English

COMMON SYLLABUS 2009 - ENGLISH

COMMON SYLLABUS – 2009
ENGLISH
CLASSES I to X

A short preamble…

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

Vision for the syllabus

English in India serves as a link language across diverse linguistic
communities. Globally it has become the repository of technical knowledge in many
emerging fields.

Position paper, NCF 2005

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Broad Objectives:

The learning of English to facilitate

· Effective transaction in day-to-day situations
· Communicative competence
· Participatory learning frame
· 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 · Jingles / Nursery · Teacher sings or plays · Listen to the tune and sing the
/ Nursery rhymes rhymes the recorded cassettes rhyme.

· Understanding key · Respond with the next word or
words in the rhymes sentence when the teacher pauses
while singing the rhyme.

· Perform actions related to the
rhyme.

· Listening to short, · Simple short familiar · Teacher narrates · Do actions related to the story /
familiar stories or stories stories, or folktales. folktale
folktales Children listen and
respond · Reproduce any environmental
· Understanding the sounds (Eg. wind blowing, crow
main point of short cawing) occurring in the story.
stories told in
English

· Listen and respond to simple
questions related to the story or
folktale.

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· Can follow simple · Simple class room · Teacher gives · Listen to instructions and respond
instructions given in instructions instructions during the appropriately during the course of
English course of the day and the day.
children respond. E.g '
Come here, Sit down '

· Teacher conducts
games/activities to
make use of simple
commands/requests/
instructions.

· Understanding and · Time - specific · Teacher creates · Listen to the greetings and
responding to greetings ‘Good different situations for respond with the correct form of
greetings morning/ afternoon/ the children to listen greeting.
appropriately. evening’ and respond to
greetings · Practice greetings through
rhymes and action songs
· Teacher displays charts
/ pictures depicting
morning, evening, noon
and relates them to the
correct form of
greeting based on time.

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· Listening to sounds · Children discriminate the sounds
in selected words, and respond appropriately. E.g.
and discriminating Clap your hands every time you
them. hear a word beginning with /b/ -
sun, cap, ball, banana, ship, boat……

· Circle pictures beginning or ending
· Relating sound and · Children listen and with a particular letter.
letter. discriminate the sounds
that the letters make. · ‘Do the two pictures rhyme?’ Say
‘yes’ or ‘no’.

· Listening and · Simple questions What · Teacher asks simple · Respond appropriately to
responding & Where questions during the questions.
appropriately to course of the day and
simple questions the children respond. What is your name?

What is this?

Where is the bag?

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2. Speaking


· Singing jingles / rhymes · Jingles / rhymes · Children sing along with · Sing the jingles / nursery rhymes
the teacher or cassettes suggested by the teacher or their
and reproduce familiar favourite one.
jingles/ nursery rhymes

· Expressing needs · Needs and likes · Teacher encourages · Express needs/
and likes students to express likes/dislikes/feelings
needs and spontaneously in response to
likes/dislikes/feeling questions
s and acknowledges
them.

· Asking permission · ‘Can I …...' · Teacher encourages · Use 'Can I ……..? /
'May I …….?' children to use
questions in relevant
situations.

· Respond to · Words, phrases and · Teacher asks simple · Respond to questions
questions sentences questions during the appropriately.
course of the day
and children respond.

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· Speaking using a · Functional grammar: · Teacher provides · Answer questions using
combination of adjectives, articles, opportunities through phrases/sentences.
grammatical forms prepositions activities and informal
conversation for
children to speak using a Where is the book? –
combination of
On the table.
grammatical forms.

3. Reading


· Circle the letter ‘e’ in these
· Recognizing and · Letters of the · Teacher presents visual words: apple, ant, am cat,
naming letters alphabet and kinesthetic activities cap, bat
for children to recognize
and name letters.

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

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· Reading · Words/Sentences · Teacher provides · Read words
words/sentences opportunities for
children to read using · Read simple sentences
flash cards. Children
· Choose the correct word
label things around the
for each picture.
class room.

