COMMON SYLLABUS 2009 - ENGLISH

COMMON SYLLABUS – 2009
ENGLISH CLASSES I to X A short preamble… In this adventure of envisioning a school syllabus anew, it may be kept in mind that, along with all the diverse social and historical imperatives in the learning of English, and the complex issues involved in teaching it in a multilingual frame of reference, the acquisition of a new language is also enriching for its own sake ….the discovery of sound and its combinations in an entirely new formatting, the rich experience of finding new names for old things, the thrill of tune and rhythm in a different configuration of words, the sheer wonder of finding people expressing thoughts and ideas and feelings that are the same as one’s own, yet different, and the percolated flavour of another culture, or cultures – another’s way to living expression. The learning of English needs to be permeated with this enthusiasm to learn about oneself through another language. The challenge is to build into one’s own multicultural heritage and see language as a facilitating tool. Vision for the syllabus English in India serves as a link language across diverse linguistic communities. Globally it has become the repository of technical knowledge in many emerging fields. Position paper, NCF 2005

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COMMON SYLLABUS 2009 - ENGLISH

Broad Objectives: The learning of English to facilitate · · · · Effective transaction in day-to-day situations Communicative competence Participatory learning frame Language as a confidence-building strategy

Note on the Gradient In evolving the syllabus, care has been given to establishing clear gradients in content and learning activities. With this in mind, Class V has been included in the reckoning, both in the envisioning of the syllabus for Primary classes, and also in visualizing the flow for Upper primary and secondary classes. It is felt that this would help build a constructive transition into abstract learning.

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COMMON SYLLABUS 2009 - ENGLISH

Class I
1. Listening
Competency Content Mode of Transaction Evaluation

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Listening to jingles / Nursery rhymes Understanding key words in the rhymes

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Jingles / Nursery rhymes

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Teacher sings or plays the recorded cassettes

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Listen to the tune and sing the rhyme. Respond with the next word or sentence when the teacher pauses while singing the rhyme. Perform actions related to the rhyme.

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Listening to short, familiar stories or folktales Understanding the main point of short stories told in English

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Simple short familiar stories

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Teacher narrates stories, or folktales. Children listen and respond

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Do actions related to the story / folktale Reproduce any environmental sounds (Eg. wind blowing, crow cawing) occurring in the story.

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

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specific greetings ‘Good morning/ afternoon/ evening’ · Teacher creates different situations for the children to listen and respond to greetings Teacher displays charts / pictures depicting morning. evening. · Listen to instructions and respond appropriately during the course of the day. E. Sit down ' Teacher conducts games/activities to make use of simple commands/requests/ instructions.g ' Come here. noon and relates them to the correct form of greeting based on time. Practice greetings through rhymes and action songs · · 4 . · Time . · Listen to the greetings and respond with the correct form of greeting. · · Understanding and responding to greetings appropriately.ENGLISH · Can follow simple instructions given in English · Simple class room instructions · Teacher gives instructions during the course of the day and children respond.COMMON SYLLABUS 2009 .

· Children discriminate the sounds and respond appropriately. Clap your hands every time you hear a word beginning with /b/ sun. banana. · · Listening and responding appropriately to simple questions · Simple questions What & Where · Teacher asks simple questions during the course of the day and the children respond. ‘Do the two pictures rhyme?’ Say ‘yes’ or ‘no’. · Respond appropriately to questions. What is your name? What is this? Where is the bag? 5 . and discriminating them.ENGLISH · Listening to sounds in selected words. cap.COMMON SYLLABUS 2009 . boat…… · Relating sound and letter. · Children listen and discriminate the sounds that the letters make.g. ball. ship. E. · Circle pictures beginning or ending with a particular letter.

· Use 'Can I ……. · Express needs/ likes/dislikes/feelings spontaneously in response to questions · Asking permission · ‘Can I ….COMMON SYLLABUS 2009 . Speaking Competency Content Mode of Transaction Evaluation · Singing jingles / rhymes · Jingles / rhymes · Children sing along with the teacher or cassettes and reproduce familiar jingles/ nursery rhymes · Sing the jingles / nursery rhymes suggested by the teacher or their favourite one..ENGLISH 2.. phrases and sentences · · Respond to questions appropriately. 6 . Teacher asks simple questions during the course of the day and children respond..?' · Teacher encourages children to use questions in relevant situations. · Expressing needs and likes · Needs and likes · Teacher encourages students to express needs and likes/dislikes/feeling s and acknowledges them.' 'May I …….? / · Respond to questions · Words.

Where is the book? – On the table. articles. Reading Competency Content Mode of Transaction · Evaluation Circle the letter ‘e’ in these words: apple. 7 . am cat. · Answer questions using phrases/sentences. prepositions · Teacher provides opportunities through activities and informal conversation for children to speak using a combination of grammatical forms.ENGLISH · Speaking using a combination of grammatical forms · Functional grammar: adjectives. bat · Recognizing and naming letters · Letters of the alphabet · Teacher presents visual and kinesthetic activities for children to recognize and name letters. · Letter sound correspondence · Sounds of the alphabet · Teacher shows cards with letters of the alphabet and articulates the sound. 3.COMMON SYLLABUS 2009 . ant. Children repeat after the teacher. cap.

Read books for pleasure. · Picture Reading · Simple and Composite pictures · Teacher shows a variety of pictures and asks the students to name the words they know already. Children label things around the class room.ENGLISH · Reading words/sentences · Words/Sentences · Teacher provides opportunities for children to read using flash cards. · Look at the pictures and enjoy them. · Responding to various types of reading material. · 8 . charts. · Browse/read the different reading materials available in the class room. · Reading for fun · Reading – Graded readers. · · · Read words Read simple sentences Choose the correct word for each picture. Summative Read and match words with relevant pictures. flash cards. labels. · · Children use pictures as an aid for reading. etc · Teacher makes available different types of reading materials and encourages the children to use them.COMMON SYLLABUS 2009 . colourful picture books · Teacher facilitates children to look at pictures / read books. · Books.

sand box. sand paper. sand box. Recall and write letters. etc for children to write upper case and lower case letters.ENGLISH 4. · · Copy words and sentences. etc for children to develop fine motor skills for writing. · · Copy basic strokes and patterns. Trace over dotted words. 9 . stencils. sand paper. Joining dotted lines and writing patterns · Teacher presents variety of materials such as worksheets. · · Copy and write letters. · Trace on dotted letters. Writing Competency Content Mode of Transaction Evaluation · Pre writing activities · Mazes. alignment of words in a sentence (Mechanics of · Words /Sentences · Children write leaving space in between words and write on a line. stencils. Write · Upper case and lower case letters · Letters of the alphabet – In each unit · Teacher presents a variety of materials such as worksheets. Write with · Spacing of words.COMMON SYLLABUS 2009 . · Join dots to create shapes/pictures. Colour a variety of pictures.

· · · · 10 . · Arrange word cards to make sentences. · · · Arrange jumbled letters to make words. phonetic words and content words) · Teacher presents a variety of writing exercises and word building activities such as word grids. · Writing words/simple sentences · Common. jumbled letters.ENGLISH writing) · Recall spelling · Words ( high frequency words. dictation to develop spelling skills. fill ups.COMMON SYLLABUS 2009 . Write one’s name. Write the first/last letter for each picture. Look at the picture and fill in the blanks with the correct letter. familiar words/sentences · Teacher presents activities such as jumbled words. Fill in the blanks with the correct word. Write the words for the given pictures. to write words and sentences. Put the words in correct order and make a sentence. fill ups.

COMMON SYLLABUS 2009 - ENGLISH

5. Vocabulary
Competency Content Mode of Transaction Evaluation

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Point out parts of body.

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Head, hands, ears, mouth, neck, eyes, nose, legs, toes and fingers.

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Teacher uses action songs, pictures, stories and activities for children to point and name the body parts.

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Sing songs pointing to and naming parts of the body: ‘Head, shoulders, knees and toes….’

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Stating the relationship of family members.

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Father, mother, brother, sister, grandfather, grandmother

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Teacher uses songs, conversations, stories, pictures and worksheets to use home relationships.

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Writing the Names of fruits, flowers, vegetables, animals, vehicles, common objects and other things around us.

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Common fruits, flowers, vegetables, animals, vehicles, sun, moon, stars, etc.

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Teacher uses songs, pictures, stories, real objects and activities for children to identify and name them.

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COMMON SYLLABUS 2009 - ENGLISH

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Naming Colours

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Red, green, yellow and white Circle, triangle, sphere, rectangle and square

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Teacher uses songs, pictures, children to identify and name the colours.

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Painting and colouring activities.

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Stating number names

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1 to 10

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Teacher guides the children in reading and writing number and number names through activities like tracing on dotted lines, matching number to number names, etc Teacher uses classroom objects, pictures, worksheets, charts, children, etc for the children to name one and more than one.

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Finger counting and songs. Summative

Count and say how many

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Distinguish singular from plural names.

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Singular and Plural 's'

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COMMON SYLLABUS 2009 - ENGLISH

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Referring to Opposites

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Common words such as big, small, tall, short, up, down, etc.

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Teacher uses classroom objects, pictures, stories, songs, worksheets, charts, etc for the children to compare, contrast and describe them. Teacher uses songs, pictures and other activities for children to identify and name different actions.

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Use words such as big, small, clean, dirty to compare, contrast and describe in a conversation

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Using Action words

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Common actions such as read, jump, eat, walk, play etc

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Can you hop like a frog? Yes, I can. (Children hop.) Can you crawl like a snake? Yes, I can. (Children crawl.) Play games.

Look at the picture. What are they doing? · Naming Occupations · Doctor, Teacher, Postman, Traffic Police, Farmer etc · Teacher uses stories, pictures, flashcards, charts and worksheets for children to identify and name people in different professions.

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Role play.

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Name these people Match the pictures of people to the things they use.

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· · 14 . a nimals. role play and presentations to talk about themselves.COMMON SYLLABUS 2009 . school. · Speak using Pictures · Simple and composite pictures. 6. likes · Mode of Transaction Teacher will create role play opportunities for children to dramatise and speak using simple words or sentences. Use singular & plural forms of nouns. Language Functions Competency · Role play · Content Personification of objects. · · Talk about a simple sequence of events shown in the pictures: Germination of a seed. class. likes as a part of talking about them. Teacher uses pictures that depict people in different roles and feelings. Teacher will create a context such as interactions with people. pictures in sequence. · Refer dictionary as and when needed.ENGLISH · Using Picture Dictionary · Picture Dictionary · Teacher guides the children in using a picture dictionary to understand the meaning of words. · · · · Show and name available colours. fruits and vegetables etc Name. Teacher gives worksheets with activities · Evaluation Take up different roles and enact using words and simple sentences. class. State part of a body and its action. Name the pictures. Calling professionals by their occupation. school name. · Talking about oneself · · · Say their name.

teacher.." pictures with missing parts to encourage children to talk. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook. It will be integrated in the lessons in a graded manner.g. doctor. Note: Grammar is not taught in isolation.COMMON SYLLABUS 2009 . 15 . carpenter.ENGLISH like "Spot the difference. · Who are these people? E.

jingles and songs Mode of Transaction · Teacher sings or plays the recorded cassettes. lion roaring Grrrrr…. Listening Competencies · Listening to rhymes.. Teacher: Who ate the mango? (in the story) · · Listening to short stories or folktales · Longer short stories or folktales · Teacher narrates story or folktale.COMMON SYLLABUS 2009 .g. Children listen and respond. · · Evaluation Listen to the tune and sing the rhyme Respond with the next word or sentence. · · · · · · Listen and respond to simple questions related to story 16 . Children listen and sing along. Reproduce any environmental sounds (E.) Listen to the story and say who or what they like in the story. Teacher uses questions to test comprehension. jingles and songs · Content Rhymes. when the teacher pauses while singing the rhyme Perform actions related to rhyme Do actions related to the story. sound of a train choo-choo.ENGLISH Class II 1.

