TEACHER TEXTENGLISH

STANDARD III

GOVERNMENT OF KERALA

DEPARTMENT OF EDUCATION2014

Teacher TextEnglishStandard III

Prepared by:State Council of EducationalResearch & Training (SCERT)Poojappura,Thiruvananthapuram -12,Kerala.E-mail:scertkerala@gmail.comType setting by:SCERT Computer Lab.

Printed at:

©Government of KeralaDepartment of Education2011

Members Participated in the Workshop

MembersAnil Kumar P L, Research Officer, SCERT, Kerala

Bindu S S, Trainer, BRC Balaramapuram, Thiruvananthapuram

Dileep Kumar K, VAUPS Thuyyam Edappal, Malappuram

Mohammed Athaulla, ALPS Udinur South, Kasargode

Mohammed Siddique, Programme Officer, SSA, Thrissur

Sajith E P, GGMHSS, Chalappuram, Kozhikode

Samsudheen A G, GUPS Beericheri, Kasargode

Sijarani S, GLPS Aruvikkara, Thiruvananthapuram

Sujith S, Pantheerankavu HS Kozhikode

ArtistRamesan P, Drawing Teacher, Iringannoor HSS, Kozhikode

ExpertsBindu S, Sel. Grade Lecturer (Retd.), University College, Thiruvananthapuram

Dr Muraleedharan K C, Head, English, Payyannur College, Kannur

Roshan Thomas, Sel. Grade Lecturer (Retd.), All Saints College,

Thiruvananthapuram

Dr Sherrif K.M, Reader, Department of English, University of Calicut

Dr Sushil Kumar, Assistant Professor, Devasom Board College, Sasthamcotta,Kollam

Academic Co-ordinatorJose D Sujeev, Research Officer (English), SCERT, Kerala

FOREWORD

Dear teachers

The Teacher Text for teachers of English of Standard III is here to open up maximumavenues for you to discover the possibilities in English teaching. As teachers, ourresponsibility is to help our learners make the best of their opportunities to learn Englishand nurture their desire to learn. One of the greatest tools available to us in this pursuitis the Reader, prepared for this specific purpose. We hope that the Reader will be highlyuseful for the learners and the teachers.

The goal of the Teacher Text is to empower teachers in the use of the Reader, to makeeach session of language learning productive for the learners. This book also provides youan idea on the Approach in General, Approach to English language, Specific Aspects inthe Reader, Strategies of Editing and Assessment and Skills and Strategies. Basicinstructional procedures are presented and illustrated with examples representing eachcontent area and level. Steps for processing prompted or guided activities, specimens ofteacher talk etc. are provided in this text.

We hope the Teacher Text will serve as an effective guideline for your efforts to transactthe content areas. It would also be helpful while you prepare your lesion plans. Wefocus on establishing an environment that supports both teachers and learners.

As the process, strategies and techniques are only suggestive no teacher is bound to followthis text as such. You are free to modify, adopt or even search for new and better strategiesthat suit your learners. Creative suggestions for improvement are always welcome.

Hope this Teacher Text will be a useful material in transacting the English Reader forStandard III.

Wish you all the best.

Prof. K A HashimDirector

SCERT, Kerala

CONTENTS

Part I 5 - 59

Highlights of the Reader and the Teacher Text

Chapter 1 Kerala School Curriculum 2013

Chapter 2 On Approach and Methodology

Chapter 3 Basic Premises on which the New Textbooks are Developed

Chapter 4 Specific Areas of Second Language Pedagogy

Chapter 5 Editing

Chapter 6 Assessment Approach

Sample Teaching Manual

Formats

Part II 60-126

Unit 1 Billu, The Dog

Unit 2 Three Butterflies

Unit 3 Mowgli

Unit 4 The Magic Ring

Unit 5 The Clay Hut

Unit 6 Who did Aleena's Homework

Unit 7 The Bird

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• The English Reader isdeveloped on the basis of theprinciples of constructivism.• Cognitive interactionistapproach is followed whichconceives language both as asocial construct and as anindividual construct.• Various skills of language areintegrated and scope forconstructing different discoursesis inbuilt in the Reader.• The Reader contains children'sliterature by renowned writersfrom across the world.• Performance based activitieslike choreography, enactment ofskit, role-play etc. can be givenfor presentation either in the classor on stage.• The transactional process ofthe learning material explores thepossibilities of ICT as a tool forlanguage learning.

Highlights of the Reader and theTeacher Text

• The Reader contains pages forassessment. 'I Can’ is for the self-assessment of the learner and‘My Learners’ is for the teachers'assessment of the learners.• A comprehensive TeacherTextbook which gives details onthe approach, methodology,techniques of transaction,planning and evaluation isdeveloped along with the Reader.• The activities suggested in theTeacher Textbook are suggestiveand not prescriptive. Teachers arefree to adopt and modify thesuggested activities to suit thelevel of the learners in theclassroom within theconstructivist paradigm.• Ample opportunities areprovided in the Reader for thelearners to analyse and practisethe elements of language.

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General Approach1.1. PrefaceKerala is a state that has become amodel for the rest of India in terms ofthe general quality of life. The spread ofgeneral education and excellence in thefield of public health are the factorsbehind this achievement .

Though children from all sections ofsociety have been brought to schools,the greatest challenge that the field ofeducation, in Kerala, faces is how toprovide quality education to all. On thebasis of the National Education Policy(1986), infrastructure development andteacher training programmes werewidely carried out. Along with this,there were attempts to make thecurriculum child-centered, activity-based and process-oriented, therebymaking it contemporary. This led to therealization that knowledge has to beconstructed in classrooms. Thus,activities have been initiated that positthe child at the centre of theeducational process.

Chapter 1

Kerala School Curriculum 2013

Changes occur every minute in all fieldsof life. The latest findings and practicalexperiences in pedagogy andeducational psychology have enabledthe development of learning materialsand the transaction of learningexperiences in a better way. These areaimed at the overall improvement oflearners.

‘It must be ensured that children whohave different socio-economic back-grounds and different physical,psychological and cognitive abilitiescan learn and achieve success at school.To overcome the limitations thatdevelop from differences in gender,caste, language and physical disabilities,policies and projects will not aloneserve; instead, there is a need to selectand design suitable teaching methodsand learning objectives right fromchildhood.’ (NCF 2005 p-27).

Thus, as pointed out by NCF, theperspective should be to adopt minuteas well as scientific strategies to

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provide the desired learning outcome tochildren from all sections of society.This can be achieved only if curriculumrevisions are carried out periodicallyand the system is always kept active.The existing curriculum is revised onthe basis of this vision by imbibing theexperiences, findings and research ofthose who constantly intervene in thefield of education. The scientificapproach of proceeding from what isgood to what is better is adopted here.

1.2 The significance ofcurriculum revisionSeveral innovative ideas werepresented in the field of educationduring the last five years. With theimplementation of the Right toEducation Act in the year 2009, qualityeducation has eventually become theright of the child. The curriculum forschools has to be raised to aninternational educational standard toimplement such a right-basedcomprehensive school developmentvision. International standard does notrefer to the standard set by anyparticular country. It is the sum-total ofthe knowledge and experiences thathave to be gathered by a child in anypart of the world, after a particular stageof education. This shows that there isthe need to provide internationallyaccepted teaching-learning models tothe children in Kerala.

During curriculum revision, it isessential to consider the rulesconcerning curriculum and assessmentin the Right to Education Act.

Right to Education Act – 2009Section – 29 (Chapter 5)The Curriculum and theAssessment Process1) The curriculum and the assessmentprocess for primary education have tobe stated through an academicauthority authorized by the respectivegovernment through a notice.

2) The following have to be taken intoconsideration while stating thecurriculum and assessment processaccording to Sub section (1) of theacademic authority.

(a) Suitability to the stated values of theConstitution.

(b) The overall development of thechild.

(c) The gradual upgradation of theknowledge, ability and expertise of thechild.

(d) The complete development ofphysical and mental abilities.

(e) Learning in a method that is child-friendly and child-centered throughactivities, findings and exploration.

(f) The medium of instruction has to bethe mother tongue of the learner, to theextent of practicality.

(g) To free the child from fear, mentalstress and anxiety and to help the childto express his/her ideas freely.

(h) Continuous and comprehensiveassessment of the knowledge acquiredby the child and how he/she applies it.

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CHILDREN'S RIGHT TO FREE AND

COMPULSORY EDUCATION - KERALA

RULES AND PROVISIONS 2011

Academic Authority1. SCERT will be the authority withrespect to Provision 29.

2. When the academic authoritynotified in Sub-Rule 1 prepares thecurriculum and the evaluationprocedure it should not affect thespecifications from (a) to (f) of Sub-section-2 of Provision 29 of this Act.

(a) Designing syllabus, textbooks andlearning materials that are relevantand suitable to the age to developbasic life skills.

(b) Fix the minimum learningobjective for each subject from ClassI to VIII and develop the indicators ofexcellence for the learners, along withforming the norms of responsibilitiesfor teachers.

(c) Developing in-service teachertraining materials as part of teaching-learning objectives.

(d) Designing pre-service and in-service training for teachers toprovide education to children withdisabilities, as per the specifications inthe People with Disabilities Act(1995) equal opportunities,protection of rights and totalparticipation.

(e) Preparing guidelines to carry outcontinuous and comprehensiveevaluation.

(f) Taking up researches and studieson the policies, programmes,curriculum and the teachingobjectives and commissioning it.

In the light of the Right to Educationcontinuous and comprehensiveevaluation has become a constitutionalresponsibility. The curriculum has to berevised to ensure this. Curriculumrevision must be viewed from thisperspective.

Let us examine the characteristics of theKerala School Curriculum (2013).

1. Curriculum that is child-centered,process-related, activity oriented andvalue based.

2. Lays stress on the learning outcomesat the cognitive, process, attitudinaland value domains.

3. Curriculum that is based on thephilosophical foundation ofconstructivism.

4. Gives teachers the freedom toemploy logical and variegated learningstrategies during the transactionprocess.

5. The flexibility to carry out variousteaching/learning strategies realizingthe learning outcomes, nature ofcontent and the different levels of thelearners. It considers discoverylearning, concept attainment method,deductive thinking, meta-thinking, co-operative thinking, collaborativethinking, developing reflective thinkingand giving individual and groupopportunities.

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6. It gives importance to ensuring thelearning achievements of the learners,along with free and universal education.

