8 KC English Hand Book

Support: Guidance:
Mr. SUDHAKAR K. Ms. RAJALAKSHMI K.

DDPI (Administration) DDPI (Development)
DIET, DK DIET, DK
Co-ordination:
Ms. GEETHA SHETTY
Nodal officer
DIET, DK
Resource Team
Mr. VIJAYAKUMAR NAIK Mr. SANDESH H NAIK

Secondary School Assistant Master Graduate Primary teacher
GPUC (High School section) D.K.Z.P Higher Primary School
Uppinangady, Puttur Taluk, Bolanthooru (kalladka)
Dakshina Kannada Bantwala Taluk, Dakshina Kannada
Mr. ABDUL LATHEEF.C Mr. DILEEP KUMAR. S

Graduate Primary teacher Graduate Primary teacher
D.K.Z.P Upper Primary School D.K.Z.P Upper Primary School
Golithattu, Puttur Taluk, Onthradka, Puttur Taluk,
Dakshina Kannada Dakshina Kannada
Supported by:
Azim Premji Foundation
Contents
A Note to the Teacher .......................................................................................... i
List of Learning Outcomes ................................................................................iv
Calendar of Events .............................................................................................. v
Foundational Literacy Goal: Identifies letters and their sounds ....................... 1
Learning Outcome 8.1: Responds to announcements and instructions made in

class, school assembly, railway station, and other public places. ........................ 2
Learning Outcome 8.2: Uses polite expressions to communicate such as ‘May

I borrow your book?’, ‘I would like to differ’ etc. ............................................... 6
Learning Outcome 8.3: Reads textual/non-textual materials in English/Braille

with comprehension. ........................................................................................... 10
Learning Outcome 8.4: Writes answers to textual/non-textual questions after

comprehension / inference; draws character sketch. .......................................... 13
Learning Outcome 8.5: Engages in conversations in English with family,

friends, and people from different professions such as shopkeeper, salesperson
etc. using appropriate vocabulary ....................................................................... 15
Learning Outcome 8.6: Writes informal letters, messages, and emails. .......... 21
Learning Outcome 8.7: Refers to dictionary, thesaurus and encyclopaedias

reference books for meaning and spelling while reading and writing. ............... 24
Learning Outcome 8.8: Uses synonyms, antonyms appropriately; deduces

word meanings from clues in context while reading a variety of texts .............. 26
Learning Outcome 8.9: Participates in different activities such as role-play,

poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc.
organized by the school and other such organizations ....................................... 28
Learning Outcome 8.10: Narrates stories (real or imaginary) and real-life
experiences in English. ....................................................................................... 31
Learning Outcome 8.11: Thinks critically and responds to questions based on

texts (from books or other resources), events, characters, ideas or themes........ 33
Learning Outcome 8.12: Writes messages, notices, formal letters,

descriptions/narratives, short personal/biographical experiences etc. ................ 36
Learning Outcome 8.13: Prepares a write up after seeking information in print

/online, notice board, newspaper, etc. ................................................................. 38
Learning Objective 8.14: Reads/ listens excerpts, dialogues, poems,

commentaries of sports and games, speeches, news, debates on TV, Radio and
expresses opinions about them............................................................................ 40
Learning Outcome 8.15: Uses appropriate grammatical forms in

communication (e.g., noun, pronoun, verb, determiners, time and tense,
passivation, adjective, adverb, etc.). ................................................................... 41
Learning Outcome 8.16: Attempts creative writing like short poems, jingles
and stories and narratives showing sensitivity to gender, environment and
appreciation of cultural diversity. ....................................................................... 46
A Note to the Teacher
School closure due to the COVID 19 pandemic situation has led to gaps in
schooling, which in turn resulted in the need for learning recovery across the
world. In order to address this need of the hour, Karnataka State has decided to
look at the academic year 2022-23 as the Kalika Chetharike year which would
focus more on the learning recovery for all school students rather than the
completion of the current grade level syllabus.
When it comes to the learning recovery in English, we are faced with an
additional challenge: most students, in our specific context, have little or no
exposure, especially at the initial grades, to the language. Hence, it is important
to focus on the Foundational Literacy (FL) competencies along with the necessary
Learning Outcomes (LO) of the two preceding grades, and a few selected grade-
appropriate LO of the grade that the students are in in the current academic year.
Goals (FL), as specified in NIPUN Bharat, largely cover all the four major
language competencies – speaking, listening, reading, and writing – up to a level
that a learner may understand. There may be a considerable number of students
who struggle with these basic competencies in every grade. The language
learning exposure given to such students should be age-appropriate keeping in
mind their cognitive development. The approach with which the FL is taken up
in different classes varies according to the context.
Being aware of these circumstances, the teacher, irrespective of the grades they
teach, should keep a few important things in mind while they engage with their
students in the classroom:
• Explain concepts, bilingually especially those which students may find
challenging to understand. What we mean by bilingualism is the use of the
mother tongue of the child wherever possible, or the school language along
with English. She should encourage students to respond bilingually if they find
it difficult to respond in English.
• Involve all students in the classroom activities. Many of the activities given in
the Student’s Workbook (SW) require pair and group work. Encourage all
students to contribute towards doing the activities using whatever little
English they can.
• Prioritised LO can be achieved by using the activities provided in the SW.
However, some meaningful interaction in the form of the teaching-learning
i
process using TLMs wherever required should happen before asking students
to attempt doing the activities in the SW.
• The LSs (LS) in the SW can be used for practice as well as assessment. Some
of the LS can be attempted by students independently at home as well.
• The activities suggested are for enabling the learning of the chosen LO. A
teacher may conduct more activities or customize activities to suit the specific
classroom context keeping the scope of the LO in mind. The focus should be
on learning recovery rather than on getting the activities completed.
• Teachers are advised to provide “Constructive Feedback” for the child at end
of each LO. Negative statements that can discourage students or have strong
emotional impacts should not be written.
Assessments
As part of the Kalika Chetharike, there are three types of assessments.
• At the beginning of the year, schools need to conduct some form of
diagnostic assessment to clearly understand the current levels of students
in terms of FL and grade-level competencies. Instead of any large-scale
exercise, an effort to understand students’ level by the teacher over a week
with various methods like oral questions, select-response questions, essay-
type questions, projects and certain activities would be preferable.
Based on this, teachers can prepare a note of student performance which
would be helpful to plan teaching that suits the needs of the students.
• Formative assessments should be central to the teaching-learning process
during the year. Continuous practice of formative assessments will help to
adjust classroom instruction to address students learning needs. Rubrics for
assessments are provided for each LO. This should serve as a guide to
group students for helping in teaching in the classroom and maintain a
portfolio of work of students. The cumulative performance of a student
across different LO’s completed can help teacher decide on grading his/her
performance.
• There will be 2 Summative Assessments during the year: one at the end of
the first term and the second, at the end of the second term.
The approach adopted for Kalika Chetharike in Grades 1 to 9 are largely

following the principle of focus on FL and the essential LO to be covered in each
ii
grade. However, there could be some variation with regard to the approach, focus
and pedagogy at different levels. Here is a brief outline of these areas.
Grade 1 to 3: The focus is on FL competencies and the materials and pedagogy
of English Nali-Kali-Level 1 (ENK-1) will be used to achieve the expected LOs.
Grades 4 & 5: Since students in these grades had little schooling in the previous
two grades, which was absolutely essential for attaining the basics of FL, the
focus would be largely on strengthening FL competencies along with very few
LOs of current grade. The FL component of these grades will be based on ENK-
1 & ENK-2 with age-appropriate pedagogical modifications, and as per the
NIPUN goals.
Grades 6 to 8: The approach adopted in grades 6 to 8 is one that focuses on the
essential LO required at the previous grades as well as a few at the current grade.
The activities are designed in such a way that the students are given opportunities
to develop competencies in listening, speaking, reading and writing in an
integrated way. A few higher order competencies have also been included in these
grades as the cognitive levels of these students could be higher than those of
grades 1 to 5.
Grade 9: For Class 9 students, a skill-based approach has been taken when
selecting the learning outcomes. Two skills from each of the four competencies
have been selected and divided into sub-learning outcomes. The difference in the
structure of the materials for the Class 9 LSs is deliberate, keeping in mind that
the current year is to prepare the students for Class 10. The materials have been
structured in such a manner to develop multiple skills parallelly. Another goal of
the re-organisation of sub-learning outcomes is to help weave and develop
together all four of the skills to facilitate more effective language learning in the
classrooms.
iii
List of Learning Outcomes
Sl. No Learning Outcomes
Identifies letters and Sounds
1. Responds to announcements and instructions made in class, school
assembly, and railway station and in other public places.
2. Uses polite expressions to communicate such as ‘May I borrow your
book?’, ‘I would like to differ’ etc.
3. Reads textual/non-textual materials in English/Braille with
comprehension
4. Writes answers to textual/non-textual questions after comprehension /
inference; draws character sketch.
5. Engages in conversations in English with family, friends, and people
from different professions such as shopkeeper, salesperson etc. using
appropriate vocabulary
6. Writes informal letters, messages and e-mails.
7. Refers dictionary for meaning and spelling while reading and writing.
8. Uses synonyms, antonyms appropriately; deduces word meanings
from clues in context while reading a variety of texts
9. Participates in different activities such as role-play, poetry recitation,
skit, drama, debate, speech, elocution, declamation, quiz, etc.,
organized by school and other such organizations;
10. Narrates stories (real or imaginary) and real-life experiences in
English
11. Thinks critically and respond to questions based on texts (from books
or other resources), events, characters, ideas or themes.
12. Writes messages, notice, formal letters, descriptions / narratives, short
personal/ biographical experiences etc.
13. Prepares a write up after seeking information in print / online, notice
board/ newspaper, etc.
14. Reads/ listens excerpts, dialogues, poems, commentaries of sports and
games speeches, news, debates on TV, Radio and expresses opinions
about them
iv
15. Uses appropriate grammatical forms in communication (e.g., noun,
pronoun, verb, determiners, time and tense, passivation, adjective,
adverb, etc.)
16. Attempts creative writing like short poems, jingles and stories and
narratives showing sensitivity to gender, environment and appreciation
of cultural diversity.
Calendar of Events
Month LOs to be Completed
May LO 1
June LO 2 and LO 3
July LO 4 and LO 5
August LO 6 and LO7
September LO 8 and LO 9
October LO 10
November Revision and LO 11
December LO 12 and 13
January LO 14
February LO 15 and Revision
March Revision
v
Foundational Literacy Goal: Identifies letters and their sounds
Objectives: Students will be able to listen and identify the letters associated
with specific sounds.
How to do it:
Steps: Same steps to be followed for each activity. Take only 1 activity at a
time. There are 11 activities and 1 assessment activity.
• Introduce the activity to students by telling them that listening is important
to do this activity. Tell them you will be reading words and that they have
to tell you the vowel sounds they hear.
• Read out the words in the tables slowly and clearly. Once all the words are
read, ask students to identify the sounds.
• Ask students if they know more words with the same sound. Elicit at least
4-5 examples.
• Ask students to write 4 of the words provided in the space provided below
the table.
Activity 1.2 and 2.2:

