6-englishcurri by Atiq Isamee

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

welq : Bs‡iwR

149

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Changes in Revised Curriculum Subject : English Classes : 1-5 The purpose of teaching English at primary level is to help students develop competence in all four language skills in English through meaningful and enjoyable activities. The primary curriculum has been revised in the light of the National Education Policy, 2010, which emphasizes learning English for communicating locally and globally.  The new English curriculum has taken the word ‘globally’ into consideration and hence set the teaching-learning activities in a more global context.  It has included ‘filling out forms’, interviews, etc. in the planned learning activities in class-5.  Some basic routine expressions needed for social interaction have been introduced at every level.  Emphasis has been given on Listening and Speaking as the foundation on which to develop Reading and Writing skills. Content for pronunciation, stress and intonation have been specified for each class.  Topics/themes have been suggested in a way that would help students address the needs of real life situations, for example, authentic texts such as announcements, instructions with or without signs/symbols, medical instructions, etc.  Suggestions have been made to include audio video materials for the development of Listening and Speaking skills, particularly for pronunciation.  Planned activities against most of the learning outcomes have been presented in a way to indicate teacher and student activities separately.

150

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Introduction The purpose of teaching English at primary level is to help students develop competence in all four language skills in English through meaningful and enjoyable activities. The primary curriculum has been revised in the light of the National Education Policy, 2010, which emphasizes learning English for communicating locally and globally. Based on the aims and objectives of Primary Education, the curriculum has set Terminal Competencies, Class-wise Attainable Competencies and Learning Outcomes for the guidance of teachers, textbook writers and teacher trainers.

Objectives The main objectives of learning English at this level are:

I. II.

to understand simple commands/ instructions/ requests and carry them out. to speak English to talk about day to day life and fulfill communicative functions. III. to read and understand different types of texts appropriate to the learners’ ability level. IV. to write English to describe persons, objects, places and events and to express needs and feelings. The new English curriculum has taken the word ‘globally’ into consideration and hence set the teaching-learning activities in a more global context.  It has included ‘filling out forms’, interviews, etc. in the planned learning activities in class-5.  Some basic routine expressions needed for social interaction have been introduced at every level.  Emphasis has been given on Listening and Speaking as the foundation on which to develop Reading and Writing skills. Content for pronunciation, stress and intonation have been specified for each class.  Topics/themes have been suggested in a way that would help students address the needs of real life situations, for example, authentic texts such as announcements, instructions with or without signs/symbols, medical instructions, etc.  Suggestions have been made to include audio video materials for the development of Listening and Speaking skills, particularly for pronunciation.  Planned activities against most of the learning outcomes have been presented in a way to indicate teacher and student activities. 151

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

 Teacher’s Training with prior emphasis on developing Teacher’s own language skills has been strongly suggested as what the teachers are expected to do in classroom to involve and engage the students in communicative language activities is directly linked with the teachers’ own competence in the language skills.  Inclusion of the English sound symbols with examples and explanations in the Teacher’s Guide has been suggested.  Suggestion has been made to include a section on sample classroom language in the Teacher’s Guide. The proposed curriculum deems that the student-teacher ratio as suggested by the 2010 National Education Policy is a very important factor for students’ interaction in classroom as well as successful monitoring and evaluation of students’ progress, and must be maintained.

152

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Terminal Competencies Listening 1. to recognize basic English sound differences, stress and intonation. 2. to understand simple commands, instructions and requests and carry them out. 3. to understand simple questions and statements. 4. to listen to, understand and enjoy simple rhymes, poems and stories. Speaking 1. to use English sounds, stress and intonation appropriately . 2. to exchange greetings and farewells and to make introductions. 3. to ask and answer questions . 4. to recite rhymes and poems. 5. to say the names of the days of the week and the months, and to tell the time. 6.

to talk about simple things and actions.

to give instructions, commands and to make requests.

to take part in conversations on topics related to students’ daily life.

Reading 1. to read aloud texts with proper pronunciation, stress and intonation. 2.

to recognize and read both cardinal and ordinal numbers.

to read the names of the days of the week, the months and the time.

4. 5. 6. 7.

to read aloud poems with proper stress and intonation. to read silently with understanding paragraphs, stories and other text materials. to read instructions and carry them out. to recognize punctuation marks and read accordingly.

Writing 1. to write non-cursive and cursive letters both capital and small. 2. to write cardinal and ordinal numbers. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12

to write words, phrases and sentences using non-cursive and cursive letters both capital and small. to write figures for words and words for figures. to use punctuation marks. to use capital letters. to write the names of the days of the week and the months, and to write the time. to write words, phrases and sentences correctly. to take dictation. to write short and simple compositions. to write simple personal letters. to fill in simple forms.

153

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Essential Learning Continua Subject: English (Classes 1-V) Terminal Competencies

Listening 1.

to recognize basic English sound differences, stress and intonation.

Class I 1.1 to become 1.1 familiar with English sounds by listening to common English words.

Class-wise attainable competencies Class III Class IV

Class II

to become familiar 1.1 to recognize English sound 1.1 to recognize sound 1.1 differences in the context of with English differences in the context of words. sounds by listening words. to common English words. 1.2

to recognize which syllable 1.2 to recognize which syllable 1.2 in a word is stressed. in a word is stressed.

1.3 to recognize which words in a 1.3 sentence are stressed

to understand simple commands, instructions and requests and carry them out.

2.1 to follow simple 2.1 commands and instructions.

Class V to recognize sound differences in the context of words. to recognize which syllable in a word is stressed.

to recognize which words 1.3 in a sentence are stressed.

to recognize which words in a sentence are stressed.

1.4 1.4 to recognize and use intonation patterns for Wh- and Yes/No questions, greetings and statements. to follow simple 2.1 to carry out simple commands 2.1 to carry out simple 2.1 commands and commands and and instructions. instructions. instructions.

to recognize and use intonation patterns for Whand Yes/No questions, greetings and statements.

e.g.. Stand up. Sit e.g. Open ......, Close ....., down. Come Repeat ........., etc. here. Go there.

to carry out commands instructions.

simple and

2.2 -------

2.2 to carry out a set of 2.2 to carry out a set of commands and commands and instructions. instructions.

2.3 to respond to requests.

2.3

e.g. Can you….?

154

e.g.

to comply with requests. Can you……? Could/Would you…..?

2.3 to comply with

requests.

e.g. Can you……? Could/Would you…..?

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies 3.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Class I

to understand 3.1 to understand 3.1 simple questions simple and statements. questions asked by the teacher about the students and a few familiar objects,

to understand 3.1 to understand simple 3.1 questions about family, the simple questions, students and friends. statements about the students and familiar things 3.2 3.2 to understand questions around them. about familiar objects. 3.3 to understand statements.

e.g. What's your name? What's this?

to listen to, understand and enjoy simple rhymes, poems and stories.

3.2 to understand simple statements. 4.1 to enjoy the 4.1 rhythm and music of simple rhymes. 4.2

Class-wise attainable competencies Class III Class IV

Class II

to enjoy the rhythm 4.1 to enjoy simple rhymes. and music of simple rhymes. to enjoy stories.

simple 4.2

to enjoy and understand simple stories.

4.3 to enjoy and understand simple poems.

155

to understand questions 3.1 asked about the students.

to understand questions about family, friends and 3.2 neighbors of students.

Class V

to understand questions about the students. to understand questions about family, friends and community of students.

3.3

to understand questions about objects around 3.3 them.

to understand questions about objects around them.

3.4

to understand statements 3.4 made by the teacher and students.

to understand statements made by the teacher and students.

4.1

—

4.1

—

4.2 to enjoy and understand simple stories.

4.2

4.3 to enjoy and understand simple poems.

to enjoy and understand simple stories.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

Terminal Competencies Speaking 1. to use English sounds, stress and intonation appropriately . 2.

to exchange greetings and farewells and to make introductions. to ask and answer questions.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Class-wise attainable competencies Class I

Class II

Class III

1.1 to repeat after the 1.1 teacher and say simple words and phrases and sing the Alphabet Song. 2.1 to say Good morning, 2.1 Hello! Hi! Bye-bye! Good-bye! I’m your English teacher. My name is………………

to repeat after the 1.1 teacher and say simple words, phrases with proper sounds and stress. to say Good morning ! 2.1 Hello! Hi ! and ask "How are you"? and reply by saying " I am fine, thank you", etc.

3.1 to ask and answer 3.1 questions about the students and a few familiar objects.

to ask and answer 3.1 questions about the students and familiar objects.

Class IV

Class V

to repeat after the 1.1 to say words, phrases and 1.1 teacher and say sentences with proper sounds, stress and words, phrases and intonation. sentences with proper sounds and stress. to exchange greetings 2.1 to exchange greetings, 2.1 farewells and make and farewells and simple make simple self – self-introductions/ introductions introductions. Good morning! Hello, How do you do? Hi, Bye, See you, etc . to ask and answer 3.1 to ask and answer Wh 3.1 and Yes/No questions. simple Wh and Yes/No questions.

to recite rhymes 4.1 to repeat and recite 4.1 to repeat rhymes after 4.1 and poems. rhymes after the the teacher and recite. teacher. 5. to say the names 5.1 ---------5.1 to say the names of the 5.1 days of the week. of the days of the week and the months and to tell the time.

to repeat rhymes and 4.1 to recite poems . 4.1 simple poems after the teacher and recite. to say the names of 5.1 to tell the time(hours 5.1 the months. only) and mention a.m./p.m.

6. to talk about 6.1 simple things and actions.

-------

6.1

to say what the 6.1 speaker is doing and others are doing.

6.2

-------

6.2

to talk about people and objects .

--------

156

to say what the speaker 6.1 is doing and others are doing.

6.2 to talk about people, objects, events, etc.

to say words, phrases and sentences with proper sounds, stress and intonation. to exchange greetings, farewells and make introductions. How do you do? Nice to meet you. etc. to ask and answer Wh and Yes/No questions.

to recite poems.

to tell the time (hours and minutes) and mention a.m./p.m. half past, quarter past, quarter to, etc. to say what the speaker is doing and others are doing.

6.2 to talk about people, objects, events, etc.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

Terminal Competencies 7.

to give instructions, commands and to make requests.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Class-wise attainable competencies Class I 7.1 to give simple instructions and commands.

8.1 to take part in conversations on topics related to students’ daily life.

--------

Class II 7.1 to give simple instructions and commands.

8.1 to ask and answer simple questions about everyday life.

Class III 7.1

to give simple instructions and commands 7.2 to make requests and to respond. Can you…?Yes, sure. No, Sorry.

8.1

Class IV 7.1

to give instructions and 7.1 commands.

Class V to give instructions and commands.

to make requests and to to make requests and to 7.2 respond. respond. Giving short answers Could you…? Yes, sure. No, Could you…? Yes, sure. No, Sorry, thanks. You are Sorry, thanks. You are welcome, etc. welcome. No problem. That’s ok, etc. to take part in to take part in 8.1 to take part in simple 8.1 conversations on conversations on simple conversations appropriate topics. topics(likes/dislikes, (exchanging personal hobbies, holidays, information) family, friends, etc.)

157

7.2

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Class I

Class II

Class-wise attainable competencies Class III Class IV

Reading 1.1 1.1 ------------------------------------1. to read aloud texts 1.1 to recognize 1.1 with proper similarities and pronunciation, stress differences in and intonation. shape and size. 1.2 to recognize and read 1.2 to recognize and read the 1.2 to recognize and read 1.2 the alphabet both alphabet both small and the alphabet both small and capital capital (non-cursive) small and capital (cursive) (non-cursive). 1.3 to recognize and read the names of objects having 1.3 to read the names of 1.3 objects having the the same initial and same initial, middle final sounds. and final sounds.

--------------

Class V 1.1

------------------

1.2

-----------------

to read the names of objects having the same 1.3 initial, middle and final sounds.

-----------------

1.4 to read words and phrases with the help of 1.4 to read and match 1.4 to read words, phrases and 1.4 --------------words, phrases and visual clues. (about 30 sentences in the text. sentences with new words ) and simple pictures. sentences. 1.5 to read words, phrases and 1.5 to read words, 1.5 to read words, phrases and sentences in the text phrases and simple sentences in the text with with proper sentences with proper proper pronunciation, pronunciation, stress pronunciation and stress and intonation. and intonation. stress. 1.6 to recognize and read 1.6 to recognize and read 1.6 simple statements, statements, commands, commands, greetings, greetings, questions and questions and answers. answers. 1.7 to read short paragraphs, 1.7 dialogues and simple personal letters. 2. to recognize and read both cardinal and ordinal numbers.