· Children use pictures as an
· Picture Reading · Simple and Composite · Teacher shows a variety aid for reading.
pictures of pictures and asks the Summative
students to name the · Read and match words with
words they know already.
relevant pictures.

· Responding to · Books, flash cards, · Teacher makes available · Browse/read the different
various types of labels, charts, etc different types of reading materials available
reading material. reading materials and in the class room.
encourages the children
to use them.

· Reading for fun · Reading – Graded · Teacher facilitates · Look at the pictures and
readers, colourful children to look at enjoy them.
picture books pictures / read books.
· Read books for pleasure.

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4. Writing


· Pre writing · Mazes, Joining · Teacher presents · Join dots to create
activities dotted lines and variety of materials shapes/pictures.
writing patterns such as worksheets,
sand box, sand paper, · Colour a variety of pictures.
stencils, etc for
children to develop fine
motor skills for writing. · Copy basic strokes and
patterns.

Write

· Upper case and · Letters of the · Teacher presents a · Trace on dotted letters.
lower case letters alphabet – In each variety of materials
unit such as worksheets,
sand box, sand paper,
· Copy and write letters.
stencils, etc for
children to write upper · Recall and write letters.
case and lower case
letters.

Write with

· Spacing of words, · Words /Sentences · Children write leaving · Copy words and sentences.
alignment of words space in between words
in a sentence and write on a line. · Trace over dotted words.
(Mechanics of

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writing)

· Recall spelling · Words ( high · Teacher presents a · Arrange jumbled letters to
frequency words, variety of writing make words.
phonetic words and exercises and word · Look at the picture and fill in
content words) building activities such the blanks with the correct
as word grids, jumbled letter.
letters, fill ups, · Write the first/last letter for
dictation to develop each picture.
spelling skills.

· Writing · Common, familiar · Teacher presents · Arrange word cards to make
words/simple words/sentences activities such as sentences.
sentences jumbled words, fill ups,
to write words and · Write one’s name.
sentences.
· 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.

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5. Vocabulary


· Point out parts of · Head, hands, ears, mouth, · Teacher uses action · Sing songs pointing to and naming parts of
body. neck, eyes, nose, legs, toes songs, pictures, the body: ‘Head, shoulders, knees and
and fingers. stories and toes….’
activities for
children to point and
name the body
parts.

· Stating the · Father, mother, brother, · Teacher uses songs,
relationship of sister, grandfather, conversations,
family members. grandmother stories, pictures and
worksheets to use
home relationships.

· Writing the Names · Common fruits, flowers, · Teacher uses songs,
of fruits, flowers, vegetables, animals, pictures, stories,
vegetables, animals, vehicles, sun, moon, stars, real objects and
vehicles, common etc. activities for
objects and other children to identify
things around us. and name them.

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· Naming Colours · Red, green, yellow and · Teacher uses songs, · Painting and colouring activities.
white pictures, children to
identify and name
· Circle, triangle, sphere, the colours.
rectangle and square

· Teacher guides the · Finger counting and songs.
· Stating number · 1 to 10
children in reading Summative
names
and writing number · Count and say how many
and number names
through activities
like tracing on
dotted lines,
matching number to
number names, etc

· Distinguish singular · Singular and Plural 's' · Teacher uses
from plural names. classroom objects,
pictures,
worksheets, charts,
children, etc for the
children to name one
and more than one.

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· Referring to · Common words such as big, · Teacher uses · Use words such as big, small, clean, dirty
Opposites small, tall, short, up, down, classroom objects, to compare, contrast and describe in a
etc. pictures, stories, conversation
songs, worksheets,
charts, etc for the
children to compare,
contrast and
describe them.