Ask students to independently pronounce the words and fill the table. Review the
answers at the end of the class.
Activity 12: [Assessment Activity]
A list of words that have vowel sounds in them has been given in activity 15. Ask
the students to pronounce/read the words carefully, identify the vowel sound and
write them in the respective columns. Note that some words have more than one
vowel sound in them, and for such words, a particular vowel is underlined, which
alone needs to be considered.
Rubrics for Assessment:

Level 1 Level 2 Level 3
Student cannot identify Students can identify Students can read the
or accurately produce the and produce most of the words with correct
sounds. sounds correctly. pronunciations.
1
Learning Outcome 8.1: Responds to announcements and instructions made in
class, school assembly, railway station, and other public places.
Associated NIPUN Bharat Competency: Follows simple instructions such as
‘Shut the door’, ‘Bring me the book’, and such others.
Objectives:
• Follows the classroom instructions.
• Comprehends the announcements made in school & public places.
Pre-requisites:
⮚ Listen and comprehend short instructions.
⮚ Recall the known words often used in public places.
⮚ Respond verbally or nonverbally in words, phrases, short sentences.
How to do it:
Activity 1:
Step 1
● Teacher gives some instructions to the class, such as: close your books;
sit straight, listen carefully, maintain silence, etc.
● Waits for students’ responses nonverbally.
Step 2
● Teacher helps them recall such instructions, which they have come across in
the past.
● The teacher writes the relevant student responses on the BB and categorizes
them according to the places where they are heard (classroom, school
premises).
LS 1-Activity 1. a: Ask the students to read the instructions printed in SW. The
teacher can explain the instructions which the students are not able to understand.
After this, the teacher introduces the TPR activity (game). The teacher gives
instructions randomly and students have to follow them. If they don’t, they are
out of the game.
2
LS 1- Activity 1. b: Ask the students to read each announcement in the table and
tick always/sometimes/never according to their familiarity with it.
Step 3:
Based on the above task, the students can be asked to share their personal
experiences about their visits to different public places. Ask them to list out the
warnings announced during the Covid-19 pandemic in public places. A few
examples:
● Use hand sanitizer frequently.
● Maintain social distance.
● Try to avoid touching any unwanted things.
Announcements:
Activity 2:
● The text given below is to be read out to the students by the teacher. This
text has been printed in the SW distributed to the students. The teacher may
use audio clips as well.
Activity 2. a: Ask students to listen to the announcements and write the names
of the places where they can be heard in the corresponding boxes.
Announcement 1:
May I have your attention please…. train number 12903 Mangalore to Bangalore
Express via Hassan is arriving shortly on platform no. 3. For security reasons,
passengers are requested not to leave their luggage unattended at any time. If
you suspect theft, report it immediately.
Announcement 2:
Welcome to KSRTC Bangalore. Bus no. KA 21 F 2022 from Dharmastala via
Hassan is ready to leave. Passengers are requested to travel with a valid ticket.
Traveling without a ticket can fetch you a penalty of up to Rs.500. Thank you
for traveling with us. Maintain cleanliness.
Announcement 3:
Stand at ease, stand at attention. Good morning students. There will be no classes
for the students of grades 8 and 9. You are supposed to go to the library.
3
Announcement 4:
Welcome to 'City Shopping Mall.' Due to COVID -19, the mall will be open
from 9 am to 2 pm only. Sunday will be a holiday. Wear your mask properly.
Maintain social distance.
Additional: (announcement)
Ladies and gentlemen, welcome onboard Flight 4B7 with service from Delhi to
Dubai. We ask that you please fasten your seatbelts at this time and secure all
baggage in the overhead compartments. We also ask that your seats and table
trays are in the upright position for take-off. Please turn off all personal electronic
devices, including laptops and cell phones.
Activity 2. b: Ask students to read the announcements in groups. Let them come
and present it to the class. They can ask the class about the details in the
announcement, and you can ask some comprehension questions at the end.
For example, what is this announcement about? Which platform the train will
arrive at?
ASSESSMENT ACTIVITIES
Activity 3.a, 3.b & 3.c: Instruct them to do the assessment activities 3.a, 3.b.
Ask students to write their instructions to the school premises in 3. c.
Activity 4. a & 4. b: Give the below announcements in the whole group/small
groups and ask students to respond to the questions given in the assessment sheet.
Announcement 1: (This can be given to the whole class)
Dear parents & students,
This is to inform you that the school is organizing a parent-teacher meeting for
all the classes on 24/08/ 2022 between 10 AM to 12 PM. All parents are
requested to attend the meeting on time. All students should inform their
parents. For more details contact Math teacher Miss. Girija madam.
4
Announcement 2: (Set of announcements to give in small groups)
May I have your attention, please!
2.1: Train no. 16649, Parasuram Express scheduled to arrive on platform
number 1 at 3.10 am running late by 35 minutes.
2.2: Train no. 16860, Mangalore-Chennai Mail will arrive shortly on platform
no. 2.
2.3: Train no. 012345 Mangalore Central–Bangalore City Junction Superfast is
ready to depart from platform no. 5.
Mangalore Railway Station welcomes you.

Please take care of your belongings.
Please do not get down from a moving train.
Rubrics for assessment:

● Students cannot read/
● Students can read/ listen
● Students can read/ listen
listen and comprehend and partially and fully comprehend
the announcements. comprehend the the announcements.
● Could not frame an announcements. ● Able to frame an
announcement ● Able to frame an appropriate
appropriate for a given appropriate announcement with
place. announcement with a negligible mistakes.
● Could not associate any few mistakes. ● Associates most of the
of the announcements ● Associates some of the announcements with the
with the places they are announcements with the places they are used.
used. places they are used.
5
Learning Outcome 8.2: Uses polite expressions to communicate such as ‘May
I borrow your book?’, ‘I would like to differ’ etc.
NIPUN Bharat FL Goal:
• Listens to English words, greetings, polite forms of expression, and
responds in English /home language like ‘how are you?’, ‘I’m fine; thank
you, etc.)
• Introduces himself/herself bilingually.
Objectives:
● Students respond to the teacher using polite expressions.
● Say the appropriate polite expressions in different situations.
Pre-requisites:
Students use words, phrases, and short sentences on their own.
How to do it:
Pre-activity:
Rhyme: The teacher recites the below rhyme on polite expressions and asks
questions to help students understand.
Manners (by: Helen H Moore)
We say, “Thank you.”
We say “Please,”
And “Excuse me”
When we sneeze
That’s the
Way We do
What’s right?
We have manners
We’re polite
Note to the teacher:

Polite words like ‘please’, 'thank you, and ‘excuse me’ makes people feel
appreciated and respected. Ask the students to tell what they already know
6
using polite words. Encourage them to use ‘thank you, ‘may I’, ‘please’,
‘excuse me, ‘I am sorry’ throughout the classroom teaching process.
Activity 1.a: (LS 3)

Step 1: Interaction on a picture
The teacher explains the context. Rani and Rima are late for the class. How do
they apologize to the teacher? Let students guess. Write their responses on the
BB. Supply them the polite forms of expressions like,
Sorry, we are late for the class,
Excuse me, can I come in, may I come in?
Sorry, I won’t be late again, Sorry I am late, etc.
Step 2:
The teacher uses flashcards of different contexts and asks them to share their
response like,
• How will you ask others for permission to use their belongings?
• What do you ask when you need to pass someone in a crowded place?
• How do you respond to someone who gives you a gift or compliment?
• What do you say when you are asking someone to give you a pencil/pen
etc.
• Have you observed people saying ‘excuse me’ when they burp, hiccup,
sneeze?
• Have you seen people saying “Excuse me, please” before interrupting
someone?
• How should we start a conversation? Is it polite to ask, “how are you”?
• When your friend fell or got hurt, have you asked if ‘he/she is okay.
• Have you asked, “When you make a mistake or hurt someone”?
Activity 1.b:
Read out the dialogue in LS 3- Activity .1. b and ask students to listen carefully
and underline any polite expressions they can identify. Discuss the answers in the
class.
Activity 2.a and 2b:

