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COMMON SYLLABUS 2009 - ENGLISH

COMMON SYLLABUS – 2009
ENGLISH
CLASSES I to X

A short preamble…

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

Vision for the syllabus

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

Position paper, NCF 2005

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Broad Objectives:

The learning of English to facilitate

· Effective transaction in day-to-day situations
· Communicative competence
· Participatory learning frame
· Language as a confidence-building strategy

Note on the Gradient

In evolving the syllabus, care has been given to establishing clear gradients

in content and learning activities. With this in mind, Class V has been included in

the reckoning, both in the envisioning of the syllabus for Primary classes, and also

in visualizing the flow for Upper primary and secondary classes. It is felt that this

would help build a constructive transition into abstract learning.

*****

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Class I

1. Listening

Competency Content Mode of Transaction Evaluation

· Listening to jingles · Jingles / Nursery · Teacher sings or plays · Listen to the tune and sing the
/ Nursery rhymes rhymes the recorded cassettes rhyme.

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

· Perform actions related to the
rhyme.

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

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

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

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

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

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

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

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

What is this?

Where is the bag?

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2. Speaking


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

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

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

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

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

3. Reading


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

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

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

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

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

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

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4. Writing


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

Write

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

Write with

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

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writing)

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

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

· Fill in the blanks with the
correct word.

· Put the words in correct order
and make a sentence.

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5. Vocabulary


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

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

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

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

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

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

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

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

Look at the picture. What are they doing?

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

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

· Use singular & plural forms of nouns.

· Calling professionals by their occupation.

6. Language Functions


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

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

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

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

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

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

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Class II
1. Listening

Competencies Content Mode of Transaction Evaluation

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

· Listening to short · Longer short stories · Teacher narrates story · Do actions related to the
stories or folktales or folktales or folktale. Children story.
listen and respond. · Reproduce any
environmental sounds (E.g.,
· Teacher uses questions sound of a train choo-choo,
to test comprehension. lion roaring Grrrrr….)
· Listen to the story and say
who or what they like in the
story.
· Teacher: Who ate the
mango? (in the story)

· Listen and respond to
simple questions related to
story

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

· Directions involving
two actions.

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

Have you had your
breakfast?

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

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

/c/…. /a/…./t/ - cat

· Listen to a song played to
music.
· Listen to simple stories told
in the class.
· Act according to given
instructions.
· Respond to simple questions.
2. Speaking


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

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

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

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

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

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

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

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of grammatical forms construction of conversation for children to school. “On the way to
sentences, articles, speak using a combination of school, I saw a …..”
subject – verb agreement, grammatical forms. · Look at the pictures and tell
preposition, adjectives what the children are doing.
E.g., The girl is climbing, The
old man is painting.

· Recite known rhymes.

· What do you want.

· Can you play cricket.

· Ask the elders to help you in
some work.

· Converse with you friend on a
festivel.

3. Reading


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

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· Picture reading · Pictures · Teacher displays a · Children use pictures
picture which is familiar as an aid for reading
to them and asks
probing questions. · The words are given
below a picture. “Circle
the things that you see
in the picture.”
· Look at the picture and
answer , ‘Yes’ or ‘No’

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

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

Tells the time rounded
to an hour.

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

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4. Writing


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

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

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

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colour, Mother, Tree etc.

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

5. Vocabulary


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

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

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

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

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

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

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names, etc.

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



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

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

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

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

A paper boat that I made.

· Act simple role play · Roles based on · Children enact a variety of · The scene is a market place.
small stories, simple roles and use songs, Children take up roles as
simple poems, sounds, movements, gestures, shopkeepers selling different
pictures, real life dialogues etc as a part of role things. Others go to the
situations, playing. market and pretend to buy.
feelings etc.
Introduce yourself to a guest.
· Look at the picture and say
what you see.
· Describe what someone did on a
particular occasion.
· Stage an act from a known
story.
functional grammar with suggested activities will be included wherever relevant in the text book.

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Class III

1. Listening


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

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

· Listening and responding to · Questions · Teacher asks simple · Can you think of another
questions ‘When’ ‘Why’ questions and children name for the story?
respond. · Listen to incidents told
by a peer.
· Listen to the story and
illustrate.