. E.. Where. · 17 . · · · Listening to questions · · Simple questions based on classroom situations are asked. · Sing rhyme with correct pronunciations. Ponni plays with a purple pot. E. Directions during indoor or outdoor games. Directions involving two objects or people. Can you fly in the sky? · Listening to pronunciation · Words and sentences · Teacher uses words highlighting correct pronunciation. Directions involving two actions. Simple questions. What are you doing? Have you had your breakfast? · Listen to questions and respond in full sentences. Games with rhymes and alliterations.g. Gestural prompts may also be used to help children follow directions · Take out your notebook and write.g. · Longer instructions and directions. Please bring your pencil and sharpener. Who ‘Yes’ or ‘No’ · · · Naturally occurring and suitable situations are created in the classroom to follow directions.ENGLISH · Listening and responding to instructions and directions.COMMON SYLLABUS 2009 . What.

and reproduce new and familiar nursery rhymes and songs · Evaluation Teacher sings the first line and the children sing the next line and the same procedure is repeated alternatively. · Teacher plays ‘sound games’ where the children listen to sounds in different positions. Mode of Transaction · Children sing along with the teacher or cassettes.…/ta/…. etc.potato /c/…. last or middle sounds. jingles. Sing with appropriate actions related to rhyme. blending sounds. · Diagraphs ch. Respond to simple questions. Speaking Competencies · Reciting more rhymes. cr. dish. Blend the sounds to make a word. blends (bl. Act according to given instructions.). · 18 . Listen to simple stories told in the class. and discriminating them. /a/….bath. crush. sh. jingles and songs. etc./t/ .COMMON SYLLABUS 2009 .ENGLISH · Listening carefully to more sounds of the language through chosen words. fish. songs Content · Rhymes.).cat · · · · Listen to a song played to music. · · /Po/. Children listen and discriminate the sounds that specific letters make. sleep./to/ . coining new words by changing first. · Click your fingers every time you here a word ending with /sh/ . rhyming words. 2. watch.

COMMON SYLLABUS 2009 . verbs. Teacher provides opportunities through activities and informal · Name some things that you saw on the way to 19 . · Responding to questions Expressing one’s needs · Phrases/sentences · Respond to questions appropriately I want an eraser. · · Children take turns during conversations with adults and peers · Teacher provides different contexts for initiating and sustaining conversations. Please. · Participating in simple conversation in English · Simple conversation · Speak using a combination · Functional grammar: Noun. · · Needs · · · Making a request · “Please” · · · Expressing feelings · Feelings · · Express feelings spontaneously in response to questions · Initiate and sustain conversation in pairs and in groups. They communicate messages from home.. E. Ask your classmates to submit their workbooks. can you give me a pencil? Use the word. Teacher encourages students to express needs and acknowledges them.ENGLISH · Communicating a message · Simple messages. · Children communicate messages to peers or another adult. singular and plural. · Teacher asks questions during the course of the day and children respond. ‘Please’ to ask for something in appropriate situations. Teacher creates familiar situations and encourages children to respond suitably Teacher encourages students to express feelings and acknowledges them.g.

· · · · · 3. subject – verb agreement. The girl is climbing. · school. Recite known rhymes. 20 .. The old man is painting. Ask the elders to help you in some work. Reading Competencies · Reading words / sentences (word attack skills.ENGLISH of grammatical forms construction of sentences.g. sight reading / phonic reading) · Content Words / sentences/connected sentences. I saw a …. using text book and story books. preposition. What do you want.COMMON SYLLABUS 2009 . Can you play cricket. Children label things around the class room. Converse with you friend on a festivel. · Mode of Transaction Teacher provides opportunities for children to read using flash cards. articles..” Look at the pictures and tell what the children are doing. “On the way to school. E. · · · Evaluation Read words Read sentences Read simple passages. adjectives conversation for children to speak using a combination of grammatical forms.

COMMON SYLLABUS 2009 . Read books for pleasure. selfmade books. · hat day is it today? · Tomorrow is ______. Look at the clock and tell the time: · Reading for fun · Reading – graded readers. · · Look at the pictures and enjoy them.ENGLISH · Picture reading · Pictures · Teacher displays a picture which is familiar to them and asks probing questions. 21 . pictures. colourful picture stories · Teacher facilitates children to look at pictures / read books.” Look at the picture and answer . · Children use pictures as an aid for reading The words are given below a picture. “Circle the things that you see in the picture. · Different kinds of reading materials are displayed in the classroom. ‘Yes’ or ‘No’ · · · Responding to different kinds of reading materials · Books. storybooks. · Reading a variety of materials like a calendar and clock · Days of week · Teacher shows the calendar / clock and: Names the days of the week. · Browse/read the different reading materials available in the classroom. flashcards. Tells the time rounded to an hour.

phonetic words and content words) · Teacher presents a variety of writing exercises and word building activities such as word grids. · · Text book sentences. · Words (high frequency words. Copy words and sentences. fill ups. Write three words/small sentnences or draw and colour what you liked best about school/class today. “balloon” Fill in the blanks with correct letter. jumbled letters. Write the first/last letter for each picture. Draw yourself and write a few words/ sentences about your picture. creative writing activities to write words and sentences. Writing Competencies · Write with Spacing of words. alignment of words (Mechanics of writing) · Content Words / Sentences Mode of Transaction · Children write legibly leaving space in between the words and write in straight line.). small journal notations (eg. creative writing (five word poem on My favourite 22 . · · Recall spelling. Write the spelling for simple dictated words. sentences on their own. · · · · · Writing of words/sentences · Teacher presents activities such as jumbled words.COMMON SYLLABUS 2009 . fill ups. Make three new words from the given word. · Evaluation Write words. dictation to develop spelling skills.ENGLISH 4.

fingers and toes · Mode of Transaction Teacher uses action songs.COMMON SYLLABUS 2009 . ‘an’ ____ apple. Mother. feet. Match the words in column A and column B and make sentences. Fill in the blanks: I use my ____ to write. preposition. Children learn the · Classroom discussion: I am scared of……… · · Places within the · · Use different areas in the 23 . verbs. articles. ____ red apple.g. Tree etc. subject – verb agreement. scared. construction of sentences. · Fill in the blanks with ‘a’.ENGLISH colour. (feet/fingers) · · Express Feelings in words. · 5. · Look at the picture and fill in the blanks. name and understand the functions of body parts. The boy _____ water (drink/drinks). stomach. pictures and activities for children to point. Vocabulary Competencies · Name more parts of my body · Content Elbow.. singular and plural. · Evaluation Draw yourself and a person you like and talk about some things you like to do together. Identify School · Shy. neck. kind · Children express their feelings. adjectives · Teacher provides opportunities through written activities for children to write using a combination of grammatical forms. · Write using a combination of grammatical forms · Functional grammar: Noun. E.

What were they doing? Have you seen a crow’s nest? Circle all the insects you see around your home. Teacher uses songs. · Write Names of birds. vegetables. Say Action words · Birds. Look at the number and fill in the missing letter for number name. stories. name and learn about them. pictures. pictures. Teacher uses classroom objects.COMMON SYLLABUS 2009 . · Teacher uses songs. children. for children to name one and more than one. · · Variety of actions · · · · · Form Plurals Noun number · Singular and Plural ‘es’ · · · Say Numbers · 1 to 50 · · · 24 . Use correct singular or plural forms in conversation Fill in the blanks with correct word. (mango/mangoes) Make a picture by connecting the numbers. charts. fruits. vehicles and other things around us. stories and other activities to identify and name different actions. Match the words to the action shown in each picture. fruits. names of different places in the school and their purpose by actively using them. pictures. matching number to number · school and perform errands. There are five______. vegetables. Watch the crows around your home. worksheets. Name three activities that you do at home and three activities that you do in school. real objects and activities for children to identify. etc.ENGLISH spaces school. insects.. insects. stories. vehicles and other things around us. Teacher guides the children in reading and writing numbers and number names through activities like tracing on dotted lines.

Which is the fifth of a week? · · · · Using Picture Dictionary · Picture Dictionary · Teacher guides the children in using a picture dictionary to understand the meaning of words.COMMON SYLLABUS 2009 . etc. · Look at the calendar everyday and find out what day it is today. How many days are there in a week? Name the days of the week Refer picture dictionary as and when needed. respect. sympathy. Show & Point to body parts. · · · · · 6.ENGLISH names. · Using a picture. school · Mode of Transaction Teacher creates a context such as interaction with people. Language Functions Competencies · Introducing oneself · Content Name.à composite · Children look at the picture and respond by observing. Showing and number name it. role play and presentations for students to talk about themselves. Express anger. peers and neighbours when required. · Name Days of the week · Days of the week · Teacher uses the calendar in the classroom to talk about day. · Simple. talk about it. class. From the pictures point to some birds and name them. · Evaluation Introduce oneself to adults. date and month. · Picture of three little pigs building a house – How would 25 .

· Look at the picture and say what you see. things created by children. and small sentences) A paper boat that I made. pictures in a sequence. movements. · Making a presentation (Show and tell) · Objects in nature. feelings etc. pictures. Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. simple poems. inferring and relating to self. you build your house? · Picture of outdoors – What are some of the things the birds would use to make a nest? · Make a presentation.COMMON SYLLABUS 2009 . · Children say a few sentences about the work they created or something that they found. how they made it. pictures. · Describe what someone did on a particular occasion. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the text book. real life situations. 26 . Others go to the market and pretend to buy. A little book I made about myself (with drawings. associating. dialogues etc as a part of role playing.ENGLISH picture. sounds. · The scene is a market place. comparing. Children take up roles as shopkeepers selling different things. where they found it etc. · Children enact a variety of simple roles and use songs. · Act simple role play · Introduce yourself to a guest. · Stage an act from a known story. Roles based on small stories. gestures.

· · · Can you think of another name for the story? Listen to incidents told by a peer. 27 . Listen to the story and illustrate. thematic songs or recites poems and plays recorded cassettes Evaluation Teacher sings. Go straight and take a left turn to reach office room. thematic Songs. thematic songs . Poems Mode of Transaction · · · · Teacher sings. Give him the notebook and give her this pencil. Directions involving places within the school · Students listen to classroom instructions and directions and respond appropriately. recites poems. Children sing along. recite and listen. poems Content Rhymes.ENGLISH Class III 1. Listening Competencies Listening to rhymes . · · · · Listening and responding to questions · Questions ‘When’ ‘Why’ · Teacher asks simple questions and children respond.COMMON SYLLABUS 2009 . or plays cassettes. Listen and perform actions related to rhyme. When do you go to bed? Based on a narrated story: ‘Why is the girl running?’ · · · Listening to dual instructions and directions · · · Dual instructions (classroom) Directions involving two different objects.

(Play-clay. bit-bite) · · Listening to stories. Children listen and respond. (ship-sheep. incidents Stories.ENGLISH · Listen and respond to simple questions related to the story Listen to words with slight differences in vowel and consonant sounds. · · Listening and responding.COMMON SYLLABUS 2009 .sentences · Teacher models pronunciation and children listen and repeat. in peer group discussion · Simple common ideas · What is your favourite game? Why? 28 . cot-cut. Teacher gives a topic to the children to discuss. Teacher uses questions to test comprehension. plankblank) Change the first. incidents · Teacher narrates stories. · · · · Listening to pronunciation of different words · Words. middle or the last letter(s) and make a new word.

poems or songs · Evaluation Listen to the tune and sing. Rhymes. · Responding to questions · Phrases/sentences · · Narrating · Short stories/incidents · I went to the zoo with my brother and ……………. Speaking Competencies · Singing rhymes. poems. songs · Content Mode of Transaction · Children sing or recite along with the teacher or cassette and reproduce the rhymes. Respond with the next word or sentence when the teacher pauses while singing or reciting the rhyme.COMMON SYLLABUS 2009 .ENGLISH 2. parts of · Stand in line to go to the playground. poems. or listen to and recite the rhyme or poem. songs · · · Communicate a message · Simple messages · Children communicate messages to peers or another adult. Narrate the story of – The · 29 . Children express regret in naturally occurring situations. Teacher asks questions during the course of the day and children respond. · Respond to questions appropriately. Perform actions related to the rhyme where initiated. Children narrate any incident they have experienced. My teacher wants a box of chalks · Expressing regret · “Sorry” · The child says ‘Sorry’ when she/he accidentally bumps into someone.

· · Asking questions · Children ask a variety of questions during the course of the day. it is Mala’s pencil. · Participating in discussion · Simple common ideas. Singular and Plural. Reading Competencies · Reading sentences / longer text · Content Any passage from text or other books · Mode of Transaction Teacher provides opportunities for children to read individually. · Teacher gives a topic to the children to discuss. ‘Round Robin’ reading – reading 30 . Possessives. Nouns. Look at your bag and your friend’s bag. Verb forms · ‘Wh’ questions · Teacher provides opportunities through spoken activities for children to speak using a combination of grammatical forms. thirsty crow. · Is this Mala’s pencil? Yes. Have you been to a beach? What do you see? What are some fun things we can do in beach? · · · Speak using a combination of grammatical forms Functional grammar: Articles.ENGLISH stories or an entire simple story. · · Where is the black dog? Who is your friend? 3. Verbs. in pairs and · · Evaluation Underline the unfamiliar words. Adjectives. Children discuss topics of common interest on their own. Comparison of adjectives.COMMON SYLLABUS 2009 . Subject – verb agreement Personal pronouns. Talk about what looks the same and what is different.

The rat ran into a _____. Children use word attack skills to read.g. E. · Children read and answer simple questions. Create your own 31 . late. Bake Cake Like Write Whole Hole · · Road Signs / maps · Road signs and simple maps are introduced to children. Magic ‘e’ · Children identify magic ‘e’ words and pronounce them accordingly.g. cute · Use Spelling rules · Read aloud. kite.ENGLISH in small groups. · one sentence each from a given passage.. · Read the passage and choose the correct answer. E.COMMON SYLLABUS 2009 . · List out the road signs you see while coming to school. Read the sentence and illustrate.. pipe hole house · · Simple rules of spelling. · Read the given passage. · Children pause at the end of sentences.

Writing Competencies · Transcription of print text · Content Words / sentences · Mode of Transaction Children copy sentences/passages from the text book/black board. · · Reading different genres · Reading – Graded readers. 32 . Narrate an incident. · · · Evaluation Copy down the passage Finds hidden words in word grids Write two other rhyming words for each word. Look at the pictures and enjoy them Read books for pleasure Convey a message to a friend.COMMON SYLLABUS 2009 . etc.ENGLISH road sign and talk about it. · Draw a map from your home to school. Read a few sentences. · · · · · · · Reading for fun 4. Ask your friend question. colourful picture books · Teacher facilitates children to look at pictures/read books.. Express regret for a mistaken act.

Children read a passage and answer questions. · · Writing sentences/ longer passages · Text. fill ups and dictation to develop spelling skills. colour and write. phonetic words and content words) · Teacher presents a variety of writing exercises such as jumbled letters. sentences.she is in delhi 33 . Children write a few sentences using their own ideas. Making a list · · Write two sentences that rhyme using the given words. wall · Make a list of things that you would like to do this Sunday. Fill in the blanks with correct word: Monkeys climb______. Punctuate: . creative writing · · · Teacher writes on the blackboard and the children copy it. · · Using punctuations · Text comma. Drawing and writing. The question words are given.ENGLISH · Recall spelling · Words (high frequency words. (stere/ reest/ trees) · · Creative writing · Writing rhyming sentences. · Read and Answer the following questions · Make a question for the following sentences. ball. Writing on a topic.COMMON SYLLABUS 2009 . Teacher presents a simple rhyme with missing sentences. Children draw. What __________ This is a train.

ravi gita and anwar are playing football · · Write using a combination of grammatical forms [Consolidation of functional learning through usage] · · Functional grammar: Nouns. ____ (It/His) is red in colour. blue. A boy is running. two) I have bottles. My bag is lost. Use punctuations as directed by the teacher. Make the sentences bigger choosing from the words given. Verb forms. Articles.ENGLISH apostrophe and question mark · Teacher helps the children to mark the punctuations correctly in a passage . · · · 34 . Singular and plural [Learnt and interpreted only as usage] · Teacher provides opportunities through written activities for children to write using a combination of grammatical forms. Possessives. This is my shirt. Copy a news item in your note book. prepositions. Verbs. Subject – verb agreement Personal pronouns. · · Fill in the blanks with correct word.where is my sister .COMMON SYLLABUS 2009 . (tall. form two or three rhyming sentences. Adjectives. Comparison of adjectives.

· Months of the year · Months of the year · · · · Sing a rhyme‘January. E. tree. Language Functions Competencies · Make a Role play (pair work) · Content Themes from text.ENGLISH 5. peacock and speak one or two lines about yourself 35 ..COMMON SYLLABUS 2009 . story books. September 26 th. Today is Friday. · Using Picture Dictionary · Picture Dictionary · Teacher guides the children in grasping the meaning from the picture dictionary Teacher uses the calendar for children to learn the months of the year and to know what month they are in.…’ What is the first month of the year? What is the last month of the year? 6. · Content Irregular nouns ‘ies’. 2009.g. bee. Vocabulary Competencies · Forming Singular and Plural Names.February. real life situations · Mode of Transaction Teacher initiates discussion and guides children to play different roles · Evaluation Take up roles as butterfly. ‘ves’ · Mode of Transaction Teacher guides children with vocabulary games and activities Evaluation · Match the following: Knife – Loaves Story – knives Loaf – stories · Know how to refer to picture dictionary as and when needed.

. · Make a list of things you bring to school. Akbar and Birbal · Making lists · Shopping list. how they made it. It will be integrated in the lessons in a graded manner. Children say a few sentences about the work they created or something that they found. list of children · Teacher presents topics for lists or uses naturally occurring opportunities to make lists. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook. where they found it etc.COMMON SYLLABUS 2009 . My pet cat. Note: Grammar is not taught in isolation.flowers A fish made with shells. Teacher enables children to talk about a familiar theme. list of items in the classroom.ENGLISH · · Act in a drama (Dramatization) Content from the text / stories · Teacher facilitates in dramatizing the story · Take up roles to enact a short story. · Talking about a theme · Simple / Common/ familiar themes · · · · · Talk about: My school. Act like a docter. · · Make a presentation A scrap book. Describe what you made of waste paper / rags / clay / plastic items. · Making a presentation (Show and tell) · Things found or created by children. 36 . Prepare a list of thing you want from your father.

· Listen to the tune and sing the songs and poems. · · Listening to stories/ prose content · Short stories/prose content · Teacher narrates stories / incidents / folk tales. Sings the whole song or poem after listen to the title or first sentence. Children listen and respond · Give a suitable title Think of a different ending for the story.COMMON SYLLABUS 2009 . Listening Competencies Content Mode of Transaction Evaluation · Listening to songs / poems · Songs / Poems · Teacher sings / plays the recorded cassettes. Children sing part or the whole song / poem.ENGLISH Class IV 1. Listen and respond to the questions · · 37 .

· Children bring up topics to discuss and listen to each others ideas. · Reflect and illustrate what you have heard in various ways · Listening and responding in discussions · Themes on personal experiences.g. vowel clusters etc. · When I was a baby I looked like a fish. stress and intonation · Words/ Sentences / Passages E.” · Simple riddles · Listening to riddles · Teacher tells a riddle.COMMON SYLLABUS 2009 .” Who am I? · Children go outdoor to listen to the sounds around them and come back and discuss what they heard.ENGLISH · Listening to pronunciation. Now I say. “Croak. multi syllable words. Children guess the answer. · Teacher models pronunciation. 38 . croak. · Teacher initiates discussions for children to listen and participate.. Words with silent letters. · Children make up their own riddles. Children repeat after the teacher · Repeat after me “She sells sea shells on the sea shore. homophone. common interests and ageappropriate themes.

Speaking Competencies Content Mode of Transaction Evaluation · Sings Songs and poems · Poems / thematic Songs · Teacher sings and children sing part or the whole song / poem. · Sing the song/ poem suggested by the teacher or their favorite one. · Listen to a story told in a TV Channel. · Listen to question and respond in full sentences. Listen to a good speaker as recorded in a Cassette Listen to questions asked by your friends.COMMON SYLLABUS 2009 . Sings the whole song or poem after listening to it carefully. · 39 .ENGLISH · Listening and responding to questions · Questions: “How”? · Children listen and respond to questions relevantly. · · 2.

forest animals · Children talk about a given topic. · Children plan as a part of different club activities. talking about some event. 40 .COMMON SYLLABUS 2009 . Teacher prompts then by asking leading questions.: Our school Saving water My pet · General discussions · Teacher involves the children to participate in the discussion about a specific topic in small/large groups. · Draw some of the trees you see around you. Railway station. · Communicate an idea/opinion · Creating something planning an event. · Talk about the uses of tree. · What do you think about the movie we saw today in school? · Talking about a theme · Common familiar topics :E.g. day-today activities · Teacher presents opportunities for children to communicate their ideas and acknowledges them.g. · Talk about the different ways you can save water. · Respond to questions appropriately. · Participating in discussion · Specific topic E. · Teacher asks questions during the course of the day and children respond.ENGLISH · Sing the the song with actions slowly eliminating words or vice versa.

personal pronoun. · Speak for two minite on a topic of your liking. adjective. article. · Look at the six pictures and tell the story of the ‘Ant and the Dove’. affirmative.COMMON SYLLABUS 2009 . [Consolidation of functional learning through usage] Functional grammar: Noun. · Sing your favorite English song · Discribe the magic show you saw. adverbs. conjunctions [Learnt and interpreted only as usage] 41 . · Responding to questions · · · Asking questions · Speaking using a combination of grammatical forms.ENGLISH · Sentences (Questions and answers) “How?” questions · Children ask how something is done or how something happened. verb. possessive pronoun. interrogative and negative sentences. · How did the mouse save the lion? · Throw the ball on the black board and make a sentence with the word you hit with the ball. · Say a few sentences about your village / town · Ask a sportsman how he own the prize. · Teacher provides opportunities through spoken activities for children to use a combination of grammatical forms. verb forms. degrees of adjectives.

ENGLISH 3.COMMON SYLLABUS 2009 . inference. the title. Divide yourselves into small groups and read two lines each. Read the passage and talk about two things you liked about it. · · Evaluation Read a passage and illustrate. · · Mode of Transaction Children read longer texts silently and aloud. Recall answers based on text Read the passage and find the author. Read the question and choose the best answer (choice of three answers) Read the letter and circle the address and the place you sign. the main idea and the ending. Reading Competencies · Reading a longer and level appropriate text (familiar / unfamiliar text) · Content Text/other reading materials. Children read with a degree of fluency. Read the given passage and answer the questions based on cause-effect. one · · · · · · · Reading with attention to Text · Teacher models reading a 42 .

plays. Read. letters. · Teacher provides materials such us narratives (stories and non-fiction). Newspapers. · · · 4. Billboards. Writing Competencies Content Mode of Transaction Evaluation · Dictation of words/ · Text / General · Teacher presents a · Build a word pyramid.ENGLISH pronunciation. Read the given passage and answer the questions based on cause-effect. Read a news item. newspapers. stress and intonation passage from the text with attention to pronunciation. maps. Maps. poems. · · · Reading for fun · Supplementary Reading-Graded series and a wide range of reading materials. 43 . Poems. inference.COMMON SYLLABUS 2009 . poster. · · Reading different genres · Narratives. enjoy and recommend the book to a friend! Read a letter written by your relative. stress and intonation · after the other. Take up different roles in a written play and read aloud Make a small model bill board of a product and read it aloud and share. Locate a place on the given map. · Teacher provides a variety of reading materials. billboards.

· Write a letter to a 44 . verb. Word pyramids Draw the things you saw during a bus journey and write 2/3 lines about it. Choose a sentence from Column A and a sentence from Column B and join them to write a sentence using ‘and’ or ‘but’. · Answer the given questions. [Consolidation of functional learning through usage] Functional grammar: Noun.COMMON SYLLABUS 2009 . adverbs. · Teacher presents a variety of writing activities for children to do. [Learnt and interpreted only as usage] · Teacher provides opportunities through written activities for children to use a combination of grammatical forms. conjunctions. journal notations. · Read and answer questions. · a. · Order jumbled sentences to make a story. creative writing. · · · · · · Writing using a combination of grammatical forms. Look at the picture and write about it. affirmative. an. interrogative and negative sentences.ENGLISH sentences variety of writing exercises and word building activities. personal pronoun. · Complete the passage in your own words. ant. article. adjective. · Writing sentences/passages · Question/answers. verb forms. pant Write words and sentences with correct spelling. degrees of adjectives. possessive pronoun. letter writing (informal).

Puzzles. homophones. compound word. Use a picture book for developing a sequence of · · · 45 .COMMON SYLLABUS 2009 . The child is crying ______ (loudly/fast) 5. ) · · Using Picture Dictionary · Teacher guides the children in grasping the meaning from the picture dictionary · Make use of dictionary. to find out the meaning and spelling with your peers. to learn pronunciation.ENGLISH friend inviting her for Pongal/any other festival (using the clues given) · Fill in the blanks choosing the correct word. Solve a crossword puzzle. Boggle and Scrabble may be given. Play a word – building game. antonyms · Content Glossary from Text Crosswords. Vocabulary games Picture Dictionary · Mode of Transaction Children play language games in groups. Vocabulary Competencies · Identifying synonyms. · Evaluation Play in small groups. spelling and meaning of new words. (Word search .

class.ENGLISH events. 46 .COMMON SYLLABUS 2009 . simple forms and timetable as appropriate. · Evaluation Fill in labels. 6. It will be integrated in the lessons in a graded manner. Describe a game you have played or witnessed. phone number. subject areas in labels. simple forms and time-table correctly · Eg. Activities are proposed to inclusion in the textbook. simple forms and timetable Enquiry at shop · Mode of Transaction Children fill name. Ask for materials you want from the shops. address. A Note for teachers on functional grammar with suggested activities will be included wherever relevant would be given in the Text book. phone number. address. class time-table (where simple personal data is required) Content Name. subject areas in labels. Announce to a group of your friends a rare achievement of one of your relatives. Language Functions Competencies · · Filling labels and simple forms. Note: Grammar is not taught in isolation. class. Go with your parent and enquire about price of one kg of sugar · · Making an enquiry · Children practice these skills in real life and simulated situations · · · · Other language functions for continued practice are: · · · · Making announcements Describing a person / object Role play Presentation Fill a simple application form.

COMMON SYLLABUS 2009 . Answer the following questions using the clues given. · Content Songs · Mode of transaction Children listen and respond to songs · · · Evaluation Listen to the song Sing the song with actions Give the theme of the song · · · · · · Listening to poems Appreciating rhythm and rhyme Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas Appreciating various simple level appropriate images · Poems · · · · · Children listen to the poem Understand the meanings of difficult words [may use dictionary] May be facilitated in their understanding through appropriate actions Facilitated to discuss the feelings and values expressed by the poet and evolve the sequence Grasp the central theme of the poem · · · What do you feel after reading this poem? Does is poem tell you of something sad or happy? Fill up the speech bubbles to indicate understanding of main and supporting ideas. · 47 .ENGLISH Class V 1. Listening Competencies · · Listening to songs Enjoying the tune and responding with actions where appropriate or required.

Comic strips · Children may be facilitated to listen carefully to their peers. Toys.ENGLISH · · · · Listening to stories / folk tales Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas · Stories & folktales · · · · Children listen to the story Understand the meanings of difficult words [may use dictionary] Facilitated to discuss the narrative and evolve the sequence Grasp the central theme of the story/folk tale · · · What is the meaning of _______? Arrange the sentences in order of sequence. and discuss in small groups · · Form group and discuss following the topic. 48 . children listen and repeat words with correct pronunciation. Give a opinion about wearing school uniforms. · Listen to the passage and repeat suggested words · · Participating in discussion Simple topics Eg. Cartoon characters. stress and intonation · Passage from the text.COMMON SYLLABUS 2009 . · Listening to correct pronunciation. What do you thing about helping others. Answer comprehension questions using the clues given. or audio cassettes · Through various facilitative activities. stress and intonation – Small or Large group.

Discuss and make a list of what you like doing alone or in groups. Speaking Competencies · Reciting / singing poems · Identify the words which have the same sound but different meaning and spelling. Say aloud what you understood from a text. Pick out the rhyming words in the poem. which may include actions · · · Evaluation Recite the poem Sing the song with the teacher. preferences and other such personal explorations · · · · Exchanging ones ideas with · Sharing/Interaction Tell the class about the you’re your like best and why? How would you like your friend to behave? Tell the class. Content Poems – Text · Mode of transaction Children are facilitated to recite the poem through various learning activities.ENGLISH · Listening to words that sound the same (homophones) Homophones presented in a passage · · Children listen to teacher reading the passage identify the homophones in small groups · · · 2. dislikes. · Expressing one preferences Sharing/Interaction Time.COMMON SYLLABUS 2009 . day to day situations · Children in groups make a portfolio depicting their likes. Scan a given text for a set of points. etc · Children in groups discuss and 49 .

Raise questions Engage in comprehension activities Choose the correct answers. day to day situations Eg. drinking.COMMON SYLLABUS 2009 .ENGLISH peers on a particular object / place / person /event / situation Time. [Objective Questions] ii) Understanding content iii) Finding answers to questions on the given passage · · · · · · 50 . exchange ideas around any particular object / place / person /event /situation · Speaking on common experiences Sharing/Interaction Time. 3. reading. Lost in a crowd · Children in groups discuss and exchange ideas around any particular experience which they discover to have been common · · Practise rhymes and rhythms in a few songs given. and understands in context through individual and small group activities Uses the reading material to answer questions Teacher facilitates the · · · Evaluation Read and list out the unfamiliar words. Encounter with a person one doesn’t know well. day to day situations Eg. Say what you like and you don’t in eating. Reading Competencies · Reading text i) Understanding sequence · Content Text/ Supplementary materials · · Mode of transaction Children read the text both silently and aloud The teacher facilitates the following activities and skills for each student: Underlines main facts Uses dictionary or vocabulary list (put up on board) to find meaning of unfamiliar words.

Writing Competencies · Simple projects · Content Provided with materials and ideas · Mode of transaction Teacher helps children to evolve their own work plans. Display your project and explain how you worked on it. stress and intonation – Small or Large group.COMMON SYLLABUS 2009 .ENGLISH · Using simple spelling conventions correctly understanding of selected spelling rules through a range of exercises and play activities · Spelling rules emphasized through a relevant passage Text / Additional material · Children are facilitated to read words with correct pronunciation. · · Filling in forms · Forms of bank challans. · · · Play a spelling game. stress and intonation · · Reading for fun Reading Time · Supplementary Reading – Graded series V · Colourful picture stories Children read in large groups. Read a letter. reservation · Teacher guides children to · Fill up a bank challan 51 . small groups and individually – aloud or silently 4. · Reading with attention to pronunciation. an eseay and a poem. and facilitates their execution Children also discuss their plans in the small group · · Evaluation Prepare a project on the given topic. Read a story with suitable difference from a picture sequence.

forms. SA [2 to 4 lines] · Look at the given diagram and answer the questions that follow. Story – pictures are given learn to fill up forms.O. Complete the story · · Completing simple passages Teacher facilitates children to complete the passage with suitable sentences. School application form · · Developing a story · · · Text · · Reading between the lines · · Story – clues. inference and conclusion Children are facilitated to link thoughts and ideas to facts They discuss their questions in small groups · Objective Questions. · · Simple topics or free choice · Teacher encourages children to write simple poems.ENGLISH forms. after · 52 .COMMON SYLLABUS 2009 . M. · · Writing simple poems · Text and back of chapter questions Use the given rhyming words and form a poem of your own. · Teacher explains steps in developing a story Children frame stories Discuss them in small groups Teacher provides opportunities for children to read and analyze text through simple graphic organizers Error analysis in reading. for a Childrens saving account. VSA.

Use an encyclopedia to find out some rare events.COMMON SYLLABUS 2009 . Content Text / Additional material such as magazines. newspapers Mode of transaction After explanation. Grammar Competencies Nouns and Verbs – Exploring the types through spotting use Common Noun. Teacher encourages children to write informal letters · · Writing letters (Informal) · Passage with questions Encyclopaedia/ any other relevant information source/ reference material · After initial large group reading. Write simple pomes. Complete the story half of which was only given.ENGLISH · Themes. Continuous Simple past. Model letters · discussion in small groups. children are facilitated to identify the naming and doing words in small groups with different materials Evaluation 53 . Write a casual letter to your parents. children are facilitated collectively to search for answers to the questions · · · Reference Skills · · Referring to Junior Encyclopaedia/ any other relevant information source/ reference material Making small notes · · · 5. Proper Noun Verbs – Present tense – Simple. Simple Future Write a letter to your Uncle / Dad / Friend Describe a project done by you.

Interrogative] Text / Additional material such as magazines. in the earlier classes] [Naming seen as a tool to build formality and awareness in learning at this level] Types of Sentence [Affirmative. Use correct tense forms in describing a series of activities.ENGLISH Parts of speech [Introduction to formal naming of the different parts of speech – already explored as use. Identify Prefix / Suffix Say the homophones State kinship terms · Text.COMMON SYLLABUS 2009 . activities and games · · 54 . Supplementary material. newspapers Teacher guides the children through usage to identify various parts of speech. Vocabulary Competencies · Correct the given wrong sentences. back of chapter questions · Exercises. Worksheets Children are facilitated to use these sentence types in contexts of their own · 6. Identify the prefixes and suffixes of any · · · · Forming Compound words. children do various exercises Games. activities and games · · Mode of transaction Evaluation Games. Exercises and activities are utilized for this. Reorder the words in the given sentence to make it a question. Puzzles. children do various exercises Use correct alternative to the identified word in a sentence. Using Antonyms/ Synonyms · Text / poetry Content · Exercises. · · Exercises.

Compare any two objects using simile / metaphor.COMMON SYLLABUS 2009 . 55 . State the English equivalents for local relationship words.ENGLISH · write similes / metaphors · · five words.

Learning Outcomes Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately. /∫/. and spelling accurately : gh sounds. silent letters. Imperative Statements Short Stories Short audio pieces (radio play/ chosen parts of CDs/Poetry/ Short passages) Classroom activities and processes Reading aloud stories Reciting poems Giving specific instructions for an activity or class work Playing an audio story (Audio books. finds patterns. 56 . orally or through written exercises Evaluation Follow instructions Listen and recite or read with clear intonation and pronunciation Listen and respond orally or through written exercises: Eg. audio rendition of poems It will be reiterated at a suitable time in future. /z/.ENGLISH Class VI Listening Competencies Listening to: Instructions. /3/ homophones etc. uses correct spelling in writing Understands meanings of words learnt. Learns New vocabulary Spelling Games Spells words. Write or say a line about the characters in a story.COMMON SYLLABUS 2009 . /s/. Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. give a suitable title Answer objective questions Identifying and discriminating difficult words Dictation: Hearing words.

pronounces words accurately Read in unison. This learning activity may be undertaken around a story or passage: Learning Outcomes Reads clearly with pauses. games. other oral activities: Ask – Answer activities around familiar situations in day-to-day life Giving directions to a place on campus etc.COMMON SYLLABUS 2009 .ENGLISH Speaking Competencies Reading aloud from a text Reciting: reading from text Reciting from memory Classroom activities and processes Reading aloud from their reader Learning and reciting in groups. also knows how to ask. without faltering Memorise the poem Using appropriate greetings for various occasions Making requests Enacting Follow the instructions correctly How will you respond to the given situations? Instructing another classmate Asking and answering ‘Wh’ / Yes/No / Seeking Information Questions Learns to frame appropriate questions and answers correctly in the ‘Wh’/ Yes/No model. with expression Learns to use oral instructions Speaks and enacts using learnt phrases Builds familiarity with appropriate phrasing of greetings and requests Evaluation Read the given passage fluently without erase and with correct pauses. or individually from the selection of specified poems Activity: role play. with sense of meter and rhyme Reads alone without stumbling. Recite with expression. Expresse appreciation for the poem read. 57 . Objective questions Questions for different situations: Eg.

puzzle or riddle which they enjoyed? 58 . Classroom discussion on lessons Converses around a suggested or initiated topic Builds participation skills Cogency in speech Confidence Resourcefulness Holds a train of thought Converse on a topic of your choice with a group of your classmates. Telling Jokes. Students share jokes.find the time of a train’s arrival or departure Participation: In discussions in class In a dialogue Large group discussions.find a place.ENGLISH Teacher guided to elicit relevant information Ask questions to . clearly and correctly Address the class on why we need to grow more trees. Learns to speak in front of a group. Speaking formally on a topic for 2 minutes Each student takes turns to prepare and speak on a topic of choice Students share jokes. puzzles and riddles. .COMMON SYLLABUS 2009 . puzzles and riddles in a lively manner Build interactive skills Anyone can share a joke. Puzzles and Riddles.

Scanning The student learns scanning as a skill.COMMON SYLLABUS 2009 . Reading independently. the teacher facilitates scanning content as a reading skill Reading passages. Reading selected unseen comprehension passages of selected level Teacher writes instructions on board and asks children to follow them: a play way Learning Outcomes The student learns skimming as a skill. the teacher facilitates skimming content as a reading skill Using various short passages. short passages in prose and comprehending its content Reading and following level appropriate instructions Reads and comprehends Understands and enjoys stories and essays Learns to read independently Follow instructions clearly. and understands its value in reading and understanding Evaluation Read the given passage and answer the questions. 59 . and understands its value in reading and understanding Read the given information and find the data asked. from text.ENGLISH Reading Competencies Skimming Classroom activities and processes Using various short passages.

Answers questions appropriately VSA.COMMON SYLLABUS 2009 . understands. and understand in the context Use reading material to answer questions Enjoy reading Understands vocabulary. SA Answer open ended questions: What do you think? [Teacher facilitates] Read and respond to Responds to literature. understands life through reading Appreciates poetry Understands meaningfully Illustrations and responses show understanding. Independently works at understanding a passage or poem Follows sequence correctly. relates The teacher facilitates the following activities and skills: Underline main facts Use dictionary or vocabulary list (put up on board) to find meaning. builds vocabulary and uses words in context. 60 .ENGLISH learning activity (‘Simon says’ games) Understanding sequence Understanding content Finding answers to questions on the given passage Understanding the author’s intention Recognizing and learning vocabulary in context Appreciating style: first steps Picking out main facts and supporting detail Relating stories to one’s own life and responding Reads poetry: appreciates it. answers questions correctly Begins to build cognitive skills in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing Uses the dictionary effectively.

spell and use grammar correctly. illustrate Supplementary reading. use of the Library. teaching writing a paragraph Uses vocabulary to make sentences Use vocabulary correctly. appropriate vocabulary and grammar conventions Write cogently. uses punctuation Evaluation Answer questions appropriately in complete sentences Uses relevant and level Exercises in appropriate vocabulary vocabulary to make sentences Writes on a given topic: (to an established word limit) [5 lines] Specific paragraph topics. answer questions. Referencing skills and activities Free association and ‘imagine’ activities Reads for interest Reads to deepen knowledge Reads to link and connect additional data Answer questions accurately Reading Extension Activities Small assignments and projects Writing Competencies Answers questions in complete sentences. relevant to topic.ENGLISH and responds poetry. writes original sentences Paragraph unity. writes complete answers. Short Answers [5 lines] 61 . organise content.COMMON SYLLABUS 2009 . relevance. using punctuation Classroom activities and processes Comprehension passages Learning Outcomes Write in sentences.

COMMON SYLLABUS 2009 . Use imagination. a freeing exercise Forming stories Write cogently. Apply grammar conventions Expanding on given hints Building a story from an outline Learning skills that help to use Write a original story of a own on any theme of your choice. from outlines or story starters Hints are given. Use all the hints Imaginative 62 . Write clearly and imaginatively.ENGLISH Identifying and using selected cohesive devices Analysing sentences and passages for cohesive devices [Facilitated by the teacher] May be a text passage Students learn to write sentences and small passages using cohesive devices Fill in the blanks with the correct connectors and other devices in writing Objective Questions Learns to write a formal letter in the appropriate format Writing letters in a given format Learns about the format of a leave letter through relevant examples provided by the teacher Short journal prompts Five minutes of class time to write Story writing tasks. and students facilitated to use them skillfully Writ a letter to a bookshop ordering books for your home library Journal writing Self-expression Not assessed Free writing Just write without hesitation Not assessed. Developing Hints Write cogently.

using graphic organisers Use summary and graphic organisers in all classroom transactions Picking out and organisation of information and facts in an imaginative manner Learning the value of Mind mapping as a tool to understand and associate Growing familiar with a range of graphic organizers Frame sentences in sequence from the mind map given to you Spelling words correctly Spelling activities around familiar and unfamiliar words Dictation Students know the spellings of selected words Objective questions and fun games for spelling 63 .ENGLISH imagination /facts productively Innovative Original Writing simple messages and descriptions Students use life situations to write relevant messages Students use everyday objects and scenarios to describe what they see Learns to use language contextually Learns to use language to articulate a visual image Look at the objects placed before you and describe them in the few sentences Mind/Concept mapping Summarize content in any framework.COMMON SYLLABUS 2009 .

Difference between sentences and fragments. verb & adverb Objective questions Concept of a sentence: subject predicate. types of sentences.ENGLISH Grammar Competencies Have an overview of parts of speech: words have different roles in sentences Functional use of words in full exprestions.COMMON SYLLABUS 2009 . recognise differences between sentences and fragments. correcting run-ons [Assertive. Imperative. adjective. understands and corrects run on errors Learns four simple sentence types Separate sentences into subject and predicate. with explanation of logic behind each Learns the structure of sentences. Interrogative. Classroom activities and processes Introduction to parts of speech through explanation and exercises Evaluation Learning Outcomes Understands the different words and what part of speech they are Classify the given words in the respective coloumn – noun. capital letters and punctuation. Write sentences with appropriate structure Objective questions Through exercises and explanations Recognises all types of proper Identify the nouns in the following sentences and state what kind of noun has been used 64 . Use appropriate capital and end marks. Simple Negative] Nouns and types of nouns: all proper and Through varying exercises on each concept.

through sheets. Learns all doing and being verbs in the required contexts.ENGLISH abstract nouns of nouns.SVO. through sheets. explanations and activities Worksheets. explanations learning the rules Recognise adjectives and adverbs and their role in a sentence Students use different adjectives and adverbs in different situations Uses and understands different describing and modifying words and the rules of usage Objective questions Rules of capital use: basic rules: beginning of sentences. their role and use. SVIO DO] Learning the different kinds of Describing words and Modifying words in a sentence [Adjectives and Adverbs] Recognise verbs and their role as predicates Students use different tense forms in different situations Students understand simple sentence structures – SVC. SVO and SVOO Pick out verbs. their role and use. Learns about modifying words and their required contexts. simple predicates. universal truth].COMMON SYLLABUS 2009 . Simple Future [Intended actions] [SVC. explanations and activities and abstract nouns Objective questions Verbs: being and doing words: adds to understanding predicates Simple Present [Habitual Action. rules. types of Learn all the uses of capital letters in sentences Applies rules in all written work 65 . use verbs in sentences correctly Objective questions Learns through exercises and explanations of describing words. Simple Past [Completed actions].

checks with peers.COMMON SYLLABUS 2009 . crosswords. End marks (connected to types of sentences) of capitalising Objective questions Worksheets and rules Recognises the types of sentences and uses end marks correctly Uses end marks correctly Objective questions Revise already learnt concepts through exercises. word search Learning Outcomes Understands meanings of words in context Evaluation Uses the words in sentences. understands context and meaning Objective questions Vocabulary exercises in: homonyms. antonyms Students learn some homonyms. teacher helps with meaning Activities. synonyms and antonyms Builds familiarity. pronoun I. identifies words correctly Completes the related exercises correctly 66 . synonyms. Revision exercises Vocabulary Competencies Grasping the meaning of unfamiliar words from reading materials Classroom activities and processes Uses dictionary.ENGLISH proper nouns.

and language games Worksheets. clear sentences Role play Enrichment and application Simulates effectively Writing poetry Enrichment and application Write originally. or charts or black board drawings Activities. Reads a graphic organiser Tabular data Narrating stories Classroom activities and processes Activities.ENGLISH Language Functions Competencies Reading and interpreting pictorial information: comic strip. imaginative. tasks. and language games Learning Outcomes Enrichment and application: Students develop the skill of describing pictures and cartoons Understands and interprets different kinds of data Evaluation Uses pictures and other visual media to complete the set task Interprets the data accurately Enrichment and application Original. tasks. authentically 67 . pictures etc. tasks.COMMON SYLLABUS 2009 . tasks. and language games Activities. and language games Activities.

68 . 3. The teacher uses the activities given in the Chapter/Lesson Plan to introduce the topic · · · Priming/Reading Preparation Activity Large Group Do you know? [related to content] A short related/reinforcing word game/anecdote/discussion 2. 7. 8. Learning Activities for the student By the student[s] Introduction Activities 1. Learning Engagement Activities Understanding Activities Consolidation Activities Functional Enrichment Activities Language Structure Activities Evaluation/Assessment Activities Suggested Extension Activities Reinforcement Activities Teacher Reading and Explanation. Separate materials are provided there using the chapter as base The grammar to be taught is presented in the form of exercises.Classroom Transactions for Prose & Poetry Sl.ENGLISH For the teacher Template of the Active Learning Framework . 9. Mapping Activity] – Individual/Pair Discussion and activity using graphic organisers provided in the textbook Small Groups Students answer Questions and attempt the activities that consolidate their learning of the content in the textbook – Mixed as appropriate Students engage with the application related activities presented at the back of the chapter. Reading related Activities with paragraphs [Word Web. No. 6.COMMON SYLLABUS 2009 . Simple Formative Assessment and Criterion – referenced evaluation based on the Lesson may be facilitated by the teacher Simple activities involving writing and observation/interaction related to the day-to-day context of the child Worksheets that address the need for revision and reiteration in an imaginative manner 5. 4.

ENGLISH It is suggested that this format is taken forward across VI to VIII. sketches. group work. Another template will be suggested for IX and X. anecdotes. tasks. and jokes Discussion. and short assignments both individual and group 69 . when it is ready. List of possible classroom activities and transactions: · · · · · · · · · · Role play Dramatisation Reading aloud Recitation of rhymes. and language games Pair work.COMMON SYLLABUS 2009 . poems and making observations on a given topic/theme Telling and retelling stories. debate Simple projects Interpreting pictures. incorporating the blueprint of assessment and evaluation. cartoons Activities.

. worksheets and other interactive exercises Dictation on these forms Teacher initiates a discussion on the report.: cry-weep cry-shout aloud Listening to a Report Report on 1. News report. connect sounds with words Word Pun. using given basic parameters 70 . Weather report. Distinguishes different word forms. etc. dialogues. stories.ENGLISH Class VII Listening Competencies Listening and responding to items Content Recorded songs. in different contexts Same words that differ in meaning in different contexts Eg. Sports Day function. Classroom activities and processes Listening to and following instructions. understands stories read out or played follows a speech and responds to it. gain better accuracy in spelling.. etc Using specific word forms in appropriate context. Annual Day function.COMMON SYLLABUS 2009 . etc. 2. learn to spell words correctly Find pattern. and respond appropriately Oral Questions to check comprehension Listening to specific words and their different forms. listening to selected audio stories. Objective type questions Student understands the structure of a report Able to recall basic elements of an oral report. 4. learn the peculiarities of spelling. and improvise to create one in a given context. Evaluation Testing to find out whether the students follow instructions correctly. 3. listening to a classmate’s speech Learning Outcomes Student understands oral instructions. poems.

homonyms etc. puzzles and riddles in a lively manner Build interactive skills Uses descriptive vocabulary and connectors Evaluation Use words like puns. playground etc.COMMON SYLLABUS 2009 . Reciting poems from memory and from text Learning and reciting in groups. Learning Outcomes Shares jokes. Incidents in the class. in group conversation. recognises rhyme. or individually from the selection of specified poems The teacher facilitates formal conversation around a chosen topic. Eg. meter and meaning and brings it out through recitation Recite clearly. puzzles and riddles. Poems from the text Students share their experience in class Recount your experiences on your way to school this morning.ENGLISH Speaking Competencies Telling Jokes. puzzles and tongue twisters Classroom activities and processes Students share jokes.. groups converse around ‘Sports today’. vocabulary and syntax Speak with confidence on a topic of their choice. or ‘TV Programmes’ Appreciates. with correct inflexion and pronunciation Speaking formally Familiar topics Expresses thoughts using the correct language. Puzzles. 71 . tongue twisters as play an words and meanings Narrating an experience Content Jokes.

picking out main facts and supporting details Teacher guides the students to finding the topic sentence of a paragraph by eliciting responses through questions. Passages on topics of general interest Classroom activities and processes Read text. ‘ How’. character. Analyzing what is read Simple comprehension passages depicting celebrations etc. jokes etc. moral values. ‘Why’ questions 72 . answer questions accurately Reading independently. nature.COMMON SYLLABUS 2009 . Find the topic sentence of a given paragraph. locate meanings if necessary. adventure. plot. inference. style. underline main points Learning Outcomes Independent reading and comprehension of reading matter Evaluation Summarise effectively through mind maps and other graphic organisers. Apply their mind to understand various aspects of a passage: Eg. biographies. articles on science.. Makes connections and interpret what they read ‘What’. other interesting information Identifies the topic sentence of a paragraph.ENGLISH Reading Competencies Identifying the topic sentence of a paragraph Content Simple passages on games.

analysis. stressing words appropriately and with proper intonation Reads for interest Reads to deepen knowledge Answer questions eliciting imagination and emotions. good conduct. answer questions. Reading with rhythm and emotion-extensive reading Newspapers.ENGLISH Understanding and following written instructions after or before a given passage. VSA and SA Responds to literature. illustrate Appreciates poetry Responds to the imagery and emotions in a poem. relating and responding Poems on simple themes [Teacher facilitates] Read and respond to poetry. Following a trail of written instructions to arrive at a learning outcome Relating stories to one’s own life and responding Pre reading and post reading questions on simple passages Re-arranging jumbled sentences into a logical sequence Stories inculcating values like friendship.. Reading written instructions and following them Follows written instructions Read the instructions and respond accordingly Exercises given after the lesson. etc.COMMON SYLLABUS 2009 . aiding understanding. evolve connections Answer open ended questions: What do you think? Follows a sequence and build on what is known MCQs. If you were the boy in this story. understanding. how would you have… Reading poetry: appreciating it. understand life through reading. Supplementary reading. etc.. Referencing skills and activities Building interest Small assignments and projects Reads to link and connect additional data 73 . stressing words appropriately and with proper intonation Eg. Reads with pause. Objective type questions. Reads with pause. Use of the Library. Children’s magazines.

writing on given topic with guidelines provided Write grammatically correct sentences in an organised manner on a given topic Long Answers [8 – 10 lines] 74 . expresses views with originality and writes in prose form Writes up to 10 cogent lines on a given topic Rewrite the given line / lines of the poem in prose form. answer in own wordas Evaluation Answer accurately in an organised. Writing descriptive and narrative essays of specified length [8 – 10 lines] Topics of general interest Introduction to essay writing. Poems Read.COMMON SYLLABUS 2009 . comprehend and respond clearly Use mind maps and graphic organizers to aid understanding Interprets and understands the poems. Poems Read. or text based written exercises Learning Outcomes Explains clearly in writing. VSA and SA Questions . use appropriate expressions. Objective type questions. comprehend and respond clearly Identifies sentence patterns Interprets and understands the poems Paraphrasing poetic lines.ENGLISH Writing Competencies Writing answers to Knowledge based questions Content Mind maps and graphic organizers Classroom activities and processes Comprehension passages with activities.VSA and SA Diffentiates between the language used in prose and poetry. complete and clear manner Normative MCQs.

etc. through taking roles. linkers. etc Responds appropriately and builds a clear written dialogue sequence for a story/narrative Simple Slogan writing Short.COMMON SYLLABUS 2009 . Write a letter to the Collector about the pollution of the river in your area. Teacher shows the style of language used in formal / informal letters Identifies the specified discourse markers in connected sentences Identify the discourse markers. teacher facilitates familiarity with them through pre and post reading questions. Teacher evolves various contexts to create awareness – Eg. conservation of water. catchy phrases and sentences Evolves catchy and effective slogans on relevant themes A few fun activities on imaginary issues Summative Able to focus on the core issue and evolve an appropriate slogan 75 . Write a letter to our friend about the pollution of the river in your area. Fun activities in script writing Filling up the blanks in a dialogue Using the right format for presentation of Direct Speech Using direct speech in Dialogues Situations for dialogues Using a short narrative passage. 2. keeping the campus clean.. Formats are given. evolving a script. connectives in a given passage Use discourse markers in appropriate places in sentences Writing Formal and Informal letters Situations for formal and informal letters Learns and applies the formats and uses the required vocabulary and language for letter writing Eg. students are encouraged to convert it to direct speech. Waste segregation.ENGLISH Using discourse markers Linkers / connectives Passages with the selected discourse markers are provided to students. 1.

Present. structure and use of the Continuous tense Past. general topics Short journal prompts Self-expression Prepare articles for journals Free writing Five minutes of class time to write on topics of the pupils’ choice Writing spontaneously without hesitation Express your views on the chosen topic Grammar Competencies Revision of Parts of speech Content Nouns. pronouns. interjections. general topics Current affairs. Future continuous Students use different Continuous tense forms in different situations appropriately Students have a clear. Narrate a past event using the Past Continuous Tense Objective type questions 76 . explanations and activities Learning Outcomes Recall and reinforcement of learnt concepts in the parts of speech [Sentence structure] Evaluation Demonstrates clarity of understanding Cloze tests may be used Grasping the form. and give a commentary using the Present Continuous tense. adjectives. Articles Classroom activities and processes A passage in the text that highlights the required grammatical functions.ENGLISH Journal writing Current affairs. Imagine a match is going on. meaningful and focussed understanding of the usage of the Continuous tense .Eg.COMMON SYLLABUS 2009 . Reinforcement of knowledge of parts of speech through usage related interactive activities Learn about the continuous tenses and their required contexts. adverbs. preparations. verbs. conjunctions. through sheets.

COMMON SYLLABUS 2009 - ENGLISH

Using Modal Verbs for Suggestion, Obligation, Politeness, Willingness

would, may, can, will

A passage in the text that highlights the required grammatical functions. Learn through exercises, activities and explanation, of modal verbs, their role and use in the specified contexts

Students use different Modal forms in different situations appropriately

Objective type Questions that test use of Modals for suggestion, obligation, politeness, willingness, ability.

Being and Doing Verbs: Differentiating Transitive and Intransitive Verbs

‘Be’ and ‘Do’ as main and auxiliary verbs Verbs that take objects and those that do not SVO, SVC, SVOO, etc.,

Learn about verbs that take objects and those that take complements, and their required contexts, through sheets, explanations and activities

Sentence pattern

Grasping the use and meaning of noun groups and selected phrasal verbs

Dividing the sentence into noun and verb groups (i.e. subject & predicate) Phrasal Verbs using bring, come, take

A passage in the text that highlights the required grammatical functions. Learn through exercises, activities and explanation, of noun groups and phrasal verbs, their role and use

Students deepen their understanding of simple sentence structures – [SVC, SVO and SVOO] Has a clear, meaningful and focussed understanding of the usage of selected Transitive and Intransitive verbs in the specified sentence structures Students understand the use of Noun Groups, with head words and modifiers, and some common phrasal verbs, through usage

Objective type questions

Objective type questions

77

COMMON SYLLABUS 2009 - ENGLISH

Identifying the three degrees of comparison

Positive Comparative and Superlative degrees The three forms of irregular verbs

Various exercises and situations to highlight the three degrees of comparison

Students learn to write simple sentences involving the three degrees of comparison

Revision of Punctuation marks

Fullstop, Comma, Inverted commas, question and exclamatory marks didn’t, hasn’t, isn’t did, has, is

Passages with the relevant punctuation marks are provided to students; teacher facilitates revision Through varying exercises and classroom activities on each concept, with explanation of the logic behind each: Eg; He took the book, didn’t he? He didn’t take the book, did he?

Students use the punctuation marks appropriately

Given the base form or one of the three forms of the adjectives, the students supply the other two forms of the adjectives 2. Sentences with the adjective in brackets are given and students supply the right form of the adjective, suiting the context, in the blanks provided. Punctuate the given passage; Supply the missing punctuation marks

1.

Framing Question Tags

Applies the rules influencing Question Tags, in a meaningful manner Clear in this concept in their writing; recognise errors and correct them

Objective type questions

Subject and verb agreement

Singular subject – singular verb Plural subject – verb in the plural

Through exercises and substitution tables, verbal situations etc.,

Knows and applies the rules of singular and plural nouns and verbs uses them

Objective type questions

78

COMMON SYLLABUS 2009 - ENGLISH

Each, every, either, neither, etc., Identifying the Active and Passive Voice Transforming sentences from the Active to Passive and vice versa. Sentences of the Simple Present, Past and Future Identifying Phrases and Clauses Phrase- ie a group of words without a finite verb in it Clause- ie a group of words with a finite verb in it Passages in the text, additional exercises and verbal situations. Through exercises and substitution tables, verbal situations etc., Knows and applies the rules of transformation in speaking and writing Clear in the concept of identifying the two types of voice Understands the use of Phrases and Clauses Differentiate Phrases and Clauses Objective type questions Objective type questions

Vocabulary Competencies
Locating words in the dctionery for their meaning, synonyms, antonyms and usage

Content
Guided use of dictionary for unfamiliar words

Classroom activities and processes
Activities; 1. Exercises and word games; 2. Break –up of kangaroo words 3. Use of dictionary and thesaurus

Learning Outcomes
Learns more words and synonyms and antonyms of words

Evaluation
Find synonyms and antonyms Split the word into smaller words Objective type questions

79

hobbies.COMMON SYLLABUS 2009 . etc Learning Outcomes Learns to speak in sentences and communicate their thoughts and feelings with ease and clarity Evaluation Speak confidently and attempt to speak in complete sentences Questionnaire – type: completion Talks on likes. Participating in language games and puzzles: Word searches. teacher anchors and helps children speak authentically: Interaction questions based on Favourites: players. noun + verb. friends. friends. leaders. books. Use the words in different contexts. to strengthen and reinforce various competencies Reinforces concepts learnt in grammar and vocabulary. homophones Noun + noun. etc. crosswords. at various levels. movies. develops the skill of problem solving Solve puzzles and play word games 80 . and ‘What’s the good word?’ Activities and games in class. according to their meaning Compound words.ENGLISH Prefixes and suffixes Word formation with prefixes and suffixes Exercises through pattern finding Understands how suffixes and prefixes can alter the word and change its meaning Learns to recognise them Use suffixes and prefixes and knows the meanings Objective type questions Form compound words. TV programmes.. adjective + noun Activities and exercises Language Functions Competencies Talk about oneself Content Classroom activities and processes Conversation class. dislikes.

role play.plays. develop confidence Enact the play Reading a graphic organiser Tabular data Worksheets.COMMON SYLLABUS 2009 .ENGLISH Dramatizing a story Situations.. Presentation of skits in small groups Visualises the story. etc. charts or black board drawings Understands and interprets different kinds of data Interpret the data accurately 81 .

meter. with pointers and interventions from the teacher. and the special use of words Identify the nuances of sounds & words in poetry 82 . the words heard Identify the sounds heard Listening to poetry reading and recitation Poems Appreciate rhyme.COMMON SYLLABUS 2009 . for better understanding Words & passage read out in class focussing on stressed syllables and words Listen to how poems could be read or recited Learning Outcomes Understands the use of language in commentary Evaluation Understand what is happening and are able to recall what they have heard Listen to selected words. passage on a familiar theme Classroom activities and processes Listen as a large group.ENGLISH Class VIII Listening Competencies Listening to recorded commentary of any sport Content Sports commentaries. pre’sent & ‘present Students pronounce accurately and with proper intonation. and their stress and inflections Words like con’duct & ‘conduct.

puzzles and riddles.ENGLISH Speaking Competencies Telling Jokes. and expresses ideas clearly Evaluation Jokes.COMMON SYLLABUS 2009 . cogency and focus Speaks clear complete sentences. build interactive skills Rephrases and narrates in with originality Speaks over the telephone using appropriate vocabulary. children enact telephonic conversation and apply telephonic etiquette Rephrasing Making telephonic conversations Learn to speak and express oneself to others Participating in Discussions: Current news Sports Relevant contemporary issues Large group activity with the teacher facilitating speaking and listening Group discussion on various topics 83 . Learning Outcomes Students share jokes. Content Jokes. Puzzles and riddles. puzzles and riddles in a lively manner and use language appropriately. intonation and register of language Expresses thoughts and views with clarity. puzzles or riddles cited by the learners Retelling stories they have read Telephonic conversation Stories Students listen to each other as they narrate stories In small groups. puzzles and riddles Classroom activities and processes Students share jokes.

relating and responding to various themes a) Reading for content and style b) Understanding sequence. Read and answer questions based on the poem Learning Outcomes Enjoys reading given poems. historical. pronounce the words correctly.ENGLISH Reading Competencies Reading poetry: appreciating. appreciates and responds to chosen poems Evaluation SA questions Stories / passages with moral values. narrative. understanding. Read stories and other passages. to understand and appreciate the plot. fiction. Objective type Questions.COMMON SYLLABUS 2009 . LA Abridged novels. mystery passages etc. books of pupils’ choice Supplementary reading. character and style MCQ. c) Scanning content to find answers to questions in the given passage d) Understanding the author’s intention e) Recognising or learning vocabulary in context f) Appreciating style Extensive reading Content Poems Classroom activities and processes Activities related to the poem in content. make connections with life and learning Comprehends selected passages from literature Enjoys the reading process and learn from it. style and intention Understand and summarise the story in various ways. VSA. Use of the Library. witty and humorous passages. passing at the right places with proper intonation Summarises the story. characters. assesses its plot. creating organizers and using the ones given. stress appropriately. Referencing skills and activities Reads for interest Reads to deepen knowledge Questions to build interest 84 . SA.

phrases. Uses vocabulary appropriately Learn and use words correctly Objective type questions Worksheets to understand and practise writing paragraphs Learn to use paragraphs and to write on different topics a) Expand the given outline into a paragraph.. phrasal verbs.COMMON SYLLABUS 2009 . 85 . 1. proverbs.ENGLISH Reads to link and connect additional data Summative Answers addressed questions appropriately with supporting statements Writing `Competencies Comprehension Using mind – mapping techniques Content Answer questions in complete sentences. writes correct and clear answers. b) Write a paragraph on the given topic. Simple topics. The importance of good manners. Make notes and write the summary in a paragraph Using both active and passive vocabulary to make sentences Writing Paragraphs: Topic sentence. using proper punctuation Classroom activities and processes Comprehension passage given for written work Exercises and activities that elucidate the required concepts are facilitated through mind-mapping Simple exercises prepared by the teacher Learning Outcomes Picks out relevant facts. etc. etc. Eg. to meet the requirement of the questions specified Evaluation VSA and SA questions.Cleanliness is next to Godliness 2. unity and structure [Linking small paragraphs] Words..

Teacher provides a passage. imagination. teaching how to write an essay Revision of the format of formal and informal letter and the register of language Write at length on a given topic with organisation and clarity Uses the correct format and appropriate content Complete essay with title. expression of ideas Summative Effectively collect. Music / Dance performances etc. evoking powers of the imagination: Writes and illustrates with cogency and fluency Collects. Writing essays on given topics General topics Writes creatively. content and conclusion a) Write a letter to the forest authorities about the cutting of trees in that area. etc. records and collates information on suggested topics Free articulation. Writing a summary Passages for summarising Teacher explains the steps involved in writing a summary. The students make use of the steps and make a summary of the given passage. the Library. recording and collating information Captions for pictures. Movies. topics. Writes a summary Write a summary of the given passage in about one third of its length. personal experiences. My neighbours. Teacher facilitates understanding of fantasy through reading a story. Hospital. Exercising one’s imagination in a creative manner Collecting. Creative Writing. record and collate information on a suggested topic 86 .ENGLISH Writing on a given topic: (150 – 200 words) Revision: Writing letters in a given format Simple topics.. Topics for letter writing Specific essay topics. introduction.COMMON SYLLABUS 2009 . proverbs. b) Wrtie a letter to your friend expressing your disapproval on cutting down the trees in his compound. and having pre and post reading discussion Teacher invites students to collect and present information on various topics or happenings around them – My school.

past and future Progressive and perfect forms of tenses. peer review and exercises Worksheets. and apply them in writing Evaluation Learn the differences between clauses and phrases Transformation of Simple sentences into Compound and Compound sentences into Simple. etc. verbal situations etc. Continuous and Perfect tense in Present. Understands the structure of sentences correctly and uses them appropriately Clear in framing sentences using the various elements / parts of speech 87 .ENGLISH Grammar Competencies Identifying the three kinds of sentences. Worksheets. peer review and exercises Learning Outcomes Learns the rules and uses of clauses and phrases. Use the tenses in the appropriate places. VSA Understands the difference between active and passive voice Uses the active and passive voice appropriately Identifying the sentence pattern Classroom situations. Content Simple. peer review and exercises Meaningfully learns the rules and uses of the Simple. Classroom activities and processes Worksheets. SVIODOAAA. Past and Future time and applies them in writing Uses reported speech correctly Using Reported Speech Identifying the Active and passive voices Statements & Imperatives Transformation of sentences with the progressive and perfect tenses. peer review and exercises Use the correct tense form with proper punctuation in reported speech MCQ. Worksheets. Complex and Compound sentences.COMMON SYLLABUS 2009 .. from one voice into the other ASVC. Objective type questions Revision of tenses and more about tenses Simple present. SVCA.

‘hardly.COMMON SYLLABUS 2009 .. recognise errors and rectify them. adding plural morphemes – ‘es’ and ‘ies’ Classroom activities and processes Using dictionary and thesaurus. ‘tion’ and ‘sion’ etc. homonyms. scarcely. etc.. plurals with s.. practising through dialogues. Vocabulary Competencies Synonyms and antonyms Spelling rules: ing. etc. Content Glossary – other connected words Spellings of mono syllabic. seldom’.. Various examples from day-to-life classroom situations etc.. es. rarely. role-play. pun. word building. Uses the three types of comparison appropriately in sentences. Children learn to spell through spelling patterns Evaluation Use vocabulary appropriately Spell accurately in writing 88 . Learning Outcomes Learns synonyms of words. exercises Spelling rules – display Word grid. such as. spelling of plural nouns.ENGLISH Using the degrees of comparison Transormation of sentences from one degree into the other Tags attached to words with negative meaning. etc. Grasping the structure and use of question tags Various exercises and classroom activities. etc. Homophones. disyllabic and poly syllabic words. Objective type questions. etc. Become familiar with the structure. Objective type questions. Knows and applies the rules involved in framing question tags. their use and parts of speech.

PIN. HSS.L. listing ideas for and against a topics Learning Outcomes Learns to express a viewpoint and supports it. Common abbreviations – HM. any interesting situation Graphic organisers. pictures and Tabular data The teacher encourages all students to participate and express the ideas Build a credible story Reading and interpreting data Read graphs. etc..COMMON SYLLABUS 2009 . Teacher explores some abbreviations and acronyms with the students. Teacher provides a list of abbreviations Uses abbreviations and acronyms Summative and Normative Expand the abbreviations and acronyms. PTO. NCC.ENGLISH Identifying the expansion and use of abbreviations and acronyms. speaks with clarity and logic Collaborates to create a story with peers Evaluation Speak on the given topic Describing / narrating events Personal experience. NSS.S. tables and pictures and complete assigned tasks Interpret data Interpret and summarise the ideas you infer from the picture or data provided 89 . S. PTA.. Language Functions Competencies Expressing clearly ideas Content Debates Classroom activities and processes Giving topics for debating.C.

with pointers and interventions for understanding Classroom Discussion... Content Announcements at a Railway station. understanding. forms. etc. Listening to appreciate poetry Poems (humorous. a bus terminus. focussing on rhyme. meter.ENGLISH Class IX Listening Competencies Listening to articulation of words and responding. which can potentially elicit a range of responses Learns to decode and complete learning task Content & Evaluation Activities following the listening material Listening to understand and follow instructions Executing the given instructions Normative Filling in tables. Attempt a description of the 90 . Speaking Competencies Expanding the outlines given Content Narration by the Classroom activities and processes Children in the group listen to each other and the outlines Learning Outcomes Acquires the ability to expand and narrate with Content & Evaluation Eg. etc. Argumentative talks Reading activity with focus on digital movement from one learning task to another Listening to recorded or recited poetry. emotional. analyse. understand poetry and the layered meanings in each line Listening.COMMON SYLLABUS 2009 . explaining and interpreting selected poems. at an airport or over the Public Address System Giving instructions / commands Classroom activities and processes Listen as an individual in a large or small group.) Learns to appreciate. words and style as well as content Learning Outcomes Understands the use of language in as a vehicle of thought and feeling.

picking out main points. encouraging diverse points of view 1. Reading Competencies Summarizing. Speak on the pros and cons of the given topic. What I have learnt) Enjoys the reading process and learn from it Evaluation & Content Comprehend the passage. & Role reversal – In pairs students enact opposed or varying roles. Classroom activities and processes Filling up the KWL table Learning Outcomes Using the KWL (What I know.ENGLISH students Presenting an oral report.. understanding the plot. using passive sentences and third person narratives man mentioned in the given outline. an eye-witness account objectively. pick out main points efficiently Answer questions on the passage.COMMON SYLLABUS 2009 . characters. learn to make short notes and write the summary. informative items. using previous knowledge Appreciating literature: (a) reading for content and Content Passages on current topics. etc. Enact the role of… 2. Role playing. Comprehend a wide range of Interesting excerpts from Read stories. Science exhibition Speaking on both sides of an issue. Report an: Incident at home/at school/ visit of a special person to school/ a day trip/an event in school: Sports Day. Role play as a newsreporter on TV / Radio and report the following. looking at different perspectives through opposed characters: evolving their own small plays are shared Students use reporting language to narrate incidents originality [In English] How to report an event. Parents Day. and exchange ideas Uses the appropriate vocabulary to communicate fluently. style and 91 . What I want to know.

writes correct and clear answers Reflects cogency and coherence in thinking Researches. learn to apply it Uses it in other unrelated areas Interpret and summarise the ideas from the picture or data provided Writing Competencies Content Classroom activities and processes Comprehension passages. varied grouping and active learning contexts with writing as base Exercises to write with greater depth. to real life Excerpts from newspapers.COMMON SYLLABUS 2009 . magazines and articles of general interest Identifies the theme and the message of the poem / passage Improves vocabulary. plans. more complexity] biographies. associating content with life experiences Reading and interpreting graphic organisers. Learns to approach matters critically materials and reading related activities Creative activities with related themes Topics that help deepen the core reading Topics that connect life experiences to context. photographs etc. organizes and writes information Evaluation Write clearly with formal language and construction Answer questions on the following passage: Answering questions in complete Suitable passages sentences. Learning Outcomes Picks out relevant facts.ENGLISH style (b) to understand sequence. proof reading Simple passages for editing and drafting Write articles on select issues. Passages of interest to the learners Graphs. tables and pictures and complete assigned tasks Associative & Summarizing activities Interprets data. Passages require Being able to string together a some complexity of sequence of sentences written response Writing articles. pictures. travelogues and adventure stories intention Understand and summarise the story. Grasps the author’s intention c) Recognising and learning vocabulary with contextual understanding d) Picking out main facts and supporting details. journals. auto biographies. develops the reading habit and fluency. themes or topics 92 . pictures and tabular data [Deeper level.. Read graphs. using punctuation. Apply what is learnt.

All tense forms Classroom activities and processes Worksheets. etc. between. Objective type questions. Fill in the blanks etc. MCQ. passages to insert verbs. in front of. bus-stops etc.). Grammar – Reiteration and extension from Class VIII upwards Competencies Revising Prepositions of time and space Content during. Translate the given dialogue / notice into your home language.modals 93 . peer review and exercises Learning Outcomes Learns the use of prepositions and apply them in writing Evaluation & Content Use the given prepositions appropriately Cloze testing.ENGLISH exploring topics Revision of letter writing Formal and informal letters Situations for writing letters – formal and informal The teacher guides the students to write letters. Rectify the errors and edit the passages Write a letter to the Municipal Commissioner to regulate road traffic during school hours. editing etc. Notices in public places (Airport. newspaper reports.COMMON SYLLABUS 2009 . formal and informal Students write letters for the given situations using the appropriate style of language. Teacher provides situations and helps students to express the meaning in Tamil / English Students learn to think and apply the aquired language to the home language meaningfully and express themselves bi-lingually... bill board. Station etc. Write a letter to your friend describing the book exhibition you had been to. short dialogues in shops. peer review and exercises Worksheets. Ability to translate from Tamil to English and vice versa. peer review and exercises Worksheets. Revising Tenses: Applies the tense forms appropriately Applies the modals appropriately Revising Modals All modals and semi.. beside.

meaningful and focussed understanding of the usage of Finite and Infinite verbs in the specified sentence structures MCQs. peer review and exercises Understands the difference between active and passive voice and uses them in their appropriate places (orders. punctuation and apply the rules involved in transformation. Gerunds . gerund and participle Students have a clear. VSA Using Clauses and phrases in sentences of their own Worksheets.ENGLISH Using Finite and Non Finite Verbs and identifying the difference between them Infinitives. Compound to Complex. through understanding the function of the infinitive. worksheets. Complex to Simple. and applies them in writing Builds on the differences between clauses and phrases – worksheets and exercises provided Learns to write reported speech with correct rules Objective type questions Using Reported Speech Worksheets. Complex to Compound Interrogatives and Exclamatory Required contexts. explanation and activities Students meaningfully deepen their understanding of the verb. requests) Understand and identify the two types of voice. peer review and exercises Use correct tense. through a given passage.COMMON SYLLABUS 2009 . Learn the use of finite verbs or ‘Main’ verbs. and those functions that link in various ways to the verb – TransformationSimple to Complex.to be built through functional understanding and reinforced structurally and creatively. peer review and exercises Uses clauses and phrases. Participles. Sentences for transformation Using Active and Passive Voice Interrogatives and Imperatives Worksheets. Sentences for transformation 94 .

.ENGLISH Identifying the different sentence patterns and using them in their own expressions Revision of all patterns including SVOC Learn through use and function Has precise and practical grasp of sentence structure Practice and assessment. etc. idioms etc.VIII. pun. crossword puzzles. use and meaning Evaluation Pick up vocabulary and usage Exercises in vocabulary Uses vocabulary appropriately Learns more words and uses them correctly Communicates more effectively using the language. onomatoepic words. nonSpelling rules.COMMON SYLLABUS 2009 .. Revision of items learnt in Std. poems Identifying the difference between spelling and pronunciation. Children learn to spell through finding patterns Spell more accurately in writing Content Glossary and vocabulary items Classroom activities and processes Using dictionary and thesaurus Learning Outcomes Learns synonyms of words. Using Vocabulary to make sentences Words that have no one-to-one correspondence with their spellings and pronunciation. range of connectors. Objective type questions Vocabulary Competencies Identifying synonyms and antonyms Locating unfamiliar phrases and idioms in the prescribed lessons. Exercises and activities in the classroom using the VSA and SA (paragraphs) 95 . non-finites. words with silent letters Jumbled words to be re-arranged into a coherent sentence Passages with prepositional phrases. understands literature better Vocabulary exercises Using a few prepositional phrases.

etc. Projects Various types of presentation including powerpoint presentation Classroom activities and processes Class activity.ENGLISH finites. range of connectors. Inter and Intra school activities Learning Outcomes Learns to express oneself with selfconfidence Acquires a range of composite exam skills Evaluation Speak on the topic given 96 . Role Play. Language Functions Competencies Revising all items of Std VIII Content Debating. textbook. worksheets.COMMON SYLLABUS 2009 . idioms etc.

etc. poems. topics for a short talk Classroom activities and processes Fun Large group activity with the teacher facilitating. Supplementary materials Listening to decipher and apply the stress. Appreciates rhyme.. sentences. graphs. and other games. Long answers. analyse the passage read out Interpret tables. meter. Speaking Competencies Grasping the ability to participate in word games Content Just a Minute. Classroom activities and processes Reading Activity that leads to comprehending the salient features of the item listened to Listening to the poems read or recited and the passages read out Learning Outcomes Quick grasp of important facts in longer sequences of writing: making referrable connections Evaluation Language related exercises. and word use.ENGLISH Class X Listening Competencies Listening to summarize Listening to a dialogue and responding to or reporting the dialogue Content Passage of common interests Dialogues for situations confronted in day-to-day life Words. with creativity Evaluation Express your views on the following: 97 .COMMON SYLLABUS 2009 . etc. Talk around a Word. as a step in understanding Literature – mapping activities.. speaking and listening Learning Outcomes Students learn to meet the demand of grammatical expressions. passages.

. advertisements. cartoons. graph. find the details.COMMON SYLLABUS 2009 . articles. famous speeches. pie diagrams Teacher supplies a table/ chart to the students and make them analyze it. Read stories.ENGLISH Using the ability to present one’s point of view in a debate Debatable topics of national concern Using themes. charts. and infer the meaning of it by way of Students observe and make meaningful inference of the table/chart/graph etc. understand the style and intention Understand and summarise the story. novels. 98 . plays etc. short stories. make connections with life and learning Enjoy the reading process and learn from it Answer questions on the passage. Look at the following table carefully and answer the questions given below. read related activities creative activities on related themes evolve topics that help deepen the core reading Tables. teacher helps students form opinions and back them with supporting arguments Students speak with conviction and validity State your opinion speaking for / against the topic: Reading Appreciating literature: a) reading for content and style b) to understand sequence c) to find answers to questions in the passage d) understanding the author’s intention e) recognising and learning vocabulary in context f) appreciating style g) picking out main facts and supporting details Using the ability to draw inferences Newspaper clippings.

Read the following passage carefully and answer the questions given below. more suffixes. Writing Competencies Answering questions in complete sentences. idioms.ENGLISH Grasping explicit and non . using punctuation. etc. some complex word formations. write correct and clear answers Reflect cogency and coherence in thinking Evaluation Writing clearly with formal language and construction Writing passages requiring some complexity of written responses Short Answer Questions Use the given vocabulary to make sentences Passages with prefixes and suffixes.. headlines. phrasal verbs. Classroom activities and processes Comprehension passages. Students identify explicit and non-explicit information of a passage and answer the questions given. etc. Using the ability to string together a sequence of sentences Expanding headlines Learning words. Teacher guides the students to answer a few questions from the passage. Exercises in vocabulary Use vocabulary appropriately Formal and informal letters Teacher enables the students to write letters Students recall the format of a formal and that of an informal Write letters for the following situations.COMMON SYLLABUS 2009 . their etymology. 99 . varied grouping and Active learning contexts with writing as base Learning Outcomes Pick out relevant facts. Students read an unfamiliar passage and identify explicit and non-explicit information.. and using words correctly Identifying the formats and language Content Passages for comprehension.explicit information Analytical reports answering a few questions.

requests. classroom and verbal situations. and applies them in writing Evaluation & Content Use prepositions correctly Objective type questions Build on the differences between clauses and phrases – worksheets and exercises provided Sentences for transformation Sentences for transformation More complicated sentences. punctuation and the rules of reported speech 100 .ENGLISH of Letter – Writing a) Identifying the format and language for Note making b) Writing a summary using the notes Passages on general topics for different contexts. peer review and exercises Recalls the rules and uses of tenses and apply them in writing Understands the tenses and their import Grasps the rules involved in using ‘If’ clause Learns to use reported speech with the correct rules of structure Sentences for transformation. imperatives. Verb participles c) Verb participles d) Auxiliaries & Modals e) Tenses Worksheets. combining sentences using relative pronouns. questions. dialogues. etc.COMMON SYLLABUS 2009 . peer review and exercises f) Using ‘If” clauses All the three conditionals and types All types – statements. Use correct tense. peer review and exercises Recall the rules and uses of prepositions and applies them in writing Recall the rules and uses of clauses and phrases. Modals. exclamations g) Using Reported Speech Various examples. Worksheets.. peer review and exercises Worksheets. All tense forms. Students make notes and use the points to form a summary Make notes on the given passage Make a summary of the following passage Competencies Revisiona) Prepositions of time and space b) Clauses and phrases Grammar – Reiteration and extension from Class IX Revision of all aspects of Grammar studied throughout the course Classroom activities and Content Learning Outcomes processes All prepositions Worksheets. Teacher helps the students to identify the main points letter.

etc. Recognizing the usage of words of Indian & other language origins in English. Students become familiar with the correct usage of integrated words. Vocabulary Classroom activities and processes Teacher illustrates certain words which have uncommon plural forms.Hooves etc.. peer review and exercises Understands difference between active and passive voice Understands and identifies the two different types of voice Have precise and practical grasp of sentence structure Learn the rules involved in transformation of various types of sentences Sentences for transformation i) Identifying sentence patterns j) Grasping the use of three kinds of sentences and transformation of all types All patterns Learn through use and function Various examples. Synthesis of sentences Write error free sentences. Objective questions Kinds of sentences – Simple. chutney. Revision of items learnt MCQ Match the words with the meanings:Words from Indian languages – their meanings 101 . classroom and verbal situations. Sentences for transformation Competencies Identifying uncommon plural forms of words. Evaluation Use the bracketed word in its plural form and complete the sentence. Content Focus . guru..stimuli Syllabus – syllabi Plurals that do not end in s. Teacher reads a passage with some integrated words from Indian languages and familiarizes students. Complex and Compound. Degrees of comparison.. dialogues. and makes the students identify the difference in the formation of plural forms.COMMON SYLLABUS 2009 . Practice and assessment. bindi. etc.ENGLISH Sentences for transformation h) Active and Passive Voice Sentences with all tense forms Worksheets. Learning Outcomes Students become familiar with the different methods of framing plural forms. Words like catamaran. samosa. es Hoof.foci Stimulus .

Elevator-lift Candies-sweets Teacher gives a list of words in American English and their equivalents in British English Use British and American English words Match the following : American English – British English Competencies Expanding headlines Identifying and interpreting non verbal representations Describing a process Content Headlines of newspapers Pictures.g. seminars. graphs Language Function Classroom activities and processes Reading out headlines. maps to the class etc. Teacher provides passages and helps students by supplying appropriate Learn to think in English. 1. citing a caption Presenting pictures. etc. Furnishing various topics to the class e. inter and intra school activities Learn to express the ideas fluently Form their own ideas. apply their knowlesge of Tamil appropriately. bar diagrams.. comprehend the idea conveyed through non verbal representations Describe their ideas and the method followed in carrying out the process Explain the process clearly Learn to express the ideas in various ways. road maps.Decarating the hall for a birthday party Class activity. role play. build self confidence.Preparing fresh juice 2. 3.. presentations etc.Painting the shelves of your classroom.ENGLISH Standard-IX Identifying the difference between American and British English Truck-Lorry. general topics. acquire a range of composite language skills Students associate terms in Eglish with their equivalents in Tamil Speak with clarity and coherence on the given topics Using the ability to translate simple passages Short passages on current affairs. Learning Outcomes Evaluation Speak coherently and logically on the following topics Analyse and express your ideas Day to day activities Identifying various types of presentations Debating. 102 .COMMON SYLLABUS 2009 . speak clearly and correctly on th chosen view..

ENGLISH terms in Tamil.COMMON SYLLABUS 2009 . enquiries. 103 . messages Express themselves with appropriate etiquette for the situation Translate the following passage in Tamil. wherever necessary Using appropriate language and etiquette in telephonic conversation Telephonic conversation Telephone conversations. Eg. interviews. Build a telephonic conversation with your teacher to clear a doubt in your lesson.

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