7
• Ask students to observe the different responses to the expression, “How
are you?”. Give them situations where they probably use it. Let them think
of the situation in which they use these expressions.
• Teacher asks students to read the responses given to the expression
“how are you”? and converse the same in pairs.
Activity:
Ask students to role-play 5 situations using polite expressions.
Context 1: A child says excuse me as he/she tries to get the attention of the teacher
who is busy with something.
Context 2: A child saying thank you after receiving a gift or present.
Context 3: An adult saying sorry after accidentally stepping on a child’s toy.
Context 4: A child saying please/may I borrow as he asks for a pencil.
Picture 5: A child asking permission from the child if he can look at his
artwork/notebook (i.e., May I look at your drawing?)
Activity 2c:
Convey that when meeting a person, we greet him/ her. The following
expressions are used to greet a person.
1) Usually, friends and close relatives of the speaker are greeted with “Hi”
2) The expressions, “good evening/ good afternoon” are used to greet people
who are older to the speaker/ teachers/ officers.
3) “Hello” is used to greet people who are unfamiliar as well as familiar to the
speaker.
• Let students do Activity 2. c.
Activity 3:
Interact with students and write 3 to 4 lines of how they introduce themselves.
3. a: Ask students to read the dialogues and explain the context to the classroom.
3. b: Ask students to complete activity 3. b individually.
3. c: Ask students to do it in pairs.
8
Activity 4. a: Ask students to fill in the blanks with the right expression.
Activity 4. b: Ask children to convert into polite expressions.
Activity 5: Ask to complete the dialogues with suitable expressions.
Activity 6: Ask to complete the conversation using the options from the choices.

Students cannot use Students can use some of Students can use the
expressions in speaking. the expressions correctly expressions correctly
No proper idea about in the conversation. with relevant gestures.
polite expression Teacher's assistance is Students has a fair
needed to a large extent. understanding of using
polite expressions.
9
Learning Outcome 8.3: Reads textual/non-textual materials in English/Braille
with comprehension.
Associated NIPUN Bharat goals
• Reads small texts in English.
• Recognizes familiar signs, logos, and labels in the environment.
Objectives: Students can
● Identify relevant information in a text.
● Guess the meaning of new words in the text.
● Recall familiar signs, logos, and labels.
How to do it:
Pre-activity:
Step 1
● Instruct the students to go through the calendar available in the classroom
and ask a few questions about it.
● Sample questions:
⮚ What do you see in the calendar?
⮚ When is Republic Day?
⮚ Who published this calendar?
⮚ Can you find any advertisements on the calendar?
Step 2
● Distribute some packed products or wrappers to the students and ask them
to locate the following information on their labels:
⮚ Name of the product ⮚ Date of expiry
⮚ Name of the manufacturer ⮚ Price of the product
⮚ Different symbols printed on the pack
Activity 1:
• Introduce the important symbols or signs and labels that are seen in
different places. Ask them, why are they used? Instruct them to observe the
different signs and symbols given in LS 6.
10
• Teacher shares incidents of people being charged for “no parking”, about
wearing masks, the importance of using the zebra cross, limited usage of
water, etc.
• Ask students to choose the correct description for each picture from the
below box and write it in the space provided underneath the pictures.
• Introduce the important symbols or signs and labels that are seen in
different places. Ask them, why are they used? Instruct them to observe the
different signs and symbols given in LS 6 of the SW. Ask them to choose
the appropriate description from the box and write it below the picture.
Activity 2:
Ask the students to read the labels printed in LS 7. Ask them to discuss with their
partner and classify them into two categories - (a) labels used in school (b) labels
used in public places. Tell them that some of the labels may fall under both
categories.
Activity 3:
• Show one of the pictures from the LS 7 – activity 4. Explain why it says,
“only for external use”. Ask for more examples like ointments, creams,
powder, etc.
• Ask the students to match the warning signs with their meanings.
Activity 4:
• Write a simple graph on the BB and explain it to the students. For example,
how many students like to read comic books, watch TV, play in the park,
etc. Represent this in a graph and ask questions to collect information from
it.
• Ask students to read the graph in groups and answer the questions given in
SW.
Activity 5:
• Teacher gives a simple story from class 8th textbook. Asks questions to
check their comprehension.
• Note: Ask open and close-ended questions.
11
Activity 6.a & 6.b:
• Ask the students to match the signs/symbols with their meanings by writing
the appropriate numbers in the space provided beside the text boxes.
• Ask students to write a few labels they find in their surroundings.
Activity 7:
The teacher divides the class into small groups. Gives a paragraph from the lesson
(suggested in the SW) from the textbook to read. Students sit in groups, read the
given lesson, and discuss. The teacher asks comprehension questions to check
their understanding.
Note to the teacher: Lessons selected from the supplementary reader (English)
for grade 8: (Refer page numbers 155 to 169)

• Unable to match • Matches 3-4 signs • Matches most of the signs
any of the signs with their with their meanings
with their meanings.
meanings.
• Unable to recall • Recalls and writes • Recalls and writes 3-4 labels
and write any 1-2 labels from the from the surroundings
labels from the surroundings
surroundings.
• Does not answer • Answers a few • Answers all the
any of the comprehension comprehension questions;
comprehension questions; able to able to read and comprehend
questions; does read and a text well
not understand the comprehend a text
text partially
12
Learning Outcome 8.4: Writes answers to textual/non-textual questions after
comprehension / inference; draws character sketch.
NIPUN Bharat FL Goal: Asks questions about the story and characters in the
story, in English/in-home language.)
Objectives:
- Reads a story and comprehends it.
- Studies a given picture and understands it.
- Frames questions on the story and discusses with his friends for better
comprehension.
Pre-requisites:
Students have read/listened to some stories in their mother language or English.
Students can identify some things in their surroundings.

Any textual or non-textual materials can be used to develop reading and writing
comprehension.
How to do it:
Activity -1
• The teacher asks students to observe the picture. Asks a few questions to
students to support them to connect with the picture so that they would try
to speak.
• Asks questions on the things, people, what action is going on, how do they
feel about the picture. (Questions on what is in the picture, what is
happening in the picture, and a few questions to generate their ideas about
the picture like what they feel, their likes/ dislikes about the village, etc.).
Activity – 2
A series of pictures related to an incident is given. Ask the students to observe
the pictures and fill in the blanks with appropriate phrases. Guide them
wherever necessary.
Later, read the questions given in the workbook and ask the learners to share
their responses. Later ask them to write in the SW.
13
Activity 3:
• The teacher reads the story to the whole class.
• Students read the story (in pairs or small groups) and respond to the oral
questions asked by the teacher.
Questions: What did the pandit tell the king and courtiers? What did Pandit
challenge the court? What did Birbal tickle the Pandit’s ear with? Was Pandit’s
mother tongue Hindi? Etc.
Write one or two students’ responses on the BB and let students read it.
• Asks students to answer the questions given in the SW.
Activity 4:
Let students read the story in pairs and attempt to write the responses in the SW.
Ask a few comprehension questions to ensure their understanding.
Activity 5: The beginning of the story is given in the SW. The teacher asks
students to complete the story on their own in 4 to 5 sentences.
ASSESSEMENT ACTIVITIES
Activity 6: Students observe the picture and write about it in 4 to 5 sentences.
Activity 7:
Any simple activities of writing related to the story/picture from class 8th can be
given as part of the assessment.
Rubrics for assessment

Writes about the Writes about the picture, the Describes the picture
picture but limits to things they see in the picture with 4 to 5 sentences
write what they see along with the actions and connects to his
in the picture. happening in 2 to 3 sentences /her personal life.
Has spelling errors and writing and has a lot of Uses appropriate
or invented spellings spelling mistakes. syntactical structure.
14
Learning Outcome 8.5: Engages in conversations in English with family,
friends, and people from different professions such as shopkeeper, salesperson
etc. using appropriate vocabulary
NIPUN Bharat FL Goal: Attends, Participates and listens to others during
conversation)
Objectives:
Students can participate in conversations with others.
Pre-requisites: Students should be able to:

1. Engage in conversation with their family, friends, teachers, and people
from different professions in their mother tongue.
2. Listen and respond to conversations in familiar situations.
3. Complete the dialogues with the help or guidance of their teachers.
How to do it:
Activity 1:
Step 1: Generating a conversation in the whole class using a picture.
The teacher displays the picture to the class and asks questions
A few probing questions could be