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· Listen and respond to
simple questions related
to the story

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

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

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2. Speaking


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

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

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

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

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

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stories or an entire thirsty crow.
simple story.

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

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

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

3. Reading


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

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

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

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

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

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road sign and talk
about it.

· Draw a map from
your home to school.

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

4. Writing


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

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

· Creative writing · Writing rhyming · Teacher presents a · Write two sentences
sentences, Writing simple rhyme with that rhyme using the
on a topic, Drawing missing sentences. given words.
and writing, Making ball, wall
a list · Children draw, colour · Make a list of things that
and write. you would like to do this
Sunday.
· Read and Answer the
following questions
· Make a question for the
following sentences. The
question words are given.
What __________
This is a train.

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

33


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

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

34


5. Vocabulary


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

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

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


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

35


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

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

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

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

36


Class IV

1. Listening


· 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


· 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


· 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


· 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


· 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


· 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 English
learning 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


3. Reading

· 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


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


· Dictation of words/ · Text / General · Teacher presents a · Build a word pyramid.

43


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.
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


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


· 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


events.


· 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


Class V

1. 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


· 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


· 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


· 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


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


· 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


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
stories

4. Writing

· 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


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


· 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


Nouns and Verbs – Text / Additional After explanation, children are
Exploring the types through material such as magazines, facilitated to identify the naming and
spotting use newspapers doing words in small groups with different
Common Noun, materials
Proper Noun
Verbs – Present
tense – Simple, Continuous
Simple past,
Simple Future

53


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

· 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


· write similes / five words.
metaphors · State the English
equivalents for local
relationship words.
· Compare any two
objects using simile /
metaphor.

55


Class VI

Listening

Classroom
Competencies activities and Learning Outcomes Evaluation
processes

Listening to: Reading aloud Comprehends oral instructions
stories Follow instructions
Instructions, Reciting poems Learns to pronounce words and Listen and recite or read with clear intonation and
Imperative Giving specific phrases pronunciation
Statements 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 exercises
Short audio pieces Playing an audio suitable title
(radio play/ chosen story (Audio books,
parts of audio rendition of Answer objective questions
CDs/Poetry/ Short poems
passages)
It will be reiterated
at a suitable time in
future.
Identifying and : gh sounds, silent Learns that spelling and
discriminating letters, /s/, /z/, pronunciation are different Spelling Games
difficult words /∫/, /3/ Learns to spell well as many words
Dictation: Hearing homophones etc. as thought appropriate Spells words; finds patterns; uses correct spelling in writing
words, and spelling Connects sounds and forms a word Understands meanings of words learnt.
accurately picture.
Learns New vocabulary

56


Speaking

Classroom
processes

Reading aloud from a Reading aloud from Reads clearly with pauses; Read the given passage fluently without erase and with correct
text their reader pronounces words accurately pauses.

Reciting: reading from Learning and Read in unison, with sense of
text reciting in groups, meter and rhyme Expresse appreciation for the poem read;
or individually from Recite with expression; without faltering
Reciting from memory the selection of Reads alone without stumbling,
specified poems with expression Memorise the poem

Using appropriate Activity: role play, Learns to use oral instructions
greetings for various games; other oral
occasions activities: Speaks and enacts using learnt Follow the instructions correctly
phrases
Making requests Ask – Answer How will you respond to the given situations?
activities around Builds familiarity with
Enacting familiar situations appropriate phrasing of
in day-to-day life greetings and requests

Giving directions to
Instructing another
a place on campus
classmate
etc.

