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  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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
  • 37. COMMON SYLLABUS 2009 - ENGLISH Class IV1. Listening Competencies Content Mode of Transaction Evaluation · Listening to songs / poems · Songs / Poems · Teacher sings / plays the · Listen to the tune recorded cassettes. and sing the Children sing part or the songs and poems. whole song / poem. · Sings the whole song or poem after listen to the title or first sentence. · Listening to stories/ prose content · Short · Teacher narrates stories · Give a suitable stories/prose / incidents / folk tales. title content Children listen and · Think of a respond different ending for the story. · Listen and respond to the questions 37
  • 38. COMMON SYLLABUS 2009 - ENGLISH · Words/ · Teacher models · Repeat after me· Listening to pronunciation, Sentences / pronunciation. Children “She sells sea shells stress and intonation Passages E.g., repeat after the teacher on the sea shore.” Words with silent letters, multi syllable words, homophone, vowel clusters etc. · Simple riddles · Teacher tells a riddle. · When I was a· Listening to riddles Children guess the baby I looked answer. like a fish. Now I · Children make up their say, “Croak, own riddles. croak.” Who am I? · Themes on · Teacher initiates · Children go· Listening and responding in discussions personal discussions for children outdoor to listen experiences, to listen and participate. to the sounds common around them and interests and · Children bring up topics to come back and age- discuss and listen to each discuss what appropriate others ideas. they heard. themes. · Reflect and illustrate what you have heard in various ways 38
  • 39. COMMON SYLLABUS 2009 - ENGLISH · Listening and responding to questions · Questions: · Children listen and · Listen to question “How”? respond to questions and respond in relevantly. full sentences. · Listen to a story told in a TV Channel. · Listen to a good speaker as recorded in a Cassette · Listen to questions asked by your friends.2. Speaking Competencies Content Mode of Transaction Evaluation · Sings Songs and poems · Poems / thematic · Teacher sings and children sing · Sing the song/ Songs part or the whole song / poem. poem suggested by the teacher or their favorite one. · Sings the whole song or poem after listening to it carefully. 39
  • 40. COMMON SYLLABUS 2009 - ENGLISH · Sing the the song with actions slowly eliminating words or vice versa.· Communicate an idea/opinion · Creating · Teacher presents opportunities · What do you something for children to communicate think about the planning an their ideas and acknowledges movie we saw event, talking them. today in school? about some event, day-to- · Children plan as a part of day activities different club activities. · Common familiar · Children talk about a given · Talk about the topics :E.g, topic. Teacher prompts then uses of tree. Railway station, by asking leading questions. · Draw some of the· Talking about a theme forest animals trees you see around you. · Teacher involves the children to · Talk about the · Specific topic participate in the discussion different ways E.g.: about a specific topic in you can save Our school small/large groups. water.· Participating in discussion Saving water My pet · Teacher asks questions during · Respond to · General the course of the day and questions discussions children respond. appropriately. 40
  • 41. COMMON SYLLABUS 2009 - ENGLISH · Sentences · Children ask how something is · How did the (Questions and done or how something mouse save the answers) happened. lion?· Responding to questions · “How?” questions · Teacher provides opportunities · Throw the ball on through spoken activities for the black board children to use a combination and make a · Functional of grammatical forms. sentence with grammar: Noun, the word you hit· Asking questions verb, article, with the ball. adjective, verb · Look at the six forms, degrees of pictures and tell adjectives, the story of the· Speaking using a combination of personal pronoun, ‘Ant and the grammatical forms. possessive Dove’. pronoun, · Sing your[Consolidation of functional affirmative, favorite Englishlearning through usage] interrogative and song negative · Discribe the sentences, magic show you adverbs, saw. conjunctions · Say a few [Learnt and sentences about interpreted only your village / as usage] town · Ask a sportsman how he own the prize. · Speak for two minite on a topic of your liking. 41
  • 42. COMMON SYLLABUS 2009 - ENGLISH3. Reading Competencies Content Mode of Transaction Evaluation · Reading a longer and level · Text/other reading · Children read longer texts · Read a passage and appropriate text (familiar / materials. silently and aloud. illustrate. unfamiliar text) · Children read with a degree · Read the passage and of fluency. talk about two things you liked about it. · 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) · Read the letter and circle the address and the place you sign. · Divide yourselves into small groups and read · Reading with attention to Text · Teacher models reading a two lines each, one 42
  • 43. COMMON SYLLABUS 2009 - ENGLISH pronunciation, stress and passage from the text with after the other. intonation attention to pronunciation, · Take up different stress and intonation roles in a written play and read aloud · Make a small model bill board of a product · Reading different genres · Narratives, Poems, · Teacher provides materials and read it aloud and Billboards, such us narratives (stories share. Newspapers, Maps. and non-fiction), poems, billboards, poster, · Read the given newspapers, letters, plays, passage and answer maps. the questions based on cause-effect, inference. · Read, enjoy and recommend the book · Reading for fun · Supplementary · Teacher provides a variety of to a friend! Reading-Graded series reading materials. · Read a letter written and a wide range of by your relative. reading materials. · Read a news item. · Locate a place on the given map.4. Writing Competencies Content Mode of Transaction Evaluation · Dictation of words/ · Text / General · Teacher presents a · Build a word pyramid. 43
  • 44. COMMON SYLLABUS 2009 - ENGLISH sentences variety of writing a, an, ant, pant exercises and word · Write words and building activities. sentences with correct spelling. · Writing · Question/answers, journal · Teacher presents a · Word pyramids sentences/passages notations, creative writing, variety of writing · Draw the things you letter writing (informal). activities for children to saw during a bus do. journey and write 2/3 lines about it. · Look at the picture and write about it. · Choose a sentence from Column A and a sentence from Column B and join them to write a sentence using ‘and’ or ‘but’. · Teacher provides opportunities through written activities for · Writing using a combination · Functional grammar: Noun, children to use a · Order jumbled of grammatical forms. verb, article, adjective, verb combination of sentences to make a forms, degrees of adjectives, grammatical forms. story. personal pronoun, possessive · Answer the given[Consolidation of functional pronoun, affirmative, questions.learning through usage] interrogative and negative · Read and answer sentences, adverbs, questions. conjunctions. · Complete the passage [Learnt and interpreted only as in your own words. usage] · Write a letter to a 44
  • 45. COMMON SYLLABUS 2009 - ENGLISH friend inviting her for Pongal/any other festival (using the clues given) · Fill in the blanks choosing the correct word. The child is crying ______ (loudly/fast)5. Vocabulary Competencies Content Mode of Transaction Evaluation · Identifying synonyms, · Glossary from · Children play language · Play in small groups. compound word, homophones, Text games in groups, to (Word search , Boggle antonyms Crosswords, learn pronunciation, and Scrabble may be Puzzles, spelling and meaning of given. ) Vocabulary new words. games · Picture · Teacher guides the · Make use of dictionary, · Using Picture Dictionary Dictionary children in grasping the to find out the meaning meaning from the and spelling with your picture dictionary peers. · Solve a crossword puzzle. · Play a word – building game. · Use a picture book for developing a sequence of 45
  • 46. COMMON SYLLABUS 2009 - ENGLISH events.6. Language Functions Competencies Content Mode of Transaction Evaluation · Name, class, · Children fill name, class, · Fill in labels, simple forms address, address, phone number, and time-table correctly · Filling labels and simple forms, phone subject areas in labels, class time-table (where simple number, simple forms and time- personal data is required) subject areas table as appropriate. · Eg. Go with your parent in labels, and enquire about price simple forms of one kg of sugar and time- table · Enquiry at · Children practice these shop skills in real life and · Fill a simple application · Making an enquiry simulated situations form. · Ask for materials you Other language functions for want from the shops. continued practice are: · Describe a game you have played or witnessed. · Making announcements · Announce to a group of · Describing a person / object your friends a rare · Role play achievement of one of · Presentation your relatives.Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A Note for teachers on functional grammar with suggested activities will be included wherever relevant would be given in the Text book. Activities are proposed to inclusion in the textbook. 46
  • 47. COMMON SYLLABUS 2009 - ENGLISH Class V1. Listening Competencies Content Mode of transaction Evaluation · Listening to songs · Songs · Children listen and respond to · Listen to the song · Enjoying the tune and songs · Sing the song with responding with actions actions where appropriate or · Give the theme of the required. song · Listening to poems · Poems · Children listen to the poem · What do you feel · Appreciating rhythm and · Understand the meanings of after reading this rhyme difficult words [may use poem? · Making meaning of the dictionary] · Does is poem tell you words heard · May be facilitated in their of something sad or · Following sequence understanding through happy? · Locating the Main and the appropriate actions · Fill up the speech Supporting ideas · Facilitated to discuss the bubbles to indicate · Appreciating various feelings and values expressed understanding of main simple level appropriate by the poet and evolve the and supporting ideas. images sequence · Grasp the central theme of · Answer the following the poem questions using the clues given. 47
