COMMON SYLLABUS 2009 - ENGLISH                          COMMON SYLLABUS – 2009                                      ENGLIS...
COMMON SYLLABUS 2009 - ENGLISHBroad Objectives:The learning of English to facilitate         ·   Effective transaction in ...
COMMON SYLLABUS 2009 - ENGLISH                                                         Class I1. Listening      Competency...
COMMON SYLLABUS 2009 - ENGLISH·   Can follow simple       ·   Simple class room     ·   Teacher gives              ·   Lis...
COMMON SYLLABUS 2009 - ENGLISH·   Listening to sounds                                                             ·   Chil...
COMMON SYLLABUS 2009 - ENGLISH2. Speaking        Competency                       Content                Mode of Transacti...
COMMON SYLLABUS 2009 - ENGLISH·   Speaking using a       ·   Functional grammar:     ·   Teacher provides            ·    ...
COMMON SYLLABUS 2009 - ENGLISH·   Reading             ·   Words/Sentences        ·   Teacher provides           ·   Read w...
COMMON SYLLABUS 2009 - ENGLISH4. Writing         Competency                Content             Mode of Transaction        ...
COMMON SYLLABUS 2009 - ENGLISH    writing)·   Recall spelling   ·   Words ( high         ·   Teacher presents a         · ...
COMMON SYLLABUS 2009 - ENGLISH    5. Vocabulary     Competency                      Content                   Mode of Tran...
COMMON SYLLABUS 2009 - ENGLISH·   Naming Colours         ·   Red, green, yellow and      ·   Teacher uses songs,     ·   P...
COMMON SYLLABUS 2009 - ENGLISH·   Referring to         ·   Common words such as big,       ·   Teacher uses              ·...
COMMON SYLLABUS 2009 - ENGLISH·       Using Picture       ·   Picture Dictionary           ·   Teacher guides the         ...
COMMON SYLLABUS 2009 - ENGLISH                                                                 like "Spot the difference,"...
COMMON SYLLABUS 2009 - ENGLISH                                                                Class II1. Listening        ...
COMMON SYLLABUS 2009 - ENGLISH·   Listening and            ·   Longer instructions      ·   Naturally occurring and      ·...
COMMON SYLLABUS 2009 - ENGLISH         ·    Listening carefully to   ·   Diagraphs ch, sh,         ·   Teacher plays ‘soun...
COMMON SYLLABUS 2009 - ENGLISH    · Communicating a                · Simple messages.                · Children communicat...
COMMON SYLLABUS 2009 - ENGLISH         of grammatical forms          construction of             conversation for children...
COMMON SYLLABUS 2009 - ENGLISH·   Picture reading             ·   Pictures                      ·   Teacher displays a    ...
COMMON SYLLABUS 2009 - ENGLISH4. Writing             Competencies                   Content                  Mode of Trans...
COMMON SYLLABUS 2009 - ENGLISH                                        colour, Mother, Tree etc.   ·       Write using a   ...
COMMON SYLLABUS 2009 - ENGLISH    spaces                    school.                        names of different             ...
COMMON SYLLABUS 2009 - ENGLISH                                                                    names, etc.       ·     ...
COMMON SYLLABUS 2009 - ENGLISH                                     picture, pictures          comparing, associating,     ...
COMMON SYLLABUS 2009 - ENGLISH                                                             Class III1. Listening          ...
COMMON SYLLABUS 2009 - ENGLISH                                                                                            ...
COMMON SYLLABUS 2009 - ENGLISH2. Speaking              Competencies                  Content            Mode of Transactio...
COMMON SYLLABUS 2009 - ENGLISH                                                                                stories or a...
COMMON SYLLABUS 2009 - ENGLISH                                                         in small groups.                   ...
COMMON SYLLABUS 2009 - ENGLISH                                                                                            ...
COMMON SYLLABUS 2009 - ENGLISH·   Recall spelling      ·   Words (high           ·   Teacher presents a          ·   Fill ...
COMMON SYLLABUS 2009 - ENGLISH                              apostrophe and              ·   Teacher helps the             ...
COMMON SYLLABUS 2009 - ENGLISH5. Vocabulary                 Competencies                      Content              Mode of...
COMMON SYLLABUS 2009 - ENGLISH                                                 ·   Content from the           ·   Teacher ...