Asking and answering This learning Learns to frame appropriate Objective questions
‘Wh’ / Yes/No / activity may be questions and answers
Seeking 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


Teacher guided to elicit relevant information Ask questions to

- find a place,

- find the time of a train’s arrival or departure

Participation: 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 topic

Speaking formally on a Each student takes Learns to speak in front of a
topic 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 choice

Telling Jokes; Puzzles Students share Students share jokes, puzzles
and 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


Reading

Classroom
processes

Skimming 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 skill

Scanning 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 skill

Reading Reading passages; Reads and comprehends
independently, short from text;
passages in prose and Understands and enjoys Follow instructions clearly;
comprehending its Reading selected stories and essays
content unseen
comprehension Learns to read independently
Reading and following passages of
level appropriate selected level
instructions
Teacher writes
instructions on
board and asks
children to follow
them: a play way

59


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 poem
Understanding and skills: correctly
content Follows sequence correctly;
Underline main Begins to build cognitive skills
Finding answers to Answers questions appropriately
facts in reading and understanding
questions on the given
VSA, SA
passage Use dictionary or Takes the first steps in looking
vocabulary list (put at the literary qualities and
Understanding the up on board) to find merits of a piece of writing
author’s intention meaning, and
understand in the
Recognizing and
context
learning vocabulary in
context Use reading
material to answer
Appreciating style:
questions
first steps
Enjoy reading
Picking out main facts
and supporting detail

Relating stories to Answer open ended Responds to literature;
one’s own life and questions: What do understands life through
responding you think? reading

Reads poetry: [Teacher Appreciates poetry
appreciates it, facilitates] Read
understands, relates and respond to Understands meaningfully Illustrations and responses show understanding;

60


and responds poetry; answer Free association and ‘imagine’
questions; illustrate activities Answer questions accurately

Reading Extension Supplementary Reads for interest
Activities 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
processes

Answers questions in Comprehension Write in sentences; writes Answer questions appropriately in complete sentences
complete sentences, passages complete answers; uses
using punctuation punctuation

Uses relevant and level Exercises in Uses vocabulary to make Use vocabulary correctly; writes original sentences
appropriate vocabulary vocabulary sentences
to make sentences

Writes on a given Specific paragraph Paragraph unity, relevance, Write cogently, organise content; relevant to topic; spell and
topic: (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


Identifying and using Analysing sentences Students learn to write
selected cohesive and passages for sentences and small passages
devices 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
passage

Writing letters in a Learns about the Learns to write a formal letter
given 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
teacher

Journal writing Short journal Self-expression Not assessed
prompts

Free writing Five minutes of class Just write without hesitation Not assessed; a freeing exercise
time to write

Forming 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 conventions

Developing 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


imagination /facts productively Innovative

Original

Writing simple Students use life Learns to use language Look at the objects placed before you and describe them in the
messages and situations to write contextually few sentences
descriptions relevant messages
Learns to use language to
Students use articulate a visual image
everyday objects and
scenarios to describe
what they see

Mind/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 an
Summarize content in all classroom imaginative manner
any framework, using transactions
graphic organisers Learning the value of Mind
mapping as a tool to understand
and associate

Growing familiar with a range
of graphic organizers

Spelling words Spelling activities Students know the spellings of Objective questions and fun games for spelling
correctly around familiar and selected words
unfamiliar words

Dictation

63


Grammar

Classroom Evaluation
Competencies activities and Learning Outcomes
processes

Have 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 & adverb
have different roles in through they are
sentences explanation and Objective questions
exercises
Functional use of words
in full exprestions.

Concept of a sentence: Through varying Learns the structure of Separate sentences into subject and predicate.
subject predicate; exercises on each sentences; recognise
types of sentences; concept, with differences between Use appropriate capital and end marks.
capital letters and explanation of sentences and fragments;
Write sentences with appropriate structure
punctuation; Difference logic behind each understands and corrects run
between sentences and on errors Objective questions
fragments; correcting
run-ons Learns four simple sentence
types
[Assertive,
Interrogative,
Imperative, Simple
Negative]

Nouns and types of Through exercises Recognises all types of proper Identify the nouns in the following sentences and state what kind
nouns: all proper and and explanations of noun has been used

64


abstract 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 sentences
words: adds to and being verbs in as predicates correctly
understanding the required
predicates contexts, through Students use different tense Objective questions
sheets, forms in different situations
Simple Present explanations and
[Habitual Action, Students understand simple
activities
universal truth], Simple sentence structures – SVC,
Past [Completed SVO and SVOO
actions], Simple Future
[Intended actions]

[SVC;SVO; SVIO DO]

Learning the different Learns through Recognise adjectives and Uses and understands different describing and modifying words
kinds of Describing exercises and adverbs and their role in a and the rules of usage
words and Modifying explanations of sentence
words in a sentence describing words, Objective questions
their role and use; Students use different
[Adjectives and Learns about adjectives and adverbs in
Adverbs] modifying words different situations
and their required
contexts, through
sheets,
explanations and
activities

Rules of capital use: Worksheets, Learn all the uses of capital Applies rules in all written work
basic rules: beginning of explanations letters in sentences
sentences; types of learning the rules

65


proper nouns; pronoun of capitalising Objective questions
I.