  • 48. COMMON SYLLABUS 2009 - ENGLISH· Listening to stories / folk · Stories & folktales · Children listen to the story · What is the meaning tales · Understand the meanings of of _______?· Making meaning of the difficult words [may use · Arrange the sentences words heard dictionary] in order of sequence.· Following sequence · Facilitated to discuss the · Answer comprehension· Locating the Main and the narrative and evolve the questions using the Supporting ideas sequence clues given. · Grasp the central theme of the story/folk tale· Listening to correct · Passage from the text, · Through various facilitative · Listen to the passage pronunciation, stress and or audio cassettes activities, children listen and and repeat suggested intonation repeat words with correct words pronunciation, stress and intonation – Small or Large group. · Simple topics Eg; Toys, · Children may be facilitated to · Form group and Cartoon characters, listen carefully to their peers, discuss following the· Participating in discussion Comic strips and discuss in small groups topic. · What do you thing about helping others. Give a opinion about wearing school uniforms. 48
  • 49. COMMON SYLLABUS 2009 - ENGLISH · Listening to words that Homophones presented in a · Children listen to teacher · Identify the words sound the same passage reading the passage which have the same (homophones) · identify the homophones in sound but different small groups meaning and spelling. · Scan a given text for a set of points. · Say aloud what you understood from a text.2. Speaking Competencies Content Mode of transaction Evaluation · Reciting / singing poems · Poems – Text · Children are facilitated to · Recite the poem recite the poem through · Sing the song with various learning activities, the teacher. which may include actions · Pick out the rhyming words in the poem. · Expressing one preferences Sharing/Interaction · Children in groups make a · Tell the class about Time; day to day portfolio depicting their likes, the you’re your like situations dislikes, preferences and other best and why? such personal explorations · How would you like your friend to behave? Tell the class. · Discuss and make a list of what you like doing alone or in groups, etc · Exchanging ones ideas with · Sharing/Interaction · Children in groups discuss and 49
  • 50. COMMON SYLLABUS 2009 - ENGLISH peers on a particular object Time; day to day exchange ideas around any / place / person /event / situations particular object / place / situation Eg; Encounter with a person person /event /situation one doesn’t know well. · Speaking on common · Sharing/Interaction Children in groups discuss and · Practise rhymes and experiences Time; day to day exchange ideas around any rhythms in a few situations particular experience which they songs given. Eg; Lost in a crowd discover to have been common · Say what you like and you don’t in eating, drinking, reading.3. Reading Competencies Content Mode of transaction Evaluation · Reading text · Text/ Supplementary · Children read the text both · Read and list out the i) Understanding sequence materials silently and aloud unfamiliar words. · The teacher facilitates the · Raise questions following activities and skills · Engage in for each student: comprehension ii) Understanding content · Underlines main facts activities iii) Finding answers to · Uses dictionary or vocabulary · Choose the correct questions on the given list (put up on board) to find answers. passage meaning of unfamiliar words, · [Objective and understands in context Questions] through individual and small group activities · Uses the reading material to answer questions · Teacher facilitates the 50
  • 51. COMMON SYLLABUS 2009 - ENGLISH understanding of selected · Using simple spelling spelling rules through a range conventions correctly of exercises and play activities · Reading with attention to · Spelling rules · Children are facilitated to · Play a spelling game. pronunciation, stress and emphasized through a read words with correct · Read a letter, an intonation relevant passage pronunciation, stress and eseay and a poem. intonation – Small or Large · Read a story with · Text / Additional group. suitable difference material from a picture sequence. · Reading for fun Reading Time Children read in large groups, · Supplementary Reading small groups and individually – – Graded series V aloud or silently · Colourful picture stories4. Writing Competencies Content Mode of transaction Evaluation · Simple projects · Provided with · Teacher helps children to · Prepare a project on materials and ideas evolve their own work plans, the given topic. and facilitates their · Display your project execution and explain how you · Children also discuss their worked on it. plans in the small group · Filling in forms · Forms of bank challans, reservation · Teacher guides children to · Fill up a bank challan 51
  • 52. COMMON SYLLABUS 2009 - ENGLISH forms, M.O. forms, learn to fill up forms. for a Childrens School application saving account. form · Story – clues, Story – pictures are given · Teacher explains steps in · Objective· Developing a story developing a story Questions, VSA, SA · Children frame stories [2 to 4 lines] · Discuss them in small groups · Text · Teacher provides opportunities for children to · Look at the given· Reading between the read and analyze text diagram and answer lines through simple graphic the questions that organizers follow. · Error analysis in reading, inference and conclusion · Children are facilitated to link thoughts and ideas to facts · They discuss their questions in small groups · Simple topics or free choice · Teacher encourages children to write simple poems. · Use the given· Writing simple poems rhyming words and form a poem of your · Text and back of own. chapter questions · Teacher facilitates children· Completing simple to complete the passage with · Complete the story passages suitable sentences, after 52
  • 53. COMMON SYLLABUS 2009 - ENGLISH · Themes, Model discussion in small groups. letters · Teacher encourages children to write informal letters · Write a letter to · Writing letters your Uncle / Dad / (Informal) Friend · Passage with · Describe a project · After initial large group Reference Skills questions done by you. reading, children are · Encyclopaedia/ any · Write simple pomes. facilitated collectively to · Referring to Junior other relevant · Complete the story search for answers to the Encyclopaedia/ any information source/ half of which was questions other relevant reference material only given. information source/ · Write a casual reference material letter to your · Making small notes parents. · Use an encyclopedia to find out some rare events.5. Grammar Competencies Content Mode of transaction Evaluation Nouns and Verbs – Text / Additional After explanation, children areExploring the types through material such as magazines, facilitated to identify the naming andspotting use newspapers doing words in small groups with different Common Noun, materialsProper Noun Verbs – Presenttense – Simple, Continuous Simple past, Simple Future 53
  • 54. COMMON SYLLABUS 2009 - ENGLISH Parts of speech [Introduction to formal Text / Additional Teacher guides the children naming of the different material such as magazines, through usage to identify various parts of parts of speech – already newspapers speech. Exercises and activities are explored as use, in the utilized for this. earlier classes] [Naming seen as a tool to · Correct the given wrong build formality and sentences. awareness in learning at this · Reorder the words in the level] given sentence to make it Types of Sentence Exercises, Worksheets Children are facilitated to use a question. [Affirmative, these sentence types in contexts of their · Use correct tense forms Interrogative] own in describing a series of activities.6. Vocabulary Competencies Content Mode of transaction Evaluation · Using Antonyms/ · Text / poetry · Exercises, activities and games Synonyms · Games, children do various exercises · Games, children do various exercises · Forming Compound · Text, Puzzles, · Exercises, activities and games · Use correct words. Supplementary material, alternative to the · Identify Prefix / back of chapter identified word in a Suffix questions sentence. · Say the homophones · Identify the prefixes · State kinship terms and suffixes of any 54
  • 55. COMMON SYLLABUS 2009 - ENGLISH· write similes / five words. metaphors · State the English equivalents for local relationship words. · Compare any two objects using simile / metaphor. 55
  • 56. COMMON SYLLABUS 2009 - ENGLISH Class VI Listening Classroom Competencies activities and Learning Outcomes Evaluation processesListening to: Reading aloud Comprehends oral instructions stories Follow instructionsInstructions, Reciting poems Learns to pronounce words and Listen and recite or read with clear intonation andImperative Giving specific phrases pronunciationStatements instructions for an Makes meaning of what she listens activity or class Listen and respond orally or through written exercises: Eg;Short Stories to and responds appropriately, work Write or say a line about the characters in a story; give a orally or through written exercisesShort audio pieces Playing an audio suitable title(radio play/ chosen story (Audio books,parts of audio rendition of Answer objective questionsCDs/Poetry/ Short poemspassages) It will be reiterated at a suitable time in future.Identifying and : gh sounds, silent Learns that spelling anddiscriminating letters, /s/, /z/, pronunciation are different Spelling Gamesdifficult words /∫/, /3/ Learns to spell well as many wordsDictation: Hearing homophones etc. as thought appropriate Spells words; finds patterns; uses correct spelling in writingwords, and spelling Connects sounds and forms a word Understands meanings of words learnt.accurately picture. Learns New vocabulary 56
