Asking and answering Wh / Yes/No / Seeking Information Questions
Learns to frame appropriate questions and answers correctly in the Wh/ Yes/No model; also knows how to ask,
Objective questions Questions for different situations: Eg; Ask questions to
45
Teacher guides
to elicit relevant information
- find a place, - find the time of a trains arrival or departure
Participation: In discussions in class
Large/Small group discussions,
Builds participation skills Cogency in speech Confidence Resourcefulness Holds a train of thought
Converse on a topic of your choice with a group of your classmates.
Classroom discussion on lessons

Converses around a suggested or initiated topic Each student takes turns to prepare and speak on a topic of choice Students share jokes, puzzles and riddles.
Debate
Speaking formally on a topic for 2 minutes
Learns to speak in front of a group, clearly and correctly
Address the class on why we need to grow more trees.
Telling Jokes; Puzzles and Riddles.
Students share jokes, puzzles and riddles in a lively manner Build interactive skills
Anyone can share a joke, puzzle or riddle which they enjoyed?
46
Reading Competencies
Skimming

Using various short passages, the teacher facilitates skimming content as a reading skill Using various short passages, the teacher facilitates scanning content as a reading skill Reading passages; from text; Reading selected unseen comprehension passages of selected level The teacher facilitates the following activities and skills: Underline main
Learning Outcomes
The student learns skimming as a skill, and understands its value in reading and understanding The student learns scanning as a skill, and understands its value in reading and understanding Reads and comprehends Understands and enjoys stories and essays Learns to read independently Follow instructions clearly;
Evaluation
Read the given passage and answer the questions.
Scanning
Read the given information and find the data asked.
Reading independently, short passages in prose and comprehending its content
Understanding sequence Understanding content
Understands vocabulary; builds vocabulary and uses words in context; answers questions correctly Begins to build cognitive skills
Uses the dictionary effectively; Independently works at understanding a passage or poem Follows sequence correctly;
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Finding answers to questions on the given passage Understanding the authors intention Recognizing and learning vocabulary in context Appreciating style: first step Picking out main facts and supporting detail Relating stories to ones own life and responding Reads poetry: appreciates it, understands, relates and responds
facts Use dictionary or vocabulary list (put up on board) to find meaning, and understand in the context Use reading material to answer questions Enjoy reading
in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing
Answers questions appropriately VSA, SA
Answer open ended questions: What do you think? [Teacher facilitates] Read and respond to poetry; answer questions; illustrate Supplementary reading, use of the Library, Referencing skills and activities
Responds to literature; understands life through reading Appreciates poetry Understands meaningfully Free association and imagine activities Reads for interest Reads to deepen knowledge Reads to link and connect additional data Small assignments and projects Illustrations and responses show understanding;
Answer questions accurately
Reading Extension Activities
48
Writing Competencies
Answers questions in complete sentences, using punctuation

Comprehension passages
Learning Outcomes
Write in sentences; writes complete answers; uses punctuation
Evaluation
Answer questions appropriately in complete sentences
Uses relevant and level Exercises in appropriate vocabulary vocabulary to make sentences Writes on a given topic: (to an established word limit) [5 lines] Journal writing Free writing Short journal prompts Five minutes of class time to write Hints are given, and students facilitated to use them skillfully Specific paragraph topics; teaching writing a paragraph
Uses vocabulary to make sentences Paragraph unity, relevance, appropriate vocabulary and grammar conventions
Use vocabulary correctly; writes original sentences
Write cogently, organise content; relevant to topic; spell and use grammar correctly. Short Answers [5 lines]
Self-expression Just write without hesitation
Not assessed Not assessed; a freeing exercise
Developing Hints Prompts
Expanding on given hints Building a story from an outline Learning skills that help to use
Write cogently. Use all the hints Imaginative
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imagination /facts productively
Innovative Original
Writing simple messages and descriptions
Students use life situations to write relevant messages Students use everyday objects and scenarios to describe what they see
Learns to use language contextually Learns to use language to articulate a visual image
Look at the objects placed before you and describe them in a few sentences
Mind/Concept mapping Summarize content in any framework, using graphic organisers
Use summary and graphic organisers in all classroom transactions
Picking out and organisation of information and facts in an imaginative manner Learning the value of Mind mapping as a tool to understand and associate Growing familiar with a range of graphic organizers
Frame sentences in sequence from the mind map given to you
Spelling words correctly
Spelling activities around familiar and unfamiliar words Dictation
Students know the spellings of selected words
Objective questions and fun games for spelling
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Grammar Competencies
Verbs: being and doing verbs: adds to understanding predicates Simple Present [Habitual Action, universal truth], Simple Past [Completed actions], Simple Future [Intended actions] [SVC;SVO; SVIO DO] Revise already learnt concepts through exercises. Revision exercises