7. A curriculum that considers educationcomprehensively from the pre-primarylevel to the higher secondary level.

8. Prepares textbooks for each classaccording to the Kerala State syllabusand curriculum and integrating thesubject content at the national level.

9. For the first and second classes,three textbooks, for the mother tongue(integrating environmental studies),Mathematics and English - areprepared, similar to the nationalcurriculum.

10. English medium textbooks areprepared from class I to IV.

11. Gives importance to Malayalamwhich is a classical language and themother tongue of the people of Kerala.

12. It suggests that a unified curriculumshould be designed for pre-primaryeducation and be made a part of formaleducation.

13. Instead of treating Information andCommunication Technology (ICT) as aseparate subject, it should be used as aneffective medium for transactingvarious subjects.

14. Along with designing variousinnovative learning strategies forchildren with special educational needs,different evaluation activities aredesigned and employed.

15. Continuous and ComprehensiveEvaluation (CCE), that is based onlearning outcomes, is ensured.

16. Health and Physical Education, ArtEducation and Work Education areconsidered as compulsory subjects.

17. At the higher secondary level,textbooks that are contemporary areprepared.

18. In the light of the Right toEducation Act (RTE), right-basededucation is stressed upon.

19. Opportunities are made available toeach teacher to rise to the level of amentor providing care and securityinside the school campus and theclassroom.

20. Lays stress on the Code ofProfessional Ethics for SchoolTeachers.

21. Contemporary, as it is designed tomake the learners achieve the latestlearning skills.

22. Suitable to mould a generation thatinternalises human values.

23. Suitable to an education thatprovides equity and equality.

We envision a Curriculum that aims atthe harmony of the head, heart and handto make learning natural, with stress onthe comprehensive, cognitive, mentaland action-oriented development.

Therefore, the curriculum approach andits theoretical and practical foundationare envisioned as follows:

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1.3 Curriculum ApproachA child is born with natural abilities tolearn from its surroundings. The formaleducation that the child gets fromschool should open up possibilities tolook at the world from a newperspective, understand it, interactwith it and evaluate it.

Learning takes place by confrontingproblematic situations and throughproblem-solving. What should be theapproach to curriculum transaction?

• Activity-based

• Process-related

• Ensuring learning

• Suitable to achieve learning objectives

• Environment-based

• Considering areas of development

• Suitable to the nature of the learner

• Integrating learning and evaluation

Learning that is based onconstructivism forms the foundation ofthe curriculum. The peculiarity of thisperspective is that it constructsknowledge in a natural manner bycreating learning activities, consideringthe acquired knowledge andconceptual background of the learner.

Learning experiencesIt is understood that the acquiredknowledge, abilities and inclinations oflearners from various backgrounds aredifferent. It is important to accept thisvariety and create learning experiences,considering individual differences andmultiple intelligence.

Learning atmosphereThe classroom must be organized insuch a way as to make the learnersparticipate in the learning activities.This must be done by taking theinterest and development of thelearners into consideration.

Learning process• Learners relate their previousknowledge to the knowledge that theyconstruct.

• Knowledge construction has to beinternalized at the individual andcommunity levels.

• The differential needs of the learnerscan be met by flexibly selecting andadapting learning activities.

• Learning outcome is ensured whenproper learning experience is provided.

• Learning and evaluation should gohand in hand.

• Learning outcome can be achievedonly if the needs of the learners,appropriate content and teachingmethods are meticulously applied.

• Learning process should aim at the all-round development of the learner.

1.4 Learning OutcomesKnowledge, abilities, attitudes andvalues are formed in a child through thelearning activities related to differentsubjects. Some of these are achieved ina short period while others are not. Thechanges that are effected in a child canbe fixed early. While designing the

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curriculum, the focus should be on thelearning outcomes which are thevarious objectives that are expected tobe transacted by the learner at differentstages of school education. Through aseries of learning activities in each unit,the learning outcomes evolve andbecome the learning outcomes of aparticular class towards the end of theacademic year. These become thespecific outcomes of the educationperiod. The speciality of learningoutcomes is that they are observableand measurable. The knowledge, skills,values and attitudes can be assessedthrough the analysis of each unit, classand stage. The learning outcome of alllearners should be ensured through theeffective transaction of the curriculum.

The characteristics of learningoutcomes can be consolidated asfollows:

• Learning outcomes are theknowledge, skills, attitudes and valuesthat are acquired through subject-related learning.

• Learning outcomes are observableand measurable.

• Learning outcomes can be achieved ina short term as well as in a long term.

1.5 Learning ResourcesLearning resources are essential for theeffective transaction of the curriculum.For the successful completion of thelearning activities, the followinglearning resources should be properlyutilised.

• Library

• Lab (Maths, Sciences)

• Learning Aids

• Display Board

• Computer Lab

• Multimedia Devices

Besides, there are several platforms inschools where the hidden talents of thelearners can be showcased. Some aregiven below.

• Assembly

• Bala sabha

• Clubs

• Group discussion

• Seminar/Symposium

• Study tour

• Voluntary organisations like: SPC,NSS, NCC, Scouts and Guides, etc.

1.6 Inclusive EducationIn the classroom, an atmosphere that iscongenial to all learners must becreated. There are two categories oflearners who require more help andconsideration. This ensures EquitableQuality Education.

Who are those in need of specialattention, learning assistance andprotection?(a) Children of those who are sociallyand economically marginalizedThose who face extreme poverty, tribalpeople, girl children, those belonging to

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the scheduled caste and scheduledtribes, immigrants, those who do nothave a permanent settlement and thosewho undergo discrimination of variouskinds.

The limitations and differences of theselearners should be identified, acceptedand respected. Through the combinedeffort of all teachers, the problemsfaced by these learners can be solved.

(b) Children who face physical andmental challengesChildren who face physical and mentalchallenges and those who experiencelearning difficulties have SpecialEducational Needs. The issues includehearing impairment, eye-sightdisorders, limitations of cognition,loco-motor disabilities, learningdisability, autism, cerebral palsy,multiple disabilities, lack of emotionalequilibrium and attention disorders.

The following have to be consideredduring curriculum transaction tofacilitate the learning of these children.

• The planning of learning activitiesconsidering their learning needs andaptitudes.

• Adaptation in lesson plan to facilitateparticipation in learning activities.

• Implementation of a multisensoryapproach considering the difference inlearning pace and learning style.

• Planning and implementation ofremedial practices and enrichmentpractices that are need-based, for eachlearner.

• Execution of different flexibleassessment strategies.

• Ensuring the assistance of resourceteachers and other experts.

• Ensuring the support of parents withregard to the child’s learning andprotection.

Along with these, Gifted Children whoneed special consideration are also tobe taken care of. Thus the schoolactivities and infrastructure have to bescientifically organized to facilitateinclusive education.

1.7 Scope of Information andCommunication TechnologyThese are many methods forinformation transfer. Among these, ICTis the most useful medium. Children areaware of the technicalities of ICT. Thisknowledge can be utilized for classroomactivities which helps in makinglearning effortless and enjoyable.

Need

Suitable ICT materials related tocurriculum transaction have to beincluded. The possibilities of ICT canbe used to overcome the limitations ofthe textbook. Teachers have to equipthemselves to choose the areas whereICT can be used to provide an effectivelearning experience.

Suitability

ICT possibilities that kindle variouslevels of creativity and intelligence of

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the child have to be considered. Withthe help of ICT, the curiosity of thelearner should be ignited. Children whohave disabilities of the sensory organswill find it more useful. This is alsohelpful in providing learningexperiences according to differentlearning styles.

AuthenticityThe authenticity of learning materialshas to be ensured. Information gatheredfrom the websites of variousdepartments, educational websites,portals, blogs and social network can beused after verifying their authenticity.The practicability of ICT materials usedin classrooms also has to be ensured.

These materials and the software thatare used for their presentation have tobe made easily available. ICTpossibilities should suit the age andmental state of the child.

1.8 Areas to develop values,attitudes and commitmentsAreas such as awareness ofhumanitarian values and constitutionalvalues, attitude that strengthen sociallife and growing social commitment arethe prime concerns of the curriculum.Details of the conceptual areas aregiven below.

Democratic Sense

While choosing the content for differentsubjects, the perspectives ondemocracy have to be considered. In

the planning and transaction of learningactivities, there should be a democraticapproach. The aim of the curriculum isto form a democratic approach througha democratic class and otherdemocratic platforms.

Constitutional Values

The values and objectives that areupheld by our constitution have to bereflected in the curriculum. Thecontent and the transaction processshould be selected to enable learnersacquire constitutional values.

Secular Attitude

Subject areas that help in developing asecular attitude have to be included.

Tolerance

The curriculum should aim at includingeven those who tend to have asecessionist attitude.

Creative Thinking

There is a need to develop creativethinking and the urge for discoveryamong the learners. There should bepossibilities for creative enquiries in thecontent areas and learning strategies ofthe curriculum. Multiple intelligenceshould also be considered.

Respect for one’s cultural heritage

One of the aims that the curriculumenvisions is to create a respectfulattitude for one’s cultural heritage andhistory.

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EqualityIt is essential to ensure equality in thelearning activities.Leadership QualityThere is a need to design learningstrategies that would help in mouldingleaders who can face the challenges ofthis millennium. In the classroom,opportunities must be created todevelop leadership skills amongchildren.

Life Skill EducationLife skills such as self awareness,empathy, communication skill,interpersonal relationship, creativethinking, critical thinking, decisionmaking, problem-solving, emotionalequilibrium and managing stress haveto be developed in learners. These lifeskills help the learner to face life withself-confidence.Civic SenseJust as the state is expected to fulfilcertain duties to the citizens, thecitizens are also expected to performcertain duties towards their fellow men.The aim of education is to create acommunity with civic sense and a senseof responsibility and discipline.Human RightsHuman rights have to be givenimportance in the curriculum. Theyrefer to the right of individuals to livewith dignity.Child RightsIt is our duty to protect all the rights ofchildren.

Protection of Nature and NaturalResources and EnvironmentalHygieneChildren should be made aware of thebasic concepts on nature and itsconservation from primary classesonwards. It is necessary to make themaware of the fact that cleanliness ofone's surroundings is as important aspersonal hygiene. Environmentconservation is equally important, sinceany change in the equilibrium of natureand natural resources may have far-reaching effects.