  • 57. COMMON SYLLABUS 2009 - ENGLISH Speaking Classroom Competencies activities and Learning Outcomes Evaluation processesReading aloud from a Reading aloud from Reads clearly with pauses; Read the given passage fluently without erase and with correcttext their reader pronounces words accurately pauses.Reciting: reading from Learning and Read in unison, with sense oftext reciting in groups, meter and rhyme Expresse appreciation for the poem read; or individually from Recite with expression; without falteringReciting from memory the selection of Reads alone without stumbling, specified poems with expression Memorise the poemUsing appropriate Activity: role play, Learns to use oral instructionsgreetings for various games; other oraloccasions activities: Speaks and enacts using learnt Follow the instructions correctly phrasesMaking requests Ask – Answer How will you respond to the given situations? activities around Builds familiarity withEnacting familiar situations appropriate phrasing of in day-to-day life greetings and requests Giving directions toInstructing another a place on campusclassmate etc.Asking and answering This learning Learns to frame appropriate Objective questions‘Wh’ / Yes/No / activity may be questions and answersSeeking Information undertaken around correctly in the ‘Wh’/ Yes/No Questions for different situations: Eg;Questions a story or passage: model; also knows how to ask, 57
  • 58. COMMON SYLLABUS 2009 - ENGLISH Teacher guided to elicit relevant information Ask questions to - find a place, - find the time of a train’s arrival or departureParticipation: Large group Builds participation skills discussions,In discussions in class Cogency in speech Converse on a topic of your choice with a group of your Classroom classmates.In a dialogue discussion on Confidence lessons Resourcefulness Converses around a Holds a train of thought suggested or initiated topicSpeaking formally on a Each student takes Learns to speak in front of atopic for 2 minutes turns to prepare group, clearly and correctly and speak on a Address the class on why we need to grow more trees. topic of choiceTelling Jokes; Puzzles Students share Students share jokes, puzzlesand Riddles. jokes, puzzles and and riddles in a lively manner riddles. Anyone can share a joke, puzzle or riddle which they enjoyed? Build interactive skills 58
  • 59. COMMON SYLLABUS 2009 - ENGLISH Reading Classroom Competencies activities and Learning Outcomes Evaluation processesSkimming Using various short The student learns skimming as passages, the a skill, and understands its teacher facilitates value in reading and Read the given passage and answer the questions. skimming content as understanding a reading skillScanning Using various short The student learns scanning as passages, the a skill, and understands its teacher facilitates value in reading and Read the given information and find the data asked. scanning content as understanding a reading skillReading Reading passages; Reads and comprehendsindependently, short from text;passages in prose and Understands and enjoys Follow instructions clearly;comprehending its Reading selected stories and essayscontent unseen comprehension Learns to read independentlyReading and following passages oflevel appropriate selected levelinstructions Teacher writes instructions on board and asks children to follow them: a play way 59
  • 60. COMMON SYLLABUS 2009 - ENGLISH learning activity (‘Simon says’ games)Understanding The teacher Understands vocabulary; builds Uses the dictionary effectively;sequence facilitates the vocabulary and uses words in following activities context; answers questions Independently works at understanding a passage or poemUnderstanding and skills: correctlycontent Follows sequence correctly; Underline main Begins to build cognitive skillsFinding answers to Answers questions appropriately facts in reading and understandingquestions on the given VSA, SApassage Use dictionary or Takes the first steps in looking vocabulary list (put at the literary qualities andUnderstanding the up on board) to find merits of a piece of writingauthor’s intention meaning, and understand in theRecognizing and contextlearning vocabulary incontext Use reading material to answerAppreciating style: questionsfirst steps Enjoy readingPicking out main factsand supporting detailRelating stories to Answer open ended Responds to literature;one’s own life and questions: What do understands life throughresponding you think? readingReads poetry: [Teacher Appreciates poetryappreciates it, facilitates] Readunderstands, relates and respond to Understands meaningfully Illustrations and responses show understanding; 60
  • 61. COMMON SYLLABUS 2009 - ENGLISHand responds poetry; answer Free association and ‘imagine’ questions; illustrate activities Answer questions accuratelyReading Extension Supplementary Reads for interestActivities reading, use of the Library, Reads to deepen knowledge Small assignments and projects Referencing skills Reads to link and connect and activities additional data Writing Classroom Competencies activities and Learning Outcomes Evaluation processesAnswers questions in Comprehension Write in sentences; writes Answer questions appropriately in complete sentencescomplete sentences, passages complete answers; usesusing punctuation punctuationUses relevant and level Exercises in Uses vocabulary to make Use vocabulary correctly; writes original sentencesappropriate vocabulary vocabulary sentencesto make sentencesWrites on a given Specific paragraph Paragraph unity, relevance, Write cogently, organise content; relevant to topic; spell andtopic: (to an topics; teaching appropriate vocabulary and use grammar correctly.established word limit) writing a paragraph grammar conventions Short Answers [5 lines][5 lines] 61
  • 62. COMMON SYLLABUS 2009 - ENGLISHIdentifying and using Analysing sentences Students learn to writeselected cohesive and passages for sentences and small passagesdevices cohesive devices using cohesive devices Fill in the blanks with the correct connectors and other devices in writing [Facilitated by the teacher] May be a text Objective Questions passageWriting letters in a Learns about the Learns to write a formal lettergiven format format of a leave in the appropriate format letter through Writ a letter to a bookshop ordering books for your home relevant examples library provided by the teacherJournal writing Short journal Self-expression Not assessed promptsFree writing Five minutes of class Just write without hesitation Not assessed; a freeing exercise time to writeForming stories Story writing tasks; Write cogently; Use Write a original story of a own on any theme of your choice. from outlines or imagination; Apply grammar Write clearly and imaginatively. story starters conventionsDeveloping Hints Hints are given, and Expanding on given hints Write cogently. students facilitated to use them skillfully Building a story from an outline Use all the hints Learning skills that help to use Imaginative 62
  • 63. COMMON SYLLABUS 2009 - ENGLISH imagination /facts productively Innovative OriginalWriting simple Students use life Learns to use language Look at the objects placed before you and describe them in themessages and situations to write contextually few sentencesdescriptions relevant messages Learns to use language to Students use articulate a visual image everyday objects and scenarios to describe what they seeMind/Concept mapping Use summary and Picking out and organisation of Frame sentences in sequence from the mind map given to you graphic organisers in information and facts in anSummarize content in all classroom imaginative mannerany framework, using transactionsgraphic organisers Learning the value of Mind mapping as a tool to understand and associate Growing familiar with a range of graphic organizersSpelling words Spelling activities Students know the spellings of Objective questions and fun games for spellingcorrectly around familiar and selected words unfamiliar words Dictation 63
  • 64. COMMON SYLLABUS 2009 - ENGLISH Grammar Classroom Evaluation Competencies activities and Learning Outcomes processesHave an overview of Introduction to Understands the different Classify the given words in the respective coloumn – noun, adjective,parts of speech: words parts of speech words and what part of speech verb & adverbhave different roles in through they aresentences explanation and Objective questions exercisesFunctional use of wordsin full exprestions.Concept of a sentence: Through varying Learns the structure of Separate sentences into subject and predicate.subject predicate; exercises on each sentences; recognisetypes of sentences; concept, with differences between Use appropriate capital and end marks.capital letters and explanation of sentences and fragments; Write sentences with appropriate structurepunctuation; Difference logic behind each understands and corrects runbetween sentences and on errors Objective questionsfragments; correctingrun-ons Learns four simple sentence types[Assertive,Interrogative,Imperative, SimpleNegative]Nouns and types of Through exercises Recognises all types of proper Identify the nouns in the following sentences and state what kindnouns: all proper and and explanations of noun has been used 64
