Primary Education Curriculum - 2012259-283.pdf · Primary Education Curriculum - 2012 : ... adopted in Maharashtra in Primary Education ... Successful implementation of this syllabus

Primary Education Curriculum - 2012 : Std. I to VIII : English (Third Language) (259)

Primary Education Curriculum - 2012English (Third Language)

Standard - I to VIII

Primary Education Curriculum - 2012 : Std. I to VIII : English (Third Language) : (260)

Primary Education Curriculum - 2012English (Third Language)


Contents

Sr. No. Page No.

1 Preamble ........................................................................................................ 261

2 : General Objectives ............................................................................................ 265

2.1 Skill : Listening

2.2 Skill : Speaking

2.3 Skill : Reading

2.4 Skill : Writing

3 : Syllabus : Standard - I ...................................................................................... 269

4 : Syllabus : Standard - II .................................................................................... 277

5 : Syllabus : Standard - III ................................................................................... 284

6 : Syllabus : Standard - IV ................................................................................... 292

7 : Syllabus : Standard - V .................................................................................... 301

8 : Syllabus : Standard - VI ................................................................................... 308

9 : Syllabus : Standard - VII .................................................................................. 315

10 : Syllabus : Standard - VIII ................................................................................ 325

11 : Evaluation ........................................................................................................ 336


Primary Education Curriculum - 2012

English (Third Language)

Preamble

Background

In Maharashtra, the first common and compulsory curriculum was introduced in 1968

(Revised Syllabus). Prior to that different syllabi were framed by different educational boards in

different parts of the state. Soon after the introduction of the common curriculum, the pattern of

school and college education was changed from 11+4 to 10+2+3. In this new pattern, English

became a compulsory subject for secondary and higher secondary school certificate examinations

As per the National Policy on Education (1986), a further change took place in the pattern of

school education from 4+3+3 to 5+3+2 for the purpose of the curriculum, this pattern was

adopted in Maharashtra in Primary Education Curriculum 1988. However, it was decided to

continue the teaching of English from class V irrespective of the recommended national pattern.

Over the years the importance of English in school curriculum has increased due to its

importance as a global language and as a vehicle for coping with the challenges posed by

technological progress and face them critically.

In all strata of society, English is seen as a pathway towards a better life and multiple

opportunities. In response to the aspirations and expectations of people, in December 2000

Government of Maharashtra took the radical decision to introduce English right from class I in

all non-English Medium Schools in the state.

The syllabus for this newly introduced subject was prepared by a committee that comprised

several educationists, officers in the education department, experienced practising teacher and

teacher journalists. This syllabus was implemented with the help of child friendly and graded

textbooks, that aimed at providing a rich language input through activities for the development of

language skills. Successful implementation of this syllabus in Maharashtra was in consonance with

that in other states. In the course of the last 12 years, English has taken roots in the lower primary

classes (I to IV) in our state as well as in many other states.

This revised syllabus was designed keeping in view pedagogical recommendations from

NCF 2000, NCF-2005, SCF-2010 & RTE-2009.


This revised syllabus reflects significant changes with respect to earlier syllabus. The major

features of this revised syllabus are as follows :

1. The syllabus is child centred and child friendly :

The syllabus focuses on the learning achievements of the child rather than on internally

imposed content and standards of performance.

2. The syllabus is activity oriented and skill based :

The syllabus encourages children to learn on their own through actively participating in

these activities for the acquisition of these skills. The learner is expected to learn to use

English. The focus is on enabling the child to use English in real-life situations.

3. The syllabus recommends an eclectic approach :

Teachers can use of different types of effective methods and techniques based on the

following criteria.

(a) They should motivate children to learn and should engage them in learning activity.

(b) The techniques and learning items should have a high functional value in the child’s life

inside and outside the classroom.

(c) The techniques and learning items should be useful to children in their current and

future studies.

4. A holistic approach : The syllabus is designed to ensure a co-ordinated development of

all language skills and all round development of the child’s personality. It also seeks to link

the teaching/learning of English with that of other subjects.

5. The syllabus provides ample scope for self-learning and learning to learn.

6. The syllabus is need-based and age-appropriate. That is why it presents series of

graded activities from class I to VIII.

The revised syllabus encourages innovation.