End marks (connected Worksheets and Recognises the types of Uses end marks correctly
to types of sentences) rules sentences and uses end marks
correctly Objective questions

Revise already learnt Revision exercises
concepts through
exercises.

Vocabulary

Classroom
processes

Grasping the meaning Uses dictionary; Understands meanings of Uses the words in sentences; understands context and meaning
of unfamiliar words checks with peers, words in context
from reading materials teacher helps with Objective questions
meaning

Vocabulary exercises Activities, Students learn some Completes the related exercises correctly
in: homonyms, crosswords, word homonyms, synonyms and
synonyms, antonyms search antonyms

Builds familiarity, identifies
words correctly

66


Language Functions
Classroom
processes

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

Narrating stories Activities, tasks, Enrichment and application Original, imaginative, clear sentences
and language
games

Role play Activities, tasks, Enrichment and application Simulates effectively
and language
games

Writing poetry Activities, tasks, Enrichment and application Write originally, authentically
and language
games

67


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

Sl.
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


It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating the
blueprint of assessment and evaluation, when it is ready.

List of possible classroom activities and transactions:

· Role play
· Dramatisation
· Reading aloud
· Recitation of rhymes, poems and making observations on a given topic/theme
· Telling and retelling stories, anecdotes, and jokes
· Discussion, debate
· Simple projects
· Interpreting pictures, sketches, cartoons
· Activities, tasks, and language games
· Pair work, group work, and short assignments both individual and group

69


Class VII

Listening

Content Classroom activities
Competencies Learning Outcomes Evaluation
and processes

Listening and Recorded songs, Listening to and Student understands oral Testing to find out whether the
responding 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 comprehension

Listening to specific Same words that Using specific word Distinguishes different Find pattern, gain better accuracy in
words and their differ in meaning in forms in appropriate word forms; learn the spelling; connect sounds with words
different 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
forms
Listening 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


Speaking

and processes

Telling Jokes; Puzzles, Jokes, puzzles and Students share jokes, Shares jokes, puzzles and Use words like puns, homonyms etc., in
tongue twisters as play tongue twisters puzzles and riddles. riddles in a lively manner group conversation.
an words and meanings Build interactive skills

Narrating 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 inflexion
memory 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
poems

Speaking 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


Reading

and processes

Identifying the topic Simple passages on Read text, locate Independent reading and Summarise effectively through mind
sentence 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 given
picking 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


Understanding and Pre reading and Reading written Follows written instructions Read the instructions and respond
following written post reading instructions and accordingly
instructions after or questions on simple following them

before a given passage; passages

Following a trail of Re-arranging Exercises given after Follows a sequence and build MCQs, Objective type questions, VSA
written instructions to jumbled sentences the lesson, aiding on what is known and SA
arrive at a learning into a logical understanding,analysis,
outcome sequence evolve connections

Relating 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 intonation

Reading poetry: Poems on simple [Teacher facilitates] Appreciates poetry
appreciating it, themes Read and respond to Responds to the imagery and Answer questions eliciting imagination
understanding, relating poetry; answer emotions in a poem. and emotions.
and responding questions; illustrate
Reads with pause, stressing
words appropriately and with
proper intonation
Reading with rhythm and Newspapers, Supplementary Reads for interest Building interest
emotion-extensive Children’s reading, Use of the Reads to deepen knowledge
reading magazines, etc., Library, Referencing Reads to link and connect Small assignments and projects
skills and activities additional data

73


Writing

Content Classroom activities and
processes

Writing 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 manner
questions based written exercises expressions; answer in own Normative
wordas
MCQs, Objective type questions, VSA
and SA