Learns all doing and being verbs in the required contexts, through sheets, explanations and activities
Evaluation
Learning Outcomes
Recognise verbs and their role as predicates Students use different tense forms in different situations Students understand simple sentence structures SVC, SVO and SVOO Pick out verbs, simple predicates, use verbs in sentences correctly Objective questions
Vocabulary Competencies
Grasping the meaning of unfamiliar words

Uses dictionary; checks with peers,
Learning Outcomes
Understands meanings of
Evaluation
Uses the words in sentences; understands context and meaning
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from reading materials Vocabulary exercises in: homonyms, synonyms, antonyms
teacher helps with meaning Activities, crosswords, word search
words in context Students learn some homonyms, synonyms and antonyms Builds familiarity, identifies words correctly
Objective questions Completes the related exercises correctly
Language Functions Competencies

Reads a graphic organiser Tabular data Narrating stories

Worksheets; or charts or black board drawings Activities, tasks, and language games Activities, tasks, and language games Activities, tasks, and language games
Learning Outcomes
Understands and interprets different kinds of data Enrichment and application
Evaluation
Interprets the data accurately
Original, imaginative, clear sentences
Role play
Enrichment and application
Simulates effectively
Writing poetry
Enrichment and application
Write originally, authentically
52
For the teacher Template of the Active Learning Framework - Classroom Transactions for Prose & Poetry Sl. No. Learning Activities for the student By the student[s]
Introduction Activities
1. The teacher uses the activities given in the Chapter/Lesson Plan to introduce the topic Priming/Reading Preparation Activity Large Group Do you know? [related to content] A short related/reinforcing word game/anecdote/discussion
2. 3. 4. 5. 6. 7. 8. 9.
Learning Engagement Activities Understanding Activities Consolidation Activities Functional Enrichment Activities Language Structure Activities Evaluation/Assessment Activities Suggested Extension Activities Reinforcement Activities
Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web, Mapping Activity] Individual/Pair Discussion and activity using graphic organisers provided in the textbook Small Groups Students answer Questions and attempt the activities that consolidate their learning of the content in the textbook Mixed as appropriate Students engage with the application related activities presented at the back of the chapter. Separate materials are provided there using the chapter as base The grammar to be taught is presented in the form of exercises. Simple Formative Assessment and Criterion referenced evaluation based on the Lesson may be facilitated by the teacher Simple activities involving writing and observation/interaction related to the day-to-day context of the child Worksheets that address the need for revision and reiteration in an imaginative manner
It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating the blueprint of assessment and evaluation, when it is ready.
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List of possible classroom activities and transactions: Role play Dramatisation Reading aloud Recitation of rhymes, poems and making observations on a given topic/theme Telling and retelling stories, anecdotes, and jokes Discussion, debate Simple projects Interpreting pictures, sketches, cartoons Activities, tasks, and language games Pair work, group work, and short assignments both individual and group
54
Class VII
Listening Competencies
Listening and responding to items
Content
Recorded songs, poems, stories, dialogues, etc.,

Listening to and following instructions; listening to selected audio stories; listening to a classmates speech
Learning Outcomes
Student understands oral instructions; understands stories read out or played follows a speech and responds to it.
Evaluation
Testing to find out whether the students follow instructions correctly, and respond appropriately Oral Questions to check comprehension
Listening to specific words and their different forms, in different contexts
Same words that differ in meaning in different contexts Eg.: cry-weep cry-shout aloud
Listening to a Report
Report on 1. Annual Day function, 2. Sports Day function, etc.; 3. News report, 4. Weather report, etc
Using specific word forms in appropriate context; worksheets and other interactive exercises Dictation on these forms Teacher initiates a discussion on the report.
Distinguishes different word forms; learn the peculiarities of spelling; learn to spell words correctly
Find pattern, gain better accuracy in spelling; connect sounds with words Word Pun, Objective type questions
Student understands the structure of a report
Able to recall basic elements of an oral report, and improvise to create one in a given context, using given basic parameters
55
Telling Jokes; Puzzles, tongue twisters as play on words and meanings Narrating an experience
Content
Jokes, puzzles and tongue twisters Incidents in the class, playground etc. Poems from the text