What do you see in the picture?
How many boys are there in the
picture? What are the other things
you see? What are the boys doing?
What do you see in the background
of the picture? Do you live in a
village-like this? What name will
you give to this picture? What is your opinion about their dresses? Etc.
Note for the teacher: Put down all the responses given by students on the board.
May get words like a catapult, cycle tire, playing, mountain. If students respond
in their mother tongue, give the English equivalent of the word in the mother
tongue as produced by the learner
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Step 2: Eliciting dialogues
Identify the two main characters, give them names, identify a context for the
conversation and agree on the dialogues. For every dialogue, try to get as many
responses as possible. Continue the process like this. 4-5 dialogues would be
enough for our student level. Write the dialogues on the BB.
Example:
Raju: (Shows his hands towards a tree and says “Look, there is a bird”.
Srini: “Yes, it is a pigeon”.
Raju: I will aim at that pigeon. See now.
Srini: No. Don’t do that. Pigeon will get hurt.
Look there is a mango. You can aim at that.
Raju: Yes, yummy mango. Let’s do that.
Step 3: Enacting the roles

Note for the teacher: By this time students have identified the situation, they
have created the dialogues by themselves, they know the meaning of each
dialogue. This will be kept in the class for reference. Asks a few students to
roleplay the entire conversation. Invites students in groups/pairs to enact the
conversation. Asks them to use expressions and actions to make the conversation
lively.
a. Assign the roles of their choice.
b. Teacher can do a demo of the same.
c. Students to act out the scenario.
d. Instruct students to enact with expressions and actions.
e. Feedback from the class/partner.
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Activity 2:
Step 1: Ask students to act out the
situation using the dialogues of their
choice or give different similar situations
like playing in the school ground etc.
Suggest and give ideas/tips to improve it.
Encourage them to use English words
while conversing. Support students to use
their imagination to put themselves
inside the minds of the roles (students in
the picture) that they're representing. Give the whole group time to prepare what
to say and how do they say.
Step 2: Feedback on students’ role-play

Let students get feedback on their performance, either from the class, their partner
or from the teacher. Allow students to reflect on their role-play. Probing questions
like, what challenges did you face while enacting? If you had to do it again, what
would you change? how did you like your partner's role? Are there any dialogues
with missing words? Etc.
Activity 3:
Step 1: Identifying the characters: The teacher displays the first picture and gets
students’ responses about the context and actions happening in the picture. For
example, there is a girl, a boy, and a dog. The dog’s name is Andrew, the boy’s
name is Major. The girl has taken the dog out for walking.
Step 2: Guessing the dialogues: Ask the students to guess what this conversation
is about.
Step 3:
Introduces each other: The girl introduces the dog to Andrew. How did she
introduce it? How did the boy introduce himself to the dog? Did they know each
other before?
Exchanging thoughts: What is happening in the 4th picture? What does Andrew
think about owning cats and dogs? What did the girl replay to Andrew?
Step 4: Students will be asked to read the dialogues in a pair and roleplay the
same.
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Activity 4: (LS 12)
Ask students to read the conversation between a salesman and a customer
carefully, and answer the questions that follow.
Activity 5: (LS 13)

A picture that has a conversation between a grandpa and his students is given.
Ask students to look at the picture carefully and pick the correct dialogue box.
Activity 6: (LS 14)

An incomplete dialogue between a shopkeeper and a customer buying shoes has
been given. Ask the students to read the conversation and fill in the blanks by
choosing appropriate words or phrases given in the box.
Activity 7:
Ask students to choose any one of the conversations and enact it.
Conversation 1: Roleplay the small girl and the balloon man

Conversation 2: Roleplay the small boy, and an ice-cream seller.
(A scene from a village fair)
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Level 1 Level 2 Level 3 Level 4
Students hesitate Dialogues of theDialogues of the Dialogues of the given
to take up the given roles are given roles are roles are expressed in
role or have no expressed in just
expressed in 2 to 3 simple
response to the a few words. small phrases or meaningful sentences
given picture or Example: one meaningful with or without
students take the Mother, small simple sentence grammar errors. Able
role but their girl, balloon with or without to do it according to
response is not man, sell, red grammar errors. the sequence.
relevant. colour balloon,
etc. Example: Example:
Girl: I wants a Girl: Amma I want
balloon, I red that balloon, I want a
balloon, red colour balloon.
Mother: You Mother: Which colour
give balloon, balloon do you want?
how balloon etc. how much does that
Balloon man: balloon cost?
nice balloon, Balloon man: This red
how balloon one is nice, it cost 5
want etc. rupees each, etc.
(Notes: Given
few examples
with grammar
errors)
Activity 8:
Ask students to write a simple conversation on the picture provided.
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Activity 9:
A telephonic conversation between a customer and bank manager has been given.
Ask students to read the conversation carefully and answer the questions that
follow.

Students cannot engage Students can listen Students can engage in
in the conversation. and participate in the conversations in English
They find it difficult to conversation with with their family, friends,
write, speak or take part others though some and people from different
in the conversation. guidance from the professions such as
teachers is expected. shopkeepers, salesperson,
etc.
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Learning Outcome 8.6: Writes informal letters, messages, and emails.
NIPUN Bharat FL Goal: Writes short messages bilingually adding drawings
etc.
Objectives:
₋ Students can identify letters, messages, and e-mails by looking at their
formats.
₋ Students can write informal letters in the correct format.
Pre-requisites: Students can write words, phrases, and short sentences on their
own.
Activity 1.a: (LS-15)

Step 1: Ask students if they had given any greeting cards to their mother, father,
teacher, friends, or siblings. Probe the messages they had written on these cards.
Ask them to look at the card in the SW and read what is written and share what
they would have conveyed to their mother.
Step 2: Ask students to do activity 1. Ask them to write a message either in words
or through some drawings. Give necessary inputs in terms of word usage
Step 3: Ask one of the students to present/show their message to the class. Let
the others identify the situation. Repeat the same giving turns to students. Make
sure that everyone is involved in the activity.
Step 4: Messages like giving holidays in schools due to heavy rain, about school
vacations, etc. can be discussed with students. Let them think of the content of
the message.
• Write one such situation on the BB legibly.
• Call students in pairs to come to the BB and write a short message in words.
• They can even write the message in their mother tongue.
Activity 2: (LS -17) Ask some simple questions about postal service, mobile,
email ID, etc. as an introduction to the LO-focused. Ask the students to read
carefully the sample letter, chat and email provided.
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Ask questions like, who is the sender of the message? Who is the receiver of the
letter? What is the e-mail about? etc. Help them identify the sender, receiver,
subject, and types of texts and fill the information in the appropriate columns.
Activity 3: (LS -16)

• Ask about the recent telephonic conversations they had. If it’s a message
orientated, then ask one of the students to come forward and share it with
the class.
• Give the context of the telephone conversation. Ask the students to read
the telephonic conversation that takes place between Mrs. Hema and
Rachana carefully. Help them comprehend the conversation. You can
even ask the students to role-play the dialogues if you find it helpful to
make them understand.
• After that, ask them to fill the incomplete message by extracting the
specific points from the conversation.
Activity 4.a: Informal letters (LS -18)

• Ask students if they had written any letters. Probe on what purpose we
write letters and what could be the format.
• Discuss the format given in the SW.
Activity 4. b: Important words/phrases from the letter are given in the bracket.
Ask students to read them aloud. Then ask them to read the letter and fill in the
blanks with the appropriate words/phrases to make the letter complete and
meaningful.
Activity 5: Ask students to write a message to their friend
Assessment Points:
● Students’ ability to understand the situation.
● Word usage of the students in the message that they have written.
● Relevance of the drawing to the situation/ message.
Rubrics to assess writing an informal letter:

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Students are Students can write a few Students can write more
unable to convey a words/phrase/a single than 5 meaningful
message in sentences related to the topic. sentences independently.
writing.
Activity 6: Ask students to write a letter using the given clues/prompts.
Rubrics to assess writing an informal letter:

Students cannot write Students can write some Students can write the
complete sentences of the parts of a letter letter in the right format
independently. correctly in the right with relevant
position. expressions. Students
No proper idea of a letter Yet cannot word the have got a fair
and its parts. body of the letter as understanding of writing
intended to express. a letter.
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Learning Outcome 8.7: Refers to dictionary, thesaurus and encyclopaedias reference
books for meaning and spelling while reading and writing.
NIPUN Bharat FL Goal: Forms letters correctly, uses sound-symbol correspondence
invented spellings.
Objectives:
Uses dictionary for meaning and spelling.
Pre-requisites:
Students have seen the dictionary at home or in the school library.
They have used them for the meaning of unfamiliar words.

The activities are mainly intended to develop reference skills among the
learners. Reference is one of the best ways for self-learning. Availability of
reference books is very essential to conduct the activities.
How to do it:
Activity 1: (LS 15)
It’s a simple activity to introduce how to refer to a dictionary. Take some
dictionaries to the class and give them to the students. Read the words given in
the LS aloud. Ask the students to search those words in the dictionary. Ask them
to arrange those words in the order they found in the dictionary.
Activity 2:
Words with their meaning are given in the table. But words are wrongly spelled.
Ask the learners to read the meaning. Then ask them to search for the correct
spelling of the words with the help of a dictionary.
Activity 3: ((LS 16)
This activity is given to enrich the vocabulary of the learners. An example is given
in the word web. Guide them to complete it with the help of a dictionary. Only
two words are given. Some other words can be given as extended activities.
Activity 4:
This activity enhances the ability to use a dictionary effectively. Guide the
students to find the meaning and parts of speech of an unknown word. Ask them
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to search any word beginning with a letter given in the SW: Give time to read the
words and their meaning which they have searched in the dictionary.
Activity 5: (Assessment Activity)
Some words are given in each set. Ask the learners to rearrange them in the order
they find in the dictionary.