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  1. 1. COMMON SYLLABUS 2009 - ENGLISH COMMON SYLLABUS – 2009 ENGLISH CLASSES I to XA short preamble… In this adventure of envisioning a school syllabus anew, it may be kept inmind that, along with all the diverse social and historical imperatives in the learningof English, and the complex issues involved in teaching it in a multilingual frame ofreference, the acquisition of a new language is also enriching for its own sake ….thediscovery of sound and its combinations in an entirely new formatting, the richexperience of finding new names for old things, the thrill of tune and rhythm in adifferent configuration of words, the sheer wonder of finding people expressingthoughts and ideas and feelings that are the same as one’s own, yet different, andthe percolated flavour of another culture, or cultures – another’s way to livingexpression. The learning of English needs to be permeated with this enthusiasm tolearn about oneself through another language. The challenge is to build into one’sown multicultural heritage and see language as a facilitating tool.Vision for the syllabus English in India serves as a link language across diverse linguisticcommunities. Globally it has become the repository of technical knowledge in manyemerging fields. Position paper, NCF 2005 1
  2. 2. COMMON SYLLABUS 2009 - ENGLISHBroad Objectives:The learning of English to facilitate · Effective transaction in day-to-day situations · Communicative competence · Participatory learning frame · Language as a confidence-building strategyNote on the Gradient In evolving the syllabus, care has been given to establishing clear gradientsin content and learning activities. With this in mind, Class V has been included inthe reckoning, both in the envisioning of the syllabus for Primary classes, and alsoin visualizing the flow for Upper primary and secondary classes. It is felt that thiswould help build a constructive transition into abstract learning. ***** 2
  3. 3. COMMON SYLLABUS 2009 - ENGLISH Class I1. Listening Competency Content Mode of Transaction Evaluation · Listening to jingles · Jingles / Nursery · Teacher sings or plays · Listen to the tune and sing the / Nursery rhymes rhymes the recorded cassettes rhyme. · Understanding key · Respond with the next word or words in the rhymes sentence when the teacher pauses while singing the rhyme. · Perform actions related to the rhyme. · Listening to short, · Simple short familiar · Teacher narrates · Do actions related to the story / familiar stories or stories stories, or folktales. folktale folktales Children listen and respond · Reproduce any environmental · Understanding the sounds (Eg. wind blowing, crow main point of short cawing) occurring in the story. stories told in English · Listen and respond to simple questions related to the story or folktale. 3
  4. 4. COMMON SYLLABUS 2009 - ENGLISH· Can follow simple · Simple class room · Teacher gives · Listen to instructions and respond instructions given in instructions instructions during the appropriately during the course of English course of the day and the day. children respond. E.g Come here, Sit down · Teacher conducts games/activities to make use of simple commands/requests/ instructions.· Understanding and · Time - specific · Teacher creates · Listen to the greetings and responding to greetings ‘Good different situations for respond with the correct form of greetings morning/ afternoon/ the children to listen greeting. appropriately. evening’ and respond to greetings · Practice greetings through rhymes and action songs · Teacher displays charts / pictures depicting morning, evening, noon and relates them to the correct form of greeting based on time. 4
  5. 5. COMMON SYLLABUS 2009 - ENGLISH· Listening to sounds · Children discriminate the sounds in selected words, and respond appropriately. E.g. and discriminating Clap your hands every time you them. hear a word beginning with /b/ - sun, cap, ball, banana, ship, boat…… · Circle pictures beginning or ending· Relating sound and · Children listen and with a particular letter. letter. discriminate the sounds that the letters make. · ‘Do the two pictures rhyme?’ Say ‘yes’ or ‘no’.· Listening and · Simple questions What · Teacher asks simple · Respond appropriately to responding & Where questions during the questions. appropriately to course of the day and simple questions the children respond. What is your name? What is this? Where is the bag? 5
  6. 6. COMMON SYLLABUS 2009 - ENGLISH2. Speaking Competency Content Mode of Transaction Evaluation· Singing jingles / rhymes · Jingles / rhymes · Children sing along with · Sing the jingles / nursery rhymes the teacher or cassettes suggested by the teacher or their and reproduce familiar favourite one. jingles/ nursery rhymes · Expressing needs · Needs and likes · Teacher encourages · Express needs/ and likes students to express likes/dislikes/feelings needs and spontaneously in response to likes/dislikes/feeling questions s and acknowledges them. · Asking permission · ‘Can I …... · Teacher encourages · Use Can I ……..? / May I …….? children to use questions in relevant situations. · Respond to · Words, phrases and · Teacher asks simple · Respond to questions questions sentences questions during the appropriately. course of the day and children respond. 6
