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bghJ ghll - ulh gUt j

j
bghJ ghll
ulh gUt
Kj tF Kj vlh
vlh tF tiu
KDiu

X d jid dkhf milahsgL bfht bkh f Ka l


twJ. xnth dDila th brGikia, gghL TWfis
bkh j clhf bfhLsJ. bkh Clhfnt, xbthU kjD j
milahsij njLwh; jhbkh tahfnt wh. bkh
mslfa Mw fJ; czf Joghf, fUJ gkhw
fUahf ftJ.
j, giHik Jik iwj bkh; caj brbkhahf ftJ.
jF w thj jhbkhah jiH FHijahdJ, jh thG NH
bgnwh, cwh, cwd ngRtj thyhf nfwJ. nfl bria
cthbfhL jhD ngr bjhlFwJ; bragl bjhlFwJ. bkhF
csls czfis JbfhwJ.
uL, _W ta bkhia eF nga, gagLa FHij, gF
tj ngrjaFwJ. fhuz, tFgiw FHijfis ngrhnj! F
mF Xlhnj! vd ngRtjF jilnghLtJ FHijf ngRbkhia,
vzij, fUij, W W jtWfis mgona VW bfhshiknkahF.
FHijf bkhw bgw, bkh MSik tyik bgw, tFgiwahdJ
FHijf Ugij, njitia, vzij iw brtjh Uj ntL.
FHijf TongR lkhf tFgiwia mikj ntL.
FHijf o bgwToa mDgtfis gNH izJ ff
ntL. Vbd, tFgiwf kL fw ftiy. bjjnjhL bjhl
gLJnghnj fw vjhwJ. nkY, FHijfSF ghJfhlToa mrkw
NHiy cUth bfhLJ FHijf Mtij mogilah fj
ntL. bkhghlnk wghlfSF mogilahF. bkhF dh cs
czfis Jbfhtj thyhf w ghlfis FHijah v
Jbfhs aY.

j fj nehff
FHijf gF tUnghnj mtut thif NHYFgL Vuhskhd
brhfis mJ itJsd. jhbkh tyik, cr w,
brhbwhlf mik ga mljh FHijf gF tUwd.
bkhiaga mogiljY, ca lf mjid Kiwahf
gagLJ wik mtfSF csd. jifa bjhlfiy

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bghJ ghll - ulh gUt j

wfis gogoahf xUizJ tsgnj jhbkhf fj


KjgoahF.
j bkhgaghL jhbkhfia fjYl kLk w
ghlfshd ma, r_f ma, fzF cltWl izJ
ffgLj ntL. bkhatna clhfgL njl, gghL
gkhwfSfhd ntfis flil Cfij jUj ntL.
j, jH tha, gghoa rhj fUJfis bkhghl ikakhf
mikj.
kjrhgw jikl ghlbghUfS, ghlY totikj.
jHj thl wbkh ngR kf thif ff Fj
mKfij bkhghl mikj.
ghlbghUis ma fnzhl cUthFj.
gVLf thyhf jhnd fw wid nkgL bfhtjfhd
tKiwia jghl mikj.
bkhgfis fthyhf fgjfhd thfSl ghlbghU
mikj.
khWw gilnjh cshj wid btbfhzj.
j jfhy bjhbghU mfthuh, gila ehzafga
Mf mKfij ghlbghU lbgw brj.
jHf bg Ljiy, kf Kndw aff gbfLj,
jiyiknaw bgfga thif Ffis mKf brj.
njKiw rhJ, brfis ikagLJtnjhL kLk bgw
bkhait eilKiw thifl bjhlgL Tjid wid
tsj.
FHijf bjhlfiy bkhgagho fG jtWfis
bgJgLJj TlhJ. FHijf JJ Kiwf bkhia
ifahStif ghllij bejikl mikj.
FHijf bkhahSikia VWbfhtnjhL, brGikgL
tsbjLF braghil cWbrj.
jH kurhj ghlbghUfis fFbghGJ, vJ r, jtW vd mtiw
ma fnzhlJlD wdh nehFlD mQF Mwiy
khztfl tsj.
fijf, ghlf, ciueil thyhf j yfzij mKf brj.
yfzij Rikahf ahj xwhf fUJ kdiyUJ
FHijfis LJ mjid Ritahf khw.
FHijf vzij, Mtij, Ugij MSikia tsf
Toajh bghJf ghll cUthfgLsJ. muR, muR cjbgW
gf, gk (bk) gf, Mnyh-a gf, ir
(Xal) gf Ma midJtif g khztfSF xjtif
bkhwid bgW tif ghll cUthfgLsJ.

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bghJ ghll - ulh gUt j

2005 cUthfgl nja fiyl totik FJs,


nfgjid JbfhSj
JbfhL goj
jFjil bkhia btbfhzj
fUJ bjhll vGJj
midJ JiwfY bkhia gagLJj
tu
bjhFgif
fsM nghwtWF bkhia gagLJj
bkhia gghL TWfnshL cth bfhSj
ikafUij mj, j
brhfsa bgU bfhSj
bkhia wikahf ifahSj
gilghw thyhf fgidwid nkgLJj
Kja wfis cslajhf bghJf ghll
cUthfgLsJ.

bkh ghll wTWf


ghll, Fj bkhwfis, bkh yFfis bgW
nehfid ikakhf bfhlJ.

FHijf, jh nfF brfis cth bfhL bragLj, nfl,


goj brf ikafUij Jbfhs, j, fUJ
bjhll vGJj Ma mogil wfisbgw ghll
ttif bragLsJ.
FHijf bkhthyhf fgid wid nkgLj, jhnd ff,
eilKiw yfzij J gagLj ghll ttFJsJ.
caiy bkhwfshd fij, ghl, fLiu, ciuahl, ehlf
Matiw cUthF wfis tsgjh mikJsJ.
caiy bkhahwfshd ikafUjj, dh cUthFj,
dhnfw ilaj, FbgLj, gFj, bjhFj,
tifgLJj, tj, btgLJj, j jahj, ehF
vGJj Matiw tsF tifY mikJsJ.
ehnjhW thif VgLJ ffis vbfhS tif
gotf ujYF, zgf vGJjYF ghll
thf cUthfgLsd.
bkh nkbfhs ntoa bralfS ghll
bfhLfgLsd.

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bghJ ghll - ulh gUt j

ghlbghU
j, jHth, jku, jgghL, jfPf, jehL
isahL uf, jehL btahsf, cyfj jHf, ehLw ghlf
it rhj fUJf; ehnjhW rF rKjha f, bg Kndw, a
ma fLof, kj rhgw fUJf, thaiy Ritf L
fijf Mait ghlbghUshf l bgWsd.
ghlbghUf gl, fij, ghl, br, ciuahl, brhngh, foj, ehlf,
fLiu Ma totf, FHijf Utif, FHijf kdij
bjhLtif cUthfgLsd.
ghll thyhf bjhlfiy tFid iwbr khzt
bkhia iH ngr, vGj, gof, Ms, vzfis aghf
btgLj mt. gjh tFig iwbr khzt bkh ikia
wig czJ, gilf, Ms, Ritf KG Mw bgWt.

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bghJ ghll - ulh gUt j

Kj tF

w gF / w ghlbghU fw fj braghLf
1. ghjj

1.1. glfis ghJ eh brhnt glfis ghJ, mt bgafis


bgafis TWj thbkhahf Twbrj
2. nfl

2.1 Xir eaf FHij tz tz f (ghl), ahid va, x eaf FHij ghlfis
ghlfis nfl tUJ ahid tUJ (ghl) briffSl ghLj
3. ngRj
3.1 FHij jid Rsit kujoF thf FHij jid g, j L
g ngRj / ghLj NH kW jdF ojit g
ngRj / ghLj
3.2 fij TWj kujoF thf..?, ehD tuLkh? glfis ghJ fgidahf fij
TWj
4. goj
4.1 glij ghJ thL eh brhnt glfYs bgafis goj.
bga brhYj, mj vGJfis Ma xJfho
vGJfis FHijfis xf brj
milahsgLJj.
4.2 Ubrhfis izJ ehnd gong ehnd vGJnt bjhlfis ca xnghL xJ
goj fho FHijfis xf brj

5. vGJj
5.1 fis izJ vGJj tiuJ fhLnt, vG gHFnt fis izJ tbah
vGJj

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf
5.2 ghJ vGJj gl ghJ bga vGJnt brhfis ghJ vGJj

5.3 brhfis brhy nfL ehnd gong ehnd vGJnt brhfis ca xnghL Ma
vGJj brhYjY khzt vGJjY
6. gilghw
6.1 glfSF bghUjkhd fiy iftzK glfSF bghUjkhd tz
tz Lj l brj
6.2 gadw bghUfUJ fiy iftzK mRfis gagL Ugkhd
ifid bghUf brj cUtfis gJ fhLj
6.3 fij brhYj kujoF thf khzt jhf ghj ffis
fyhkh? TWj
7. eilKiw yfz
7.1 xj Xirila brhfis brh isahL xj Xir btgLkhW brhfis
dfhz xj- xf brj
7.2 Fiy beoyhf, beoiy brh isahL Fiy beoyhf, beoiy
Fyhf khWj Fyhf kh brh cUthFj
8. jhnd fw
8.1 bjj vGJfis izJ brnth va braghLf tahf
milahs flj bjj vGJfis milahs
fhz
8.2 Gkfis mj isahlyh thf va isahL_y
Gkfis fj
9. brhyh w
9.1 Wt f th... th... yfYs Wt fis goj

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bghJ ghll - ulh gUt j

ulh tF

w gF / w ghlbghU fw fj braghLf
1. nfl
1.1 jidia L a nfhL bga nfhL khztfis Lfij, fij Tw
fijfis nfl ril ahUF? brj
2. ngRj

2.1 brhj fUij ngRj fyhkh? Fl fUJ glij mJ mJ


Fj fUij ngr,
fyJiuahl brj
2.2 ca xl ghLj (y,s,H, eho gnth! (ghl) ghlfis ghl brj, FHijf
vGJf mikj ghlf) ghLj
3. goj

3.1 glfnshL Toa brhfis goJ gHFf brhfis vGJTo goj


goj
3.2 va rj ghlfis Xo isahL ghgh (ghl) ghlfis rjnjhL ghl brj
ghLj
3.3 Wtgl fijfis ehD Tl... fijglfis gof brj
goj
4. vGJj

4.1 glfis ghJ Wbjhl gl ghJ bjhl vGJ glij ghJ bjhl cUthFj
vGJj
4.2 va fijUJ fis gfyhkh? va fijUJ nffgL
dhfSF Vw dhfSF XU brhf il
il vGJj vGJj
4.3 brhy nfL brhfis gf brhy nfL brh bfhL
vGJj vGJj

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf
4.4 tUzid brhfis fnz kna (ghl) glfis ghJ tUzid
milahs fL vGJj brhfis vGJj
5. gilghw

5.1 Ugkhd gl tiuJ tz o kf khzt, j Ugnfwgo gl


tz Lj tiuJ bghUjkhd tz Lj
5.2 fhjfis bfhL fiy iftzK fhjfis gagL Ugkhd
cUt brj cUtfis cUthf

5.3 fij TWj gf ghlYs glfis ghJ fij


TWj
5.4 bral nkbfhs bral glfis bjhFJ tiuJ
glbjhF cUthFj
6. eilKiw yfz
6.1 xj Xirila brhfis gf xj Xirila brhfis
cUthFj mLjLJ TW FGisahL
7. jhndfw
7.1 brhfis cbkbaGJfis Kjyhf bfhl g, k tirYs brhfis tirgo
mfutirgLJj brhf vGJj
7.2 cWnehf izJ brnth xnu khahd glf ulid
bfhLJ ntWgljid cWneh
mj
8. brhyhw
8.1 brhfsa bgUFj brhisahL vGJfis izJ brh
brh W vGij gf cUthFj
bfhL cUtha brhf brh isahL
bfhiw ntj
bga brhfis TWj Kj, il, filbaGij kh a
brh cUthFj
vbrhf TWj ghlYs glid ghJ ca v
brhfis vGJj

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bghJ ghll - ulh gUt j

_wh tF

fw fj braghLf
w gF / w ghlbghU
1. nfl
nfl

1.1 jidia L fijfis oa, fho xU gaz fgid fijf fij


nfl bjhlfij T Koit
FHijl nfl. fij
KoitT, khztfl K
gFia nfl

1.2 ghlfis nfL JbfhSj ghujhr ghl zL ghlfis nfL


Jbfhs brj.
1.3 ciuahlfis nfL gny bfhlhl, Wt jfis Fl jiy, Fl NH
JbfhSj gongh Kja jiy mik khztfis ciuahl brj.
ciuahl gFf.
2. ngRj

2.1 jFjil ngRj j C, bjU, g, filbjU, fh, j Ciu g, jh thG NH


yf, Hhf g ngRj. (fho g, j g g aghf
xU gaz, g brY tny nghw jFjil ngrbrj
ghlgFf)
2.2 ca xl ngRj, ghLj kabfh vGJf mikj ghl, ghlYs ghlfis
(y, s, H, z, e, d, u, w,) fijf, brhbwhlf (vf j, ghlbrj, brhbwhlfis ca
gny bfhlhl nghw xl ngr brj
ghlgFf)
2.3 tUzid fyJ ngRj gf ghJ kj lfis gnah,
bghUfis gnah tUzid
fyJ ngRkhW gaj
2.4 fyJiuahLj tFgiw ik, fsgaz Fl fit
bragLJtjF fyJiuaho
ll

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bghJ ghll - ulh gUt j

fw fj braghLf
w gF / w ghlbghU

glfis ghf brJ khzt


mj l, NH, cwd rhj
brhfis T ciuahl to
mikj fijghlfis gof
fyJiuahl brj
3. goj

3.1 bfhLfgLs jftf, fijfis kiH, kiy, fhLf ga fijf (fho yFf, gwitf, f
ca xl goj xU gaz nghw ghlgFf) Mait ga fijfis ca
xl goj, gl ghJ
dhfSF Vw il Tw
brj
3.2 Wt jfis goj WW fijf, JQFf, f, khztfSFa j
FWbfGJ nghof, ghlf bttJs Wfijf, ghlf,
nghwit mla Wt jf (Wt JQFf, f nghw
j nghw ghlgFf) brfis gof Lj
4. vGJj

4.1 glij ghJ WW bjhlf izJ brnth glij ghJ WW bjhlf


vGJj mikj, mf vGJj, gl
ga tufis bjhFJ
bjhlfis vGJj
4.2 gia goJ dhfSF ciugF g bjhlghd va dhf
ilaj nfl, bghUjkhd ilaj
4.3 f / tUzid bjhlf glfS mtWF bghUjkhd glfis ghJ bghUjkhd
vGJJ f, tUzid bjhlf fis vGj brj, yFf,
gwitf glfis ghJ
tUJ vGj brj
4.4 tJ vGJj l, U gwit, yF glfis Ffis bfhLJ
Kjatiw ga F rlf tJ vGj brj
(VfhL brnth nghw ghlgFf)

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bghJ ghll - ulh gUt j

fw fj braghLf
w gF / w ghlbghU
5. gilghw

5.1 brhfis gagL fij khiy neu, nkf, kiH, bts nghw brhfis bfhLJ fij
cUth TWj fij cUthf jf brhf (fho xU cUthf brj
gaz, g brY t nghw ghl
gFf)
5.2 bral Wt j cUthFj khztfl jh kW
g tshfij ngQj milfis mJ braf
mj, brjh, Wt
yf brW jufis uLj
jfis bjhFf brJ
tFgiw goJ fhl brj,
Lfijf, gHbkhfis
bjhFf brj
6. eilKiw yfz
6.1 vGthnfw idKW vGJj vGthF bghUjkhd idKW vGthia bfhLJ bghUjkhd
bfhl bjhlf idKiw vGj brj (xUik,
(v.fh) Ky tjh giknfw idKWf)
fjh tjh
kf Tod
khL tjJ - khLf tjd
gwit tjJ - gwitf gwjd.
(ciueil gF gf)

7. jhnd fw

7.1 xj Xir cila brhfis gf ghl kW ghlgF cs xj


flj Xir cila brhfis vLJ
vGJj
7.2 ciuahl mikj izJ brnth Fl gl / bragho
mogil ciuahl mikj

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bghJ ghll - ulh gUt j

fw fj braghLf
w gF / w ghlbghU
8. brhyh w

8.1 brhfsa bgUFj br gFYs mUbrhf ghlYs brgF


UFw fijf (5) brhfSF bghUSzJ
brhfsaij bgUFj
vbrh vGJj, bghUsj,
brhbwhl mikj

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bghJ ghll - ulh gUt j

ehfh tF

w gF / w ghlbghU fw
fw fj braghLf

1. nfl

1.1 Xireaf fUJ ghlfis kWky ghlf, z Xireaf ghlfis nfL


nfL JbfhSj ghlf (ghujhr, ehkf fP, Jbfhs brj,
fk nghnwh ghlf) ghlfis ghl brj,
jH ja (ehkf fP) ghlfis ul brj.
2. ngRj
2.1 jFjil aghf ngRj wFa kj, l, f, Fl jh U xUt(fhkuhr,
jiy ngrbrj. (tUJ tUJ nuhngh mJfyh nghnwh), jh
tUJ) Ua l (Fwhy, KJkiy
nghwit) g fhuz
fhaJl jFjil
ngr brj
2.2 fUjhlf gnfW ngRj brng, kurhuh vbghU, be brng eik, ikfis
gagho eik ik FJ fUjhl thJ goaLj
j. (xkakhd vfhy) ma fLo -
Mfnf mnf vw
jiy ngrbrj.
2.3 tUzid fyJ ngRj aif rhj tUzidf (ku F, f, nja bfho
mnth ghlgF) nghwtiw tUJ ngRj
3. goj

