The document discusses curriculum and methods for teaching English in early primary grades (I-III). It provides the following key points: 1. The curriculum aims to develop age-appropriate learning experiences to achieve learning outcomes through planned activities related to teaching, learning, and evaluation. 2. Effective English instruction focuses on listening, speaking, recognition and visual discrimination before writing skills, using methods like word recognition, picture reading, and dramatization. 3. The look-and-say method using flashcards to teach object and action names is preferred over letter-by-letter reading, as it builds vocabulary and leads to better acquisition of reading skills.

1. Early primary grades
I-III
~LALIT KISHORE

2. Curriculum
The sum total of all planned
experiences (age-appropriate and
time-framed activities related to
teaching -learning-evaluation
continuum) to attain the learning
outcomes is called curriculum

3. Curriculum construction model
 Aims and, objectives and assumptions about learners
(Why and who?)
 Content and materials (what?)
 Learning environment, methods and approaches
(How?)
 Evaluation (How far learning outcomes have been
achieved?)
 Quality ( Diagnosis, correction and improvement:
What more requires to be done?)

4. Interdependent curriculum
components
 Aims and objectives
 Content
 Methods
 Materials
 Evaluation
 Quality: Feedback and improvement of students’
learning

5. Organization of content
Content is the subject matter or the context for a
academic term that is pitched to the development
level of a particular age-group of learners
 Logical sequence: Movement from simple to complex
with linkage to previous experiences and knowledge
 Psychologically sound: Appeal to the diverse learning
styles of students

6. Some common defects of English
Instruction
Unrealistic curriculum (Lack of rural
context and lack of linkage to culture
and dialect)
Uniform textbooks with urban bias
Unqualified teachers
Emphasis on structural approach to
learning English

7. Some principles of English
Instruction
Listening, speaking , recognition,
visual discrimination (Mental images)
must precede pre-writing and writing
skills.
Begin with the word method and sight
vocabulary
Emphasis loud reading with emphasis
on additional foreign sounds.

8. Bilingualism is a benefit :
 Acceptance of teaching of English at primary level in
most states of India.
 English as one of the constitutionally recognized
languages can work as a link language in a multi-
lingual India.
 Opens doors to diverse knowledge resources and
higher education.

9. Why bilingualism in primary
grades ?
 Human brain specializes learning of a language, before
the age of 10 years (afterwards: rigid / less receptive)
 Flexibility of vocal organs and instinct of imitation are
available.
 Keen powers of observation and reproduction through
a variety of ways (Singing, Dialogues, dramatization)
and acceptable.

10. Emphasis on oral work in grades I and II :
 Speaking can come naturally through spoken language
environment.
 Reading and writing are acquired.
 Speaking helps learning reading and writing faster.
 Begin with visuals combined with an oral-aural
approach(look and say)
 Picture reading exercises.
 Dramatization and gestures
 Language games.

11. Avoid letter method
 Individual letter sound do not create mental
picture and meaning.
 Many letters do not represent the sound by
which they are identified in the names given
to them:
 Mechanical , boring and lengthy;
 Being analytical or part method produces
halting and hesitant readers.

12. Look and say method : Most preferred Method
 Words whose pictures can be made are the most
convenient unit of recognition by the eye.
 Smallest language unit with a meaning and suitable for
word-pictures of sight vocabulary
 Using flash cards object-names and action-names are
first taught.
 Leads to better acquisition of reading skills.
 Builds vocabulary of simple every-day words.

13. Vocabulary Requirement (Faucett
and Maki)
 Grades I to V : Up to 600 words (Indispensable words) that requires. (i)
Speaking; (ii) Reading ; (iii) Writing ; and (iv) Understanding at
mastery level (4-fold mastery)
 Grades VI to VII : Up to 1500 words (Useful Words) that require (i)
Speaking; (ii) Reading ; (iii) Writing ; and (iv) Understanding
at mastery level (Three-fold mastery)
 Up to Class III : Class I
 Transitional Level : Linkage with home language , clap rhymes; sight
vocabulary of 15 words.
 Clap rhymes for 10 objects and sight vocabulary of 20 words
 Sight vocabulary with alphabets and alphabet recognition.
 Capital alphabet writing with visual discrimination.
 Short alphabet writing with visual discrimination.

14. Class II
 Short vowel sound words : Speaking , reading and
writing .
 Long vowel sound words : Speaking , reading and
writing .
 Mixed vowel sound words : Speaking , reading and
writing .
 Sentences with this and that using object names
 Singulars and plurals with the use of these and those for
sentence formation.
 Name of six fruits , flowers, colours, vegetables and
animals each

15. Class III to V
30 lessons each with language art forms like
 (a) Poems;
 (b) Descriptions;
 (c) Stories;
 (d) Dialogues;
 (e) Comic strips;
 (f) letter writing;
 (g) Essays;
 (f) Language tables with exercises to enhance on
understating and grammatical structures.

16. Developmental Approach to Language Learning
and Teaching for the School Beginners
 It is seen that children of ages 3 to 6 years talk a lot
about objects.
 According to Brown: objects, people and action and
their inter-relationship pre-occupy the school
entrants' language universally as an outcome of the
sensory motor stages of their development

17. Eight stages of language acquisition
 The research indicates that children generally do the
following things using language almost in the following
sequence
 : i) They point out objects and name them (demonstrative
stage);
 ii) They talk about where an object is (location telling
state);
 iii) They talk about what they look like (attributive);
 iv) Who owns them (possession);
 v) Who is doing things to them (agent-object);
 vi) Performed by people (agent-action);
 vii) Performed on objects (action-object) ; and
 viii) Oriented towards certain locations(action-location).

18. An Example
With pictures one may have the text as:
 A ball
 This is a ball
 The ball is on the floor
 ********
 The red ball
 The red ball is on the floor
 The red ball on this floor is mine
 ********
 A child;
 The child has a red ball
 The child plays with the red ball
 ********
 Throw the ball to me
 Play with the ball in the ground.
…….and so on