· Teacher uses songs, · Can you hop like a frog? Yes, I can. (Children
· Using Action words · Common actions such as hop.)
pictures and other
read, jump, eat, walk, play · Can you crawl like a snake?
activities for
etc Yes, I can. (Children crawl.)
children to identify
and name different · Play games.
actions.

Look at the picture. What are they doing?

· Naming · Doctor, Teacher, Postman, · Teacher uses
Occupations Traffic Police, Farmer etc stories, pictures, · Role play.
flashcards, charts
and worksheets for
children to identify · Name these people
and name people in · Match the pictures of people to the things
different they use.
professions.

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· Using Picture · Picture Dictionary · Teacher guides the · Refer dictionary as and when needed.
Dictionary children in using a
picture dictionary to
understand the
· Show and name available colours.
meaning of words.
· State part of a body and its action.

· Use singular & plural forms of nouns.

· Calling professionals by their occupation.

6. Language Functions


· Role play · Personification of · Teacher will create role play · Take up different roles and enact
objects, a nimals, fruits opportunities for children to using words and simple sentences.
and vegetables etc dramatise and speak using
simple words or sentences.

· Talking · Name, class, school, likes · Teacher will create a context · Say their name, class, school name,
about such as interactions with likes as a part of talking about them.
oneself people, role play and
presentations to talk about
themselves.

· Speak using · Simple and composite · Teacher uses pictures that · Talk about a simple sequence of
Pictures pictures, pictures in depict people in different events shown in the pictures:
sequence. roles and feelings. Germination of a seed.
· Teacher gives worksheets
with activities · Name the pictures.

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like "Spot the difference," · Who are these people? E.g., doctor,
pictures with missing parts carpenter, teacher.
to encourage children to talk.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on

functional grammar with suggested activities will be included wherever relevant in the textbook.

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Class II
1. Listening

Competencies Content Mode of Transaction Evaluation

· Listening to rhymes, · Rhymes, jingles and · Teacher sings or plays · Listen to the tune and sing
jingles and songs songs the recorded cassettes. the rhyme
Children listen and sing · Respond with the next word
along. or sentence, when the
teacher pauses while singing
the rhyme
· Perform actions related to
rhyme

· Listening to short · Longer short stories · Teacher narrates story · Do actions related to the
stories or folktales or folktales or folktale. Children story.
listen and respond. · Reproduce any
environmental sounds (E.g.,
· Teacher uses questions sound of a train choo-choo,
to test comprehension. 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

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· Listening and · Longer instructions · Naturally occurring and · Take out your notebook and
responding to and directions. suitable situations are write.
instructions and created in the
directions. · Directions during classroom to follow · Please bring your pencil and
indoor or outdoor directions. Gestural sharpener.
games. prompts may also be
used to help children
· Directions involving
follow directions
two objects or people.

· Directions involving
two actions.

· Listening to questions · Simple questions. · Simple questions based · Listen to questions and
What, Where, Who on classroom situations respond in full sentences.
‘Yes’ or ‘No’ are asked.
Can you fly in the sky?
E.g., What are you
doing?

Have you had your
breakfast?

· Listening to · Words and sentences · Teacher uses words · Sing rhyme with correct
pronunciation highlighting correct pronunciations.
pronunciation.
· Games with rhymes and
alliterations. E.g., Ponni plays
with a purple pot.

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· Listening carefully to · Diagraphs ch, sh, · Teacher plays ‘sound · Click your fingers every time
more sounds of the etc.), blends (bl, cr, games’ where the you here a word ending with
language through etc.), rhyming words, children listen to sounds /sh/ - bath, dish, sleep, fish,
chosen words, and blending sounds, in different positions. watch, crush.
discriminating them. coining new words by
changing first, last or · Children listen and · Blend the sounds to make a
middle sounds. discriminate the sounds word.
that specific letters
make. /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


· Reciting more rhymes, · Rhymes, jingles and · Children sing along with the · Teacher sings the first line
jingles, songs songs. teacher or cassettes, and and the children sing the
reproduce new and next line and the same
familiar nursery rhymes procedure is repeated
and songs alternatively.
· Sing with appropriate
actions related to rhyme.

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· Communicating a · Simple messages. · Children communicate E.g., Ask your classmates to
message messages to peers or submit their workbooks.
another adult. They
communicate messages
from home.

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

· Expressing one’s needs · Needs · Teacher encourages · I want an eraser.
students to express needs Please, can you give me a
and acknowledges them. pencil?

· Making a request · “Please” · Teacher creates familiar · Use the word, ‘Please’ to
situations and encourages ask for something in
children to respond suitably appropriate situations.

· Expressing feelings · Feelings · Teacher encourages · Express feelings
students to express spontaneously in response
feelings and acknowledges to questions
them.

· Participating in simple · Simple conversation · Children take turns during · Initiate and sustain
conversation in conversations with adults conversation in pairs and
English and peers in groups.
· Teacher provides different
contexts for initiating and
sustaining conversations.
· Speak using a combination · Functional grammar: Noun, · Teacher provides opportunities · Name some things that
verbs, singular and plural, through activities and informal you saw on the way to

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of grammatical forms construction of conversation for children to school. “On the way to
sentences, articles, speak using a combination of school, I saw a …..”
subject – verb agreement, grammatical forms. · Look at the pictures and tell
preposition, adjectives 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
festivel.

3. Reading


· Reading words / · Words / · Teacher provides · Read words
sentences (word attack sentences/connected opportunities for
skills, sight reading / sentences. children to read using · Read sentences
phonic reading) flash cards. Children
· Read simple passages.
label things around the
class room, using text
book and story books.

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· Picture reading · Pictures · Teacher displays a · Children use pictures
picture which is familiar as an aid for reading
to them and asks
probing questions. · 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’

· Browse/read the
· Responding to different · Books, storybooks, · Different kinds of different reading
kinds of reading flashcards, pictures, self- reading materials are materials available in
materials made books. displayed in the the classroom.
classroom.

· Reading a variety of · Days of week · Teacher shows the · hat day is it today?
materials like a calendar calendar / clock and: · Tomorrow is ______.
and clock Look at the clock and tell
Names the days of the the time:
week.

Tells the time rounded
to an hour.

· Reading for fun · Reading – graded readers, · Teacher facilitates · Look at the pictures
colourful picture stories children to look at and enjoy them.
pictures / read books. · Read books for
pleasure.

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4. Writing


· Write with Spacing of · Words / Sentences · Children write · Write words,
words, alignment of legibly leaving space sentences on their
words (Mechanics of in between the own.
writing) words and write in
straight line. · Copy words and
sentences.

· Recall spelling. · Words (high frequency words, · Teacher presents a · Make three new words
phonetic words and content variety of writing from the given word.
words) exercises and word “balloon”
building activities
such as word grids, · Fill in the blanks with
jumbled letters, fill correct letter.
ups, dictation to · Write the first/last
develop spelling letter for each
skills. picture.
· Write the spelling for
simple dictated words.

· Writing of · Teacher presents · Draw yourself and
words/sentences · Text book sentences, small activities such as write a few words/
journal notations (eg. Write jumbled words; fill sentences about your
three words/small sentnences ups, creative writing picture.
or draw and colour what you activities to write
liked best about school/class words and
today.), creative writing (five sentences.
word poem on My favourite

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colour, Mother, Tree etc.

· Write using a · Functional grammar: Noun, · Teacher provides · Match the words in column
combination of verbs, singular and plural, opportunities through A and column B and make
grammatical forms construction of sentences, written activities for sentences.
articles, subject – verb children to write using a · Fill in the blanks with ‘a’,
agreement, preposition, combination of ‘an’ ____ apple.
adjectives grammatical forms. ____ red apple.
· Look at the picture and
fill in the blanks.
E.g., The boy _____ water
(drink/drinks).

5. Vocabulary


· Name more parts · Elbow, neck, feet, · Teacher uses action · Draw yourself and a person
of my body stomach, fingers and songs, pictures and you like and talk about some
toes activities for children things you like to do
to point, name and together.
understand the
functions of body parts. · Fill in the blanks:
I use my ____ to write.
(feet/fingers)

· Express Feelings · Shy, scared, kind · Children express their · Classroom discussion:
in words. feelings.
I am scared of………

· Identify School · Places within the · Children learn the · Use different areas in the

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spaces school. names of different school and perform errands.
places in the school and
their purpose by
actively using them.

· Write Names of · Birds, insects, · Teacher uses songs, · Watch the crows around your
birds, insects, vegetables, fruits, pictures, stories, real home. What were they doing?
vegetables, fruits, vehicles and other objects and activities Have you seen a crow’s nest?
vehicles and other things around us. for children to identify, Circle all the insects you see
things around us. name and learn about around your home.
them.

· Say Action words · Variety of actions · Teacher uses songs, · Name three activities that
pictures, stories and you do at home and three
other activities to activities that you do in
identify and name school.
different actions. · Match the words to the
action shown in each picture.
· Form Plurals Noun · Singular and Plural ‘es’ · Teacher uses classroom · Use correct singular or plural
number objects, pictures, forms in conversation
stories, worksheets,
charts, children, etc., · Fill in the blanks with correct
for children to name word.
one and more than one. There are five______.
(mango/mangoes)
· Say Numbers · 1 to 50 · Teacher guides the · Make a picture by connecting
children in reading and the numbers.
writing numbers and
number names through · Look at the number and fill
activities like tracing on in the missing letter for
dotted lines, matching number name.
number to number

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names, etc.

· Name Days of the · Days of the week · Teacher uses the · Look at the calendar
week calendar in the everyday and find out what
classroom to talk about day it is today.
day, date and month. · How many days are there in a
week?
· Name the days of the week
· Using Picture · Picture Dictionary · Teacher guides the · Refer picture dictionary as
Dictionary children in using a and when needed.
picture dictionary to
understand the meaning · Show & Point to body parts.
of words. · Express anger, sympathy,
respect.
· From the pictures point to
some birds and name them.
· Showing and number name it.
· Which is the fifth of a week?



· Introducing oneself · Name, class, · Teacher creates a context · Introduce oneself to adults,
school such as interaction with peers and neighbours when
people, role play and required.
presentations for students to
talk about themselves.

· Using a picture, talk · Simple,à · Children look at the picture · Picture of three little pigs
about it. composite and respond by observing, building a house – How would

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picture, pictures comparing, associating, you build your house?
in a sequence. inferring and relating to self.
· Picture of outdoors – What are
some of the things the birds
would use to make a nest?

· Making a · Objects in · Children say a few sentences · Make a presentation.
presentation (Show nature, things about the work they created
and tell) created by or something that they A little book I made about myself
children. found, how they made it, (with drawings, pictures, and small
where they found it etc. sentences)

A paper boat that I made.

· Act simple role play · Roles based on · Children enact a variety of · The scene is a market place.
small stories, simple roles and use songs, Children take up roles as
simple poems, sounds, movements, gestures, shopkeepers selling different
pictures, real life dialogues etc as a part of role things. Others go to the
situations, playing. market and pretend to buy.
feelings etc.
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.
functional grammar with suggested activities will be included wherever relevant in the text book.

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Class III

1. Listening


· Teacher sings, recites
· Listening to rhymes , · Rhymes, thematic · Teacher sings, thematic poems, or plays
thematic songs , poems Songs, Poems songs or recites poems cassettes. Children sing
and plays recorded along, recite and listen.
cassettes · Listen and perform
actions related to rhyme.
· Give him the notebook
and give her this pencil.

· Listening to dual · Dual instructions · Students listen to · Go straight and take a
instructions and directions (classroom) classroom instructions left turn to reach office
· Directions involving and directions and room.
two different respond appropriately.
objects. · When do you go to bed?
· Directions involving · Based on a narrated
places within the story: ‘Why is the girl
school running?’

· Listening and responding to · Questions · Teacher asks simple · Can you think of another
questions ‘When’ ‘Why’ questions and children name for the story?
respond. · 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

· Stories, incidents · Teacher narrates · Listen to words with
· Listening to stories, stories. Children listen slight differences in
incidents and respond. vowel and consonant
sounds.
· Teacher uses questions (ship-sheep, plank-
to test comprehension. blank)
· Change the first, middle
or the last letter(s) and
make a new word.
(Play-clay, cot-cut,
bit-bite)

· Listening to pronunciation · Words,sentences · Teacher models
of different words pronunciation and
children listen and
repeat. · What is your favourite
game? Why?
Simple common ideas · Teacher gives a topic to
· Listening and responding, ·
the children to discuss.
in peer group discussion

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2. Speaking


· Singing rhymes, poems, · Rhymes, poems, · Children sing or recite · Listen to the tune and sing, or
songs songs along with the teacher listen to and recite the rhyme
or cassette and or poem.
reproduce the rhymes, · Respond with the next word
poems or songs or sentence when the teacher
pauses while singing or
reciting the rhyme.
· Perform actions related to
the rhyme where initiated.

· Stand in line to go to the
Communicate a message · Simple messages · Children communicate playground.
messages to peers or · My teacher wants a box of
another adult. chalks

· Expressing regret · “Sorry” · Children express regret The child says ‘Sorry’ when
in naturally occurring she/he accidentally bumps into
situations. someone.

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

· Narrating · Short · Children narrate any · I went to the zoo with my
stories/incidents incident they have brother and …………….
experienced, parts of Narrate the story of – The

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stories or an entire thirsty crow.
simple story.

· Participating in discussion · Simple common ideas. · Teacher gives a topic to · Have you been to a beach?
the children to discuss. What do you see? What are
some fun things we can do in
· Children discuss topics beach?
of common interest on
their own.

· Speak using a combination Functional grammar: · Teacher provides · Is this Mala’s pencil? Yes, it is
of grammatical forms Articles, Nouns, Verbs, opportunities through Mala’s pencil.
Singular and Plural, spoken activities for
Adjectives, Comparison of children to speak using a · Look at your bag and your
adjectives, Subject – verb combination of grammatical friend’s bag. Talk about what
agreement Personal forms. looks the same and what is
pronouns, Possessives, different.
Verb forms

· Asking questions · ‘Wh’ questions · Children ask a variety of · Where is the black dog?
questions during the course
of the day. · Who is your friend?

3. Reading


· Reading sentences / longer · Any passage from · Teacher provides · Underline the
text text or other books opportunities for unfamiliar words.
children to read · ‘Round Robin’
individually, in pairs and reading – reading

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in small groups. one sentence each
from a given
· Children read and passage.
answer simple questions. · Read the sentence
and illustrate.

· Children pause at the · Read the given
end of sentences. passage.
· Read the passage
· Children use word and choose the
attack skills to read. correct answer.
The rat ran into a
_____.
pipe hole house

· Read aloud.
· Simple rules of · Children identify magic Bake
spelling. E.g., Magic ‘e’ words and pronounce Cake
‘e’ them accordingly. Like
E.g., kite, late, cute Write
Whole
· Use Spelling rules Hole

· List out the road
· Road Signs / maps · Road signs and simple signs you see while
maps are introduced to coming to school.
children.
· Create your own

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road sign and talk
about it.

· Draw a map from
your home to school.

· Look at the pictures
· Reading different genres · Reading – Graded · Teacher facilitates and enjoy them
readers, colourful children to look at · Read books for
picture books pictures/read books. pleasure
· Convey a message to
a friend.
· Express regret for
a mistaken act.
· Narrate an incident.
· Ask your friend
question.
· Read a few
· Reading for fun sentences.

4. Writing


· Transcription of print · Words / sentences · Children copy · Copy down the passage
text sentences/passages
from the text · Finds hidden words in
book/black board, etc., word grids
· Write two other rhyming
words for each word.

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· Recall spelling · Words (high · Teacher presents a · Fill in the blanks with
frequency words, variety of writing correct word:
phonetic words and exercises such as Monkeys climb______.
content words) jumbled letters, (stere/ reest/ trees)
sentences, fill ups and
dictation to develop
spelling skills.

· Creative writing · Writing rhyming · Teacher presents a · Write two sentences
sentences, Writing simple rhyme with that rhyme using the
on a topic, Drawing missing sentences. given words.
and writing, Making ball, wall
a list · Children draw, colour · Make a list of things that
and write. 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.

· Writing sentences/ · Text, creative · Teacher writes on the
longer passages writing blackboard and the
children copy it.
· Children read a passage
and answer questions.
· Children write a few
sentences using their
own ideas. · Punctuate:
· Using punctuations · Text comma, - she is in delhi

33


apostrophe and · Teacher helps the - where is my
question mark children to mark the sister
punctuations correctly - ravi gita and
in a passage anwar are
playing football

· Write using a · Functional grammar: · Teacher provides · Fill in the blanks with correct
combination of Nouns, Verbs, opportunities through word.
grammatical forms prepositions, written activities for This is my shirt. ____
· [Consolidation of Articles, Adjectives, children to write using a (It/His) is red in colour.
functional learning Comparison of combination of grammatical · Make the sentences bigger
through usage] adjectives, Subject forms. choosing from the words
– verb agreement given. (tall, blue,
Personal pronouns, two)
Possessives, Verb I have bottles.
forms, Singular and A boy is running.
plural My bag is lost.
· [Learnt and
interpreted only as · Copy a news item in your note
usage] book.
· form two or three rhyming
sentences.
· Use punctuations as directed
by the teacher.

34


5. Vocabulary


· Forming Singular and Plural · Irregular nouns · Teacher guides children · Match the following:
Names. ‘ies’, ‘ves’ with vocabulary games Knife – Loaves
and activities Story – knives
Loaf – stories

· Using Picture Dictionary · Picture Dictionary · Teacher guides the · Know how to refer
children in grasping the to picture dictionary
meaning from the as and when needed.
picture dictionary

· Months of the year · Months of the year · Teacher uses the · Sing a rhyme-
calendar for children to ‘January,February,…’
learn the months of the · What is the first
year and to know what month of the year?
month they are in. · What is the last
E.g., Today is Friday, month of the year?
September 26 th, 2009.


· Make a Role play (pair · Themes from text, · Teacher initiates · Take up roles as
work) story books, real discussion and guides butterfly, bee, tree,
life situations children to play peacock and speak
different roles one or two lines
about yourself

35


· Content from the · Teacher facilitates in · Take up roles to
· Act in a drama text / stories dramatizing the story enact a short story.
(Dramatization) Akbar and Birbal

· Making lists · Shopping list, list of · Teacher presents topics · Make a list of things
items in the for lists or uses you bring to school.
classroom, list of naturally occurring
children opportunities to make
lists.

· Making a presentation · Things found or · Children say a few · Make a presentation
(Show and tell) created by children. sentences about the
work they created or A scrap book- flowers
something that they
found, how they made it, A fish made with shells.
where they found it
etc.,
· Talking about a theme · Simple / Common/ · Teacher enables · Talk about:
familiar themes children to talk about a My school.
familiar theme. My pet cat.
· Act like a docter.
· Prepare a list of
thing you want from
your father.
· Describe what you
made of waste paper
/ rags / clay /
plastic items.

functional grammar with suggested activities will be included wherever relevant in the textbook.

36

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