Students cannot Students rearrange 2-3 Students rearrange 2-3
rearrange any set in the sets in the order they find sets in the order they find
order they find in the in the dictionary. in the dictionary.
dictionary. correctly. Needs some correctly.
More teaching is more guidance to listen S/he can refer to a
required for these attentively. dictionary independently.
students. Matches LO
Not meeting LO Some match with LO

This activity is given to familiarize the correct spelling of the words. A set of
words is given with one correctly spelled word and two distractors. Ask the
students to write the correct spelling. Ask them to refer to a dictionary for
unknown words. An example is given at the beginning.

Students cannot write Students can write 6-7 Students can write all the
any word correctly. words correctly. words correctly.
More teaching is Needs some more S/he can refer to a
required for these guidance to listen dictionary independently.
students. attentively. Matches LO
Not meeting LO Some match with LO
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Learning Outcome 8.8: Uses synonyms, antonyms appropriately; deduces
word meanings from clues in context while reading a variety of texts
Associated NIPUN Bharat Competency: Reads small texts in English
Objectives:
• Search and find a word in the dictionary/glossaries.
• Identify synonyms and antonyms in a given text.
Pre activity:
• Ask students to get any storybook of their choice from the school
library. Let them read it in pairs.
• Ask what new words did they find in the text? Encourage students to
guess the meaning and refer to the dictionary for the meaning. Introduce
the term ‘synonym’.
• Select one of the student’s storybooks and take an example of a word
to introduce the opposite word. Introduce the term ‘antonym’.
How to do it:
Activity 1:
• Ask students to read the story.
• synonym: Pick some unknown words from the story and ask students to
guess the word’s meaning. If not encourage them to use the dictionary to
find out the meaning.
Question: The meaning of the word ‘realize’ in the story is? Or they can guess a
similar word for the words given in the story. Like, guess the similar word for
‘shout’ from the given story.
• Antonyms: Initiate a discussion on opposites/antonyms. Pick up a small
pencil and a big one and ask the students to describe the two pencils. They
would say one is big and the other is small. In the same way, point to other
objects and give examples. The cement wall is strong. The mud-wall is
weak etc. Write the discussed antonyms on the BB.
• At the end ask students to complete the LS 15.
Activity 2:
Instruct students to read and understand the passage given in activity 2. Let them
look at the underlined words and think of possible synonyms for them. Ask them
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to match the words in column A with their synonyms in column B. They could
use the dictionary if required.
Activity 3:
Assign any paragraph/story from the 8th standard textbook. Ask them to refer to
a dictionary and find the meaning of new words. They then have to write it in the
table given in their LS 16.
Activity 4:
Ask students to read the sentences and underline or circle the pair of
antonyms/opposites in them.
Activity 5:
Write the paragraph on the BB. Convey the meaning of the paragraph and support
students to choose the appropriate antonyms to complete the sentence.
Likewise, support students to understand the sentences given in activities 6 & 7
and guess the right antonyms of the underlined words.
Activity 8: Instruct students to read and select the appropriate answers from the
given options.
Activity 9: Asks students to fill the blanks with appropriate opposite words.
Activity 10: Ask the students to read the story and rewrite it by replacing the
underlined words with their antonyms. They can choose the antonyms from the
table given along with the story.
Activity 11: Ask the students to write the synonyms and antonyms for the words
given in column A in the next two columns respectively.

Finds the meaning of at Finds the meaning of 7- Finds the meaning of at
least 4 unknown words 10 unknown words least 10 unknown words
Doesn’t know the Knows the synonym Knows the synonym and
synonym or antonym of and antonym of most of antonym of all words.
any of the words the words
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Learning Outcome 8.9: Participates in different activities such as role-play,
poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz,
etc. organized by the school and other such organizations
Associated NIPUN Bharat Goals:
• Sings songs or rhymes with action
• Participates in role play/skit in English/bilingually with appropriate
expressions.
Objectives: Students will be able to use vocabulary based on the
context/situation, and actively participate in different activities.
Pre-requisites: Students are expected to be able to:
1. Recall and attempt to respond to real-world incidents.
2. Express their views according to the situation.
3. Review lyrics learned in the past.
4. Take up different roles in skits and drama.
How to do it:
Step 1
• Discuss with students about any plays/skits/dramas they have seen. Ask
them to share what they observed and what it was about.
• Divide students into groups and ask them to pick a topic/situation to plan a
role play. Ask them to identify the different roles that need to be there in a
role play and plan dialogues for these characters.
• Get the students to perform the role play. Give them constructive feedback.
Activity 1.a:
Read out the dialogue between a mother and a doctor in LS 23 to the students and
get them to repeat it. Next, ask the students to come in groups and perform a role
play of the scene.
Activity 1.b:
Cards with various situations for role play are given in LS 24. Divide students
into pairs/ groups and assign one of the activities given to them. Give them time
to prepare and ask them to perform the role-play in class.
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Activity 1.c: (Assessment Activity)
Ask the students to open their English textbooks, turn to page 115 and read the
drama ‘The Emperor’s New Clothes’. Ask students comprehension questions to
check students’ understanding. Next, tell them to take different roles and practice
their dialogues in groups. Have them enact the play in front of the class.
Activity 2.a:
Demonstrate poem recitation for any poem familiar to the students with proper
stress, intonation, and pronunciation. Read the poem in LS 25 line by line in the
same manner. Ask students to repeat, copying the same stress, intonation and
pronunciation.
Divide students into pairs and ask the students to recite the poem ‘Beauty’
together. After 2-3 rounds of practice, ask students to recite 1 stanza each. Correct
the students if they make mistakes relating to pronunciation or any other aspect
of recitation. If possible, play an audio clip of the poem as well.
Activity 2.b (Assessment Activity)
Ask the students to recite the poem ‘Coromandel Fishers’ given in the
Assessment Sheet. Instruct them to underline the rhyming words.
Activity 3
Ask a question that has a debatable answer. Elicit students’ responses and write
them on the board. Introduce the concept of debate.
Divide the class into two groups and provide a topic for a debate. Get the teams
to decide whether they want to debate for or against the topic.
Next, ask them to fill the information regarding the debate in the table provided
in LS 26. Give the class 5-10 minutes to prepare before the debate.
Note: Select any topic from the below list for the debate:
1) Violent video games should be banned
2) Plastic bags should be banned
3) Teachers should be replaced by computers
4) We will never achieve world peace
5) Students should be allowed to use cell phones in class.
Activity 4
Discuss why people make speeches and what should be in a speech. Ask students
if they have heard a speech on TV/ radio before. Allow the students to select a
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topic of their interest for a speech. Tell them to write the 5-10 important points in
the box given in in LS 27. Next, ask them to deliver the speech in front of the
class. Monitor and guide the whole process by giving appropriate instructions.
Activity 5
Ask the students to read the lesson “All the World Her Stage” from their English
textbook (pages 97 to 99) silently. Ask questions for checking students’
comprehension.
Divide the class into four teams. Instruct students to keep their books closed. Ask
the quiz questions (Question and Answers and True/False) given in the LS, one
by one, to each of the groups. A correct answer will fetch the team 2 points.
Correct answers for passed/ wrongly answered questions will earn them 1 point
each. At the end of the quiz, appreciate all the teams for their participation and.
Ask students to answer the quiz questions in LS 28 as homework.

Students are unable to Students are able to Students are able to
participate using participate in few of the participate in few of the
appropriate language in activities and use activities and use
different kinds of appropriate language appropriate language.
activities. sometimes.
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Learning Outcome 8.10: Narrates stories (real or imaginary) and real-life
experiences in English.
Associated NIPUN Bharat Goals: Narrates a story with the help of the
poster.
Objectives: Students will able to narrate the stories with the help of clues/
posters related to the story and share their life experiences in English.
How to do it:
Step 1
• Prepare/collect sets of story cards (i.e., a set of cards having pictures and
text that together narrate a story) for different stories.
• Divide the class into two or three groups and give one set of story cards to
each group. Ask them to discuss and sequence the cards in the correct
order.
• Ask each group to narrate the story to the whole class.
Activity 1:
A series of pictures has been given in LS 29. Ask the students to sequence them
in the correct order by writing numbers in the boxes adjacent to the pictures. They
can also colour the images. Later, ask them to narrate the story to the class with
the help of the given clues. Let them also give a suitable title for the story.
Activity 2:
A series of posters of the story “The Boy Who Asked for More” has been given in
LS 30. Ask the students to look at the posters carefully and narrate the story to
the class.
Activity 3:
Share an interesting real-life experience with the class. Ask for students’ opinions
and thoughts about your experience. Then ask students if they have faced any
such interesting situations in their own lives and ask them to share.
Ask the students to write about an interesting experience from their lives in LS
31. Give them tips on how to add descriptions to make their stories detailed.
Encourage the students to narrate their stories to the class.

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A blank box is given in Activity 4 in the Assessment Sheet. Ask students to paste
some posters or pictures in the box and guide them to write a story related to it.
Encourage them to narrate their stories to the class.
Ask the students to think of an adventurous/interesting experience in their lives
and write it in the form of a story. Support them in writing by asking trigger
questions such as: where were you, who you were with, what did you do, how
did you feel etc. Ask them to add as many details as possible. Encourage students
to narrate their stories to the class.