Diffentiates between Poems Read, comprehend and Interprets and Questions - VSA and SA
the language used in respond clearly understands the poems
prose and poetry.
Identifies sentence
patterns

Paraphrasing poetic Poems Read, comprehend and Interprets and Rewrite the given line / lines of the
lines. 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
understanding
Writing descriptive and Topics of general Introduction to essay Writes up to 10 cogent Write grammatically correct
narrative essays of interest writing; writing on given lines on a given topic sentences in an organised manner on a
specified length topic with guidelines given topic
provided
[8 – 10 lines] Long Answers [8 – 10 lines]

74


Using 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 friend
Informal 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 writing
Dialogues 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


Journal writing Current affairs, Short journal prompts Self-expression Prepare articles for journals
general topics

Free 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

processes

Revision of Parts of Nouns, verbs, A passage in the text that Recall and reinforcement Demonstrates clarity of understanding
speech 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
activities

Grasping the form, Past, Present, Learn about the continuous Students use different Students have a clear, meaningful and
structure and use of Future continuous tenses and their required Continuous tense forms in focussed understanding of the usage
the 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


Using 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
contexts

Being 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 simple
Differentiating 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 structures
Grasping the use and Dividing the A passage in the text that Students understand the Objective type questions
meaning of noun groups sentence into noun highlights the required use of Noun Groups, with
and 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


Identifying the three Positive Various exercises and Students learn to write 1. Given the base form or one of
degrees 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 revision

Framing 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 questions
agreement singular verb substitution tables, verbal rules of singular and plural
situations etc., nouns and verbs uses them
Plural subject –
verb in the plural

78


Each, every, either,
neither, etc.,

Identifying the Active Transforming Through exercises and Knows and applies the Objective type questions
and 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 Future

Identifying Phrases and Phrase- ie a group Passages in the text, Understands the use of Differentiate Phrases and Clauses
Clauses 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

processes

Locating words in the Guided use of Activities; Learns more words and Find synonyms and antonyms
dctionery for their dictionary for 1. Exercises and word synonyms and antonyms of
meaning, 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


Prefixes 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 questions

Compound 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

processes

Talk 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, etc

Participating in language Word searches, Activities and games in Reinforces concepts learnt Solve puzzles and play word games
games 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


Dramatizing a story Situations,plays, Presentation of skits in Visualises the story; role Enact the play
etc., small groups play, develop confidence

Reading a graphic Tabular data Worksheets, charts or Understands and Interpret the data accurately
organiser black board drawings interprets different kinds
of data

81


Class VIII

Listening

Classroom
Content processes

Listening to recorded Sports Listen as a large Understands the use of Understand what is happening and are able to
commentary of any commentaries; group, with language in commentary recall what they have heard
sport passage on a pointers and
familiar theme interventions from
the teacher, for
better
understanding

Listen to selected Words like Words & passage Students pronounce Identify the sounds heard
words, and their con’duct & read out in class accurately and with
stress and inflections ‘conduct; pre’sent focussing on proper intonation, the
& ‘present stressed syllables words heard
and words

Listening to Poems Listen to how Appreciate rhyme, meter, Identify the nuances of sounds & words in
poetry reading and poems could be and the special use of poetry
recitation read or recited words

82


Speaking

processes

Telling Jokes; Puzzles Jokes, puzzles and Students share jokes, puzzles Students share jokes, Jokes, puzzles or riddles cited by
and riddles. riddles and riddles. puzzles and riddles in a the learners
lively manner and use
language appropriately;
build interactive skills

Retelling stories they Stories Students listen to each other Rephrases and narrates in Rephrasing
have read as they narrate stories with originality

Telephonic Making telephonic In small groups, children enact Speaks over the Learn to speak and express oneself
conversation conversations telephonic conversation and telephone using to others
apply telephonic etiquette appropriate vocabulary,
intonation and register of
language

Participating in Current news Large group activity with the Expresses thoughts and Group discussion on various topics
Discussions: teacher facilitating speaking views with clarity,
Sports and listening cogency and focus

Relevant Speaks clear complete
contemporary sentences, and expresses
issues ideas clearly