  7. 7. COMMON SYLLABUS 2009 - ENGLISH· Speaking using a · Functional grammar: · Teacher provides · Answer questions using combination of adjectives, articles, opportunities through phrases/sentences. grammatical forms prepositions activities and informal conversation for children to speak using a Where is the book? – combination of On the table. grammatical forms.3. Reading Competency Content Mode of Transaction Evaluation · Circle the letter ‘e’ in these · Recognizing and · Letters of the · Teacher presents visual words: apple, ant, am cat, naming letters alphabet and kinesthetic activities cap, bat for children to recognize and name letters. · Letter sound · Sounds of the · Teacher shows cards correspondence alphabet with letters of the alphabet and articulates the sound. Children repeat after the teacher. 7
  8. 8. COMMON SYLLABUS 2009 - ENGLISH· Reading · Words/Sentences · Teacher provides · Read words words/sentences opportunities for children to read using · Read simple sentences flash cards. Children · Choose the correct word label things around the for each picture. class room. · Children use pictures as an· Picture Reading · Simple and Composite · Teacher shows a variety aid for reading. pictures of pictures and asks the Summative students to name the · Read and match words with words they know already. relevant pictures.· Responding to · Books, flash cards, · Teacher makes available · Browse/read the different various types of labels, charts, etc different types of reading materials available reading material. reading materials and in the class room. encourages the children to use them.· Reading for fun · Reading – Graded · Teacher facilitates · Look at the pictures and readers, colourful children to look at enjoy them. picture books pictures / read books. · Read books for pleasure. 8
  9. 9. COMMON SYLLABUS 2009 - ENGLISH4. Writing Competency Content Mode of Transaction Evaluation · Pre writing · Mazes, Joining · Teacher presents · Join dots to create activities dotted lines and variety of materials shapes/pictures. writing patterns such as worksheets, sand box, sand paper, · Colour a variety of pictures. stencils, etc for children to develop fine motor skills for writing. · Copy basic strokes and patterns. Write · Upper case and · Letters of the · Teacher presents a · Trace on dotted letters. lower case letters alphabet – In each variety of materials unit such as worksheets, sand box, sand paper, · Copy and write letters. stencils, etc for children to write upper · Recall and write letters. case and lower case letters. Write with · Spacing of words, · Words /Sentences · Children write leaving · Copy words and sentences. alignment of words space in between words in a sentence and write on a line. · Trace over dotted words. (Mechanics of 9
  10. 10. COMMON SYLLABUS 2009 - ENGLISH writing)· Recall spelling · Words ( high · Teacher presents a · Arrange jumbled letters to frequency words, variety of writing make words. phonetic words and exercises and word · Look at the picture and fill in content words) building activities such the blanks with the correct as word grids, jumbled letter. letters, fill ups, · Write the first/last letter for dictation to develop each picture. spelling skills.· Writing · Common, familiar · Teacher presents · Arrange word cards to make words/simple words/sentences activities such as sentences. sentences jumbled words, fill ups, to write words and · Write one’s name. sentences. · Write the words for the given pictures. · Fill in the blanks with the correct word. · Put the words in correct order and make a sentence. 10
  11. 11. COMMON SYLLABUS 2009 - ENGLISH 5. Vocabulary Competency Content Mode of Transaction Evaluation· Point out parts of · Head, hands, ears, mouth, · Teacher uses action · Sing songs pointing to and naming parts of body. neck, eyes, nose, legs, toes songs, pictures, the body: ‘Head, shoulders, knees and and fingers. stories and toes….’ activities for children to point and name the body parts.· Stating the · Father, mother, brother, · Teacher uses songs, relationship of sister, grandfather, conversations, family members. grandmother stories, pictures and worksheets to use home relationships.· Writing the Names · Common fruits, flowers, · Teacher uses songs, of fruits, flowers, vegetables, animals, pictures, stories, vegetables, animals, vehicles, sun, moon, stars, real objects and vehicles, common etc. activities for objects and other children to identify things around us. and name them. 11
  12. 12. COMMON SYLLABUS 2009 - ENGLISH· Naming Colours · Red, green, yellow and · Teacher uses songs, · Painting and colouring activities. white pictures, children to identify and name · Circle, triangle, sphere, the colours. rectangle and square · Teacher guides the · Finger counting and songs.· Stating number · 1 to 10 children in reading Summative names and writing number · Count and say how many and number names through activities like tracing on dotted lines, matching number to number names, etc· Distinguish singular · Singular and Plural s · Teacher uses from plural names. classroom objects, pictures, worksheets, charts, children, etc for the children to name one and more than one. 12
  13. 13. COMMON SYLLABUS 2009 - ENGLISH· Referring to · Common words such as big, · Teacher uses · Use words such as big, small, clean, dirty Opposites small, tall, short, up, down, classroom objects, to compare, contrast and describe in a etc. pictures, stories, conversation songs, worksheets, charts, etc for the children to compare, contrast and describe them. · Teacher uses songs, · Can you hop like a frog? Yes, I can. (Children· Using Action words · Common actions such as hop.) pictures and other read, jump, eat, walk, play · Can you crawl like a snake? activities for etc Yes, I can. (Children crawl.) children to identify and name different · Play games. actions. Look at the picture. What are they doing?· Naming · Doctor, Teacher, Postman, · Teacher uses Occupations Traffic Police, Farmer etc stories, pictures, · Role play. flashcards, charts and worksheets for children to identify · Name these people and name people in · Match the pictures of people to the things different they use. professions. 13
  14. 14. COMMON SYLLABUS 2009 - ENGLISH· Using Picture · Picture Dictionary · Teacher guides the · Refer dictionary as and when needed. Dictionary children in using a picture dictionary to understand the · Show and name available colours. meaning of words. · State part of a body and its action. · Use singular & plural forms of nouns. · Calling professionals by their occupation. 6. Language Functions Competency Content Mode of Transaction Evaluation · Role play · Personification of · Teacher will create role play · Take up different roles and enact objects, a nimals, fruits opportunities for children to using words and simple sentences. and vegetables etc dramatise and speak using simple words or sentences. · Talking · Name, class, school, likes · Teacher will create a context · Say their name, class, school name, about such as interactions with likes as a part of talking about them. oneself people, role play and presentations to talk about themselves. · Speak using · Simple and composite · Teacher uses pictures that · Talk about a simple sequence of Pictures pictures, pictures in depict people in different events shown in the pictures: sequence. roles and feelings. Germination of a seed. · Teacher gives worksheets with activities · Name the pictures. 14
  15. 15. COMMON SYLLABUS 2009 - ENGLISH like "Spot the difference," · Who are these people? E.g., doctor, pictures with missing parts carpenter, teacher. to encourage children to talk.Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook. 15
  16. 16. COMMON SYLLABUS 2009 - ENGLISH Class II1. Listening Competencies Content Mode of Transaction Evaluation · Listening to rhymes, · Rhymes, jingles and · Teacher sings or plays · Listen to the tune and sing jingles and songs songs the recorded cassettes. the rhyme Children listen and sing · Respond with the next word along. or sentence, when the teacher pauses while singing the rhyme · Perform actions related to rhyme · Listening to short · Longer short stories · Teacher narrates story · Do actions related to the stories or folktales or folktales or folktale. Children story. listen and respond. · Reproduce any environmental sounds (E.g., · Teacher uses questions sound of a train choo-choo, to test comprehension. lion roaring Grrrrr….) · Listen to the story and say who or what they like in the story. · Teacher: Who ate the mango? (in the story) · Listen and respond to simple questions related to story 16
  17. 17. COMMON SYLLABUS 2009 - ENGLISH· Listening and · Longer instructions · Naturally occurring and · Take out your notebook and responding to and directions. suitable situations are write. instructions and created in the directions. · Directions during classroom to follow · Please bring your pencil and indoor or outdoor directions. Gestural sharpener. games. prompts may also be used to help children · Directions involving follow directions two objects or people. · Directions involving two actions.· Listening to questions · Simple questions. · Simple questions based · Listen to questions and What, Where, Who on classroom situations respond in full sentences. ‘Yes’ or ‘No’ are asked. Can you fly in the sky? E.g., What are you doing? Have you had your breakfast?· Listening to · Words and sentences · Teacher uses words · Sing rhyme with correct pronunciation highlighting correct pronunciations. pronunciation. · Games with rhymes and alliterations. E.g., Ponni plays with a purple pot. 17
  18. 18. COMMON SYLLABUS 2009 - ENGLISH · Listening carefully to · Diagraphs ch, sh, · Teacher plays ‘sound · Click your fingers every time more sounds of the etc.), blends (bl, cr, games’ where the you here a word ending with language through etc.), rhyming words, children listen to sounds /sh/ - bath, dish, sleep, fish, chosen words, and blending sounds, in different positions. watch, crush. discriminating them. coining new words by changing first, last or · Children listen and · Blend the sounds to make a middle sounds. discriminate the sounds word. that specific letters make. /Po/.…/ta/…./to/ - potato /c/…. /a/…./t/ - cat · Listen to a song played to music. · Listen to simple stories told in the class. · Act according to given instructions. · Respond to simple questions.2. Speaking Competencies Content Mode of Transaction Evaluation · Reciting more rhymes, · Rhymes, jingles and · Children sing along with the · Teacher sings the first line jingles, songs songs. teacher or cassettes, and and the children sing the reproduce new and next line and the same familiar nursery rhymes procedure is repeated and songs alternatively. · Sing with appropriate actions related to rhyme. 18
  19. 19. COMMON SYLLABUS 2009 - ENGLISH · Communicating a · Simple messages. · Children communicate E.g., Ask your classmates to message messages to peers or submit their workbooks. another adult. They communicate messages from home. · Responding to · Phrases/sentences · Teacher asks questions · Respond to questions questions during the course of the appropriately day and children respond. · Expressing one’s needs · Needs · Teacher encourages · I want an eraser. students to express needs Please, can you give me a and acknowledges them. pencil? · Making a request · “Please” · Teacher creates familiar · Use the word, ‘Please’ to situations and encourages ask for something in children to respond suitably appropriate situations. · Expressing feelings · Feelings · Teacher encourages · Express feelings students to express spontaneously in response feelings and acknowledges to questions them. · Participating in simple · Simple conversation · Children take turns during · Initiate and sustain conversation in conversations with adults conversation in pairs and English and peers in groups. · Teacher provides different contexts for initiating and sustaining conversations.· Speak using a combination · Functional grammar: Noun, · Teacher provides opportunities · Name some things that verbs, singular and plural, through activities and informal you saw on the way to 19
  20. 20. COMMON SYLLABUS 2009 - ENGLISH of grammatical forms construction of conversation for children to school. “On the way to sentences, articles, speak using a combination of school, I saw a …..” subject – verb agreement, grammatical forms. · Look at the pictures and tell preposition, adjectives what the children are doing. E.g., The girl is climbing, The old man is painting. · Recite known rhymes. · What do you want. · Can you play cricket. · Ask the elders to help you in some work. · Converse with you friend on a festivel.3. Reading Competencies Content Mode of Transaction Evaluation · Reading words / · Words / · Teacher provides · Read words sentences (word attack sentences/connected opportunities for skills, sight reading / sentences. children to read using · Read sentences phonic reading) flash cards. Children · Read simple passages. label things around the class room, using text book and story books. 20
  21. 21. COMMON SYLLABUS 2009 - ENGLISH· Picture reading · Pictures · Teacher displays a · Children use pictures picture which is familiar as an aid for reading to them and asks probing questions. · The words are given below a picture. “Circle the things that you see in the picture.” · Look at the picture and answer , ‘Yes’ or ‘No’ · Browse/read the· Responding to different · Books, storybooks, · Different kinds of different reading kinds of reading flashcards, pictures, self- reading materials are materials available in materials made books. displayed in the the classroom. classroom.· Reading a variety of · Days of week · Teacher shows the · hat day is it today? materials like a calendar calendar / clock and: · Tomorrow is ______. and clock Look at the clock and tell Names the days of the the time: week. Tells the time rounded to an hour.· Reading for fun · Reading – graded readers, · Teacher facilitates · Look at the pictures colourful picture stories children to look at and enjoy them. pictures / read books. · Read books for pleasure. 21
  22. 22. COMMON SYLLABUS 2009 - ENGLISH4. Writing Competencies Content Mode of Transaction Evaluation · Write with Spacing of · Words / Sentences · Children write · Write words, words, alignment of legibly leaving space sentences on their words (Mechanics of in between the own. writing) words and write in straight line. · Copy words and sentences. · Recall spelling. · Words (high frequency words, · Teacher presents a · Make three new words phonetic words and content variety of writing from the given word. words) exercises and word “balloon” building activities such as word grids, · Fill in the blanks with jumbled letters, fill correct letter. ups, dictation to · Write the first/last develop spelling letter for each skills. picture. · Write the spelling for simple dictated words. · Writing of · Teacher presents · Draw yourself and words/sentences · Text book sentences, small activities such as write a few words/ journal notations (eg. Write jumbled words; fill sentences about your three words/small sentnences ups, creative writing picture. or draw and colour what you activities to write liked best about school/class words and today.), creative writing (five sentences. word poem on My favourite 22
  23. 23. COMMON SYLLABUS 2009 - ENGLISH colour, Mother, Tree etc. · Write using a · Functional grammar: Noun, · Teacher provides · Match the words in column combination of verbs, singular and plural, opportunities through A and column B and make grammatical forms construction of sentences, written activities for sentences. articles, subject – verb children to write using a · Fill in the blanks with ‘a’, agreement, preposition, combination of ‘an’ ____ apple. adjectives grammatical forms. ____ red apple. · Look at the picture and fill in the blanks. E.g., The boy _____ water (drink/drinks).5. Vocabulary Competencies Content Mode of Transaction Evaluation · Name more parts · Elbow, neck, feet, · Teacher uses action · Draw yourself and a person of my body stomach, fingers and songs, pictures and you like and talk about some toes activities for children things you like to do to point, name and together. understand the functions of body parts. · Fill in the blanks: I use my ____ to write. (feet/fingers) · Express Feelings · Shy, scared, kind · Children express their · Classroom discussion: in words. feelings. I am scared of……… · Identify School · Places within the · Children learn the · Use different areas in the 23
  24. 24. COMMON SYLLABUS 2009 - ENGLISH spaces school. names of different school and perform errands. places in the school and their purpose by actively using them.· Write Names of · Birds, insects, · Teacher uses songs, · Watch the crows around your birds, insects, vegetables, fruits, pictures, stories, real home. What were they doing? vegetables, fruits, vehicles and other objects and activities Have you seen a crow’s nest? vehicles and other things around us. for children to identify, Circle all the insects you see things around us. name and learn about around your home. them.· Say Action words · Variety of actions · Teacher uses songs, · Name three activities that pictures, stories and you do at home and three other activities to activities that you do in identify and name school. different actions. · Match the words to the action shown in each picture.· Form Plurals Noun · Singular and Plural ‘es’ · Teacher uses classroom · Use correct singular or plural number objects, pictures, forms in conversation stories, worksheets, charts, children, etc., · Fill in the blanks with correct for children to name word. one and more than one. There are five______. (mango/mangoes)· Say Numbers · 1 to 50 · Teacher guides the · Make a picture by connecting children in reading and the numbers. writing numbers and number names through · Look at the number and fill activities like tracing on in the missing letter for dotted lines, matching number name. number to number 24
  25. 25. COMMON SYLLABUS 2009 - ENGLISH names, etc. · Name Days of the · Days of the week · Teacher uses the · Look at the calendar week calendar in the everyday and find out what classroom to talk about day it is today. day, date and month. · How many days are there in a week? · Name the days of the week · Using Picture · Picture Dictionary · Teacher guides the · Refer picture dictionary as Dictionary children in using a and when needed. picture dictionary to understand the meaning · Show & Point to body parts. of words. · Express anger, sympathy, respect. · From the pictures point to some birds and name them. · Showing and number name it. · Which is the fifth of a week?6. Language Functions Competencies Content Mode of Transaction Evaluation · Introducing oneself · Name, class, · Teacher creates a context · Introduce oneself to adults, school such as interaction with peers and neighbours when people, role play and required. presentations for students to talk about themselves. · Using a picture, talk · Simple,à · Children look at the picture · Picture of three little pigs about it. composite and respond by observing, building a house – How would 25
  26. 26. COMMON SYLLABUS 2009 - ENGLISH picture, pictures comparing, associating, you build your house? in a sequence. inferring and relating to self. · Picture of outdoors – What are some of the things the birds would use to make a nest?· Making a · Objects in · Children say a few sentences · Make a presentation. presentation (Show nature, things about the work they created and tell) created by or something that they A little book I made about myself children. found, how they made it, (with drawings, pictures, and small where they found it etc. sentences) A paper boat that I made.· Act simple role play · Roles based on · Children enact a variety of · The scene is a market place. small stories, simple roles and use songs, Children take up roles as simple poems, sounds, movements, gestures, shopkeepers selling different pictures, real life dialogues etc as a part of role things. Others go to the situations, playing. market and pretend to buy. feelings etc. Introduce yourself to a guest. · Look at the picture and say what you see. · Describe what someone did on a particular occasion. · Stage an act from a known story. 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. 26
  27. 27. COMMON SYLLABUS 2009 - ENGLISH Class III1. Listening Competencies Content Mode of Transaction Evaluation · Teacher sings, recites · Listening to rhymes , · Rhymes, thematic · Teacher sings, thematic poems, or plays thematic songs , poems Songs, Poems songs or recites poems cassettes. Children sing and plays recorded along, recite and listen. cassettes · Listen and perform actions related to rhyme. · Give him the notebook and give her this pencil. · Listening to dual · Dual instructions · Students listen to · Go straight and take a instructions and directions (classroom) classroom instructions left turn to reach office · Directions involving and directions and room. two different respond appropriately. objects. · When do you go to bed? · Directions involving · Based on a narrated places within the story: ‘Why is the girl school running?’ · Listening and responding to · Questions · Teacher asks simple · Can you think of another questions ‘When’ ‘Why’ questions and children name for the story? respond. · Listen to incidents told by a peer. · Listen to the story and illustrate. 27
  28. 28. COMMON SYLLABUS 2009 - ENGLISH · Listen and respond to simple questions related to the story · Stories, incidents · Teacher narrates · Listen to words with· Listening to stories, stories. Children listen slight differences in incidents and respond. vowel and consonant sounds. · Teacher uses questions (ship-sheep, plank- to test comprehension. blank) · Change the first, middle or the last letter(s) and make a new word. (Play-clay, cot-cut, bit-bite)· Listening to pronunciation · Words,sentences · Teacher models of different words pronunciation and children listen and repeat. · What is your favourite game? Why? Simple common ideas · Teacher gives a topic to· Listening and responding, · the children to discuss. in peer group discussion 28
  29. 29. COMMON SYLLABUS 2009 - ENGLISH2. Speaking Competencies Content Mode of Transaction Evaluation · Singing rhymes, poems, · Rhymes, poems, · Children sing or recite · Listen to the tune and sing, or songs songs along with the teacher listen to and recite the rhyme or cassette and or poem. reproduce the rhymes, · Respond with the next word poems or songs or sentence when the teacher pauses while singing or reciting the rhyme. · Perform actions related to the rhyme where initiated. · Stand in line to go to the Communicate a message · Simple messages · Children communicate playground. messages to peers or · My teacher wants a box of another adult. chalks · Expressing regret · “Sorry” · Children express regret The child says ‘Sorry’ when in naturally occurring she/he accidentally bumps into situations. someone. · Responding to questions · Phrases/sentences · Teacher asks questions · Respond to questions during the course of appropriately. the day and children respond. · Narrating · Short · Children narrate any · I went to the zoo with my stories/incidents incident they have brother and ……………. experienced, parts of Narrate the story of – The 29
  30. 30. COMMON SYLLABUS 2009 - ENGLISH stories or an entire thirsty crow. simple story. · Participating in discussion · Simple common ideas. · Teacher gives a topic to · Have you been to a beach? the children to discuss. What do you see? What are some fun things we can do in · Children discuss topics beach? of common interest on their own. · Speak using a combination Functional grammar: · Teacher provides · Is this Mala’s pencil? Yes, it is of grammatical forms Articles, Nouns, Verbs, opportunities through Mala’s pencil. Singular and Plural, spoken activities for Adjectives, Comparison of children to speak using a · Look at your bag and your adjectives, Subject – verb combination of grammatical friend’s bag. Talk about what agreement Personal forms. looks the same and what is pronouns, Possessives, different. Verb forms · Asking questions · ‘Wh’ questions · Children ask a variety of · Where is the black dog? questions during the course of the day. · Who is your friend?3. Reading Competencies Content Mode of Transaction Evaluation · Reading sentences / longer · Any passage from · Teacher provides · Underline the text text or other books opportunities for unfamiliar words. children to read · ‘Round Robin’ individually, in pairs and reading – reading 30
  31. 31. COMMON SYLLABUS 2009 - ENGLISH in small groups. one sentence each from a given · Children read and passage. answer simple questions. · Read the sentence and illustrate. · Children pause at the · Read the given end of sentences. passage. · Read the passage · Children use word and choose the attack skills to read. correct answer. The rat ran into a _____. pipe hole house · Read aloud. · Simple rules of · Children identify magic Bake spelling. E.g., Magic ‘e’ words and pronounce Cake ‘e’ them accordingly. Like E.g., kite, late, cute Write Whole· Use Spelling rules Hole · List out the road · Road Signs / maps · Road signs and simple signs you see while maps are introduced to coming to school. children. · Create your own 31
  32. 32. COMMON SYLLABUS 2009 - ENGLISH road sign and talk about it. · Draw a map from your home to school. · Look at the pictures · Reading different genres · Reading – Graded · Teacher facilitates and enjoy them readers, colourful children to look at · Read books for picture books pictures/read books. pleasure · Convey a message to a friend. · Express regret for a mistaken act. · Narrate an incident. · Ask your friend question. · Read a few · Reading for fun sentences.4. Writing Competencies Content Mode of Transaction Evaluation · Transcription of print · Words / sentences · Children copy · Copy down the passage text sentences/passages from the text · Finds hidden words in book/black board, etc., word grids · Write two other rhyming words for each word. 32
  33. 33. COMMON SYLLABUS 2009 - ENGLISH· Recall spelling · Words (high · Teacher presents a · Fill in the blanks with frequency words, variety of writing correct word: phonetic words and exercises such as Monkeys climb______. content words) jumbled letters, (stere/ reest/ trees) sentences, fill ups and dictation to develop spelling skills.· Creative writing · Writing rhyming · Teacher presents a · Write two sentences sentences, Writing simple rhyme with that rhyme using the on a topic, Drawing missing sentences. given words. and writing, Making ball, wall a list · Children draw, colour · Make a list of things that and write. you would like to do this Sunday. · Read and Answer the following questions · Make a question for the following sentences. The question words are given. What __________ This is a train.· Writing sentences/ · Text, creative · Teacher writes on the longer passages writing blackboard and the children copy it. · Children read a passage and answer questions. · Children write a few sentences using their own ideas. · Punctuate:· Using punctuations · Text comma, - she is in delhi 33
  34. 34. COMMON SYLLABUS 2009 - ENGLISH apostrophe and · Teacher helps the - where is my question mark children to mark the sister punctuations correctly - ravi gita and in a passage anwar are playing football· Write using a · Functional grammar: · Teacher provides · Fill in the blanks with correct combination of Nouns, Verbs, opportunities through word. grammatical forms prepositions, written activities for This is my shirt. ____· [Consolidation of Articles, Adjectives, children to write using a (It/His) is red in colour. functional learning Comparison of combination of grammatical · Make the sentences bigger through usage] adjectives, Subject forms. choosing from the words – verb agreement given. (tall, blue, Personal pronouns, two) Possessives, Verb I have bottles. forms, Singular and A boy is running. plural My bag is lost. · [Learnt and interpreted only as · Copy a news item in your note usage] book. · form two or three rhyming sentences. · Use punctuations as directed by the teacher. 34
  35. 35. COMMON SYLLABUS 2009 - ENGLISH5. Vocabulary Competencies Content Mode of Transaction Evaluation · Forming Singular and Plural · Irregular nouns · Teacher guides children · Match the following: Names. ‘ies’, ‘ves’ with vocabulary games Knife – Loaves and activities Story – knives Loaf – stories · Using Picture Dictionary · Picture Dictionary · Teacher guides the · Know how to refer children in grasping the to picture dictionary meaning from the as and when needed. picture dictionary · Months of the year · Months of the year · Teacher uses the · Sing a rhyme- calendar for children to ‘January,February,…’ learn the months of the · What is the first year and to know what month of the year? month they are in. · What is the last E.g., Today is Friday, month of the year? September 26 th, 2009.6. Language Functions Competencies Content Mode of Transaction Evaluation · Make a Role play (pair · Themes from text, · Teacher initiates · Take up roles as work) story books, real discussion and guides butterfly, bee, tree, life situations children to play peacock and speak different roles one or two lines about yourself 35
  36. 36. COMMON SYLLABUS 2009 - ENGLISH · Content from the · Teacher facilitates in · Take up roles to · Act in a drama text / stories dramatizing the story enact a short story. (Dramatization) Akbar and Birbal · Making lists · Shopping list, list of · Teacher presents topics · Make a list of things items in the for lists or uses you bring to school. classroom, list of naturally occurring children opportunities to make lists. · Making a presentation · Things found or · Children say a few · Make a presentation (Show and tell) created by children. sentences about the work they created or A scrap book- flowers something that they found, how they made it, A fish made with shells. where they found it etc., · Talking about a theme · Simple / Common/ · Teacher enables · Talk about: familiar themes children to talk about a My school. familiar theme. My pet cat. · Act like a docter. · Prepare a list of thing you want from your father. · Describe what you made of waste paper / rags / clay / plastic items.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. 36

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