  • 65. COMMON SYLLABUS 2009 - ENGLISHabstract nouns of nouns, their role and abstract nouns Objective questions and use; rules;Verbs: being and doing Learns all doing Recognise verbs and their role Pick out verbs, simple predicates, use verbs in sentenceswords: adds to and being verbs in as predicates correctlyunderstanding the requiredpredicates contexts, through Students use different tense Objective questions sheets, forms in different situationsSimple Present explanations and[Habitual Action, Students understand simple activitiesuniversal truth], Simple sentence structures – SVC,Past [Completed SVO and SVOOactions], Simple Future[Intended actions][SVC;SVO; SVIO DO]Learning the different Learns through Recognise adjectives and Uses and understands different describing and modifying wordskinds of Describing exercises and adverbs and their role in a and the rules of usagewords and Modifying explanations of sentencewords in a sentence describing words, Objective questions their role and use; Students use different[Adjectives and Learns about adjectives and adverbs inAdverbs] modifying words different situations and their required contexts, through sheets, explanations and activitiesRules of capital use: Worksheets, Learn all the uses of capital Applies rules in all written workbasic rules: beginning of explanations letters in sentencessentences; types of learning the rules 65
  • 66. COMMON SYLLABUS 2009 - ENGLISHproper nouns; pronoun of capitalising Objective questionsI.End marks (connected Worksheets and Recognises the types of Uses end marks correctlyto types of sentences) rules sentences and uses end marks correctly Objective questionsRevise already learnt Revision exercisesconcepts throughexercises. Vocabulary Classroom Competencies activities and Learning Outcomes Evaluation processesGrasping the meaning Uses dictionary; Understands meanings of Uses the words in sentences; understands context and meaningof unfamiliar words checks with peers, words in contextfrom reading materials teacher helps with Objective questions meaningVocabulary exercises Activities, Students learn some Completes the related exercises correctlyin: homonyms, crosswords, word homonyms, synonyms andsynonyms, antonyms search antonyms Builds familiarity, identifies words correctly 66
  • 67. COMMON SYLLABUS 2009 - ENGLISH Language Functions Classroom Competencies activities and Learning Outcomes Evaluation processesReading and interpreting Activities, tasks, Enrichment and application: Uses pictures and other visual media to complete the set taskpictorial information: and language Students develop the skill ofcomic strip, pictures games describing pictures and cartoonsetc.Reads a graphic Worksheets; or Understands and interprets Interprets the data accuratelyorganiser charts or black different kinds of dataTabular data board drawingsNarrating stories Activities, tasks, Enrichment and application Original, imaginative, clear sentences and language gamesRole play Activities, tasks, Enrichment and application Simulates effectively and language gamesWriting poetry Activities, tasks, Enrichment and application Write originally, authentically and language games 67
  • 68. COMMON SYLLABUS 2009 - ENGLISHFor the teacherTemplate of the Active Learning Framework - Classroom Transactions for Prose & PoetrySl. Learning Activities for the student By the student[s]No. Introduction Activities · Priming/Reading Preparation Activity Large Group 1. The teacher uses the activities given · Do you know? [related to content] in the Chapter/Lesson Plan to · A short related/reinforcing word game/anecdote/discussion introduce the topic Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web, 2. Learning Engagement Activities Mapping Activity] – Individual/Pair 3. Understanding Activities Discussion and activity using graphic organisers provided in the textbook Small Groups Students answer Questions and attempt the activities that consolidate their learning of 4. Consolidation Activities the content in the textbook – Mixed as appropriate Students engage with the application related activities presented at the back of the 5. Functional Enrichment Activities chapter. Separate materials are provided there using the chapter as base 6. Language Structure Activities The grammar to be taught is presented in the form of exercises. Simple Formative Assessment and Criterion – referenced evaluation based on the Lesson 7. Evaluation/Assessment Activities may be facilitated by the teacher Simple activities involving writing and observation/interaction related to the day-to-day 8. Suggested Extension Activities context of the child 9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an imaginative manner 68
  • 69. COMMON SYLLABUS 2009 - ENGLISHIt is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating theblueprint 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 69
  • 70. COMMON SYLLABUS 2009 - ENGLISH Class VII Listening Content Classroom activities Competencies Learning Outcomes Evaluation and processesListening and Recorded songs, Listening to and Student understands oral Testing to find out whether theresponding to items poems, stories, following instructions; instructions; understands students follow instructions correctly, dialogues, etc., listening to selected stories read out or played and respond appropriately audio stories; listening follows a speech and to a classmate’s responds to it. Oral Questions to check speech comprehensionListening to specific Same words that Using specific word Distinguishes different Find pattern, gain better accuracy inwords and their differ in meaning in forms in appropriate word forms; learn the spelling; connect sounds with wordsdifferent forms, in different contexts context; worksheets peculiarities of spelling;different contexts Eg.: cry-weep and other interactive learn to spell words Word Pun, Objective type questions cry-shout aloud exercises correctly Dictation on these formsListening to a Report Report on 1. Annual Teacher initiates a Student understands the Able to recall basic elements of an Day function, 2. discussion on the structure of a report oral report, and improvise to create Sports Day report. one in a given context, using given function, etc.; basic parameters 3. News report, 4. Weather report, etc 70
  • 71. COMMON SYLLABUS 2009 - ENGLISH Speaking Content Classroom activities Competencies Learning Outcomes Evaluation and processesTelling Jokes; Puzzles, Jokes, puzzles and Students share jokes, Shares jokes, puzzles and Use words like puns, homonyms etc., intongue twisters as play tongue twisters puzzles and riddles. riddles in a lively manner group conversation.an words and meanings Build interactive skillsNarrating an experience Incidents in the Students share their Uses descriptive Recount your experiences on your way class, playground experience in class vocabulary and connectors to school this morning. etc.Reciting poems from Poems from the Learning and reciting Appreciates, recognises Recite clearly; with correct inflexionmemory and from text text in groups, or rhyme, meter and meaning and pronunciation individually from the and brings it out through selection of specified recitation poemsSpeaking formally Familiar topics The teacher Expresses thoughts using Speak with confidence on a topic of facilitates formal the correct language, their choice. conversation around a vocabulary and syntax chosen topic; Eg; groups converse around ‘Sports today’, or ‘TV Programmes’ 71
  • 72. COMMON SYLLABUS 2009 - ENGLISH Reading Content Classroom activities Competencies Learning Outcomes Evaluation and processesIdentifying the topic Simple passages on Read text, locate Independent reading and Summarise effectively through mindsentence of a paragraph games, articles on meanings if necessary, comprehension of reading maps and other graphic organisers; science, nature, underline main points matter answer questions accurately moral values, adventure, biographies, jokes etc.Reading independently; Passages on topics Teacher guides the Identifies the topic sentence Find the topic sentence of a givenpicking out main facts of general interest students to finding the of a paragraph. paragraph.and supporting details topic sentence of a paragraph by eliciting responses through questions.Analyzing what is read Simple Apply their mind to Makes connections and ‘What’, ‘ How’, ‘Why’ questions comprehension understand various interpret what they read passages depicting aspects of a passage: celebrations etc., Eg; character, style, plot, inference, other interesting information 72
  • 73. COMMON SYLLABUS 2009 - ENGLISHUnderstanding and Pre reading and Reading written Follows written instructions Read the instructions and respondfollowing written post reading instructions and accordinglyinstructions after or questions on simple following thembefore a given passage; passagesFollowing a trail of Re-arranging Exercises given after Follows a sequence and build MCQs, Objective type questions, VSAwritten instructions to jumbled sentences the lesson, aiding on what is known and SAarrive at a learning into a logical understanding,analysis,outcome sequence evolve connectionsRelating stories to one’s Stories inculcating Answer open ended Responds to literature; Eg. If you were the boy in this story,own life and responding values like questions: What do understand life through how would you have… friendship, good you think? reading, conduct, etc., Reads with pause, stressing words appropriately and with proper intonationReading poetry: Poems on simple [Teacher facilitates] Appreciates poetryappreciating it, themes Read and respond to Responds to the imagery and Answer questions eliciting imaginationunderstanding, relating poetry; answer emotions in a poem. and emotions.and responding questions; illustrate Reads with pause, stressing words appropriately and with proper intonationReading with rhythm and Newspapers, Supplementary Reads for interest Building interestemotion-extensive Children’s reading, Use of the Reads to deepen knowledgereading magazines, etc., Library, Referencing Reads to link and connect Small assignments and projects skills and activities additional data 73
  • 74. COMMON SYLLABUS 2009 - ENGLISH Writing Content Classroom activities and Competencies Learning Outcomes Evaluation processesWriting answers to Mind maps and Comprehension passages Explains clearly in writing, Answer accurately in an organised,Knowledge based graphic organizers with activities; or text use appropriate complete and clear mannerquestions based written exercises expressions; answer in own Normative wordas MCQs, Objective type questions, VSA and SADiffentiates between Poems Read, comprehend and Interprets and Questions - VSA and SAthe language used in respond clearly understands the poemsprose and poetry. Identifies sentence patternsParaphrasing poetic Poems Read, comprehend and Interprets and Rewrite the given line / lines of thelines. respond clearly understands the poems, poem in prose form. expresses views with Use mind maps and graphic originality and writes in organizers to aid prose form understandingWriting descriptive and Topics of general Introduction to essay Writes up to 10 cogent Write grammatically correctnarrative essays of interest writing; writing on given lines on a given topic sentences in an organised manner on aspecified length topic with guidelines given topic provided[8 – 10 lines] Long Answers [8 – 10 lines] 74