Students cannot narrate Students are able to Students are able to narrate
the story or share their narrate the story and stories (real or imaginary)
experiences. narrate their and real-life experiences in
They find it difficult to experiences with the English language with or
orally complete the help of given clues/ without the help of posters/
story with the help of pictures/ posters, with pictures/ clues and without
given clues/ pictures/ the support of the the support of the teacher.
posters. teacher.
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Learning Outcome 8.11: Thinks critically and responds to questions based
on texts (from books or other resources), events, characters, ideas or themes.
NIPUN Bharat FL Goal: Explores through reading and shows interest in
books.
Objectives: Students will be able to apply the skill of critical thinking in the
evaluation of information.
Pre-requisites: Students should be able to:
• Think about a topic or issue objectively.
• Recall and apply information from knowledge and experience.
How to do it:
Step 1
• Give some books story books to the students. Ask them to read 1-2 pages
and then share something they liked/ disliked about what they read and
why.
• Give students some general questions to make them think more, like “Why
do you think the character did this?” or “What would you do if you were
in the story?”, etc.
Step 2
• Teacher narrates the following story to the class:
Raju is a poor boy; he worked hard to get his everyday meals. He worked as a
construction labourer. His clothes usually get dirty as he worked all day. He
was hungry one day and went to a nearby hotel to have food.
He sat beside a customer who was eating. The customer called the waiter to
send the boy out as the boy's dress looked dirty. The hotel manager asked one
of the waiters to send the boy out. The waiter rudely kicked the boy out. The
boy requested the waiter to allow him to eat outside. The customer who
complained about the boy's appearance left the hotel after paying his bills. He
does not give the waiter any tips. But the boy who was served outside had left
a ten-rupee tip for the waiter.
The waiter thought for a moment and felt bad for his behaviour with the boy.
He went to search for the boy. He found the boy feeding his blind sister. He
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said sorry to the boy and gave some food to him. But the boy didn’t accept the
food without paying.
• Then, elicit oral responses to these questions:
o Why was Raju’s clothes dirty?
o Why did Raju go to the hotel?
o Why did the waiter feel sorry for his behaviour?
o If you were eating in a hotel, would you behave like the customer
who had Raju removed from the hotel?
Activity 1.1
Teacher instructs them to read the lesson ‘A Day in the Ashram’ silently. Once
the reading is done, ask the students to do Activity 1.1 in LS 32. Instruct them to
work in pairs. Teacher should read out the questions to the class and tell them to
give answers orally before writing them in the LS.
Activity 1.2
Teacher explains the present education system compared to the Shanthiniketan
education focusing on living education and unimaginative instruction. Then, ask
them to classify the given phrases into the categories of living education and
unimaginative instruction.
Activity 1.3
Ask the students to recall the works or activities in which the boys of
Shanthiniketan are involved. Teacher can guide them to refer to a text book or
text given in the LS. Tell the students to identify and read work/Activity that boys
of Shanthiniketan do at the point of time which are shown in the different clock
dials below. Then, choose the routines from the list given in the LS and write
them in front of the suitable clock dial.
Activity 1.4
Now, ask them to read the events given in the LS about the routine of the
students at Shantiniketan. Once reading is completed, tell them to rearrange the
routine of the students at Shantiniketan in proper sequence.
Activity 2 (Assessment Activity)
Guide the students to write a paragraph describing their idea of a good school
keeping the concept of Shantiniketan schooling in the mind.
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Activity 3.1
Ask the students to read the character sketch of Luther Burbank. Based on the
reading of the text, ask them to think and extract the details and fill in the boxes
of LS 36.
Ask students to read the passage in Activity 4 and answer the questions
individually.
Assessment Rubrics:
Does not attempt to or Presents and explores Analyses the concept
fails to identify and relevant contexts and with a clear sense of
summarize accurately. assumptions, although in a scope and context.
Fails to identify limited way. Identifies discussions
conclusions, Presents conclusions as only and conclusions in
implications and loosely related to higher level.
sequences. consequences.
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Learning Outcome 8.12: Writes messages, notices, formal letters,
descriptions/narratives, short personal/biographical experiences etc.
Associated NIPUN Bharat Goals: Composes and writes simple, short
sentences with space between words, to express themselves
Objectives: Students will be able to write different types of texts in English.
Pre-requisites: Students are expected to:
• Know simple sentence structures.
• Read/listen to messages or notices in the school.
• Read a few biographical sketches of great personalities.
How to do it
Activity 1:
Take a sample notice to the classroom. Let students observe it carefully. Then,
ask them questions about the elements in a notice like the kind of information/
message they convey, who issues these notices, etc. Next, have a discussion on
the format of a notice, which is given in LS 37.
A sample notice is given in the student workbook. Read the notice aloud in the
class. Then ask the learners to read it again.
Activity 1.2:
Ask students to write their own notices. Read the topic aloud and discuss. Give
some clues and guide the students to write a notice.
Activity 2:
Have a short discussion on the different kinds of letters that have been
introduced in the previous grades. Next, discuss the format of a formal letter,
given in LS 38.
A sample formal letter is given in the student workbook. Read the letter aloud in
the class. Then ask the learners to read it again.
Activity 2.2:
Ask students to write their own letters. Read the topic aloud and discuss. Give
some clues and guide the students to write the letter.
Activity 3.1:
Select a few pictures of birds, animals, garden, forest, playground, school etc.
Display any one of the pictures in the class and ask students to observe it. Elicit
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some words related to the picture and write them on the BB. Ask the students to
frame simple sentences to describe the picture and write them on the board.
Make corrections if necessary.
After this, ask the learners to sit in pairs and write a short description of the
pictures given in LS 40, with the help of the given clues. Encourage them to
present their descriptions to the whole class.
Activity 3.2
A picture and its description are given in Activity 8. The description does not
match the picture. Ask the students to observe the picture and correct and rewrite
the description so that it matches the picture. They can also be encouraged to
expand the description.
Activity 4:
Read the biography of Harekala Hajabba aloud in the class. Ask the learners to
read it again. List out the elements in a biography and ask students to find those
elements in the biography of Hajabba.
Activity 5.1: (Assessment Activity)
Ask students to look at the hints and write the formal letter.
Activity 5.2: (Assessment Activity)
Ask learners to write a biography of a person who has inspired them. Have a
discussion on what all information could be included in the biography. Learners
can refer to books or e-resources to collect information about the person. A few
points have been given in the LS to help the learners write the biography. Guide
the learners to arrange their thoughts logically.

Student is unable to Student can write some Student can
write different types of of the texts in English independently write
texts in English. with the support of the different types of text in
teacher. English.
37
Learning Outcome 8.13: Prepares a write up after seeking information in
print /online, notice board, newspaper, etc.
NIPUN Bharat FL Goal: Writes words/ sentences to express his/her feelings.
Draws about the same as well
Objectives: Students will be able to write small write ups after looking for
relevant information from various sources.
Pre-requisites: Students should be able to write words/sentences to express their
feelings and collect information from various sources.
How to do it
Step 1
• Ask students to observe the poster in LS xx.
• Ask them questions to help them identify key pieces of information.
• Ask them to answer the 2 questions following the poster.
• Talk to students about what information can go into a write up and how to
find the information.
Activity 1
A weather forecast report is given in the Activity 1 of LS 75. Ask the students to
read the weather forecast report or you can read the report and ask them to listen
to you. Once the students are familiar with the report, ask them to write a weather
prediction for the next day.
Activity 2
A series of pictures are given in Activity 2 of the LS 75. Ask the students to
observe the pictures carefully and prepare a write up about safe driving using the
words given in the box.
Activity 3
A newspaper cutting has been given in Activity 3 of LS 75. Ask the students to
read the newspaper cutting and prepare a short write up on the event. Facilitate
by helping students understand the article.
A model notice about the cleanliness week programme arranged by “Eco club”
of school is given in Activity 4 of LS 75. Ask the students to prepare a short write
up about suggestive activities for the cleanliness week programme.
38
Ask the students to sit in a pair and let them collect information about their friend
and prepare a write up about their friend based on the information collected. They
can collect the information such as name, place of birth, achievements/interest,
etc.