3.1 fijfis Wj FfSnfg eh cUtha Kiw WtUnfw ca WjFfSF Vg


goj fijf (tUJ tUJ nuhgh tUJ bjhliu gof brj
nghw ghlgFf)
3.2 ifbaGJ fojfis goj FHijfSF crhf CL tif ifbaGJ to mikj
mikj foj (cwKiw foj) (tUJ ghlgFia goJ J
tUJ nuhngh tUJ) bfhL dhfSF

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw
fw fj braghLf

ilaj, khztfis
cwdfSF foj vGj
brj.
3.2 gHbkhfis goj tHf cs gHbkhfis gHbkhfis bjhFbjG
gagLJj (fij, ehlf, ciuahl, goj, ku bjhlfis
ghl thyhf) ku mnth ghlgF gof gagLj ma
brj.
4. vGJj

4.1 brhy nfL iH kabfhia vLJfhljf ghlfSF mikJs


vGJj bjhlf kW ciugF, g gfis iH vGJj
4.2 gUJ dhfSF il ciueilgFf mikJs gf gia bfhLJ, mJ
vGJj bjhlghd dhfSF ca
il vGJj

4.3 f vGJj m brL fijf, JQFf , glfis ghJ fis


Lfijf, f nghwit, ku cUth vGJj
mnth nghw ghl gFf fis ul brj,
fis T Lf brj
4.4 fLiu / ghl vGJj VjhtJ xU ku / MW / j ga FJ bfhLfgl jiyf
fLiu / ghl (jH ja nghw fLiu (m) ghl vGj
ghlf) gWj
5. gilghw

5.1 bral - glbjhF khztf tiuj / uoa glf brjh tU glfis


cUthFj bjhFJ gl bjhF
cUthf brj
6. eilKiw yfz
6.1 iztif TWj caiz, m~iz brhf bfhLfgl brhfis
caiz khzt, Ma caiz, m~iz vd
tifgLj brj

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw
fw fj braghLf

m~iz ku, yF
ghlgF lbgW gf
7. jhnd fw
7.1 ku brhfis gagLj ku brhf mla bjhlf bga ku, id ku brhfis
(v.fh.) F T, e CisL, ma brj
ahid W. (ku mnth nghw cq tHF ku
ghlgFf) brhfis uo tu brj
8. brhyh w
8.1 brhfsa bgUFj a brhf, bjhF bgafis vGj vbrh vGJj, J
brj (ciueil, br nghw vGJj, nrJ vGJj,
ghlgFf) bghUsj, iz brhf
mikj

8.2 ku brhfis gagLJj bjhF bgaf (v.fh) bjdnjh, bjhF bgafis vGj
fU njhl, ML kij, gwit brj
Tl bfhLfgl br gFf
fhzgL mwbefis czJ
gw brj
isahL, bkh isahL
br - _Jiu 3

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bghJ ghll - ulh gUt j

Ijh tF

w gF / w ghlbghU fw fj braghLf

1. nfl
UFw (bgUik, idg), UFw gF kW ghlfYs
bgf, Fao bgnz bgf Fj z,
1.1 z ghlfis nfl Fao nghw jiy mikj z ghlfis nfL J
ghlf. bfhL, mjt gw brj.

2. ngRj
cz UHh vD jiy ghl mfgLs
mikj ghlgF lbgW ciuahl nghW NH mikJ,
ciuahl. khztfis aghf ciuahl
gWj.
2.1 aghf ciuahLj
khztfSF oj kutif
czfis mj
brKiwfis bgnwhl nfL
tJ tFgiw Twbrj.
3. goj
iu bghUfh vD bjhlto fhy mltiz,
ghlgF lbgW v tu bghUfh m, ngUJ fhy
Ff. mltiz, kf TL lf
cs v tu rhj mfis
v F bfhl tufis gof, J bfhs
3.1
goj gaj.
khztf jj CYs ngUJ
fhy mltiz, mfho nghw
gFf lbgW iy
goafis goJtJ tFgiw

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf
Twbrj.

4. vGJj
fiy cy fiythz, cz ghl bjhlghd fUJfis
UHh kW ghlgF bghU czF Vg ilbt
bghU cznfg
4.1 lbgW gf. L WjFfSl vGj
ilbtL vGJj
brj.

fiy cy fiythz, cz Jbfhl ghlfUJfis


gia goJ dhfSF
4.2 UHh kW ghlgF ilfshf Vw jiyfSl vGJj
il vGJj
lbgW gf.
fiy cy fiythz, cz khztfSF cwKiw foj
UHh kW ghlgF khia mJ, mnj nghW ntW
cwKiwfoj lbgW gf. fojfis vGjitj; ehF
4.3
vGJj/ehF vGJj vthW vGj ntL vgjid
vLJfhLfSl s, ehF
vGj gWj.
fiy cy fiythz, cz fLiuf, ciuahlf,
UHh kW ghlgF Kjatiw gof brJ fLiu
lbgW gf. cWf vit vgjid, vthW
fLiu mika ntL vgjid
s fLiu vGj itj.
khztf, jf C eilbgW
4.4 fLiu / ciuahl vGJj
UHh fyJbfhSkhW
cwdUF foj vGj brj.
khztf jhf ghj myJ
Ua l, gwitf, yFf,
jiytf g fLiu vGj
brj.

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf
5. gilghw

ghlgF lbgW gf FHijf U gwit, yF,


f glf bfhLJ, brhf
mJ, brhbwhl mJ ghl
5.1 ghl vGJj, ghLj
vGj brj. ghl Kj moia
mJ ulh moia iw bra
brj; ghl brj.
ghlgF lbgW gf ifbaGJ jGF njitahd
glf tiuj, eifRit
JQFf, fijf, f vGJj,
5.2 bral-j cUthF ul, foj, fLiu, ciuahl
vGJj, Xa tiuj:-
midij bjhFJ jHhf
mikf gWj
6. eilKiw yfz
ghlgF lbgW gf ghlYs brhbwhlf vGth,
gaiy, bragLbghU vit
vgjid, J mtJ vgo
vgjid, yfzgo mtiw
gagLJ Kiwfis
gWj.
6.1 brhbwhl mikKiw mj
brhbwhlf mikJ tU Kiw
mj. gaiyF bghUjkhd
vGth, bragLbghUis
cUthFj.
(v.fh) ghodh - th ghodh.
- th ghL ghodh.

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf

vdnt, Vbd, Mdh, Mifah dhfSF il jUnghJ,


nghw iz brhf fLiuf vGJnghJ, ngRnghJ,
iz brhfis mJ
gagLjgl brhbwhlf fyJiuahL nghJ iz
6.2 gagLJj
(v.fh.) jhjh KWF brhf vit, mtiw
diy; Vbd, mtUF vbtlf vthW
gf iy gagLJtJ vd gWj
7. jhnd fw
* bt Kjgo, xWikna gy, Jiz ghlfshf mfgLs
fhil Ez nghw WW fijfis goj; mj_y
fijgFf. ebdfis mj; thif
gagLj CFj.
7.1 WW fijfis goj
FHijfSfhd ebd fijf,
bghGJnghF fijf nghwtiw
yf vLJ gof brj.
ebdfis gw brj.
8. brhyh w
a 1,2,3 gFf lbgW ghl cs br gFf
br, ciueil, Jizghl UJ J brhfsaij
gFf. bgU bfhSj, brhfSF
bghU fltj _y khzt
mj brhfsaij bgUFj;
8.1 brhfsa bgUFj
brhfis bghUSnfg nrj,
j, brhbwhl mikj, bkh
isahL, isahL
nghwt _y bkh MSik
wid tsj.

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bghJ ghll - ulh gUt j

w gF / w ghlbghU fw fj braghLf

bghUsj, vbrh vGJj, J


vGJj, nrJ vGJj, brhbwhl
mikj, bkh isahL,
isahL nghwt _y
brhfsaij bgUFj.

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bghJ ghll - ulh gUt j

Mwh tF

fw fj braghLf
w ghlbghU

1. gFia goJ fUJfis a 11 fw bghUshf cs ghl


bjhFJ, tifgL, br xbthU gF btgLJ
btgLj mj. a iraKJ bghUis jiyghf bfhL
brhf, wbkh brhf, gHbkh eh}W WW gFf vGJj.
iz brhf Madtiw ciueil
(vLJfhL: kiH mKj,
gagLj mj kf uhF neU vGa foj
Jizghl kiHbah, cHtU kiH.
C UHh xU fiyHh bris nknfhfho vGj
yfzK
yfzK bkhwD brj).

glf fhzgL ff
FJ jjna tJ
vGJ gaj. (v-L) fht
bjt, fufhl, bghf.

xF brhfis
gagL brhbwhl vGJ
gaj.

xiwbfh, uilbfh
khwij brhf fho
bghUkhwij RL
gaj.

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bghJ ghll - ulh gUt j

fwgF ciueil cs
wbkh brhfis vLbjGJ
gaj. (v-L. KaJt,
eht. . . .)

F, beo ntWghlh bghU


khWgLtjid sF
gaj.
2. tuyhW ffis id a 2
2 Foah, Koah fhyf
Tj kW kjcw br thifKiw g fUjhl.
bgUikid sFj j ghl
ciueil _leifah VgL nfLf
sik bgah nfl dh g fUjhl.

Jizghl j ghl fhzgL


jfkhgHK NLnfhY gFj fUJf FJ
yfzK bkhwD fUjhl, kWky fUJfis
vLJfhLj.

xWiH F gaj.

Fiy beoyhf beoiy


Fyhf kh brhfis
cUthFj.

kj cwf nkikia
sF ffis bjhFj.

tuyhW ffsh bgwjf


goidfis g J
jj fUJfis Tw brj.

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bghJ ghll - ulh gUt j

3. ciuahl, ehlf mikJ a 3 weh}W br fUij


vGJj, f mfis br btgLJkhW ciuahl vGj
ugl, Ritgl TWj, weh}W gWj.
vGJj izia oJ bjUthF
ciueil m tot brhbwhlfis
nja fhj brk vGJj.
Jizghl
vJ bga cik? ugl mikj ff
yfzK
yfzK bkhwD tirKiwia kh Ritgl
TW cfis fhL
gfmj. (ndhF,
fijkhwhk TWj Kjad.)

br Ritgl miktjfhd
brhyhfis
milahsgLJj.

RblGJf bkh gagL


jikid sF gf

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bghJ ghll - ulh gUt j

VHh tF

fw fj braghLf
w ghlbghU

1. fLiu, foj, zgfis a 11 br fUid tifgL


ca totJlD, Wj br TW g. (v-L) kd
Ffis gagL vGJj, fLf jik, bkh jik,
kj cw w mj ciueil bk jik brfis
fhaof foj bghU fhLj.
Jizghl gntW NHf vGjgL
Wfij zgf ga mKf ;
yfz zgf vGJj.
LFbgaU fhuzbgaU
fijfUJ bgwjf
bkhw g
miufis goaL w
vLJfhLf jUj.
KHf brhbwhlfis
bfhLJ bghUjkhd tuyhW
fia vGJ g.
bga brhfis tifgLJ
g
2. tuyhW, gghL mj a 2 br bghU dia
br btgLJ g.
Uth% ehkkhiy, thjhr ghl br btgLJ
ciueil miuid sF g.
fh ef
goj brfis nknfh T
Jizghl
brhngh fJj.
Wfij
yfz Jizghl gFYs
mWtif bgabrhf tuyhW Ffis sFkhW
bkhw g brfis uLj.
mWtif bgafis
tifgLJ g

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bghJ ghll - ulh gUt j

3. ciuahl, ehlf mikJ a 3 ghl tfis nknfh fho


vGJj, f br ciuahl vGJj.
mfis ugl, VKid, mkhid ghl tfSF bghUjkhd
Ritgl TWj, ciueil KHf brhbwhlf vGJj.
vGJj ber
thif tuyhW wig
Jizghl
sF nknfh brfis
Wfij
vLJfhLj.
yfz
idKW, bgabur, idbar brh tot khw g
bkhw g wbkh brhfSF j
brhyhf g mj

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bghJ ghll - ulh gUt j

vlh tF

w ghlbghU fw fj braghLf

1. fLiu, foj, zgfis a - 1 br ea czJtnjhL ika


ca toY, KiwY, br fUid khzhfnu TWkhW gWj ;
WjFfis gagL ntfjhk, ghujjh ciueil brfis fLiu, foj
vGJj, kW w mj ciueil thyhf bjf fj;
a Ljiy ngh tUKiw bjhifiy bjhlfis,
jHf bgf gF bjhfhiybjhlfis fj.
Jizghl
Wfij
yfz
bjhifiy bjhlf,
bjhfhiybjhlf
bkhw g

2. ciuahl, ehlf mikJ a 2


2 Uku cbghU btgLkhW
vGJj. f mfis br fj. njght ea btgl
ugl, Ritgl TWj, Uku, njght fj ff brj; ehlf fiy
vGJj ciueil tsia Ritahf TWj Tw
ehlf fiy brj; ehlf fJj.
Jizghl thifUJ ca vLJfhLf
ehlf jJ MFbgaiu fj. khzhfiu
yfz vLJfhLf bjhFJtu brj.
MFbga
bkhw g

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bghJ ghll - ulh gUt j

3. brhfsa bgUFj a -3 fha ea, fea, btgl


br uhkhazij fj, ghntj
fguhkhaz, ghujhr ghl fs btgLkhW ghliy
ciueil fj. ciueil, Jizghl
fhLf fLiu Jizl brhfsa
Jizghl bgUf gaj, tUKiw
mUfhaf ntWik yfz fj.
yfz
ntWik
bkhw g

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COMMON SYLLABUS II TERM - ENGLISH

COMMON SYLLABUS
ENGLISH
II TERM

CLASSES I to VIII

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 ones own, yet different, and
the percolated flavour of another culture, or cultures anothers 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 ones
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 II TERM - 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 II TERM - ENGLISH
Class I

1. Listening

Competency Content Mode of Transaction Evaluation

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

Listen and respond to simple


questions related to the story or
folktale.

Listening to sounds Children discriminate the sounds


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

Circle pictures beginning or ending


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

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COMMON SYLLABUS II TERM - ENGLISH
2. Speaking

Competency Content Mode of Transaction Evaluation

Respond to Words, phrases and Teacher asks simple Respond to questions


questions sentences questions during the appropriately.
course of the day
and children respond.

Speaking using a Functional grammar: Teacher provides Answer questions using


combination of adjectives, articles, opportunities through phrases/sentences.
grammatical forms prepositions activities and informal
conversation for
children to speak using a Where is the book?
combination of
On the table.
grammatical forms.

3. Reading

Competency Content Mode of Transaction Evaluation

Letter sound Sounds of the Teacher shows cards


correspondence alphabet with letters of the
alphabet and articulates
the sound. Children
repeat after the
teacher.

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

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

4. Writing

Competency Content Mode of Transaction Evaluation

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

Recall spelling Words ( high Teacher presents a Arrange jumbled letters to


frequency words, variety of writing make words.
phonetic words and exercises and word Look at the picture and fill in
content words) building activities such the blanks with the correct
as word grids, jumbled letter.
letters, fill ups, Write the first/last letter for
dictation to develop each picture.

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COMMON SYLLABUS II TERM - ENGLISH
spelling skills.

Writing Common, familiar Teacher presents Arrange word cards to make


words/simple words/sentences activities such as sentences.
sentences jumbled words, fill ups,
to write words and Write ones name.
sentences.
Write the words for the given
pictures.

Fill in the blanks with the


correct word.

Put the words in correct order


and make a sentence.

5. Vocabulary

Competency Content Mode of Transaction Evaluation

Teacher guides the Finger counting and songs.


Stating number 1 to 10
children in reading Summative
names
and writing number Count and say how many
and number names
through activities
like tracing on
dotted lines,
matching number to
number names, etc

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

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

Look at the picture. What are they doing?


6. Language Functions
Competency Content Mode of Transaction Evaluation

Speak using Simple and composite Teacher uses pictures that Talk about a simple sequence of
Pictures pictures, pictures in depict people in different events shown in the pictures:
sequence. roles and feelings. Germination of a seed.
Teacher gives worksheets
with activities Name the pictures.
like "Spot the difference," Who are these people? E.g., doctor,
pictures with missing parts carpenter, teacher.
to encourage children to talk.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the textbook.

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COMMON SYLLABUS II TERM - ENGLISH
Class II
1. Listening

Competencies Content Mode of Transaction Evaluation

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

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

Listen and respond to


simple questions related to
story

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

Directions involving
two actions.

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

Did you have you


breakfast?

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

Listening carefully to Diagraphs ch, sh, Teacher plays sound Click your fingers every time
more sounds of the etc.), blends (bl, cr, games where the you hear a word ending

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COMMON SYLLABUS II TERM - ENGLISH
language through etc.), rhyming words, children listen to sounds with/sh/ - bath, dish, sleep,
chosen words, and blending sounds, in different positions. fish, watch, crush.
discriminating them. coining new words by
changing first, last or Children listen and Blend the sounds to make a
middle sounds. discriminate the sounds word.
that specific letters
make. /Po/./ta/./to/ - potato

/c/. /a/./t/ - cat

Listen to a song played to


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

Competencies Content Mode of Transaction Evaluation

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

Communicating a Simple messages. Children communicate E.g., Ask your classmates to


message messages to peers or submit their workbooks.
another adult. They
communicate messages

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COMMON SYLLABUS II TERM - ENGLISH
from home.

Responding to Phrases/sentences Teacher asks questions Respond to questions


questions during the course of the appropriately
day and children respond.

Expressing ones needs Needs Teacher encourages I want an eraser.


students to express needs Please, can you give me a
and acknowledges them. pencil?

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

Expressing feelings Feelings Teacher encourages Express feelings


students to express spontaneously in response
feelings and acknowledges to questions
them.

Participating in simple Simple conversation Children take turns during Initiate and sustain
conversation in conversations with adults conversation in pairs and
English and peers in groups.
Teacher provides different
contexts for initiating and
sustaining conversations.
Speak using a combination Functional grammar: Noun, Teacher provides opportunities Name some things that
of grammatical forms verbs, singular and plural, through activities and informal you saw on the way to
construction of sentences. conversation for children to school. On the way to
speak using a combination of school, I saw a ..
grammatical forms. Look at the pictures and tell
what the children are doing.
E.g., The girl is climbing, The
old man is painting.

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COMMON SYLLABUS II TERM - ENGLISH
Recite known rhymes.

What do you want?

Can you play cricket?

Ask the elders to help you in


some work.

Converse with you friend on a


festival.

3. Reading

Competencies Content Mode of Transaction Evaluation

Reading words / Words / Teacher provides Read words


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

Picture reading Pictures Teacher displays a Children use pictures


picture which is familiar as an aid for reading
to them and asks
probing questions. The words are given
below a picture. Circle
the things that you see
in the picture.
Look at the picture and
answer , Yes or No

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COMMON SYLLABUS II TERM - ENGLISH

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

Reading a variety of Days of week Teacher shows the Is it hot, today?


materials like a calendar calendar / clock and: Tomorrow is ______.
and clock Look at the clock and tell
Names the days of the the time:
week.

Tells the time rounded


to an hour.

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

4. Writing

Competencies Content Mode of Transaction Evaluation

Write with Spacing of Words / Sentences Children write Write words,


words, alignment of legibly leaving space sentences on their
words (Mechanics of in between the own.
writing) words and write in
straight line. Copy words and
sentences.

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

Writing of Teacher presents Draw yourself and


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

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

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COMMON SYLLABUS II TERM - ENGLISH
5. Vocabulary

Competencies Content Mode of Transaction Evaluation

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

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

Identify School Places within the Children learn the Use different areas in the
spaces school. names of different school and perform errands.
places in the school and
their purpose by
actively using them.

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

Say Action words Variety of actions Teacher uses songs, Name three activities that
pictures, stories and you do at home and three
other activities to activities that you do in

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

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

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COMMON SYLLABUS II TERM - ENGLISH
Showing and number naming
Which is the fifth day of a
week?

6. Language Functions

Competencies Content Mode of Transaction Evaluation

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

Using a picture, talk Simple, Children look at the picture Picture of three little pigs
about it. composite and respond by observing, building a house How would
picture, pictures comparing, associating, you build your house?
in a sequence. inferring and relating to self.
Picture of outdoors What are
some of the things the birds
would use to make a nest?

Making a Objects in Children say a few sentences Make a presentation.


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

A paper boat that I made.

Act simple role play Roles based on Children enact a variety of The scene is a market place.
small stories, simple roles and use songs, Children take up roles as
simple poems, sounds, movements, gestures, shopkeepers selling different
pictures, real life dialogues etc as a part of role things. Others go to the
situations,

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feelings etc. playing. market and pretend to buy.

Introduce yourself to a guest.


Look at the picture and say
what you see.
Describe what someone did on a
particular occasion.
Stage an act from a known
story.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the text book.

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Class III

1. Listening

Competencies Content Mode of Transaction Evaluation

Teacher sings, recites


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

Listening to dual Dual instructions Students listen to Go straight and take a


instructions and directions (classroom) classroom instructions left turn to reach office
Directions involving and directions and room.
two different respond appropriately.
objects. When do you go to bed?
Directions involving Based on a narrated
places within the story: Why is the girl
school running?

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

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Listen and respond to


simple questions related
to the story

Stories, incidents Teacher narrates Listen to words with


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

Listening to pronunciation Words, sentences Teacher models


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

2. Speaking

Competencies Content Mode of Transaction Evaluation

Singing rhymes, poems, Rhymes, poems, Children sing or recite Listen to the tune and sing, or
songs songs along with the teacher listen to and recite the rhyme
or cassette and or poem.

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reproduce the rhymes, Respond with the next word
poems or songs or sentence when the teacher
pauses while singing or
reciting the rhyme.
Perform actions related to
the rhyme were initiated.

Communicate a message Simple messages Children communicate Stand in line to go to the


messages to peers or playground.
another adult. My teacher wants a box of
chalks
Responding to questions Phrases/sentences Teacher asks questions Respond to questions
during the course of appropriately.
the day and children
respond.

Narrating Short Children narrate any I went to the zoo with my


stories/incidents incident they have brother and .
experienced, parts of Narrate the story of The
stories or an entire thirsty crow.
simple story.

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

3. Reading

Competencies Content Mode of Transaction Evaluation

Reading sentences / longer Any passage from Teacher provides Underline the
text text or other books opportunities for unfamiliar words.
children to read Round Robin

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

Children pause at the Read the given


end of sentences. passage.
Read the passage
Children use word and choose the
attack skills to read. correct answer.
The rat ran into a
_____.
( pipe, hole, house)

Reading different genres Road Signs / maps Road signs and simple List out the road
maps are introduced to signs you see while
children. coming to school.

Create your own


road sign and talk
about it.

Draw a map from


your home to school.

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

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pleasure
Convey a message to
a friend.
Express regret for
a mistaken act.
Narrate an incident.
Ask your friend
question.
Read a few
sentences.
4. Writing

Competencies Content Mode of Transaction Evaluation

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

Creative writing Writing rhyming Teacher presents a Write two sentences


sentences, Writing simple rhyme with that rhyme using the
on a topic, Drawing missing sentences. given words.
and writing, Making ball, wall
a list Children draw, colour Make a list of things that
and write. you would like to do this
Sunday.
Read and Answer the
following questions
Make a question for the

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following sentences. The
question words are given.
What __________
This is a train.
Write using a Functional grammar: Teacher provides Fill in the blanks with correct
combination of Possessive forms opportunities through word.
grammatical forms subject verb written activities for This is my shirt. ____
[Consolidation of agreement verb children to write using a (It/His) is red in colour.
functional learning forms, pronouns d combination of grammatical Make the sentences bigger
through usage] [Learnt and forms. choosing from the words
interpreted only as given. (tall, blue,
usage] two)
I have bottles.
A boy is running.
My bag is lost.
Copy a news item in your note
book.
Form two or three rhyming
sentences.
Use punctuations as directed
by the teacher.

5. Vocabulary
Competencies Content Mode of Transaction Evaluation

Words Words given in the Teacher explains the Fill in the blanks
text meaning and asks with words given
questions
6. Language Functions

Competencies Content Mode of Transaction Evaluation

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Make a Role play (pair Themes from text, Teacher initiates Take up roles as
work) story books, real discussion and guides butterfly, bee, tree,
life situations children to play peacock and speak
different roles one or two lines
about yourself
Making lists Shopping list, list of Teacher presents topics Make a list of things
items in the for lists or uses you bring to school.
classroom, list of naturally occurring
children opportunities to make
lists.
Talking about a theme Simple / Common/ Teacher enables Talk about:
familiar themes children to talk about a My school.
familiar theme. My pet cat.
Act like a doctor.
Prepare a list of
things you want
from your father.
Describe what you
made out of waste
paper / rags / clay /
plastic items.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on
functional grammar with suggested activities will be included wherever relevant in the textbook.

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Class IV

1. Listening

Competencies Content Mode of Transaction Evaluation

Listening to songs / poems Songs / Poems Teacher sings / plays the Listen to the tune
recorded cassettes. and sing the
Children sing part or the songs and poems.
whole song / poem.
Sings the whole
song or poem
after listening to
the title or the
first sentence.

Listening to stories/ prose content Short Teacher narrates stories Give a suitable
stories/prose / incidents / folk tales. title
content Children listen and
Think of a
respond
different
ending for the
story.

Listen and
respond to the
questions

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Words/ Teacher models Repeat after me
Listening to pronunciation, Sentences / pronunciation. Children She sells sea shells
stress and intonation Passages E.g., repeat after the teacher on the sea shore.
Words with
silent letters,
multi syllable
words,
homophone,
vowel clusters
etc.

Simple riddles Teacher tells a riddle. When I was a


Listening to riddles Children guess the baby I looked
answer. like a fish. Now I
Children make up their say, Croak,
own riddles. croak.
Who am I?

Themes on Teacher initiates Children go


Listening and responding in discussions personal discussions for children outdoor to listen
experiences, to listen and participate. to the sounds
common around them and
interests and Children bring up topics to come back and
age- discuss and listen to each discuss what
appropriate others ideas. they heard.
themes. Reflect and
illustrate what
you have heard
in various ways

Listening and responding to questions Questions: Children listen and Listen to question
How? respond to questions and respond in

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relevantly. full sentences.

Listen to a story
told in a TV
Channel.
Listen to a good
speaker as
recorded in a
Cassette
Listen to
questions asked
by your friends.

2. Speaking

Competencies Content Mode of Transaction Evaluation

Sings Songs and poems Poems / thematic Teacher sings and children sing Sing the song/
Songs part or the whole song / poem. poem suggested
by the teacher or
their favorite
one.

Sings the whole


song or poem
after listening to
it carefully.

Sing the song


with actions
slowly eliminating
words or vice

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versa.

Communicate an idea/opinion Creating Teacher presents opportunities What do you


something for children to communicate think about the
planning an their ideas and acknowledges movie we saw
event, talking them. today in school?
about some
event, day-to- Children plan as a part of
day activities different club activities.

Talk about the


different ways
General Teacher involves the children to you can save
discussions participate in the discussion water.
about a specific topic in
Sentences small/large groups.
(Questions and Respond to
answers) questions
Teacher asks questions during appropriately.
How? questions the course of the day and
children respond. How did the
mouse save the
Participating in discussion Functional Children ask how something is lion?
grammar: article, done or how something
adverbs [Learnt happened. Throw the ball on
and interpreted the black board
only as usage] Teacher provides opportunities and make a
through spoken activities for sentence with
children to use a combination the words you
of grammatical forms. hit with the ball.
Look at the six
pictures and tell

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Responding to questions the story of the
Ant and the
Dove.
Sing your
favorite English
Asking questions song
Describe the
magic show you
saw.
Speaking using a combination of
Say a few
grammatical forms.
sentences about
your village /
[Consolidation of functional
town
learning through usage]
Ask a sportsman
how he won the
prize.
Speak for two
minute on a topic
of your liking.
3. Reading

Competencies Content Mode of Transaction Evaluation

Reading a longer and level Text/other reading Children read longer texts Read a passage and
appropriate text (familiar / materials. silently and aloud. illustrate.
unfamiliar text) Children read with a degree Read the passage and
of fluency. talk about two things
you liked about it.
Read the given
passage and answer
the questions based
on cause-effect,
inference.

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Recall answers based
on text
Read the passage and
find the author, the
title, the main idea
and the ending.
Read the question and
choose the best
answer (choice of
three answers)
Read the letter and
circle the address and
the place you sign.

Divide yourselves into


small groups and read
Reading with attention to Text Teacher models reading a two lines each, one
pronunciation, stress and passage from the text with after the other.
intonation attention to pronunciation, Take up different
stress and intonation roles in a written play
and read aloud

Reading for fun Supplementary Teacher provides a variety of Read, enjoy and
Reading-Graded series reading materials. recommend the book
and a wide range of to a friend!
reading materials. Read a letter written
by your relative.
Read a news item.
Locate a place on the
given map.

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4. Writing

Competencies Content Mode of Transaction Evaluation

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


sentences variety of writing a, an, ant, pant
exercises and word Write words and
building activities. sentences with correct
spelling.

Writing Question/answers, journal Teacher presents a Word pyramids


sentences/passages notations, creative writing, variety of writing Draw the things you
letter writing (informal). activities for children to saw during a bus
do. journey and write 2/3
lines about it.
Look at the picture and
write about it.

Choose a sentence
from Column A and a
sentence from Column
B and join them to
write a sentence using
and or but.
Teacher provides
opportunities through
written activities for
Writing using a combination Functional grammar : article, children to use a Order jumbled
of grammatical forms. adverbs. combination of sentences to make a
[Learnt and interpreted only as grammatical forms. story.
usage] Answer the

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[Consolidation of functional givequestions.
learning through usage] Read and answer
questions.
Complete the passage
in your own words.
Write a letter to a
friend inviting her
for Pongal/any other
festival (using the
clues given)
Fill in the blanks
choosing the correct
word. The child is
crying ______
(loudly/fast)

5. Vocabulary

Competencies Content Mode of Transaction Evaluation

Identifying synonyms, Glossary from Children play language Play in small groups.
antonyms Text games in groups, to (Word search , Boggle
Crosswords, learn pronunciation, and Scrabble may be
Puzzles, spelling and meaning of given. )
Vocabulary new words.
games

Using Picture Dictionary Picture Teacher guides the Make use of dictionary,
Dictionary children in grasping the to find out the meaning
meaning from the and spelling with your
picture dictionary peers.

Solve a crossword puzzle.

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Play a word building
game.
Use a picture book for
developing a sequence of
events.

6. Language Functions

Competencies Content Mode of Transaction Evaluation


Describe a game you have
Other language functions for Children practice these played or witnessed.
continued practice are: skills in real life and Announce to a group of
simulated situations your friends a rare
Making announcements achievement of one of
Describing a person / object your relatives.
Role play
Presentation
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A Note for teachers on functional
grammar with suggested activities will be included wherever relevant would be given in the Text book. Activities are proposed to
inclusion in the textbook.

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Class V

1. Listening

Competencies Content Mode of transaction Evaluation

Listening to songs Children listen and respond to Listen to the song


Enjoying the tune and songs Sing the song with
responding with actions actions
where appropriate or Give the theme of the
required. song

Listening to poems Children listen to the poem What do you feel


Appreciating rhythm and Understand the meanings of after reading this
rhyme difficult words [may use poem?
Making meaning of the dictionary] Does sthis poem tell
words heard May be facilitated in their you of something sad
Following sequence understanding through or happy?
Locating the Main and the appropriate actions Fill up the speech
Supporting ideas Facilitated to discuss the bubbles to indicate
Appreciating various feelings and values expressed understanding of main
simple level appropriate by the poet and evolve the and supporting ideas.
images sequence
Grasp the central theme of Answer the following
the poem questions using the
clues given.

Listening to stories / folk Children listen to the story What is the meaning

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tales Understand the meanings of of _______?
Finding meanings of the difficult words [may use Arrange the sentences
words heard dictionary] in order of sequence.
Following sequence Facilitated to discuss the Answer comprehension
Locating the Main and the narrative and evolve the questions using the
Supporting ideas sequence clues given.
Grasp the central theme of
the story/folk tale

Listening to correct Through various facilitative Listen to the passage


pronunciation, stress and activities, children listen and and repeat suggested
intonation repeat words with correct words
pronunciation, stress and
intonation Small or Large
group.

Participating in discussion Children may be facilitated to Form group and


listen carefully to their peers, discuss following the
and discuss in small groups topic.
What do you think
about helping others?
Give your opinion about
wearing school
uniforms.

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2. Speaking

Competencies Content Mode of transaction Evaluation

Reciting / singing poems Poems Text Children are facilitated to Recite the poem
recite the poem through Sing the song with
various learning activities, the teacher.
which may include actions Pick out the rhyming
words in the poem.

Expressing one preferences Sharing/Interaction Children in groups make a Tell the class about
Time; day to day portfolio depicting their likes, your likes and
situations dislikes, preferences and other dislikes?
such personal explorations How would you like
your friend to
behave? Tell the
class.
Discuss and make a
list of what you like
doing alone or in
groups, etc
Exchanging ones ideas with Sharing/Interaction Children in groups discuss and
peers on a particular object Time; day to day exchange ideas around any
/ place / person /event / situations particular object / place /
situation Eg; Encounter with a person person /event /situation
one doesnt know well.

Speaking on common Sharing/Interaction Children in groups discuss and Practice rhymes and
experiences Time; day to day exchange ideas around any rhythms in a few
situations particular experience which they songs given.
Eg; Lost in a crowd discover to have been common Say what you like and

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COMMON SYLLABUS II TERM - ENGLISH
what you dont like
in eating, drinking,
reading.

3. Reading

Competencies Content Mode of transaction Evaluation

Reading text Text/ Supplementary Children read the text both Read and list out the
i) Understanding sequence materials silently and aloud unfamiliar words.
The teacher facilitates the Raise questions
following activities and skills Engage in
for each student: comprehension
ii) Understanding content
Underlines main facts activities
iii) Finding answers to Uses dictionary or vocabulary Choose the correct
questions on the given list (put up on board) to find answers.
passage meaning of unfamiliar words, [Objective
and understands in context Questions]
through individual and small
group activities
Uses the reading material to
answer questions
Teacher facilitates the
understanding of selected
Using simple spelling spelling rules through a range
conventions correctly of exercises and play
activities

Reading with attention to Spelling rules Children are facilitated to Play a spelling game.
pronunciation, stress and emphasized through a read words with correct Read a letter, an
intonation relevant passage pronunciation, stress and essay and a poem.
intonation Small or Large Read a story with
Text / Additional group. suitable difference

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material from a picture
sequence.
Reading for fun Reading Time Children read in large groups,
Supplementary Reading small groups and individually
Graded series V aloud or silently
Colourful picture
stories

4. Writing
Competencies Content Mode of transaction Evaluation

Simple projects Provided with Teacher helps children to Prepare a project on


materials and ideas evolve their own work plans, the given topic.
and facilitates their Display your project
execution and explain how you
Children also discuss their worked on it.
plans in the small group

Developing a story Story clues, Story Teacher explains steps in Objective


pictures are given developing a story Questions, VSA, SA
Children frame stories [2 to 4 lines]
Discuss them in small groups

Text Teacher provides


Reading between the opportunities for children to Look at the given
lines read and analyze text diagram and answer
through simple graphic the questions that
organizers follow.
Error analysis in reading,
inference and conclusion
Children are facilitated to

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COMMON SYLLABUS II TERM - ENGLISH
link thoughts and ideas to
facts
They discuss their questions
in small groups

Simple topics or free Teacher encourages children


Writing simple poems choice to write simple poems. Use the given
rhyming words and
form a poem of your
own.
Completing simple Text and back of Teacher facilitates children
passages chapter questions to complete the passage with Complete the story
suitable sentences, after
discussion in small groups.
Themes, Model
letters Teacher encourages children
Writing letters to write informal letters Write a letter to
(Informal) your Uncle / Dad /
Friend
Reference Skills Describe a project
After initial large group
Passage with done by you.
reading, children are
Referring to Junior questions Write simple poems.
facilitated collectively to
Encyclopedia/ any Encyclopedia/ any Complete the story-
search for answers to the
other relevant other relevant ( half of which is
questions
information source/ information source/ only given.)
reference material reference material Write a casual
Making small notes letter to your
parents.
Use an encyclopedia
to find out some
rare events.

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5. Grammar

Competencies Content Mode of transaction Evaluation

Parts of speech- Text / Additional Teacher guides the children


verbs, adverbs, adjectives, material such as magazines, through usage to identify various parts of
vowels, Conjunctions newspapers speech. Exercises and activities are
[Introduction to formal utilized for this.
naming of the different
parts of speech already
explored as use, in the
earlier classes]

[Naming seen as a tool to Correct the given wrong


build formality and Exercises, Worksheets Children are facilitated to use sentences.
awareness in learning at this these sentence types in contexts of their Reorder the words in the
level] own given sentence to make it
Types of Sentence a question.
Use correct tense forms
in describing a series of
activities.
6. Vocabulary

Competencies Content Mode of transaction Evaluation


Using Antonyms/ Text / poetry Exercises, activities and games
Synonyms Games,
children do various
exercises
Use correct
Forming Compound Text, Puzzles, Exercises, activities and games alternative to the
words. Supplementary material, identified word in a
Identify Prefix / chapter questions sentence.
Suffix Identify the prefixes

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State kinship terms and suffixes of any
write similes / five words.
metaphors State the English
equivalents for local
relationship words.
Compare any two
objects using simile /
metaphor.

Class VI
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Listening

Classroom
Competencies activities and Learning Outcomes Evaluation
processes

Listening to: Reading aloud Comprehends oral instructions


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

Speaking

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Classroom
Competencies activities and Learning Outcomes Evaluation
processes

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

Reciting: reading from Learning and Read in unison, with sense of


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

Using appropriate Activity: role play, Learns to use oral instructions


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

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

Asking and answering This learning Learns to frame appropriate Objective questions
Wh / Yes/No / activity may be questions and answers
Seeking Information undertaken around correctly in the Wh/ Yes/No Questions for different situations: Eg;
Questions a story or passage: model; also knows how to ask,
Ask questions to
Teacher guided to elicit relevant information
- find a place,

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- find the time of a trains arrival or departure

Participation: Large group Builds participation skills


discussions,
In discussions in class Cogency in speech Converse on a topic of your choice with a group of your
Classroom classmates.
In a dialogue discussion on Confidence
lessons
Resourcefulness
Converses around a
Holds a train of thought
suggested or
initiated topic

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


topic for 2 minutes turns to prepare group, clearly and correctly
and speak on a Address the class on why we need to grow more trees.
topic of choice

Telling Jokes; Puzzles Students share Students share jokes, puzzles


and Riddles. jokes, puzzles and and riddles in a lively manner
riddles. Anyone can share a joke, puzzle or riddle which they enjoyed?
Build interactive skills

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Reading

Classroom
Competencies activities and Learning Outcomes Evaluation
processes

Skimming Using various short The student learns skimming as


passages, the a skill, and understands its
teacher facilitates value in reading and Read the given passage and answer the questions.
skimming content as understanding
a reading skill

Scanning Using various short The student learns scanning as


passages, the a skill, and understands its
teacher facilitates value in reading and Read the given information and find the data asked.
scanning content as understanding
a reading skill

Reading Reading passages; Reads and comprehends


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

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(Simon says games)

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

Reads poetry: [Teacher Appreciates poetry


appreciates it, facilitates] Read
understands, relates and respond to Understands meaningfully Illustrations and responses show understanding;
and responds poetry; answer
Free association and imagine
questions; illustrate
activities Answer questions accurately

Reading Extension Supplementary Reads for interest


Activities reading, use of the
Library, Reads to deepen knowledge Small assignments and projects

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Referencing skills Reads to link and connect
and activities additional data

Writing

Classroom
Competencies activities and Learning Outcomes Evaluation
processes

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

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

Writes on a given Specific paragraph Paragraph unity, relevance, Write cogently, organise content; relevant to topic; spell and
topic: (to an topics; teaching appropriate vocabulary and use grammar correctly.
established word limit) writing a paragraph grammar conventions
Short Answers [5 lines]
[5 lines]

Identifying and using Analysing sentences Students learn to write


selected cohesive and passages for sentences and small passages
devices cohesive devices using cohesive devices Fill in the blanks with the correct connectors and other devices
in writing
[Facilitated by the
teacher]

May be a text Objective Questions


passage

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Journal writing Short journal Self-expression Not assessed
prompts

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

Forming stories Story writing tasks; Write cogently; Use Write a original story of a own on any theme of your choice.
from outlines or imagination; Apply grammar Write clearly and imaginatively.
story starters conventions

Mind/Concept mapping Use summary and Picking out and organisation of Frame sentences in sequence from the mind map given to you
graphic organisers in information and facts in an
Summarize content in all classroom imaginative manner
any framework, using transactions
graphic organisers Learning the value of Mind
mapping as a tool to understand
and associate

Growing familiar with a range


of graphic organizers

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

Dictation

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COMMON SYLLABUS II TERM - ENGLISH

Grammar

Classroom Evaluation
Competencies activities and Learning Outcomes
processes

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

Verbs: being and doing Learns all doing Recognise verbs and their role Pick out verbs, simple predicates, use verbs in sentences
words: adds to and being verbs in as predicates correctly
understanding the required
predicates contexts, through Students use different tense Objective questions
sheets, forms in different situations
Simple Present explanations and
[Habitual Action, activities
universal truth], Simple
Past [Completed
actions].

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

Rules of capital use: Worksheets, Learn all the uses of capital Applies rules in all written work
basic rules: beginning of explanations letters in sentences
sentences; types of learning the rules Objective questions
proper nouns; pronoun of capitalising
I.

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

Vocabulary

Classroom
Competencies activities and Learning Outcomes Evaluation
processes

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

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COMMON SYLLABUS II TERM - ENGLISH
meaning

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

Builds familiarity, identifies


words correctly

Language Functions
Classroom
Competencies activities and Learning Outcomes Evaluation
processes

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

Role play Activities, tasks, Enrichment and application Simulates effectively


and language
games

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COMMON SYLLABUS II TERM - ENGLISH
For the teacher

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

Sl.
Learning Activities for the student By the student[s]
No.

Introduction Activities
Priming/Reading Preparation Activity Large Group
1. The teacher uses the activities given
Do you know? [related to content]
in the Chapter/Lesson Plan to
A short related/reinforcing word game/anecdote/discussion
introduce the topic

Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web,
2. Learning Engagement Activities
Mapping Activity] Individual/Pair

3. Understanding Activities Discussion and activity using graphic organisers provided in the textbook Small Groups

Students answer Questions and attempt the activities that consolidate their learning of
4. Consolidation Activities
the content in the textbook Mixed as appropriate

Students engage with the application related activities presented at the back of the
5. Functional Enrichment Activities
chapter. Separate materials are provided there using the chapter as base

6. Language Structure Activities The grammar to be taught is presented in the form of exercises.

Simple Formative Assessment and Criterion referenced evaluation based on the Lesson
7. Evaluation/Assessment Activities
may be facilitated by the teacher

Simple activities involving writing and observation/interaction related to the day-to-day


8. Suggested Extension Activities
context of the child

9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an imaginative manner

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

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COMMON SYLLABUS II TERM - ENGLISH
List of possible classroom activities and transactions:

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

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COMMON SYLLABUS II TERM - ENGLISH

Class VII

Listening

Content Classroom activities


Competencies Learning Outcomes Evaluation
and processes

Listening and Recorded songs, Listening to and Student understands oral Testing to find out whether the
responding to items poems, stories, following instructions; instructions; understands students follow instructions correctly,
dialogues, etc., listening to selected stories read out or played and respond appropriately
audio stories; listening follows a speech and
to a classmates responds to it. Oral Questions to check
speech comprehension

Speaking

Content Classroom activities


Competencies Learning Outcomes Evaluation
and processes

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

Narrating an experience Incidents in the Students share their Uses descriptive Recount your experiences on your way
class, playground experience in class vocabulary and connectors to school this morning.
etc.

Reciting poems from Poems from the Learning and reciting Appreciates, recognises Recite clearly; with correct inflexion
in groups, or rhyme, meter and meaning

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memory and from text text individually from the and brings it out through and pronunciation
selection of specified recitation
poems

Speaking formally Familiar topics The teacher Expresses thoughts using Speak with confidence on a topic of
facilitates formal the correct language, their choice.
conversation around a vocabulary and syntax
chosen topic; Eg;
groups converse
around Sports today,
or TV Programmes
Reading

Content Classroom activities


Competencies Learning Outcomes Evaluation
and processes

Identifying the topic Simple passages on Read text, locate Independent reading and Summarise effectively through mind
sentence of a paragraph games, articles on meanings if necessary, comprehension of reading maps and other graphic organisers;
science, nature, underline main points matter answer questions accurately
moral values,
adventure,
biographies, jokes
etc.

Reading independently; Passages on topics Teacher guides the Identifies the topic Find the topic sentence of a given
picking out main facts of general interest students to find the sentence of a paragraph. paragraph.
and supporting details topic sentence of a
paragraph by eliciting
responses through
questions.

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Analyzing what is read Simple Apply their mind to Makes connections and What, How, Why questions / Wh
comprehension understand various interpret what they read questions
passages depicting aspects of a passage:
celebrations etc., eg; character, style,
plot, inference, other
interesting
information

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

before a given passage; passages

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

Relating stories to ones Stories inculcating Answer open ended Responds to literature; eg; If you were the boy in this story,
own life and responding values like questions: What do understand life through how would you have
friendship, good you think? reading,
conduct, etc.,
Reads with pause,
stressing words
appropriately and with
proper intonation

Reading poetry: Poems on simple [Teacher facilitates] Appreciates poetry


appreciating it, themes Read and respond to Responds to the imagery Answer questions eliciting imagination
understanding, relating poetry; answer and emotions in a poem. and emotions.
and responding questions; illustrate
Reads with pause,
stressing words

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COMMON SYLLABUS II TERM - ENGLISH
appropriately and with
proper intonation
Reading with rhythm and Newspapers, Supplementary Reads for interest Building interest
emotion-extensive Childrens reading, Use of the Reads to deepen
reading magazines, etc., Library, Referencing knowledge Small assignments and projects
skills and activities Reads to link and connect
additional data
Writing

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

Writing answers to Mind maps and Comprehension passages Explains clearly in Answer accurately in an organised,
Knowledge based graphic organizers with activities; or text writing, use complete and clear manner
questions based written exercises appropriate Normative
expressions; answer in MCQs, Objective type questions, VSA
own words and SA

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

Paraphrasing poetic Poems Read, comprehend and Interprets and Rewrite the given line / lines of the
lines. respond clearly understands the poem in prose form.
poems, expresses
Use mind maps and graphic views with originality
organizers to aid and writes in prose
understanding form

Writing descriptive and Topics of general Introduction to essay Writes upto 10 cogent Write grammatically correct
narrative essays of interest writing; writing on given lines on a given topic sentences in an organised manner on a
topic with guidelines given topic

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COMMON SYLLABUS II TERM - ENGLISH
specified length provided
Long Answers [8 10 lines]
[8 10 lines]

Using discourse Linkers / Passages with the selected Identifies the Identify the discourse markers,
markers connectives discourse markers are specified discourse linkers, connectives in a given passage
provided to students; markers in connected Use discourse markers in appropriate
teacher facilitates sentences places in sentences
familiarity with them
through pre and post
reading questions.

Using direct speech in Situations for Using a short narrative Responds appropriately Fun activities in script writing
Dialogues dialogues passage, students are and builds a clear
encouraged to convert it to written dialogue Filling up the blanks in a dialogue
direct speech, through sequence for a Using the right format for
taking roles, evolving a story/narrative presentation of Direct Speech
script, etc.,

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

Free writing Current affairs, Five minutes of class time Writing spontaneously Express your views on the chosen
general topics to write on topics of the without hesitation topic
pupils choice

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COMMON SYLLABUS II TERM - ENGLISH

Grammar

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

Being and Doing Verbs: Be and Do as main Learn about verbs that Students deepen their Objective type questions
and auxiliary verbs take objects and those understanding of simple
Differentiating that take complements, sentence structures
Transitive and Verbs that take and their required [SVC, SVO and SVOO]
Intransitive Verbs objects and those contexts, through sheets, Have a clear, meaningful
that do not explanations and activities and focussed
understanding of the
SVO, SVC, SVOO,
Sentence pattern usage of selected
etc.,
Transitive and Intransitive
verbs in the specified
sentence structures
Framing Question Tags didnt, hasnt, isnt Through varying exercises Applies the rules Objective type questions
did, has, is and classroom activities - influencing Question Tags
on each concept, with in a meaningful manner
explanation of the logic
behind each: Clear in this concept in
their writing; recognise
Eg; He took the book, errors and correct them
didnt he?

He didnt take the book,


did he?

Subject and verb Singular subject Through exercises and Knows and applies the Objective type questions
agreement singular verb substitution tables, verbal rules of singular and plural
situations etc., nouns and verbs
Plural subject

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verb in the plural

Each, every, either,


neither, etc.,

Identifying Phrases and Phrase- is a group Passages in the text, Understands the use of Differentiate Phrases and Clauses
Clauses of words without a additional exercises and Phrases and Clauses
finite verb in it verbal situations. Objective type questions
Clause- is a group
of words with a
finite verb in it
Vocabulary

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

Locating words in the Guided use of Activities; Learns more words, Find synonyms and antonyms
dictionary for their dictionary for 1. Exercises and word synonyms and antonyms of
meaning, synonyms, unfamiliar words words Split the word into smaller words
games;
antonyms and usage
2. Break up of kangaroo Objective type questions
words
3. Use of dictionary and
thesaurus

Language Functions

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

Talk about oneself Talks on likes, Conversation class; teacher Learns to speak in Speak confidently and attempt to
dislikes, friends, anchors and helps children sentences and speak in complete sentences
etc., speak authentically: communicate their
thoughts and feelings with

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Interaction questions ease and clarity Questionnaire type: completion
based on Favourites:
players, hobbies, friends,
books, leaders, movies, TV
programmes, etc

Participating in Word searches, Activities and games in Reinforces concepts learnt Solve puzzles and play word games
language games and crosswords, and class at various levels, to in grammar and vocabulary;
puzzles: Whats the good strengthen and reinforce develops the skill of
word? various competencies problem solving

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

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

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Class VIII

Listening

Classroom
Competencies activities and Learning Outcomes Evaluation
Content processes

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

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

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

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Speaking

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

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

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

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

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

Relevant Speaks clear, complete


contemporary sentences, and expresses
issues ideas clearly

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COMMON SYLLABUS II TERM - ENGLISH

Reading

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

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

a) Reading for content Stories / passages Read stories and other Comprehends selected MCQ, Objective type Questions,
and style with moral values, passages, to understand and passages from literature VSA, SA, LA
b) Understanding witty and appreciate the plot,
sequence, humorous characters, style and intention Enjoys the reading
c) Scanning content to passages, process and learn from it,
find answers to historical, Understand and summarise the pronounce the words
questions in the given narrative, mystery story in various ways, creating correctly, stress
passage passages etc. organizers and using the ones appropriately, pausing at
d) Understanding the given; make connections with the right places with
authors intention life and learning proper intonation
e) Recognising or
Summarises the story,
learning vocabulary in
assesses its plot,
context
character and style
f) Appreciating style
Extensive reading Abridged novels, Supplementary reading, Use of Reads for interest Questions to build interest
fiction, books of the Library, Referencing skills Reads to deepen
pupils choice and activities knowledge Summative
Reads to link and connect Answers addressed questions
additional data appropriately with supporting
statements

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COMMON SYLLABUS II TERM - ENGLISH
Writing

Classroom activities and


`Competencies Content Learning Outcomes Evaluation
processes

Comprehension Answer questions Comprehension passage given Picks out relevant facts, VSA and SA questions, Make notes
in complete for written work writes correct and clear and write the summary in a
Using mind mapping sentences, using answers, to meet the paragraph
techniques proper punctuation Exercises and activities that requirement of the
elucidate the required questions specified
concepts are facilitated
through mind-mapping

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

Writing Paragraphs: Simple topics, Worksheets to understand and Learn to use paragraphs a) Expand the given outline into a
Topic sentence; unity proverbs, etc., practise writing paragraphs and to write on different paragraph.
and structure Eg. 1.Cleanliness is topics
next to Godliness b) Write a paragraph on the given
[Linking small 2. The importance topic.
paragraphs] of good manners.

Writing on a given Simple topics, Specific essay topics; teaching Write at length on a given Complete essay with title,
topic: (150 200 proverbs, personal how to write an essay topic with organisation introduction, content and conclusion
words) experiences, etc., and clarity
Revision: Writing Topics for letter Revision of the format of Uses the correct format a) Write a letter to the forest
letters in a given writing formal and informal letter and and appropriate content authorities about the cutting of
format the register of language trees in that area.
b) Write a letter to your friend
expressing your disapproval on
cutting down the trees in his
compound.

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COMMON SYLLABUS II TERM - ENGLISH
Writing a summary Passages for Teacher explains the steps Write a summary Write a summary of the given
summarising involved in writing a summary. passage in about one third of its
Teacher provides a passage and length.
the students make use of the
steps and make a summary of
the given passage.

Creative Writing; Captions for Teacher facilitates Writes creatively, evoking Free articulation, imagination,
pictures, topics; understanding of fantasy powers of the imagination: expression of ideas
Exercising ones through reading a story, and Writes and illustrates
imagination in a Writing essays on having pre and post reading with cogency and fluency
creative manner given topics discussion

Collecting, recording General topics Teacher invites students to Collects, records and Summative
and collating collect and present information collates information on
information on various topics or happenings suggested topics Effectively collect, record and
around them My school, My collate information on a suggested
neighbours, the Library, topic
Hospital, Movies, Music /
Dance performances etc.
Grammar
Content Classroom activities
Competencies Learning Outcomes Evaluation
and processes
Identifying the three Simple, Complex Worksheets, peer Learns the rules and uses of Learn the differences between
kinds of sentences. and Compound review and exercises clauses and phrases, and apply clauses and phrases
sentences. them in writing Transformation of Simple sentences
into Compound and Compound
sentences into Simple.
Revision of tenses and Simple present, Worksheets, peer Meaningfully learns the rules and Use the tenses in the appropriate
more about tenses. past and future review and exercises uses of the Simple, Continuous places.
Transitive and Progressive and and Perfect tense in Present, Past
Intransitive verbs perfect forms of and Future time and applies them Objective type questions
tenses. in writing

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Using Reported Statements & Worksheets, peer Uses reported speech correctly Use the correct tense form with
Speech Imperatives review and exercises proper punctuation in reported
speech
Identifying the Active Transformation of Worksheets, peer Understands the difference MCQ, VSA
and passive voices sentences with the review and exercises between active and passive voice
progressive and
perfect tenses, Uses the active and passive voice
from one voice into appropriately
the other

Using the degrees of Transformation of Various examples from Uses the three types of Become familiar with the structure,
comparison sentences from day-today-life, comparison appropriately in recognise errors and rectify them.
one degree into classroom situations sentences.
the other etc., Objective type questions.

Grasping the Tags attached to Various exercises and Knows and applies the rules Objective type questions.
structure and use of words with classroom activities; involved in framing question tags.
question tags negative meaning, practising through
such as, hardly, dialogues, role-play,
scarcely, rarely, etc.,
seldom, etc.,

Vocabulary

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

Synonyms and Glossary other Using dictionary and thesaurus, Learns synonyms of Use vocabulary appropriately
antonyms connected words exercises words, their uses and
parts of speech, etc.,

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Language Functions

Content Classroom activities and


Competencies Learning Outcomes Evaluation
processes

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

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

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

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COMMON SYLLABUS II Term - MATHEMATICS

COMMON SYLLABUS
MATHEMATICS
II TERM

CLASSES I to VIII

Introduction

Mathematics is a coherent, consistent, and growing body of science which makes use of a specific
language and skills to model, analyze, and interpret the world. Mathematics provides a means of
communication which is concise, and powerful.

As a human endeavour, mathematics involves creativity and imagination in the discovery of


patterns of shape and number, the perceiving of relationships, the making of models, the interpretation of
data, and the communication of emerging ideas and concepts.

This Curriculum Framework looks at mathematics as one of the essential areas of learning.
Mathematical understanding and skills contribute to people's sense of self-worth and ability to control
aspects of their lives. Everyone needs to develop mathematical concepts and skills to help them
understand and play a responsible role in our democratic society. Mathematics education aims to provide
students with those skills and understandings.

This Curriculum Framework also asserts the importance of eight essential sets of skills:
communication skills; numeracy skills; information skills; problem-solving skills; self- study skills; social
and co-operative skills; physical skills; work and study skills.

In an increasingly technological age, the need for innovation, and problem-solving and decision-
making skills, has been stressed in many reports on the necessary outcomes for education in India.
Mathematics education provides the opportunity for students to develop these skills, and encourages them
to become innovative and flexible problem solvers.

The ability to communicate findings and explanations, and the ability to work satisfactorily in
team projects, have also been highlighted as important outcomes for education. Mathematics education
provides many opportunities for students to develop communication skills and to participate in
collaborative problem-solving situations, thereby contributing to the development of many social and co-
operative skills.

Increasingly, information is communicated through the use of data graphics. The communication
of information through graphics is particularly common in the mass media. It is important that people can
draw sensible conclusions from charts, tables, and graphs of various kinds. At the same time, increasing
numbers of occupations demand the ability to collect data, to understand and use information technology
for the organization and interpretation of data, and to present reports and summaries. Mathematics
education gives young people the opportunity to develop information skills through learning and
practicing data handling and data interpretation.

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COMMON SYLLABUS II Term - MATHEMATICS

General Aims of Mathematics Education

 To help students to develop a belief in the value of mathematics and its usefulness to them, to
nurture confidence in their own mathematical ability, to foster a sense of personal achievement,
and to encourage a continuing and creative interest in mathematics;
 To develop in students the skills, concepts, understandings, and attitudes which will enable them
to cope confidently with the mathematics of everyday life;
 To help students to develop a variety of approaches to solving problems involving mathematics,
and to develop the ability to think and reason logically;
 To help students to achieve the mathematical and statistical literacy needed in a society which is
technologically oriented and information rich;
 To provide students mathematical tools, skills, understandings, and attitudes they will require in
the world of work;
 To provide a foundation for those students who may continue studies in mathematics or other
learning areas where mathematical concepts are central;
 To help to foster and develop mathematical talent.

Achievement areas of the Mathematics Curriculum

Mathematical Processes
Numbers
Measurements
Geometry
Algebra
Statistics
Development of essential skills through mathematics

Mathematical Processes
The mathematics curriculum intended by this statement will provide opportunities for students to:

develop flexibility and creativity in applying mathematical ideas and techniques to unfamiliar
problems arising in everyday life, and develop the ability to reflect critically on the methods they
have chosen;
become effective participants in problem-solving teams, learning to express ideas, and to listen
and respond to the ideas of others;
develop the skills of presentation and critical appraisal of a mathematical argument or calculation,
use mathematics to explore and conjecture, and learn from mistakes as well as successes;
develop the characteristics of logical and systematic thinking, and apply these in mathematical
and other contexts, including other subjects of the curriculum;
become confident and competent users of information technology in mathematical contexts;
develop the skills and confidence to use their own language, and the language of mathematics, to
express mathematical ideas;
develop the knowledge and skills to interpret written presentations of mathematics.

Numbers
The mathematics curriculum intended by this statement will provide opportunities for students to:

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develop an understanding of numbers, ways they are represented, and the quantities for which
they stand;
develop accuracy, efficiency, and confidence in calculating-mentally, on paper, and with a
calculator;
develop the ability to estimate and to make approximations, and to be alert on the reasonableness
of results and measurements.

Measurements
The mathematics curriculum intended by this statement will provide opportunities for students to:

develop knowledge and understanding of systems of measurement and their use and
interpretation;
develop confidence and competence in using instruments and measuring devices;
predict and calculate the effects of changes in variables and rate of change of variables on
systems representable by simple mathematical models.

Geometry
The mathematics curriculum intended by this statement will provide opportunities for students to:

gain a knowledge of geometrical objects and relations in two and three dimensions, and recognize
and appreciate their occurrence in the environment;
develop spatial awareness and the ability to recognize and make use of the geometrical properties
and symmetries of objects in everyday use;
develop the ability to use geometrical models as aids to solving practical problems in time and
space.

Algebra
The mathematics curriculum intended by this statement will provide opportunities for students to:

recognize patterns and relationships in mathematics and the real world, and be able to generalize
from these;
develop the ability to think abstractly and to use symbols, notation, and graphs and diagrams to
represent and communicate mathematical relationships, concepts, and generalizations;
use algebraic expressions confidently to solve practical problems.

Statistics
The mathematics curriculum intended by this statement will provide opportunities for students to:

recognize appropriate statistical data for collection, and develop the skills of collecting,
organizing, and analyzing data, and presenting reports and summaries;
interpret data presented in charts, tables, and graphs of various kinds;
develop the ability to estimate probabilities and to use probabilities for prediction.

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Approaches to teaching and learning in mathematics

Problem-solving approach
Catering for individual needs
Use of resources

Problem-solving approach

A balanced mathematical programme includes concept learning, developing and maintaining


skills, and learning to tackle applications. These should be taught in such a way that students develop the
ability to think mathematically.

Students learn mathematical thinking most effectively through applying concepts and skills in
interesting and realistic contexts which are personally meaningful to them. Thus, mathematics is best
taught by helping students to solve problems drawn from their own experience.

Real-life problems are not always closed, nor do they necessarily have only one solution.
Determining the best approximation to a solution, and finding the optimum way of solving a problem
when several approaches are possible, are skills frequently required in the workplace. Students need
frequent opportunities to work with open-ended problems. The solutions to problems which are worth
solving seldom involve only one item of mathematical understanding or only one skill. Rather than
remembering a single correct method, problem solving requires students to search the information for
clues and to make connections to the various pieces of mathematics and other knowledge and skills which
they have learned. Such problems encourage thinking rather than mere recall.

Closed problems, which follow a well-known pattern of solution, develop only a limited range of
skills. They encourage memorization of routine methods rather than consideration and experimentation.
While fluency with basic techniques is very important, such routines only become useful tools when
students can apply them to realistic problems.

The characteristics of good problem-solving techniques include both convergent and divergent
approaches. These include the systematic collection of data or evidence, experimentation (trial and error
followed by improvement), flexibility and creativity, and reflection that is, thinking about the process
that has been followed and evaluating it critically.

Teachers can create opportunities for students to develop these characteristics by encouraging
them to practice and learn such simple strategies as guessing and checking, drawing a diagram, making
lists, looking for patterns, classifying, substituting, re-arranging, putting observations into words, making
predictions, and developing proofs.

Learning to communicate about and through mathematics is part of learning to become a


mathematical problem solver and learning to think mathematically. Critical thinking may be developed by
encouraging students to share ideas, to use their own words to explain their ideas, and to record their
thinking in a variety of ways, for example, through words, symbols, diagrams, and models.

The chance to formulate problems as well as to solve them, to create and to produce rather than
reproduce what already exists, is important for all students. Creativity in problem solving is recognized as
one of the basic traits that must be developed if outstanding achievement is to result, and it plays a major
role in innovation, invention, and scientific discovery.

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Catering for individual needs

It is a principle of this proposed Curriculum Framework that all students should be enabled to
achieve personal standards of excellence and that all students have a right to the opportunity to achieve to
the maximum of their potential. It is axiomatic in this curriculum statement that mathematics is for all
students, regardless of ability, background, gender, or ethnicity.

Students of lower ability need to have the opportunity to experience a range of mathematics
which is appropriate to their age level, interests, and capabilities. Equally, students with exceptional
ability in mathematics must be extended and not simply expected to repeat different permutations of work
they have clearly mastered.

As new experiences cause students to refine their existing knowledge and ideas, so they construct
new knowledge. The extent to which teachers are able to facilitate this process significantly affects how
well students learn. It is important that students are given explicit opportunities to relate their new
learning to knowledge and skills which they have developed in the past. Factors such as out-of-school
experience and language have profound effects on the way students learn mathematics.

In many cases in the past, students have failed to reach their potential because they have not seen
the applicability of mathematics to their lives and because they were not encouraged to connect new
mathematical concepts and skills to experiences, knowledge, and skills which they already had. This has
been particularly true for many girls, and for many Tamil or other non-English medium students, for
whom the contexts in which mathematics was presented were irrelevant and inappropriate. These students
have developed deeply entrenched negative attitudes towards mathematics as a result.

An awareness of these issues has led to improved access for girls to mathematics, but the
participation rate of female students in mathematics continues to be lower than that of male students at
senior school level and beyond. This limits later opportunities for girls and women.

The suggested learning experiences in this document include strategies that utilize the strengths
and interests that girls bring to mathematics. Techniques that help to involve girls actively in the subject
include setting mathematics in relevant social contexts, assigning co-operative learning tasks, and
providing opportunities for extended investigations.

The suggestions also describe experiences which will help girls develop greater confidence in
their mathematical ability. Girls' early success in routine mathematical operations needs to be
accompanied by experiences which will help them develop confidence in the skills that are essential in
other areas of mathematics. Girls need to be encouraged to participate in mathematical activities
involving, for example, estimation, construction, and problem solving where there are any number of
methods and where there is no obvious "right answer".

It is particularly important that mathematical learning experiences for Tamil and first generation
students acknowledge the background experiences which have led to the formation of ideas and skills
which those students already have. Tamil, non-English medium students, and first generation learners will
be helped to achieve if teachers acknowledge and value those ideas and experiences.

Traditional time-constrained pencil and paper tests have proved unreliable indicators of
achievement in the past. Among the sample assessment activities, there are procedures suggested which
may be more appropriate for assessing a large spectrum of students. In selecting assessment procedures,

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teachers should endeavour to ensure that all of the desired objectives are evaluated and that the
procedures which are selected are culturally appropriate.

The development of more positive attitudes towards mathematics and a greater appreciation of its
usefulness is the key to improving participation rates for all students.

Use of Resources
Teachers are the prime resource. Much of what is recommended in these guidelines is existing
widespread practice and will be familiar to them. They may, however, have staff development needs
arising from:

textbooks or resource-based learning packages;


reference books for students and teachers;
measuring equipment, structured apparatus, for example, to explore and illustrate concepts in
number and shape;
instruments and other equipment for drawing shapes and making models;
games and puzzles;
constructional toys and play equipment.;
the use of attainment outcomes and targets in planning and assessment;
the increased emphasis on problem-solving and enquiry;
calculators wherever possible in number work and as a teaching aid;
computers wherever possible in information handling and in shape, position and movement as a
tool and as a teaching aid;
the use of a variety of contexts.

Other people who can be a resource, for example as a source of data for information handling,
include the students, their relations and friends, adults in the school, visitors. The school premises and
local environment can be a resource - buying lunch, considering routes to school, looking for symmetrical
shapes, measuring, counting.....

A variety of material resources will be required

Many everyday materials such as newspapers, magazines, advertising literature, brochures, packaging,
maps, plans and timetables can be used to good effect and increase relevance, as can discarded household
items.
Many schools already possess and use a wide range of resources, but others will require additions with
consequent expenditure. The scope for using those resources which are freely available should not,
however, be overlooked, and students can help by bringing useful items to school.

Apparatus
The importance of the use of apparatus to help students form mathematical concepts is well
established. Using apparatus provides a foundation of practical experience on which students can build
abstract ideas. It encourages them to be inventive, helps to develop their confidence, and encourages
independence.

Primary school teachers are used to, from the experience of Activity Based Learning Cards and
Self Learning Mathematics Kits, choosing an appropriate range of apparatus to focus students' thinking on
the concept to be developed and modifying the apparatus as the learner's understanding grows. Teachers

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know that students are capable of solving quite difficult problems when they are free to use concrete
apparatus to help them think the problems through. Such an approach is equally valid with older students
and should be used wherever possible.

At all levels, students should be introduced to new ideas by having their attention drawn to
examples occurring in their natural environment, and then by modeling them with apparatus. For
example, a child's concept of "four" could be enriched by discussing the number of wheels on a car, legs
on a table, or edges on a piece of paper. The child could then be encouraged to explore the idea further,
using materials with which to make their own models of "four". Similarly, secondary students could be
focused on the concept of "rate of change" by discussing, for example, that younger people grow faster
than older people, or by discussing the slope changes on nearby hills. Students could then model uniform
and non-uniform rate situations, using apparatus such as sand running through an egg-timer or a ball
rolling down a smooth slope.

Textbooks
Many textbooks in the library will be useful for the students to practice and get enrichment.
Increasing numbers of popular books contain excellent ideas for problem-solving situations which
develop mathematical skills and understandings. In any event, teachers should continually re-evaluate the
texts they are using in the light of the particular needs of their students.

Technology
This curriculum statement assumes that both calculators and computers may be available and
used in teaching and learning of mathematics at appropriate levels. Instruction in the correct and
appropriate use of calculators is particularly important.

Calculators, graphing calculators, and computers are learning tools which students can use to
discover and reinforce new ideas. Calculators are powerful tools for helping students to discover
numerical facts and patterns, and helping them to make generalizations about, for example, repeated
operations. Graphing calculators, and computer software such as graphing packages and spreadsheets, are
tools which enable students to concentrate on mathematical ideas rather than on routine mechanical
manipulation, which often intrudes on the real point of particular learning situations.

Assessment and Evaluation in Mathematics

The ways in which primary and secondary schools assess their students' progress in mathematics
should be consistent with the priorities they set for the learning outcomes of students monitoring and
evaluation are necessary to assess students' readiness for new learning, to give teachers feedback on the
success of their methods and approaches, and to assist planning for new learning.

Evaluation includes diagnostic assessment procedures which enable teachers to discover


difficulties that individual students may be having. Appropriate diagnostic assessment may reveal that the
reason for a particular student's lack of progress is a lack of understanding achieved at some earlier time,
and the difficulty may be relatively easily addressed. Diagnosis may also reveal that the student is very
talented and is simply bored by lack of stimulation. Diagnostic assessments enable teachers to plan further
learning activities specifically designed to meet the learning needs of individual students. Worthwhile
diagnosis is very often carried out by simple question and answer interaction in the classroom.

Assessment should focus both on what students know and can do, and on how they think about
mathematics. It should involve a broad range of mathematical tasks and problems and require the

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application of a number of mathematical ideas. Skills assessed should include the ability to communicate
findings, to present an argument, and to exploit an intuitive approach to a problem.

Assessment should, as far as possible, be an integral part of normal teaching and learning
programme. Continuing assessment as part of the teaching and learning programme increases the range
and quality of assessment which can be carried out for good diagnosis, and avoids the artificial intrusion
on learning and teaching time which is associated with separate assessment sessions. Assessment should
involve multiple techniques including written, oral, and demonstration formats. Group and team activities
should also be assessed.

Teachers should avoid carrying out only tests which focus on a narrow range of skills such as the
correct application of standard algorithms. While such skills are important, a consequence of a narrow
assessment regime which isolates discrete skills or knowledge is that students tend to learn in that way.
Mathematics becomes for them a set of separate skills and concepts with little obvious connection to other
aspects of learning or to their world.

Assessment should also be undertaken to provide students and their parents with an indication of
a student's progress. Assessment in mathematics, as in other aspects of the curriculum, involves obtaining
evidence about the extent and quality of students' attainments. Its prime purpose is to improve students'
learning. It does this by providing students, parents and teachers with feedback which can be used in
reviewing programmes of study and planning further learning. In summarizing the results of evaluations
of students' achievement, teachers should report what students have been working on, what they have
achieved, and how well they have achieved it. A grade, level, or mark alone is insufficient.

Format and presentation of this document

Themes
Achievement objectives by levels
Suggested learning experiences
Sample assessment activities
Development band activities

Themes

There are some main achievement aims of the mathematics curriculum. Accordingly, the
curriculum statement is presented in six "themes" each of which reflects a particular aim of the
curriculum. The themes are headed:

Mathematical Processes
Numbers
Measurements
Geometry
Algebra
Statistics

This division is a convenient way of categorizing the outcomes for mathematics education in
schools. It emphasizes that there are a number of aspects which are all equally important. The division
does not mean that mathematics is expected to be learned in discrete "packages". On the contrary, the

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mathematical processes strand is deliberately intended to encourage teachers and students to make
connections between the other themes wherever possible.

Achievement objectives by levels

A number of achievement objectives are described in each theme, and at each level. The
objectives define what students should be able to achieve after appropriate learning experiences in
mathematics. They define the progression of learning outcomes which is the core of this curriculum
statement in mathematics.

At each level the objectives are quite broad. The division of the school mathematics curriculum
into different levels does not mean that there are well-identified stages, which learners pass through in the
development of mathematical understanding. However, it is accepted that some concepts are better
introduced to older students, and that the effective learning of some ideas depends on a prior
understanding of other ideas. The judgment of experienced teachers as to what students can do at various
ages has been combined with recent research into mathematical learning to place material into levels.

This scheme explicitly recognizes that each learner is an individual whose learning development
and rate of progress is different from others. Different students will be ready for particular mathematical
content and experiences at different times. It is not expected that all students of the same age will be
achieving at the same level at the same time, nor that an individual student will necessarily be achieving
at the same level in all strands of the mathematics curriculum.

The levels are not meant to be interpreted as the rungs of a ladder which is to be climbed as
quickly as possible. Nor are they meant to be interpreted as hurdles over which each student must pass
before moving to any new work. Rather, they are meant to focus the mathematics programmes of schools
in a consistent way. They provide a basis for reporting students' achievements to parents in a way that is
clear and demonstrates progression in learning.

Suggested learning experiences

In each strand, and at each level, a range of suggested learning experiences is suggested. The
activities and experiences which are included are drawn from the best of contemporary teaching practice,
and are intended to help students meet the aims and achievement objectives of the mathematics
curriculum.

There is not necessarily an exact match between the suggested learning experiences and the
achievement objectives at each level. in some cases, this is because the learning experiences described
contribute to concepts and skills which will take considerable time to develop, and appropriate
achievement objectives are not described until later levels. At the same time, all of the suggested learning
experiences contribute to the development of the broader aims of the curriculum and thus, for some, there
may not be specifically associated achievement objectives.

The suggested learning experiences are, nevertheless, pointers only. It is not intended that the
activities described in this document should limit the way teachers choose to teach mathematics. Indeed,
teachers are encouraged to use their own judgment in designing courses to provide their students with
mathematical experiences which will enable the students to achieve the broader aims and achievement
objectives of the curriculum. Teachers in, for example, bilingual schools may choose to offer mathematics
in contexts which provide quite different activities and experiences.

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The suggested learning experiences are carefully worded in active terms. This is to emphasize
that mathematics is most effectively learned through students' active participation in mathematical
situations, rather than through passive acceptance and repetition of knowledge.

Sample Assessment Activities

Traditionally, assessment in mathematics has been focused on a quite narrow range of


procedures. Procedures such as pencil and paper tests of algorithmic skills do not always reveal students'
difficulties, nor do they allow assessment of the full range of students' achievements.

This curriculum statement provides, at each level in each strand, examples of activities in which
teachers might engage students to assess their current level of achievement. An assessment programme
modeled on these examples will help teachers to plan the next stages of learning for their students.

The models illustrate tasks that can be used to assess a full range of accomplishments, including,
for example, the ability to collect and summaries data, the ability to communicate findings, the ability to
present an argument, and the ability to exploit an intuitive approach to a problem. The suggestions include
multiple assessment techniques including written, oral, and demonstration formats, which should be used
in addition to more traditional tests and assignments. Suggestions for group and team assessments are
included.

The activities illustrate assessment techniques which are not disruptive to normal classroom
activities they could be carried out as an integral part of the teaching programme rather than at times
specifically set aside for "tests". Assessment and evaluation strategies of this kind require teachers to
make systematic observations of students at work, and to record their observations carefully.

As each achievement objective in this statement is capable of being achieved at a range of


standards, teachers should choose assessment and reporting methods which reveal a student's degree of
attainment of the objectives.

The few assessment activities suggested in the statement are exemplars which teachers could
imitate in developing their own assessment programme. They provide for teachers a selection of activities
which allow for observations of various manifestations of students' achievement. While it is suggested
that teachers will use the tasks described as models for developing their own assessment tasks and
procedures, they are free to use different assessment methods if they wish, and are encouraged to do so.

The examples do not cover all of the objectives of the curriculum. A comprehensive assessment
programme remains the responsibility of the teacher.*

Sample Group Activities

Some students develop faster in all aspects of mathematics than most of their peer group. Other
students reach a particular achievement level in one strand or topic sooner or faster than most of their peer
group without necessarily being equally competent in all other strands at the same level. A levels
structure may be thought to imply that faster students should automatically be accelerated to the next
level. This is not necessarily so, nor is it the aim of this curriculum. Teachers should carefully appraise
the experience and needs of students before deciding to move them to the next level.

It is very important, however, that students do not have their mathematical development inhibited
by, for example, repeating work which they have clearly mastered.
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The mathematics contained in the suggested learning experiences at any level is only a subset of
the mathematics which students could possibly learn. Faster students can be extended in their
mathematical experience without necessarily accelerating them to a higher level, which for many students
may itself limit the extent of their learning.

The intention of the group activities is to encourage teachers to offer broader, richer, and more
challenging mathematical experiences to faster students. Work from the group activity should allow better
students to investigate whole new topics which would not otherwise be studied and to work at a higher
conceptual level. Talented students should have their interest in mathematical ideas further stimulated and
their understanding of the nature of mathematics deepened.

The development band must not be considered as an optional extra or simply a reward for good
work. Students have a right to the opportunity to extend their mathematical knowledge and power.
Accordingly, teachers have a responsibility to provide enrichment opportunities to students, and a
responsibility to report to parents in a way that acknowledges the students' accomplishments.

A valid group activity is a significant new piece of work, not merely an extra "extension
example" or set of examples.

Group activities should include a measure of self-assessment. Students should be encouraged to


set their own goals in this work and to be self-critical. They should keep a portfolio of their development
activities, including the goals they had set, their assessments, and their teachers' assessments, as a record
of their extended progress.

*****

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Classes - I to V

Class I

Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods

I. Numbers Numbers from 10 In two similar collection of objects Singing songs 80 periods
to 20 To match object through one to one Counting, grouping,
Concept of Zero correspondence taking away
Numbers from 10 To make the group of objects according Comparing
to 20 to a given number. writing
Addition (of single To understand the concept of nothing Drawing
digit numbers give the symbol zero to represent it. Playing games
whose sum is less To learn addition using real objects up Relating to life
than 20) to a sum of 18 situation
Subtraction of To use the symbol + to represent Visualizing
numbers without addition.
conversion To understand subtraction as taking
Place value as away using real objects.
Tens and To understand subtracting as canceling
Ones using pictures.
To use vocabularies like difference, take
away, less etc., to denote subtraction.
To approach zero through the
subtraction pattern (such as 5 1 = 4,
5 2 = 3, 5 5 = 0).
To approach zero through real life
situation (such as there are 5 chocolates
all of them were eaten up, how many
remaining?).
To learn sense of numbers up to 20.
To read and write numbers from 10 to
20.
To make the group of objects according

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Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods

to a given number.
To group objects into a group of tens
and ones
To learn intuitively build a notion of
place value.
To count the number of tens and ones in
a given number.
To represent numbers tens and ones
through pictures.

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Class - II

Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods

I. Shapes and Identifying the Dimension 2-D Shapes Day to day life 25 periods
Figures of shapes in everyday situation examples.
object To identify 2-D shapes viz., Review exercises.
rectangle, square, triangle, circle by Practical examples.
Introduction to their names. Practical examples.
spatial orientation To describe intuitively the properties
Introduction to of these 2-D shapes.
shapes of objects To describe qualitatively the
in real life and its properties of these 2-D shapes.
attributes To observe objects in the
Introduction to environment and gets an intuitive
elementary shapes feel for their geometrical attributes.
To sort similar shapes of different
sizes.
To draw straight line shapes by
paper folding and other such simple
aids.
To make patterns and shapes with
straight and curved lines.

II. Numbers Subtractions up to To be able to form the greatest and Using self learning kit. 30 periods
99 the smallest two digit numbers with Review exercise.
and without repetition of given Using self learning kit
digits. and real life situations.
To learn ordinal and cardinal Using repeated additive
numbers. property with life
To understand subtraction oriented situations.
To subtract two digit numbers
beginning from concrete
representations to abstract

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Content Duration of
Topic Expected Learning Outcomes Mode of Transaction
periods

To subtract numbers by drawing


representations of tens and ones
without and with regrouping.
To subtract zero from a number.
To be able to write stories to
describe situations that correspond to
the given subtraction facts.
To estimate and check the
reasonableness of answers to
subtraction problems.
Mental Arithmetic
To subtract single digit numbers
mentally.
To subtract multiples of ten
mentally.

III. Measurements Measures


Weight To get an intuitive feel for weights Real life situations. 13 periods
of objects by feeling them. Real life situations.
To sort objects from lightest to Application of practical
heaviest by feeling. knowledge.
To understand the need for standard Story problems in real
units and a simple balance. life situations.
To compare weights of given objects
using simple balance.

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Class - III

Duration of
Topic Content Expected Learning Outcomes Mode of Transaction
periods

I. Numbers Multiplication Multiplication Using I- learning 50 periods


tables (2,3,4,5 To understand the concept of mathematical kit
and 10) multiplication as repeated addition by teach multiplication
Multiplication working many patterns. and division through
of 2-digit Able to understand and use the sign activity.
number by a of multiplication. Using real objects to
single digit Able to construct the multiplication construct the
number tables of 2, 3, 4, 5 and 10 multiplication tables
Introduction to To use multiplication table in 2, 3,4, 5 & 10.
division by situations. Learning Division
grouping and To understand graded sequence of through activity
sharing multiplication beginning from using real objects
multiplication of: single digit by Through Exercise.
single digit, two digit numbers by Through project.
single digit using standard algorithm.

Division
To understand the concept of division
from the context of equal grouping
and sharing.
To understand division as repeated
subtraction
Able to relate division with inverse of
multiplication.
Able to solve simple division
problems involving multiplication
and division
- by grouping
- by using multiplication tables.
Mental Arithmetic

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Duration of
Topic Content Expected Learning Outcomes Mode of Transaction
periods

Able to double two digit numbers


mentally (result not exceeding two
digits).

II. Measurements Length (using Length 13 periods


standard units - Able to appreciate the need for a Through activity
cm., m.,) standard unit. based learning using
Weight (using To measure length of objects in their non standard and
non-standard) environment using simple aids. standard units
Volume To express appropriate standard units measure) the length,
(capacity) of length by choosing between weight and volume
-(using non- centimeters and meters. of real objects.
standard) To understand order of magnitude
between cm. , m., and km. as units.
To estimate the length of given object
in standard units and verifies by
measuring.
To use a ruler.
Able to understand numerical
relationship between centimeter and
meter.
Weight
Able to weigh objects using non-
standard Units.
To understand the concept of
conservation of weight that applies
in a simple balance.

Volume
Able to measure and compare the
capacity of different containers in
terms of non-standard units.

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Class - IV

Duration of
Topic Content Expected Learning Outcomes Mode of Transaction periods

I. Numbers Multiplication Able to do elementary Framing tables using pictures. 31 Periods


(up to 2 digit multiplication of 2-digit by 2- Day to - day life situation
number by 2 digit and 3- digit by single digit examples learning through
digit number numbers. multiplication division.
and 3 digit Able to write tables up to 10
number by 10.
single digit To divide a given number by
number) another number in various ways.
Division: up to To apply the four operations to
4 digit number life situations.
by single digit To frame word problems.
number. To estimate sums, differences and
products of simple two digit
numbers to nearest tens or
hundreds.

II. Measurements Volume (Using Able to measure volumes of Estimating capacity through Lab 32 Periods
standard units lt., given liquid using containers activity.
m.lt. addition marked with standard units. Lab activity is given as individual
subtraction) Able to estimate the volume of a activity o regulate daily habits.
Time (calendar, liquid contained in a vessel and picture cards are used to identify
clock) verifies by measuring. a.m. and p.m.
Able to compute the number of By reading calendar learning the
weeks in a year. relation between days and weeks,
Able to correlate the number of days and year
days in a year with the number of
days in each month.
To read clock time to the nearest
hours and minutes.

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Able to express time, using the


terms, a.m. and p.m.
Able to estimate the duration of
familiar events.
Able to compute the number of
days between two given dates.

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Class V

Content Mode of Transaction Duration of


Topic Expected Learning Outcomes
periods

I. Shapes and Symmetry Able to explore intuitively Paper folding activity rotation, lines 10 Periods
Figures rotations and reflections of of symmetry.
Familiar 2-D shapes. Drawing line of symmetry.
Able to explore intuitively Rotation of 2D shapes for
symmetry in familiar 3-D understanding rotation.
shapes. Drawing 2D shapes through
reflection.
Tracing the path activity.

II. Numbers Factors and To understand the meaning of Using self learning materials for 10 Periods
multiples. factors and multiples Factors and multiples.

III. Fractional Types of fractions Revision of definition of Introducing fractions, addition, 43 Periods
Numbers Comparing of fraction as part of the whole subtraction, of fractions from life
fraction. and part of a collection. situations.
Addition and To learn terminologies like Using number line, life situations,
subtraction of like numerator and denominator. paper folding and drawing for
fraction. type of fractions : different types of fractions.
Introduction of Proper, Improper, mixed, Drawing paper folding and patterns
decimals. like, unlike and equivalent in drawing for addition, subtraction,
fractions. multiplication of fractions.
Able to compare like fractions
with denominators up to 20.
Able to do addition and
subtraction of like fraction
with denominator up to 20.
Able to do multiplication of
fractions by single digit
numbers and other fractions.

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Class - VI

Topic Content Expected Learning Outcomes Mode of Transaction No. of Periods

I. Everyday Ratio and Proportion To understand the concept of Ratio Understating the
Mathematics Direct Variation To understand that Proportion is concept of ratios
Ratio, Proportion and same as the ratio of two. through real life
Direct Variation Able to calculate the needed situation
quantity using Unitary method (with Solving direct variation 15 Periods
only direct variation implied). problem through life
oriented examples
II. Algebra Introduction to Algebra Introduction to variable through Introducing variable
Constants, Variables Constants and Variables patterns and through appropriate and constants through
and Expressions word problems and generalizations. patterns 7 Periods
To generate such patterns with more Forming puzzles
examples. through group activities

III. Measurements Measure of Time from Able to find the duration between Observation method
Measure of Time seconds to minutes, hours, two time instances.
week, year & leap year Able to identify leap years.
Able to convert from one unit of
time to the other seconds to
minutes and hours and vice versa,
days to weeks, years, leap year and 15 Periods
vice versa.
IV. Geometry Kinds of angles To understand the concept of Demonstration method
Angles angles. Learning by doing
Able to identify angles, vertex, method
arms.
Able to measure angles and identify
kinds of angles right angle, acute
angle obtuse angle.
To understand complementary &

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COMMON SYLLABUS II Term - MATHEMATICS

Topic Content Expected Learning Outcomes Mode of Transaction No. of Periods

supplementary angles and find 10 Periods


complementary and supplementary
angles for the given angles.
V. Practical Drawing and Measuring angles Able to measure angles and draw Learning by doing
Geometry angles using protractor - 0 - 180. method
Able to identify different kinds of
angles and lines from the given 7 Periods
figures.

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COMMON SYLLABUS II Term - MATHEMATICS
Class - VII

No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods

Ratio and Proportion To recall the concept of ratio and proportion. Time and work, time and
Mathematics

Indirect and Direct Able to differentiate direct and indirect variation distance sharing problems
etc.
I. Life

variation and calculate the needed quantity using direct


and indirect variation. 15 Periods

Perimeter of the To recall the concepts of Perimeter and Area of Through paper cutting
rectangle,square and Square, Rectangle and Right triangle. methods derive the formula
II. Measurements

Triangle Able to find the area of plane figures made up of for different shapes.
Area : Triangle, squares, rectangles, and right triangles (any two
Quadrilateral, at a time). Through paper cutting
Parallelogram, To determine the area of Parallelogram and introduce methods to find 27 Periods
Rhombus Rhombus. area.

Parallel lines and Interior and Exterior angles. Through Paper folding
III. Geometry

transversal lines Properties of parallel lines cut by a transversal. method measure the angles
. and verify the properties of
parallel lines when cut by a 10 Periods
transversal

Construction of angle
Geometry
Practical

using Scale and To construct angle using scale and compasses- Identify the different types
IV.

Compass 90, 60, 30, 120. of angles 7 Periods


.

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COMMON SYLLABUS II Term - MATHEMATICS

Class VIII

No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods

To recall addition and subtraction of


(i) Algebraic Expressions expressions.
(additions, subtraction, Able to multiply and divide algebraic Factor tree
multiplications and expressions. (Coefficient should be integers).
divisions) Able to understand some common errors
(ii) Identities (e.g. 2 xx = x, 7 xxy = 7 xy )
(iii) Factorizations
To deduce identities with geometrical proofs,
(iv) Solving linear equations Use card boards and paper cutting
numerical examples and applies it in sums
I. Algebra

methods to show identities


(a + b) 2 = a 2 + 2ab + b 2 , (a b)2 = a 2 2ab + b 2 , geometrically
a 2 b2 = (a + b) (a b).
Able to recognize (simple cases only) 40 Periods
expressions that are factorizable of the
following types
a( x + y ), ( x y ) 2 , a 2 b 2 , ( x + a )( x + b) . Factor Tree
Able to solve word problems that involves
linear equations (avoid complex coefficient in
the equations).
Problems through life situations

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COMMON SYLLABUS II Term - MATHEMATICS

No. of
Topic Content Expected Learning Outcomes Mode of Transaction
Periods

i. Construction of rhombus, Able to construct rhombus, rectangle and Geometrical instruments


rectangle and square square.
II. Practical Geometry

Paper folding methods. 12Periods

(i) Introduction to Cartesian To understand the concept of Cartesian plane Graph sheets; To see linear
plane with axes with axes. relationship between side and
perimeter of square.
(ii) Plotting of points for Able to plot points for different kinds of 32 Periods
different kinds of situations (perimeter vs. length for squares, To understand linear relationship
situations area as a function of side of a square, plotting between time and work.
III. Graphs

of multiples of different numbers, simple


(iii) Drawing straight lines interest vs number of years etc.)
parallel to coordinate
axes To learn to read graphs.
-- Able to read the linear graphs.
(iv) Linear graphs -- Able to read the distance vs time graph.

(v) Reading Linear graphs

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COMMON SYLLABUS II TERM SCIENCE

COMMON SYLLABUS
TERM II
CLASSES I to II ENVIRONMENTAL STUDIES
CLASSES III to VIII SCIENCE

A. National Curriculum Framework 2005 Primary Stage (Classes I to V)

 Primary science education has to be a phase of joyful learning for the child The main
objectives at this stage are to arouse curiosity about the world (natural environment, artifacts
and people) and have the child engage in exploratory and hands-on activities that lead to the
development of basic cognitive and psychomotor skills language, observation, recording,
differentiation, classification, inference, drawing, illustrations, design and fabrication,
estimation and measurement.
 This is the stage, ---- to emphasize language development through and for science learning.
 The criteria for identifying the content at the primary stage are relevance, meaningfulness
and interest to the child. The content should provide opportunities to deal with the real and
concrete world of the children, rather than a formal abstract world.
 The pedagogy should essentially be based on activities in and out of classroom, as well as
other methods such as stories, poems, plays and other kinds of group activities.
 Concern for environment and inculcation of related values can be promoted through
activities (planting of seeds, protecting trees, not wasting water, etc.) and practices relating to
health, hygiene and social interactions are best taught by example rather than through
recitations from a text book. The atmosphere in the classroom should not stress the child to
perform, but allow learning to take place at individual pace and permit free interaction
among children and the teacher.
 The assessment should aim at gaining greater insight into various aspects of the childs
learning: language comprehension, reading ability, articulation, ability to work with hands
and in groups, skills of observation, classification, drawing, and the other skills which
constitute learning at this stage.
 Every primary school must have an activity room or an area where a class can assemble for
individual or small-group activities (Projects) to be carried out in the school.
 Children may be encouraged to draw and write by converting three sides of the classroom
into a blackboard at eye-level.
 While deciding content across grades we should steer away from the pipeline approach
whereby some concepts get introduced too early for any meaningful understanding, on the
grounds that they are required at a later stage. It must be realized that a difficult concept is
not simplified merely by presenting it briefly, without rigour. Rather, the pre-requisites in
terms of ideas, experiences and activities should be provided at the appropriate levels.
 There should be proper articulation between the secondary and higher secondary stages.

B. How Children Learn

 Young children are actively engaged in making sense of their worlds. Young
children exhibit a strong desire to apply themselves in intentional learning situations.
They also learn in situations where there is no external pressure to improve and no
feedback or reward other than pure satisfactionsometimes called achievement or
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COMMON SYLLABUS II TERM SCIENCE

competence motivation. One of the responsibilities of school is to motivate the


students to explore, succeed, understand and harness it for effective learning.

 If one believes that learning differences are determined by gradual increases in


capacity or speed of processing, one would expect relatively uniform increases in
learning across most domains. But if one believes that strategies and knowledge are
important, one would expect different levels of learning depending on the childrens
conceptual knowledge & their control over strategies that organize their knowledge
for learning. Although children learn readily in some domains they can learn
practically anything by sheer will & effort. When required to learn about non-
privileged domains they need to develop strategies of intentional learning. In
learning children need to understand what it means to learn, who are they as
learners and how to go about planning, monitoring, revising & reflecting upon
their learning & that of others. Children lack knowledge & experience but not
reasoning ability. Although young children are inexperienced they reason facilely
with the knowledge they have. A curriculum must reflect this.

 Between 5-10 years of age childrens understanding of the need to use strategic
effort in order to learn becomes increasingly sophisticated and their ability to talk
about and reflect on learning continues to grow throughout the school years. By
recognizing this dawning understanding in children one can begin to design learning
activities in the early school years that build on and strengthen their
understanding of what it means to learn and remember. The fact that children use
diverse strategies is not a mere idiosyncrasy of human cognition. Good reasons exist
for people to know and use multiple strategies. Strategies differ in their accuracy, in
the amount of time their execution requires, in their processing demands and in the
range of problems to which they apply. Strategic choices involve trade offs among
these properties. The broader the range of strategies that children know, and can
apply, the more precisely they can shape their approaches to the demands of
particular circumstances.
C. Guiding Principles:

A. Joyful & non threatening build a feeling of I Can


B. Content ---contextually relevant, age appropriate
By age appropriate it means:
who is the child in that age group?
how does the child learn?
what facets of his/her learning are relevant to enhance --
contextual relevance--- things seen heard, felt, touched, tasted by the child in
the sensorium of the childdirectly relevant to the immediate world.
C. Evocative
D. Sensitive to gender, class, life in a pluralistic society, nature (environment)
E. Encourage Exploration
F. Experiential

Based on the above,

We look at four outcomesContent, Skill, Experiential & Value


We create space for Questions & Observations
We include generic skills--- language, thinking, reflecting
Evaluation

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COMMON SYLLABUS II TERM SCIENCE

D. Outcomes

Outcome Description Methodology Statement

Content Classes 1, 2 Content cannot be Text book


read independently by student. Cards
Reading aloud--listening,
Looking at Pictures, Discussions,
Doing activities together are the
main modalities NOW I KNOW
In classes 3, 4 children are
independent readers. Stories,
poems, Narratives,
Descriptions are the main
modalities of content exploration

Functional  A skill list is provided.  Skills translate


 In the younger classes functional into NOW I CAN
outcomes can also reflect methodologies in
applications ---things the child the following
can do ways
Read (picture
reading for classes
1, 2)
Write (answers,
record)
Discuss
Narrate/ Show &
Tell
Ask & Find out
Think (cognitive
skill)
Draw

Experiential  Exploration using the 5 senses  Observe


 Kinesthetic  Find Out NOW I CAN
 Work with hands  Do/ Make
(experiments,
projects)

Value Socialbuilding sensitivity to Evocative


caste, class, genderliving in a quality of the NOW I WILL
pluralistic society reading
Being with peers material
Environmentalan ethic of care Discussions
with animals, plants, things we Activities
use, wastes we generate
Self respecting feelings,
change, caring for ones health,
being safe

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COMMON SYLLABUS II TERM SCIENCE

Questions & Childrens questions & Discussion


Observations observations

Generic Skills How did you? Questions for Discussions


understanding how one to one with HOW DID I?
understanding happens, problem teacher / peer,
solving, planning, finding errors small groups,
large group.

E. Methodology

Every activity has to be meaningful in the present context and relevant for further learning.

Observation based
Exploratory
Multi sensorial
Integrated (with all the other learning in math & language)
Skill based (skills & content go together)

The methodology should scaffold for all the above listed outcomes
It should allow room for childrens questions and observations.

F. List of Skills

Some relevant skills are listed below.


(This is not a comprehensive listing nor does it reflect childrens capabilities entirely)

Skill Skill Subsets

Draw from your imagination

Draw following the dotted lines


Draw following instructions

Drawing Learning to represent

Draw within a grid

Continue the pattern

Color

Observe & Imitate/ Tabulate/ Draw/ Record/ Match/ Pair/ Find


Observation similarities/ Read a Picture Story in the card, text.
Observe around you Observe & Find connections/ Describe/ Narrate/Group/ Name/Find the
Observe in the pictures missing objects/Classify/Differentiate
given Observe & Color/ Count/ Sequence
Identify from a description

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COMMON SYLLABUS II TERM SCIENCE

Make observing the pictures

Make observing the sequence in the pictures


Art
Make from your imagination

Make with a theme given

Jigsaws--- Put the pieces together to make a picture

Find your way through the maze

Pre-mapping in the classroom

Spatial Skills Spotting shapes in the environment

Spot differences between

Find the similar one

Mapping the neighbourhood

Cognitive Skill

Articulating a question clearly

Sequencing a set of questions


Questioning
Sustaining a question

Ability to frame a set of questions

Spotting key words


Reading
Comprehension
Spotting unknown words

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COMMON SYLLABUS II TERM SCIENCE

Comprehension

Explaining a concept to another

Following Instructions Following a set of instructions

Written Work Answering a question -a small paragraph

Describing phenomenon, situation (oral+ written)

Explaining observed phenomenon, situation (oral+ written)

Investigative expression
Written/Spoken skills
Authentic noting down of data

Small summaries

Reporting observations & results systematically

Observing similarities, differences patterns , trends

Comparison Comparing outer featuresabstract qualities

Spotting similarities in differences

Sorting , Pairing and Grouping

Defining a basis for categorization

Categorization Grouping on the basis of the category

Shifting & regrouping on a fresh basis

Representing classes, subclasses

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COMMON SYLLABUS II TERM SCIENCE

Tabulation

Selecting of appropriate measuring instrument


Measurement
Using appropriate units of measurement

Estimation Quantities, distances

Counting Fostering math skills through science

Sequencingearlier from later, distant from near

Sequencing steps in a planned activity


Sequencing
Can make or follow a flow diagram

Making a timeline

Making links between seen & unseen

Association Drawing an inference between conclusion & prior data

Ability to go from previous knowledge to present learning

Problem Solving Can begin to problem solve

Ability to Memorize Songs, stories, rhymes, facts

Making Models Make simple models following instructions

H. Contest Areas at a Glance

My Natural Biological
Plants Animal Birds Insects
Environment

My Natural Physical
Day & Night, Air and Water
Environment

My Self My Body, Keeping Healthy

Man, Matter Materials-- Natural resources 3 states of matter,


-use of the environment Properties of materials & their use

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COMMON SYLLABUS II TERM SCIENCE

to meet needs mattermaterial- wastes(generation, management)

How I help
Work Push & pull
Tools & energy to help us work

Science & questions


Science in Every day Local innovations
life Kitchen science
Biography of a scientist

Travelogue Transport Travel to different environments

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COMMON SYLLABUS II TERM SCIENCE

CLASS I to V

Environmental Studies Science


Topic
Class 1 Class 2 Class 3 Class 4 Class 5
1.Food 1. Food 1.1 Names of the 1.1 Ingredients 1.1 Raw and cooked 1.1 Preservation
1.1. Types of Food cereals, pulses, of food eaten food and spoilage
1.2. Journey of Milk greens, millets, 1.2 Sources of 1.2 Food in illness of food
1.3. Vegetable Fair vegetables, fruits food 1.3 Utensils used in 1.2 Kitchen
1.2 Dairy products 1.3 Having a cooking safety
and their nutritious 1.4 Cooking Practices
preparation meal (Balanced 1.5 Food hygiene
1.3 Meat of animals, diet) food groups,
egg nutrients
1.4 Spices 1.4 Food eaten in
1.5 Food eaten by different
people of places
different ages
2. Keeping 2. Health and 2.1 Keeping the 2.1 Food for good 2.1 Personal safety 2.1 Spread and
Healthy Hygiene surroundings health (At home, on the prevention of a
and 2.1 Daily good habits clean-classroom, 2.2 Health and Exercise road, in school and disease.
Clean for hygiene public places 2.3 Eye Exercises for common Places.) 2.2 Avoiding the use of
2.2 Protection of 2.2 Importance of toilets, better vision public places for
the sense organs types and its uses toilet purposes
2.3 Knowing the nearest
Health centers

3. Man, 3.1 Three 3.1 Transformation 3.1 Properties of


Matter states of of natural materials
and matter ( examples) resources into 3.2 Different
Materials materials for use kinds of
(one example houses
from industry & --variation
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Environmental Studies Science


Topic
Class 1 Class 2 Class 3 Class 4 Class 5
one from with climate
agriculture)
3.2 Generation of
waste
3.3 Kinds of wastes
and sources
3.4 Recycling
4.Work 4.1 Push and pull to 4.1 Tools to work 4.2 Energy and work 4.1 Renewable sources of
work (Different (Relationship between energy
kinds of tools and energy, force and 4.2 Non renewable
their design for use ) movement) sources of energy
Tools used by the Uses and
various applications of
professionals energy
4.3 Conserving
energy
5. Science in 5. Daily Life
Everyday 5.1. Helping Family
Life Members
5.2. My Family
5.3. Clothing
5.4. Friends who help
us
5.5. Public Places

6. Travelogue 6.1 Along a river


(Animals,
plants, people,
activities and
preservation)

10
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COMMON SYLLABUS II TERM SCIENCE

CLASS VI to VIII

STANDARD VI STANDARD VII STANDARD VIII


1. 1. Cell Structure 1: Human Body Form & Function 1: Body
Movements
1.1. The cell 1.1 Structure & functions of the Human
1.2. Types of cells organ systems 1.1. Human body and its
1.3. Animal cell - structure movements
1.2 The body & its health as understood in
1.4. Plant cell structure 1.2. Joints and types of joints
the Indian system of health care
1.5. Plant and animal cell 1.3. Skeleton
comparison 1.3 Diseases, Disorders and prevention- 1.4. Movement of animals
1.6. Cell Organelles and their Diabetes Mellitus
functions 1.3.1 Advantages of physical activity
1.4 Preservation of food
1.4.1 Methods of
preservation
(Drying, heating, freezing,
addition of salt and addition of sugar ).

1.4.2 Fast food and its ill effects

1.5 Science today


Irradiated food

11
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STANDARD VI STANDARD VII STANDARD VIII


2. 2 Separation of 2: Respiration in 2. Air, Water and Soil
Substances Plants and Animals Pollution
2.1 Separation -its importance 2.1 Need for respiration 2.1. Air pollution
2.2. Methods used to separate 2.1.1 Types of respiration 2.1.1 Sources of air
Mixture of solids 2.2 Respiration in human being. pollution
2.2.1Hand picking, 2.3 Respiration in animals 2.2. Water pollution
2.2.2 Winnowing 2.4 Respiration in plants 2.2.1 Sources of
2.2.3 Sieving water pollution
2.2.4 Magnetic Separation 2.3. Purification of Water
2.3 Methods of separation of 2.4. Land pollution
insoluble solids from liquids 2.5. Sources of land pollution
2.3.1 Sedimentation 2.6. Science today BIO POL
2.3.2.Decantation
2.3.3 Filtration
2.4 Methods of separation of
solids substances dissolved in
liquids
2.4.1 Evaporation
2.4.2 Condensation)
2.5 Need of Separation by
more than one method .
3. 3. Types of Energy 3:Matter and Its Nature 3. Atomic Structure
3.1. Sources of energy 3.1. Ancient views on atomic
3.2 Types of energy and its uses 3.1 Physical Changes (crystallization, structure
3.2.1. Mechanical Energy sublimation melting, evaporation, 3.2. Laws of chemical
3.2.2 Chemical energy freezing and condensation ) Combination
3.2.3 Electrical energy 3.2 Chemical changes (rusting of iron, 3.2.1. Law of conservation of
12
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STANDARD VI STANDARD VII STANDARD VIII


3.2.4 Heat energy burning, chemical reaction of Baking Mass
3.2.5. Solar energy Soda with lemon juice, curdling) 3.2.2. Law of Definite
3.3. Transformation of energy 3.2.1Differences between physical and proportions
chemical changes 3.3. Daltons atomic theory
3.3 Acids, Bases and Salts 3.3.1. Merits
3.3.1 Acids, Bases 3.3.2. Demerits
and salts used in our daily life 3.4. Electrical nature of
3.3.2 Natural matter
indicators (No Equations) 3.5. Discovery of
3.3.3 Neutralization Fundamental Particles
(in everyday life) 3.5.1. Discovery of Electrons
3.5.2. Properties of Cathode
Rays
3.5.3. Discovery of Protons
3.5.3.1. Properties of anode
rays
3.5.4. Properties of
fundamental particles
3.6. Why Atomic model?
3.6.1. Thomsons atomic
model
3.6.2. Limitation of
Thomsons Model
4. 4: Electricity 4. Electricity and Heat
4.1 Electric cell
4.1.1. Types of electric cell 4.1. Three kinds of circuits-
4.2 An electric circuit (Simple, series and
13
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STANDARD VI STANDARD VII STANDARD VIII


4.3 Symbols of electric components parallel.)
4.4 Electric switch 4.2. Conduction of electricity in
4.5 Conductors and insulators liquids
4.6 Heating effect of electric current 4.3. Chemical effects of electric
4.7 Magnetic effect of electric current current
4.8 Electro magnet 4.4. Applications of
4.9 Electric bell Chemical effects of
electric current
4.4.1 Electroplating
4.5. Electric charges at rest
4.5.1. Types of charges
4.5.2. Transfer of charges
4.5.3. Lightening and thunder
4.5.4 Lightening safety
4.6. Heat
4.6.1. Effects of Heat

4.7. Transfer of heat


conduction,
convection and radiation

14
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COMMON SYLLABUS II TERM SOCIAL SCIENCE

Common Syllabus
Social Science
II TERM
Classes III to VIII
Opening Note:
The aim of the Draft Curriculum for Classes III to V is to build consonance and continuity with
Classes VI to X, in the basic pedagogic principles of the learning of the Social Sciences, and in terms of
the gradient of evolution, keeping as basis, the growing mind of the child. As such, therefore, there is a
redrafting of governing considerations in the formation of the syllabus, to suit the requirements of a
younger age group. The attempt has been to evolve the content in growing concentric circles.

1. To help a child experience herself - as part of the history of her life, in the
geographical space she occupies, with a social implication to how she lives
it

Time line [Family Tree], My History in my Geography:My community and occupation; Landmarks
in My Neighbourhood, Drawing out the 4 directions, and my own orientation, extending to mapping the
area and then the state in the country

2. To help children understand that history is not just facts, but life as it was
lived
Structures of Governance
The life of the common person
Archaeology Monuments Heritage Religion
Movements
Public amenities
Literature
1. Geography- maps could be introduced through plotting and symbols could be introduced
through what needs to be explained/ common in maps, and diagrammatic representation.
Mapping could be done from my village, district, state and country in this order.
3. To help children understand that history may be changed / rewritten with
an understanding of impacts and implications
Modes of transport
Physical boundaries
Landscapes
Community frameworks, and Lifestyles
Governance
Civic rights and responsibilities
1
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COMMON SYLLABUS II TERM SOCIAL SCIENCE

4. To help children connect to the physical world that makes their social and
psychological, and economical and political world possible
Culture
Seasons
Rainfall
Occupations
Community life
Changes in the environment; Human interaction with the environment.
Global and local governance systems; that affect the physical world, and the quantity and
quality of natural resources.
Different landmarks: landmarks for a traveller, landmarks for a period, landmarks for study.

5. To help children understand the earth as a phenomenon


The environment of the child earth, air, water
Wildlife and habitat
Landscapes a beginning - plateaus, mountains, plains, the nature of the soil, vegetation,
agriculture, human interaction with landscape

6. To help children feel responsible as citizens and empowered as people


Systems around the child Rights and responsibilities, (human, child), democracy
the protection of common spaces, and public properties,
The protection of species
The protection of the environment
The protection of the rights of other citizens.
Protecting oneself and ones world
Community helpers, their role in the society and why we need them.

7. Help children understand about the resources and functioning of local state
and national bodies
Administration
Services
Revenue
List would include things in a connected way so that it is easily relatable.

8. Help children understand about the role and impact of power to act
Changes caused to lifestyle, village, city, district, state, country, and world by human habitation
on this planet.
Community aspect of festivals and other contexts of celebration, would give scope to explore
togetherness, tradition and relationships in a larger social framework.

2
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COMMON SYLLABUS II TERM SOCIAL SCIENCE

9. Helping children realize that individual initiatives, and larger changes in the
world have also come because of strong passions and a larger vision
Freedom struggle in India
The struggle to discover, to create, to invent
People who make a difference not necessarily famous
Systems that protect justice

10. Evolving national scope and boundary


Understanding natural and manmade disasters
Resources  natural; man-made  technologies  electronics; agriculture
Facilities  lifestyles, jobs, choices

*Caution: All overlapping areas are to be seen as Preparation and Introduction, and an aid to facilitating
a rich classroom atmosphere.

3
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COMMON SYLLABUS II TERM SOCIAL SCIENCE

Class - III

Sl.
Competency Content Learning Outcomes
No.

To know about modes of travel


Going on a trip. Learning Kinds of Transport
Mode of transport in different areas.
1. through trips. Modes and uses
To learn the value of trips and travel
of various kinds of transport To know the important places to visit in ones area

Where food is cultivated; links between what we Various types of food available in different season,
Knowledge & source of festivals and geographical region.
eat, types of food grain and different land types;
2. food, types of land and food Method of cultivation of different edibles
relating between history, culture and food
grains that grow Our food habits and its linkage to culture and history.
basics of healthy food..

Learning about Public Public & Community services


Services; Community helpers Post office, Bank, Police Station, Ration Shop,
Understanding and respecting PHC or nearest Public Hospital, Water Tank and To know the services available and who serve.
3. basic services & people who other water services; , Electricity Board; people To understand how different occupations contribute to a
do them; who function to keep my area/locality clean and community, and appreciate the skills involved.
Diversity in skills and safe
occupations.

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COMMON SYLLABUS II TERM SOCIAL SCIENCE

Class IV
Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History

Sl.
Competency Content Learning Outcomes
No.

My Country - physical and Physical features of India. Basic knowledge of India as a nation.
1.
political features - National The basic facts about India, its states and Union Able to identify India, and spot physical features and political
symbols. Territories. National symbols. divisions in a map/atlas. To recognise National symbols.

Stories told by a Toda girl, a farmer in Thanjavur , an To enumerate the linkage between History and geography. To
Individuals tell their story -
2. immigrant coolie story, a roadside fast food shop Understand the different lifestyles of peoples living in different
Lifestyles, events, anecdotes
owners story places.

My Rights and Duties: As a Listing a few important constitutional rights and duties: To identify and grow familiar with ones rights and duties, both
3.
citizen; as a child- also what a child is entitled to basic rights as a citizen and as a child.

Scientific Advancements and


inventions in narrative and Learning about scientific and technical advancements
To learn by tracing the life of scientists.
story telling few useful through a famous inventor J.C. Bose and one simple
4. To verify the experiments
inventions and their impacts on Experiment invention which changed the course of
To develop scientific temperament
human life. human history like Fire, wheel and plough.
Few famous inventors

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Class V

Integrated Competency, Content and Learning Outcomes for Geography, Civics, and History

Sl.
Competency Content Learning Outcomes
No

To know the different types of forests found in India,


1. Vegetation in India Types of forests, uses & conservation the various kinds of trees found in them, their uses
and conservation, afforestation.

Minerals that are found in India and the Regions of To learn about the different minerals found in India,
2. Minerals of India their occurrence, the uses of minerals and their and the regions they are found in, uses of minerals
Conservation. and their conservation.

Space Research Ancient and Modern Space Research, History of 1. To learn briefly about Space Research &
3. - Kalpana Chawla Space Research in India. Indias place in Space Research.
- Sunitha Williams Achievements of Kalpana Chawla & Sunitha 2. To know about the achievements of Kalpana
Williams as Space Travelers Chawla and Sunitha Williams.

Structure of Government in India Brief account of Government structure in India To become aware of the formation of
Central Central Government Government and the different functions of
State (President, Prime Minister, Lok Sabha, Parliament and Legislature Judiciary
Union Territories Rajya Sabha)
4. State Government
Judiciary- An
introduction (Governor, Chief Minister, Legislature)
India, its neighbouring Union Territories, Judiciary- an
countries introduction

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COMMON SYLLABUS II TERM SOCIAL SCIENCE

CLASS VI

History Geography Civics Economics

Unit 1 Unit 1 Unit 1


The Vedic Period Rotation and Revolution of the Earth Rural and Urban Areas
Early vedic period Later vedic Earth Rotation Day and Night Rural and Urban Special Features -
period political, social life of Revolution of the Earth Leap Year Life in Rural and Urban areas The
the people Economic Life food dress Seasons The Axis of the Earth different between the both ways and
ornaments, religion status of Northern movement and Southern means and measures to reduce the
women education Qualities of Dravidians movement Day and Night at the poles gap between them.
and Aryans.

Learning Outcomes Learning Outcomes Learning Outcomes


To understand the concept To understand the concepts To understand the difference
of Vedic age rotation and revolution of the between the rural and urban
To be aware of the life of earth, tilted axis, elliptical orbit people and their life.
the people of the Vedic To know the causes for the To understand the difference
period occurrence of day and night between the two in respect of
To find out the causes for the economy, structure, facilities,
change of seasons habits-society, education,
To know our interdependence on labour etc., and to understand
seasons the gap between rural and
urban

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COMMON SYLLABUS II TERM SOCIAL SCIENCE

History Geography Civics Economics

Unit 2 Unit 2
Jainism and Buddhism Democracy
Rise of Janism and Buddhism. The causes Clarifying the concepts Salient
for the rise. The principles of Lord Buddha features of democracy. The
and Lord Mahavira distinction between monarchy and
Contribution of Jains toTamil Literature democracy.
Contribution of Jains to architecture Coming of Europeans - Freedom of
Historical monuments of Buddhism India Democracy Definition - Our
Government
Learning Outcomes Learning Outcomes
To understand the causes for the To know what is a
rise of the Buddhism and Jainism Government?
To know the life of Buddha and To understand the difference
Mahavira between monarchy and
To be aware of the contribution of republic
the two religions for art, To understand the philosophy
architecture etc of democracy
To know the historical monuments of Important aspects of Indian
Buddhism Democracy

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COMMON SYLLABUS II TERM SOCIAL SCIENCE

CLASS VII

History Geography Civics Economics

Unit 1 Unit 1 Unit 1


ARAB & TURKISH INVASIONS: Weather and Climate POLITICAL PARTIES
Muhammad bin- Qasim-Mahmud of Ghazni and Factors determining weather and climate Functions, Structures
Muhammad of Ghori Components of the Atmosphere-layers of Types Regional and National
Effects of Arab Conquest the Atmosphere, Torrid zone, Fridge zone Parties
Battle of Tarains Weather elements temperature, Pressure, Characteristics of a political
Rajput Uprisings Winds, Rainfall, Clouds, Lightning and party.
Thunderstorms Structure and working of a
political party
Unit 2 Types of party system
SULTANATE OF DELHI Multiparty system in India
Mamaluk, Khilji, Tughlaq, Sayyid and Lodi State Party
I Qutb-ub-din Aibak, Sultana Raziah invasions, National Party
administrations.
II Khilji Ala-ud-din Khilji conquest in the north
conquest in the south, and polices

III Tughlaq
1. Ghiyas-ud-din Tughlug Domestic and
Foreign Policies
2. Muhammad-bin-Tughlag Domestic and
Foreign Polices
3. Firoz-Tughlug Administrative Reforms
and Foreign Policy.
4.
IV Later Tughlugs Timurs invasion
The sayyid and Lodi dynasty Administration
under the Sultanate, Contributions of the Delhi
Sultanate (Art and Architecture)

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COMMON SYLLABUS II TERM SOCIAL SCIENCE

CLASS VIII

History Geography Civics Economics

Unit 1 Unit 1 Unit 1


Rule of the English East India company- Primary Activity-Agriculture- Human Rights and the UNO-
Establishment of the British Rule in India Agriculture and Crops-Factors Human Rights Declaration-
from 1773 to 1857Warren Hastings-Reforms- Determining Agriculture Womens Rights-Child Rights-
Impeachment-Lord Cornwallis-Reforms- National Human Rights
Commission-State Human Rights
Permanent Revenue Settlement-Lord Wellesley-
Commission.
Subsidiary Alliance-Marquess of Hastings

Unit 2

Secondary Activity-Industries-
Classification of Industries-Factors
determining development of Industries.

10

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