  • 75. COMMON SYLLABUS 2009 - ENGLISHUsing discourse Linkers / Passages with the selected Identifies the specified Identify the discourse markers,markers connectives discourse markers are discourse markers in linkers, connectives in a given passage provided to students; connected sentences Use discourse markers in appropriate teacher facilitates places in sentences familiarity with them through pre and post reading questions.Writing Formal and Situations for Formats are given. Learns and applies the Eg. 1. Write a letter to our friendInformal letters formal and informal Teacher shows the style of formats and uses the about the pollution of the river in your letters language used in formal / required vocabulary and area. informal letters language for letter writing 2. Write a letter to the Collector about the pollution of the river in your area.Using direct speech in Situations for Using a short narrative Responds appropriately Fun activities in script writingDialogues dialogues passage, students are and builds a clear written encouraged to convert it to dialogue sequence for a Filling up the blanks in a dialogue direct speech, through story/narrative Using the right format for taking roles, evolving a presentation of Direct Speech script, etc.,Simple Slogan writing Short, catchy Teacher evolves various Evolves catchy and A few fun activities on imaginary phrases and contexts to create effective slogans on issues sentences awareness – Eg; Waste relevant themes Summative segregation, conservation Able to focus on the core issue and of water, keeping the evolve an appropriate slogan campus clean, etc 75
  • 76. COMMON SYLLABUS 2009 - ENGLISHJournal writing Current affairs, Short journal prompts Self-expression Prepare articles for journals general topicsFree writing Current affairs, Five minutes of class time Writing spontaneously Express your views on the chosen general topics to write on topics of the without hesitation topic pupils’ choice Grammar Content Classroom activities and Competencies Learning Outcomes Evaluation processesRevision of Parts of Nouns, verbs, A passage in the text that Recall and reinforcement Demonstrates clarity of understandingspeech adjectives, highlights the required of learnt concepts in the adverbs, pronouns, grammatical functions. parts of speech preparations, Reinforcement of [Sentence structure] Cloze tests may be used conjunctions, interjections. knowledge of parts of speech through usage Articles related interactive activitiesGrasping the form, Past, Present, Learn about the continuous Students use different Students have a clear, meaningful andstructure and use of Future continuous tenses and their required Continuous tense forms in focussed understanding of the usagethe Continuous tense contexts, through sheets, different situations of the Continuous tense - Eg; Imagine explanations and activities appropriately a match is going on, and give a commentary using the Present Continuous tense. Narrate a past event using the Past Continuous Tense Objective type questions 76
  • 77. COMMON SYLLABUS 2009 - ENGLISHUsing Modal Verbs for would, may, can, will A passage in the text that Students use different Objective type Questions that test highlights the required Modal forms in different use of Modals for suggestion,Suggestion, Obligation, grammatical functions. situations appropriately obligation, politeness, willingness,Politeness, Willingness ability. Learn through exercises, activities and explanation, of modal verbs, their role and use in the specified contextsBeing and Doing Verbs: ‘Be’ and ‘Do’ as main Learn about verbs that Students deepen their Objective type questions and auxiliary verbs take objects and those understanding of simpleDifferentiating that take complements, sentence structures –Transitive and Verbs that take and their required [SVC, SVO and SVOO]Intransitive Verbs objects and those contexts, through sheets, Has a clear, meaningful that do not explanations and activities and focussed understanding of the SVO, SVC, SVOO,Sentence pattern usage of selected etc., Transitive and Intransitive verbs in the specified sentence structuresGrasping the use and Dividing the A passage in the text that Students understand the Objective type questionsmeaning of noun groups sentence into noun highlights the required use of Noun Groups, withand selected phrasal and verb groups grammatical functions. head words and modifiers,verbs (i.e. subject & and some common phrasal predicate) Learn through exercises, verbs, through usage activities and explanation, Phrasal Verbs using of noun groups and phrasal verbs, their role and use bring, come, take 77
  • 78. COMMON SYLLABUS 2009 - ENGLISHIdentifying the three Positive Various exercises and Students learn to write 1. Given the base form or one ofdegrees of comparison Comparative and situations to highlight the simple sentences involving the three forms of the Superlative three degrees of the three degrees of adjectives, the students supply degrees comparison comparison the other two forms of the adjectives The three forms of 2. Sentences with the adjective in irregular verbs brackets are given and students supply the right form of the adjective, suiting the context, in the blanks provided.Revision of Punctuation Fullstop, Comma, Passages with the relevant Students use the Punctuate the given passage;marks Inverted commas, punctuation marks are punctuation marks question and provided to students; appropriately Supply the missing punctuation marks exclamatory marks teacher facilitates revisionFraming Question Tags didn’t, hasn’t, isn’t Through varying exercises Applies the rules Objective type questions did, has, is and classroom activities - influencing Question Tags, on each concept, with in a meaningful manner explanation of the logic behind each: Clear in this concept in their writing; recognise Eg; He took the book, errors and correct them didn’t he? He didn’t take the book, did he?Subject and verb Singular subject – Through exercises and Knows and applies the Objective type questionsagreement singular verb substitution tables, verbal rules of singular and plural situations etc., nouns and verbs uses them Plural subject – verb in the plural 78
  • 79. COMMON SYLLABUS 2009 - ENGLISH Each, every, either, neither, etc.,Identifying the Active Transforming Through exercises and Knows and applies the Objective type questionsand Passive Voice sentences from the substitution tables, verbal rules of transformation in Active to Passive situations etc., speaking and writing and vice versa. Clear in the concept of Sentences of the identifying the two types Simple Present, of voice Past and FutureIdentifying Phrases and Phrase- ie a group Passages in the text, Understands the use of Differentiate Phrases and ClausesClauses of words without a additional exercises and Phrases and Clauses finite verb in it verbal situations. Objective type questions Clause- ie a group of words with a finite verb in it Vocabulary Content Classroom activities and Competencies Learning Outcomes Evaluation processesLocating words in the Guided use of Activities; Learns more words and Find synonyms and antonymsdctionery for their dictionary for 1. Exercises and word synonyms and antonyms ofmeaning, synonyms, unfamiliar words words Split the word into smaller words games;antonyms and usage 2. Break –up of kangaroo Objective type questions words 3. Use of dictionary and thesaurus 79
  • 80. COMMON SYLLABUS 2009 - ENGLISHPrefixes and suffixes Word formation Exercises through pattern Understands how suffixes Use suffixes and prefixes and knows with prefixes and finding and prefixes can alter the the meanings suffixes word and change its meaning Objective type questionsCompound words, Noun + noun, noun + Activities and exercises Learns to recognise them Form compound words.homophones verb, adjective + Use the words in different contexts, noun according to their meaning Language Functions Content Classroom activities and Competencies Learning Outcomes Evaluation processesTalk about oneself Talks on likes, Conversation class; teacher Learns to speak in Speak confidently and attempt to dislikes, friends, anchors and helps children sentences and speak in complete sentences etc., speak authentically: communicate their thoughts and feelings with Questionnaire – type: completion Interaction questions ease and clarity based on Favourites: players, hobbies, friends, books, leaders, movies, TV programmes, etcParticipating in language Word searches, Activities and games in Reinforces concepts learnt Solve puzzles and play word gamesgames and puzzles: crosswords, and class, at various levels, to in grammar and vocabulary; ‘What’s the good strengthen and reinforce develops the skill of word?’ various competencies problem solving 80
  • 81. COMMON SYLLABUS 2009 - ENGLISHDramatizing a story Situations,plays, Presentation of skits in Visualises the story; role Enact the play etc., small groups play, develop confidenceReading a graphic Tabular data Worksheets, charts or Understands and Interpret the data accuratelyorganiser black board drawings interprets different kinds of data 81
  • 82. COMMON SYLLABUS 2009 - ENGLISH Class VIII Listening Classroom Competencies activities and Learning Outcomes Evaluation Content processesListening to recorded Sports Listen as a large Understands the use of Understand what is happening and are able tocommentary of any commentaries; group, with language in commentary recall what they have heardsport passage on a pointers and familiar theme interventions from the teacher, for better understandingListen to selected Words like Words & passage Students pronounce Identify the sounds heardwords, and their con’duct & read out in class accurately and withstress and inflections ‘conduct; pre’sent focussing on proper intonation, the & ‘present stressed syllables words heard and wordsListening to Poems Listen to how Appreciate rhyme, meter, Identify the nuances of sounds & words inpoetry reading and poems could be and the special use of poetryrecitation read or recited words 82
  • 83. COMMON SYLLABUS 2009 - ENGLISH Speaking Content Classroom activities and Competencies Learning Outcomes Evaluation processesTelling Jokes; Puzzles Jokes, puzzles and Students share jokes, puzzles Students share jokes, Jokes, puzzles or riddles cited byand riddles. riddles and riddles. puzzles and riddles in a the learners lively manner and use language appropriately; build interactive skillsRetelling stories they Stories Students listen to each other Rephrases and narrates in Rephrasinghave read as they narrate stories with originalityTelephonic Making telephonic In small groups, children enact Speaks over the Learn to speak and express oneselfconversation conversations telephonic conversation and telephone using to others apply telephonic etiquette appropriate vocabulary, intonation and register of languageParticipating in Current news Large group activity with the Expresses thoughts and Group discussion on various topicsDiscussions: teacher facilitating speaking views with clarity, Sports and listening cogency and focus Relevant Speaks clear complete contemporary sentences, and expresses issues ideas clearly 83
  • 84. COMMON SYLLABUS 2009 - ENGLISH Reading Content Classroom activities and Competencies Learning Outcomes Evaluation processesReading poetry: Poems Activities related to the poem Enjoys reading given SA questionsappreciating, in content. poems, appreciates andunderstanding, relating responds to chosen poemsand responding to Read and answer questionsvarious themes based on the poema) Reading for content Stories / passages Read stories and other Comprehends selected MCQ, Objective type Questions,and style with moral values, passages, to understand and passages from literature VSA, SA, LAb) Understanding witty and appreciate the plot,sequence, humorous characters, style and intention Enjoys the readingc) Scanning content to passages, process and learn from it,find answers to historical, Understand and summarise the pronounce the wordsquestions in the given narrative, mystery story in various ways, creating correctly, stresspassage passages etc. organizers and using the ones appropriately, passing atd) Understanding the given; make connections with the right places withauthor’s intention life and learning proper intonatione) Recognising or Summarises the story,learning vocabulary in assesses its plot,context character and stylef) Appreciating styleExtensive reading Abridged novels, Supplementary reading, Use of Reads for interest Questions to build interest fiction, books of the Library, Referencing skills pupils’ choice and activities Reads to deepen knowledge 84
  • 85. COMMON SYLLABUS 2009 - ENGLISH Reads to link and connect Summative additional data Answers addressed questions appropriately with supporting statements Writing Classroom activities and `Competencies Content Learning Outcomes Evaluation processesComprehension Answer questions Comprehension passage given Picks out relevant facts, VSA and SA questions, Make notes in complete for written work writes correct and clear and write the summary in aUsing mind – mapping sentences, using answers, to meet the paragraphtechniques proper punctuation Exercises and activities that requirement of the elucidate the required questions specified concepts are facilitated through mind-mappingUsing both active and Words, phrases, Simple exercises prepared by Uses vocabulary Learn and use words correctlypassive vocabulary to phrasal verbs, the teacher appropriatelymake sentences etc., Objective type questionsWriting Paragraphs: Simple topics, Worksheets to understand and Learn to use paragraphs a) Expand the given outline into aTopic sentence; unity proverbs, etc., practise writing paragraphs and to write on different paragraph.and structure topics Eg. 1.Cleanliness is b) Write a paragraph on the given[Linking small next to Godliness topic.paragraphs] 2. The importance of good manners. 85
  • 86. COMMON SYLLABUS 2009 - ENGLISHWriting on a given Simple topics, Specific essay topics; teaching Write at length on a given Complete essay with title,topic: (150 – 200 proverbs, personal how to write an essay topic with organisation introduction, content and conclusionwords) experiences, etc., and clarityRevision: Writing Topics for letter Revision of the format of Uses the correct format a) Write a letter to the forestletters in a given writing formal and informal letter and and appropriate content authorities about the cutting offormat the register of language trees in that area. b) Wrtie a letter to your friend expressing your disapproval on cutting down the trees in his compound.Writing a summary Passages for Teacher explains the steps Writes a summary Write a summary of the given summarising involved in writing a summary. passage in about one third of its Teacher provides a passage. length. The students make use of the steps and make a summary of the given passage.Creative Writing; Captions for Teacher facilitates Writes creatively, evoking Free articulation, imagination, pictures, topics; understanding of fantasy powers of the imagination: expression of ideasExercising one’s through reading a story, and Writes and illustratesimagination in a Writing essays on having pre and post reading with cogency and fluencycreative manner given topics discussionCollecting, recording General topics Teacher invites students to Collects, records and Summativeand collating collect and present information collates information oninformation on various topics or happenings suggested topics Effectively collect, record and around them – My school, My collate information on a suggested neighbours, the Library, topic Hospital, Movies, Music / Dance performances etc. 86
  • 87. COMMON SYLLABUS 2009 - ENGLISH Grammar Content Classroom activities Competencies Learning Outcomes Evaluation and processesIdentifying the three Simple, Complex Worksheets, peer Learns the rules and uses of Learn the differences betweenkinds of sentences. and Compound review and exercises clauses and phrases, and apply clauses and phrases sentences. them in writing Transformation of Simple sentences into Compound and Compound sentences into Simple.Revision of tenses and Simple present, Worksheets, peer Meaningfully learns the rules and Use the tenses in the appropriatemore about tenses past and future review and exercises uses of the Simple, Continuous places. and Perfect tense in Present, Past Progressive and and Future time and applies them Objective type questions perfect forms of in writing tenses.Using Reported Statements & Worksheets, peer Uses reported speech correctly Use the correct tense form withSpeech Imperatives review and exercises proper punctuation in reported speechIdentifying the Active Transformation of Worksheets, peer Understands the difference MCQ, VSAand passive voices sentences with the review and exercises between active and passive voice progressive and perfect tenses, Uses the active and passive voice from one voice into appropriately the otherIdentifying the ASVC, SVCA, Classroom situations, Understands the structure of Clear in framing sentences using thesentence pattern SVIODOAAA, etc. verbal situations etc., sentences correctly and uses various elements / parts of speech them appropriately 87
  • 88. COMMON SYLLABUS 2009 - ENGLISHUsing the degrees of Transormation of Various examples from Uses the three types of Become familiar with the structure,comparison sentences from day-to-life classroom comparison appropriately in recognise errors and rectify them. one degree into situations etc., sentences. the other Objective type questions.Grasping the Tags attached to Various exercises and Knows and applies the rules Objective type questions.structure and use of words with classroom activities; involved in framing question tags.question tags negative meaning, practising through such as, ‘hardly, dialogues, role-play, scarcely, rarely, etc., seldom’, etc., Vocabulary Content Classroom activities and Competencies Learning Outcomes Evaluation processesSynonyms and Glossary – other Using dictionary and thesaurus, Learns synonyms of Use vocabulary appropriatelyantonyms connected words exercises words, their use and parts of speech, etc.,Spelling rules: ing, Spellings of mono Spelling rules – display Children learn to spell Spell accurately in writingplurals with s, es, etc. syllabic, disyllabic through spelling patternsHomophones, and poly syllabic Word grid, word building, pun,homonyms, ‘tion’ and words; spelling of etc.,‘sion’ etc. plural nouns, adding plural morphemes – ‘es’ and ‘ies’ 88
  • 89. COMMON SYLLABUS 2009 - ENGLISHIdentifying the Common Teacher explores some Uses abbreviations and Summative and Normativeexpansion and use of abbreviations – abbreviations and acronyms acronymsabbreviations and HM, S.S.L.C., PTO, with the students. Teacher Expand the abbreviations andacronyms. PTA, HSS, NSS, provides a list of abbreviations acronyms. NCC, PIN, etc., Language Functions Content Classroom activities and Competencies Learning Outcomes Evaluation processesExpressing ideas Debates Giving topics for debating; Learns to express a view- Speak on the given topicclearly listing ideas for and against a point and supports it, topics speaks with clarity and logicDescribing / narrating Personal The teacher encourages all Collaborates to create a Build a credible storyevents experience, any students to participate and story with peers interesting express the ideas situationReading and Graphic organisers, Read graphs, tables and Interpret data Interpret and summarise the ideasinterpreting data pictures and pictures and complete assigned you infer from the picture or data Tabular data tasks provided 89