83


Reading

processes

Reading poetry: Poems Activities related to the poem Enjoys reading given SA questions
appreciating, in content. poems, appreciates and
understanding, relating responds to chosen poems
and responding to Read and answer questions
various themes based on the poem

a) 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, LA
b) Understanding witty and appreciate the plot,
sequence, humorous characters, style and intention Enjoys the reading
c) Scanning content to passages, process and learn from it,
find answers to historical, Understand and summarise the pronounce the words
questions in the given narrative, mystery story in various ways, creating correctly, stress
passage passages etc. organizers and using the ones appropriately, passing at
d) Understanding the given; make connections with the right places with
author’s intention life and learning proper intonation
e) Recognising or
Summarises the story,
assesses its plot,
context
character and style
f) Appreciating style
Extensive 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


Reads to link and connect Summative
additional data Answers addressed questions
appropriately with supporting
statements

Writing

Classroom activities and
`Competencies Content Learning Outcomes Evaluation
processes

Comprehension 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 a
Using mind – mapping sentences, using answers, to meet the paragraph
techniques proper punctuation Exercises and activities that requirement of the
elucidate the required questions specified
concepts are facilitated
through mind-mapping

Using both active and Words, phrases, Simple exercises prepared by Uses vocabulary Learn and use words correctly
passive vocabulary to phrasal verbs, the teacher appropriately
make sentences etc., Objective type questions

Writing Paragraphs: Simple topics, Worksheets to understand and Learn to use paragraphs a) Expand the given outline into a
Topic 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


Writing 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 conclusion
words) experiences, etc., and clarity
Revision: Writing Topics for letter Revision of the format of Uses the correct format a) Write a letter to the forest
letters in a given writing formal and informal letter and and appropriate content authorities about the cutting of
format 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 ideas
Exercising one’s through reading a story, and Writes and illustrates
imagination in a Writing essays on having pre and post reading with cogency and fluency
creative manner given topics discussion

Collecting, recording General topics Teacher invites students to Collects, records and Summative
and collating collect and present information collates information on
information 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


Grammar

and processes

Identifying the three Simple, Complex Worksheets, peer Learns the rules and uses of Learn the differences between
kinds 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 appropriate
more 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 with
Speech Imperatives review and exercises proper punctuation in reported
speech
Identifying the Active Transformation of Worksheets, peer Understands the difference MCQ, VSA
and 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 other

Identifying the ASVC, SVCA, Classroom situations, Understands the structure of Clear in framing sentences using the
sentence pattern SVIODOAAA, etc. verbal situations etc., sentences correctly and uses various elements / parts of speech
them appropriately

87


Using 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

processes

Synonyms and Glossary – other Using dictionary and thesaurus, Learns synonyms of Use vocabulary appropriately
antonyms 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 writing
plurals with s, es, etc. syllabic, disyllabic through spelling patterns
Homophones, 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


Identifying the Common Teacher explores some Uses abbreviations and Summative and Normative
expansion and use of abbreviations – abbreviations and acronyms acronyms
abbreviations and HM, S.S.L.C., PTO, with the students. Teacher Expand the abbreviations and
acronyms. PTA, HSS, NSS, provides a list of abbreviations acronyms.
NCC, PIN, etc.,

Language Functions

processes

Expressing ideas Debates Giving topics for debating; Learns to express a view- Speak on the given topic
clearly listing ideas for and against a point and supports it,
topics speaks with clarity and
logic

Describing / narrating Personal The teacher encourages all Collaborates to create a Build a credible story
events experience, any students to participate and story with peers
interesting express the ideas
situation

Reading and Graphic organisers, Read graphs, tables and Interpret data Interpret and summarise the ideas
interpreting data pictures and pictures and complete assigned you infer from the picture or data
Tabular data tasks provided

89


Class IX

Listening

Competencies Content Learning Outcomes Content & Evaluation
processes

Listening to articulation of Announcements at a Listen as an individual in a Understands the use of Activities following the listening
words 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 responses

Listening to understand and Giving instructions / Reading activity with focus on Learns to decode and Executing the given instructions
follow 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

Competencies Content Learning Outcomes Content & Evaluation
processes

Expanding 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


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 exhibition
Role 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

Competencies Content Learning Outcomes Evaluation & Content
processes

Summarizing; picking out main Passages on current Filling up the KWL table Using the KWL (What I Comprehend the passage, learn to
points; using previous topics, informative know, What I want to make short notes and write the
knowledge items, etc., know, What I have learnt) summary; pick out main points
efficiently
Appreciating 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


style 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 and
Grasps 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 related
vocabulary with contextual Excerpts from newspapers, habit and fluency. Learns themes
understanding journals, magazines and to approach matters
Passages of articles of general interest Topics that help deepen the core
critically
interest to the reading
d) Picking out main facts and
supporting details, associating learners
Topics that connect life
content with life experiences experiences to context.

Reading and interpreting Graphs, pictures, Read graphs, tables and Interprets data; learn to Interpret and summarise the ideas
graphic organisers, pictures photographs etc., pictures and complete assigned apply it from the picture or data provided
and tasks
tabular data Associative & Summarizing Uses it in other unrelated
[Deeper level, more complexity] activities areas

Writing

Classroom
Competencies Content activities and Learning Outcomes Evaluation
processes
Answering questions in complete Suitable passages Comprehension Picks out relevant facts, writes Write clearly with formal language
sentences, using punctuation; passages; varied correct and clear answers and construction
Passages require grouping and active Answer questions on the following
Being 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 thinking

Writing 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


exploring topics Rectify the errors and edit the
passages
Revision of letter writing - Situations for The teacher guides Students write letters for the given Write a letter to the Municipal
Formal 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
processes

Revising Prepositions of time during, between, in Worksheets, peer Learns the use of prepositions and Use the given prepositions
and 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.,
exercises
Revising Modals All modals and Worksheets, peer Applies the modals appropriately Objective type questions.
semi- modals review and
exercises

93


Using Finite and Non Finite Infinitives, Required contexts, Students meaningfully deepen their MCQs, VSA
Verbs and identifying the Participles, Gerunds through a given understanding of the verb, through
difference 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, and
sentences 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 provided

Using 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 transformation

Using 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


Identifying 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 structure
them in their own expressions SVOC Objective type questions

Vocabulary

Classroom
processes
Identifying synonyms and Glossary and Using dictionary and Learns synonyms of words, use and Pick up vocabulary and usage
antonyms vocabulary items thesaurus meaning

Locating unfamiliar phrases and
idioms in the prescribed
lessons, poems

Identifying the difference Words that have no Spelling rules, Children learn to spell through Spell more accurately in writing
between spelling and one-to-one crossword puzzles, finding patterns
pronunciation, onomatoepic correspondence pun, etc.,
words. with their spellings
and pronunciation,
Revision of items learnt in words with silent
Std.- VIII. letters

Using Vocabulary to make Jumbled words to Exercises in Uses vocabulary appropriately Vocabulary exercises
sentences be re-arranged into vocabulary
a coherent Learns more words and uses them
sentence correctly

Using 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 literature
connectors, idioms etc. phrases, non- classroom using the better

95


finites, range of textbook,
connectors, idioms worksheets, etc.
etc.

Language Functions

Classroom
processes
Revising 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


Class X

Listening

and processes

Listening 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 – mapping
Listening to a dialogue comprehending the making referrable connections activities, Long answers;
and responding to or Dialogues for situations salient features of Supplementary materials
reporting the dialogue confronted in day-to-day the item listened to
life

Listening 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 processes

Grasping the ability to Just a Minute, Talk Fun Large group activity Students learn to meet the Express your views on the
participate 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


Using the ability to Debatable topics of Using themes, teacher Students speak with State your opinion speaking
present 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
Reading

Appreciating 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 it
and style novels, short stories, and intention read related activities
b) to understand plays etc., Understand and creative activities on
sequence summarise the story; related themes
c) to find answers to make connections with evolve topics that help
questions in the life and learning deepen the core reading
passage
d) understanding the
author’s intention
e) recognising and
context
f) appreciating style
g) picking out main
facts and supporting
details
Using the ability to Tables, charts, graph, Teacher supplies a Students observe and Look at the following table
draw 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


answering a few
questions.
Grasping explicit and Analytical reports Students read an Students identify explicit Read the following passage
non - explicit unfamiliar passage and non-explicit carefully and answer the
information 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
and processes

Answering questions in Passages for Comprehension passages; Pick out relevant facts, write Writing clearly with formal
complete sentences, comprehension, headlines, varied grouping and Active correct and clear answers language and construction
using punctuation; etc., learning contexts with Reflect cogency and coherence Writing passages requiring some
Using the ability to writing as base in thinking complexity of written
string together a responses
sequence of sentences
Expanding headlines Short Answer Questions
Learning words, their Passages with prefixes Exercises in vocabulary Use vocabulary appropriately Use the given vocabulary to make
etymology, more and suffixes, phrasal sentences
suffixes, some complex verbs, idioms, etc.,
word formations, and
using words correctly
Identifying the Formal and informal Teacher enables the Students recall the format of a Write letters for the following
formats and language letters students to write letters formal and that of an informal situations.

99


of 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 passage
format and language students to identify the the points to form a summary Make a summary of the following
for Note making main points passage
b) Writing a summary
using the notes
Grammar – Reiteration and extension from Class IX
Revision of all aspects of Grammar studied throughout the course
Competencies Content Learning Outcomes Evaluation & Content
processes
Revision- All prepositions Worksheets, peer review Recall the rules and uses of Use prepositions correctly
a) Prepositions of time and exercises prepositions and applies them in
and space writing Objective type questions
b) 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.
c) Verb participles All tense forms; Modals; Worksheets, peer review Recalls the rules and uses of Sentences for transformation
d) Auxiliaries & Modals Verb participles and exercises tenses and apply them in
e) Tenses writing
Understands the tenses and
their import
f) 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, punctuation
Speech questions, requests, and exercises with the correct rules of and
imperatives, exclamations structure the rules of reported speech

100


h) Active and Passive Sentences with all tense Worksheets, peer review Understands difference
Voice forms and exercises between active and passive Sentences for transformation
voice
Understands and identifies the
two different types of voice
i) Identifying sentence All patterns Learn through use and Have precise and practical Practice and assessment,
patterns function grasp of sentence structure
Objective questions
j) 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 transformation
sentences and Compound; Degrees of situations, dialogues, etc., of sentences
transformation of all comparison; Synthesis of
types sentences
Vocabulary
processes
Identifying uncommon Focus - foci Teacher illustrates certain Students become familiar with Use the bracketed word in its
plural forms of Stimulus - stimuli words which have the different methods of plural form and complete the
words. 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 MCQ
of words of Indian & chutney, bindi, guru, with some integrated the correct usage of integrated Match the words with the
other language origins samosa, etc., words from Indian words. meanings:-
in English. languages and familiarizes Words from Indian languages –
students. their meanings
Revision of items learnt

101


Standard-IX
Identifying 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 English
American and British Candies-sweets and their equivalents in
English British English
Language Function
processes

Expanding headlines Headlines of newspapers Reading out headlines, Learn to express the ideas Speak coherently and logically on
citing a caption fluently the following topics
Identifying and Pictures, road maps, bar Presenting pictures, maps Form their own ideas, Analyse and express your ideas
interpreting non verbal diagrams, graphs to the class etc., comprehend the idea conveyed
representations through non verbal
representations
Describing 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 party
Identifying various Debating, role play, Class activity, inter and Learn to express the ideas in Speak with clarity and coherence
types 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 skills
Using the ability to Short passages on current Teacher provides passages Students associate terms in Learn to think in English; apply
translate simple affairs, general topics, and helps students by Eglish with their equivalents in their
passages etc., supplying appropriate Tamil knowlesge of Tamil appropriately.

102


terms in Tamil, wherever
necessary Translate the following passage
in Tamil.
Using appropriate Telephonic conversation Telephone conversations, Express themselves with Eg. Build a telephonic conversation
language and etiquette enquiries, interviews, appropriate etiquette for the with your teacher to clear a doubt
in telephonic messages situation in your lesson.
conversation

103

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