7. The revised syllabus deliberately provides ample opportunities to text book writers, teachers

as well as learners to generate novel ideas to help them to construct knowledge of the

surrounding world and natural phenomena. However, the inventory of tasks given under the

heading “Innovation/Extension” is neither exhaustive non restrictive. Textbook writers and

teachers may supplement or alter the ideas and tasks.


The syllabus makes an effort to encourage the use of information technology wherever

necessary and possible. This attempt to integrate information technology with the teaching

and learning of English will equip the learners to be able to face future challenges.

Some important considerations :

The teaching of grammar :

Children internalise the rules of language as they get first hand exposure to English through

a series of activities graded according to their age and linguistic competence. Therefore, grammar

is not, to be taught separately in lower primary classes, and the teaching of technical terms,

definitions and grammatical explanation are to be avoided.

At the upper primary level too grammar should not be taught as an end in itself.

Grammatical explanations should aim only at helping children to use language in a better and

systematic manner. Linguistic explanations should also cover matters of usage (idiomatic use of

English). They should also enable the children to appreciate creative use of language.

Use of mother tongue :

Textbook writers and teachers can find many innovative ways of exploiting the students’ knowledge

of their mother tongue and their linguistic environment in general to strengthen and enrich their

learning of English. However, rote-learning of meanings and mechanical translation exercises must

be discouraged.

At the upper primary level, translation can be used to enhance the students’ literary abilities

and study skills. Translation activities can be usefully linked with other subjects of study.

Pronunciation :

The syllabus does not recommend a strictly British or American model of pronunciation, What

we aim at is an 'educated Indian' variety of spoken English. In other words, our aim is to cultivate

intelligibility, confidence, appropriateness and a reasonable speed in children’s speech. Stress and

intonation are important features of speech and children should certainly be made aware of these

but they need not be taught to the detriment of learning other aspects of the English language.

Tolerance towards errors

Children are likely to make mistakes while learning. Too much emphasis on error correction

can dampen their enthusiasm and confidence. Teachers are advised not to single out children's

errors, especially those in their speech. The focus in the early years should be on fluency,

appropriate use of language and confidence building .


8. Continuous comprehensive evaluation (C.C.E.)

The learner’s performance will be assessed continuously over a year. Secondly, evaluation

will be done comprehensively and holistically. In other words, the faciliator will record in learner’s

profile items such as continuous participation, quality of performance, respect for others opinions,

creative thinking and so on.



General Objectives


Skill : Listening

To enable learners to...

1. listen to the sounds, rhythm and other features of spoken English,

2. listen to respond appropriately,

3. listen attentively for increasingly longer span of time,

4. listen to get the central idea,

5. listen to find specific information,

6. listen to understand the attitude and intention of the speaker,

7. listen to enrich the vocabulary,

8. listen so as to learn acceptable usage,

9. listen attentively in face to face situations as well as to situations on electronic

and other media,

10. listen so as to develop speaking, reading and writing skills, and

11. adopt a listening strategy that suits the purpose, type and content of spoken

matter.



General Objectives


Skill : Speaking


1. speak with proper stress, intonation, rhythm, pace and pauses,

2. speak intelligibly,

3. speak confidently, fluently and appropriately.

4. speak according to the occasion,

5. speak appropriately keeping in mind relationship with the listener,

6. use vocabulary appropriate to the topic,

7. speak using features of spoken English,

8. use spoken English in day-to-day situations,

9. speak in face-to-face situations,

10. speak to get things done, to comment on people, events and incidents and

11. speak to express opinions, gratitude, likes and dislikes, agreement and

disagreement, etc.



General Objectives


Skill : Reading


1. read various types of texts,

2. read to be aware of the different types of formats of writing,

3. adopt different strategies to read various types of texts,

4. read aloud fluently in chorus and in groups,

5. read aloud individually and independently,

6. read with increasing eye-span to improve reading skill,

7. read aloud to improve pronunciation, stress and intonation,

8. read for pleasure and acquiring information,

9. read to understand the attitude and intention of the writer,

10. read intensively and extensively,

11. read between and beyond the lines,

12. read to enrich the vocabulary and usage and

13. read silently and fluently.



General Objectives


Skill : Writing


1. develop proper writing habits,

2. write neatly and legibly,

3. write fluently, appropriately and accurately,

4. write cohesively and coherently,

5. vary their writing style according to the purpose of writing and the intended

reader,

6. write with and without support,

7. write using various types and formats of composition,

8. write keeping in mind the distinction between the rules of grammar and the

rules of use (grammaticality and acceptability),

9. develop study skills (note-making, note-taking, summarizing, information

transfer, etc.),

10. write in formal and informal manner.


Stan

dard

: I

Sylla

bus

SKIL

L :

LIS

TE

NIN

G

Sr.

Obj

ecti

ves

Lea

rnin

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xam

ples

Exp

ecte

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earn

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vati

on/

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ivit

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com

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xten

sion

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ther

sim

ilar

rhym

es /

actio

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pra

yers

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nabl

ele

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o

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iste

n to

son

gs,

rhym

es, p

raye

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rner

s ar

e ab

leto

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tent

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to w

hat i

sbe

ing

said

/ re

cite

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get u

sed

to th

e so

und

and

rhyt

hm o

f Eng

lish.

3.un

ders

tand

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rhyt

hm.

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urse

ry rh

ymes

, son

gs,

pray

ers.

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tea

cher

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esen

ts n

urse

ry rh

ymes

,pr

ayer

s, a

ctio

n so

ngs,

etc

with

act

ions

for l

iste

ning

prac

tice.

( ab

out

100

lines

)

4.-l

iste

n to

shor

t nar

ratio

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d de

scri

ptio

ns.

1.un

ders

tand

the

seq

uenc

eof

eve

nts

in a

sim

ple

narr

atio

n.2.

liste

n to

and

enj

oy fa

bles

.

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rrat

es s

impl

e an

d sh

ort

fabl

es w

ith th

e he

lp o

fau

dio-

visu

al a

ids.

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bles

hea

rd in

mot

her

tong

ue.

e.g.1

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Fox

and

the

Cra

ne. (

Feas

t)2.

Tru

e Fr

iend

s. (P

igeo

nan

d A

nt)

3.T

he M

onke

y an

d th

eTw

o C

ats.

( B

utte

r)

Stor

y te

lling

with

pict

ures

/pup

pets

/an

imat

ion.

-de

mon

stra

tes

shor

tex

chan

ges

/co

nver

satio

ns.

3.-l

iste

n to

shor

tco

nver

satio

ns.

1.lis

ten

and

give

appr

opri

ate

verb

al /

non

- ve

rbal

res

pons

es.

App

licat

ion

inda

y-to

-day

situ

atio

ns.

-Sh

ort e

xcha

nges

1.H

ow a

re y

ou?

-Fi

ne, t

hank

you

.2.

Exc

use

me.

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es?

-gi

ves

sim

ple

inst

ruct

ions

.2.

-lis

ten

toco

mm

ands

,re

ques

ts a

ndin

stru

ctio

ns.

1.fo

llow

inst

ruct

ions

and

com

man

ds a

nd a

ctac

cord

ingl

y.

-In

stru

ctio

ns /

com

man

ds.

‘Com

e in

.’, ‘

Sit d

own.

’et

c.

__


Stan

dard

: I

SKIL

L :

LIS

TE

NIN

G

Sr.

Obj

ecti

ves

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xam

ples

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com

eE

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ows

obje

cts

/ pic

ture

san

d sa

ys th

e w

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alo

ud.

-ge

ts th

e w

ords

rep

eate

d.

5.-

deve

lop

thei

rvo

cabu

lary

.

1.le

arn

Eng

lish

wor

ds fo

rfa

mili

ar o

bjec

ts.

-pr

esen

ts s

hort

sto

ries

/ta

les.

-N

ames

of

obje

cts

seen

in th

e su

rrou

ndin

gs o

fth

e le

arne

r.

6.-

incr

ease

thei

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nof

atte

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ntiv

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to fa

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play

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cass

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les

/ st

orie

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fair

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les,

fab

les,

etc

.

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volv

es le

arne

rs in

lang

uage

gam

es.

-en

cour

ages

lear

ners

tolis

ten

care

fully

and

part

icip

ate

inla

ngua

ge g

ames

.

7.-

deve

lop

inte

rest

in li

sten

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1.pa

rtic

ipat

e w

ith in

tere

st/ta

ke a

ctiv

e pa

rt in

vario

usla

ngua

ge g

ames

.

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angu

age

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es1.

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on s

ays

run

/ sto

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mp.

2.'W

ho a

m I

?'( s

ound

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dif

fere

ntan

imal

s, b

irds

, veh

icle

s,et

c.)

Eac

h le

arne

rco

llect

s tw

opi

ctur

es fo

rm

ultip

le u

se.

__

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rner

s gi

veac

tion

wor

dsre

late

d to

pic

ture

s,e.

g.cy

clin

g, sw

imm

ing,

etc.


Stan

dard

: I

SKIL

L :

SP

EA

KIN

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Obj

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ten

to th

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of

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cour

ages

lear

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cite

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reci

te rh

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etc

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cite

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rhy

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and

actio

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odel

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sim

ple

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tions

and

ans

wer

s.

Rhy

mes

/ pr

ayer

s / a

ctio

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e.g.

, Rai

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ain

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e ag

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impl

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itatio

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titio

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/no

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resp

onse

s.A

pplic

atio

n in

day-

to-d

aysi

tuat

ions

.

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hat’s

you

r na

me

?-

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nam

e is

.....

.-

I'm .

...

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ow o

ld a

re y

ou ?

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am .

......

. ye

ars

old.

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m .

......

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hat i

s yo

ur f

athe

r?-

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fath

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s a

/ an

....

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rner

s ar

e ab

le t

oT

he t

each

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ena

ble

lear

ners

to

3.-

use

stoc

kex

pres

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s1.

inte

ract

am

ong

them

selv

es.

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lo!

Goo

d m

orni

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afte

rnoo

n / e

veni

ng.

A :

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do

you

do ?

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do

you

do?

-de

mon

stra

tes

the

use

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nd o

ther

pol

iteex

pres

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fac

e to

face

inte

ract

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rner

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egr

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ndpo

lite

expr

essi

ons

in s

ituat

ions

.


Stan

dard

: I

Skill

: S

PE

AK

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Sr.

Obj

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ves

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xam

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Act

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ies

Out

com

eE

xten

sion

-en

cour

ages

lear

ners

to s

peak

abo

utth

emse

lves

.

4.-

spea

k ab

out

them

selv

es.

1.sp

eak

five

sen

tenc

esab

out s

elf.

-or

gani

zes

sim

ple

conv

ersa

tiona

l act

iviti

esfo

r pr

actic

e.

5.-

get r

eady

to u

se/

spea

k E

nglis

h.

1.sp

eak

and

conv

erse

abou

t the

ir n

eeds

and

dem

ands

.

I’m

.....

...M

y na

me

is ..

....

I’m

.....

yea

rs o

ld.

I’m

in c

lass

......

.I

like

......

..

Aji

t :

May

I c

ome

inTe

ache

r?Te

ache

r :

Yes

, com

e in

plea

se.

___

___


___

Stan

dard

: I

Skill

: R

EA

DIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

2.-

lear

n nu

mbe

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om 1

to

10.

-co

unt n

umbe

rs u

p to

10.

-co

nduc

ts re

adin

ess

activ

ities

.

one,

tw

o ...

......

.

3.-

get r

eady

to r

ead.

-sh

ows

pict

ure

card

sha

ving

num

bers

in w

ords

and

figu

res,

and

obj

ects

/pi

ctur

es.

1.id

entif

y di

ffer

ent

shap

es, l

ette

rs, w

ords

,et

c.

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ures

of f

ield

s, m

arke

t,ga

rden

, rai

lway

sta

tion,

shop

.

1.L

earn

ers

draw

pict

ures

hav

ing

asm

any

obje

cts,

mat

ch st

ick

figur

esas

the

give

nnu

mbe

r.

2.U

se a

bacu

s.

-gi

ves

lear

ners

oppo

rtun

ity to

obs

erve

wor

ds /

grou

ps o

f wor

ds.

4.-

deve

lop

new

voca

bula

ry.

1.ar

e ab

le t

o re

ad a

few

wor

ds/g

roup

s of

wor

dsat

sig

ht.

One

1Tw

o 2

___

Moo

nT

ree

Bat

and

Bal

l

Red

bal

loon

Lea

rner

s ar

e ab

le t

o

-di

spla

ys d

iffer

ent

shap

es.

The

tea

cher

-id

entif

y di

ffer

ent

shap

es.

-St

andi

ng li

ne -

-Sl

eepi

ng li

ne -

__

-C

ircl

e -

O-

Sem

i cir

cle

- C

To e

nabl

ele

arne

rs t

o

1.-

iden

tify

and

disti

ngui

shbe

twee

n di

ffer

ent

shap

es

___


Stan

dard

: I

Skill

: R

EA

DIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

�

� U

p

D

own

�

�

Lef

t

R

ight


Stan

dard

: I

Skill

: W

RIT

ING

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

Lea

rner

s ar

e ab

le t

o

1.gr

adua

lly a

chie

ve b

ette

rey

e-ha

nd c

o-co

rdin

atio

n.2.

lear

n to

hol

d th

e pe

ncil/

cray

on p

rope

rly.

3.ge

t us

ed t

o le

ft t

o ri

ght

prog

ress

ion

in w

ritin

g.4.

are

able

to c

olou

r diff

eren

tsh

apes

/figu

res.

The

tea

cher

-he

lps

lear

ners

at i

nitia

lst

age

of w

ritin

g.-

dem

onst

rate

s ho

w t

oho

ld a

pen

cil

or c

rayo

npr

oper

ly.

-gi

ves t

hem

an

oppo

rtuni

tyto

scr

ibbl

e w

ith p

enci

l or

cray

on.

-sh

ows

them

ho

w

toco

lour

sha

pes/

figu

res

with

in th

e gi

ven

spac

e.

___

To e

nabl

ele

arne

rs t

o

1.-

take

inte

rest

inw

ritin

g.

-T

rian

gle,

cir

cle,

squ

are,

cros

s lin

es, e

tc.

1.dr

aw

shap

es/f

igur

esw

ithin

the

give

n sp

ace.

2.en

joy

draw

ing.

2.-

copy

dif

fere

ntsh

apes

in p

rope

rdi

rect

ions

.

-he

lps

lear

ners

to

draw

shap

es/f

igur

es w

ithin

the

give

n sp

ace.

Lea

rner

sid

entif

y va

riou

ssh

apes

fro

m a

give

n se

t.....


Stan

dard

: I

SKIL

L :

WR

ITIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

3.-

get r

eady

for

writ

ing.

-sh

ow r

eadi

ness

for

writ

ing.

-as

ks le

arne

rs to

mat

chpi

ctur

es jo

inin

g fir

stle

tters

from

left

to ri

ght.

-en

cour

ages

lear

ners

whi

le w

ritin

g.-

prov

ides

pra

ctic

e in

mat

chin

g le

tters

of t

heal

phab

et.

-en

cour

ages

lear

ners

totr

ace

and

copy

som

ele

tters

of

the

alph

abet

.

4.-

copy

som

e le

tters

of th

e al

phab

et.

-tr

ace

and

copy

som

ele

tters

of

the

alph

abet

.U

se o

f di

ffer

ent

text

ures

whi

le tr

acin

gth

e le

tters

.

PC

upPa

rrot

Pot

C T

P B

bp

cb

pt

tc

e p j s

j s e p


Stan

dard

: I

ISk

ill :

LIS

TE

NIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

Ena

ble

lear

ners

to

1.- e

njoy

list

enin

g to

son

gs a

nd rh

ymes

.

The

tea

cher

-pr

esen

ts n

urse

ry rh

ymes

,ac

tion

song

s, p

raye

rs a

ndpo

ems

(abo

ut 1

50 li

nes

in a

ll.)

Rhy

mes

and

act

ion

song

s, p

raye

rs,

poem

s,re

late

d to

ani

mal

s, b

irds

actio

ns, d

escr

iptio

ns, e

tc.

The

lea

rner

s ar

e ab

leto

-en

joy

liste

ning

to s

ongs

,rh

ymes

, etc

.

Mor

e rh

ymes

and

song

s su

itabl

e to

the

age

and

surr

ound

ings

.

2.-

liste

n an

dun

ders

tand

com

man

ds,

requ

ests

, etc

.

-gi

ves

com

man

ds-

mak

es r

eque

sts

-gi

ves

inst

ruct

ions

Lea

rner

s exc

hang

ere

ques

ts a

ndin

stru

ctio

ns.

-K

eep

quie

t, lis

ten

care

fully

.-

Plea

se c

ome

in.

-P

leas

e gi

ve m

e yo

urbo

ok.

-O

pen

your

boo

k.

-ac

t acc

ordi

ng to

com

man

ds, r

eque

sts

and

inst

ruct

ions

.

3.-

deve

lop

thei

r v

ocab

ular

y.-

pres

ents

sho

rt ex

chan

ges/

conv

ersa

tions

rela

ted

tost

uden

ts.

-na

rrat

es s

impl

e an

d sh

ort

stor

ies

with

the

hel

p of

pict

ures

.

Car

toon

s an

dco

mic

s.-

Shor

t si

mpl

e qu

estio

nsan

d an

swer

s be

twee

nle

arne

rs a

nd fa

cilit

ator

.-

Wel

l-kn

own

fabl

es, f

airy

tale

s, e

tc.

-lis

ten

care

fully

and

lear

nne

w w

ords

fro

m t

heco

ntex

t.

-na

rrat

es s

impl

e st

orie

s,fa

bles

with

the

hel

p of

actio

ns, m

odel

s, p

ictu

res.

-T

he c

amel

and

the

fox

-T

he li

on a

nd th

e do

nkey

-T

he f

ox a

nd th

e st

ork.

-U

nity

is s

tren

gth.

-un

ders

tand

seq

uenc

e of

stor

ies

and

even

ts.

Lea

rner

s na

rrat

est

orie

s in

mot

her

tong

ue.

4.- i

ncre

ase

thei

r spa

nof

atte

ntio

n.


Stan

dard

: I

ISk

ill :

LIS

TE

NIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

-pr

esen

ts /

arra

nges

ski

ts,

pupp

et s

how

s th

roug

hau

dio

- vi

sual

aid

s.

-Sh

ort c

onve

rsat

ions

,en

joya

ble

prog

ram

mes

base

d on

lear

ner's

day

toda

y lif

e (e

.g. C

HH

OTA

BH

IM)

-en

joy

liste

ning

, lea

rn n

eww

ords

and

sen

tenc

es.

-pr

esen

ts s

hort

con

ver-

sati

ons,

cha

ract

eris

tic

soun

ds o

f Eng

lish

etc.

Aud

io-v

isua

laid

s.-

Teac

her w

ith le

arne

r.-

Con

vers

atio

n w

ith g

uest

.-un

ders

tand

Eng

lish

spok

en b

y pe

rson

s ot

her

than

the

teac

her.

Lan

guag

e ga

mes

(e.g

. na

me

som

ebi

rds,

ani

mal

s an

dim

itate

thei

rso

unds

.)

5.- l

iste

n at

tent

ivel

y.

6.-

get

a fe

el o

f

spok

en E

nglis

h.


Stan

dard

: I

ISk

ill :

SP

EA

KIN

GSr

.O

bjec

tive

sL

earn

ing

Exa

mpl

esE

xpec

ted

lear

ning

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

To e

nabl

ele

arne

rs t

o

1.re

cite

/ si

ng rh

ymes

/so

ngs.

The

tea

cher

-pr

esen

ts e

njoy

able

rhym

es, s

ongs

.-

Rhy

mes

-So

ngs

Lea

rner

s ar

e ab

le t

o

-re

cite

and

sin

g rh

ymes

and

song

s.

Lea

rner

s sin

g pa

ralle

lso

ngs i

n th

eir

mot

her

tong

ue.

2.pr

oduc

e w

ords

cont

aini

ng s

ound

sw

hich

are

not

ther

ein

thei

r mot

her

tong

ue.

-pr

ovid

es a

dequ

ate

prac

tice

in re

peat

ing

wor

ds w

hich

hav

e su

chso

unds

.

-Fa

n, f

athe

r, et

c.-

pron

ounc

e co

rrec

tlym

any

wor

ds w

ith s

ound

sne

w to

them

.-

repe

at c

orre

ctly

the

wor

dsof

upt

o 3

sylla

bles

.

3.us

e st

ress

and

into

natio

n.-

pres

ents

falli

ng a

nd ri

sing

into

natio

n th

roug

h sp

eech

/co

nver

sati

on /

rea

ding

alou

d.

Lea

rner

s re

adal

oud

shor

tco

nver

satio

ns.

Fal

ling

into

natio

n-

I am

fin

e.-

Com

e he

re.

-T

hank

you

.R

isin

g in

tona

tion

-D

o yo

u lik

e te

a?

-re

peat

phr

ases

and

sho

rtse

nten

ces

corr

ectly

aft

erth

e te

ache

r.

4.re

peat

wor

ds,

phra

ses

and

shor

tse

nten

ces.

-pr

esen

ts v

ario

us w

ords

,ph

rase

s an

d sh

ort

sent

ence

s.

1)A

nim

als,

bird

s th

ings

.2)

Und

er t

he t

ree.

.....n

ear

the

tree

......

3)T

he m

onke

y is

on

the

tree.

-re

peat

wor

ds, p

hras

esan

d se

nten

ces.

5.sp

eak

abou

t th

em-

selv

es.

-gi

ves

prac

tice

as p

er h

is/

her m

odel

.1)

I am

Dee

pa.

2)I

am s

even

yea

rs o

ld.

3)...

......

......

......

......

..4)

......

......

......

......

......

.

-sp

eak

abou

t the

mse

lves

.L

earn

ers

spea

kab

out t

heir

fam

ilies

.

_____


Stan

dard

: I

ISk

ill :

SP

EA

KIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

6.-n

arra

te a

sto

ry w

ithth

e he

lp o

f pic

ture

san

d ke

y w

ords

.

-pr

esen

ts s

tori

es u

sing

pict

ures

and

key

wor

ds.

-Fa

mili

ar s

torie

s-

narr

ate

a st

ory

with

the

help

of

pict

ures

and

key

wor

ds.

Lea

rner

s lis

ten

toa

stor

y an

d te

ll th

eke

y w

ords

.

7.-p

repa

re t

hem

-se

lves

for

fac

e to

face

inte

ract

ion

-de

mon

stra

tes

and

prov

ides

opp

ortu

nitie

s fo

rfa

ce to

fac

e in

tera

ctio

n.

-Si

mpl

e di

alog

ues

with

frie

nds

and

teac

her.

-pa

rtic

ipat

e in

conv

ersa

tions

.

8.-m

ake

sim

ple

and

shor

t sen

tenc

es.

-pr

esen

ts m

odel

sent

ence

s.

The

cla

ss is

divi

ded

into

two

grou

ps. O

ne g

roup

give

s th

e fi

rst h

alf

of a

sen

tenc

e an

dth

e ot

her

grou

pco

mpl

etes

it.

-I

eat

an a

pple

.-

try

to fr

ame

sim

ple

sent

ence

s.

9.-r

espo

ndto

que

stio

ns.

-as

ks q

uest

ions

.-

Que

stio

ns o

n co

lour

s,an

imal

s, fl

ower

s, fr

uits

.e.

g. -

1. W

hat c

olou

r is

the

ball?

2.W

hich

frui

t do

you

like?

3.H

ow m

any

eyes

doe

s a

cow

hav

e?

-fo

llow

que

stio

ns a

ndre

spon

d.

Dia

logu

e ou

tsid

eth

e cl

assr

oom

:w

ith m

ilkm

an, b

usco

nduc

tor,

etc.

__


Stan

dard

: I

ISk

ill :

RE

AD

ING

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

To e

nabl

ele

arne

rs t

o1.

-re

ad a

few

wor

dsat

a g

lanc

e.

The

tea

cher

-pr

esen

ts /

show

s la

belle

dpi

ctur

es a

nd c

ards

and

read

s th

e w

ords

.-

Day

s of

the

wee

k.-

Fam

iliar

obj

ects

, bir

ds,

anim

als,

etc

.

Lea

rner

s ar

e ab

le t

o

-re

ad f

amili

ar w

ords

as

''who

les.

''

2.-

iden

tify

diff

eren

tsh

apes

.-

disp

lays

var

ious

sha

pes.

-D

iffer

ent s

hape

s, fa

mili

ar,

obje

cts

,cir

cle,

tria

ngle

.-

iden

tify

diff

eren

t sha

pes.

Lea

rner

s re

ad a

ndco

llec

t fa

mil

iar

wor

ds f

rom

the

surr

ound

ings

(e.g

.so

ap)

3.-

iden

tify

som

ele

tters

.-

show

s le

tters

of

the

alph

abet

.-

Flas

h ca

rds

to i

dent

ify

diff

eren

t let

ters

.-

iden

tify

som

e le

tters

from

flas

h ca

rds

and

othe

rso

urce

s.

Lea

rner

s id

entif

ysh

apes

in th

esu

rrou

ndin

g.

Lea

rner

s rea

d si

gnbo

ards

,ad

vert

isem

ents

inth

e su

rrou

ndin

g.

4.-

iden

tify

num

eral

sup

to

100.

-pr

esen

ts n

umer

als

onfl

ash

card

s.-

Flas

h ca

rds

of n

umbe

rs.

-id

entif

y nu

mer

als

up t

o10

0.

5.-

asso

ciat

e w

ords

with

pic

ture

s.-

pres

ents

a s

et o

f pic

ture

san

d a

set

of w

ords

.-

Pict

ures

and

fla

sh c

ards

of a

nim

als,

bir

ds,

obje

cts.

-as

soci

ate

wor

ds w

ithpi

ctur

es.

Lea

rner

s re

adla

bels

in th

esu

rrou

ndin

gs (

e.g.

win

dow

)

6.-

read

and

und

er-

stan

d fa

mili

arw

ords

.

-pr

ojec

ts a

set

of

fam

iliar

wor

ds.

-R

at,

mat

, do

g,

bat,

flow

ers,

ani

mal

s, e

tc.

-re

ad a

nd u

nder

stan

dfa

mili

ar w

ords

at s

ight

.

___

___

Cap


Stan

dard

: I

ISk

ill :

RE

AD

ING

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d L

earn

ing

Inno

vati

on/

No.

Act

ivit

ies

Out

com

eE

xten

sion

-us

es f

lash

car

ds, w

ord

card

s, c

hart

s an

dse

nten

ce s

trip

s.

-A

Cat

on

a m

at.

-A

Cat

sat

on

a m

at.

-H

e ea

ts a

n ap

ple.

-re

ad fa

mili

ar w

ords

,ph

rase

s an

d sh

ort

sent

ence

s.

wra

pper

s, s

igns

,ho

ardi

ngs

etc.

-us

es a

n E

nglis

h ca

lend

ar.

-A

n E

nglis

h ca

lend

er w

ithna

mes

of

mon

ths,

day

s,fe

stiv

als,

etc

.-

tell

the

nam

es o

f mon

ths,

days

, fes

tival

s, e

tc.

___

7.-

read

fam

iliar

phra

ses

and

shor

tse

nten

ces

at a

glan

ce.

8.-

read

a c

alen

dar.


Stan

dard

: I

ISk

ill :

WR

ITIN

G

Sr.

Obj

ecti

ves

Lea

rnin

gE

xam

ples

Exp

ecte

d le

arni

ngIn

nova

tion

s/N

o.A

ctiv

itie

sou

tcom

eE

xten

sion

To e

nabl

ele

arne

rs t

o

1.-

achi

eve

eye-

hand

co-o

rdin

atio

npr

oper

ly.

The

tea

cher

-de

mon

stra

tes

wri

ting

ofle

tter

s an

d w

ords

and

shor

t sen

tenc

es.

-A

n ap

ple.

-M

eena

dri

nks

milk

.

Lea

rner

s ar

e ab

le t

o

-gr

adua

lly a

chie

ve b

ette

rey

e-ha

nd c

o-or

dina

tion.

Lea

rner

s dr

aw a

pict

ure

of a

hut

and

show

the

firs

tle

tter

of th

e w

ord

‘hut

’e.

gh

3.-

copy

dif

fere

ntsh

apes

-de

mon

stra

tes

diff

eren

tsh

apes

of

lette

rs o

n th

ebo

ard.

-co

py d

iffe

rent

sha

pes

inpr

oper

dir

ectio

ns.

5.-

writ

e fam

iliar

nam

es(n

ames

of

mem

bers

of th

efa

mily

and

frie

nds.

)

-he

lps l

earn

ers t

o w

rite

the

nam

es o

f the

mem

bers

of

thei

r fam

ily a

nd fr

iend

s.

-w

rite

a f

ew n

ames

of

thei

r cho

ice.

___

___

___

qr

m__

_4.

-co

py le

tters

-de

mon

stra

tes

/ w

rite

sle

tters

on

the

boar

d.-

copy

som

e le

tters

of

the

alph

abet

.x

pw

v

2.-

trac

e le

tters

,st

roke

s

-de

mon

stra

tes

trac

ing

shap

es /

lette

rs o

ndi

ffer

ent t

extu

res.

-tr

ace

the

stro

kes

ofce

rtai

n sh

apes

/ le

tters

inpr

oper

dir

ectio

ns.

___

Documents

Primary Education Curriculum - 2012259-283.pdf · Primary Education Curriculum - 2012 : ... adopted in Maharashtra in Primary Education ... Successful implementation of this syllabus