Students are Students are able to write or Students are able to
unable to seeking prepare a small paragraph after prepare a write up after
necessary necessary information with necessary seeking
information. guidance from the teacher. information.
39
Learning Objective 8.14: Reads/ listens excerpts, dialogues, poems,
commentaries of sports and games, speeches, news, debates on TV, Radio and
expresses opinions about them
NIPUN Bharat FL Goal: Writes/draws words/ sentences to express his/her
feelings.
Objectives: Students will be able to read/ listen to and understand different
types of input and express their own opinions about them.
Pre-requisites: Students should be able to converse in English using short
sentences and be familiar with English words.
Note to teacher:
* Listening plays an important role in developing language. A good listener
becomes a good speaker.
* Preparation made in pre listening, while listening and post listening stages
help us to conduct listening activities more effectively in the class.
* Designing language tasks related to listening activities helps to give proper
feedback.
How to do it:
Step 1:
Ask students if they have a favourite film actor/ song/ etc. Ask them to also
share why they like that person/song/etc. Make students aware that people have
different opinions and that it is acceptable.
Activity 1
An announcement is given below. Read it aloud in class. Discuss in brief to
check students’ comprehension.
“Good morning. Today we have gathered here to celebrate the 73 rd Republic
Day ceremony. It is the date on which the Constitution of India came into
effect. To commemorate this day, we have with us a very special guest, Mr.
Nirmal Jeet Singh, a retired military officer. Today, he will be telling us with
the importance of this day and also share his experience in the Indian army.
After the address, the Honourable Chief Guest will distribute the prize to the
winners of various cultural competition and sports competition. Thank you.”
40
After reading, ask the learners the following questions:
a. Do you think this celebration will be grand? What makes you feel so?
b. How do you think we should celebrate the day the Constitution came
into effect?
c. What other special days would you want to celebrate?
Ask students to complete the questions and answers (same as above) in the LS
as homework.
Activity 2
Ask a student to read out the announcement in the class. Ask students the
questions (elicit oral responses) mentioned below the announcement.
Announcement about a missing child at the exhibition
A boy found crying near stall number 10 is now in the control room. He is
crying for his parents. He is fair and chubby. He tells his name is Chandru. He
is in blue jeans shorts and a white shirt. Parents of the child are requested to
contact the control room.
Questions:
1. What do you think happened to Chandru?
2. Do you think it is the parents’ or the Chandru’s fault that Chandru is
missing? Give reasons for your answer.
Ask students to complete the questions and answers (same as above) in the LS
as homework.
Activity 3:
Steps for preparing Dahi vada are given below. Read it aloud to the class and
then ask the learners to rearrange the steps mentioned in their workbook and
write them in the space given. After that ask students whether they like/ dislike
Dahi Vada and ask them to give reasons.
Preparing Dahi Vada
• Pick, wash and soak dal in two cups of water for six to eight hours.
• Drain and grind into a fine and fluffy paste. Add cumin seeds, salt and
asafoetida, and then whisk the mixture to incorporate air into it.
• Heat oil in a kadai to moderate heat.
41
• Take about two tablespoon of dal mixture on your wet palm and make a
hole in the centre with your thumb, shape like a doughnut and lower
into the hot oil.
• Deep fry the vadas till golden brown.
• Drain and soak in warm water.
• Beat yogurt with a whisk to make it smooth. Add salt and mix well.
• Squeeze the vadas to remove excess water and add into the yogurt.
• Let them soak for at least fifteen to twenty minutes before serving.
• Garnish with roasted cumin powder, red chili powder and chopped
o coriander. Serve cold.
Activity 4
A poem named ‘Trees’ is given below. Recite it to the class.
Trees are the kindest things I They are the last to hold the
know light
They do not harm. They When everything changes into
simply grow. night
And spread a shade for sleepy And when a moon floats on
cows the sky
And gather birds among the They hum a drowsy lullaby
boughs of sleepy students long ago
They are the first when day's Trees are the kindest things I
begun know
To touch the beams of
morning Sun
Ask students if they think trees are important, and why. Collect oral responses,
and write points on the board. Ask students to write down their opinion in the
space provided as homework.
1. Narrate/ read the story given below and collect students’ opinion
orally about the last paragraph (in bold)
42
One day, an old lady came to Ramakrishna Paramahamsa with her ten-year-
old grandson. She bowed to him and said, “Master! I have come to seek your
advice. This boy is my grandson. He is very fond of sweets. He eats so much
that his health is affected. The doctors have advised him not to eat sweets, but
this fellow does not listen. However, he has great respect and admiration for
you. So, I have come to request you to stop the boy from eating sweets.”
Ramakrishna said, “Mother, don’t worry, come with your grandson after one
month. In that time, I shall think of a plan to convince the boy.” The old
woman thanked him and left.
One month later, she came back with her grandson. Both of them offered their
salutations to the master. Ramakrishna told the boy, “My dear boy.
Remember, one’s real wealth is health. Unless you take proper care of your
health, you will not be able to grow into a strong and healthy young man. You
will not be able to do anything great in life if you are weak. When something
that we eat does not suit our constitution, we should give up eating that item.
From tomorrow you should not eat sweets. You are a nice boy and will listen
to me, will you not?” The boy nodded his head and promised that he would
not eat sweets.
The old woman sent the boy on some errand just to have a confidential talk
with the master. “Master, may I ask you a question?” said the old woman.
“This advice which you have given today to my grandson you could have
given last month. Why did you ask me to come again after a month?”
Ramakrishna replied with an understanding smile, “I myself eat lots of
sweets. How can I advise the boy to do something that I am not doing
myself? I asked for some time so I could stop eating sweets. Now, I have
earned the right to advise your grandson.”

The student is The student is able to Students is able to
unable to understand understand parts of the text understand the text and
the text and express and expresses few opinions express their opinions
their opinions. with the support of the independently.
teacher.
40
Learning Outcome 8.15: Uses appropriate grammatical forms in
communication (e.g., noun, pronoun, verb, determiners, time and tense,
passivation, adjective, adverb, etc.).
NIPUN Bharat FL Goal: Develops vocabulary from their classroom and
social environment
Objectives: Students will be able to identify and use appropriately different
grammatical forms in communication.
How to do it:
Activity 1: Nouns
Play Name, place, animal, thing with the class. Make 26 chits of paper, and
write one letter on each. Pick a letter, show the chit to the class and then ask
them to write one name, place animal and thing they know that starts with the
letter in the space provided in Activity 1.1. Skip difficult letters like ‘Q’, ‘X’
and ‘Z’, if needed.
After 5-6 turns, ask students to share their words and then introduce them to the
concepts that all of them are nouns.
Read the passage aloud in Activity 1.2 once. Have students read it 2-3 times and
underline all the nouns they can identify. Ask them to justify it orally. Like – “It
indicates name of a person- so I have underlined it, etc.” to check their
understanding.
Activity 2: Pronouns
Write the passage below on the board.
Raju is eight years old. Raju attends 3rd standard. Raju’s favourite subject is
Mathematics. Raju always scores the highest marks in the exams. Raju is also
good in other subjects.
Underline the words ‘Raju’ and ‘Raju’s’. Ask students if there are other words
we can use instead of these. Elicit student response and introduce the concept of
pronouns.
Ask the students to refer to the LS 47. Read the passage once. Ask students to
read the passage under Activity 2 independently again. Guide them to underline
words which are used instead of nouns, i.e., pronouns. At the end, have students
share the words they have underlined and the noun it is replacing.
41
Ask students to complete Activities 2.2 and 2.3 independently. Discuss the
answers in class.
Activity 3: Adjectives
Introduce the concept of Adjectives with suitable examples. Write a sentence with
an adjective underlined. Ask the students some questions like ‘What is the role of
the underlined word?’, ‘Think, can you replace the underlined words with any
other suitable words?’ Elicit the responses from the students and introduce
adjectives. Write down 2-3 more nouns on the board. Ask students to suggest
words that can be used to describe it. Write down responses on the board.
Ask students to quickly finish Activity 3.1 and 3.2. Discuss answers in brief.
Explain how the web in 3.3 has to be filled with describing words of the noun in
the centre. Draw a web on the board with a simple noun and write student answers
in the bubbles to complete the web. Ask students to complete Activity 3.3
independently.
Activities 3.4 and 3.5 can be assigned as homework. Explain the tasks before
giving the homework.
Activity 4: Verbs
Ask students to match the words to the pictures in Activity 4.1. Once they have
completed the task, ask them what such words are/ are called. Introduce the
concept of verbs.
Prepare 15-20 chits with one verb written on each. Divide students into groups of
3-4. Call one student from each group (one at a time) and ask them to pick one
chit and act out the verb. The remaining students in the group must guess the
action. If the group is unable to guess the word, other groups can be given a
chance to guess the word.
Introduce the concept of using verbs to indicate state. Write a few examples on
the board and underline the verb. Elicit more examples from students and write
them on the board. Ask students to complete Activity 4.2 and discuss the answers
briefly.
Introduce the concept of using verbs to indicate possession the same way as
above. Ask students to complete Activity 4.3 and discuss the answers in class and
discuss the answers briefly.
42
Introduce the concept of subject-verb agreement (adding ‘s’ after the verb when
subject is singular) to students. Illustrate with many examples written on the
board. Ask students to complete Activities 4.4 and 4.5.
Activity 5: Adverbs
Do an action in class in different ways. E.g., Walk fast, then walk slow, walk
noisily and then walk quietly. Ask students to describe how you walked. Draw a
web (like those given for adjectives in Activity 3.3) and write the words (adverbs)
that students give for ‘walk’ in bubbles around the main bubble with the verb.
Introduce the concept of adverbs. Ask students to complete Activities 5.1 and 5.2.
Review answers and sentences in class.
Activity 6: Prepositions
Introduce the concept of prepositions (of place). Demonstrate simple prepositions
using an object and the table/ box. (on, in, between, beside, in front of, behind)
Ask students to place their pen/book/pencil in different positions, like “Put your
book in your bag.” And “Put your bag beside the wall.” Give several instructions
and check if students are doing it correctly. Ask students to complete Activity 6.1
and 6.2. Explain the tasks as needed.
Activities 6.3 to 6.5 can be assigned as homework. Review answers in the next
class.
Activity 7: Tenses
Narrate the daily routine of a boy/girl (fictional) in the simple present tense.
Explain that simple present is used to talk about things that we do every day or
when we mention facts. Write several examples on the board. Read the passage
in Activity 7.1.a and ask students to observe the underlined words. Ask students
to complete Activity 7.1.b; remind students about the subject-verb agreement
taught in Activity 4.4.
Do several actions in the class and describe what you are doing using present
continuous. Tell students that we use this tense when talking about actions that
are happening in the present. Write several examples on the board. Ask a few
students to do any action of their choice and share a sentence about what they are
doing aloud. Ask students to complete Activities 7.2.a to 7.2.c.
43
Share with the class what you did in the morning in simple past tense; write the
same on the board. Ask students to list out 5 things they did in the morning; ask
few to share. Read the passage in Activity 7.3.a and ask students to observe the
underlined words. Ask students to complete Activities 7.3.a and 7.3.b.
Write several examples of actions that have already been completed in the school
in the morning. E.g., The HM had given the keys to Sumitha teacher.”, etc.
explain to students that these actions have already been completed. Elicit several
examples from the students, write them on the board and underline the verbs. Ask
students to complete Activity 7.4.a.