Students share jokes, puzzles and riddles. Students share their experience in class
Learning Outcomes
Shares jokes, puzzles and riddles in a lively manner Build interactive skills Uses descriptive vocabulary and connectors
Evaluation
Use words like puns, homonyms etc., in group conversation. Recount your experiences on your way to school this morning.
Reciting poems from memory and from text
Learning and reciting in groups, or individually from the selection of specified poems The teacher facilitates formal conversation around a chosen topic; Eg; groups converse around Sports today, or TV Programmes
Appreciates, recognises rhyme, meter and meaning and brings it out through recitation Expresses thoughts using the correct language, vocabulary and syntax
Recite clearly; with correct inflexion and pronunciation
Speaking formally
Familiar topics
Speak with confidence on a topic of their choice.
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Reading Content
Simple comprehension passages depicting celebrations etc.,
Competencies
Analyzing what is read

Apply their minds to understand various aspects of a passage: Eg; character, style, plot, inference, other interesting information Reading written instructions and following them
Learning Outcomes
Makes connections and interpret what they read
Evaluation
What, How, Why questions
Understanding and following written instructions after or before a given passage; Following a trail of written instructions to arrive at a learning outcome Relating stories to ones own life and responding
Pre reading and post reading questions on simple passages Re-arranging jumbled sentences into a logical sequence Stories inculcating values like friendship, good conduct, etc.,
Follows written instructions
Read the instructions and respond accordingly
Exercises given after the lesson, aiding understanding,analysis, evolve connections Answer open ended questions: What do you think?
Follows a sequence and build on what is known
MCQs, Objective type questions, VSA and SA
Responds to literature; understand life through reading, Reads with pause, stressing words appropriately and with proper intonation
Eg. If you were the boy in this story, how would you have
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Reading poetry: appreciating it, understanding, relating and responding
Poems on simple themes
[Teacher facilitates] Read and respond to poetry; answer questions; illustrate
Appreciates poetry Responds to the imagery and emotions in a poem. Reads with pause, stressing words appropriately and with proper intonation Reads for interest Reads to deepen knowledge
Answer questions eliciting imagination and emotions.
Reading with rhythm and emotion-extensive reading
Newspapers, Childrens magazines, etc.,
Supplementary reading, Use of the Library, Referencing skills and activities
Building interest Small assignments and projects
Reads to link and connect additional data
Writing Competencies
Writing answers to Knowledge based questions
Content
Mind maps and graphic organizers

Comprehension passages with activities; or text based written exercises
Learning Outcomes
Explains clearly in writing, use appropriate expressions; answer in own words
Evaluation
Answer accurately in an organised, complete and clear manner
Normative
MCQs, Objective type questions, VSA and SA Questions - VSA and SA
Differentiates between the language used in prose and poetry.
Poems
Read, comprehend and respond clearly Identifies sentence patterns
Interprets and understands the poems
58
Paraphrasing poetic lines.
Poems
Read, comprehend and respond clearly Use mind maps and graphic organizers to aid understanding
Interprets and understands the poems, expresses views with originality and writes in prose form Writes up to 10 cogent lines on a given topic
Rewrite the given line / lines of the poem in prose form.
Writing descriptive and narrative essays of specified length [8 10 lines]
Topics of general interest
Introduction to essay writing; writing on given topic with guidelines provided
Write grammatically correct sentences in an organised manner on a given topic Long Answers [8 10 lines]
Using discourse markers
Linkers / connectives
Passages with the selected discourse markers are provided to students; teacher facilitates familiarity with them through pre and post reading questions. Formats are given. Teacher shows the style of language used in formal / informal letters
Identifies the specified discourse markers in connected sentences
Identify the discourse markers, linkers, connectives in a given passage Use discourse markers in appropriate places in sentences
Writing Formal and Informal letters
Situations for formal and informal letters
Learns and applies the formats and uses the required vocabulary and language for letter writing
Eg. 1. Write a letter to our friend about the pollution of the river in your area. 2. Write a letter to the Collector about the pollution of the river in your area.
59
Simple Slogan writing
Short, catchy phrases and sentences
Teacher evolves various contexts to create awareness Eg; Waste segregation, conservation of water, keeping the campus clean, etc Five minutes of class time to write on topics of the pupils choice
Evolves catchy and effective slogans on relevant themes
A few fun activities on imaginary issues
Summative
Able to focus on the core issue and evolve an appropriate slogan Writing spontaneously without hesitation Express your views on the chosen topic
Free writing
Current affairs, general topics
Using Modal Verbs for Suggestion, Obligation, Politeness, Willingness
Content
would, may, can, will

A passage in the text that highlights the required grammatical functions. Learn through exercises, activities and explanation, of modal verbs, their role and use in the specified contexts
Learning Outcomes
Students use different Modal forms in different situations appropriately
Evaluation
Objective type Questions that test use of Modals for suggestion, obligation, politeness, willingness, ability.
Revision of Punctuation marks
Fullstop, Comma, Inverted commas, question and exclamatory marks
Passages with the relevant punctuation marks are provided to students; teacher facilitates revision
Students use the punctuation marks appropriately
Punctuate the given passage; Supply the missing punctuation marks
60
Subject and verb agreement
Singular subject singular verb Plural subject verb in the plural Each, every, either, neither, etc.,
Through exercises and substitution tables, verbal situations etc.,
Knows and applies the rules of singular and plural nouns and verbs uses them
Objective type questions
Identifying Phrases and Clauses
Phrase- ie a group of words without a finite verb in it Clause- ie a group of words with a finite verb in it
Passages in the text, additional exercises and verbal situations.
Understands the use of Phrases and Clauses
Differentiate Phrases and Clauses Objective type questions
Locating words in the dictionary for their meaning, synonyms, antonyms and usage
Content
Guided use of dictionary for unfamiliar words

Activities; 1. Exercises and word games; 2. Break up of kangaroo words 3. Use of dictionary and thesaurus
Learning Outcomes
Learn more words and synonyms and antonyms of words
Evaluation
Find synonyms and antonyms Split the word into smaller words Objective type questions
61

Talk about oneself
Content

Conversation class; teacher anchors and helps children speak authentically: Interaction questions based on Favourites: players, hobbies, friends, books, leaders, movies, TV programmes, etc
Learning Outcomes
Learns to speak in sentences and communicate their thoughts and feelings with ease and clarity
Evaluation
Speak confidently and attempt to speak in complete sentences Questionnaire type: completion
Talks on likes, dislikes, friends, etc.,
Participating in language games and puzzles:
Word searches, crosswords, and Whats the good word? Tabular data
Activities and games in class, at various levels, to strengthen and reinforce various competencies Worksheets, charts or black board drawings
Reinforces concepts learnt in grammar and vocabulary; develops the skill of problem solving Understands and interprets different kinds of data
Solve puzzles and play word games
Reading a graphic organiser
Interpret the data accurately
62
Class VIII Listening Competencies

Listening to recorded commentary of any sport
Content
Sports commentaries; passage on a familiar theme

Listen as a large group, with pointers and interventions from the teacher, for better understanding Words & passage read out in class focussing on stressed syllables and words Listen to how poems could be read or recited
Learning Outcomes
Understands the use of language in commentary
Evaluation
Understand what is happening and are able to recall what they have heard
Listen to selected words, and their stress and inflections
Words like conduct & conduct; present & present Poems
Students pronounce accurately and with proper intonation, the words heard Appreciate rhyme, meter, and the special use of words
Identify the sounds heard
Listening to poetry reading and recitation
Identify the nuances of sounds & words in poetry
63
Telling Jokes; Puzzles and riddles.
Content
Jokes, puzzles and riddles

Students share jokes, puzzles and riddles.
Learning Outcomes
Students share jokes, puzzles and riddles in a lively manner and use language appropriately; build interactive skills Rephrases and narrates in with originality Speaks over the telephone using appropriate vocabulary, intonation and register of language Expresses thoughts and views with clarity, cogency and focus Speaks clear complete sentences, and expresses ideas clearly
Evaluation
Jokes, puzzles or riddles cited by the learners
Retelling stories they have read Telephonic conversation
Stories Making telephonic conversations
Students listen to each other as they narrate stories In small groups, children enact telephonic conversation and apply telephonic etiquette
Rephrasing Learn to speak and express oneself to others
Participating in Discussions:
Current news Sports Relevant contemporary issues
Large group activity with the teacher facilitating speaking and listening
Group discussion on various topics
64
Reading Competencies
Reading poetry: appreciating, understanding, relating and responding to various themes a) Reading for content and style b) Understanding sequence, c) Scanning content to find answers to questions in the given passage d) Understanding the authors intention e) Recognising or learning vocabulary in context f) Appreciating style Extensive reading
Content
Poems

Activities related to the poem in content. Read and answer questions based on the poem
Learning Outcomes
Enjoys reading given poems, appreciates and responds to chosen poems
Evaluation
SA questions
Stories / passages with moral values, witty and humorous passages, historical, narrative, mystery passages etc.
Read stories and other passages, to understand and appreciate the plot, characters, style and intention Understand and summarise the story in various ways, creating organizers and using the ones given; make connections with life and learning
Comprehends selected passages from literature Enjoys the reading process and learn from it, pronounce the words correctly, stress appropriately, passing at the right places with proper intonation Summarises the story, assesses its plot, character and style
MCQ, Objective type Questions, VSA, SA, LA
Abridged novels, fiction, books of pupils choice
Supplementary reading, Use of the Library, Referencing skills and activities
Reads for interest Reads to deepen knowledge Reads to link and connect
Questions to build interest
65
additional data
Summative
Answers addressed questions appropriately with supporting statements
Writing `Competencies
Comprehension Using mind mapping techniques
Content
Answer questions in complete sentences, using proper punctuation

Comprehension passage given for written work Exercises and activities that elucidate the required concepts are facilitated through mind-mapping Simple exercises prepared by the teacher
Learning Outcomes
Picks out relevant facts, writes correct and clear answers, to meet the requirement of the questions specified
Evaluation
VSA and SA questions, Make notes and write the summary in a paragraph
Using both active and passive vocabulary to make sentences Writing Paragraphs: Topic sentence; unity and structure [Linking small paragraphs]
Words, phrases, phrasal verbs, etc., Simple topics, proverbs, etc., Eg. 1.Cleanliness is next to Godliness 2. The importance of good manners.
Uses vocabulary appropriately
Learn and use words correctly Objective type questions
Worksheets to understand and practise writing paragraphs
Learn to use paragraphs and to write on different topics
a) Expand the given outline into a paragraph. b) Write a paragraph on the given topic.
66
Writing on a given topic: (150 200 words) Revision: Writing letters in a given format
Simple topics, proverbs, personal experiences, etc., Topics for letter writing
Specific essay topics; teaching how to write an essay Revision of the format of formal and informal letter and the register of language
Write at length on a given topic with organisation and clarity Uses the correct format and appropriate content
Complete essay with title, introduction, content and conclusion a) Write a letter to the forest authorities about the cutting of trees in that area. b) Write a letter to your friend expressing your disapproval on cutting down the trees in his compound.
Writing a summary
Passages for summarising
Teacher explains the steps involved in writing a summary. Teacher provides a passage. The students make use of the steps and make a summary of the given passage. Teacher facilitates understanding of fantasy through reading a story, and having pre and post reading discussion Teacher invites students to collect and present information on various topics or happenings around them My school, My neighbours, the Library, Hospital, Movies, Music / Dance performances etc.
Writes a summary
Write a summary of the given passage in about one third of its length.
Creative Writing; Exercising ones imagination in a creative manner Collecting, recording and collating information
Captions for pictures, topics; Writing essays on given topics General topics
Writes creatively, evoking powers of the imagination: Writes and illustrates with cogency and fluency Collects, records and collates information on suggested topics
Free articulation, imagination, expression of ideas
Summative Effectively collect, record and collate information on a suggested topic
67
Identifying the three kinds of sentences.
Content
Simple, Complex and Compound sentences.

Worksheets, peer review and exercises
Learning Outcomes
Learns the rules and uses of clauses and phrases, and apply them in writing
Evaluation
Learn the differences between clauses and phrases Transformation of Simple sentences into Compound and Compound sentences into Simple. Use the tenses in the appropriate places. Objective type questions
Revision of tenses and more about tenses
Simple present, past and future Progressive and perfect forms of tenses.
Worksheets, peer review and exercises
Meaningfully learns the rules and uses of the Simple, Continuous and Perfect tense in Present, Past and Future time and applies them in writing Uses reported speech correctly
Using Reported Speech Identifying the Active and passive voices
Statements & Imperatives Transformation of sentences with the progressive and perfect tenses, from one voice into the other How are preposition used Transormation of sentences from one degree into
Worksheets, peer review and exercises Worksheets, peer review and exercises
Understands the difference between active and passive voice Uses the active and passive voice appropriately
Use the correct tense form with proper punctuation in reported speech MCQ, VSA
Preposition Using the degrees of comparison
Different aspects of usages of preposition Various examples from day-to-life classroom
Relationship with time Uses the three types of comparison appropriately in
Fill up the blanks and other objective type questions Become familiar with the structure, recognise errors and rectify them.
68
the other Grasping the structure and use of question tags Tags attached to words with negative meaning, such as, hardly, scarcely, rarely, seldom, etc.,
situations etc., Various exercises and classroom activities; practising through dialogues, role-play, etc.,
sentences. Knows and applies the rules involved in framing question tags.
Objective type questions. Objective type questions.
Synonyms and antonyms Spelling rules: ing, plurals with s, es, etc. Homophones, homonyms, tion and sion etc.
Content
Glossary other connected words Spellings of mono syllabic, disyllabic and poly syllabic words; spelling of plural nouns, adding plural morphemes es and ies Common abbreviations HM, S.S.L.C., PTO, PTA, HSS, NSS, NCC, PIN, etc.,

Using dictionary and thesaurus, exercises Spelling rules display Word grid, word building, pun, etc.,
Learning Outcomes
Learns synonyms of words, their use and parts of speech, etc., Children learn to spell through spelling patterns
Evaluation
Use vocabulary appropriately
Spell accurately in writing
Identifying the expansion and use of abbreviations and acronyms.
Teacher explores some abbreviations and acronyms with the students. Teacher provides a list of abbreviations
Uses abbreviations and acronyms
Summative and Normative

Expand the abbreviations and acronyms.
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Expressing clearly ideas
Content
Debates

Giving topics for debating; listing ideas for and against topics The teacher encourages all students to participate and express the ideas Read graphs, tables and pictures and complete assigned tasks
Learning Outcomes
Learns to express a viewpoint and supports it, speaks with clarity and logic Collaborates to create a story with peers
Evaluation
Speak on the given topic
Describing / narrating events
Personal experience, any interesting situation Graphic organisers, pictures and Tabular data
Build a credible story
Reading and interpreting data
Interpret data
Interpret and summarise the ideas you infer from the picture or data provided
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Common Syllabus: English Classes I To Viii A Short Preamble

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COMMON SYLLABUS III TERM - ENGLISH

COMMON SYLLABUS III TERM - ENGLISH

COMMON SYLLABUS III TERM - ENGLISH

Listening to jingles / Nursery rhymes Understanding key words in the rhymes

Jingles / Nursery rhymes

Teacher sings or plays the recorded cassettes

COMMON SYLLABUS III TERM - ENGLISH

Simple and Composite pictures

Reading for fun

Reading Graded readers, colourful picture books

Teacher facilitates children to look at pictures / read books.

COMMON SYLLABUS III TERM - ENGLISH

Upper case letters

Letters the alphabet In each unit

Writing words/simple sentences

Common, familiar words/sentences

COMMON SYLLABUS III TERM - ENGLISH

Using Picture Dictionary

COMMON SYLLABUS III TERM - ENGLISH

Listening to short stories or folktales

Longer short stories or folktales

COMMON SYLLABUS III TERM - ENGLISH

Listening and responding to instructions and directions.

Words and sentences

Teacher uses words highlighting correct pronunciation.

COMMON SYLLABUS III TERM - ENGLISH

COMMON SYLLABUS III TERM - ENGLISH

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

Responding to questions Expressing ones needs Making a request

Teacher encourages students to express feelings and acknowledges them.

Participating in simple conversation in English

Speak using a combination of grammatical forms

COMMON SYLLABUS III TERM - ENGLISH

COMMON SYLLABUS III TERM - ENGLISH

Responding to different kinds of reading materials

Books, storybooks, flashcards, pictures, selfmade books.

Different kinds of reading materials are displayed in the classroom.

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

Reading a variety of materials like a calendar and clock

Days of the week

Reading for fun

Reading graded readers, colourful picture stories

Teacher facilitates children to look at pictures / read books.

COMMON SYLLABUS III TERM - ENGLISH

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

COMMON SYLLABUS III TERM - ENGLISH

Write using a combination of grammatical forms

Express Feelings in words. Identify School spaces

Shy, scared, kind

Classroom discussion: I am scared of

Places within the school.

Use different areas in the school and perform errands.

COMMON SYLLABUS III TERM - ENGLISH

Form Plurals Noun number

Singular and Plural es

COMMON SYLLABUS III TERM - ENGLISH

Name Days of the week

Days of the week

Using Picture Dictionary