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72
73
74
 English (Class V)

Weel-wise Suggestive Activities

Learning Outcomes Resources (to be guided by Parents with the
help of teachers)

Child WEEK-1

• appreciates either ver- NCERT/State Theme: Multi-cultural approach to food

bally or in writing the Textbook 1. Teacher addressing whole class
variety of food as read/ (through Skype/mobile/other means) can
heard in day -to- day interact on the variety of food in the dif-
life or through narra- ferent regions of India. This may be fol-
tives. lowed by a short informal quiz.
• conducts short interv - 2. The student may interact with
iews of people around parents/grandparents on the kinds of food
him/her, such as they used to have in their childhood.
parents/grandp arents. 3. The student may identify the main
• connects ideas and points of Activity 2,to compose a short
sequence (through paragraph.
listening skills). 4. Link:
• composes a short h t t p s : / / w w w. y o u t u b e . c o m / w a t
Paragraph. ch?v=dprIzpoPlSY
• share riddles in Engl - Teacher can interact on riddles, asking
ish. students for riddles in mother tongues and
in English. The teacher then gives clues,
• uses antonyms in
the answer to which is a fruit/nut., e.g.,
context.
large and green outside, red and black
• takes dictation for
inside, hard and brown outside, soft and
different purposes,
white inside. Teacher can ask students to
such as lists.
write two riddles, using opposites such as
• conducts short inter -
large/small, inside/outside.
views
• connects ideas that WEEK-2
student has inferred Theme: Avoid wastage of food
through reading and 1. Link:
interaction, with pers- https://www.youtube.com/watch?
onal experience. v=GHSl9 aieSQA
• uses the dictionary for Teacher can pause to ask questions, to
- reference. ensure that students have understood.

75
• identifies kinds of 2. Teacher can ask students to note down
nouns. the food grains, flour, sugar, fruits and
• writes mini autobi - vegetables consumed by the family in a
ography single day.
• presents orally (focus 3. The student interacts with parents/
on Speaking skill) grandparents on whether they had faced
attempts to write food crisis or food shortage at any time
creatively in their lives, and how they faced the
challenge.
4. Teacher interacts with students on
occasions of mass production of food,
such as marriages, and how to avoid food
wastage, students can connect on how to
avoid food wastage at home.

WEEK-3

Theme: The World Around Us

1. Teacher asks students to pick up any
newspaper, in any language. It contains
thousands of words. Teacher explains that
some words are unfamiliar, and introduces
the concept of a dictionary – the
alphabetical order, various meanings,
pictorial dictionary etc. He/She asks the
students to refer to the dictionary for ‘shut
up shop’. ‘shut down’, ‘shut in’ and write
the meanings.
2. Teacher talks about ice-cream; the
various colours, flavours, etc. Students
name the flavours. Teacher points out that
‘strawberry’ is one word. But ‘strawberry
icecream’ is a compound word. Similarly
with other flavours.

76
 3. Teacher asks students to imagine that
each one of them is an ice-cream vendor,
and has to describe one day in their life
as an icecream vendor.

WEEK-4

Theme: The World Around Us

1. Link
https://nroer.gov.in/55ab34ff81f
ccb4f1d806025/page/589 d6d96472d4a
351365e b2d
The students watch the video on Ten
little Fingers. The teacher gives
pronunciation practice focussing on the
‘sh’ sound. Words: cushion, ration,
mention, etc. Teacher also points out that
the sound is the same even though the
spelling is different.
2. The names of parts of the body are
reinforced. Students are introduced to
idiomatic phrases such as ‘the teeth of a
comb’, ‘the foot of a mountain’, ‘the
head of the family’ etc.
3. Teachers can also interact on the
gender aspect here: Can a woman be the
head of the family?
4. Teacher asks students to imagine that
there is no sugar at all at home one day.
Shops are closed, and the neighbor’s
house is locked. Students may write how
they went through the day.

*Children and Parents/Guardians may also visit NROER, an online educational resource repository of
NCERT and explore the EVS e-resource available online. Following are the links for the activities for
easy access.

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