Do a quick recap of concepts like verb forms, past tense forms and tense once
again. Ask students to attempt the assessment sheet Teacher guides to complete
the assessment sheet. Explain the task wherever necessary.
Activity 9: Active-Passive Voices

A picture has been given in the Activity 9.1. Ask the students to look at the picture
and read the sentences given below. Use Activity 9.1 to explain active voice and
passive voice concepts. Use other materials, if necessary, to make this concept
very clear to the students in an easy way. Then, instruct them to match the passive
for active voice against each sentence. Ask students to complete Activity 9.2.
Distribute some newspaper pages to students. Ask them to identify the headlines.
Take a sample headline and explain the way passive voice is used. Instruct
students to expand the given news headlines in Activity 9.3.
Ask students to underline the main verbs in Activity 9.4. Guide students to change
the voice and write the passage in the space provided.
Activity 10
Write several sentences with different determiners in them. Underline the
determiner and draw the connection between the determiner and the nouns/ noun
phrases. Ask students to look at the table in LS xx and complete Activity 10.1.
Introduce the concept of articles (a, an, the) with 2-3 examples on the board. Ask
students to complete Activity 10.2.
44
Discuss and elicit answers for the fill in the blanks in Activity 10.3. Ask students
to fill the blanks as you discuss them in the class.

Ask students to complete the Activities 11.a to 11.c. Give instructions/ explain
the task when needed. These can be given across 2 classes.

Student is unable to use Student uses a limited Student can use
grammatical forms range of grammatical grammatical forms
appropriately in writing/ forms appropriately in appropriately in
communication. writing/ communication. writing/
communication.
45
Learning Outcome 8.16: Attempts creative writing like short poems, jingles
and stories and narratives showing sensitivity to gender, environment and
appreciation of cultural diversity.
NIPUN Bharat FL Goal:
• Writes words/sentences/draws to express his/her feelings.
• Predicts the story, talks about the characters bilingually.
Objectives: Students will be able to write short, creative pieces, like poems and
short stories, as well as narratives showing sensitivity and appreciation.
Pre-requisites:
Students should be able to complete a story by supplying required words and
phrases given in a box/ using given pointers.

Story writing helps students learn to put their thoughts into order and use
written language to communicate their ideas. Helping the students to structure
their story from beginning to end is a great way to make the writing process
easier.
How to do it:
Activity 1: Writing Poems
Start the class by making students remember that poems have rhyme and rhythm.
Recite a short stanza. Ask students if anyone has written poems before. Ask them
to share with the class.
A text of a poem with blanks for listening is given in the Activity 1 of LS 79.
Read the following poem a loud ask the students to listen carefully. Read the
poem a 2nd time and ask students to fill in the blanks in the LS this time.
Dear Grown-ups,
Please leave all the flowers there
And don’t cut down the trees.
We need the trees to make fresh air
And flowers to feed the bees.
Please don’t always use your car
46
To take you everywhere.
Because the fumes go very far
And heat the atmosphere.
Then soon the sun will be too hot
And all the plants will die.
So, please get out and walk a lot
To see the clear blue sky.
Then we will run and jump and play
And grow up strong and tall;
Then we’ll be happy everyday
And we will thank you all.
With love from the students.
Ask students to read the completed poem aloud, with each student reading a few
lines.
A simple poem has been given in the Activity 1.2. Ask the students to read and
tell them to translate this poem into their mother tongue.
A simple poem about the “mother earth” is given in Activity 1.3 of LS 80. Ask
the students to look at the sample of writing poems and let the students try to
write their own poem. 1-2 poems can be written on a big sheet of paper and be
put up in the classroom wall.
Activity 2
An outline of a story has been given in the Activity 2. Ask students to complete
the story using the hints given. Let the students give a title and a moral to the
story. Ask students to share in the class. 1-2 stories can be written on chart
paper, along with a picture drawn by the student, and be put up on the wall.
Activity 3
The following set of instructions have to be followed separately for Activities
3.1 (gender), 3.2 (environment) and 3.3 (cultural diversity).
Introduce the concept. Check students’ views regarding the same. Initiate a
discussion to help students develop more sensitivity towards the concept. Write
points on the board.
Briefly discuss 1-2 essay topics given in the LS. Allow students to then choose
a topic and write their essay, using the points discussed in class.
47
Points for discussion for Activity 3:
Gender sensitivity
Stress the importance of treating everyone fairly and equally regardless of their
gender. Domestic work or childcare are everyone's duty there is no such thing
as this is woman's work this is man's work. Refrain using phrases of like don't
act like a girl or be a boy Avoid negative comments on their looks like facial
features, weight, skin etc. Gender equality should be taught when young
parents, family members, teachers also play important roles in teaching gender
equality and respect to the students. Use gender neutral language Ask all to
participate in a variety of classroom chores regardless of their gender. Use
project-based learning. Give knowledge that same salary should be gotten for
same work. Watchfor domestic violence
Environmental sensitivity
Students should be given a good knowledge of the natural surroundings and its
importance. Environmental awareness should also be given. Causes of
pollution, conservation of soil, forest, energy, human health, wildlife. Reduce,
reuse, and recycle.
Appreciation of cultural diversity
India is a country with a variety of cultural groups, race, ethnicity, religion,
language, gender, age, etc. Live and let live should be our concept. Students
should dispel negative attitude and personal biases about different groups.
Cultural diversity helps us to recognize and respect ways of being that are not
necessary our own. As people from diverse culture contribute language skills,
new ways of thinking, new knowledge, and different experiences. We should
respect the different culture of our country.

Students are unable to Students show any Students show any
show any sensitivity/ sensitivity/ appreciation sensitivity/
appreciation in their in their writing to some appreciation in
writing. extent. theirwriting.
Students are unable to Students can write Students can write
write poems/ stories. poems/ stories with poems/ stories.
teacher support.
48

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Support: Guidance:

Mr. SUDHAKAR K. Ms. RAJALAKSHMI K.

Mr. VIJAYAKUMAR NAIK Mr. SANDESH H NAIK

Mr. ABDUL LATHEEF.C Mr. DILEEP KUMAR. S

List of Learning Outcomes ................................................................................iv

Calendar of Events .............................................................................................. v

Foundational Literacy Goal: Identifies letters and their sounds ....................... 1

Learning Outcome 8.1: Responds to announcements and instructions made in

Learning Outcome 8.2: Uses polite expressions to communicate such as ‘May

Learning Outcome 8.3: Reads textual/non-textual materials in English/Braille

Learning Outcome 8.4: Writes answers to textual/non-textual questions after

Learning Outcome 8.5: Engages in conversations in English with family,

Learning Outcome 8.7: Refers to dictionary, thesaurus and encyclopaedias

Learning Outcome 8.8: Uses synonyms, antonyms appropriately; deduces

Learning Outcome 8.9: Participates in different activities such as role-play,

Learning Outcome 8.11: Thinks critically and responds to questions based on

Learning Outcome 8.12: Writes messages, notices, formal letters,

Learning Outcome 8.13: Prepares a write up after seeking information in print

Learning Objective 8.14: Reads/ listens excerpts, dialogues, poems,

Learning Outcome 8.15: Uses appropriate grammatical forms in

The approach adopted for Kalika Chetharike in Grades 1 to 9 are largely

Activity 1.2 and 2.2:

Rubrics for Assessment:

Mangalore Railway Station welcomes you.

Rubrics for assessment:

Note to the teacher:

Activity 1.a: (LS 3)

Activity 2.a and 2b:

Rubrics for Assessment:

Rubrics for assessment:

Note to the teacher:

Rubrics for assessment

Pre-requisites: Students should be able to:

A few probing questions could be

Step 3: Enacting the roles

Step 2: Feedback on students’ role-play

Activity 5: (LS 13)

Activity 6: (LS 14)

Conversation 1: Roleplay the small girl and the balloon man

(A scene from a village fair)

Rubrics for Assessment:

Activity 1.a: (LS-15)

Activity 3: (LS -16)

Activity 4.a: Informal letters (LS -18)

Rubrics to assess writing an informal letter:

Activity 6: Ask students to write a letter using the given clues/prompts.

Rubrics to assess writing an informal letter:

Note to the teacher:

Rubrics for Assessment:

Activity 6: (Assessment Activity)

Rubrics for Assessment:

Rubrics for assessment:

Rubrics for assessment:

Activity 4: (Assessment Activity)

Rubrics for assessment:

Rubrics for assessment:

Rubrics for assessment:

Rubrics for Assessment:

Activity 8 (Assessment Activity)

Activity 9: Active-Passive Voices

Activity 11 (Assessment Activity)

Rubrics for assessment:

Note to the teacher:

Rubrics for assessment: