Draft Common Syllabus - 2009 English: A Short Preamble

DTERT – DRAFT COMMON SYLLABUS 2009 - ENGLISH
DRAFT COMMON SYLLABUS – 2009
ENGLISH
CLASSES I to X
A short preamble…
In this adventure of envisioning a school syllabus anew, it may be kept in mind

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

Globally it has become the repository of technical knowledge in many emerging
fields. Teaching and learning of English in schools is now a matter of political and
social response to people’s aspirations rather than a mere academic matter.’
Position paper, NCF 2005
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Broad Objectives:
The learning of English to facilitate:

• Effective transaction in day-to-day situations
• Communicative competence
• Participatory learning frame
• English as medium for other subjects
Other socially and individually important aspects include
• ‘The learning of English as a medium of empowerment
• Language as a confidence-building strategy’ [.C.T.Indra, 2009]
NCF Core Statements
English does not stand alone. It needs to find its place along with other Indian
languages. This argues for an across-the-curriculum approach that breaks down the
barriers between English and other subjects, and other Indian languages.
English can occur in tandem with the first language for learning activities
designed to create awareness of the world around the child (Das 2005). The NCF
encourages bilingualism as an approach to build literacy, along with other inputs
Reading is a transferable skill; improvement in reading in one language results in
reading improvement in general (West 1914).
Language is best acquired through different meaning-making contexts, and hence
all teaching is in a sense language teaching.
NCF suggests a comprehensible input-rich curriculum that lays the foundation for
spontaneous language growth
Language evaluation need not be tied to “achievement” with respect to particular
syllabi, but must be reoriented to the measurement of language proficiency.
A holistic or top-down approach (through story reading) that promotes visual
recognition of whole words or chunks of language
A bottom-up approach to letter-sound mapping and print decoding.
A modified phonic approach via rhyming letter chunks (cf. Goswami 1999)
significantly reduces the arbitrariness of English spelling
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Note on the Gradient
In evolving the syllabus, care has been given to establishing clear gradients in
content and learning activities. With this in mind, Class V has been included in the
reckoning, both in the envisioning of the syllabus for Primary classes, and also in
visualizing the flow for Upper primary and secondary classes. It is felt that this
would help build a constructive transition into abstract learning.
A Note on the learning of Grammar - I to V
It is universally felt among ELT specialists that grammar should not be

separately taught, and should be incorporated judiciously into the learning process
itself, in a way that strengthens the child’s meaning making skills. While it is clear
that ‘grammar is essential, and it is good to acquire early in the learning process, it
must be made a continuous and graded process, and activity based.’
With this in mind, the grammar components in the syllabus for Classes I to V have
been integrated into the core competencies in the syllabus.
Guiding Principles in Developing Content for Classes I to V
Competences to be guided age appropriately

Competencies to interlinked and made continuous from class 1- 5, one skill
building into another.
Gender sensitive
Culture sensitive
Learning is stimulating, interesting and joyful
Themes are child friendly, relevant and familiar.
Wordlists in both active (writing vocabulary) and passive (speaking, reading,
comprehension) to be fixed for each level.
Kinds of learning: A range

Interactive sessions – discussion/conversation/ sharing
Read aloud
Recitation
Presentation (show and tell)
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Story telling /listening

Quiz
Riddles
Songs
Word play
Sight reading through drawing/ illustration
Role play/ enactment
Visits (Going to places, observe and learn)
Walks (Neighbourhood, Nature walk, Tree walk)
Making an album/story
Making a picture dictionary
Library reading
Worksheets
Craft
Projects
Interviews
Journals/diary noting
Word games (board games and kinaesthetic games)
Phonic games
Cooking and writing recipes
Simple experiments and record observation
Sensory enriching activities
Classroom environment for an effective curriculum

Print rich environment
Audio tapes of stories and songs
Board games
Open classroom --- flexible seating, grouping possibilities
Soft boards with interactive charts, information
Display boards for child’s writing and work
Black board at child’s level
Library corner with books
Computer with language based software
Materials for hands on and sensorial activity
Stationery for art and craft activities
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Text book format - Matters to attend to:

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

SPEAKING [Not classified according to domain]
Expressing needs/ requests/ asking permission
Responding to greetings
Facilitative usage of the bilingual
Using appropriate vocabulary
Reciting
Picture talk
Making a presentation (Show and Tell)
Communicating a message
Responding to questions
Narrating
Participating in conversation and discussion
Introducing oneself
Talking about a theme
Expressing preferences / wishes/feelings
Expressing regret
Communicating an idea
Role play/ dramatization
Asking riddles
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Sharing jokes
Appropriate vocabulary in formal talk
Making an enquiry
Talking about oneself
Making announcements
Describing a person or object
Denying and clarifying
LISTENING
Allowing for bilingual possibilities
Listening to instructions and directions
Listening to questions
Listening to greetings
Listening to rhyme (connecting to movement, imaginary)
To narratives (stories, poems, cross cultural, value based, with suitable imagery)
To sound discrimination and pronunciation
To each other in various contexts in the classroom
To some aspects of language use (eg; homophones)
COMPREHENSION (Listening, Speaking, Reading)

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

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

Singular – plural ies, ives, irregular ones
Crossword puzzles [spelling]
Months of the year
Synonyms
Compound words
Similes
Use of dictionary – alphabetical order
Use of encyclopaedia
CRITERIA AND INTENTIONS – EVALUATION/ASSESSMENT

In the course of teaching, to allow for appropriate and timely intervention and
changes in approach, through
Feedback given to improve the teaching /learning process [for both learner and
teacher]
Continuous observation and recording /noting
Comprehensive and holistic assessment of the child (taking into account different
competencies, learning skills, attitude to work, participation, work habits)
Qualitative components as well as quantitative criteria
Looking at not just knowledge of facts but conceptual understanding
Test items including both close ended and open ended questions
Periodic summative assessments
Would include a statement of the child’s assessment of his/her own learning
Criteria suggested in designing a lesson: I to V
1. Content must be an experience for the child – there should be a direct

relationship with the context – both of the child and the learning space.
2. Language expression must suit the second language learner. (Space for use of
bilingual expression to enrich their understanding, at least in the first two
learning grades)
3. There must be appropriately graded sound activities.
4. Oral activities need to have ample scope in the classroom.
5. The content needs to be gender and culture sensitive, and have wherever
possible, a local flavour.
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6. The activities must be focussed around themes/areas and graphics that are
real and vivid for the child – eg; My Family, My Pet.
7. There must be space for the child to do a range of related activities that are
both art-related, hands on and kinaesthetic; dramatization, singing (develop as
many of the multiple intelligences as are natural )
8. Language skill building activities suitable to the content.
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CLASS I
1. Listening
Competency Content Mode of Transaction Evaluation
Listening to jingles / Jingles / Nursery Teacher sings or plays Formative :

Nursery rhymes rhymes 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.
Listening to short Simple short familiar Teacher narrates stories. Formative
stories stories Children listen and Do actions related to the story.
respond Reproduce any environmental sounds
(E.g., wind blowing, crow cawing)
occurring in the story.
Summative
Listen and respond to simple questions
related to story
Listening to simple Simple class room Teacher gives Formative
instructions instructions instructions during the Listen to instructions and respond
course of the day and appropriately during the course of the
children respond. E.g ' day.
Come here, Sit down '
Teacher conducts
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games/activities to make
use of simple
commands/requests/
instructions
Listening to greetings Time - specific Teacher creates Formative

greetings ‘Good different situations for
Listen to the greetings and respond
morning/ afternoon/ the children to listen and
with the correct form of greeting.
evening’ respond to greetings
Teacher displays charts / Practice greetings through rhymes and
pictures depicting action songs
morning, evening, noon and
relates them to the
correct form of greeting
based on time.
Listening to sound and Discriminate Teacher plays ‘sound Formative

discriminating. beginning, middle & games’ where children
Children discriminate the sounds and
end sounds and listen and respond to
respond appropriately. E.g. Clap your
rhyming words. sounds in different
hands every time you hear a word
(Consonants and positions in words.
beginning with /b/ -sun, cap, ball,
vowels)
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banana, ship, boat……
Identify the letters based on the

sounds.
Children listen and Summative

discriminate the sounds
Circle pictures beginning or ending with
that the letters make.
a particular sound.
‘Do the two pictures rhyme?’ Say ‘yes’ or

‘no’.
Circle the odd one out: Find the word

that does not have the same middle
sound.
Listening to simple Simple questions What Teacher asks simple Formative

questions & Where questions during the
Respond appropriately to questions.
course of the day and the
children respond. What is your name?
What is this?
Where is the bag?
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2. Speaking
Singing jingles / Jingles / rhymes Children sing along with Formative

rhymes the teacher or Sing the jingle / nursery rhymes
cassettes and reproduce suggested by the teacher or their
familiar jingles/ nursery favourite one.
rhymes Sing the next word or sentence when
the teacher pauses while singing the
rhyme.
Expressing needs/ Needs/likes/dislikes/ Teacher encourages Formative
likes/dislikes/feelings feelings students to express
Express needs/ likes/dislikes/feelings
needs/
in response to questions and
likes/dislikes/feelings
spontaneously.
and acknowledges them.
Asking permission ‘Can I …...' Teacher encourages Formative

'May I …….?' children to use Use 'Can I ……..? /
questions in relevant 'May I …….?' in correct
situations. situation
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Expressing gratitude ‘Thank you. ' Teacher introduces the Formative

phrase incidentally and Use ' Thank you’ in the correct
informally and context.
encourages the children Role play.
to use them in correct Rhymes.
and natural contexts.
Respond to questions Words, phrases and Teacher asks simple Formative

sentences questions during the
Respond to questions appropriately.
course of the day and
children respond.
Participating in Simple conversations Children converse with Formative Initiate and sustain
conversation in life situations each other and adults conversation in pairs and in groups.
E.g: during the course of the
a. Between two day.
friends Teacher provides the
b. Between context for initiating
teacher and and sustaining
child
conversations.
Speaking using a Functional grammar: Teacher provides Formative
combination of nouns, verbs, opportunities through
Describe this object. E.g., balloon,
grammatical forms adjectives, articles, activities and informal
sharpener
prepositions conversation for
children to speak using a Answer questions using
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combination of phrases/sentences.
grammatical forms.
E.g.,
Where is the book? –
On the table.
3. Reading
Recognizing and Letters of the alphabet Teacher presents visual Formative

naming letters and kinesthetic activities Sing the alphabet song.
for children to recognize Draw letters in the air.
and name letters. Paste a colour paper on the letter.
Trace on sand paper letters.
Summative
Find and circle the given letter ‘b’.
Circle the letter ‘e’ in these words: egg,
bell, kite.
Letter sounds Sounds of alphabet Teacher shows cards with Formative
correspondence letters of the alphabet and A box containing all the letters of
articulates the sound. alphabet in chits is passed among
Children repeat after the the children. Each child picks up a
teacher. chit and says the sound for that
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letter.
The teacher says the sound of a
letter and the children say the
letter name.
Reading Words/Sentences Teacher provides Summative

words/sentences opportunities for children Read words
to read using flash cards. Read simple sentences
Children label things around Choose the correct word for each
the class room, using text picture.
book and story books.
Picture Reading Simple and Composite Teacher shows a variety of Formative

pictures pictures and asks the Children use pictures as an aid for
students to name the reading.
words they know already. Summative
Read and match words with
relevant pictures.
Responding to Books, flash cards, Teacher makes available Formative

print rich labels, charts, etc different types of reading Browse/read the different reading
environment materials and encourages materials available in the class
the children to use them. room.
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Reading for fun Reading – Graded Teacher facilitates Formative

readers, colourful children to look at pictures Look at the pictures and enjoy.
picture books / read books. Read the books for pleasure.
4. Writing
Pre writing activities Mazes, Joining dotted Teacher presents variety Formative
lines, basic shapes and of materials such as Join dots to create
writing patterns worksheets, sand box, shapes/pictures.
sand paper, stencils, etc Draw shapes in a sand box.
for children to develop Colour a variety of pictures.
fine motor skills for Summative
writing. Copy basic strokes and
patterns.
Upper case and lower Letters of the Teacher presents variety Formative
case letters alphabet – In each unit of materials such as Walk on large letters drawn on
just five letters are worksheets, sand box, the floor.
Trace within letter stencils.
introduced with sand paper, stencils, etc
Trace on dotted letters.
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suitable illustrations, for children to write Summative

activities and upper case and lower case Copy and write letters.
Recall and write letters.
examples letters.
Spacing of words, Words /Sentences Children write leaving Summative

alignment of words in a space in between words Copy words and sentences.
sentence (Mechanics and write on a line. Trace over dotted words.
of writing)
Recall spelling Words ( high Teacher presents a Formative

frequency words, variety of writing Arrange jumbled letter cards
phonetic words and exercises and word to make words.
Summative
content words) building activities such as
Look at the picture and fill in
word grids, jumbled
the blanks with correct letter.
letters, fill ups, dictation Write the first/last letter for
to develop spelling skills. each picture.
Write the spelling for the
dictated words.
Writing words/simple Common, familiar Teacher presents Formative
sentences words/sentences activities such as jumbled Arrange word cards to make
words, fill ups, to write sentences.
Summative
words and sentences.
Write one’s name.
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Write the words for the given

pictures.
Fill in the blanks with the
correct word.
Put the words in correct order
and make a sentence.
Write sentences with Sentences Teacher draws the Summative
capital letter and full attention of the children Rewrite the sentences using
stop during reading and writing capital letter and full stop.
activities to use capital Tick the correct sentence.
letter and full stop.
Write using correct Functional grammar: Teacher provides Summative

grammatical forms nouns, verbs, opportunities through Fill in the blanks choosing the
adjectives, articles, written activities for correct word.
E.g., I write with a ______.
prepositions children to write using
(pencil/ball)
correct grammatical
Describe each picture.
forms. E.g., A ____ shirt.
(clean/empty)
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5. Vocabulary
Myself and my Head, hands, ears, Teacher uses action songs, Formative
body mouth, neck, eyes, nose, pictures, stories and activities Sing songs pointing to and naming parts:
legs, toes and fingers. for children to point and name ‘Head, shoulders, knees and toes….’
Draw yourself.
the body parts.
Action with different body parts – Shake
your head, blink your eyes, etc.
Summative
Draw a line from each word to the
correct body part.
Family members Father, mother, brother, Teacher uses songs, Formative
sister, grandfather, conversations, stories, pictures Use relationship words in conversation.
grandmother and worksheets to use home Sing rhymes to learn relationship words.
relationships.
My classroom Things in the classroom Teacher familiarizes children Formative

to the classroom space and its Day to day activities and instruction.
contents. Write on the blackboard.
The chalk is on the table.
Names of fruits, Common fruits, flowers, Teacher uses songs, pictures, Formative
flowers, vegetables, animals, stories, real objects and Sort picture cards into different
vegetables, vehicles, sun, moon, activities for children to categories.
Play games. E.g., Name, place, animal,
animals, vehicles,
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common objects stars, etc. identify and name them. thing.

and other things Summative
around us. Circle all the fruits.
Find the odd one out. (Picture of three
flowers and one vehicle)
Name all the animals the butterfly sees
on its way to a flower.
Colours and shapes Red, blue, green, yellow, Teacher uses songs, pictures, Formative
black and white stories, real objects and Painting and colouring activities.
activities for children to Riddles to name colours (E.g., teeth and
Circle, triangle, sphere, milk- white)
identify and name the colours
rectangle and square Summative
and shapes.
Name two things that are red in colour.
Name two things that are round in shape.
Fill in blanks with suitable words.
The grass is _____.(green/red)
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Number names 1 to 10 Teacher guides the children in Formative

reading and writing number and Finger counting and songs.
number names through Summative
activities like tracing on Match the number to the number names.
dotted lines, matching number Count and say how many
to number names, etc
Noun - Number Singular and Plural 's' Teacher uses classroom Formative
objects, pictures, worksheets, Use the correct singular or plural forms
charts, children, etc for the in conversation.
Summative
children to name one and more
Circle the pictures which have more than
than one.
one object.
Opposites Common words such as Teacher uses classroom Formative

big, small, tall, short, up, objects, pictures, stories, Use words such as big, small, clean, dirty
down, etc. songs, worksheets, charts, etc to compare, contrast and describe in a
conversation
for the children to compare,
Summative
contrast and describe them.
Circle the pictures in which something is
long.
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Action words Common actions such as Teacher uses songs, pictures Formative
read, jump, eat, walk, and other activities for Can you hop like a frog? Yes, I can.
play etc children to identify and name (Children hop.)
Can you crawl like a snake?
different actions.
Yes, I can. (Children crawl.)
Play games.
E.g., ‘Follow the leader.’
Summative
Look at the picture. What are they
doing?
Feelings Happy, sad, angry,etc. Teacher uses stories, Formative

conversations, pictures and Your friend has shared some colour
worksheets for children to pencils with you. How do you feel?
recognize and talk about their
own feelings.
Occupations Doctor, Teacher, Teacher uses stories, pictures, Formative

Postman, Police officer, flashcards, charts and Role play.
Farmer etc worksheets for children to Summative
identify and name people in Name these people
different professions. Match the pictures of people to the
things they use.
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Using Picture Picture Dictionary Teacher guides the children in Formative

Dictionary using a picture dictionary to
Refer dictionary as and when needed.
understand the meaning of
words.
6. Language Functions
Role play Personification of objects, Teacher will create role Formative

animals, fruits and play opportunities for Take up different roles and
vegetables etc children to dramatise enact using words and
and speak using simple simple sentences.
words or sentences.
Talking about oneself Name, class, school, likes Teacher will create a Formative
and dislikes context such as
Say their name, class,
interactions with people,
school name, likes and
role play and
dislikes as a part of talking
presentations to talk
about them.
about themselves.
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Picture Talk Simple and composite Teacher uses pictures Formative

pictures, pictures in that depict people in Talk about a simple
sequence. different roles and sequence of events shown
feelings. in the pictures: Child blows
Teacher gives balloon, balloon becomes
worksheets with bigger, it bursts.
activities like "Spot the Summative
difference," pictures Name the pictures.
with missing parts to Who are these people? E.g.,
encourage children to doctor, carpenter, teacher.
talk.
Show and tell Things chosen or created by Teacher encourages the Formative
children child to show and talk
Children present a material
about what he/she has
of their choice (a leaf, a
brought to the group in
picture drawn by them) and
his/her own words or
describe it in their own
simple sentences.
words or simple sentences.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the textbook.
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CLASS II
1. Listening
Competencies Content Mode of Transaction Evaluation
Listening to rhymes, Rhymes, jingles and Teacher sings or plays the Formative
jingles and songs songs recorded cassettes. Teacher sings the first
Children listen and sing line and the children sing
along. one or more of the
following lines.
Listen and perform
actions related to rhyme
Listening to short stories Short stories Teacher narrates stories. Formative

Children listen and Do actions related to the
respond. story.
Reproduce any
Uses questions to test
environmental sounds
comprehension.
(E.g., sound of a train
choo-choo, lion roaring
Grrrrr….)
Listen to the story and
say who or what they like
in the story.
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Teacher: Who ate the

mango? (in the story)
Summative
Listen and respond to
simple questions related
to story
Listening to instructions Longer instructions and Naturally occurring and Formative

and directions. directions. suitable situations are
Take out your notebook
Directions during indoor created in the classroom
and write.
or outdoor games. to follow directions.
Directions involving two Gestural prompts may also Please bring your pencil
objects or people. be used to help children and sharpener.
Directions involving two follow directions
actions.
Listening to questions Simple questions. What, Simple questions based on Formative

Where, Who ‘Yes’ or ‘No’ classroom situations are
Listen to questions and
asked.
respond in full sentences.
E.g., What are you doing?
Have you had your Can you fly in the sky?
breakfast?
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Listening to Words and sentences Teacher uses words Formative

pronunciation highlighting correct
Sing rhyme with correct
pronunciation.
pronunciations.
Games with rhymes and

alliterations. E.g., Ponni
plays with a purple pot.
Listening to sound and Diagraphs ch, sh, etc.), Teacher plays ‘sound Formative
discriminating blends (bl, cr, etc.), games’ where the children
Click your fingers every
rhyming words, blending listen to sounds in
time you here a word
sounds, coining new different positions.
ending with /sh/ - bath,
words by changing first,
Children listen and dish, sleep, fish, watch,
last or middle sounds.
discriminate the sounds crush.
that the letters make.
Blend the sounds to make
a word.
/Po/.…/ta/…./to/ -
potato
/c/…. /a/…./t/ - cat
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2. Speaking
Reciting rhymes, Rhymes, jingles and Teacher sings rhymes, jingles Formative
jingles, songs songs. and songs. Children repeat Teacher sings the first line
after her 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 Formative

messages to peers or another
E.g., Ask your classmates to
adult. They communicate
submit their workbooks.
messages from home.
Responding to questions Phrases/sentences Teacher asks questions during Formative

the course of the day and Respond to questions
children respond. appropriately
Expressing one’s needs Needs Teacher encourages students Formative

to express needs and I want an eraser.
acknowledges them. Please, can you give me a
pencil?
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Making a request “Please” Teacher creates familiar Formative

situations and encourages Use the word, ‘Please’ to
children to respond suitably ask for something in
appropriate situations.
Expressing feelings Feelings Teacher encourages students Formative
to express feelings and Express feelings in
acknowledges them. response to questions and
spontaneously.
Participating in Simple conversation Children take turns during Formative

conversation conversations with adults and Initiate and sustain
peers conversation in pairs and in
Teacher provides different groups.
contexts for initiating and
sustaining conversations.
Speak using a Functional grammar: Teacher provides Formative
combination of Noun, verbs, singular opportunities through Name some things that you
grammatical forms and plural, construction activities and informal saw on the way to school.
of sentences, articles, “On the way to school, I
conversation for children to
subject – verb saw a …..”
speak using a combination of
agreement, preposition, Look at the pictures and
adjectives nouns, verbs, grammatical forms. tell what the children are
adjectives, articles, doing. E.g., The girl is
prepositions climbing, The old man is
painting.
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3. Reading
Reading words / sentences Words / Teacher provides opportunities Summative

(word attack skills, sight sentences/connected for children to read using flash Read words
reading / phonic reading) sentences. cards. Children label things Read sentences
around the class room, using Read simple passages.
text book and story books.
Picture reading Pictures Teacher displays a picture Formative

which is familiar to them and Children use pictures as
asks probing questions. an aid for reading
Summative
The words are given
below a picture. “Circle
the things that you see in
the picture.”
Look at the picture and
answer , ‘Yes’ or ‘No’
Responding to print rich Books, storybooks, Different kinds of reading Summative
environment flashcards, pictures, materials are displayed in the Browse/read the
self-made books. classroom. different reading
materials available in the
classroom.
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Reading a variety of Days of week Teacher shows the calendar / Summative

materials like calendar and clock and: What day is it today?
clock Names the days of the week. Tomorrow is ______.
Tells the time rounded to an Look at the clock and tell
hour. the time:
Reading for fun Reading – graded Teacher facilitates children to Formative

readers, colourful look at pictures / read books. Look at the pictures and
picture stories enjoy.
Read the books for
pleasure.
4. Writing
Mode of
Competencies Content Evaluation
Transaction
Spacing of words, Words / Sentences Children write legibly Summative

alignment of words leaving space in Write words, sentences on
(Mechanics of writing) between the words and their own.
write in straight line. Copy words and sentences.
Recall spelling. Words (high frequency Teacher presents a Formative

words, phonetic words variety of writing Make three new words from
and content words) exercises and word the given word.
building activities such “balloon”
32

Mode of
Competencies Content Evaluation
Transaction
as word grids, jumbled Summative

letters, fill ups, Fill in the blanks with
dictation to develop correct letter.
Write the first/last letter
spelling skills.
for each picture.
Write the spelling for the
dictated words.
Writing of Text book sentences, Teacher presents Formative
words/sentences journal notations, activities such as Draw yourself and write a
creative writing. jumbled words; fill ups, few words/ sentences about
your picture.
creative writing
Summative
activities to write
Match the words in column A
words and sentences. and column B and make
sentences
Write using a combination Functional grammar: Teacher provides Summative
of grammatical forms Noun, verbs, singular opportunities through Fill in the blanks with ‘a’, ‘an’
and plural, construction written activities for ____ apple.
of sentences, articles, ____ red apple.
children to write using
subject – verb Look at the picture and fill in
a combination of
agreement, preposition, the blanks.
adjectives grammatical forms. E.g., The boy _____ water
(drink/drinks).
33

5. Vocabulary
Me and my body Elbow, neck, feet, Teacher uses action songs, Formative
stomach, fingers and pictures and activities for Draw yourself and a person
toes children to point, name you like and talk about some
things you like to do together.
and understand the
Summative
functions of body parts.
Fill in the blanks:
I use my ____ to write.
(feet/fingers)
Feelings Shy, scared, kind Children express their Formative

feelings. Classroom discussion:
I am scared of………
School Places within the Children learn the names Formative

school. of different places in the Use different areas in the
school and their purpose school and perform errands.
by actively using them.
Names of birds, insects, Birds, insects, Teacher uses songs, Formative

vegetables, fruits, vegetables, fruits, pictures, stories, real Watch the crows around your
vehicles and other things vehicles and other objects and activities for home. What were they doing?
around us. things around us. children to identify, name Did you see their nest?
34

and learn about them. Summative

Circle all the insects you see
around your home.
Action words Variety of actions Teacher uses songs, Formative

pictures, stories and Name three activities that
other activities to you do at home and three
identify and name activities that you do in
different actions. school.
Summative
Match the words to the
action shown in each picture.
Noun number Singular and Plural ‘es’ Teacher uses classroom Formative
objects, pictures, stories, Use correct singular or plural
worksheets, charts, forms in conversation
children, etc., for children Formative
to name one and more than Fill in the blanks with correct
one. word.
There are five______.
(mango/mangoes)
Numbers 1 to 50 Teacher guides the Formative
children in reading and Make a picture by connecting
35

writing numbers and the numbers.

number names through Summative
activities like tracing on Look at the number and fill in
the missing letter for number
dotted lines, matching
name.
number to number names,
etc.
Days of the week Days of the week Teacher uses the calendar Formative
in the classroom to talk Look at the calendar everyday
about day, date and and find out what day it is
today.
month.
Summative
How many days are there in a
week?
Name the days of the week
Using Picture Dictionary Picture Dictionary Teacher guides the Formative

children in using a picture Refer picture dictionary as
dictionary to understand and when needed.
the meaning of words.
36

Introducing oneself Name, class, school Teacher creates a context Formative

such as interaction with people, Introduce one self to
role play and presentations to adults, peers and
talk about themselves. neighbours when required.
Picture talk Simple, composite Children look at the picture and Formative
picture, pictures in a respond by observing, Picture of three little pigs
sequence. comparing, associating, building a house – How
inferring and relating to self. would you build your house?
Picture of outdoors – What
are some of the things the
birds would use to make a
nest?
Making a presentation Objects in nature, Children say a few sentences Formative

(Show and tell) things created by about the work they created or Make a presentation.
children. something that they found, A book I made about
how they made it, where they myself.
found it etc. A paper boat that I made.
37

Role play Roles based on Children enact a variety of Formative

stories, poems, roles and use songs, sounds, The scene is a market
pictures, real life movements, gestures, dialogues place. Children take up
situations, feelings etc as a part of role playing. roles as shopkeepers selling
etc. different things. Others go
to the market and pretend
to buy.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for
teachers on functional grammar with suggested activities will be included wherever relevant in the text
book.
38

CLASS III
1. Listening
Listening to rhymes , Rhymes ,thematic Teacher sings poems, Formative

thematic songs , poems Songs , Poems thematic songs and plays
Teacher hums the tune
recorded cassettes
or plays the cassettes.
Children sing.
Listen and perform
actions related to
rhyme.
Formative
Listening to dual instructions Dual instructions Students listen to
Give him the notebook
and directions (classroom) classroom instructions and and give her this pencil.
Directions involving two directions and respond Go straight and take a
different objects. appropriately. left to reach office
Directions involving room.
places within the school
Listening to questions Questions Teacher asks simple Formative
‘When’ ‘Why’ questions and children When do you go to
39

respond. bed?
Based on story: ‘Why is
the girl running?’
Teacher narrates stories. Formative

Listening to stories, Stories, incidents Can you think of
Children listen and
another name for the
incidents respond.
story?
Uses questions to test Listen to incidents told
by a peer.
comprehension.
Listen to the story and
illustrate.
Summative
simple questions
related to story
Teacher models Formative

Listening to pronunciation Words, Sentences Listen to words with
pronunciation and children
of different words slight differences in
listen and repeat. vowel and consonant
sounds.
(ship-sheep, plank-
blank)
Change the first,
middle or the last
40

letter(s) and make a

new word.
(Play-clay, cot-cut, bit-
bite)
Listening to peer group Simple common ideas Teacher gives a topic to Formative
discussion the children to discuss. What is your favourite
game? Why?
2. Speaking

Singing rhymes, poems, songs Rhymes, poems, songs Teacher sings and the Formative
children repeat after her. Teacher hums the tune
or plays the cassettes.
Children sing.
Pick the words that
rhyme in the poem
Communicate a message Simple messages Children communicate Formative
messages to peers or Stand in line to go to
another adult. the playground.
My teacher wants a
box of chalks
41

Expressing regret “Sorry” Children express regret in Formative

naturally occurring Says ‘Sorry’ when a
situations. child accidentally
bumps into someone.
Responding to questions Phrases/sentences Teacher asks questions Formative

during the course of the Respond to questions
day and children respond. appropriately.
Narrating Short stories/incidents Children narrate any Formative

incident they have I went to the zoo with
experienced, parts of my brother and
stories or an entire simple …………….
story. Narrate the story of –
The thirsty crow.
Participating in discussion Simple common ideas. Teacher gives a topic to Formative

the children to discuss. Have you been to a
beach? What do you
Children discuss topics of
see? What are some
common interest on their
fun things we can do in
own.
beach?
Speak using a combination of Functional grammar: Teacher provides Formative
grammatical forms Articles, Nouns, Verbs, opportunities through Is this Mala’s pencil?
Singular and Plural, spoken activities for Yes, it is Mala’s pencil.
Adjectives, Comparison children to speak using a Look at your bag and
of adjectives, Subject combination of your friend’s bag. Talk
– verb agreement about what is same and
42

Personal pronouns, grammatical forms. what is different.

Possessives, Verb
forms
Asking questions ‘Wh’ questions Children ask a variety of Formative

questions during the Where is the tiger?
course of the day. Who is your friend?
3. Reading

Formative
Reading sentences / longer Any passage from text Teacher provides Underline the unfamiliar
text or other books opportunities for children words.
to read individually, in ‘Round Robin’ reading –
pairs and in small groups. reading one sentence each
from a given passage.
Read the sentence and

Children read and answer illustrate.
simple questions.
Summative
Pauses at the end of Read the given passage.
sentences. Read the passage and
choose the correct answer.
Children use word attack The rat ran into a _____.
skills to read. pipe hole house
43

Formative
Read aloud.
Children identify magic ‘e’ Bake
Spelling rules Simple rules of spelling. words and pronounce them Cake
E.g., Magic ‘e’ accordingly. E.g., Like
kite, late, cute Write
Hole
Formative
List out the road signs you
see while coming to school.
Road signs and simple maps Create your own road sign
Reading different genres Road Signs / maps are introduced to children. and talk about it.
Draw a map from your home
to school.
Reading for fun Reading – Graded Teacher facilitates Formative

readers, colourful children to look at Look at the pictures and
picture books pictures/read books. enjoy.
Read the books for
pleasure
44

4. Writing

Transcription of print text Words / sentences Children copy a Summative
sentences/passages from Copy down the passage
the text book/black
board, etc.,
Recall spelling Words (high frequency Teacher presents a Formative
words, phonetic words variety of writing
and content words) exercises such as jumbled Finds hidden words in
letters, sentences, fill ups word grids
and dictation to develop Write two other
spelling skills. rhyming words for each
word.
Summative
Fill in the blanks with
correct word:
Monkeys
climb______.(stere)
Creative writing Rhyming sentences, Teacher presents a simple Formative

writing on a topic, rhyme with missing Write two sentences
45

drawing and writing, sentences. that rhyme using the

making list given words.
Children draw, colour and ball, wall
Make a list of things
write.
that you would like to
do this Sunday.
Writing sentences/ longer Text, creative writing Teacher writes on the Summative
texts blackboard and the
children copy it. Read and Answer the
following questions
Children read a passage Make a question for
and answer questions. the following
sentences. The
Children write a few question words are
sentences using their own given.
ideas. What __________
This is a train.
Using punctuations Text comma, Teacher helps the Summative

apostrophe and children to mark the Punctuate:
question mark punctuations correctly in a - she is in delhi
passage - where is my
46

sister
- ravi gita and
anwar are
playing football
Write using a combination of Functional grammar: Teacher provides Summative
grammatical forms Nouns, Verbs, Articles, opportunities through Fill in the blanks with
Adjectives, Comparison written activities for correct word.
[Consolidation of functional This is my shirt. ____
of adjectives, Subject children to write using a
learning through usage] (It/His) is red in
– verb agreement combination of
colour.
Personal pronouns, grammatical forms. Make the sentences
Possessives, Verb bigger choosing from
forms, Singular and the words given.
plural (tall, blue, two)
I have bottles.
[Learnt and A boy is running.
interpreted only as My bag is lost.
usage]
47

5. Vocabulary

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

children in grasping the Refer picture
meaning from the picture dictionary as and when
dictionary needed.
Months of the year Months of the year Teacher uses the calendar Formative
for children to learn the
months of the year and to Sing a rhyme- ‘January,
know what month they are February,…’
in. What is the first
E.g., Today is month of the year?
Friday, September What is the last month
26 th, 2009. of the year?
48

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

/ stories dramatizing the story
Take up roles to enact
a short story.
Akbar and Birbal
Making lists Shopping list, list of Teacher presents topics Formative

items in the classroom, for lists or uses naturally
list of children occurring opportunities to Make a list of things
make lists. you bring to school.
49

Making a presentation (Show Things found or Children say a few Formative

and tell) created by children. sentences about the work Make a presentation
they created or something A scrap book- flowers
A fish made with
that they found, how they
shells.
made it, where they found
it etc.,
Talking about a theme Simple / Common/ Teacher enables children Formative
familiar themes to talk about a familiar My school.
theme. My pet cat.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for
teachers on functional grammar with suggested activities will be included wherever relevant in the
textbook.
50

CLASS IV
1. Listening
Listening to songs / poems Songs / Poems Teacher sings / plays the Formative
recorded cassettes. Listen to the tune
Children sing part or the and sing the songs
and poems.
whole song / poem.
Sings the whole song
or poem after
listening to the title
or first sentence.
Listening to stories Short, stories Teacher narrates stories / Formative
incidents / folk tales. Give a suitable title
Children listen and respond Think of a different
ending for the story.
Summative
the questions
Listening to pronunciation, Words/ Sentences Teacher models Formative

Repeat after me
stress and intonation / Passages E.g., pronunciation. Children
“She sells sea shells
Words with silent repeat after the teacher
on the sea shore.”
letters, multi
51

syllable words,
homophone, vowel
clusters etc.
Simple riddles Teacher tells a riddle.

Listening to riddles
Children guess the answer. Formative
Children make up their own When I was a baby I
riddles. looked like a fish.
Now I say, “Croak,
croak.”
Who am I?
Listening to discussions Themes on Teacher initiates
personal discussions for children to Formative
experiences, listen and participate. Children go out door
common interests to listen to the
and age Children bring up topics to sounds around them
appropriate discuss and listen to each and come back and
discuss what they
themes. others ideas.
heard.
Imagine and
illustrate what you
have heard
Listening to questions Questions: “How”? Children listen and respond Listen to question
to questions relevantly. and respond in full
sentences.
52

2. Speaking

Sings Songs and poems Poems / thematic Teacher sings and children sing Formative
Songs part or the whole song / poem. Sing the song/ poem
suggested by the
teacher or their
favorite one.
Sings the whole song
or poem after listen
to the title or first
sentence.
Sing the song with
actions slowly
eliminating words.
Communicate an idea/opinion Creating something, Teacher presents opportunities Formative

planning an event, for children to communicate What do you think
talking about some their ideas and acknowledges about the movie we
event, day-to-day them. saw today in school?
activities. Children plan as a part of
different club activities.
Children talk about a given topic.
Teacher prompts them by asking
leading questions.
53

Common familiar Formative

Talking about a theme topics :E.g, Railway Talk about the uses
station, forest of tree.
animals Draw some of the
Teacher involves the children to trees you see around
participate in the discussion you.
about a specific topic in
Specific topic small/large groups. Formative
Participating in discussion
E.g.: Talk about the
Our school different ways you
Saving water Teacher asks questions during can save water.
My pet the course of the day and
children respond.
Responding to questions General discussions Formative
Children ask how something is Respond to questions
done or how something happened. appropriately.
Asking questions Sentences Formative

“How?” Teacher provides opportunities How did the mouse
through spoken activities for save the lion?
children to use a combination of
Speak using a combination of Functional grammar: grammatical forms. Formative
grammatical forms. Noun, verb, article, Throw the ball on the
54

adjective, verb black board and make

[Consolidation of functional forms, degrees of a sentence with the
learning through usage] adjectives, personal word you hit with the
pronoun, possessive ball.
pronoun, affirmative, Look at the six
interrogative and pictures and tell the
negative sentences, story of the ‘Ant and
adverbs, conjunctions the dove’.
[Learnt and
interpreted only as
usage]
3. Reading

Reading a longer text (familiar / Text/other reading Children read longer texts Formative
unfamiliar text) materials. silently and aloud. Read a passage and
Children read with a degree of illustrate.
fluency. Read the passage and talk
about two things you liked
about it.
55

Summative
Read the given passage and
answer the questions
based on cause-effect,
inference.
Recall answers based on
text
Read the passage and find
the author, the title, the
main idea and the ending.
Read the question and
choose the best answer
(choice of three answers)
Reading with attention to Text Teacher models reading a Formative

pronunciation, stress and passage from the text with Divide yourselves into
intonation attention to pronunciation, small groups and read two
stress and intonation lines each one after the
other.
Take up different roles of
a written play and read
aloud
56

Reading different genres Narratives, Poems, Teacher provides materials Formative

Billboards, such us narratives (stories and Make a bill board of a
Newspapers, Maps. non-fiction), poems, billboards, product and read it aloud
poster, newspapers, letters, and share.
plays, maps. Summative
Read the given passage and
answer the questions
based on cause-effect,
inference.
Reading for fun Supplementary Teacher provides a variety of Formative

Reading-Graded reading materials. Read, enjoy and
series and a wide recommend the book to a
range of reading friend.
materials.
57

4. Writing
Introduction to cursive Letters, words, sentences. Teacher presents a variety Summative

of materials such as Write in cursive
worksheets, sand paper,
stencils, etc., for children
to write cursive.
Dictation of words/ Text / General Teacher presents a variety Formative
sentences of writing exercises and Build a word pyramid.
word building activities. a, an, ant, pant
Summative
Write words and
sentences with correct
spelling.
Writing sentences/passages Question/answers, journal Teacher presents a variety Formative
notations, creative writing, of writing activities for Word pyramids
letter writing (informal). children to do. Draw the things you
saw during the bus
journey and write
about it.
Look at the picture
and write about it.
Summative
58

Put the jumbled

sentences to make a
story.
Read and answer the
questions.
Complete the passage
in own words.
Writing using a combination Functional Grammar : Noun, Teacher provides Write a letter to a
of grammatical forms. verb, article, adjective, verb opportunities through friend inviting him /
forms, degrees of adjectives, written activities for her for Pongal (using
personal pronoun, possessive children to use a the clues given)
[Consolidation of functional pronoun, affirmative, combination of grammatical Summative
learning through usage] interrogative and negative forms. Fill in the blanks
sentences, adverbs, choosing the correct
conjunctions. word. The child is
[Learnt and interpreted only as crying ______
usage] (loudly/fast)
Choose a sentence
from column A and a
sentence from column
B and join them to
write a sentence using
‘and’ or ‘but’.
59

5. Vocabulary
Synonyms, compound word, Glossary from Children in groups play Formative

homophones, antonyms Text cross words, language games to learn Play in small groups Word
puzzles, pronunciation, spelling and search ,boggle and
vocabulary games meaning of new words. Scrabble

children in grasping the Make use of dictionary, to
meaning from the picture find out the meaning and
dictionary spelling with your peers.

Filling labels and simple forms, Name, class, Children fill name, class, Summative
class time-table address, phone address, phone number, Fill in labels, simple forms
number, subject subject areas in labels, and time-table correctly
areas in labels,
simple forms and time-
simple forms and
table as appropriate.
time-table
Making an enquiry Enquiry at shop
Other language functions for Children practice these Formative
60

continued practice are: skills in real life and Go with your parent and
Making announcements simulated situation enquire about price of one
Describing a person / object kg of sugar
Role play
Presentation
Note : Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for
teachers on functional grammar with suggested activities will be included wherever relevant would be given
in the textbook.
61

CLASS V
1. Listening
Competencies Content Mode of transaction Evaluation
Listening to songs Songs Children listen and respond to Formative

Enjoying the tune and songs Listen to the song
responding with actions Sing the song with
actions
Summative
Give the theme of the
song
Listening to poems Poems Children listen to the poem Formative

Appreciating rhythm and Understand the meanings of Attention and keen
rhyme difficult words [may use enjoyment
Making meaning of the words dictionary] Summative
Responds sensitively to
heard May be facilitated in their
the feelings and values
Following sequence understanding through expressed
Locating the Main and the appropriate actions Follows sequence and
Supporting ideas Facilitated to discuss the grasps the central theme
Appreciating the various feelings and values expressed Fill up the speech
images by the poet and evolve the bubbles to indicate
understanding of main
sequence
and supporting ideas
62

Grasp the central theme of the Normative

poem Answers comprehension
questions using the clues
given.
Listening to stories / folk Stories & folktales Children listen to the story
Formative
tales Understand the meanings of
Attention and keen
Making meaning of the words difficult words [may use
enjoyment
heard dictionary]
Summative
Following sequence Facilitated to discuss the
Follows the sequence and
Locating the Main and the narrative and evolve the
grasps the central theme
Supporting ideas sequence
Fill up the speech
Grasp the central theme of the
bubbles to indicate
story/folk tale
understanding of main
and supporting ideas
Normative
Answers comprehension
questions using the clues
given.
Listening to correct Passage from the text, or Through various facilitative Formative
pronunciation, stress and audio cassettes activities, children listen and Listen to the passage and
intonation repeat words with correct repeat suggested words
63

pronunciation, stress and

intonation – Small or Large
group.
Children may be facilitated to Formative

Participating in discussion Simple topics Eg; Toys,
listen carefully to their peers, Children present the
Cartoon characters, Comic
and discuss in small groups outcome of their
strips
discussion
Given opportunities to
enact
Children listen to teacher

Summative
Listening to words that Homophones presented in reading the passage
Questions and activities
sound the same a passage Identify the homophones in
that help children to
(homophones) small groups identify homophones,
having understood their
separate meanings in
context
64

2. Speaking
Reciting / singing poems Poems – Text Children are facilitated to Formative

recite the poem through various Joyful recitation
learning activities, which may Summative
include actions Sensitivity to rhyme and
rhythm in reciting a
poem
Expressing one’s Sharing/Interaction Children in groups make a Formative

preferences Time; day to day portfolio depicting their likes, Avenues for children to
situations dislikes, preferences and other express themselves
without judgment
such personal explorations
Summative
E.g. Discuss and make a
list of what you like
doing alone or in groups,
etc
Sharing/Interaction Children in groups discuss and Formative

Productive collaborative
Exchanging one’s ideas with Time; day to day exchange ideas around any
interaction
peers on a particular object situations particular object / place /
/ place / person /event / E.g. Encounter with a person /event /situation
65

situation stranger
Sharing/Interaction Children in groups discuss and Formative
Speaking on common Time; day to day exchange ideas around any Productive collaborative
experiences situations particular experience which interaction
they discover to have been
E.g. Lost in a crowd
common
3. Reading
Reading text Text/ Supplementary Children read the text both Formative
Understanding sequence materials silently and aloud Enjoy reading and
The teacher facilitates the understanding the passage.
Understanding content Summative
following activities and skills
Read and list out the
Finding answers to questions for each student:
unfamiliar words.
on the given passage Raise questions
Underlines main facts
Engage in comprehension
Uses dictionary or vocabulary activities
list (put up on board) to find Choose the correct answers.
[Objective Questions]
meaning of unfamiliar words,
and understands in context
through individual and small
group activities
Use of spelling conventions Spelling rules Uses the reading material to Summative
66

emphasized through a answer questions Learns spelling rules - using

relevant passage the dictionary.
Teacher facilitates the
understanding of selected Summative
Reading with attention to Text / Additional
spelling rules through a range Reads the given text
pronunciation, stress and material
of exercises and play correctly
intonation
activities
Reading for fun Reading Time

Children are facilitated to Formative
– Graded Readers,
read words with correct Children read and enjoy
colourful picture
pronunciation, stress and
stories
intonation – Small or Large
group.
Children read in large groups,
small groups and individually –
aloud or silently
4. Writing
Simple projects Provided with materials Teacher helps children to Formative and Summative
and ideas evolve their own work Children display their project
plans, and facilitates their works
67

execution They are assessed and assess

Children also discuss their themselves for the translation
plans in the small group of their plans into action
Teacher guides children to Children fill up different

Filling in forms Forms of bank challans,
learn to fill up forms. forms
reservation forms, M.O. Formative
forms, School application Children present their stories
form
Developing a story Teacher explains steps in Summative and Normative

Story – clues, Story –
developing a story Objective Questions, VSA, SA
pictures are given
Children frame stories [2 to 4 lines]
Discuss them in small
groups
Reading between the lines Text 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

68

link thoughts and ideas to

facts
Formative
They discuss their
Children enjoy writing simple
questions in small groups
poems
Writing simple poems Simple topics or free Summative

Teacher encourages
choice Children individually complete
children to write simple
given exercises to ensure
poems.
learning outcomes
Formative:
Teacher facilitates
Completing simple Text and back of chapter Write a letter to your Uncle /
children to complete the
passages questions Dad / Friend
passage with suitable
sentences, after
discussion in small groups.
Teacher encourages Formative
Writing letters (Informal) Themes, Model letters
children to write informal Children build reference skills
letters
After initial large group
Reference Skills Passage with questions
reading, children are
Referring to Junior Encyclopaedia
facilitated collectively to
Encyclopaedia
Making small notes search for answers to the
questions
69

5. Grammar
Nouns and Verbs – Text / Additional material After explanation, children are Grammar exercises and
Exploring the types such as magazines, facilitated to identify the naming activities / games
through spotting use – newspapers and doing words in small groups
Common Noun, Proper with different materials
Noun
Verbs – Present tense –
Simple, Continuous
Simple past,
Simple Future
Parts of speech Text / Additional material Teacher guides the children Summative
[Introduction to formal such as magazines, through usage to identify various Grammar exercises and
naming of the newspapers parts of speech. Exercises and activities / games
different parts of activities are utilized for this. Awareness of parts of
speech – already speech, and correct
explored as use, in the format.
earlier classes]
[Naming seen as a tool
to build formality and
awareness in learning
at this level]
70

Types of Sentence Exercises, Worksheets Children are facilitated to use Summative

[Affirmative, these sentence types in contexts Grammar exercises and
Interrogative] of their own activities / games
Awareness of
correct forms
6. Vocabulary
Antonyms/ Synonyms Text / poetry Exercises, activities and games Formative

Games, children do
various exercises
Compound words Exercises, activities and games Formative

Prefix / Suffix Text, Puzzles, Games, children do
Homo phones Supplementary material, various exercises
Kinship terms back of chapter questions
similes / metaphors
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DRAFT ENGLISH SYLLABUS FOR MIDDLE AND HIGH SCHOOL
The obvious attempt of language teaching in Middle and High School, is to

help the child to use language effectively and easily. Effective language use is
interpreted as
Ú Efficiency in verbal communication
Ú Good clear style in speaking and writing
Ú The ability to express oneself creatively, originally and with responsibility

[reflect on appropriate language use].
Creative exercises based upon the psychological reality of the child and
his/her relationship at school, at home, and with the environment and society are
devised throughout the teaching learning process.
Another aspect of the learning of English in Middle and High School is

awareness of error and subsequently building skills for error removal.
Awareness of error and error removal would be a separate and intrinsic component
of all core competencies. As such, it has not been mentioned in most learning
contexts spelt out in the syllabus. This dimension would be built into the classroom
transactions and the evaluation modes in such a way that there would also be an
opportunity for students to assess themselves and learn to spot and address errors
and error patterns.
‘Correct/appropriate expression can be internalized by drawing the learner’s

attention to proneness to error in grammatical/syntactic/pronouncing/semantic
sites in appropriate learning contexts.’ [CTIndra]
Use of the dictionary [in a graded manner] - eg; from Children’s dictionary to
Learner’s to Advanced Learner’s to a regular dictionary, and the thesaurus, in later
classes – is an integral part of the learning process. The aim would be to facilitate
‘multitasking’ in the use of the dictionary:
- learning to follow alphabet

- become aware of spelling
72

- pick up new grammatical forms

- enrich vocabulary
However, with the growing focus on contextualization of learning and linking
meaning integrally to the learning of language structure, the importance of
interdisciplinary content and approach cannot be over emphasized. According to NCF
2005,
‘Research has also shown us that greater gains accrue when language
instruction moves away from the traditional approach of learning definitions of
words (the dictionary approach) to an enriched approach, which encourages
associations with other words and contexts (the encyclopedia approach) (Fawcett
and Nicholson 1991; Snow et al. 1991).’
Since this approach to learning activity is being suggested for both content,
and at all levels of active classroom transaction, it has not been separately
mentioned in most contexts.
Another common aspect of the active learning classroom would be ‘effacing

the artificial boundary between the classroom and life around the student’. This
would be done at all levels by drawing upon the learner’s own knowledge, experience
and information in various contexts and encouraging her/him to build upon them.
Note on Grammar
It has been suggested that the grammar components [listed separately, to

ensure inclusion] for Classes VI to X be built into the content learning and the
mastering of the core competencies for each level. The competencies themselves,
though listed separately, are seen to be part of a fabric of dynamic and integrated
learning that helps the learner to use the language in deeper and wider contexts as
she/he gains proficiency in the language.
Evaluation & Assessment Dimensions and Broad Criteria [A Broad sweep – Not
fully specific to level]
73

These criteria have been used in various contexts:
Formative Evaluation would involve Classroom assessment which may be

conducted with a range of outcomes in mind. It would be open ended and
empowering to all students.
Summative Assessments may be carried out whenever a unit or topic has been
completed in terms of the student’s active engagement, and the teacher evolves
criteria for effective learning, and assesses the student on these criteria. It
would be important to facilitating students in self assessment – so that they
grow aware of their strengths and challenges, and work with them
independently.
Normative Evaluation may be conducted at the end all units where there is
building-block content, and criteria may be evolved based on the taxonomy of
questions decided upon and the gradient of the syllabus.
CLASS V
Handwriting and Spelling (legibility, neatness, nature of spelling errors)
Writing Coherently (sentence structure, punctuation, clarity of expression, level of

complexity)
Creative Writing (sustaining the required length, ideas, description, approach)
Oral Work (reading aloud, recitation, speaking)
Reading Comprehension (picking out facts, sequencing, reading between lines,

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

strengths difficulties)
CLASS VI
Writing Mechanics (sentence structure, punctuation, clarity of expression, level of

complexity, handwriting, spelling)
74


responding)
Creative Writing 1 Prose (sustaining the required length, ideas, description,

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

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

Formal Writing (approach, meeting guidelines, quality of response, strengths,

weaknesses – book review)
Response to Text (comprehension - picking out the main and supporting points,
connecting facts, sequencing; analysis – making inferences, drawing conclusions,
understanding character, connecting motivation and action; response- ability to
empathize, imagination, retaining focus, approach)
Writing a Paragraph (approach, meeting guidelines, quality of response, focus,

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

strengths, difficulties – poetry, diary entries, compositions)
Reading Comprehension (understanding, analysis, response)
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CLASS VIII

Formal Writing (approach, meeting guidelines, quality of response, strengths,

weaknesses – report, narrative, descriptive paragraph, letter)
Reading Comprehension (comprehension, analysis, response)
Grammar (comprehension and application)
Writing Skills (sentence structure, punctuation, clarity of expression, level of

complexity, handwriting, spelling, expository, personal essay)
Response to Text (comprehension, analysis, response)
CLASSES IX and X
Quality of answer (focus, clarity, precision, inclusion of sufficient details, own

words)
Reading Comprehension Understanding, independent inference, vocabulary, quality

of language, summarizing ability)
Grammar (understanding of requirement, meticulous and sustained focus,

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

detail)
Writing skills (approach, meeting guidelines, quality of response, focus, strengths,

weakness –formal and informal letter, narrative, descriptive, expository, personal
essay, short story)
Grammar (comprehension and application)
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IN CLASS: Participation, approach, regularity of work, specific strengths, what

needs to be done if additional help is required.
Overall Sweep of the criteria for choice of Literature Content for each level –
[Keeping in mind the student’s gradient and scope of Cognition and Creativity in
the language]
Class Grammar Creative Writing Literature
V Understanding of the At this level creative Literature is chosen at

structures of writing would be aimed at this level to stimulate
Grammar at this level making the child aware the child into deeper
is limited to easy and that she perceives the observation, questions,
explorative use, & to world around her, and that perception and
correction of error in she can think about what enjoyment of life.
simple sentences. she sees. She can be
Knowledge of simple helped to see that her
sentence structure is responses to it are often
also built. learnt from others, and
that they may be
different from her own
understanding. The child
may be facilitated to
exercise a rich imagination
in various ways.
VI Grammar is At this level, creative The literature is chosen

introduced at this writing is not structured. to help the students to
level to formalize the It involves growing aware reflect upon and to
student’s of one’s emotions one’s explore various facets
understanding of the senses, one’s past, one’s of the world around
language. physical surroundings in a them – travel,
manner calculated to adventure, etc.
create insights into
77

literature and language use

in the passages chosen in
the textbook.
VII Their formal The focus is on the need The literature is chosen
understanding of for structure, function to help them discuss
language at this level and boundary in the various ideas related to
allows for greater written work. concepts of reality as
consciousness of they perceive it
detail and complexity (freedom, development,
in language use etc.)
VIII Examination of At this level, there is a The attempt here is to

structures in relation rudimentary exploration help the student get in
to psychological, into modes expression touch with his/her
situational and social (poem, short story, predilections and the
context, with the aim dialogue, one act play etc.), processes by which
of creating an calculated to channelize every day reality is
awareness of their creative expression. perceived by every
appropriate language There is a conscious human being. This
use. encouragement to express process is the backbone
growth and change as of all literature.
perceived in oneself. (images, visualization,
projection,
perspective.)
IX and X The focus in these classes is to encourage the student to use language
effectively, with originality, clarity and precision. With this in mind,
grammar concepts are reinforced at a deeper level. Modes of literature are
gone into at greater depth.
Students are encouraged to analyze literary content with directness and

precision. Personal involvement is a critical part of the learning of a language.
78

Reflections on allied themes and concepts are built into the class discussions.
There is a clear and uncompromising focus on the ability to meet requirement

and write or speak in a given framework.
Objective Questions of all kinds are freely incorporated into the design of
the syllabus, to ensure thoroughness in learning.
Range of suggested themes for prose passages from Classes VI to X
1. Beauty: Nature, an action, a thought, Imagery

2. Tolerance –
a. of other people,
b. of other ways of life,
c. of other thoughts,
d. other beliefs
e. other species
f. other cultures
g. any other
3. Gender:
a. The empowered girl
b. Women achievers
c. Courageous girls/women from all walks of life
d. Achievers who are women/girls
e. SHGs and other women’s groups who have made a difference
f. Stories from history of women’s struggle and triumph
g. Participation in civil society – responsible citizens – Independence
struggle
4. Bravery
5. A great character from History / Civics / Sport
6. Successful designers – Eg; The Story of Anand [Dr. Kurien], George
Washington Carver, Laurie Baker
7. Indian Cultures: Creating and preserving them: Kattaikkuthu, Kanchipuram,
Purisai Tambiran, etc
8. Translations from Tamil Literature
9. Stories of Animals
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10. The stories of common people

11. Towards a Universal Vision of Life – Passages – Children of Different Abilities
Speak
12. Rural – Urban Dynamics
13. Science and Discovery – Eg; CV Raman, Ramanujam, Venkatraman
Ramakrishnan, etc
14. Common Issues – Water, Waste, Global Warming, Media & Consumer realities,
Social responsibility – Bhopal Gas Tragedy, etc
15. Fantasy, Space Fiction, etc
Poetry may be chosen from a range of sources. The selections may include
forms like the Haiku, the Cinquain and the Diamante. Another suggestion is the
inclusion of Children’s verse; also translations from the Tamil and other regional
languages may be included as thought fit.
80

CLASS VI
Listening
Classroom activities and

Competencies Learning Outcomes Evaluation
processes
Listening to: Reading aloud stories Comprehends oral instructions Formative:

Instructions, Reciting poems Learns to pronounce words and phrases Follow instructions
Imperative Giving specific instructions Makes meaning of what she listens to Listen and recite or read with clear
Statements for an activity or class and responds appropriately, orally or intonation and pronunciation
Short Stories work through written exercises Summative:
Short audio Playing an audio story Listen and respond orally or through
pieces (radio (Audio books, audio written exercises: Eg; Write or say
play/ chosen rendition of poems a line about the characters in a
parts of story; give a suitable title
CDs/Poetry/ Normative:
Short passages) Answer objective questions
Identifying and : gh sounds, silent letters, Learns that spelling and pronunciation Formative:
discriminating /s/, /z/, /∫/, /3/ are different Spelling Games
difficult words Learns to spell well as many words as Normative:
homophones etc.
Dictation: thought appropriate Spells words; finds patterns; uses
Hearing words, Connects sounds and forms a word correct spelling in writing
and spelling picture. Understands meanings of words
accurately Learns New vocabulary learnt.
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Speaking

processes
Reading aloud from Reading aloud from their Reads clearly with pauses; Formative, Summative:
a text reader pronounces words accurately
Fluent reading; pronounces correctly;
correct pauses
Reciting: reading Learning and reciting in Read in unison, with sense of Formative:
from text groups, or individually from meter and rhyme Expresses appreciation for the poem read;
the selection of specified Summative
Reciting from Reads alone without
poems Recites with expression; without faltering
memory stumbling, with expression
Normative
Memorises the poem
Using appropriate Activity: role play, games; Learns to use oral
Formative
greetings for other oral activities: instructions
various occasions Ask – Answer activities Speaks and enacts using Correctly follows instructions
Making requests around familiar situations in learnt phrases
Speaks/ enacts without inhibition;
Enacting day-to-day life Builds familiarity with
Instructing Giving directions to a place on appropriate phrasing of confidence in speaking
another classmate campus etc. greetings and requests

Summative:
Accuracy of response, in various situations
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Asking and This learning activity may be Learns to frame appropriate Normative:
answering ‘Wh’ / undertaken around a story or questions and answers Objective questions
Yes/No / Seeking passage: Teacher guided correctly in the ‘Wh’/ Summative:
Information Yes/No model; also knows Questions for different situations: Eg;
Questions how to ask, to elicit relevant Ask questions to
information - find a place,
- find the time of a train’s arrival or
departure
Participation: Large group discussions, Builds participation skills
Formative
Classroom discussion on lessons Cogency in speech
In discussions in Converses around a suggested or Confidence Activity primarily for enjoyment, learning
class initiated topic Resourcefulness and empowerment
Holds a train of thought
In a dialogue
Speaking formally Each student takes turns to Learns to speak in front of a Formative:
on a topic for 2 prepare and speak on a topic of group, clearly and correctly
Activity primarily for enjoyment, learning
minutes choice
and empowerment
Telling Jokes; Students share jokes, puzzles Students share jokes, Formative
Puzzles and and riddles. puzzles and riddles in a
lively manner Anyone state a joke, puzzle or riddle
Riddles.
Build interactive skills which you enjoyed
83

Reading

processes
Skimming Using various short passages, the The student learns skimming as a Formative:
teacher facilitates skimming skill, and understands its value in
Learns to use the skill through
content as a reading skill reading and understanding
interesting exercises
Scanning Using various short passages, the The student learns scanning as a Formative:
teacher facilitates scanning skill, and understands its value in
Learns to use the skill through
content as a reading skill reading and understanding
interesting exercises
Reading Reading passages; from text; Reads and comprehends Formative:

independently, Reading selected unseen Reading for fun;
comprehension passages of Understands and enjoys stories Understanding for fun
short passages in
selected level and essays Summative:
prose and
Teacher writes instructions on Follows instructions clearly;
comprehending its Learns to read independently
board and asks children to follow Builds independence in reading
content
them: a play way learning activity
Reading and
following
instructions
84

Understanding The teacher facilitates the Understands vocabulary; builds Summative

sequence following activities and skills: vocabulary and uses words in Uses the dictionary effectively;
Understanding Underline main facts context; answers questions Independently works at
content Use dictionary or vocabulary list correctly understanding a passage or poem
Finding answers to (put up on board) to find meaning, Begins to build cognitive skills in Normative
questions on the and understand in the context reading and understanding Follows sequence correctly;
given passage Use reading material to answer Takes the first steps in looking Answers questions appropriately
Understanding the questions at the literary qualities and VSA, SA
author’s intention Enjoy reading merits of a
Recognizing and piece of writing
learning vocabulary
in context
Appreciating style:
first steps
Picking out main
facts and
supporting detail
Relating stories to Answer open ended questions: Responds to literature;
Formative
one’s own life and What do you think? understands life through reading
Responds authentically; honestly
responding
Reads poetry: [Teacher facilitates] Read and Appreciates poetry Formative:

appreciates it, respond to poetry; answer Understands meaningfully Illustrations and responses show
understands, questions; illustrate Free association and ‘imagine’ understanding;
relates and activities Normative
responds Answers questions accurately
85

Reading Extension Supplementary reading, use of Reads for interest

Formative
Activities the Library, Referencing skills
Reads to deepen knowledge Building interest
and activities
Reads to link and connect Normative
additional data Small assignments and projects
Writing
Competencies Classroom activities and processes Learning Outcomes Evaluation
Answers questions Comprehension passages Write in sentences; writes Answering questions appropriately in
in complete complete answers; uses complete sentences
sentences, using punctuation
punctuation
Uses relevant and Exercises in vocabulary Uses vocabulary to make Uses vocabulary correctly; writes
appropriate sentences original sentences
vocabulary to make
sentences
Writes on a given Specific paragraph topics; teaching Paragraph unity, relevance, Summative
topic: (to an writing a paragraph appropriate vocabulary and Writes cogently, organises content;
established word grammar conventions relevant to topic; spells and uses
limit) grammar conventions correctly
[5 lines] Normative
Short Answers [5 lines]
86

Identifying and Analysing sentences and passages for Students learn to write
Formative
using selected cohesive devices sentences and small
Children learn to identify and use
cohesive devices passages using cohesive
[Facilitated by the teacher] connectors and other devices in
devices
writing
May be a text passage
Normative:
Objective Questions
Writing letters in Learns about the format of a leave Learns to write a formal Normative:
a given format letter through relevant examples letter in the appropriate
Tested for appropriate form and
provided by the teacher format
content
Journal writing Short journal prompts Self-expression

Formative
Not assessed
Free writing Five minutes of class time to write Just write without
Formative
hesitation
Not assessed; a freeing exercise
Forming stories Story writing tasks; from outlines or Write cogently; Use Summative:
story starters imagination; Apply
Writes clearly; imaginative; original
grammar conventions
87

Developing Hints Hints are given, and students facilitated Expanding on given hints ummative
to use them skillfully Building a story from an Writes cogently
outline Uses all the hints
Learning skills that help to Imaginative
use imagination /facts Innovative
productively Original
Writing simple Students use life situations to write Learns to use language Formative
messages and relevant messages contextually Writing for sensitizing to context
descriptions Writing for fun
Students use everyday objects and Learns to use language to Summative
scenarios to describe what they see articulate a visual image Relevant; cogent; appropriate;
adequate articulation
Mind/Concept Use summary and graphic organisers in Picking out and
Formative
mapping all classroom transactions organisation of
Is complete, well organised, engaged
information and facts in an
Summarize content with
imaginative manner
in any framework,
Learning the value of Mind Summative
using graphic
mapping as a tool to The summary is integrative, relevant
organisers
understand and associate
Growing familiar with a
range of graphic
organizers

88

Spelling words Spelling activities around familiar and Students know the
Formative
correctly unfamiliar words spellings of selected words
Fun Games around spelling
Dictation
Normative
Objective questions
Grammar

processes
Have an overview of Introduction to parts of speech Understands the different Summative

parts of speech: words through explanation and exercises words and what part of Understands the concept of words
have different roles in speech they are and their different roles in sentences
sentences Normative
Objective questions
Concept of a sentence: Through varying exercises on each Learns the structure of
Summative
subject predicate; concept, with explanation of logic sentences; recognise
Separates sentences into subject and
types of sentences; behind each differences between
predicate; uses appropriate capital
capital letters and sentences and fragments;
and end marks; writes sentences with
punctuation; Difference understands and corrects
appropriate structure
between sentences and run on errors
fragments; correcting Normative
Learns four simple
run-ons Objective questions
sentence types
89

[Assertive,
Interrogative,
Imperative, Simple
Negative]
Nouns and types of Through exercises and Recognises all types of Summative
nouns: all proper and explanations of nouns, their role proper and abstract nouns Uses and understands the different
noun types and the rules of usage
abstract nouns and use; rules;
Normative
Objective questions
Verbs: being and doing Learns all doing and being verbs in Recognise verbs and their
Summative
words: adds to the required contexts, through role as predicates
Pick out verbs, simple predicates, use
understanding sheets, explanations and activities
Students use different verbs in sentences correctly
predicates
tense forms in different
Normative
Simple Present situations
[Habitual Action, Objective questions
Students understand
universal truth], Simple
simple sentence structures
Past [Completed
– SVC, SVO and SVOO
actions], Simple Future
[Intended actions]
[SVC;SVO; SVIO DO]
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Learning the different Learns through exercises and Recognise adjectives and
Summative
kinds of Describing explanations of describing words, adverbs and their role in a
Uses and understands different
words and Modifying their role and use; Learns about sentence
describing and modifying words and
words in a sentence modifying words and their required
Students use different the rules of usage
[Adjectives and contexts, through sheets,
adjectives and adverbs in
Adverbs] explanations and activities Normative
different situations
Objective questions
Rules of capital use: Worksheets, explanations learning Learn all the uses of Summative
basic rules: beginning of the rules of capitalising capital letters in sentences Applies rules in all written work
sentences; types of Normative
proper nouns; pronoun I. Objective questions
End marks (connected Worksheets and rules Recognises the types of Summative
to types of sentences) sentences and uses end Uses end marks correctly
marks correctly Normative
Objective questions
Revise already learnt Revision exercises

concepts through
exercises.
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Vocabulary

processes
Grasping the meaning Uses dictionary; checks Understands meanings

Summative
of unfamiliar words with peers, teacher helps of words in context
Uses the words in sentences; understands
from reading with meaning
context and meaning
materials
Normative
Objective questions
Vocabulary exercises Activities, crosswords, Students learn some

Summative
in: homonyms, word search homonyms, synonyms
Completes the related exercises correctly
synonyms, antonyms and antonyms
Builds familiarity,
identifies words
correctly
92

Language Functions
Classroom activities
and processes
Reading and Activities, tasks, and Enrichment and

Summative
interpreting pictorial language games application: Students
Uses pictures and other visual media to
information: comic develop the skill of
complete the set task
strip, pictures etc. describing pictures and
cartoons
Reads a graphic Worksheets; or charts Understands and Interprets the data accurately
organiser or black board interprets different
drawings kinds of data
Tabular data
Narrating stories Activities, tasks, and Enrichment and Original, imaginative, clear sentences
language games application
Role play Activities, tasks, and Enrichment and Simulates effectively

Writing poetry Activities, tasks, and Enrichment and Write originally, authentically
93

For the teacher
Template of the Active Learning Framework - Classroom Transactions for Prose & Poetry
Sl. Learning Activities for the

By the student[s]
No. student
1. Introduction Activities • Priming/Reading Preparation Activity Large Group

• Do you know? [related to content]
The teacher uses the activities • A short related/reinforcing word game/anecdote/discussion
given in the Chapter/Lesson
Plan to introduce the topic
2. Learning Engagement Activities Teacher Reading and Explanation, Reading related Activities with
paragraphs [Word Web, Mapping Activity] – Individual/Pair
3. Understanding Activities Discussion and activity using graphic organisers provided in the
textbook Small Groups
4. Consolidation Activities Students answer Questions and attempt the activities that
consolidate their learning of the content in the textbook – Mixed as
appropriate
5. Functional Enrichment Activities Students engage with the application related activities presented at
the back of the chapter. Separate materials are provided there using
the chapter as base
94

6. Language Structure Activities The grammar to be taught is presented in the form of exercises.
7. Evaluation/Assessment Activities Simple Formative Assessment and Criterion – referenced evaluation

based on the Lesson may be facilitated by the teacher
8. Suggested Extension Activities Simple activities involving writing and observation/interaction related
to the day-to-day context of the child
9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an
imaginative manner
It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for
IX and X, incorporating the blueprint of assessment and evaluation, when it is ready.
List of possible classroom activities and transactions:
• Role play
• Dramatisation
• Reading aloud
• Recitation of rhymes, poems and making observations on a given topic/theme
• Telling and retelling stories, anecdotes, and jokes
• Discussion, debate
• Simple projects
• Interpreting pictures, sketches, cartoons
• Activities, tasks, and language games
• Pair work, group work, and short assignments both individual and group

95

CLASS VII
Listening

processes
Listening and Listening to and Understands oral Summative Evaluation:

responding to following instructions; instructions;
A Check to see if the student follows
selected oral listening to selected understands stories
instructions correctly, and responds
instructions; audio stories; listening read out or played out;
appropriately
Listening to selected to a classmate’s speech follows a speech and
recorded speech, responds Oral Questions to check comprehension
songs, poetry or
stories; Listening
carefully to a speech
made by another
student in class
Listening to specific Specific word forms Distinguishes Normative Evaluation

words and their would be used in different word forms;
Finds patterns, achieves better accuracy in
different forms, in context; worksheets and learns about the
spelling; connects sounds with words
different contexts other interactive peculiarities of
exercises would be given spelling and writing of Fun Exercises, MCQ, Objective Questions
selected words in
Dictation on these forms
context; learns to
would be conducted
spell
96

Listening to a Report Teacher initiates a Students evolve a Summative

discussion on different basic idea of what a
Able to recall basic elements of a report,
kinds of report: report is
and improvise to create one in a given
Eg; News, weather, etc context, using given basic parameters
Guides students to
understand the basic
elements of a report
through post reading
questions
Speaking

processes
Reading aloud from Guided reading; focus on Learns to read and Summative
text pronunciation, fluency understand as they
Demonstrates through correct pauses,
and expression read.
inflexions and expressions
Reciting poems from Learning and reciting in Appreciates, Summative

memory and from groups, or individually recognises rhyme
Recites clearly; with correct inflexion and
text from the selection of meter and meaning and
pronunciation
specified poems brings it out through
recitation
Speaking formally The teacher facilitates Expresses thoughts Formative:

formal conversation using the correct
97

around a chosen topic; language, vocabulary Learn to speak with confidence.

Eg; groups converse and syntax
around ‘Sports today’, or
‘TV Programmes’
Telling Jokes; Puzzles Students share jokes, Students share jokes, Formative
and Riddles. puzzles and riddles. puzzles and riddles in
Anyone state a joke, puzzle or riddle which
a lively manner
you enjoyed
Build interactive skills
Reading

processes
Reading Read text, locate Independent reading Summative

independently; picking meanings if necessary, and comprehension of Summarise effectively through mind maps
out main facts and underline main points reading matter and other graphic organisers; answer
supporting detail questions accurately
Identifying the topic Teacher guides the Identifies the topic Summative
sentence of a students to finding the sentence of a Find the topic sentence of a given
paragraph. topic sentence of a paragraph. paragraph.
paragraph by eliciting
responses through
questions.
Analyzing what is Applies his mind to Makes connections and Summative
understand various interprets what she
98

read aspects of a passage: Eg; reads Relevant, avoids tangential and speculative
character, style, plot, conclusions, has focus, shows good thinking
inference, other skills
interesting information
Normative
SA questions [simple inference questions]
Understanding and Reading written Follows written Summative

following written instructions and instructions
Follows instructions accurately
instructions after or following them
Follows a sequence and
before a given Normative
Back of chapter build on what is known
passage;
exercises that build MCQs, Objective questions, VSA and SA
Following a trail of understanding, help
written instructions analysis, evolve
to arrive at a learning connections
outcome
Relating stories to Answers open ended Responds to

Formative
one’s own life and questions: What do you literature;
responding think? understands life Responds authentically; honestly
through reading
Reads poetry: [Teacher facilitates] Appreciates poetry Formative:

appreciates it, Read and respond to
Understands Illustrations and responses show
understands, relates poetry; answer
meaningfully understanding;
and responds questions; illustrate
Free association and Normative
99

‘imagine’ activities Answers questions accurately
Reading Extension Supplementary reading, Reads for interest

Formative
Activities use of the Library,
Reads to deepen Building interest
Referencing skills and
knowledge
activities Normative
Reads to link and Small assignments and projects
connect additional
data
Writing

processes
Writing answers: Comprehension passages Explains clearly in Summative

with activities; or text writing, uses
Focusing on detail, on Answers are accurate; organised, complete
based written exercises appropriate
sub questions and and clear
expressions; answers
details Uses Mind maps and
in original language Normative
graphic organizers to aid
understanding MCQs, Objective questions, VSA and SA
Poetry comprehension Reads, responds clearly Interprets and Summative

in writing to given poems understands the
Shows a good understanding of the poem
poems, and shares
Uses Mind maps and through well written answers
views in writing
graphic organizers to aid
Normative
100

understanding MCQs, Objective questions, VSA and SA
Writing : Introduction to essay Writes up to 10 cogent Summative

writing; writing on given lines on a given topic
Descriptive and Uses all needed grammar conventions and
topic or prompt.
narrative essays of writes in an organised manner on a given
specified length topic
[8 – 10 lines] Normative
Long Answers [8 – 10 lines]
Using discourse Passages with the Identifies the Summative

markers selected discourse specified discourse
Identify the discourse markers in a given
markers are provided to markers in connected
passage
students; teacher sentences
facilitates familiarity Use a discourse marker in a sentence of
with them through pre your own
and post reading
questions.
Writing formal and Formats are given and Learns and applies the Normative:
informal letters exercises are set formats and knows the
Tested for appropriate form and content
differences between
formal and informal
letters
Using direct speech in Using a short narrative Responds Formative:

the form of written passage, students are appropriately and
101

dialogue encouraged to convert it builds a clear written Fun activities round script writing
to direct speech, dialogue sequence for
Normative
through taking roles, a story/narrative
evolving a script, and Filling up the blanks in a dialogue
noting the lines.
Using the right format for presentation of
Direct Speech
Slogan writing: Teacher evolves various Evolves catchy and Formative

evolving short, catchy contexts with the effective slogans on
A few fun activities around imaginary issues
phrases and students where there is relevant themes
sentences a need to create Summative
awareness – Eg; Waste
segregation, Water use, Able to home in on the core issue and evolve
Keep the campus clean, an appropriate slogan
etc
Journal writing Short journal prompts Self-expression Not assessed;
Free writing Five minutes of class Just write without Not assessed; a freeing exercise
time to write hesitation
Grammar

processes
Revise: Parts of A passage in the text Recall and Summative:

that highlights the reinforcement of
102

speech, nouns, verbs required grammatical learnt concepts in the Demonstrates clarity of understanding
functions. parts of speech
Normative
Reinforces knowledge of [Sentence structure]
Cloze tests may be used
parts of speech through
usage related interactive
activities
Building on this A passage in the text Student understands Summative

understanding, that highlights the the use of Noun
Has a clear, meaningful and focussed
familiarize students required grammatical Groups, with head
understanding of the usage of Noun Groups
with noun groups and functions. words and modifiers,
and selected Phrasal verbs
selected phrasal and some common
Learns through
verbs [bring, come, phrasal verbs, through Normative
exercises, activities and
take] usage
explanation, of noun Objective Questions
groups and phrasal
verbs, their role and use
Grasping the form, Learns about the Students use Summative

structure and use of continuous tenses and different Continuous Has a clear, meaningful and focussed
the Continuous tense their required contexts, tense forms in understanding of the usage of the
[Past, Present, through sheets, different situations Continuous tense - Eg; Imagine a match is
Future] explanations and appropriately going on, and give a commentary using the
activities Present Continuous tense. Narrate a past
event using the Past Continuous Tense
Normative
Objective Questions
103

Revise: Adjectives, A passage in the text To recognise the role Summative

adverbs, articles that highlights the of each part of speech
required grammatical in sentences and to
understanding of the usage of Noun Groups
functions. use them
and selected Phrasal verbs
Through varying
Normative
exercises on each
concept, with reiteration Objective Questions
of the logic behind each
Being and Doing Learns about verbs that Students deepen their Summative
Verbs: Step 2 take objects and those understanding of
that take complements, simple sentence
Differentiating understanding of the usage of selected
and their required structures – [SVC,
Transitive and Transitive and Intransitive verbs in the
contexts, through SVO and SVOO]
Intransitive Verbs specified sentence structures
sheets, explanations and
[Revise SVO, SVC, activities Normative
SVOO]
Objective Questions
Using Modal Verbs A passage in the text Students use Normative

for that highlights the different Modal forms
Objective Questions that test use of
required grammatical in different situations
Suggestion, Modals for Permission, Possibility, Necessity
functions. appropriately
Obligation, Politeness, and Preference
Willingness Learns through
exercises, activities and
[would, may, can, will]
explanation, of modal
104

verbs, their role and use

in the specified contexts
Revise: Punctuation Passages with the Students use Normative

marks relevant punctuation different punctuation
Punctuate the given passage;
marks are provided to marks appropriately
[.Fullstop, Comma,
students; teacher Supply the missing punctuation marks
“”Inverted commas ( )
facilitates the revision
Parentheses]
and familiarity with
them.
Subject and verb Though exercises and Knows and applies the Summative
agreement understanding the logic rules of singular and
Clear in this concept in their writing;
behind it. plural nouns and verbs
recognise errors and correct them
and to use them
Normative
Objective Questions
Framing Question Through varying Knows and applies the Summative

Tags (didn’t, hasn’t, exercises and classroom rules influencing
Clear in this concept in their writing;
isn’t) activities -on each Question Tags, in a
recognise errors and correct them
concept, with meaningful manner
explanation of the logic Normative
behind each:
Objective Questions
Eg; “He took the book,
didn’t he?”
105

Vocabulary

processes
More synonyms and Activities; exercises and Learns more synonyms Finds synonyms and antonyms independently
antonyms word games; and using and antonyms of words
Objective Questions
the dictionary and
thesaurus
Prefixes and suffixes Exercises through To understand how Uses suffixes and prefixes and knows the
pattern finding suffixes and prefixes meanings
can alter the word and
Objective Questions
change its meaning
Compound words Activities and exercises Learns to recognise Can form compound words, and recognise
them the components as well
Language Functions

processes
Self-expression: Conversation class; Learn to speak in Formative

speak spontaneously teacher anchors and sentences and
They speak confidently and attempt to
on topics such as helps children speak communicate their
speak in complete sentences
likes, dislikes, authentically: thoughts and feelings
friendships with ease and clarity Normative
Interaction questions
based on Favourites:
106

players, hobbies, Questionnaire – type: completion

friends, books, leaders,
movies, TV programmes,
etc
Participating in Activities and games in Reinforce concepts Formative

language games and class, at various levels, learnt in grammar and
Solve puzzles well and play the games with
puzzles: word to strengthen and vocabulary
understanding
searches, crosswords, reinforce various
and ‘What is the good competencies
word?’
Dramatizing a story Small groups and Visualise story; role Formative

presentations of skits to play and express with
Enact the play well
class confidence in front of
the class
Reads a graphic Worksheets; or charts Understands and Interprets the data accurately
organiser or black board drawings interprets different
kinds of data
Tabular data
107

CLASS VIII
Reading

processes
Listening to Listen as a large group, Understand the use of Formative

recorded with pointers and language in commentary
Understand what is happening and are able to
commentary of any interventions from the as different from other
recall what they have heard
sport teacher for better verbal expressions
understanding
Listen to selected, Passage given. Student pronounces Formative

words, and their words in given passages,
Reading activity with Pronounce these words correctly
stress and accurately, and with
focus on stressing of
inflections proper intonation
syllables and words
Listening to poetry Listen to how poems Appreciate rhyme, Formative

reading and good could be read or recited meter, and word use
Listen and appreciate
recitation
108

Speaking

processes
Retelling stories Students listen to each Student understands Summative

they have read other as they narrate through rephrasing and
Learns to paraphrase and use paraphrasing as a
stories narrating in his/her own
tool in learning
language
Role playing: In small groups, children Uses the telephone with Summative
making telephonic enact telephonic appropriate vocabulary,
Learn to speak and express to one
conversations conversation address and content
specific/chosen person only, through words, in a
specific context
Participating in Large group activity with Speaks, to express her Speak clear complete sentences, and express
Discussions: the teacher facilitating thoughts and views with themselves
Current news speaking and listening clarity, cogency and
Sports focus
Relevant
contemporary
issues
Telling Jokes; Students share jokes, Students share jokes, Formative
Puzzles and puzzles and riddles in a
109

riddles. puzzles and riddles. lively manner Anyone state a joke, puzzle or riddle which you
enjoyed
Build interactive skills
Reading

processes
Reading poetry: Activities related to Enjoys reading given Formative

appreciate, sensitive response to the poems, appreciates and
Has a genuine individuated response to the
understand, relate poem responds to chosen
poem read
and respond poems
Reads and answers
Summative
Age-specific questions based on the
themes poem Has a clear sense of the content and flow of
the poem, and is able to articulate it freely in
discussion
Answers addressed questions appropriately and

supports statements
Appreciating Reads stories, and other Comprehends selected Summative

literature: read passages, to understand passages from literature
Able to summarise the story, assess its plot,
for content and and appreciate plot,
Enjoys the reading character and style and articulate in discussion
style and to character, style and
process and learns from
110

understand intention it Normative

sequence, scan
Understands and MCQ, Objective Questions, VSA, SA, LA
content, to find
summarises the story in
answers to
various ways, creating
questions in the
organizers and using the
given passage
ones given; makes
Understand the connections with life and
author’s intention learning
Recognise or learn
vocabulary in
context
Appreciate style
Pick out main facts
and supporting
detail
Reading Extension Supplementary reading, Reads for interest
Formative
Activities use of the Library,
Reads to deepen Building interest
Referencing skills and
knowledge
activities Normative
Reads to link and connect Small assignments and projects
additional data
111

Writing

processes
Comprehension: Comprehension passage Pick out relevant facts, Writes clearly with formal language and
Answering given for written work write correct and clear construction
questions in answers, to meet the
Exercises and activities
complete requirement of the
that elucidate the
sentences, using specified questions
required concepts are
punctuation
facilitated
Using both active Exercises in vocabulary Uses vocabulary Summative

and passive use appropriately Learns and uses words correctly
vocabulary to make Normative
[Written work] Objective Questions
sentences
Writing Worksheets to Learns to use paragraphs Summative

Paragraphs: Topic understand and practise and to write on different
Writes paragraphs applying all the concepts
sentence; unity and writing paragraphs topics
structure
[Linking small
paragraphs]
112

Writing on a given Specific essay topics; Write at length on a Summative

topic: (150 – 200 teaching writing an essay given topic with
Writes with title, introduction, body and
words) organisation and clarity
conclusion
Revision: Writing Format of formal and Writes with the format Summative and Normative
letters in a given informal letter is revised and content needed
Writes a formal and informal letter in correct
format
format
Writing a Précis Teacher explains the Student writes a précis Summative and Normative
steps involved in the on his/her own.
Write a précis for the given passage.
preparation of a précis.
Teacher provides a
passage. The students
make use of the steps
and make a précis of the
given passage.
Creative Writing: Teacher facilitates Writes creatively; able Formative

understanding of fantasy to evoke powers of the
Fantasy Is not afraid or inhibited to articulate
through reading a story, imagination and write and
imaginatively and write what is visualized
and having pre and post illustrate with cogency
reading discussion and fluency Is also invited to share with her classmates
113

Collecting, Teacher invites students Collects, records and Summative

recording and to collect and present collates information on
Is able to effectively collect, record and
collating information on various suggested topics
collate information on a suggested topic and
information topics or happenings
present it
around them – My road,
My neighbours, Library,
Hospital/PHC
Grammar

processes
Prepositions of Worksheets, peer review Learns the rules and uses Summative
time and space and exercises of prepositions and
Uses prepositions correctly in sentences
applies them in writing
Normative
Objective Questions
Identifying Worksheets, peer review Learns the rules and uses Summative
Clauses and and exercises of clauses and phrases, Learns the differences between clauses and
Phrases and applies them in phrases
Normative
writing
Objective Questions
114

Tenses: Revise Worksheets, peer review Meaningfully learns the Summative

simple, continuous and exercises rules and uses of the
Understands the tenses and is able to apply
and introduce Simple, Continuous and
them
perfect; in Perfect tense, in
present past and Present, past and Future Normative
future tense tenses and applies them
Objective Questions
in writing
Differentiating Learns about finite verbs Students meaningfully Summative

Finite and Non or ‘Main’ verbs, and those deepen their
Finite Verbs functions that link in understanding of the
understanding of the usage of Finite and
various ways to the verb verb, through
[Infinitives, Infinite verbs in the specified sentence
– Infinitives, Gerunds understanding the
Participles, structures
and Participles, and their function of the infinitive,
Gerunds]
required contexts, gerund and participle Normative
through a given passage,
Objective Questions
worksheets, explanations
and activities
Using reported Worksheets, peer review Learns to write reported Use correct tense, punctuation and the rules of
speech and exercises speech with correct reported speech
rules
115

Active and passive Worksheets, peer review Understands difference Understands and identifies the two different
voice and exercises between active and voices
passive voice
Vocabulary

processes
Synonyms and Using dictionary and Learns synonyms of Pick up vocabulary and usage
antonyms thesaurus, in class words, use and meaning
exercises
Spelling rules: ing, Different rules through Children learn to spell Spell more accurately in writing
plurals with s, es, sheets on spelling through finding patterns
etc. Homophones,
homonyms, tion
and sion etc.
Identifying the Teacher explores some Students use Summative and Normative
use of abbreviations and abbreviations and
Knows some abbreviations and acronyms.
abbreviations and acronyms with the acronyms in their daily
acronyms. students. Teacher gives life.
a list of abbreviations
and acronyms and
116

explains the differences

between them
Language Functions

processes
Debating Class activity Learns to express a view Speaks clearly and correctly on the chosen view
point and support it
Relay Story The teacher encourages Collaborates meaningfully Is willing to engage freely and spontaneously to
all students to to create a story with build a credible story
participate and evolve a his/her peers
story by constructing it
as a group
Read and interpret Reads graphs, tables and Interprets data Is able to interpret and summarise learning
graphic organisers, pictures and completes from the picture or data provided
pictures and assigned tasks
Tabular data
117

CLASS IX
Listening

Competencies Learning Outcomes Content & Evaluation
processes
Listen to, articulate, respond Listen as an individual in a Understand the use of Understand what is happening,
large or small group, with language in as a vehicle and is able to build a rational
pointers and interventions of thought and feeling, and/or feeling based articulate
for understanding which can potentially sequence as a prelude to
elicit a range response: Classroom
responses Discussion, Supplementary
materials, Argumentative
Essay
Listen to, understand and follow Reading activity with Learn to decode Letter Writing, précis Writing,
instructions focus on digital movement scientifically in order Essay writing, learning
from one learning task to to complete learning Sentence patterns, Voice and
another task complex Tenses in Grammar -
MCQ, VSA
Listen to and appreciate poetry Listening to recorded or Learn to, appreciate, Listening, understanding,
recited poetry, focussing analyse, understand explaining and interpreting
on rhyme, meter, words poetry and the layered selected poems – Objective
and style as well as meanings in each line Questions, VSA, SA
content
118

Speaking

processes
Expanding the outlines given Children in the group Understand to expand Learn to attempt the Outline
listen to each other and and narrate in their Question in language
the outlines are shared own language [In
English]
Role playing, & Role reversal – In random groups of two, Use the appropriate Understanding of Literature –
speaking on both sides of an students enact opposed or vocabulary to the ability to write Long
issue, looking at different varying roles, and communicate, learn answers with depth and focus
perspectives through opposed exchange locations fluidity, and respect
characters: evolving their own for diverse points of
small plays view
Presenting an oral report. Reports can be assigned How to report an Report an:
for homework and event, an eye-witness Incident at home/An
presentations made in account objectively; assembly/Visit of a special
class; format of reports using passive person to school/A day trip/an
is given. sentences and third event in school: Sports Day;
person narratives Parents Day; Science Day
119

Reading

Competencies Learning Outcomes Evaluation & Content
processes
Using KWL graphic organizer; Using what students know Using the KWL table, Read and make meaning of
summarizing; picking out main and what they want to children learn to read what they have read; learn to
points; using background know they fill up the first and make summaries make short and summary
knowledge to columns and use the L notes; pick out main points
column to write what they efficiently
have read or heard
Appreciating literature: read for Reads stories, Enjoy the reading Can answer any question on the
content and style and to understanding plot, process and learn from passage, has thought around
understand sequence, content, to character, style and it the Core content in various
find answers to questions in the intention ways; been enriched by the
passage Supplementary content
Understands and
Understand the author’s
summarises the story; A range of materials and
intention
makes connections with reading related activities
Recognise or learn vocabulary in
life and learning
context Scope for creative activities
Appreciate style around related themes
Pick out main facts and
supporting detail Scope to evolve topics that
help deepen the Core reading
Read and interpret graphic Reads graphs, tables and Interprets data; Is able to interpret and
organisers, pictures and pictures and completes learns to apply it summarise learning from the
120

Tabular data assigned tasks Can use it in other picture or data provided
[Deeper level, more complexity] Associative & unrelated areas
Learning of all content would
Summarizing activities Is a Lifelong learning
be facilitated by these tools
Tool
Writing

processes
Answer questions in complete Comprehension passages; Pick out relevant Writes clearly with formal
sentences, using punctuation; varied grouping and facts, write correct language and construction
Active learning contexts and clear answers
Be able to string together a Passages require some
with writing as base
sequence of sentences Reflect cogency and complexity of written response
coherence in thinking
Short Answer Questions
Answer questions in complete Comprehension passages; Pick out relevant Writes clearly with formal
sentences, using punctuation; varied grouping and facts, write correct language and construction
Active learning contexts and clear answers Passages require some
Be able to string together a
with writing as base complexity of written response
sequence of sentences Reflect cogency and
coherence in thinking
Use vocabulary to make Exercises in vocabulary Uses vocabulary Learns words their etymology,
sentences appropriately more suffixes, some complex
word formations, and uses
words correctly
121

Using a few prepositional Exercises and activities in More effective Usage, MCQ and VSA,
phrases, non-finites, range of the classroom using communication in the
Strong base in the language
connectors, idioms, etc textbook worksheets language; better
understanding of
Literature
Writing articles; proofreading Children write formally at Research, planning Students write articles on
length and greater depth writing and organizing select issues, themes or topics
exploring topics that information
could be current
Revision of letter writing - The teacher guides the Students write theWrite a letter to the Municipal
Formal Letters students to write a formal letter for the
Commissioner to put an end to
formal letter keeping in question given by the
the mosquito menace/ to
mind the format teacher regulate traffic during school
hours.
Grammar – Reiteration and extension from Class VIII upwards

processes
Prepositions of time and space Worksheets, peer review Learns the rules and Uses prepositions correctly
and exercises uses of prepositions
and applies them in
writing
Clauses and phrases Worksheets, peer review Learns the rules and Builds on the differences
and exercises uses of clauses and between clauses and phrases –
phrases, and applies worksheets and exercises
122

them in writing provided
MCQ, VSA
Tenses: All tense forms; revising Worksheets, peer review Learns the rules and Understands the tenses and
Modals and exercises uses of tenses and their import
MCQ, VSA
Using Reported Speech Worksheets, peer review Learns to write Use correct tense, punctuation
and exercises reported speech with and the rules of reported
correct rules speech - MCQ, VSA
Active and Passive Voice Worksheets, peer review Understands Understands and identifies the
and exercises difference between two different voices -MCQ,
active and passive VSA
voice
Knows sentence patterns Learns through use and Has precise and Practice and assessment, MCQ
function practical grasp of and VSA
sentence structure
Vocabulary

processes
Synonyms and antonyms Using dictionary and Learns synonyms of Pick up vocabulary and usage
thesaurus, in class words, use and
[More]
exercises meaning
123

More spelling rules Different rules through Children learn to spell Spell more accurately in
sheets on spelling through finding writing
patterns
Language Functions

processes
Debating, Role Play, Seminars, Class activity, Inter and Learns to express Speaks clearly and correctly
Projects Intra school activities herself in various ways on the chosen view
Various types of presentation Builds self confidence Acquires a range of composite

exam skills
124

CLASS X
Listening

processes
Listen to summarize Reading Activity that leads Quick grasp of important Reading, Language related exercises, as a
to independent putting facts in longer sequences step in understanding Literature – mapping
together of salient of writing: making activities, Long answers; Supplementary
features of what is read referrable connections materials
Listen to decipher Listen to how poems could Appreciate rhyme, Application related questions; Grammar –
and apply be read or recited meter, and word use synonyms, antonyms, dictionary use,
vocabulary building activities: MCQ, VSA
Speaking

processes
Just a Minute, Talk Fun Large group activity Students learn to meet Sharpen Grammar skills – Back of chapter
around a Word, and with the teacher the demand of exercises, MCQ, VSA
other requirement facilitating, speaking and grammatical expression,
related games listening while also expressing
their creativity
125

Presenting one’s point Using themes, teacher Students speak for or Learn to speak your opinion and support it
of view in a debate helps students form against the motion logically and objectively and with utmost
opinions and back them proposed in an authentic respect to participants and audience
with supporting and objective way
arguments
Reading

processes
Appreciating Reads stories, Enjoy the reading process Can answer any question on the passage, has
literature: read for understanding plot, and learn from it thought around the Core content in various
content and style and character, style and ways; been enriched by the Supplementary
to understand intention content
sequence, content, to
Understands and A range of materials and reading related
find answers to
summarises the story; activities
questions in the
makes connections with
passage Scope for creative activities around related
life and learning
themes
Understand the
author’s intention Scope to evolve topics that help deepen the
Core reading
Recognise or learn
vocabulary in context
126

Appreciate style
Pick out main facts

and supporting detail
Drawing Inferences. Teacher supplies a table/ Students observe and do Look at the following table carefully and
chart to the students and meaningful inference of answer the questions given below.
(Tables / Charts /
make them analyze it, the table/chart/graph
Graph)
find the details, and infer etc.
the meaning of it by way
of answering a few
questions.
Grasping explicit and Students read an Students find out the Read the following passage carefully and
non - explicit unfamiliar passage and explicit and non-explicit answer the questions given below.
information. find out the explicit and information of a passage
non-explicit information. and answer the questions
Teacher guides the given.
students to answer a few
questions from the
passage.
127

Writing

processes
Answer questions in Comprehension passages; Pick out relevant facts, Writes clearly with formal language and
complete sentences, varied grouping and write correct and clear construction
using punctuation; Active learning contexts answers
Passages require some complexity of written
Be able to string Reflect cogency and response
together a sequence coherence in thinking
of sentences
Answer questions in Comprehension passages; Pick out relevant facts, Writes clearly with formal language and
complete sentences, varied grouping and write correct and clear construction
using punctuation; Active learning contexts answers
Passages require some complexity of written
Be able to string Reflect cogency and response
together a sequence coherence in thinking
of sentences
Use vocabulary to Exercises in vocabulary Uses vocabulary Learns words their etymology, more suffixes,
make sentences appropriately some complex word formations, and uses
words correctly
128

Letter - Writing. Teacher enables the Students recollect the Write a letter to your friend motivating
Informal letters students to write format of an informal him/her to do his or her best in whatever
the content is as different informal letter. They use that he/she wants to excel in
important as the letters. knowledge to write a
format letter suggested by the
teacher.
Grammar – Reiteration and extension from IX

processes
Prepositions of time Worksheets, peer review and Learns the rules and uses Uses prepositions correctly
and space exercises of prepositions and
Clauses and phrases Worksheets, peer review and Learns the rules and uses Builds on the differences between clauses
exercises of clauses and phrases, and phrases – worksheets and exercises
and applies them in provided
writing
MCQ, VSA
Tenses: All tense Worksheets, peer review and Learns the rules and uses Understands the tenses and their import
forms; revising exercises of tenses and applies
MCQ, VSA
Modals them in writing
129

Using Reported Worksheets, peer review and Learns to write reported Use correct tense, punctuation and the
Speech exercises speech with correct rules rules of reported speech - MCQ, VSA
Active and Passive Worksheets, peer review and Understands difference Understands and identifies the two
Voice exercises between active and different voices -MCQ, VSA
passive voice
Knows sentence Learns through use and Has precise and practical Practice and assessment, MCQ and VSA
patterns function grasp of sentence
structure
Vocabulary

processes
Identifying Teacher illustrates certain Students become familiar Give the plural form of the following
uncommon plural words which have uncommon with the different words.
forms of words. plural forms. and makes the methods of framing plural [Revision]
E.g. students identify the forms.
Focus - foci difference in the formation
Stimulus - stimuli of plural forms.
Syllabus – syllabi
Plurals that do not
end in s, es
130

Hoof- Hooves
And so on
[Some reinforcement
as well]
Recognizing usage of Teacher reads a passage Students become familiar Formative
a few words from with some integrated words with the correct usage of MCQ
Indian languages, in from Indian languages and integrated words, and Match the words with the meanings:-
English. From Tamil familiarizes students. curious to know more Words from Indian languages
and Hindi about their inclusion. Some examples:
Catamaran
Jungle
Bazaar
131

SAMPLE MODEL LESSON FOR CLASS I
Criteria adopted in designing the lesson:
1. Content must be an experience for the child – there should be a

direct relationship with the context – both of the child and the
learning space.
2. Language expression must suit the second language learner. (Use

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

wherever possible, a local flavour.
6. The activities must be focused around themes/areas and graphics

that are real and vivid for the child – eg; My Family, My Pet.
7. There must be space for the child to do a range of related

activities that are both art-related, hands on and kinaesthetic,
dramatization, singing (as many of the multiple intelligences)
8. Language skill building activities suitable to the content.
132

ONE SUNNY DAY
One sunny day, in the forest, a butterfly was born.

She looked around and saw many things!
She saw a tree.
The tree said, “Good morning butterfly!”
The little butterfly flew and sat on a flower.

The flower smiled at the butterfly.
The yellow butterfly saw a little ant running by.

The ant said, ‘Good morning, butterfly!’
The butterfly asked, ‘Where are you going?”
The ant said, ‘I am going home.’
The butterfly was thirsty.

There was a pond close by. It flew there.
The pond said, ‘Come, yellow butterfly, have a sip of water’.
The butterfly drank water.
Suddenly there was a splash. A frog had jumped into the water.
The butterfly looked around and said,
‘There are so many new things here to see!’
133

Behind the lesson exercises
Core pages
I Oral comprehension:
Answer in words:
1. Let us read the picture

• What are the things in the picture?
• What is the butterfly doing?
• What colour is the butterfly?
• Who jumps into the water?
2. Say Yes or No
· The butterfly saw a fox___________

· The fox was thirsty ___________
· The ant was running by _________
· The butterfly was pink _________
3. Let us sing and say
A butterfly song
Butterfly, Butterfly
Where have you been?
I’ve been to the garden
To meet my friends,
What did you do there?
I drank some honey
From the flowers
Where have you been?
I’ve been to the forest
To see many things
What did you do there?
I drank some water from the pond.
134

· Recite a good morning jingle
IVa. LET US READ
little forest smile ant thirsty butterfly
big pond run frog splash
IVb. LET US READ
Match the words with the pictures;
___________ ___________ ____________
IVc. LET US READ - MATCH THE WORD IN THE BOX
Forest Frog Forest Fox
*********************************************************
Frog Fish Flew frog
*********************************************************
Butterfly but fly butterfly
*********************************************************
135

IVd. LET US READ
· I like to run fast.

· A butterfly flew.
· Good morning.
· I see many things.
· A boy smiled.
Va. (Listen to the sounds) Sound it out Activity
Sound of
b t f a
Vb. Orally say a few words and then draw one thing in the box that begins with ‘b’
sound that you see around you. (eg. board, boy)

b draw
Butterfly, Box, Ball
f draw
Fan, Flower, Frog
136

t draw
Tree, Table, teacher
a draw
Ant, aunty, apple, all
VIa. Let us write
Trace on the dotted lines and help the fish swim.

b

m

137

VIb. Dotted outline of a butterfly: Join the dots
Frog
VIc. Trace these letters [2nd letter is dotted]
b b _ f f _ tt_ a a _
VII. Let us talk (Oral Activity)
· Have you seen a butterfly

· How many wings does a butterfly have
· What are the colours you have seen in a butterfly?
VIII. Let us act
Become butterflies and move about like you have seen them move.
138

IX. Let us observe

· Go out side a class or take them to a garden and spend ten minutes quietly
watching butterflies
X. Let us think – give a picture (spot the animals, butterfly saw in the forest)
XI. Did you know?

· Butterflies have 6 legs and 4 wings!
***********************************
139

Behind the lesson – One sunny day
Supplementary Work
I. Comprehension: Oral Activity
Answer the following in phrases or sentences
1. What did the butterfly see first?
2. What made the splash sound?
3. Who was running home?
4. Where did the butterfly drink water?
II. Let us speak
Teacher says:
The butterfly says, “I like to see many new things.” What are the things you would
like to see?
Students respond-taking turns: I like to see…….
140

III. Sound out activities
a. Trace the bubbles and the letters in each bubble. Say the letter and its sound.
Say a word in the lesson that begins with each of these sounds.
a
m
f
b

p
141

IV. Say the word which rhymes with the words given below. Find them in the grid.
tree say sip frog
L i P m P
r f C a l
m z X y O
S e E l g
Va. Let us read.
Picture read:
Give a picture of a forest or a garden and ask them to read or name all the
animals they spot in the picture.
Vb. Read and draw
Read the sentence and draw a picture from it.
• There are many trees in the forest.

• The fish and the frogs splashed in the water.
V. Let us write
Look at the picture say aloud and fill in with correct letter
142

Eg. Picture of fish – fish
-ond
Fish
Pic of jeep
-eep -nake
Pic of flower
-lower Pic of boy -oy
Pic ot top
-op Pic of tree -ree
Vc. Read and spot the odd one out.
Frog ant butterfly ball
Tree pond boy flower
b. Write and say [Trace]
frog flower
butterfly tree
jump drink
143

VI. Let us talk
What are things we see in a garden?
In a garden we see………
VI. Let us do (with a partner)
Use our palms. Draw two outlines beside each other and make a butterfly. Colour it.
VII. Let us observe
Watch a butterfly outdoors and share in large group all that you saw and
understand about the butterfly.
144

IX. Did you know [provide picture books]
The Monarch Butterfly lives only for 2 months,
but travels
more than a 1000 miles in its lifetime!
145

VIII. Do and see
Observe various living things around you and list living things that fly and living
things that crawl
Teacher gives a list of things that fly and crawl, and the student puts a dot in the
correct column.
Living things that fly Living things that crawl

FUNCTIONAL ENGLISH ACTIVITIES – Individual Activity
Find the words in the grid that rhyme with the words given below:
(One has been done for you).
pay, hot, fan, dig, bell
b i g d p
r f c a n
m z x y o
f e l l t
146

Draft Common Syllabus - 2009 English: A Short Preamble

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DTERT – DRAFT COMMON SYLLABUS 2009 - ENGLISH

DRAFT COMMON SYLLABUS – 2009

In this adventure of envisioning a school syllabus anew, it may be kept in mind

Vision for the syllabus

‘English in India serves as a link language across diverse linguistic communities.

Position paper, NCF 2005

The learning of English to facilitate:

Note on the Gradient

A Note on the learning of Grammar - I to V

It is universally felt among ELT specialists that grammar should not be

Guiding Principles in Developing Content for Classes I to V

Competences to be guided age appropriately

Kinds of learning: A range

Story telling /listening

Classroom environment for an effective curriculum

Text book format - Matters to attend to:

Broad Sweep of Competencies for Classes I to V

COMPREHENSION (Listening, Speaking, Reading)

Use of spelling conventions

Days of the week

CRITERIA AND INTENTIONS – EVALUATION/ASSESSMENT

Criteria suggested in designing a lesson: I to V

1. Content must be an experience for the child – there should be a direct

Competency Content Mode of Transaction Evaluation

Listening to jingles / Jingles / Nursery Teacher sings or plays Formative :

Competency Content Mode of Transaction Evaluation

Listening to greetings Time - specific Teacher creates Formative

Listening to sound and Discriminate Teacher plays ‘sound Formative

Competency Content Mode of Transaction Evaluation

banana, ship, boat……

Identify the letters based on the

Children listen and Summative

‘Do the two pictures rhyme?’ Say ‘yes’ or

Circle the odd one out: Find the word

Listening to simple Simple questions What Teacher asks simple Formative

Where is the bag?

Competency Content Mode of Transaction Evaluation

Singing jingles / Jingles / rhymes Children sing along with Formative

Asking permission ‘Can I …...' Teacher encourages Formative

Competency Content Mode of Transaction Evaluation

Expressing gratitude ‘Thank you. ' Teacher introduces the Formative

Respond to questions Words, phrases and Teacher asks simple Formative

Competency Content Mode of Transaction Evaluation

Competency Content Mode of Transaction Evaluation

Recognizing and Letters of the alphabet Teacher presents visual Formative

Competency Content Mode of Transaction Evaluation

Reading Words/Sentences Teacher provides Summative

Picture Reading Simple and Composite Teacher shows a variety of Formative

Responding to Books, flash cards, Teacher makes available Formative

Competency Content Mode of Transaction Evaluation

Reading for fun Reading – Graded Teacher facilitates Formative

Competency Content Mode of Transaction Evaluation

Competency Content Mode of Transaction Evaluation

suitable illustrations, for children to write Summative

Spacing of words, Words /Sentences Children write leaving Summative

Recall spelling Words ( high Teacher presents a Formative

Competency Content Mode of Transaction Evaluation

Write the words for the given

Write using correct Functional grammar: Teacher provides Summative

Competency Content Mode of Transaction Evaluation

My classroom Things in the classroom Teacher familiarizes children Formative

Competency Content Mode of Transaction Evaluation