2.1 to recognize and 2.1 read cardinal numbers up to 10.

to recognize and read 2.1 to recognize and read cardinal numbers cardinal numbers up to 30. up to 100.

158

2.1

to recognize and read 2.1 cardinal numbers 101 to 500. 2.2 to recognize and read 2.2 ordinal numbers up to 10th.

to recognize and read statements, commands, greetings, questions and answers. to read paragraphs, dialogues, stories, letters and other texts. to recognize and read cardinal numbers 501 to 1000. to recognize and read ordinal numbers up to 20th .

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© 3.

Terminal Competencies

to read the names of the days of the week, the months and the time.

3.1

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Class I -------

Class II

3.1 to recognize and read the names of the days of the week.

Class-wise attainable competencies Class III Class IV 3.1

Class V

to recognize and 3.1 read the names of the days of the week and the months. 3.2

to recognize and study the 3.1 calendar.

to recognize and study the calendar.

3.2 to read the clock (hours only) and mention a.m./p. m.

to read the clock(hours and minutes) and mention a.m./p.m, half past, quarter past, quarter to, etc. to read aloud poems with proper sounds, stress and intonation.

4. to read aloud poems 4.1 with proper sounds, stress and intonation.

--------

4.1

---------

4.1

to read aloud poems 4.1 with proper sounds, stress and intonation.

to read aloud poems with 4.1 proper sounds, stress and intonation.

--------

5.1

---------

5.1

to read silently with understanding simple sentences, paragraphs and other texts.

5.1

to read silently with 5.1 understanding paragraphs, stories, personal letters and other text materials.

6.1

to read instructions and carry them out.

6.1

to read instructions and 6.1 carry them out.

to read silently with understanding paragraphs, stories, dialogues, personal letters and other text materials. to read instructions and carry them out.

to recognize 7.1 punctuation marks and read accordingly.

to recognize punctuation 7.1 marks and read accordingly.

to recognize punctuation marks and read accordingly.

to read silently with understanding paragraphs, stories and other text materials.

5.1

to read instructions and carry them out.

6.1

---------

6.1

--------

7.1 7. to recognize punctuation marks and read accordingly.

-------

7.1

------

7.1

e g. full stop, comma and question mark.

159

e g. full stop, comma, question mark and exclamation mark.

e g. .full stop, comma, question mark, quotation marks and exclamation mark.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

Terminal Competencies 1.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Class-wise attainable competencies Class I

Class II

Class III

Class IV

Class V

Writing practice letter 1.1 to write non-cursive 1.1 to write cursive capital 1.1 to write non- cursive and 1.1 --------to write non- 1.1 to shapes/ simple writing capital letters. letters. cursive capital letters. cursive and patterns, etc. cursive letters both capital and small. 1.2 to write non-cursive 1.2 to write non-cursive 1.2 to write cursive small 1.2 to write non- cursive and 1.2 ---------capital letters. small letters. letters. cursive small letters. to write 2.1 to write cardinal 2.1 to write cardinal 2.1 to write cardinal numbers 2.1 to write cardinal numbers 2.1 to write cardinal numbers 1 to 500 in figures. cardinal and numbers up to10 in numbers up to 30 in up to 100 in figures . 101 to 500 in figures. ordinal figures. figures. numbers.

to write words, 3.1 phrases and sentences using noncursive and cursive letters both capital and small. to write figures 4.1 for words and words for figures.

2.2 to write ordinal numbers 2.2 to write ordinal numbers up to 20th. up to 10th. 3.1 to write sentences using 3.1 to write sentences using non cursive and cursive non cursive and cursive capital and small letters. capital and small letters.

------

3.1 to write words and phrases using noncursive capital and small letters.

3.1 to write words , phrases and simple sentences using non-cursive capital and small letters.

-------

4.1 to copy and write cardinal numbers up to 10 both in figures and in words.

4.1 to copy and write 4.1 to copy and write 4.1 to write cardinal numbers cardinal numbers up to cardinal numbers up to up to 100 both in figures 30 both in figures and in 50 both in figures and in and in words. words. words. 4.2 to write ordinal numbers 4.2 to write ordinal numbers up to 10th both in figures up to 20th both in figures and in words. and in words.

to use 5.1 punctuation marks.

-------

5.1

-------

5.1 to use full stop, comma 5.1 to use full stop, comma, 5.1 to use full stop, comma, and question mark. question mark and question mark and exclamation mark. exclamation mark.

160

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

Terminal Competencies Writing

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Class-wise attainable competencies Class I

Class II

to use capital 6.1 letters.

----------

6.1

----------

to write the 7.1 names of the days of the week and the months, and to write the time.

-----------

7.1

------------

to write words, 8.1 phrases and sentences correctly.

----------

8.1

----------

to take 9.1 dictation.

---------

9.1

----------

10. to write short 10.1 and simple compositions.

----------

10.1

----------

11. to write simple 11.1 personal letters.

-------

11.1

--------

12. to fill in simple 12.1 forms.

----------

12.1

----------

Class III

Class IV

Class V

6.1 to use capital letters for 6.1 to use capital letters for 6.1 to use capital letters for sentence beginnings, sentence beginnings sentence beginnings, proper nouns and for and proper nouns. proper nouns and for beginnings within beginnings within quotation marks. quotation marks. 7.1 to write names of the 7.1 to write names of the days 7.1 ---------days of the week. of the week and the months. 7.2 to write the time 7.2 to write the time (hours only) and mention (hours and minutes) and a.m./p. m. mention a.m./p. m, half past, quarter past, quarter to, etc. 8.1 to write words, phrases 8.1 to make sentences using 8.1 to make sentences using and sentences from the words and phrases, words and phrases, textbook or model following instructions. following instructions. presented by the teacher . 9.1 to take dictation of 9.1 to take dictation of words, 9.1 to take dictation of short words and phrases phrases and sentences. and simple paragraphs. only. 10.1 to write a short and 10.1 to write a short paragraph 10.1 to write a short piece of by answering a set of composition by simple paragraph by questions. answering a set of answering a set of questions. questions. 10.2 to write a short 10.2 to write short composition about compositions on familiar oneself, friends, family objects, people, places, and other familiar topics. events , etc. 11.1 --------11.1 to write simple letters to 11.1 to write simple letters to friends. friends and relatives. 12.1

161

------------

12.1

------------

12.1 to fill in simple forms about oneself and others.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Curriculum Subject : English Class: 1 ( one ) Terminal Competencies Listening

Attainable competencies

Learning outcomes

Content/Hints

1. to recognize basic English sound differences, stress and intonation.

Words with 1.1 to become familiar Students will be able to : with English sounds 1.1.1 become familiar with English sounds: sounds by listening to common by listening to English words. common English /Þ / t / k / words.

2. to understand simple commands, instructions and requests, and carry them out.

2.1 to follow simple Students will be able to : Simple commands and T. activities: commands and 2.1.1 follow simple commands and instructions. Teacher demonstrates instructions. instructions. e.g. come, go. Sit, stand, look, instructions/commands. e.g. Stand up. Sit down. listen, show, touch. Come here. Go there. Ss. activities: Students carry them out.

3. to understand simple 3.1 to understand simple Students will be able to : questions asked by the 3.1.1 understand simple questions questions and teacher about the statements. about students. students and a few 3.1.2 understand simple questions familiar objects. about familiar objects. e.g. What's your name? What's this? etc. 3.2 to understand simple 3.2.1 understand simple statements. statements. 4. to listen to, understand and enjoy simple rhymes, poems and stories.

the

Planned activities

following T. activities: Teacher says words clearly focusing on the sounds. Ss activities: Students listen and identify objects / pictures on the sounds.

Hello ,Hi, Good morning, What’s ……name, What’s this/that ?,It’s a…, Lets’ recite a rhyme, Listen to me, Look at this, That’s all, Class is over, See you, Bye………….. grammar point : simple present

4.1 to enjoy the rhythm Students will be able to : Rhymes accompanied by and music of simple 4.1.1 enjoy the rhythm and music of pictures, simple rhymes. rhymes. e.g. Twinkle twinkle , Humpty Dumpty.

162

T. activities: Teacher asks questions.

Instructions for writers/ Illustrators Use minimal pairs to show sound contrasts.

Use instructions/comma nds along with the pictures illustrating the situations.

Ss. activities: Students respond by identifying objects.

Short dialogues with speech bubbles along with the pictures illustrating the actions and objects.

T. activities: Teacher recites rhymes. Ss. activities: Students listen to rhymes and respond physically and choosing pictures.

Rhymes accompanied by pictures.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Attainable competencies

Terminal Competencies Speaking 1. to use English sounds, stress and intonation appropriately .

to exchange greetings and farewells and to make introductions.

to ask and answer questions.

1.1 to repeat after the teacher and say simple words, phrases and sing the Alphabet Song

2.1

Learning Outcomes

Content

Students will be able to : Words with the following sounds: 1.1.1 repeat after the teacher simple words and phrases. /Þ / t / k / 1.1.2 say simple words and phrases. 1.1.3 sing the Alphabet Song. The Alphabet Song

Hello, Hi, Good morning, Fine, to say Good Students will be able to : greet each other. Thank you, Bye-bye, etc. morning, Hello, 2.1.1 e.g Hi, Hello, Good morning. Hi Bye-bye, 2.1.2 bid farewell to each other. Good-bye, e. g. Bye-bye, Good-bye, I’m your English I’m your English teacher. teacher. My name is ……… My name is ….

3.1 to answer questions asked by the teacher about the students and a few familiar objects.

Students will be able to : 3.1.1 answer questions asked by the teacher about students. e. g What’s your name? How old are you ? 3.1.2 answer questions asked by the teacher about a few familiar objects.

Hello ,Hi, Good morning, What’s ……name?, what’s this/that ?, Lets’ recite a rhyme, Listen to me, Look at this, That’s all. Class is over, See you. Bye…………..

Simple rhymes. to recite rhymes and 4.1 to repeat and Students will be able to : poems. recite rhymes 4.1.1 repeat rhymes after the teacher. after the teacher. 4.1.2 recite rhymes individually.

163

Planned activities

Instructions for writers/ Illustrators

T. activities: Use pictures to Teacher says words and illustrate the words. phrases pointing to the Use minimal pairs pictures. to show sound differences. Ss. activities:

Students listen to the teacher’ respond and repeat by saying words/phrases and singing the Alphabet song chorally and individually. T. activities: Teacher exchanges greetings / farewells with students.

Include the Alphabet Song.

Use short dialogues and pictures with speech bubbles.

Ss. activities: Students practice in pairs and groups. T. activities: Teacher asks questions and gives model answers

Use short dialogues and exercises for practice.

Ss. activities: Students repeat after the teacher and ask and answer questions in pairs. T. activities: Teacher recites rhymes. Ss. activities: Students repeat after the teacher and recites chorally and individually.

Include simple rhymes.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Attainable competencies

Terminal Competencies 5.

to say the names of the 5.1 week and the months, and to tell the time. to talk about simple

cÖv_wgK ¯Í‡ii wkÿvμg 2012

6.1

--------

-------

Learning Outcomes

Content --------------

-------------

-----------

---------

Planned activities --------------

---------

Instructions for writers/ Illustrators -----------

----------

things and actions. 7.

to give instructions, commands and to make requests.

to take part in

7.1 to give simple instructions and commands

8.1

---------

Students will be able to : 7.1.1 give simple commands and instructions.

-----------

Come here, go there, sit down, etc. Grammar point: Present simple

------------

conversations on topics related to their daily life.

164

T. activities: Use short dialogues Teacher demonstrates and pictures to instructions/ commands and illustrate situations. carries them out. Ss. activities: Students practise in pairs and groups. ---------

---------

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Attainable competencies

Learning Outcomes

Contents

Reading 1.

to read aloud texts with proper 1.1 to recognize similarities and Students will be able to : 1.1.1 recognize similarities differences in shape and size. pronunciation and differences in shapes. understanding. 1.1.2 recognize similarities differences in sizes. 1.2

to recognize and read the 1.2.1 alphabet both small and capital (non-cursive).

Pictures of objects and with different shapes and sizes. and e.g. big, small, long, short, round, square, triangle, rectangle, recognize and read the small and capital alphabet both small and capital. letters(non-cursive). (non-cursive). etc.

2. to recognize and read both cardinal and ordinal numbers.

2.1 to recognize and read cardinal Students will be able to : Cardinal numbers numbers 2.1.1 recognize and read cardinal up to 10. up to 10. numbers up to 10.

3.1

---------

----------

4.1

----------

to read silently with 5.1 understanding paragraphs, stories and other text materials. 6. to read instructions and carry 6.1 them out.

----------

-----------

to read the names of the days of the week, the months and the time. 4. to read aloud poems with proper sounds, stress and intonation. 5.

7. to recognize punctuation marks and read accordingly.

7.1

-------------------

------------------

165

----------

Planned activities Instructions for writers/ Illustrators T. activities: Teacher shows objects/ pictures of different shapes and sizes and asks students to match. Ss. activities: Students match pictures/objects with shapes and sizes. T. activities: Teacher shows objects/ pictures to indicate numbers and says each number aloud. Ss. activities: Students repeat and show numbers.

Use pictures of objects of different sizes and shapes to illustrate the contents.

Use cardinal numbers along with suitable pictures to make the concept clear.

--------

----------

--------

-----------

---------

----------

---------

-----------

--------

----------

--------

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Attainable competencies

Learning outcomes

Content

Writing

to write non-cursive and 1.1 to practice letter shapes/ Students will be able to : practise letter shapes. simple writing patterns, etc. 1.1.1 cursive letters both capital 1.1.2 practise simple and small. writing patterns. 1.2 to write non-cursive capital 1.2.1 write non-cursive capital letters. letters. to write cardinal and 2.1 to write cardinal numbers Student will be able to : 2.1.1 write cardinal numbers ordinal numbers. up to10 in figures. up to10 in figures.

Letter shapes/ simple writing patterns (through joining dots ) Non-cursive capital letters. Cardinal numbers Up to10 in figures.

-------

--------

-------

---------

Planned activities

T. activities: Teacher shows letter shapes on blackboard. Ss. activities: Students copy from blackboard or join dots in their textbook/notebook. T. activities: Teacher shows numbers in figures on blackboard. Ss. activities: Students copy in their textbook/ notebook.

Instructions for writers/ Illustrators Include letter shapes and writing patterns as a preliminary to writing English letters.s Use appropriate practice materials.

--------

---------

-------

---------

----------

---------

----------

to write words, sentences 3.1 and phrases using noncursive and cursive letters both capital and small. to write figures for words 4.1 and words for figures. to use punctuation marks. 5.1

to use capital letters.

6.1

--------

----------

---------

to write the names of the 7.1 days of the week and the months, and to write the time. to write words, phrases 8.1 and sentences correctly. to take dictation. 9.1

--------

---------

--------

----------

------------

---------

-----------

---------

----------

---------

----------

-----------

----------

-----------

---------

-----------

--------

---------

-------

--------

------------

8. 9.

10. to write short and simple 10.1 compositions. 11. to write simple personal 11.1 letters. 12. to fill in simple forms. 12.1

---------

166

--------

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Curriculum Subject : English Class: 2 ( Two ) Terminal Competencies Listening 1. to recognize basic English sound differences, stress and intonation.

2. to understand simple commands, instructions and requests and carry them out.

Attainable competencies 1.1

2.1

Learning outcomes

to become Students will be able to : Words with the following sounds: familiar with 1.1.1 become familiar with English sounds by English sounds listening to common / f / b / d / g / h / by listening to English words. common English words. to follow simple Students will be able to : commands and 2.1.1 follow simple commands and instructions. instructions.

e.g. Open…,Close…, Repeat ........., etc.

to understand simple 3.1 questions and statements.

Content/Hints

to understand Students will be able to : 3.1.1 Understand simple simple questions and questions, statements about statements about the them. students and familiar things 3.1.2 Understand simple around them. questions and statements about familiar objects.

Planned activities T. activities: Teacher says words clearly focusing on the sounds.

Instructions for writers/ Illustrators Use minimal pairs to show sound contrast along with pictures of objects named.

e.g. Stand up, Sit down, Listen, Open……….., Close……….., Repeat…….., Listen to me, Look at this, etc.

Ss. Activities: Students listen to words and identify objects/pictures. Use T. activities: Teacher utters instruction/commands/ instructions/commands and along with pictures demonstrates. illustrating situations.

Hello ,Hi, Good morning, What’s ……name, what’s this/that ?, Lets’ listen to a rhyme, That’s all, Class is over, See you, Bye………….., etc.

Ss. Activities: Students listen and act according practise in pairs and groups. T. activities: Teacher asks questions and students identify objects/respond orally.

grammar point : simple present

167

Ss. Activities: Students listen and respond with gestures/with words/saying yes/no etc. Students practise in pairs and groups.

Series of single whquestions, pictures of objects, colours, animals, plants, flowers etc.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies 4.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Attainable competencies

to listen to, 4.1 understand and enjoy simple rhymes, poems and stories. 4.2

Learning outcomes

Content/Hints

Some common rhymes. to enjoy the Students will be able to : and 4.1.1 enjoy the rhythm and Simple stories with pictures. rhythm music of simple rhymes. music of simple rhymes. to enjoy simple 4.2.1 enjoy simple stories. stories.

168

Planned activities

Instructions for writers/ Illustrators

Include rhymes and stories with pictures. The text in each page should not be more than three/four sentences and Ss. Activities: Students listen to and should be placed below the respond with acting and illustrations. gestures/ choosing pictures. T. activities: Teacher recites rhymes and reads out/tells stories.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies Speaking

Attainable competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning Outcomes

Content

Planned activities

Instructions for writers/ Illustrators

1. to use English sounds, stress and intonation appropriately .

1.1

to repeat after Students will be able to : repeat after the teacher the teacher 1.1.1 simple words and and say simple phrases with proper words and sounds and stress. phrases with say simple words and proper sounds 1.1.2 phrases with proper and stress. sounds and stress.

Words and phrases with the following T. activities: sounds: Teacher says words, phrases and sentences pointing to the /f/b/d/g/h/ pictures. Ss. activities: Students listen to the teacher and repeat chorally and Minimal pairs to practise sounds differences. individually. Some common words, e.g. classroom teacher, names of some colours, relations like brother, sister, etc to practice stress.

Use appropriate words/phrases to show sound differences and stress. Use pictures against words.

2.1

to say Good Students will be able to : morning ! 2.1.1 say Good morning , Hi, Hello! Hi ! Hello. and ask "How ask ‘ How are you.’ are you"? and 2.1.2 reply ‘I am fine , Thank reply by you’ etc. saying " I am fine, thank you", etc.

Greetings/farewells, Hello, Hi, Good morning, Bye-bye, etc. e.g. What’s your name ? I am ……, How are you? Fine, thank you/thanks, etc.

Use pictures with mini dialogues within speech bubbles.

to exchange greetings and farewells and to make introductions.

Short dialogues.

T. activities: Teacher exchanges greetings/ farewells, makes introductions and reads dialogues from textbook.. Ss. activities: Students repeat after the teacher and then practise in pairs and groups.

169

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies 3.

to ask and answer questions.

Attainable competencies 3.1

to recite rhymes 4.1 and poems.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning Outcomes

to ask and Students will be able to : 3.1.1 ask and answer questions answer about themselves. questions about the students and familiar 3.1.2 ask and answer questions objects. about familiar objects.

Content Wh- questions, e.g. What’s your name? How old are you ? Are you…..?, What’s this/that? Is this….?, My name is…, I am ……, etc. Yes/ No questions, etc. Names of body parts( e.g. eyes, ears, nose, hands, etc).

Rhymes. to repeat Students will be able to : rhymes after 4.1.1 repeat rhymes after the the teacher teacher. and recite. 4.1.2 recite rhymes independently.

to say the names of 5.1 to say the names 5.1.1 say the names of the days Names of the days of the week. the days of the of the days of of the week. week and the the week. months, and to tell the time.

6. to talk about simple things and actions.

6.1

-----------

---------

--------

Planned activities T. activities: Teacher asks questions and gives model answers Ss. activities: Students repeat after the teacher and then practise in pairs/groups and individually with each other and with teacher.

Use suitable mini dialogues and exercises for practice. Use illustrations/pictures introduces some new vocabulary.

T. activities: Teacher recites rhymes.

Include suitable rhymes .

Ss. activities: Students listen, repeat and recite Whole class work, pair work, individual performance.. T. activities: Teacher says the names of the days of the week using flash cards/pictures, etc.

Give the names of the days of the week. Use colourfull illustration.

Ss. activities: Students listen, repeat and say the names of the days of the week. Whole class work, pair and individual work. ----------

170

Instructions for writers/ Illustrators

---------

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

Terminal Competencies

Attainable competencies

to give instructions, commands and to make requests.

7.1 to give simple instructions and commands.

to take part in conversations on topics related to their daily life.

8.1 to ask and answer simple questions about everyday life.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning Outcomes Students will be able to : 7.1.1 give simple commands and instructions

Content Open the door, close the window, Stand up, Sit down, Come here, Go there, open….., Close/Shut the…..,please, etc.

Grammar point : Simple present Students will be able to : What do you do in the morning? 8.1.1 ask and answer simple Brush my teeth, Wash my face, What do you questions about everyday do at night? Do you like ice life. cream/chocolate/milk/eggs/fruits, etc. Can you…..sing/jump/draw?

Planned activities T. activities: Teacher demonstrates Instructions and commands.

Use short dialogues and pictures to illustrate situations.

Ss. activities: Students carry out commands and instructions and give commands and instructions to each other. Pair work/group work. T. activities: Teacher asks simple questions accompanied by gestures/ pictures/ realia, etc. Ss. activities: Students repeat after teacher . Students later ask and ask and answer questions independently. T- Ss, S-S interaction, role play, etc.

171

Instructions for writers/ Illustrators

Use dialogues and pictures to illustrate situations. Give model answers. Introduce some new vocals, e.g. some action words, nouns, etc.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies

Attainable competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning Outcomes

Contents

Planned activities

Reading Students will be able to : 1. to read aloud texts 1.1 -----------------1.1.1 ……….. with proper pronunciation and understanding. 1.2 to recognize and read the 1.2.1 recognize and read the alphabet both small and capital (nonalphabet both small and cursive). capital (non-cursive) 1.3 to recognize and read the names of objects having 1.3.1 the same initial and final sounds. 1.4 to read words and 1.4.1 phrases with the help of visual clues. (about 30 new words ) and simple sentences. 2. to recognize and read both cardinal and ordinal numbers.

2.1

recognize and read the names of objects having the same initial and final sounds. read words and phrases with the help of visual clues. (about 30 new words ) and simple sentences.

to recognize and read Students will be able to : cardinal numbers 2.1.1 recognize and up to 30. numbers up to 30.

Alphabet small and capital letters ( non- cursive ) the names of objects with same initial sounds e.g. /b/ bed , bat, ball /k/ cat, kitchen etc /s/ sun, sea, socks, etc. About 30 new words and phrases. Some simple phrases and sentences about objects in classroom, school, home, on the street, etc. Some common prepositions, on/in, etc.

read cardinal Cardinal numbers up to 30

T. activities: Teacher uses Flashcards/pictures for words and phrases. Ss. activities: Students look at flashcards/pictures and say the words, phrases and simple sentences.

T. activities: Teacher shows flashcards with the numbers. Teacher writes cardinal numbers up to 30 on blackboard Ss. activities: Students listen to and repeat after the T. and then read them out after the teacher. Ss say the numbers. Individual work. S.-S. interaction. Read and say the missing numbers, before/after numbers, etc.

172

Instructions for writers/ Illustrators Use appropriate letters, words, phrases and sentences along with pictures to illustrate learning activities.

Use cardinal numbers up to 30 in appropriate contexts along with pictures.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies 3. to read names of the days of the week , the months and the time.

Attainable competencies 3.1 to recognize and read the names of the days of the week.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning Outcomes

Contents

Student will be able to : Names of the days of the week. 3.1.1 recognize and read the days of (Saturday…..Friday) the week.

Planned activities T. activities: Teacher reads the names of the days of the week from textbook/ flashcards. Ss. activities: Students repeat and read. Students play a game with the days of the week.

4.1

-----------

--------

-------

5.1 5. to read silently with understanding paragraphs, stories and other text materials.. 6.1 6. to read instructions and carry them out. 7.1 7. to recognize punctuation marks and read accordingly.

-----------

-------

--------

-------

--------

------

to read aloud poems with proper sounds, stress and intonation.

---------------------

--------

---------

173

--------

Instructions for writers/ Illustrators Include appropriate contexts rhymes. e.g. Soloman Grundy……..

------

--------

------------

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© Terminal Competencies

Attainable competencies

cÖv_wgK ¯Í‡ii wkÿvμg 2012 Learning outcomes

Content

Writing

to write non-cursive and 1.1 to write non- Students will be able to : write non-cursive capital letters. cursive letters both cursive capital 1.1.1 capital and small. letters.

Planned activities

Instructions for writers/ Illustrators

Non-cursive capital T. activities: Teacher shows nonand small letters. cursive capital and small letters shapes on blackboard.

Use practice materials for noncursive letter shapes, capital and small.

write non-cursive small letters. 1.2 to write non- 1.2.1 cursive small letters. to write cardinal and 2.1 to write cardinal Students will be able to : Cardinal number up to ordinal numbers. numbers up to 30 2.1.1 write cardinal numbers up to30 in figures. 30 in figures. in figures.

Words and phrases to write words and Students will be able to : 3.1.1 write words and phrases using non-cursive using non-cursive phrases using capital letters. letters. non-cursive capital and small 3.1.2 write words and phrases using non-cursive small letters. letters.

to write words, phrases 3.1 and sentences using non-cursive and cursive letters both capital and small.

to write figures for 4.1 to copy and write words and words for cardinal numbers figures. up to 10 both in figures and in words.

Students will be able to: 4.1.1 copy numbers up to 10 in figures and in words. 4.1.2 write numbers up to 10 in figures and in words.

Numbers in figures and in words up to10.

Ss. activities: Students practise copying in textbook/ notebooks. T. activities: Include suitable Teacher shows number 11- examples 30 on blackboard. illustration/exercises, etc. Ss. activities: Students copy in their textbooks/notebooks. Students write numbers on their own. Students read and write numbers interns. T. activities: Use appropriate Teacher shows flashcards examples. with words and phrases. May also use words and phrases already Ss. activities: presented in different Students copy. lessons. T. activities: Teacher shows numbers in both figures and words/ uses flashcard and gives matching tasks. Ss. activities: Students read, copy and write individually.

174

Provide suitable models.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Attainable competencies

Learning outcomes

Content

Planned activities

Instructions for writers/ Illustrators

to recognize and use 5.1 ---------punctuation marks. to use capital letters. 6.1 ---------

-------

------

--------

------

to write the names of the 7.1 --------days of the week and the months, and to write the time. to write words, phrases 8.1 ------and sentences correctly. to take dictation. 9.1 ---------

------

-------

------

-------

------

---------

-------

------

--------

11. to write simple personal 11.1 letters.

--------

----------

--------

---------

-----------

12. to fill in simple forms.

---------

--------

----------

---------

Terminal Competencies 5. 6. 7.

8. 9. 10.

to write short and 10.1 simple compositions.

12.1

175

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Curriculum Subject : English Class-3 TERMINAL COMPETENCIES

Listening 1.

to recognize basic English sound differences, stress and intonation.

ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

1.1 to recognize English Students will be able to : sound differences in the 1.1.1 recognize English sound context of words. differences in the context of words. 1.2 to recognize which 1.2.1 recognize which syllable in a word syllable in a word is is stressed. stressed. 1.3 to recognize which 1.3.1 recognize which words in a words in a sentence are sentence are stressed. stressed.

to understand simple 2.1 to carry out commands Students will be able to : and instructions. 2.1.1 carry out commands and commands, instructions. instructions and 2.2 ------2.2.1 ……….. requests and carry them out. 2.3 to respond to requests.

2.3.1 respond to requests.

e.g. Can you?

176

CONTENTS

Words with the following sounds:

/ s /∫/ / / e /æ / Minimal pairs. Word stress e. g . teacher, Japan, etc. Stress on words in sentences. Instructions: Show, clean, draw, put, turn around, etc. Requests: Please, give me…… bring ………. Could you………..etc.

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use minimal pairs, T. activities: Teacher says words clearly phrases and sentences to show sound focusing on the sounds. differences, syllable stress in words and Ss. activities: Students listen and repeat. stress on words in sentences. Use sound Students identify practised in earlier objects/pictures with classes as well. above sounds, say same/ Audio-video materials different. may be prepared. T. activities: Teacher demonstrates instructions/ commands/requests. Ss. activities: Students follow, respond and practise in pairs and groups .

Use instructions/ commands/requests along with pictures illustrating situations. -Give short dialogues

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

TERMINAL ATTAINABLE LEARNING OUTCOMES CONTENTS COMPETENCIES COMPETENCIES 3. to understand simple 3.1 to understand simple Students will be able to : Wh questions: questions and questions about the 3.1.1 understand simple questions about What’s……..name? statements. students, family and the students, family and friends. Where do……. live? friends. How many ……….? 3.2 to understand questions 3.2.1 understand simple questions about Yes/No question: about familiar objects. familiar objects. Do you ……..? Are you…………? 3.3 to understand 3.3.1 understand statements. Do you live……..? statements. Is it………………? Can you …..? Statements about students, school, classroom , etc. Grammar point : Present simple/ continuous 4.

Rhymes: to listen to, understand 4.1 to enjoy simple rhymes. Students will be able to : 4.1.1 enjoy simple rhymes. e. g. Brush, Brush, Brush and enjoy simple Poems: rhymes, poems and 4.2 to enjoy and understand 4.2.1 enjoy and understand simple e.g. Head and shoulders, stories. poems. Knees and toes simple poems. Stories/fables: 4.3 to enjoy and understand 4.3.1 enjoy and understand simple stories. simple stories.

177

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

T. activities: Teacher asks questions, uses picture cards and posters for demonstration.

Short dialogues along with pictures illustrating the situations.

Ss. activities: Students identify objects/ persons and/or point to respond orally, say simple sentences, give yes/ no answers Student-student, Teacherstudent activities.. . T. activities: Teacher recites rhymes, poems and tells stories/fables. Ss. activities: Students listen, repeat and recite rhymes and poems accompanied by actions and gestures, and identify pictures. Students listen to stories/fables and respond to questions orally.

Picture cards and posters.

Use simples rhymes, poems and stories/fables with pictures/ illustration.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

speaking 1. to use English sounds, stress and intonation appropriately .

to exchange greetings and farewells and to make introductions.

to ask and answer questions.

1.1

2.1

3.1

LEARNING OUTCOMES

to repeat after the Students will be able to : repeat words, phrases and teacher and say words, 1.1.3 sentences after the teacher phrases and sentences with proper sounds and with proper sounds and stress. stress. 1.1.4 say words, phrases and sentences with proper sounds and stress.

CONTENTS

PLANNED ACTIVITIES

Words, phrases and T. activities: sentences illustrating sounds Teacher indicates stress by using (given for listening practice) gestures and voice modulation. Ss. activities: / s /∫/ / / e /æ / Minimal pairs.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use appropriate

texts and pictures to show sound differences and Students listen to the teacher and stress. Use repeat and say words/sounds pictures and in chorus and individually. stress marks to illustrate the above.

Dialogues between two to exchange greetings Students will be able to : exchange greetings and people greeting and and farewells and make 2.1.1 farewells introducing each other, simple 2.1.2 make simple self- asking and answering self –introductions. introductions. questions and saying farewells, etc. Good morning! Hello, Passage on someone Hi, Bye, See you, etc . introducing himself/herself.

T. activities: Use short Teacher demonstrates, greetings, dialogues and pictures. farewells and self-introduction.

to ask and answer Students will be able to : simple Wh and Yes/No 3.1.1 ask and answer questions. questions.

T. activities: Teacher asks Wh and Yes/No

Use suitable dialogues and

questions and gives model answers. Ss. activities: Students repeat and practise in

exercises for practice.

3.1.2

ask and answer questions.

178

Dialogues with questions Wh- and answers (e.g. between father and daughter, Teacher- student, two Yes/No friends, etc.) Topics may include personal information, hobby, simple everyday activities, familiar objects, etc. Grammar point: present simple/ continuous/perfect

Ss. activities: Students listen, repeat, practise and do role- plays .

pairs/ groups, do role play, etc.

Passage/ paragraph for self- introduction.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

to recite rhymes and poems. 4.1

to say the names of the days 5.1 of the week and the months, and to tell the time.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

Rhymes and poems: to repeat rhymes and Students will be able to : poems after the teacher 4.1.1 repeat rhymes and poems after e.g. If you are happy……… the teacher and recite. and recite.

to say the names of the Students will be able to : 5.1.1 say the names of the months. months.

Names of the months.

PLANNED ACTIVITIES

T. activities: Teacher recites rhymes and Poems with proper stress and intonation. Ss. activities: Students listen and repeat and then recite individually. T. activities: Teacher says the names of the months with proper stress and intonation. Ss. activities: Students say and learn the names of the months.

179

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Include suitable rhymes and poems

Give the names of the months.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

TERMINAL COMPETENCIES

6. to talk about simple things

ATTAINABLE COMPETENCIES

6.1

and actions. 6.2

LEARNING OUTCOMES

to say what the speaker Students will be able to : is doing and others are 6.1.1 say what the speaker is doing . doing. 6.1.2 say what others are doing . to talk about people and objects.

6.2.1 talk about people and objects.

CONTENTS

Pictures of people doing different things. Bathing, Brushing…., combing …., Watering…. Playing….. Reading……etc. Appropriate texts on community people, familiar objects, etc. Grammar point:

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

T. activities: Teacher demonstrates

Use pictures to show activities

actions/mimes. Ss. activities: Students say what he/ she is doing. One student performs an

carried out along with texts.

action/actions while other students say what he/she is doing. T. activities:

Present simple /continuous adjective, adverb, Teacher shows pictures of preposition. people, of things happening, and of familiar objects. Ss. activities: Students talk about the pictures. Group, pair and individual work. 7.

to give instructions, commands and to make requests.

7.1 to give simple instructions Students will be able to : and commands. 7.1.1 give simple instructions and commands and carry them out. 7.2 to make requests and to respond . 7.2.1 make requests and respond to requests. You.........? Yes, sure. No, Sorry.

180

Instructions: Show, clean, draw, turn around, put in, etc. Can you….? Yes, sure. No, Sorry. Requests: Please, give me……, bring ………. Can/ Could you………..

T. activities: Teacher demonstrates instructions/ commands/

Use dialogues and pictures to illustrates

requests. Ss. activities: Students respond to the teacher and act accordingly. Students give instructions, commands and make requests to each other. Student- students, studentstudent interaction.

situations.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

to take part in conversations 8.1 to take part in simple Students will be able to : conversations (exchanging 8.1.1 take part in simple on topics related to personal information) Conversations (exchanging students’ daily life. personal information)

CONTENTS

Dialogue: exchanging personal information (e.g. family, friends, pets, likes/dislikes). Outline of situations/contexts in two/ three sentences as clues for students to make conversations.

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

T. activities: Teacher acts out dialogues.

Use dialogues and pictures to

Ss. activities: Students listen, repeat, practise in pairs and do role-plays.

illustrate situations. Give real life contexts and language cues related to intended conversations.

181

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

Reading

Students will be able to : -Cursive letters ( small and capital). to read aloud texts 1.1 ----------1.1.1 ----------with proper pronunciation and 1.2 to recognize and read the 1.2.1 recognize and read cursive letters - words with same initial sounds both small and capital. understanding. alphabet both small and and with same final sounds. capital(cursive). 1.3.1 read the names of objects having -Familiar objects with pictures. 1.3 to read the names of objects the same initial, middle and final -A string of different kinds of having the same initial, sounds. sentences: statements, questions, middle and final sounds. answers, commands, instructions etc. 1.4 to read and match words and 1.4.1 read and match words and -A passage/ short story for reading sentences with pictures. sentences with pictures. aloud. 1.5 to read simple sentences 1.5.1 read simple sentences with with proper pronunciation proper pronunciation and stress. and stress. -A dialogue 1.6 to recognize and read simple 1.6.1 recognize and read simple statements, commands, greetings, statements, commands, questions and answers. greetings, questions and answers. to recognize and 2.1 to recognize and read cardinal Students will be able to : Cardinal numbers up to 100. numbers up to 100. 2.1.1 recognize and read cardinal read both numbers up to 100. cardinal and ordinal numbers.

T. activities: Teacher reads aloud words, sentences and dialogue carefully giving attention to proper stress and intonation.

Use minimal pair to show sound differences. Use suitable words, sentences and paragraph.

Ss. activities: Students listen, repeat. and read aloud individually.

T. activities: Teacher uses the textbook and the blackboard to teach numbers up to 100. Teacher may use flashcards/pictures, etc. to reinforce students’ learning. Ss. activities: Students read them out after the teacher, recognize and say the numbers, play Bingo, etc.

182

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Numbers in figure.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

to read the names of the days of the week, the months and the time.

to read aloud poems with proper sounds, stress and intonation.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

ATTAINABLE COMPETENCIES

3.1

LEARNING OUTCOMES

to recognize and read the Students will be able to : names of the days of the 3.1.1 read the names of the days. week and the months.

CONTENTS

Names of the days of the week and months.

3.1.2 recognize and read the names of the months.

4.1

to read silently 5.1 with understanding paragraphs, stories and other text materials.

to read aloud poems with Students will be able to : proper sounds, stress and 4.1.1 read aloud rhymes with proper intonation. stress.

Suitable rhymes and poems

4.1.2 read aloud poems with proper stress. to read silently with understanding simple sentences, paragraphs and other texts.

Students will be able to 5.1.1 read simple paragraphs. 5.1.2 read simple stories. 5.1.3 read texts.

Sentences, paragraphs, stories and texts. Suggested topics: food, cleanliness, plants, flowers, fish, etc.

PLANNED ACTIVITIES

Names of the T. activities: months in a context. Teacher shows the names of the months on flash cards/posters and shows the names of the days of the week in a calendar. Ss. activities: Students recognize, read and say the names chorally and individually. T. activities: Teacher reads out rhymes/poems. Ss. activities: Students listen and repeat. Students recite. T. activities: Teacher introduces texts, shows pictures, gives contexts and reading tasks. Ss. activities: Students read individually and ask and answer questions. Teacher-student, student-student interaction.

183

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use texts and pictures.

Use texts, pictures and tasks.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

to read instructions 6.1 to read instructions and carry them out. and carry them out.

to recognize punctuation marks and read accordingly.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

Students will be able to : 6.1.1 read instructions and carry them out.

7.1

to recognize punctuation Students will be able to: marks and read accordingly. 7.1.1 recognize punctuation marks and read accordingly. e g. full stop, comma and question mark. e g. full stop, comma and question mark.

CONTENTS

Instructions

PLANNED ACTIVITIES

T. activities: Teacher uses instructions from text materials/ flash cards/pictures.

Ss. activities: Students read and carry them out. - Sentences with different T. activities: punctuation marks (full stop, comma Teacher uses the and question marks). textbook material and the blackboard to - Passage using different kinds of punctuation marks: full stop, comma explain the use of the punctuation marks. and question mark. Ss. activities: Students recognize and read individually.

184

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use instructions as appropriate.

Use texts and sentences illustrating punctuation marks.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Writing 1.

to write non-cursive and 1.1 to write cursive capital Students will be able to: cursive letters both capital letters. 1.1.1 write cursive capital letters. and small. 1.2 to write cursive small letters. 1.2.1 write cursive small letters.

to write cardinal ordinal numbers.

Space for writing cursive capital letters following a model. Space for writing cursive small letters following a model.

T. activities: Teacher writes on blackboard, monitors as students copy and write.

Ss. activities: Students copy, come . to blackboard and write following teacher’s instructions.. and 2.1 to write cardinal numbers up Students will be able to: Cardinal numbers up to T. activities: to 100 in figures . 100. 2.1 write cardinal numbers up to 100 Teacher writes in figures. numbers on blackboard.

to write words, phrases and sentences using noncursive and cursive letters both capital and small.

3.1 to write words , phrases and sentences using non-cursive capital and small letters.

Students will be able to: 3.1.1 write words, phrases and sentences using non-cursive capital letters. 3.1.2 write words, phrases and sentences using non-cursive small letters.

185

Ss. activities: Students copy and write numbers using missing numbers and joining dots. Words , phrases and T. activities: sentences using non-cursive Teacher writes on capital and small letters. . blackboard. Ss. activities: Students copy.

Give models and instructions

Use contexts and include suitable tasks.

Provide suitable models

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

to write figures for words 4.1 to copy and write cardinal Students will be able to: and words for figures. numbers up to 30 both in 4.1.3 copy cardinal numbers up to figures and in words. 30 in figures and in words. 4.1.4 Write cardinal numbers up to 30 in figures and in words.

to use punctuation marks.

5.1 to use full stop, comma and Students will be able to: question mark. 5.1.1 use full stop. 5.1.2 use comma. 5.1.3 use question mark.

CONTENTS

Cardinal numbers in figures and in words up to 30.

PLANNED ACTIVITIES

Provide suitable T. activities: Teacher shows cardinal models. numbers in both figures and words/ use of flashcard and gives matching tasks.

Ss. activities: Students read, copy and write individually. Sentences and texts without T. activities: Show punctuation punctuation marks(full stop, Teacher monitors and marks by giving comma, question mark ). guides as students work suitable examples . from the textbook. Teacher writes sentences without punctuation marks on blackboard. Ss. activities: Students put punctuation marks. Individual work.

186

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

to use capital letters.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

6.1 to use capital letters for Students will be able to: sentence beginnings and 6.1.1 use capital letters for sentence proper nouns. beginnings. 6.1.2 use capital letters for proper nouns.

to write the names of the 7.1 days of the week and the months, and to write the time.

CONTENTS

A passage highlighting the use of capital letters for sentence beginnings and proper nouns. A short passage (with some proper nouns in it) without any capital letters.

to write names of the days of Students will be able to: Names of the days of the the week week. 7.1.1 write names of the days of the week.

PLANNED ACTIVITIES

T. activities: Teacher explains the use of capital letters by giving examples and tasks.

Use suitable examples.

Ss. activities: -Students read passage, notice and understand the use of capital letters in the texts. Students write names of their family members, friends, etc. -Students rewrite the passage without capital letters in the correct way by using capital letters as needed. Give the names of T. activities: Teacher says the names the days of the of the days of the week. week. . Ss. activities: Students write the names of the days of the week.

187

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

to write words, phrases 8.1 to write words, phrases and Students will be able to: Words, phrases and and sentences correctly. sentences from the textbook 8.1.1 write words from the textbook or sentences or model presented by the model. teacher . 8.1.2 write phrases from the textbook or model. 8.1.3 write sentences from the textbook or model .

to take dictation.

9.1 to take dictation of words Students will be able to: and phrases only. 9.1.1 take dictation of words. 9.1.2 take dictation of phrases.

10. to write short and simple 10.1 to write short and simple compositions. paragraphs by answering a set of questions.

Students will be able to: 10.1.1 write short and simple paragraphs by answering a set of questions.

Text materials.

A set of questions for students to write down the answers in a paragraph form. Suggested topics: oneself, family, friends, school, etc.

PLANNED ACTIVITIES

T. activities: Teacher uses textbook or provides model words and phrases and monitors students as they write. Ss. activities: Students write sentences from words and phrases. T. activities: Teacher dictates clearly and loudly. Ss. activities: Students take dictation. Ss. activities: Students work in pairs and individually.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use example sentences from the textbook.

Indicate which texts to be used for dictation.

Sets of questions for writing suitable paragraphs.

T. activities: Teacher monitors and guides.

11. to write simple personal 11.1 letters.

---------

--------

------------

----------

------

12. to fill in simple forms.

--------

-----------

-------

-----

12.1

188

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW©

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Curriculum Subject : English Class-4 TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

T. activities: Teacher says words clearly focusing on the sounds. Reads the dialogues with proper stress and intonation.. Ss. activities: Students listen to and repeat after Teacher and identify words/objects with similar sounds, or say same/ different, etc.

Use minimal pairs, phrases and sentences to show sound differences, stress in words and sentences.

T. activities: Teacher demonstrates instructions/commads requests. Ss. activities: -Students carry them out. Students give instructions and commands to each other and respond. -Language games (e.g. Simon says) -T-Ss; S-S activities.

Use instructions/ Commands/request along with pictures illustrating situations.

Listening

1.1 to recognize sound differences in Students will be able to : Words with the following to recognize the context of words. 1.1.1 recognize sound differences in the context sounds: basic English of words. sound differences, / / z / υ / / / a: / Λ/ stress and intonation. minimal pairs 1.2 to recognize which syllable in a 1.2.1 recognize which syllable in a word is word is stressed. stressed. Words with stress marks on syllables. 1.3 1.4

to understand simple commands, instructions and requests and carry them out.

2.1 2.2 2.3

to recognize which words in a 1.3.1 recognize which words in a sentence are Sentences showing stress on sentence are stressed. stressed. different words to express different meanings. to recognize and use 1.4.1 recognize and use intonation patterns for intonation patterns for WhWh- and Yes/No questions, greetings dialogues with greetings, and Yes/No questions, and statements. greetings and statements. questions, answers and farewells. to carry out simple commands Students will be able to : Some commands and and instructions. instructions. 2.1.1 carry out simple commands and Sentences/passages/dialogues instructions. to carry out a set of 2.2.1 carry out a set of commands and with request and responses instructions. commands and instructions. Can you please……….. Could you……………… Would you………………. to comply with requests. 2.3.1 respond to requests. Yes, sure, of course Can you……? Could/Would you…..?

189

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

to understand 3.1 simple questions and statements. 3.2

to understand questions asked by the teacher about the students. to understand questions about family and friends of students.

3.3

to understand questions about objects around them.

3.4

to understand statements made by the teacher and students.

to listen to, understand and enjoy simple rhymes, poems and stories.

4.1 4.2 4.3

— to enjoy and understand simple stories. to enjoy and understand simple poems.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Students will be able to : Wh questions, Yes/No Short dialogues T. activities: 3.1.1 understand questions asked by the teacher questions about students, their Teacher asks along with pictures about students. families and friends and illustrating the questions. 3.2.1 understand questions about family and friends. objects around them . situations. -short story /passage Ss. activities: 3.3.1 understand questions about objects around Common classroom in Teacher’s Guide -Students respond by them. language. and M-C-Q in the identifying objects/ 3.4.1 understand statements made by the teacher Grammar point : textbook. persons. and students. present simple/continuous/ - choosing the right perfect answers fromM-C-Q. Students will be able to : 4.2.1 enjoy and understand simple stories. 4.3.1 enjoy and understand simple poems.

190

Poems on familiar things ,animals, nature, relationships, etc. Simple stories with messages/morals

T. activities: Teacher facilitates, monitors and guides. Ss. activities: Students repeat poems after Teacher and recite individually. T. activities: Teacher reads/tells stories. Ss. activities: Students identify Pictures, answer M-C-Q, T/F questions.

Simple poems and stories accompanied by pictures.

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

speaking

LEARNING OUTCOMES

to say words, phrases and Students will be able to : repeat after the teacher and sentences with proper 1.1.1 say words, phrases and sounds, stress and sentences with proper intonation. sounds, stress and intonation.

CONTENTS

PLANNED ACTIVITIES

Ss. activities: Students listen to the teacher and repeats words/sounds chorally and individually. T. activities: Minimal pairs. Teacher indicates stress and intonation by voice modulation and using gesture. T. activities: to exchange greetings 2.1 to exchange greetings, Students will be able to : Dialogues on greetings , exchange greetings and Teacher demonstrate, and farewells and to farewells and make simple 2.1.1 selffarewells. greetings, introductions and self-introductions/ make introductions. 2.1.2 make simple self- introductions/introductions farewells. introductions. introductions/ Ss. activities: and farewells. How do you do? introductions. Students listen, repeat, do How do you do? role- plays, introduce themselves. to ask and answer Wh and Yes/No questions T. activities: 3.1 to ask and answer Wh Students will be able to : 3.1.1 ask and answer Wh questions. and answers. Teacher asks Wh and Yes/No questions. and Yes/No questions. questions , facilitates. Grammar point: 3.1.2 ask and answer Yes/No Ss. activities: Present-past simple questions. Students ask and answer questions from textbook. On related topics, about themselves, etc. Students will be able to : to recite rhymes and 4.1 to recite poems. Poems on animals, nature, T. activities: 4.1.1 repeat poems after the teacher. people, objects. poems. Teacher recites poems with proper stress and intonation. 4.1.2 recite poems with Ss. activities: understanding. Students listen and recite. -Ask and answer questions. -Pair and individual work.

1. to use English sounds, stress and intonation appropriately .

cÖv_wgK ¯Í‡ii wkÿvμg 2012

1.1

191

Words with the following sounds: / / z / υ / / / a: / Λ/

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Use appropriate text and pictures to show sound differences , stress and intonation. Use diagrams and pictures to illustrate the above.

Use short dialogues and pictures.

Use suitable dialogues and exercises for practice.

Suitable poems

RvZxq wkÿvμg I cvV¨cy¯ÍK †evW© TERMINAL COMPETENCIES

to say the names of the days of the week and the months, and to tell the time.

to talk about simple

ATTAINABLE COMPETENCIES

5.1 to tell the time (hours only) mention a.m./p.m.

6.1

things and actions. 6.2

to give instructions, commands and to make requests.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

and

CONTENTS

5.1.1 to tell the time (hours only and Clock-face mention a.m./p.m.)

to say what the speaker Students will be able to : is doing and others are 6.1.1 say what the speaker is doing . 6.1.2 say what others are doing. doing. to talk about people, 6.2.1 talk about people, objects, objects, events, etc. events etc.

to give instructions and Students will be able to : 7.1.1 give instructions and commands. commands. 7.2 to make requests and to 7.2.1 make requests and respond. respond. 7.1

Could you…? Yes, sure. No, Sorry, thanks. You are welcome, etc.

-Pictures showing series of actions and events. -Short passages on famous people , people of the community, objects, festivals etc. Grammar point: Present continuous. Simple present, adjective, adverb, preposition, present past. Instructions, commands and requests. Could you…? Yes, sure. No, Sorry, thanks. You are welcome, etc.

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS A number of clock faces T. activities: Teacher shows the clock , tells showing different hours. the time, shows the hands of the clock and explains. Ss. activities: Students listen and learn to tell the time. Group and pair works. Use pictures (with/without T. activities: Teacher demonstrates actions, text) to show actions. initiates and facilitates Give cues for mime. conversations. Ss. activities: Students talk about and describe the actions. Students perform actions and mimes in turns, while the rest say what is being performed. T. activities: Use dialogues and Teacher demonstrates pictures to illustrate instructions/ commands, make situations. requests. Ss. activities: Students carry them out/ respond, give instructions and make requests to each other.

192

to take part in conversations on topics related to students’ daily life.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

8.1

LEARNING OUTCOMES

to take part in Students will be able to : conversations on simple 8.1.1. take part in conversations on simple topics (likes/dislikes, topics (likes/dislikes, hobbies, holidays, family, hobbies, holidays, friends, etc.). family, friends, etc.)

193

CONTENTS

Dialogues on topics such as likes/dislikes, hobbies, holidays, family, friends, weather, etc.

PLANNED ACTIVITIES

T. activities: Teacher acts out dialogues, provides situations, contexts for students to act out, facilitates and monitors. Ss. activities: Students listen, repeat and do role-plays, make conversations from given cues.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Use dialogues and pictures to illustrates situations.

Reading

to read aloud texts with proper pronunciation and understanding.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

1.1

--------------

1.2 1.3

-------------to read the names of objects having the same initial and final sounds.

1.4

to read words, phrases and sentences in the text. to read words, phrases and sentences in the text with proper pronunciation, stress and intonation.

1.5

1.6 1.7

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

Students will be able to : 1.1.1 -------1.2.1 --------1.3.1 read names of objects having the same initial sounds 1.3.2 read names of objects having the same final sounds. 1.4.1 read words, phrases and sentences in the text. 1.5.1 read words, phrases and sentences in the text with proper pronunciation, stress and intonation.

Names of objects having the same initial and final sounds. e.g. cat bed cup bud cow bread cousin red clock rod kitchen read kitten etc. Sentences for reading aloud. Paragraphs on various topics, dialogues and simple letters.

T. activities: Teacher reads aloud words, phrases, sentences, dialogues, paragraphs and letters. Ss. activities: Students listen, repeat and read. -Choose the words they think they heard, etc. -Students read aloud individually -Chain reading, etc.

Words, phrases, sentences, dialogues, paragraphs and letters. .

T. activities: Teacher presents cardinal numbers 101-500 with gaps, elicits missing numbers from students.101 – 500.

Numbers in figures And in words.

to recognize and read statements, commands, greetings, questions and answers. 1.6.1 recognize and read to read short paragraphs, statements, commands, dialogues and simple letters. greetings, questions and answers. 1.7.1

to recognize and read both cardinal and ordinal numbers .

2.1 2.2

read short paragraphs, dialogues and simple letters. to recognize and read Students will be able to : cardinal numbers from 101 - 2.1.1 recognize and read cardinal 500. numbers from 101 - 500. to recognize and read 2.2.1 recognize and read ordinal th. ordinal numbers up to 10 numbers up to 10th .

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Cardinal numbers from 101 -500 Ordinal numbers up to 10th .

Teacher presents ordinal numbers up to 10th . Saying them with proper sound and stress. Ss. activities: Students listen, repeat and practice.

194

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

to read the names of the 3.1 days of the week, the months and the time. 3.2

to read aloud poems with proper sounds, stress and intonation.

4.1

to read silently with understanding paragraphs, stories and other text materials .

5.1

to read instructions and carry them out.

6.1

LEARNING OUTCOMES

to recognize and study the Students will be able to : 3.1.1 study the calendar. calendar.

CONTENTS

PLANNED ACTIVITIES

Calendar and its parts. T. activities: Clock (hours only Teacher uses clock-face/ pictures to teach hours of the to read the clock( hours only) 3.2.1 read the clock (hours only) mentioning a.m./p.m.)). clock, explains a.m./p.m. and mention am./pm. and mention am./pm. Ss. activities: Students read the clock, tell the time. to read aloud poems with Students will be able to : Poems for enjoyment T. activities: proper sounds, stress and 4.1.1 read aloud poems with Teacher reads out poems intonation. with proper pronunciation, proper sounds, stress and Grammar point: stress and intonation. intonation. Present Tense Ss. activities: Students listen, repeat and recite. Group, pair and individual work. to read silently with Students will be able to Paragraphs on people, T. activities: understanding paragraphs, 5.1.1 read silently with places, objects, national Teacher does pre-reading stories, personal letters and warming-up activities, asks understanding paragraphs, days/ events, etc. other text materials. Other suggested topics: questions, teaches stories and other texts. humanity and values, vocabulary, etc. 5.1.2 read with understanding biography, etc. personal Letters to friends and Ss. activities: letters. relatives. Students read silently and answer questions on the text, learn vocabulary in context. Students read and identify different parts of a letter. to read instructions and carry Students will be able to : T. activities: Teacher monitors as students them out. 6.1.1 read instructions and carry Instructions. read instructions from them out. textbook. Teacher may use flash cards with written instructions. Ss. activities: Students read and carry out instructions.

195

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use appropriate texts and pictures.

Use texts and pictures as suitable.

Use text, pictures and tasks as suitable.

Use texts, pictures and tasks as suitable.

to recognize punctuation marks and read accordingly.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

7.1 to recognize punctuation marks Students will be able to: and read accordingly. 7.1.1 recognize punctuation marks and read e g. full stop, comma, question accordingly. mark and exclamation marks.

196

CONTENTS

Passage with punctuation marks. e g. full stop, comma, question mark and exclamation mark.

PLANNED ACTIVITIES

T. activities: Teacher reads passages, shows punctuation marks, write them on black board and explains. Ss. activities: Students read texts following punctuation marks.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use text and sentences illustrating punctuation marks.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Writing 1.

to write non-cursive 1.1 to write non- cursive Students will be able to: Cursive capital and small and cursive letters and cursive capital 1.1.1 write cursive and non- cursive letters. both capital and letters. capital letters. small. 1.2 to write non- cursive 1.2.1 write cursive and non- cursive and cursive small small letters. letters.

to write cardinal and 2.1 to write cardinal numbers ordinal numbers. 101 to 500 in figures.

Students will be able to: 2.1.1 write cardinal numbers 101500 in figures.

2.2 to write ordinal numbers up to 10th.

2.2.1 write ordinal numbers up to 10th

to write words, 3.1 to write words, phrases Students will be able to: phrases and and sentences using 3.1.1 write words, phrases and sentences using nonnon cursive and cursive sentences using non-cursive cursive and cursive capital and small capital and small. letters letters. letters both capital 3.1.2 write words, phrases and and small. sentences using cursive capital and small letters.

197

Use models. T. activities: Teacher helps students write cursive Letters, monitors, corrects, checks on blackboard. Ss. activities: Students copy in textbook/ note book/ write on blackboard. Use contexts and include Cardinal numbers 101-500. T. activities: suitable examples. Ordinal numbers up to 10th. Teacher shows on flashcards/ writes on blackboard, says the cardinal and ordinal numbers. Ss. activities: Students copy, fill in gaps, write the numbers the teacher dictates. Provide suitable models. Words, phrases and sentences T. activities: Teacher facilitates., using cursive capital and monitors and guides. small letters. Ss. activities: Students copy, listen to teacher and write down what they hear..

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

to write figures for 4.1 to copy and write Students will be able to: words and words for cardinal numbers up to 4.1.1. copy and write cardinal figures. 50 both in figures and in numbers up to 50 in figures words. and in words. 4.2 to write ordinal numbers write ordinal numbers up to up to 10th both in 4.2.1 figures and in words. 10th both in figures and in words.

CONTENTS

Copying and writing cardinal numbers up to 50 both in figures and in words. Write ordinal numbers up to 10th both in figures and in words.

to use punctuation 5.1 to use full stop, comma, Students will be able to: marks. question mark and 5.1.1 use full stop, comma, exclamation mark. question mark and exclamation mark.

Example sentences, explaining the use of full stop, comma, question mark and exclamation mark.

to use capital letters.

Sentences and passages to show capital letters for sentence beginnings, proper nouns and for the beginnings within quotation marks.

6.1 to use capital letters for Students will be able to: sentence beginnings, 6.1.1 use capital letters for sentence proper nouns and for beginnings. beginnings within 6.1.2 use capital letters for quotation marks. proper nouns. 6.1.3 use capital letters for beginnings within quotation marks.

198

PLANNED ACTIVITIES

T. activities: Teacher writes cardinal numbers both in figures and in words. Ss. activities: Students read and copy cardinal numbers up to 50 and ordinal numbers up to 10th both in figures and in words. Students write them independently in appropriate contexts. T. activities: Teacher writes texts with no punctuation marks. Ss. activities: Students will put in punctuation marks, full stop, comma, question mark, exclamation mark. T. activities: Teacher explains the use of capital letters and gives examples. Ss. activities: Students rewrite sentences/ passages without capital letters and quotation marks by putting capital letters and quotation marks as needed.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Provide suitable models.

Explain punctuation marks by giving suitable examples.

Use suitable examples.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

to write the names of 7.1 to write names of the 7.1.1 write names of the days of the Different clock faces showing week and the months. the days of the week days of the week and different times with blank and the months, and the months. spaces below. to write the time. write the time(hours only) 7.2 to write the time(hours 7.2.1 and mention a.m./p. m. only) and mention a.m./p. m.

Give illustrations of clock faces with different times (hours only). -Indicate day or night through illustration (for a.m./p.m.)

to write words, 8.1 to make sentences using Students will be able to: phrases and words and phrases, 8.1.1 make sentences using words. sentences correctly. following instructions.

Use example sentences.

8.1.2 make sentences using phrases given in the textbook.

to take dictation.

9.1 to take dictation of Students will be able to: words, phrases and 9.1.1 take dictation of words, sentences. phrases and sentences.

10. to write short and 10.1 to write a short Students will be able to: simple compositions. paragraph by 10.1.1 write a short paragraph by answering a set of answering a set of questions. questions. 10.2 to write a short 10.2.1 write a short composition composition about about oneself, friends, family oneself, friends, family and other familiar topics. and other familiar topics.

199

T-activities: Teacher facilitates and monitors. Ss activities: Students read the clocks and write the time under each clock face. Ss work in groups, pairs and individually. Students use a.m./p.m. as appropriate. Words and phrases for making T. activities: sentences. Teacher presents words and phrases and helps students come up with ideas to make sentences with. Ss. activities: Students work in groups, pairs and individually. Words, phrases and sentences T. activities: for dictation. Teacher dictates clearly and loudly. Ss. activities: Students take dictation. -Set of questions T. activities: -Hints for writing paragraphs Teacher facilitates and about oneself, friend, family monitors. and other familiar topics. Ss. activities: - Suggested topics: ones’, Guided writing. village/town, neighbours, Students write answers to games/sports set questions in paragraph form.

Words, phrases and sentences for dictation.

Tasks for composition writing.

11.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

to write simple 11.1 to write simple letters personal letters. to friends.

12. to fill in simple form.

12.1

---------

LEARNING OUTCOMES

CONTENTS

Students will be able to: 11.1.1 write letters to friends.

Model letters to friends.

-----------

--------

200

PLANNED ACTIVITIES

T. activities: Teacher shows model of a letter and indicates parts of it. Ss. activities: Students read the model and write similar letters. --------

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Model letters with indication of parts to be included.

-------

cÖv_wgK ¯Í‡ii wkÿvμg 2012

Curriculum Subject : English Class-5 TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

T. activities: Teacher says words, phrases clearly focusing on sounds. Ss. activities: Students listen and repeat. Identify words they hear from minimal pairs. Students listen to audio text or Teacher reading a dialogue to become familiar to rising and falling intonation patterns.

Use minimal pairs, phrases and sentences to show sound differences, syllable stress in words and words stressed in sentences. Questions and statements to show intonation in sentences.

T. activities: Teacher uses textbook, audio tape or CD, and demonstrates instructions/ commands/requests. Ss. activities: Students listen to Teacher/audio tape/ CD and carry out the commands, instructions, respond to requests, answer M-C-Q, T/F

Use instructions/ commands/requests along with pictures illustrating situations. Texts may include sentences, dialogues, announcements at bus/train stations, on TV/ radio, etc.

Listening

1.1 to recognize sound Students will be able to : 1. to recognize differences in the context of 1.1.1 recognize sound basic English words. differences in the context sound differences, of words. stress and intonation.

2. to understand simple commands, instructions and requests and carry them out.

Words, phrases, sentences showing sound differences. Sounds :

1.2 to recognize which syllable in 1.2.1 recognize which syllable / v / Ʒ / ɵ / / a word is stressed. in a word is stressed. Words with stressed 1.3.1 recognize which words in syllables. 1.3 to recognize which words in Sentences with stress a sentence are stressed. a sentence are stressed. on different words showing different 1.4 to recognize and use 1.4 .1 recognize and use meanings. intonation patterns for Whintonation patterns for Sentences and and Yes/No questions, Yes/No and Wh dialogues using greetings and statements. questions. statements, greetings, 1.4.2 recognize and use introduction intonation patterns for questions, answers greetings and statements. and farewells to practise intonation. 2.1 to carry out simple commands Students will be able to : Commands and and instructions. instructions. 2.1.1 carry out simple (dialogues, recipes, commands and Announcements), etc. instructions. 2.2

to carry out a set of 2.2.1 carry out a set of commands and instructions. commands and instructions.

2.3 to comply with

requests.

Requests (short dialogues and conversations).

2.3.1 comply with requests.

e.g. Can you….? Could/Would you…..?

201

ATTAINABLE COMPETENCIES

to understand 3.1 simple questions and statemts. 3.2 3.3 3.4

to listen to, understand and enjoy simple rhymes, poems and stories.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

4.1 4.2 4.3

LEARNING OUTCOMES

CONTENTS

to understand questions Students will be able to : Texts with wh- and asked by the teacher about 3.1.1 understand questions yes/no questions asked by the teacher the students. about the students, about them. their family, friends, and objects around to understand questions 3.2.1 understand questions about family and friends them. about family and friends of Sentences – some of students. students. with true information, to understand questions 3.3.1 understand questions some with wrong about objects around about objects around them. information. them. to understand statements 3.4.1 understand statements . made by the teacher and Usual classroom made by the teacher and students. students. language and texts using statements. Grammar point : Present and past simple/ future will Students will be able to :

Stories, and poems in Teacher’s Guide. Pictures, M-C-Q, T/F in the to enjoy and understand 4.2.1 understand and enjoy questions simple stories. simple stories. textbook. . to enjoy and understand 4.3.1 understand and enjoy simple poems. simple poems. —

202

PLANNED ACTIVITIES

exercises on listening materials.. T. activities: Teacher reads out dialogues/ uses tape/CD containing questions and statements. Ss. activities: Students respond through gestures, by answering M-C-Q, T/F questions in textbook.

T. activities: Teacher reads out stories, texts and poems. Ss. activities: students identify pictures, respond orally and /or by gestures.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Short dialogues and statements along with pictures illustrating the situations Series of questions..

Include appropriate stories, and poems in Teacher’s Guide. Illustrations, pictures and exercises on the listening material should be given in students’ textbook..

TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

speaking 1. to use English sounds, stress and intonation appropriately .

to exchange greetings and farewells and to make introductions.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

LEARNING OUTCOMES

to say words, phrases and Students will be able to: 1.1.1 say words, phrases and sentences with proper sentences with proper sounds, stress and sounds and stress. 1.1.2 say sentences with intonation . proper intonation.

CONTENTS

Words, phrases, sentences showing sound differences. Sounds :

PLANNED ACTIVITIES

T. activities: Teacher utters words/sounds carefully. Ss. activities: Students listen to / v / Ʒ / ɵ / / and repeat after Teacher, and say words/sounds in chorus Words with stress and individually. marks. T. activities: Sentences with stress Teacher indicates stress and on different words intonation by voice showing different modulation. meanings. Ss. activities: Dialogues and Students repeat statements using greetings, introduction, and practise chorally and questions, answers and individually. farewells to practise intonation. Dialogues for T. activities: 2.1 to exchange greetings, Students will be able to : farewells and make 2.1.1 exchange greetings and greetings, farewells, Teacher does warming-up farewells self- introductions, introductions. through exchanging greetings 2.1.2 make introductions. introducing friends, How do you do? with students, uses textbook, relatives, guests, etc. Nice to meet you. etc. tape or CD, if available. How do you do? Ss. activities: Nice to meet you. etc. Students listen, repeat and do role plays, exchange greetings with each other, introduce themselves. 1.1

203

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use appropriate texts and pictures to show sound differences , stress and intonation. Use diagrams and pictures to illustrate the above.

Use instructions, dialogues and pictures.

to ask and answer questions.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

3.1

LEARNING OUTCOMES

to ask and answer Wh Students will be able to : 3.1.1 ask and answer Wh and Yes/No questions. questions. 3.1.2 ask and answer Yes/No questions.

CONTENTS

Wh- and Yes/No, questions and answers through dialogues and conversations. Grammar point: Past continuous

PLANNED ACTIVITIES

Group, pair work. T. activities: Teacher facilitates students’ ask and answer

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use suitable dialogues, exercises and activities for practise.

conversations. Answers. Ss. activities: Students read/ listen to dialogues, practice saying the dialogues, exchange questions and answers in pairs, through chain activities. repeat and practice

to recite rhymes 4.1 and poems.

to recite poems.

Students will be able to : 4.1.1 recite poems.

Poems

5. to say the names of the days of the week and the months, and to tell the time.

5.1 to tell the time(hours and 5.1.1 tell the time. (hours and minutes) and mention minutes) and mention a.m./ a.m./p.m, half past, p.m, half past, quarter past, quarter past, quarter to, quarter to, etc. etc.

6.1

to talk about simple things and actions

to say what the speaker is Students will be able to : doing and what others are 5.1.1 say what the speaker is doing . doing.

Different clock faces showing different times, (hours and minutes).

Pictures and mimes showing a series of actions,

204

in pairs/ groups. T. activities: Include suitable poems Teacher monitors and guides. Ss. activities: Students read, listen to Teacher/ tape/ CD, practise and recite. A number of clock faces T. activities: Teacher shows the clock ,tell showing different hours and the time, shows the hands of minutes. the clock and explains. Ss. activities: Students listen , tell the time, work in groups in pairs. T. activities: Teacher demonstrates

Use pictures to show actions that go with texts.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

Short paragraphs about people, objects, 6.2.1 talk about people, objects, events. Grammar point: events, etc. Simple present, present continuous, adjectives, adverbs, prepositions, Simple past tense, etc.

6.1.2 say what others are doing. 6.2

to give instructions, commands and to make requests.

to talk about people, objects, events, etc.

7.1

to give instructions and commands.

7.2

to make requests and to respond.

Giving short answers Could you…? Yes, sure. No, Sorry, thanks. You are welcome. No problem. That’s ok, etc.

8.1 to take part in conversations to take part in on appropriate topics conversations on topics related to students’ daily life.

CONTENTS

PLANNED ACTIVITIES

actions, and/or uses textbook, pictures, posters to show actions taking place. Ss. activities: Students ask each other to perform actions and talk/ describe the actions. Students give short oral presentations in simple

sentences on familiar people, objects and events. Commands, Students will be able to : T. activities: instructions and 7.1.1 give instructions and Teacher initiates requests using can/ commands. Conversation by giving could/would you….. in 7.2.1 make requests and instructions, commands and respond. the classroom/ school and other real life making requests. situations. Ss. activities: Giving short answers Students interact with Could you…? Yes, Teacher, each other and text sure. No, sorry, thanks. You are material. welcome. No problem. that’s ok, etc. Conversations on Students will be able to : T. activities: 8.1.1 take part in conversations Day- to- day events Teacher reads from textbook and situations. on appropriate topics. or uses tape/CD. Ss. activities: Students listen, read and do role plays, make their own conversations about real life activities and topics.

205

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use dialogues and pictures to illustrate situations/contexts Give outline of situations and language hints for students to make conversations..

Use dialogues and pictures. Give hints/clues for students to make conversations.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

Reading 1. to read aloud texts 1.1 with proper pronunciation, stress and intonation. 1.2

------------------

LEARNING OUTCOMES

CONTENTS

Students will be able to :

----------------Statements, commands, questions and answers.

1.3

-----------------

1.4

---------------

Paragraphs, dialogues, letters, stories, etc.

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use paragraphs, dialogues, T. activities: Teacher facilitates and helps stories and letters. students while they read out different texts from the textbook. Ss. activities: Students read texts individually and in chain activity.

read words, phrases and 1.5 to read words, phrases 1.5.1 sentences in the text with and sentences in the text proper pronunciation, stress with proper and intonation. pronunciation, stress and intonation. recognize and read 1.6 to recognize and read 1.6.1 statements, commands, statements, commands, greetings, questions and greetings, questions and answers. answers. 1.7 to read paragraphs, read paragraphs, dialogues dialogues, stories, letters 1.7.1 stories, letters and other and other texts. texts. 2. to recognize and read 2.1 to recognize and read Students will be able to : cardinal numbers 501 2.1.1 recognize and read cardinal both cardinal and to 1000. numbers 501 to 1000. ordinal numbers. 2.2 to recognize and read 2.2.1 recognize and read ordinal ordinal numbers up to numbers up to 20th 20th

206

Cardinal numbers 501 to 1000. Ordinal numbers up to 20th .

T. activities: Teacher presents cardinal numbers 501 to 1000 , in appropriate contexts. Teacher shows on blackboard/flashcards, textbook etc. Ss. activities: Students repeat and read out individually ordinal numbers up to 20th.

Cardinal numbers in figures and in words 501 to 1000 and ordinal numbers up to 20th .

cÖv_wgK ¯Í‡ii wkÿvμg 2012

TERMINAL COMPETENCIES

ATTAINABLE COMPETENCIES

to read the names of 3.1 the days of the week, the months and the time. 3.2

to recognize and study Students will be able to : 3.1.1 recognize and study the the calendar. calendar.

A calendar.

to read aloud poems Students will be able to : with proper sounds, 4.1.1 read aloud poems with stress and intonation. proper sounds, stress and intonation.

Poems.

to read aloud poems 4.1 with proper sounds, stress and intonation.

to read silently with understanding paragraphs, stories and other text materials.

to read instructions and carry them out.

5.1

LEARNING OUTCOMES

CONTENTS

A clock with hours to read the clock( hours 3.2.1 read the clock and minutes hands. and minutes) and Language use: half (hours and minutes) and mention a.m./p.m, half past, quarter past, past, quarter past, say a.m./p.m, half past, quarter to, etc. quarter past, quarter to, quarter to, etc.. etc.

to read silently with understanding paragraphs, stories, dialogues, personal letters and others texts materials.

6.1 to read instructions and carry them out.

Students will be able to 5.1.1 read silently with understanding paragraph . 5.1.2 read silently with understanding stories. 5.1.3 read silently with understanding dialogues. 5.1.4 read silently with understanding personal letters and other texts materials. Students will be able to : 6.1.1 read instructions and carry them out.

207

Grammar point: Past Tense

Paragraph, stories, dialogues, letters and other text materials for silent reading . Suggested topics: natural calamites, sickness: awareness and prevention, biography, etc. Instructions in a printed format with or without pictures sign and symbols. Topics may include

PLANNED ACTIVITIES

T. activities: Teacher shows a calendar And explains. Ss. activities: Students study the Calendar, identify and read the days and the months. T. activities: Teacher shows clock-faces/ pictures to teach to say hours and minutes. Ss. activities: Students read the hours and minutes, and tell the time. T. activities: Teacher gives model reading. Ss. activities: Students listen, read aloud with proper sounds, stress and intonation and recite. T. activities: Teacher introduces a text by showing pictures and gives contexts. Ss. activities: Students read silently for understanding and ask and answer questions on the text.

T. activities: Teacher uses instructions from textbooks/ flash cards. Ss. activities: Students read and carry them out.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Use appropriate texts and pictures on calendar and clock face.

Use poems and pictures as suitable.

Use , paragraphs, stories, dialogues , letters and other text materials.

Written, printed, sign instructions, etc.

cÖv_wgK ¯Í‡ii wkÿvμg 2012 ATTAINABLE COMPETENCIES

LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

medical prescriptions, instruction on medicine packets, road signs, etc.

to recognize punctuation marks and read accordingly.

7.1 to recognize punctuation Students will be able to: marks and read 7.1.1 recognize punctuation accordingly. marks and read accordingly. e g. .full stop, comma, e g. .full stop, comma, question question mark, quotation mark, quotation marks and marks and exclamation mark. exclamation mark.

208

Sentences and Passages with punctuation marks. e.g. full stops, comma, question mark, exclamation mark and quotation marks.

T. activities: Teacher shows the punctuation marks on black board and explain. Teacher reads texts giving pause and using punctuation marks. Ss. activities: Students read out using punctuation marks.

Use texts and sentences illustrating punctuation marks. Use texts and sentences without punctuation marks for students’ practice.

ATTAINABLE COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

CONTENTS

PLANNED ACTIVITIES

INSTRUCTION FOR WRITERS/ ILLUSTRATORS

Writing 1.

to write non- 1.1 ---------------cursive and cursive letters 1.2 ------both capital and small. to write cardinal 2.1 to write cardinal Students will be able to: and ordinal numbers 1-500 in 2.1.1 write cardinal numbers 1-500 in figures. numbers. figures. 2.2.1 write ordinal numbers up to 20th

--------

Cardinal numbers 1-500. Ordinal numbers up to 20th .

2.2

to write ordinal numbers up to 20th. to write words, 3.1 to write sentences Students will be able to: phrases and using non- cursive and 3.1.1 write words, phrases and sentences sentences using cursive capital and using non-cursive capital letters. non-cursive and small. letters. 3.1.2 write, words, phrases and sentences cursive letters using non-cursive small letters. both capital and 3.1.3 write words , phrases and sentences small. using cursive capital letters. 3.1.4 write words , phrases and sentences using cursive small letters.

-------

T. activities: Teacher writes cardinal and ordinal numbers on blackboard. Ss. activities: Students practise.

--------

Cardinal numbers 1-500. Ordinal numbers up to 20th.

Words, phrases and sentences using cursive and noncursive capital and small letters.

Provide suitable T. activities: Teacher presents words and models. phrases, monitors, corrects and checks as students write sentences. Ss. activities: Students write words and make sentences using non-cursive and cursive capital and small. letters.

to write figures 4.1 to write cardinal Students will be able to: for words and numbers up to 100 4.1.1 write cardinal numbers up to 100 in words for both in figures and in figures and in words. figures. words.

Cardinal numbers Up to 100 both in figures and in words.

4.2.1. write ordinal numbers up to 20th in figures and in words. to write ordinal numbers up to 20th both in figures and in words.

Ordinal numbers up to 20th both in figures and in words.

T. activities: Teacher shows numbers in both figures and words. Ss. activities: Students read and copy.

4.2

209

Provide suitable models.

ATTAINABLE COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

to use 5.1 to use full stop, Students will be able to: punctuation comma, question mark 5.1.1 use full stop, comma, question mark marks. and exclamation mark. and exclamation mark.

to use letters.

capital 6.1 to use capital letters Students will be able to: for sentence 6.1.1 use capital letters for sentence beginnings, proper beginnings. nouns and for 6.1.2 use capital letters for beginnings within proper nouns. quotation marks. 6.1.3 use capital letters for the beginnings within quotation marks.

7. to write the names

of the days of the 7.1.------week and the months, and to write the time. 7.2 to write the time (hours and minutes) and mention a.m./p.m, half past, quarter past, quarter to, etc.

Students will be able to: 7.1.1 -----7.2.1 write the time(hours and minutes) and mention a.m./p.m, half past, quarter past, quarter to, etc

210

CONTENTS

Sentences and Passages with Punctuation marks. e.g. full stop, comma, question mark and exclamation mark. Passage without punctuation marks.

Texts highlighting capital letters for sentence beginnings, proper nouns and quotation marks in a paragraph. Texts with capital Letters missing. Different clock faces showing different times with blank spaces below.

PLANNED ACTIVITIES

T. activities: Teacher uses textbook, shows and explain punctuation marks on blackboard. Ss. activities: Students read with proper stress and intonation recognizing the punctuation marks. Students put correct punctuation marks in a passage. T. activities: Teacher reads out texts. Ss. activities: Students write the punctuation marks. T. activities: Teacher explains use of capital letters and gives examples. Ss. activities: Students use capital letters in a given texts. T-activities: Teacher monitors and helps. Ss activities: Students read the clocks and write the time under each clock face. Ss work in groups, pairs and individually.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Show punctuation marks by giving suitable examples , sentences and texts.

Use suitable texts with examples.

Give illustrations of clock faces with different times (hours and minutes).

ATTAINABLE COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

CONTENTS

to write words, 8.1 to make sentences Students will be able to: Familiar words and phrases and using words and 8.1.1 make sentences using words and phrases phrases to make sentences phrases, following given in the textbook. sentences. correctly. instructions.

to take dictation. 9.1 to take dictation of Students will be able to: short and simple 9.1.1 take dictation of short and simple paragraphs. paragraphs.

10. to write short 10.1 to write a short piece Students will be able to: and simple of composition by 10.1.1 write a short piece of composition compositions. answering a set of by answering a set of questions. questions. 10.2 to write short 10.2.1 compositions on familiar objects, people, places and events.

write short and simple composition on familiar objects such as people, place and events . .

11. to write simple 11.1 to write simple letters Students will be able to: personal letters. to friends and 11.1.1 write simple letters to friends and relatives. relatives.

211

Make sentences according to instructions. e.g. questions, negative statements, etc. From text.

Compositions by answering questions. Compositions on set questions. Model compositions. Suggested topics: natural calamities, national days, festivals, town and village life, etc. Model personal letters to family / friends.

PLANNED ACTIVITIES

T. activities: Teacher presents words/ phrases from textbook or some common familiar words and phrases. Ss. activities: Students write sentences with them.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Use example Words and Quotation marks.

T. activities: Teacher dictates slowly and clearly. Ss. activities: Students take dictation. T. activities: Teacher asks students to answers the questions/ use given clues. Ss. activities: Students write composition by answering questions/ using clues.

Indicate which texts to be used for dictation.

T. activities: Teacher shows a model letter and indicates parts of it. Ss. activities: Students read the model and write similar letters.

Model letters with indication of parts to be included.

Short composition on familiar topics and questions are to be given.

ATTAINABLE COMPETENCIES

cÖv_wgK ¯Í‡ii wkÿvμg 2012 LEARNING OUTCOMES

to fill in simple 12.1 to fill in simple forms Students will be able to: forms. about oneself and 12.1.1 fill in simple forms about oneself and others. others.

212

CONTENTS

Forms with personal information to be filled in or given tick for the right information by the students (with given/known information).

PLANNED ACTIVITIES

Ss activities: students read the forms and fill in the blanks with missing information. T. activities: Teacher monitors and guides.

INSTRUCTION FOR WRITERS/ ILLUSTRATORS Give appropriate forms for students to give information.

cÖv_wgK ¯Í‡ii wkÿvμg 2012

General instructions for writers of textbooks Classes 1 & 2 Since the main focus of learning English as a foreign language at this level is on listening and speaking (not so much on reading and writing) the teacher should have competence in these two skills to engage students in simple communicative activities in the classroom. Hence, the writers should provide a section ( in Teacher’s Guide) on classroom language for:  Greetings  Starting a lesson  Common Wh- and Yes-No questions  Monitoring  Doing different activities  Checking answers  Simple social English

About textbooks for classes 1 & 2 For Listening & Speaking 1. For pronunciation practice, follow the content. Practice in sounds should be presented with minimal pairs, pictures, flashcards, etc. supported by audio/ video CD materials. Phonetic symbols are not to be used in the textbook for learners but should be explained in the Teacher’s Guide or Manual. The sound symbol chart should be provided in the Teacher’s Guide. 2. Teacher’s Guide will provide the necessary language for commands and instructions to be used in the classroom. 3. Sample statements and questions should be provided in the textbooks.

4. Greetings and introductions should be presented through dialogues with pictures and speech bubbles. 213

cÖv_wgK ¯Í‡ii wkÿvμg 2012

5. Rhymes should be accompanied by pictures and audio/ video recordings.

Reading Pictures of different shapes like square, round, triangle, rectangle, etc.

(Pictures of objects of these shapes).

To teach size, use pictures of different objects/ people of different sizes with the words written below the pictures.  Letters of the alphabet and the Alphabet song.  Cardinal numbers 1-10 with pictures.

Writing Present different letter shapes in different colours with empty space for students to copy and practise.  Cardinal numbers 1-10 with empty space.  Pictures and numbers for matching.

General instructions for writers of textbooks Classes 3-5  Topics and themes should be interesting, realistic and suitable for the class. Topics may include students’ community, day-to-day activities, environment, health and hygiene, ICT, etc. Gender balance should be considered carefully.  Some basic routine expressions for social interaction should be provided through dialogues.  Instructions should be written in simple and clear English.

214

cÖv_wgK ¯Í‡ii wkÿvμg 2012

 Activities/ exercises/ tasks should relate to text materials and should be adequate for students to develop all four skills.  Some language games, puzzles, mini dialogues, mimes may be used as exercises for developing language skills through fun and entertainment.  The textbook should be attractive. Pictures of various types should be given to illustrate the context of the text.  The language of the textbook should be simple and as close to everyday language used in real life situations as possible.  Structures should be provided in a systematic and graded way.  At each level new vocabulary should be introduced. Vocabulary introduced in previous classes should revised.  Indications should be given in the textbook as to how many periods should be needed for each lesson.  The sound symbol chart should be provided in the Teacher’s Guide.  A section on sample classroom language for Greetings, Starting a lesson, Common Wh- and Yes-No questions, Monitoring, Doing different activities, Checking answers, Simple social English should be provided in the Teacher’s Guide .

215