  • 90. COMMON SYLLABUS 2009 - ENGLISH Class IX Listening Classroom activities and Competencies Content Learning Outcomes Content & Evaluation processesListening to articulation of Announcements at a Listen as an individual in a Understands the use of Activities following the listeningwords and responding. Railway station, a large or small group, with language in as a vehicle of material bus terminus, at an pointers and interventions for thought and feeling, airport or over the understanding which can potentially Public Address Classroom Discussion, elicit a range of System Argumentative talks responsesListening to understand and Giving instructions / Reading activity with focus on Learns to decode and Executing the given instructionsfollow instructions commands digital movement from one complete learning task Normative learning task to another Filling in tables, forms, etc.,Listening to appreciate poetry Poems (humorous, Listening to recorded or Learns to appreciate, Listening, understanding, explaining emotional, etc.,) recited poetry, focussing on analyse, understand and interpreting selected poems. rhyme, meter, words and style poetry and the layered as well as content meanings in each line Speaking Classroom activities and Competencies Content Learning Outcomes Content & Evaluation processesExpanding the outlines given Narration by the Children in the group listen to Acquires the ability to Eg. Attempt a description of the each other and the outlines expand and narrate with 90
  • 91. COMMON SYLLABUS 2009 - ENGLISH students are shared originality [In English] man mentioned in the given outline.Presenting an oral report. Report an: Students use reporting How to report an event, Role play as a newsreporter on TV / Incident at language to narrate incidents an eye-witness account Radio and report the following. home/at school/ objectively; using passive visit of a special sentences and third person to school/ a person narratives day trip/an event in school: Sports Day; Parents Day; Science exhibitionRole playing, & Role reversal – Speaking on both In pairs students enact Uses the appropriate 1. Enact the role of… sides of an issue, opposed or varying roles, and vocabulary to looking at different exchange ideas communicate fluently, 2. Speak on the pros and cons of perspectives encouraging diverse the given topic. through opposed points of view characters: evolving their own small plays Reading Classroom activities and Competencies Content Learning Outcomes Evaluation & Content processesSummarizing; picking out main Passages on current Filling up the KWL table Using the KWL (What I Comprehend the passage, learn topoints; using previous topics, informative know, What I want to make short notes and write theknowledge items, etc., know, What I have learnt) summary; pick out main points efficientlyAppreciating literature: Interesting Read stories, understanding Enjoys the reading Answer questions on the passage,(a) reading for content and excerpts from the plot, characters, style and process and learn from it Comprehend a wide range of 91
  • 92. COMMON SYLLABUS 2009 - ENGLISHstyle biographies, auto intention Identifies the theme and materials and reading related(b) to understand sequence, biographies, the message of the poem activities Understand and summarise the / passage travelogues andGrasps the author’s intention story; Apply what is learnt, to adventure stories real life Improves vocabulary,c) Recognising and learning develops the reading Creative activities with relatedvocabulary with contextual Excerpts from newspapers, habit and fluency. Learns themesunderstanding journals, magazines and to approach matters Passages of articles of general interest Topics that help deepen the core critically interest to the readingd) Picking out main facts andsupporting details, associating learners Topics that connect lifecontent with life experiences experiences to context.Reading and interpreting Graphs, pictures, Read graphs, tables and Interprets data; learn to Interpret and summarise the ideasgraphic organisers, pictures photographs etc., pictures and complete assigned apply it from the picture or data providedand taskstabular data Associative & Summarizing Uses it in other unrelated[Deeper level, more complexity] activities areas Writing Classroom Competencies Content activities and Learning Outcomes Evaluation processesAnswering questions in complete Suitable passages Comprehension Picks out relevant facts, writes Write clearly with formal languagesentences, using punctuation; passages; varied correct and clear answers and construction Passages require grouping and active Answer questions on the followingBeing able to string together a some complexity of learning contexts Reflects cogency and coherence in passage:sequence of sentences written response with writing as base thinkingWriting articles; proof reading Simple passages for Exercises to write Researches, plans, organizes and Write articles on select issues, editing and drafting with greater depth, writes information themes or topics 92
  • 93. COMMON SYLLABUS 2009 - ENGLISH exploring topics Rectify the errors and edit the passagesRevision of letter writing - Situations for The teacher guides Students write letters for the given Write a letter to the MunicipalFormal and informal letters writing letters – the students to situations using the appropriate Commissioner to regulate road formal and informal write letters, style of language. traffic during school hours. formal and informal Write a letter to your friend describing the book exhibition you had been to.Ability to translate from Tamil Notices in public Teacher provides Students learn to think and apply Translate the given dialogue /to English and vice versa. places (Airport, situations and helps the aquired language to the home notice into your home language. Station etc.), bill students to express language meaningfully and express board, newspaper the meaning in Tamil themselves bi-lingually. reports, short / English dialogues in shops, bus-stops etc., Grammar – Reiteration and extension from Class VIII upwards Classroom Competencies Content activities and Learning Outcomes Evaluation & Content processesRevising Prepositions of time during, between, in Worksheets, peer Learns the use of prepositions and Use the given prepositionsand space front of, beside, review and apply them in writing appropriately etc. exercises Cloze testing, Fill in the blanks etc.,Revising Tenses: All tense forms Worksheets, peer Applies the tense forms MCQ, passages to insert verbs, review and appropriately editing etc., exercisesRevising Modals All modals and Worksheets, peer Applies the modals appropriately Objective type questions. semi- modals review and exercises 93
  • 94. COMMON SYLLABUS 2009 - ENGLISHUsing Finite and Non Finite Infinitives, Required contexts, Students meaningfully deepen their MCQs, VSAVerbs and identifying the Participles, Gerunds through a given understanding of the verb, throughdifference between them - to be built passage, understanding the function of the through functional worksheets, infinitive, gerund and participle understanding and explanation and reinforced activities Students have a clear, meaningful structurally and and focussed understanding of the creatively. Learn usage of Finite and Infinite verbs in the use of finite the specified sentence structures verbs or ‘Main’ verbs, and those functions that link in various ways to the verb –Using Clauses and phrases in Transformation- Worksheets, peer Uses clauses and phrases, andsentences of their own Simple to Complex, review and applies them in writing Objective type questions Complex to Simple, exercises Compound to Builds on the differences between Complex, Complex clauses and phrases – worksheets to Compound and exercises providedUsing Reported Speech Interrogatives and Worksheets, peer Learns to write reported speech Use correct tense, punctuation and Exclamatory review and with correct rules apply the rules involved in exercises transformation. Sentences for transformationUsing Active and Passive Voice Interrogatives and Worksheets, peer Understands the difference Understand and identify the two Imperatives review and between active and passive voice and types of voice. exercises uses them in their appropriate places (orders, requests) Sentences for transformation 94
  • 95. COMMON SYLLABUS 2009 - ENGLISHIdentifying the different Revision of all Learn through use Has precise and practical grasp of Practice and assessment,sentence patterns and using patterns including and function sentence structurethem in their own expressions SVOC Objective type questions Vocabulary Classroom Competencies Content activities and Learning Outcomes Evaluation processesIdentifying synonyms and Glossary and Using dictionary and Learns synonyms of words, use and Pick up vocabulary and usageantonyms vocabulary items thesaurus meaningLocating unfamiliar phrases andidioms in the prescribedlessons, poemsIdentifying the difference Words that have no Spelling rules, Children learn to spell through Spell more accurately in writingbetween spelling and one-to-one crossword puzzles, finding patternspronunciation, onomatoepic correspondence pun, etc.,words. with their spellings and pronunciation,Revision of items learnt in words with silentStd.- VIII. lettersUsing Vocabulary to make Jumbled words to Exercises in Uses vocabulary appropriately Vocabulary exercisessentences be re-arranged into vocabulary a coherent Learns more words and uses them sentence correctlyUsing a few prepositional Passages with Exercises and Communicates more effectively using VSA and SA (paragraphs)phrases, non-finites, range of prepositional activities in the the language; understands literatureconnectors, idioms etc. phrases, non- classroom using the better 95
  • 96. COMMON SYLLABUS 2009 - ENGLISH finites, range of textbook, connectors, idioms worksheets, etc. etc. Language Functions Classroom Competencies Content activities and Learning Outcomes Evaluation processesRevising all items of Std VIII Debating, Role Play, Class activity, Inter Learns to express oneself with self- Speak on the topic given Projects and Intra school confidence Various types of activities presentation Acquires a range of composite exam including skills powerpoint presentation 96
  • 97. COMMON SYLLABUS 2009 - ENGLISH Class X Listening Content Classroom activities Competencies Learning Outcomes Evaluation and processesListening to summarize Passage of common Reading Activity that Quick grasp of important facts Language related exercises, as a step interests leads to in longer sequences of writing: in understanding Literature – mappingListening to a dialogue comprehending the making referrable connections activities, Long answers;and responding to or Dialogues for situations salient features of Supplementary materialsreporting the dialogue confronted in day-to-day the item listened to lifeListening to decipher Words, sentences, poems, Listening to the poems Appreciates rhyme, meter, and Interpret tables, graphs, etc.,and apply the stress. passages, etc., read or recited and word use; analyse the passage the passages read out read out Speaking Classroom activities Competencies Content Learning Outcomes Evaluation and processesGrasping the ability to Just a Minute, Talk Fun Large group activity Students learn to meet the Express your views on theparticipate in word around a Word, and other with the teacher demand of grammatical following:games games, topics for a short facilitating, speaking expressions, with creativity talk and listening 97
  • 98. COMMON SYLLABUS 2009 - ENGLISHUsing the ability to Debatable topics of Using themes, teacher Students speak with State your opinion speakingpresent one’s point of national concern helps students form conviction and validity for / against the topic:view in a debate opinions and back them with supporting arguments ReadingAppreciating literature: Newspaper clippings, Read stories, Enjoy the reading process and Answer questions on the passage,a) reading for content articles, famous speeches, understand the style learn from itand style novels, short stories, and intention read related activitiesb) to understand plays etc., Understand and creative activities onsequence summarise the story; related themesc) to find answers to make connections with evolve topics that helpquestions in the life and learning deepen the core readingpassaged) understanding theauthor’s intentione) recognising andlearning vocabulary incontextf) appreciating styleg) picking out mainfacts and supportingdetailsUsing the ability to Tables, charts, graph, Teacher supplies a Students observe and Look at the following tabledraw inferences cartoons, advertisements, table/ chart to the make meaningful inference carefully and answer the pie diagrams students and make of the table/chart/graph questions given below. them analyze it, find etc. the details, and infer the meaning of it by way of 98
  • 99. COMMON SYLLABUS 2009 - ENGLISH answering a few questions.Grasping explicit and Analytical reports Students read an Students identify explicit Read the following passagenon - explicit unfamiliar passage and non-explicit carefully and answer theinformation and identify explicit information of a passage questions given below. and non-explicit and answer the questions information. given. Teacher guides the students to answer a few questions from the passage. Writing Classroom activities Competencies Content Learning Outcomes Evaluation and processesAnswering questions in Passages for Comprehension passages; Pick out relevant facts, write Writing clearly with formalcomplete sentences, comprehension, headlines, varied grouping and Active correct and clear answers language and constructionusing punctuation; etc., learning contexts with Reflect cogency and coherence Writing passages requiring someUsing the ability to writing as base in thinking complexity of writtenstring together a responsessequence of sentencesExpanding headlines Short Answer QuestionsLearning words, their Passages with prefixes Exercises in vocabulary Use vocabulary appropriately Use the given vocabulary to makeetymology, more and suffixes, phrasal sentencessuffixes, some complex verbs, idioms, etc.,word formations, andusing words correctlyIdentifying the Formal and informal Teacher enables the Students recall the format of a Write letters for the followingformats and language letters students to write letters formal and that of an informal situations. 99
  • 100. COMMON SYLLABUS 2009 - ENGLISHof Letter – Writing for different contexts. letter.a) Identifying the Passages on general topics Teacher helps the Students make notes and use Make notes on the given passageformat and language students to identify the the points to form a summary Make a summary of the followingfor Note making main points passageb) Writing a summaryusing the notes Grammar – Reiteration and extension from Class IX Revision of all aspects of Grammar studied throughout the course Classroom activities and Competencies Content Learning Outcomes Evaluation & Content processesRevision- All prepositions Worksheets, peer review Recall the rules and uses of Use prepositions correctlya) Prepositions of time and exercises prepositions and applies them inand space writing Objective type questionsb) Clauses and phrases More complicated Worksheets, peer review Recall the rules and uses of Build on the differences between sentences; combining and exercises clauses and phrases, and applies clauses and phrases – worksheets sentences using relative them in writing and exercises provided pronouns. Sentences for transformationc) Verb participles All tense forms; Modals; Worksheets, peer review Recalls the rules and uses of Sentences for transformationd) Auxiliaries & Modals Verb participles and exercises tenses and apply them ine) Tenses writing Understands the tenses and their importf) Using ‘If” clauses All the three conditionals Various examples, Grasps the rules involved in Sentences for transformation. and types classroom and verbal using ‘If’ clause situations, dialogues, etc.,g) Using Reported All types – statements, Worksheets, peer review Learns to use reported speech Use correct tense, punctuationSpeech questions, requests, and exercises with the correct rules of and imperatives, exclamations structure the rules of reported speech 100
  • 101. COMMON SYLLABUS 2009 - ENGLISH Sentences for transformationh) Active and Passive Sentences with all tense Worksheets, peer review Understands differenceVoice forms and exercises between active and passive Sentences for transformation voice Understands and identifies the two different types of voicei) Identifying sentence All patterns Learn through use and Have precise and practical Practice and assessment,patterns function grasp of sentence structure Objective questionsj) Grasping the use of Kinds of sentences – Various examples, Learn the rules involved in Write error free sentences;three kinds of Simple, Complex and classroom and verbal transformation of various types Sentences for transformationsentences and Compound; Degrees of situations, dialogues, etc., of sentencestransformation of all comparison; Synthesis oftypes sentences Vocabulary Classroom activities and Competencies Content Learning Outcomes Evaluation processesIdentifying uncommon Focus - foci Teacher illustrates certain Students become familiar with Use the bracketed word in itsplural forms of Stimulus - stimuli words which have the different methods of plural form and complete thewords. Syllabus – syllabi uncommon plural forms. and framing plural forms. sentence. Plurals that do not end in makes the students s, es identify the difference in Hoof- Hooves the formation of plural etc., forms.Recognizing the usage Words like catamaran, Teacher reads a passage Students become familiar with MCQof words of Indian & chutney, bindi, guru, with some integrated the correct usage of integrated Match the words with theother language origins samosa, etc., words from Indian words. meanings:-in English. languages and familiarizes Words from Indian languages – students. their meaningsRevision of items learnt 101
  • 102. COMMON SYLLABUS 2009 - ENGLISHStandard-IXIdentifying the Truck-Lorry, Teacher gives a list of Use British and American Match the following :difference between Elevator-lift words in American English English words American English – British EnglishAmerican and British Candies-sweets and their equivalents inEnglish British English Language Function Classroom activities and Competencies Content Learning Outcomes Evaluation processesExpanding headlines Headlines of newspapers Reading out headlines, Learn to express the ideas Speak coherently and logically on citing a caption fluently the following topicsIdentifying and Pictures, road maps, bar Presenting pictures, maps Form their own ideas, Analyse and express your ideasinterpreting non verbal diagrams, graphs to the class etc., comprehend the idea conveyedrepresentations through non verbal representationsDescribing a process Day to day activities Furnishing various topics to Describe their ideas and the Explain the process clearly the class e.g. method followed in carrying out 1.Preparing fresh juice the process 2.Painting the shelves of your classroom. 3.Decarating the hall for a birthday partyIdentifying various Debating, role play, Class activity, inter and Learn to express the ideas in Speak with clarity and coherencetypes of presentations seminars, presentations intra school activities various ways; build self on the given topics etc., confidence, speak clearly and correctly on th chosen view; acquire a range of composite language skillsUsing the ability to Short passages on current Teacher provides passages Students associate terms in Learn to think in English; applytranslate simple affairs, general topics, and helps students by Eglish with their equivalents in theirpassages etc., supplying appropriate Tamil knowlesge of Tamil appropriately. 102
  • 103. COMMON SYLLABUS 2009 - ENGLISH terms in Tamil, wherever necessary Translate the following passage in Tamil.Using appropriate Telephonic conversation Telephone conversations, Express themselves with Eg. Build a telephonic conversationlanguage and etiquette enquiries, interviews, appropriate etiquette for the with your teacher to clear a doubtin telephonic messages situation in your lesson.conversation 103