Peace EducationThe basis of peace education is todevelop values and attitudes to interactwith others and the surroundings in apeaceful and friendly manner. It isessential to include content areas thatreflect values such as peace andharmony.

Legal LiteracyCitizens of a democratic country mustpossess awareness of law. It is the needof the hour to include content areasthat ensure legal literacy. Variousprogrammes involving Law Clubs, LawClinics, etc. can be organized to createawareness of Law.

Awareness of CybercrimesThe misuse of ICT and related criminalactivities are on the rise. Awarenessshould be created among children tomake them stay away from suchactivities. A clear idea should be given

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to them on the proper use of internet, e-mail and social networking.

Media LiteracyMedia has great importance in oursociety. The visual media hastremendous influence on children. Sothe curriculum should include areaswhich give importance to medialiteracy.

Perspective on ConsistentDevelopmentThe curriculum must reflect ideas onhow environment and development cango hand in hand. It should also presentperspectives on consistent developmentand create a comprehensive awarenesson environment.

Adolescent EducationThe possibility of including contentareas on adolescent education shouldbe explored with the help of childpsychologists, health workers, doctorsand teachers.

Consumer Culture-Negative EffectsFacts concerning the negative aspectsof consumer culture have to beincluded in the curriculum. Our rightsas consumers and consumer lawsshould be included in the curriculum.

A negative attitude towards drugsand intoxicantsChildren should be made to realise thatalcohol, intoxicants and tobacco areinjurious to health. Pictures, pamphletsand visuals on the physical and mental

effects of drug abuse, for example, canbe included in the content areas.

Gender JusticeThe curriculum should ensure genderjustice and gender equality.Discrimination on the basis of gendershould not be reflected in the contentareas. It is the responsibility of teachersto ensure gender justice while carryingout learning activities.

FrugalityFrom the primary classes itself, childrenshould learn the basics of frugality.Activities that help in making thispractical can also be organized.

Road SafetyTraffic rules and practical suggestionsto avoid road accidents are part of roadsafety. Children should develop anawareness that the road is a public placeand that everybody has the right to use it.

In the natural transaction of thecurriculum, learning experiences inthese areas should be included.Activities of various clubs, SPC, NCC,Scouts & Guides, JRC, Vidyarangam,Kalasahithyavedi, Gandhidarsan etc.can be platforms to develop values,attitudes and commitment.

1.9 Right Based EducationThe UNESCO has taken an initiative todecide the rights of children andimplement them globally. As a result ofthis, legislation has been made toprotect the rights of children in manycountries. In India, RTE, an epoch-

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making legislation was implemented in2009. The three facets of Right-basedEducation are Participation, Provisionand Protection.

What does the child think about his/her rights?

Participation

• My opinion is sought for whendecision concerning me/children aretaken.

• My interests are given importancewhile taking decisions.

• I get opportunities to participate inlearning activities, realizing my abilitiesand shortcomings.

• I can go through a learning processthat helps me to nurture my abilitiesand overcome my shortcomings.

• My opinions are valued.

• Along with my friends, I get ampleopportunity to participate in classroomactivities.

• I get opportunities to showcase mytalents.

Provision

• I get the service of teachers who havethe required educational qualification.They also update their knowledgeregularly.

• I get learning experiences in theprescribed time.

• I get a classroom atmosphere that

helps to nurture my physical and mentaldevelopment.

• My teachers are able to preparelearning aids that are helpful in learningactivities.

• I get devices and opportunities for artand physical education.

Protection

• I do not experience any kind ofdiscrimination at school.

• I am not ignored in any way.

• I am not tortured either physically ormentally.

• I can interact with my teachersfearlessly.

• Though a child, everyone approves ofmy privacy.

• I am sure that I will be secure both athome and school.

1.10 MentoringRTE considers the ‘teacher’ as a‘mentor’. At the outset of thecomprehensive school developmentproject, mentoring has much relevanceand importance. Certain guidelines areessential for the achievement of thelearning outcomes. There have beenconsiderable changes in the teacher -learner relationship which is the primefactor in the educational scenario. Theteacher is not considered as the sole‘supplier’ of knowledge but as thefacilitator who unifies variedenvironments for the learner to acquire

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knowledge. In fact, school becomes‘second home’ for the child. Love,consideration, security, appreciationand recognition are expected bylearners. A teacher can know moreabout his/her learner's individual traitsthrough the following activities.

• Home visits

• Communication with parents

• Continuous observation of thelearner

Thus, teachers play the role of co-guardian. Learners get proper guidance,advice, scaffolding and chances forimprovement through mentoring.

Through mentoring:

• the teacher and the student enjoysproper learning experiences.

• the knowledge area of the teacherand student widen.

• the bond between the student andthe school is strengthened.

• personality development andlearning developments are ensured.

• the relationship between parentsand school is strengthened and anoverall view of the learner'slearning process is created.

• the participation of learner in arts,sports and health awarenessstudies can be evaluated.

• Mentoring has to be manifested as aprocess which caters to personalitydevelopment and interest in learning.

It should also help in continuousevaluation. The class may be dividedinto small groups and the classteacher can be given theresponsibility of evaluating theprogress of each group.

Teaching Manual• Every teacher should be able to

plan creative methods with a viewto achieving learning outcomes.Teacher must be able to customizethe activities given in the textbookto the level of the learners in theclass. He/she has to includesufficient number of activities inthe plan so that target learningoutcomes are achieved. Theprocess column of the teachingmanual should contain strategiesthat incorporate learning activitiesand evaluation. The assessmentcolumn should contain the recordof information obtained throughcontinuous evaluation.

• It would be better to present theteaching manual which contains theplanning of a week in the SchoolResource Group (SRG) or in theconcerned Subject Council.Teachers are expected to prepare areflection note based on theassessment column and the same canbe subjected for detailed discussionin the Subject Council or SRG. Thefuture planning of the teacher shouldbe based on this record. The formatof teaching manual is given below.

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Teaching ManualName of the lesson:

Date:

Expected time:

Theme:

Learning Outcomes:

Ideas:

Skills:

Language Elements:

Discourses:

Values, Attitudes:

Learning Aids:

Expected Product:

Activity Page Assessment

Signature of the HM Signature of the teacher

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Reflection Notes

My Findings/Realisations

(Based on the evaluation of the learning activities)

Follow-up activities and remedial measures:

•

•

•

•

Why reflection notes?The reflection note is to be prepared only after the completion of all the learningactivities which are done for the specific learning outcomes. These reflection notesshall be presented in the weekly assembling of the SRG. They are aimed at givingdirections for future plans. They are helpful for the consolidation of the CE.

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Chapter 2

On Approach And Methodology

The global spread of English over thelast fifty years is remarkable andunprecedented in several ways--by theincreasing number of users of thelanguage, by its depth of penetrationinto societies and by its range offunctions. In India, English is not ourlanguage of being or identity. It hascome to be the language of doing, thelanguage of academics and the languageof recognition. In the current Indiancontext, on the one hand there is anincreasing demand for English which isassociated with progress anddevelopment, while on the other, thelanguage is also perceived as a destroyerof native or indigenous languages. Thiswarrants a politically correct approachin the teaching and learning of English.

The demand for English emerges frommany factors, as recognised in theposition paper on the Teaching ofEnglish produced by the NationalCouncil of Educational Research andTraining (NCERT) in connection withthe National Curriculum Framework2005: 'English in India today, is a

symbol of people's aspirations forquality in education and fullerparticipation in national andinternational life. English is thelanguage that empowers our people inthe present context'. The language hasso strong a data base on the internetthat it is widely used in social media toconnect people of differentnationalities. As the language of tradeand commerce, higher education andscience, English enjoys a status whichno other language has.

Perspective on Language andLanguage TeachingLanguage is a means of communication.It is a system with its own rules andconventions. It enables us to makesense of our identity and the largerworld around us. Language learninginvolves cognitive and affectiveengagement. Language use is guided byour awareness of the purpose, audience,context and culture in which it is used.The traditional view of the mothertongue causing a negative impact onsecond language acquisition is totally

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abandoned by linguists and pedagoguesacross the globe. Bilingual or evenmultilingual learners are seen as richresources for learning a secondlanguage. Constructivism and learnercentred approach are the basic premiseson which a language curriculum isdesigned. In the initial stages oflanguage learning, the focus has to be onliteracy skills. Literacy is the ability toread and use written and visualinformation and to communicateappropriately in a variety of social andacademic contexts. It involves theintegration of speaking, listening,viewing, creating, reading, writing andcritical thinking in the use andproduction of both texts and newcommunication technologies. Literacyincludes the cultural knowledge whichenables a speaker, reader, writer orviewer to recognise and use languageappropriate to different socialsituations. Print awareness is to beacquired at this level.

The thrust on literacy at the primarylevel is gradually replaced with writingand with any other required literacyskills at the secondary and highersecondary level. By the end ofsecondary and higher secondaryeducation, learners will be able tolisten, read, understand, appreciate andview critically and accurately a widerange of literary and informational/functional texts from print and non-print sources. They should also be able

to speak, write and present English thatis grammatical, fluent, mutuallyintelligible and appropriate for differentpurposes, audiences, contexts andcultures.

To achieve the aim of effectivelanguage use, teachers may be guided bythe following principles:

ContextualisationThe learning materials and activitiesgiven to students should be ofauthentic and meaningful contexts. Forexample, lessons will be plannedaround a theme, or a type of text to helpstudents use suitable language skills,grammatical items/ structures andvocabulary appropriately in spoken andwritten language to suit the purpose,audience, context and culture.

Learner-CenterednessLearners are at the centre of theteaching-learning process. A teacher isexpected to act as a critical friend whoprovides necessary scaffolding at crucialstages of the learning process.

Learning-focused InteractionThe focus of classroom interaction is tohelp the learners attain knowledge,skills and values and the achievementof expected learning outcomes. Theteacher has to actively engage thestudents by encouraging participation inlearning, motivating them by boostingtheir confidence in the use of language,and by promoting collaboration amonglearners from different socio-culturalbackgrounds.

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IntegrationThe areas of language learning such asreceptive skills, the productive skills,language elements and vocabulary areintroduced in an integrated waytogether with the use of relevant printand non-print resources, so as toprovide multiple perspectives andmeaningful connections.Process OrientationThe development of language skills andknowledge about the language can beattained by directing the learnersthrough carefully planned processes ofknowledge construction. The teacherwill model and scaffold such processesfor learners, while guiding them to puttogether their final spoken, written and/or multimodal products.Spiral ProgressionSkills, language elements, structures,vocabulary and various types of textswill be introduced, revised andrevisited at increasing levels ofdifficulty and sophistication. This willallow learners to progress from thebasic level to higher levels of languageuse.Facilitating Assessment forLearningAssessment for learning is the approachto ensure learning at every stage of thelearning process. Identifying learners’needs, abilities and interests, observinglearning gaps, monitoring learning andproviding timely and useful feedback,for improving learning and self-assessment will result in facilitatingassessment for learning.

The Kerala ContextThe people of Kerala are keen to learnthe language and hence English has itsstrong grip in the entire social fabric ofKerala. The language has its legacy inall walks of social and cultural life. Itsinfluence is evident in education,politics, religion, trade and commerce,literacy, health and so on. The influenceof missionaries and their contributionsin the realms of literacy education, artand science have left a lasting impact inthe social life of Keralites. For them,English is not just an elitist language, itis the language of employment andopportunities as well. The demand ofthe public for English compelled theauthorities to introduce English fromClass 1 onwards in the schools ofKerala. The mushrooming of privateEnglish medium schools in every nookand corner of Kerala is a clear indicationof the aspiration of the people of thestate to make their children learn thelanguage. The ubiquitous institutionsoffering crash courses for developingspoken English is another phenomenonseen in Kerala. In spite of all these,English remains to be somethingintractable for most of the Keralites.

Overview of the Current StatusThere have been positive changes inthe profile of English classrooms inKerala since the introduction of therevised curriculum and textbooks in2007, based on the Kerala CurriculumFramework. The confidence level oflearners in using English has gone up

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considerably. The children across theState have started producing their ownwriting in English in the form of stories,poems and other language discourses.By and large the general proficiency ofteachers has also improved (ImpactStudy, RIESI, Bangalore, 2011).However, a large number of learners arefound struggling to use English for reallife purposes, even after a fairly longperiod of language learning. Thecontinuous study of English for yearshasn’t enabled the learners to use thelanguage in their speech and writingeffectively. A satisfactory proficiencyin English is still a distant dream tomost learners.

Learners are able to read andcomprehend English and constructdifferent types of discourses targeted inthe curriculum to a certain extent. Butmost of them lack the competency toproduce oral and written texts that arecoherent and grammatically acceptable.It has been noticed that the linguisticand conceptual growth which thelearners should attain in constructinglanguage discourses across differentstages is not discernible, as envisioned.The gap between the required and theexisting levels of language proficiencyof the learners needs to be bridged.English requires intensive anddistinctive focus in the process of itsteaching and learning. Learners shouldget optimum meaningful exposure toEnglish.

The existing approach treats languageat the discourse level, which means that

language is not viewed as a set ofdisconnected sentences but as a set oflinguistic discourses such as stories,songs, conversations, diary entries,descriptions, narratives, slogans, etc.But most of the teachers, especially atthe primary level, find it difficult toevaluate the quality of languageproduced by their learners. The editingprocess by which the learners need tobe scaffolded to refine their language isproved to be another challenge for mostof the teachers. This results in learnersnot getting the expected quality oflanguage and learning outcomes.

The textbooks also present languagediscourses as inputs and the learners areexpected to produce different languagediscourses in meaningful contexts. Thereading and writing tasks are not purelyindividual. Learners have to work incollaboration in small peer groups andpresent whatever they have understoodafter reading a text, and they are alsoexpected to present the writtenproducts they develop. There is also aslot for self-assessment by the learnerwhich is done with the help of a set ofself-assessment questions based on themost important features of the task athand. The mechanical repetition ofconstructing language discourseswithout taking care of the quality oflanguages, which should be reflected inthem, has adversely affected theorganic and vibrant nature of languagelearning experience.

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It is an undisputed fact that languageshould be treated as a meaningfulwhole. A learner who undergoes aparticular curriculum process or tasks intextbooks needs also to be aware of theconventions of speaking and writing alanguage. He/She has to be exposed tolistening and reading of different texts.Knowledge about language elementswill work as a conscious monitor oncethe acquisition stage is completed. Ateach level teachers have to ensure thatlearners acquire the concepts, skills andattitudes envisioned for a particularlevel. The academic standards/learningoutcomes may be stated clearly andcare should be taken to ensure thatlearners achieve those outcomes beforethey proceed to the next level.

Dealing with differently-abledchildrenDifferently abled children are part ofthe general classroom and are not to betreated like other children. The primarything that can be done is ‘knowing thelearner’ with the help of the resourceteacher available in the school. Ateacher must know the type ofchallenge the learner has. The help ofthe resource teachers can be sought forthe designing of new language activitiesor adapting the existing languageactivities in the textbooks. It has to beensured that the classroomenvironment is safe, and the differently-abled children are not discriminatedagainst by classmates or teachers.

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Chapter 3

Basic Premises on whichthe New Textbooks are Developed

Whenever a language textbook isrevised, there is the need to take certainfundamental positions on language andlanguage pedagogy. Preparing textbooksis not a process like compiling ananthology of the best poems or prosetexts. It is totally different in design,structure and intention. If so, what arethe basic premises on which the newtextbooks are developed?

a. Texts as Children's LiteratureThe new textbooks give greatimportance to children's literature.Authentic pieces of children'sliterature, adapted versions of well-known stories and stories developed bytextbook writers are included. Thesestories and songs/poems that can besung in chorus are the main texts.Based on their reading, learners areasked to engage in certain languageactivities so as to apply their knowledgeof English. The meaning-makingprocess of the texts given has to bedone in such a way that every learnergets a chance to listen, speak, read andwrite in the target language.

b. Pictures as TextsThe illustrations used in the textbooksare treated as texts. Hence they alsoneed to be processed in the class. Themulti-coloured pictures will generateinterest in the students and will also helpthem form mental pictures of thecharacters described in the stories andpoems. Teachers are expected to usethese pictures for meaningfulinteraction with the learners. Readingcomprehension can also be tested usingthese pictures.

c. Interaction QuestionsAlmost on every page of the textbook,questions for interaction with learnersare given. These questions mainly servefive purposes.

• To read the pictures

• To elicit the text

• To connect the texts with the learners’own experiences

• To predict what is going to happennext

• To prompt critical thinking in learners

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Teachers are expected to ask moreinteraction questions for meaningfulcommunication with the learners.These questions can also help theteacher assess his/her learnercontinuously.

d. Theatre GamesTheatre games are an effective methodfor language acquisition. They help totrigger the imagination of the learnersand make learning a pleasurableexperience. The new textbooks provideample scope for teachers to use theatregames in the English classroom. Forexample, in Class 1, teachers can askthe learners to stand in two lines andproduce the sound of birds/animals,following the instruction of the teacher.If a different sound is produced fromthe groups standing in a line or if theyfail to produce the correct sound, theyare not given points and the groupwhich scores 5 points first becomes thewinner.

e. Language ActivitiesThe new textbooks provide enoughspace for language activities and games.There are many slots in the textbooksfor the learners to analyse the languageused in them and to apply theknowledge of the language in a newcontext.

Teachers may first assign the languageactivities as individual tasks and giveclear instructions to carry them out.Then the activities can be assigned in

pairs or groups. Working and playing insmall groups promote interaction,togetherness and team spirit amonglearners.

f. Grammar in ContextThe knowledge of grammar is essentialfor the learners when they write inEnglish. The existing textbooks solelyrelied on the editing of discourses forgiving grammar inputs to the learners.But many teachers find it difficult totheorise on the errors made by theirlearners and to address these errors inthe course of their classroomtransactions. So the new textbooksaddress grammar in a way in which theteachers and the learners canunderstand the usage of languageelements in meaningful contexts.Grammar, here, is analysed in a givencontext through which learnersgeneralise certain features of thetargeted language element. Then theyapply their knowledge of grammar innewer contexts. The explicit teaching ofrules of grammar has been totally doneaway with.

g. Need Based Vocabulary

DevelopmentThe new textbooks provideopportunities for learners to developtheir vocabulary in a need basedmanner. Developing concept maps andword webs of related words have beenincluded in the textbooks. Instead ofteaching vocabulary items directly,

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activities for finding out related wordsare given in a learner centred fashion.Moreover a page towards the end of theReader titled ‘My Word List’ will helpthe learners to write down new wordsand get familiarised with them.

h. Simple Language ProjectsSimple language projects that can beundertaken by young learners are givenin the textbooks. It is hoped thatundertaking such projects with theguidance of teachers will boost learners'confidence in using language. Learnersare expected to classify and analyse thedata they have collected and write briefreports on them.

i. ICT IntegrationIt is always a challenging task for theteacher to capture the attention ofyoung learners and to initiate them intoa second language. They are exposed tothe world of high quality digital audio-visual materials and teaching themusing only the ‘chalk and talk’ methodmay not be fruitful. So every teachermust think about using effective audio-visual texts in their classrooms. Internethas a rich repertoire of such goodmaterials. The new textbooks providescope for integrating InformationCommunication Technology inteaching of English.

Videos and audios of the texts given inthe textbooks are freely available on theinternet. Links to certain websites aregiven along with the units in this book.Teachers can make use of the sites forgetting more information and collectingaudio-visual materials to make theclassroom transaction more interesting.Moreover they are expected to find outmore useful spaces in the internet toenrich the classroom experience.

j. AssessmentLearner assessment is a continuousprocess and an integral part of learning.Teachers must assess the learners ateach stage of the learning process.Informal interactions, interactionquestions, reading of the text,associating pictures with the text,language activities and theatre gamesgive teachers ample opportunity forassessing the learners. Apart from these,the textbooks contain two separatepages titled 'I Can' and 'My Learners' forassessment purpose alone. The first oneis for the self-assessment of the learner,wherein the learner makes his ownassessment on what he imbibed fromthe classroom activities. The second isfor the teachers’ assessment of thelearners wherein the teachers can assessthemselves and also the learners.

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Chapter 4

Specific Areas of Second LanguagePedagogy

ChoreographyWhat is choreography?Choreography means the design andarrangement of a ballet or other stageddance, or the sequence of steps andmovements in dance. Obviously, this isa performing art. Sometimes there willbe a single performer. Thechoreography that is presented incontemporary cinema and theatreinvolves a team of artists.

Choreography as a discourseA natural question arises: What haschoreography to do with language? Ifthere is a song, the choreographer cancompose movements and perform thedance. Language comes in when thechoreographer wants someone else toperform the choreography that he orshe has composed.

How will the choreographers get theirideas across to others? They can giveoral instructions to the performers. Inaddition to this, they can demonstrateeach movement. How do they do this?They identify the theme of the song andset movements in order to bring out

these. In this sense a good choreographcommunicates to its viewers. In orderto give precise directions to the artiststhe choreographers will have to makeuse of communication skills.

If a script for the choreography isdeveloped very good written discoursecan be produced.

Teacher TalkLanguage is primarily speech. Thisimplies that if the learners have toacquire English they should get inputin the form of language that is spoken.This listening input cannot besubstituted by the input learners getfrom reading. So what is meant by‘teacher talk?’ All teachers talk to theirlearners. We are all aware of this. Infact, sometimes teachers even talk toomuch. Language pedagogues say thatthe teacher’s over-talk is characteristicof any teacher-centered classroom.Therefore, teacher talk does not meanthis. At several stages of the classroomprocess, the teacher has to interact withthe learners.

Let’s have a glance at these:

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• Initial interaction

• Interaction based on the entryactivity

• Interaction leading to individualreading of the texts

• Interaction at various stages ofcollaborative reading

• Interaction related to askinganalytical questions

• Interaction related to the processingof a poem

• Interaction leading to individualwriting of the discourse

• Interaction related to the individualpresentation of the discourse

• Interaction while the discourses arebeing refined in groups

• Interaction related to presentation ofthe group product

• Interaction prior to the presentationof the teacher’s version

• Interaction related to editing

• Interaction related to the languageactivities

• Incidental interaction that mighttake place at any time

Each instance of interaction serves aspecific objective. At the same time allinstances of interaction serve somecommon objectives too. The teachershould know why they have to interactwith the learners at a certain point andhow it is to be done. All these instancesof interaction can be put under theumbrella term ‘teacher talk’.

What are the features of teachertalk?Teacher talk includes the questionsthat the teacher poses in the classroom,the discussions that are initiated onspecific themes and also theinstructions they give to the learners atvarious points. The teachers shouldclearly know the objectives of eachinstance of interaction. They shouldalso take care of the level of thelearners while interacting with them.The general features of teacher talk are:

• error free language with grammatically correct sentences

• comprehensible to all learners

• audible to the whole class

• dynamic, positive, pleasant andlearner friendly

• free from expressions which findfault with the learners

• optimal speed of articulation

• articulatory features (such as pause,stress, tone, and tempo) to bemaintained

• not a one-sided talk from the part ofthe teacher but a dialogue betweenthe teacher and the learners

• contains various discourse markers(such as well, precisely, as a matterof fact, etc.) wherever theseelements are contextually apt

• contains linguistic elements such astags, short responses, etc.

• addresses higher order thinking skills

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How to make ‘teacher talk’ a richlistening input for the learner?The interaction of the teacher with thelearners at various stages of theclassroom transaction is a rich inputsource for the learners. A few questionsin this context are:

1. What are the common objectivesof interaction at these stages?

2. Are there any specific objectivesfor each instance of interaction? Ifso, what are they?

3. How can the quality ofinteraction be improved?

Obviously, the teacher cannot use thesame kind of questions for eachinteraction. They depend cruciallyupon the purpose for which theinteraction is carried out. It is fairly easyto see that each of these instances ofinteraction has some specific objective.At the same time, all of them havesome common objectives.

Common Objectives of Interaction• Sharing of ideas

• Giving rich, authentic listening input• Embedding functional aspects oflanguage in authentic contexts

• Maintaining rapport with the learners

• For engaging in a dialogue with thelearners

Specific ObjectivesInteractions related to trigger• Eliciting the learners’ assumptions onthe theme at hand

• Eliciting learners’ perceptions on whathas been observed

• Leading the learners to the theme /issue

Interactions at narrative gaps• Triggering divergent thinking

• Eliciting learners perceptions on thetheme

• Making predictions on what mightfollow

• Eliciting learners’ reflections on whathe/she has listened to

• Checking whether the characters havebeen emotionally registered

• Analyzing the situation criticallyInteractions leading to individualreading

• Instilling in learners an urge to read• Helping learners predict what they aregoing to read

Interaction during collaborativereading

• Ensuring that ideas are shared as perthe instructions given to the learners• Assessing the progress of group work• Extending optimal support to thosewho need it

• Ensuring cooperation in team work• Addressing learning issues of childrenprogressing at a slower pace

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Interactions related to scaffoldedreading (posing analyticalquestions)

• Registering multiple perspectives onthe theme

• Identifying point of view of the writeras well as the learners

• Instilling value systems

• Building up tolerance

Interaction related to editing• Sensitizing the learners on variouskinds of errors

• Checking the learners’ intuitions ongrammaticality

• Building up confidence in usinglanguage

Interaction related to compiling bigbooks• Addressing the heterogeneity of theclass

• Providing slots for the creativity oflearners

• Checking the learners’ affinity to thetarget language

What the teacher has to do to build upa dialogue with the learners. This can bedone with the help of the followingstrategies:

• Using tags (positive, negative)• Reporting

• Using discourse markers (expressingattitude, politeness etc.)

• Agreeing or disagreeing

• Seeking agreement or disagreement• Stating one’s own opinion

• Using short responses

• Building up on a certain response

Most importantly, the classroomlanguage the teacher uses forinteracting with the learners will haveto suit the level of the learners.

What are the various levels ofteacher talk?Each instance of teacher talk serves aspecific purpose. For example, one ofthe specific objectives of the teachertalk, related to the trigger, is to elicit thelearners’ perception of what they haveseen. This holds good for all levels oflearners.

The following strategies can be utilised:

1. What do you think the picture/clipping/photograph is about?

2. What ideas do you get from watchingthis picture/clipping/photograph?

3. You have watched the clipping. Youmust have formed some ideas about it.Why don’t you share them with yourfriends?

4. What does the picture tell you?

5. The picture tells us something,doesn’t it? What is that?

6. I was wondering whether someonecould tell the whole class what thepicture is about.

All the strategies given above are

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suitable for interacting with the learnersbased on the trigger. But all these arenot at the same linguistic level.

What really matters is whether theperception of the individual learners areaddressed by evoking higher-orderthinking skills.

How can teacher talk be madecomprehensible?

What the teacher says must becomprehensible to the learners. Thereis no point in repeating something withthe pretension that repetition willenhance comprehension. How cancomprehension be ensured? Thefollowing strategies may be useful:

1. Break longer expressions intosmaller ones

Consider the following story:

A dog, crossing a bridge over a streamwith a bone in his mouth, saw his ownreflection in the water and thoughtthat there was another dog, with abone, double his own in size. Heimmediately let go of his own, andfiercely attacked the other dog to getthe bigger bone from him. He thus lostboth the bones which he grabbed at inthe water, because it was a reflection;and his own, because the streamswept it away.

There are several sentences in the storywhich contain more than one idea. Thefirst sentence, for example, containsideas such as the following:

• There is a dog.

• He holds a bone in his mouth.

• There is a bridge.

• There is a stream flowing under thebridge.

• The dog is crossing the bridge.

• He sees his own reflection in thewater.

• The dog thinks that there is anotherdog with a bone double the size

It will be better to split long sentencesinto shorter sentences.

2. Include images in the story

It is not enough that the long sentencesare split into small ones. Ensure thatimages are instilled in the mind of thelearner.

3. Use familiar words whereverpossible

There are several English words (theso-called ‘loan words’) in the learners’repertoire of words. They may use thesewords in their day to daycommunication without realizing thatthey are English words.

In some classes, the teacher can workout a concept mapping activity to get anidea about the words that learnersknow. How can this be done? Thefollowing process may be taken as amodel.

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• List down as many themes such asschool, class, kitchen, road, vehicles,etc. while negotiating in the class.

• Ask learners to write in their mothertongue as many words they knowrelated to each of these so that they geta word web or spider graph of eachtheme.

• The teacher can contribute to theword webs by writing each word inEnglish.

• Each of these word webs can beconsolidated and displayed before thewhole class.

• If the learners cannot writethemselves, they can say the ideas andthe teacher can develop the word webfor the whole class.

• Activate these words by using themboth as nouns (naming words) andverbs (action words).

4. Use proper voice modulationArticulatory features such as pauses,stress, pitch and tone contribute toeffective oral communication. Spokenlanguage will be comprehended in abetter way if appropriate articulatoryfeatures are used.

5. Use optimum gesturesThis is also an important componentthat contributes to bettercomprehension. While presenting thenarratives, teacher have to useappropriate gestures. At the same time,they should take care that they are not

over-acting. Gestures are to beoptimized in terms of eye-handcoordination, postures and facialexpressions.

Teaching VocabularyNew vocabulary is needed for theenrichment of thought or language. Theproblem to be addressed is how andhow much vocabulary should beintroduced in each class. Practicingteachers know that the vocabulary usedin the textbooks are selected andgraded. Is it good to impose vocabularyon the learners ignoring theirpsychological or emotional needs? Whatstrategies can be used to expandvocabulary among the learners, basedon their needs? It is high time certainnew strategies were devised forenriching vocabulary among thelearners with an element of emotionalempathy.

How to enrich Vocabulary1. Activate the English words that thelearners already have in their repertoireof vocabulary though they may not beaware that these are English words.These items are conventionally labelledas ‘loan words’. Such words can be usedwhile interacting with the learners.

2. Need for the expansion ofvocabulary in a systematic way throughconcept mapping.

Activating stock wordsEnglish has contributed a number ofwords to most Indian languages. Today,most people in India use a number ofEnglish words in their day-to-day life

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even without knowing that they areEnglish words (e.g. book, bag, bat, ball,school, class, teacher etc.). In order toactivate these words, they must beidentified and a strategy found foractivating them.

ReadingWhat is reading? It is as follows:

• decoding the text

• giving meaning to symbols, picturesand letters

• meaning making

• a process of getting the message of thewritten text

• comprehending the text involving thecognitive domain

• something that leads to insightfullearning and thinking

How can learners be made to readand write?Now, a question may arise as to what isreal reading and writing? How and whatshould the learners read and write indiscourse-oriented pedagogy?

Organic ReadingFrom what has been discussed above, itis clear that the alphabet is not taughtindependently. Learners developphonemic consciousness throughsystematic spiralling of discourseswhich they experience throughclassroom interaction. After a few daysof experience, learners will be at variouslevels with regard to skills of readingand writing.

Several activities can be used beforelearners actually enter a reading passage.These activities have been designed forfacilitating meaningful reading/writing.

Organic WritingEveryone would like to possess a goodhandwriting. But how to achieve this isthe issue.

The conventionalist solution to this isquite straightforward. Learners areexpected to improve their handwritingthrough constant practice. Conventionalteacher training programmes havealways insisted on the need to teachhandwriting for which a supposedlyeffective methodology has beendevised.

Why does the conventionalist insist oncopy writing?

• Writing is a skill and as such, it can bedeveloped and refined through constantpractice.

• The ascenders and descenders ofEnglish letters demand a four line copybook.

• There are four types of letters for theEnglish alphabet.

• Learners need practice in writingthese various types of letters.

• Notice that none of these argumentscan hold water for various reasons.

• There is no guarantee that the so-called good handwriting that is achievedthrough laborious practice will lastforever.

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• There are ascenders and descenders inthe writing system of most languages.

• It is against the basic principles ofchild psychology that all childrenshould imitate a certain model ofhandwriting. A person’s handwriting isa personal possession just as his or hervoice is. It is a futile attempt to imitatea standard norm of handwriting.

• We know that copy writing is- mechanical

- done out of compulsion- not helpful for catering to language skills

- not creative- time-consuming- not monitored closely

- boring

Suppose learners undertake writingtasks on their own. In such instances,they will certainly try to improve theirhandwriting. How can this urge beinstilled in them? The only way to dothis is to involve them in need-basedwriting tasks, which are meaningful.

All that has to be done is to give thosewriting tasks that will psychologicallyappeal to them since they know that bydoing them, they are addressing theirown needs.

For this, they must have opportunitiesto see good handwriting. What are thesources for these?

• The teacher’s writings• Sign boards on the road sideAs facilitators, teachers have to helplearners familiarize themselves withthese things.

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Chapter 5

Editing

The discourses constructed by thelearners may have certain errors inthem. These errors are to be eliminatedthrough editing. Editing has to be doneas a systematic process in theclassroom. There should be no forcefulintervention on the part of the teacher.The process of editing has to bedesigned in such a way that the feltneed of the learners for correction isaddressed. It has to be done at variouslevels and through various steps in asequential fashion as detailed below.

There are various levels of editing suchas thematic, syntactic, morphologicaland the editing of spelling andpunctuation. The following process issuggested for editing.

1. Thematic editingThis helps the learners to introspect onwhat they had worked out bycomparing their products with that oftheir peers/ teacher. The teacher mayprompt their introspection and elicitthe missing points. The learnersincorporate these ideas also in theirwrite-ups.

2. Syntactic editingThe teacher edits only one of the groupproducts. To begin with, the errorsrelated to sentence structure areconsidered. There are three possiblekinds of syntactic errors.

•Excess words (e.g. This is a Mini.)

•Missing words (e.g. The book is thetable.)

•Wrong word order (e.g. The boyapples ate.)

The teacher identifies the sentence witha wrong word order and poses thefollowing question: There is a problemwith the word order of this sentence.What changes would you like to make?

•In the case of a missing word, theteacher underlines the part of thesentence where the word is missing andsays, ‘There is a word missing here. Canyou supply the missing word?’

•If it is a case of using an excess word,the question will be: ‘There is an excessword used here. Can you identify it?’

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After asking these questions, theteacher may wait for some time. Mostprobably, some learners may come outwith their suggestions. If there is noresponse from the learners, it is better tokeep the issue aside for the time being.

Suggesting corrections and givingexplanations on grammaticality is notadvisable because these will contributeto learning language facts consciouslyand will not facilitate languageacquisition, which is a non-consciousprocess. While dealing with syntacticediting, other categories of errors are notto be entertained.

3. Morphological editingAfter addressing the syntactic errors,the teacher focuses on errors related tomorphology. There is a wide range oferrors under this category.

i. Wrong tense form

There are two tenses in English: thepresent and the past. The learner mayconfuse between the two and use thepresent tense in the place of the pasttense and vice versa. For example,consider the sentence, ‘The boy sleepsyesterday’. The teacher has to underlinethe verb which is not in the proper formand say, ‘This word is not in the properform in this sentence. Do you want tochange it?’ If there is no response fromthe learners, the teacher can suggest thecorrect version, ‘Do you want to say,the boy slept yesterday or the boy sleepsyesterday?’

ii. Aspectual errorsThere are two aspects in English.

The Perfective (e.g. The boy has eatena whole chicken.)

The Progressive (e.g. The boy is eating.)

If there are aspectual errors (e.g. theboy has eat, the boy is ate, etc.), theteacher may underline the wronglyrepresented words, and invitesuggestions for refining the sentence. Inthis case also, the teacher can suggestthe correct expressions, if necessary.

iii. The PassiveThe learners may make errors withregard to passive constructions (e.g.The chicken eaten by the boy). Theteacher has to invite suggestions forrefining the expression.

If the learners fail to come out withtheir suggestions, the correct expressionis to be supplied.

iv. AgreementThere are three kinds of agreement:Agreement in terms of Person, Numberand Gender.

I has a pen. (Person agreementviolated.)

The boys is playing. (Number agreementis violated.)

John loves herself. (Gender agreementviolated.)

In these cases also, the teacher has tosensitize the learners on the correctexpression.

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v. Affixes: There are prefixes andsuffixes. Together these are calledaffixes.

Wrong prefix: e.g. Jisha was worriedabout her unability to swim. (inability)

Wrong suffix/ no suffix: e.g. We wantto learn English quick. (quickly)

The teacher was shocked at his lazyity.(laziness)

The TV is a good form of entertainness.(entertainment)

In all these cases, the teacher has tosupply the correct versions. Care mustbe taken to avoid explicit teaching of

grammatical points. Also, grammaticalterminology (e.g. noun, verb, pasttense, etc.) is to be avoided.

4. Spelling and PunctuationPunctuation errors may be addressed bynegotiating with the learners. In thecase of spelling errors, it is better to tellthe learners to check the spelling. Theymay seek the help of others, or evenconsult a dictionary.

After editing one of the group products,the teacher can assign the remaininggroup products for editing by thelearners themselves. They can do this insmall groups.

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Chapter 6

Assessment Approach

Learning is a natural and continuousprocess in learners. Learningexperiences should be based on specificobjectives and learning outcomes tomake learning effective. Teachersshould be aware of the skills andconcepts that the learner shouldacquire. Learning activities related toeach unit should be planned in such away that it produces the desired learningoutcomes. The activities that arepresented should be related to real lifesituations.

How far are the skills and concepts thatare acquired sufficient to acquirelearning outcomes? Who among thelearners are yet to acquire the learningoutcomes? What follow-up activitiesare to be provided? How can they beprovided? These should be theconcerns of teachers while they thinkabout evaluation.

The process of analysing what thelearner has acquired after thetransaction of a unit is calledAssessment of Learning. The leveland excellence of the learner afterlearning the content area in a unit isassessed. This is one level of assessment.

But more importance should be given toan assessment that ensures learning.There can be different types ofinterventions by teachers or peersduring the learning process, to make itmore effective. This assessment thattakes place along with learning and thefeedback that is provided, form anotherlevel of assessment. This can be termedas Assessment for Learning. This hasto be carried out continuously tofacilitate learning and has to beincorporated with learning activities.

Along with this, there is a process ofcorrection that involves a critical selfanalysis of the concepts and awarenessgathered through learning and byinternalising the changes. This can beconsidered as self-assessment. Thus,learning takes place through selfassessment. This can be termedAssessment as Learning.

To make learning more effective stresshas to be laid upon Assessment forLearning and Assessment as Learning.Therefore, we must adopt an approachthat gives importance to an assessmentprocess that makes learning moreeffective.

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When we adopt a learning approachthat ensures learning outcomes, weshould adopt a suitable assessmentapproach to it. Therefore, we shouldadopt an ‘Outcome focusedAssessment Approach’. Activeparticipation of the learner can beensured if the learning activity is basedon the learning outcomes. Criticalthinking, rational thinking, reflection oflearning, inter-related knowledge etc.are the characteristics of learning whichare focused on learning outcomes.

Continuous and ComprehensiveEvaluation (CCE)Kerala School Curriculum has adoptedan assessment method that iscontinuous and comprehensive.Learning is an incessant process thattakes place in the learner. Therefore,the process of evaluation that examinesthe amount of skills and conceptsacquired, should also be continuous. Bycomprehensive evaluation we mean theassessment of the cognitive, social andemotional domains of the learner.

Method of GradingThe method of grading is used forevaluating continuous andcomprehensive assessment. At primarylevel, the five-point grading pattern isused. The grade point percentage andgrade in five-point grading is givenbelow.

Grade Point Percentage Grade75 - 100 A60 - 74 B45 - 59 C33 - 44 D33 and below E

Two areas can be considered to ensurethe continuity and comprehensivenessof the evaluation process.

CCE Areas

1. Cognitive domain

2. Social/Emotional domains

Let us examine each domain in detail.

Assessment related to developmentin cognitive domain

All subjects learned by the learner canbe included in the cognitive domain.This area may include languages,science subjects (Basic Sciences,Mathematics, Social Sciences), ArtEducation, Work Education andHealth and Physical Education. Thedesirable learning outcomes of eachsubject have to be delineated andassessed whether they have beenachieved. Two types of evaluation aresuggested here.

1. Continuous Evaluation

2. Term Evaluation

Continuous Evaluation (CE)In the primary level a variety of skillshave to be acquired through language

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learning. The diverse content areaincludes concepts, facts, facets ofknowledge and creative writing. It isdifficult to fix the language skills byavoiding these elements. The skills suchas internalizing facts by listening andreading, expressing one's ideas byspeaking and writing and creativewriting can be developed as part oflanguage learning. Therefore, languagelearning cannot be categorised as amode for developing minimal skills orgathering information.

In classes I and II, activities related tosubjects such as Languages (Malayalam,English, other languages),Environmental Studies andMathematics are arranged based oncertain themes. These themes can befixed as the content area for theseclasses. As the learners are at theprimary stage of development of oraland written skills, listening, speaking,recognising the characteristics ofspellings, reading with goodpronunciation, good writing andgradation and progress in writing can beconsidered as the primary levels oflanguage skills.

Three types of assessment aresuggested in this context.

• Assessment of learning process• Portfolio Assessment• Unit-level Assessment (Assessmentof the overall learning outcomes ofeach unit)

Let’s look at these in detail.

Assessment of learning processAs a part of the learning process, theteacher plans various activities to makethe learners acquire the desired skills.There should be an effort from the partof the teachers to make an assessmentof the learners based on theirparticipation in the activity, excellencein either performance or presentation,the aptitude to prepare write-ups/notesas part of the process and the extent towhich the learners have acquired theskills. Therefore, we can use thefollowing indicators to assess thelearner during the learning process.

1. Involvement/Participation inactivities (willingness to take up anactivity, excellence in individualactivities, intervention in groups,sharing of ideas…)

2. Concept formation3. Acquisition of skills4. Performance/Presentation5. Documentation/Planning

Assessment of the process should bebased on certain indicators. Forexample, when the indicator'Participation in activities' is assessed,learners should be categorised asexcellent, good, average and those whoneed improvement. This has to berecorded in the Assessment part in theTeaching Manual. All learners have tobe assessed and recorded withreference to each indicator in everyterm.

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Processing the Poem/Song‘One day the three butterflies....’

Teacher narrates the story of the threebutterflies and leads the learners to thepoem ‘Seeking Shelter’ and ‘A Request’.

The teacher interacts with the learnersregarding the help offered by differentflowers.

Interaction Questions:

• To whom did the butterflies go first?

• What did the sunflower reply?

• Did the butterflies accept the offer?Why?

• To whom did they go next?

• Did they get shelter there? Why?

• The butterflies are in the garden. Didthey meet anyone else in the garden?

• What do you see there, other thanflowers?

• Did they meet any birds there?

• Can you say the name of some birds?

Leads the learners to Activity-3 givenon Page 41.

Asks interaction questions based on thefirst picture.

• Look, which bird did the butterfliesmeet first?

• Will the peacock help them?

• What will the peacock say?

Leads the learners to the lines.

Process:

• Teacher recites/ sings the lines two orthree times.

• Let the learners sing after the teacher.

• Let the learners get familiarised withthe lines.

• Let the learners sit in groups/ pairsand try to sing/ recite in tune /rhythm.

Interaction questions to process thelines:

• How many lines are there in the song/poem?

• Look at the first line. How does thepeacock call the butterflies?

• What does the peacock say to thebutterflies?

• Why does the butterfly go with it?

• Will it dance with the butterflies?

• What is the last line of the poem?

After asking each interactionquestions, teacher writes the processedline on the chart.

Teacher recites the lines written on thechart with proper rhythm.

Gives learners chance to recite thepoem individually and in chorus.

Lead the learners to the next picture onthe same page.

Interaction questions to process thelines:

• Which bird is this?

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• What is it doing?

• How will it call the butterflies?

• What will it say to them?

• What else will it say them?

• Will the sparrow ask the butterflies tofly with it?

Let the learners write the linesindividually.

Random presentation

Self Assessment

I can construct/add lines to thepoem based on the rhythm.

I can substitute apt word/s.

I can sing the song/poem withproper rhythm and actions.

Peer/Group Assessment

The added/constructed lines areapt and related to the theme.

Sing the poem or rhyme in theproper rhythm with apt actionsand movements.

Follow the structural andrhythmic pattern of the givenlines.

The written products are legibleand have proper spacing andpunctuation.

Let them share the lines in groups.

Now, teacher can supply the groupswith pictures of different birds.

Let the groups construct lines based on

the names of birds. (Parrot, dove, crow,mynah, koel)

Let the groups construct one stanza (of4 lines)

Teacher interacts with the groups whenthey do the activity. Write the lines onthe chart.

Let the groups present.

You may consolidate all the group'sproducts into a Big Book.

Let us examine how the excellence ofthe learner in this learning process canbe assessed using various indicators.

Participation in the activityDid the learner participate in theactivity?

Did the learner try to complete thework individually?

Did the learner indulge in the groupactivities?

The interest of the learner in learningactivities, participation in groupactivities, the method by whichknowledge is constructed throughvarious language learning devices suchas library, assignment completion etc.have to be considered here.

Concept formationThe teacher has to make an assessmentof the level of the learner in terms ofconcept formation of the content, thestructure and form of the discourse,quality indicators and linguisticexcellence.

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Skills

The development of the learner in areassuch as listening, speaking, reading ,writing and creativity are assessed andgiven feedback. Here, the performanceof the learner in various areas of thediscourse, language elements andcommunication has to be considered.

Performance/Presentation

There are various modes for theexpression of ideas. Some modes oflinguistic expression are as important aswriting skills (recitation, singing,acting, sketching, speaking). Here, theteacher should consider pronunciationand clarity of the learner.

Documentation/Preparation

The teacher has to carry out assessment,considering the following points:

• Has the learner made relevantrecordings while going through theactivity?

• Are the entries comprehensible forothers?

• Were the recordings systematicallydone?

• Did the learner do the work/writingindividually?

• Did the learner improvise in the groupafter discussion in the class?

• Were the learners able to create/writewithout making errors?

Teacher has to assess the learningprocess at the end of a term in theabove-said areas by envisioning thecomprehensive development andgrade it.

All these indicators are important in thelanguage learning process. The teachercan assess the performance of thelearner in all the learning processes thatensure the specific learning objectivesin various units of each term. Teachercan make entries in the ‘Response Page’of the Teaching Manual.

• Take a look at the minute process ofa learning activity in language (theprocess of preparing a description)

• The learners prepare the descriptionof a garden.

Stages of learning process

• Based on the experience gathered(direct experience, visual) andknowledge that is acquired, the learnerattempts individual writing.

• Presents in the group. Improvises bymaking necessary additions/deletions.

• Presentation by the groups.

• A discussion in class on the content,structure and appropriateness oflanguage

• Familiarizes the quality indicators ofthe description

• Prepares a description afterimprovisation

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What happens when this is subjected toediting?

What would be the stages of editing?

• Individual writing

• Presentation in groups - Discussion

• Preparation of group products (afterdiscussion, each group prepares aproduct)

• Presentation of the description madein groups

• Presentation of teacher's version

• A product that remains at the averagelevel is taken into consideration andappropriate questions are asked(concept level, sentence structure,word, letter, symbol)

• The learners improve their pieces ofwriting on the basis of discussions.

Let us examine how this activity can beassessed using various indicators.

• Participation - participation of thelearner throughout the activity

• Concept formation - the concepts tobe considered in the description of thegarden, the structure of the description,understanding the quality of theindicators

• Skills - Skills acquired in speaking,reading and writing

• Performance - Individual writing,presentation in groups andpresentation of groups

• Documentation - Teacher can assessand record this activity in the TeachingManual, considering individual writingand improvisation in groups.

Teacher can make use of (i) TeachingManual and (ii) the learners' notebookswhile recording the assessment of thelearning process at the end of a term.

(1) Details of the Teaching Manual

A Teaching Manual has to be preparedby the teacher to plan learningactivities at the micro-level and to makecontinuous evaluation scientific. Thefollowing factors can be included in theTeaching Manual.

(i) Learning outcomes

(ii) Ideas/Concepts

(iii) Abilities

(iv) Values/Attitudes

(v) Learning Materials

(vi) Expected products

(vii Time

(viii) Process page containingActivities and Assessment pagecontaining details of Assessment

(ix) Reflection notes based on thedetails of Assessment Page

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(2) Details of subject-relatednotebooks

The notebook of the learner is animportant document that has to be usedfor assessment of the cognitive domain.Notebooks are helpful in completingvarious learning activities according tothe learning process. Creativity, thoughtprocess and linguistic skills of thelearner are reflected in the notebook.Different strategies that are employedfor the transaction of the content area,preparations that are done for theircompletion and interventions that aremade at the various stages of activitiesshould be recorded in the notebook.The details of the products that areformed as part of the activities shouldalso be there in the notebook.

Teacher should provide suggestionsand scaffolding after assessing thelearning outcomes, within the stipulatedtime. Towards the end of a unit, thenotebook should be transformed into adocument for assessing whether thelearner has attained the requiredlearning outcomes prescribed in theunit.

The contents of the notebook shouldhave clarity of ideas and possessreferences that suit the concepts andthe context. It should also reflectoriginal thoughts of the learner. Thecontent should be presented properly.Notebooks should have continuity andcomprehensiveness.

Portfolio AssessmentAll the products of the learningactivities have to be included in theportfolio and assessed. The portfolioperforms the duty of giving feedbackon learning to the learner, his/herparent and the teacher. This enhanceslearning.

• Notebook• Other written products (individualwrite-ups, modified write-ups)• Other evidences of learning (pictures,collections, learning aids)• Indicators developed by the learnersto assess learning• Creative writing• Worksheets etc. can be included inthe portfolio.The following indicators can be used forportfolio assessment.• Clarity of ideas• Internalisation of concepts• Appropriate design• Perfection• OriginalityMethod of calculation of grades forthe learning process and portfolio

Grades have to be calculated at the endof each term. Let us examine itsmethodology. Each indicator in theAssessment of learning and Portfolioassessment can be rated as Excellent/Good/Average/Need Improvement

47

and be awarded a scoring pattern of 4/3/2/1 respectively. If the scoringpattern of 4/3/2/1 is followed for eachindicator a maximum ponts of 20 can beawarded when 5 indicators areconsidered. Points can be convertedinto grade using the Ready Reckonergiven below.

Points Grade15 - 20 A12 - 14 B9 - 11 C7 - 8 DBelow 7 E

Each indicator has to be awarded apoint and converted to respectivegrades by considering the learningprocess and portfolio in each termcomprehensively.

The teacher can make use of theresponse part in the teaching manualand the learners’ notebook while theassessment of the learning process isrecorded in the format, towards the endof the term.

Unit AssessmentIn a unit, activities for various learningoutcomes are distributed, in an inter-related manner. This is comprehensivein nature. While assessing a unit thiscomprehensiveness (considering all thelearning outcomes) is assessed. Oralassessment, quiz programme, openbook examination, preparation ofquestions, identifying the indicators

and the assessment of writing, can beconsidered for unit assessment. Ratingscale and checklist, that help in findingout how much the learner has achievedin that particular unit, can also be madeuse of. unit assessment should takeplace along with learning.

For unit assessment, points have to beawarded on the basis of indicators andconverted to grades. These have to berecorded in the prescribed format. Asthere is more than one unit assessmentin a term, the average of assessment ofall the units has to be recorded at theend of the term. Teacher has to prepareindicators that suit the tool that is usedfor assessment.

For Art Education, Work Educationand Health and Physical Education,assessment has to be done at theprocess, portfolio and unit levels inorder to award grades.

Method of calculating CE

After calculating the grade for thelearning process, portfolio and unitassessment each grade - A/ B/C/D/Ehas to be given points 5/4/3/2/1respectively. The average of the totalgrade points becomes the CE grade.Imagine that a learner gets A, B, Bgrades for the learning process,portfolio and unit level assessment inEnglish. Then, the total point that he/she gets is 5+4+4 = 13. Average = 13/3 = 4.33. Therefore the grade that isawarded is B.

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Term Evaluation (TE)At the primary level, Term Evaluationof the units that were considered in theterm has to be carried out byconsidering areas such as discourseforms, language elements, languageskills etc. based on the learningoutcomes. A variety of model questionscan be included by stressing uponcontent areas and abilities. For sciencesubjects, term evaluation has to bedone by considering the content areasof the units in a particular term. Forthis, questions that are suitable toassess ideas and abilities to stresslearning outcomes can be prepared.

Weightage has to be given to each unit/conceptual area and various mentalprocesses (imbibing knowledge/concept attainment, the application ofideas and concepts, interpretation andconclusion, creativity etc.) ensure theinclusion of a variety of questions.Indicators that suit the questions haveto be developed and assessment has tobe done based on these indicators.

The Terminal Evaluation of ArtEducation, Work Education andHealth and Physical Education iscarried out as PerformanceAssessment. The models for these aregiven towards the end of this unit. ArtEducation, Work Education andHealth and Physical Education shallalso be given grades.

Assessment of Cognitive Domain -Terminal Consolidation(1) Classes 1 to 4

From Class 1 to 4, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. The F1 format can be usedfor this. F1 format is given at the end ofthis unit. CE and TE are recorded asgrades in this format. There is provisionfor recording the CE and TE grades ofa learner for all the three terms. Therecording of the grades in such a way ina single format helps the teacher tounderstand the gradation in theprogress of the learners and identify theones who are under/low achievers.

(2) Classes 5 to 8

From Class 5 to 8, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. For this F2 format can beused. F2 format is also given at the endof this unit.

Assessment of Social/EmotionalaspectsAssessment in the Social/Emotionalaspects are as important as assessmentin the cognitive domain. The skills thathave to be considered are ‘Learning toKnow’, ‘Learning to Do’, ‘LearningTogether’ and ‘Learning to be’. Thefollowing skills have to be assessed inconnection with the socio-emotionaldomain.

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1. Communication skills2. Interpersonal skills3. Empathy4. Coping with emotions5. Coping with stress6. Problem-solving7. Decision-making8. Critical thinking9. Creative thinking10. Self-awarenessTeachers who handle subjects in thecognitive domain have to conduct theassessment in these areas. Thisassessment has to be done as a part ofthe assessment of process of eachsubject. Here assessment in connectionwith values and attitudes also need tobe done along with the assessment ofprocessing ability. The qualitativeaspects of the excellence of the learnerin the socio-emotional domain have tobe assessed and recorded. The positiveskills of each learner have to beencouraged.

Assessment - Annual Consolidation(1) Classes 1 to 4F3 format can be used to consolidateannually, the CE and TE grades of thelearners from class 1 to 4. In this formatthe CE and TE of the learner for eachsubject can be recorded. Whileconsidering the CE grades that arerecorded in each term, the best grade inall the three terms will be considered forthe annual overall grade of the learner.This can be recorded separately in theF3 format and mark a circle around it.

In the case of TE grades, the grade thatthe learner gets in the third term shouldbe taken into consideration. The best ofskills acquired in the socio-emotionaldomain have to be recorded in theprescribed column. The skills that havenot been acquired need not be recordedas 'No skill acquisition'.(2) Classes 5 to 8For classes from 5 to 8, the CE and TErecorded by teachers of the respectivesubjects (using F2 format) can beconsolidated in F4 format. The subject-wise CE and TE of each learner will berecorded in this format. Whileconsidering the CE grades given in eachterm, the best CE of the learner will beconsidered the annual overall grade.This can marked with a circle in the F4format to indicate that this is the overallgrade.While considering TE, the grade thatthe learner gets in the third term has tobe considered.The best of skills that are acquired in thesocio-emotional domain of each learnerhave to be recorded in the prescribedcolumn. The skills that have not at allbeen acquired need not be recorded as'No skill acquisition'.Thus, we can take steps to ensure thelearning outcomes of the learner byassessing the excellence of the learnerin the cognitive and socio-emotionaldomains. It is essntial to take co-operative efforts to make assessmentcontinuous and comprehensive.Through cluster level interactionsamong teachers, the process ofassessment can be made moreeffective.

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Theme : Friendship

Learning outcomes:The learner

• Identifies the birds, animals and other objects around us.

• Reads and comprehends simple picture stories.

• Uses the prepositions in different meaningful contexts

Ideas/Concepts :

• Need to protect and care for our fellow creatures

Skills :• Developing language skills such as Listening, Speaking, Reading andWriting

• Developing life skills such as empathy towards fellow being.

• Developing performance skills

Language elements:• Preposition ‘with’

Values/Attitudes• Develop qualities such as love, kindness, faithfulness and compassion forall creatures

Learning aids:• Sand tray, cut-outs of dog, hut, farmer, farmer’s wife.

Expected product :Sentences constructed by the learners (Activity 4)

Sample Teaching ManualUnit 1

Billu, the Dog

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ProcessActivityEntry ActivityIntroductory Interaction

• Do you have pets?

• Can you name them?

ProcessElicits responses and write them on the BB.

Chinnu- Cat

Chippu-Dog

Binny-Parrot

…………………

Places the /cut-out of a hut in a sand tray.

Interacts /with the learners, places thefigures of a dog, a farmer and the farmer’swife in front of the house.

Introduces the central character Billu.

DiscussionHow does Billu help the farmer?

Expected Answers:• Protects the house

• Barks at strangers

• Follows the farmer wherever he goes

• Guards the house at night

• …………………………………..

• Do you think Billu is a faithful dog?

Billu is a faithful dog. He is always loyal tohis master. He obeys his master.

• Do you want to know the story of Billu?

AssessmentEvidences of ProcessAssessment• Out of the 30 learners, 15responded, 7 of them respondedpartially and 8 were not able torespond.

• Vimal said that he has two pets.A kitty named ‘Chinnu’ and‘Binny’, a parrot.

• Greeshma Raj said that herbeloved dog met with an accidentrecently.

Sand tray Activity• All the learners got engaged inthe activity

• Special focus was given to slowpace learners and CWSN.

• Babu, even though a slowlearner, could locate the dog in thesand tray.

• When asked to place the figuresin the sand tray, 28 of the studentswere able to comprehendinstructions correctly and actaccordingly.

DiscussionLearners’ Responses:• Most of the learners (24/30)could comprehend the questionthough they were not able torespond in English.

• Fasil said: ‘A dog protects thehouse’. It was outstanding.

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Instructs the learners to look at Page No.7 of the Reader and ask them to identifyBillu in the picture.

• What happens when a dog becomes old?

Elicits responses and write it on the BB.

Expected Answers:• Will lose all its teeth

• Will not be able to walk and run

• Will not be able to bark at strangers

• Will not be able to chase away theinsects and flies sitting on its body

ReadingShares the ideas in groups

One or two members of each group mayread out the passage to others.

Discusses the difficulty in peer group .

Refers the dictionary or glossary.

Teacher’s interaction with the learners.

Loud reading by the teacher.

Interaction• Can Billu help the farmer ? Why ?

Exhibits picture on Page 8

• Who are there in the picture ?

• What are they doing ?

• Do you think the dog is asleep orlistening to the conversation?

• Only two students were able tocomprehend and answer thequestion ‘Do you think Billu is afaithful dog?’

• When the question wasrepeated in Malayalam.

28 students came up with theiranswers.

Picture reading activity• All the learners were able toidentify Billu in the picture.

• 70 % learners responded to thequestion in Malayalam.

• Wrote the elicited ideas on BBand asked the learners to read .50% of the learners could read.

Reading Activity• Instructed the learners to sit ingroups and read the passage. It wasnoted that 13 students were notable to read the passage. Whenasked to read the words they werefamiliar with, 11 of them came upwith answers such as ‘Dog’, and‘Billu’. The remaining two wereable to locate Billu in the passage.

• Most of the learners read theword ‘faithful’ and ‘almost’ withthe help of the teacher.

Picture reading activity• All the learners responded tothe interaction questions positively.

• Arun said that some animalsare missing in that picture! He said

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Read out the following dialogue.

“I will throw Billu out tomorrow. He is ofno use to us”.

• Who said this ?

• To whom ?

• What is the farmer saying ?

• What is his wife’s reply ?

• Can you read it aloud ?

• Will the farmer agree with his wife ?

• What will be his response?

Let the learners read the dialoguesindividually.

Role playing by the learners.

Interaction• Do you think the farmer is cruel? Why?

• If you were the farmer, would you throwBillu out? Why?

• What will Billu do now?

Elicits responses.

Reads the passage given on Page 9.

Interaction• Why did Billu go to the woods?

• Who was his friend?

• What did he say to his friend?

Let the learners read the text given on Page9 and find out the answers.

Discussion• If Billu approached you, what advicewould you give him?

that those animals will be there atthe back of the house.

• Most of the learners cameforward to participate in the roleplay.

• All learners expressed empathytowards Billu.

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Asks the learners to look at the picturegiven on Page 10.Interaction• Who are there in the picture?

• What are they saying?

• What is Billu’s problem?

Elicit responses.

Pose the following question.

• What do you think will be the fox’s idea?

Learners scribble their answer individuallyin their notebooks.

Activity-4Process• Make sentence strips as given on Page51 and ask the learners to match the stripsto make meaningful sentences based on thepictures given on Page 22 of the Reader.

• Let the learners write the sentences intheir notebooks.

• Encourage the learners to make differentcombinations.

• Let the learners write the sentences on achart paper.

Activity-4Visual Evidence of Portfolio• Out of 30 students, 22 wrote thesentences correctly in theirnotebook. All the otherscompleted this task with somespelling and syntactic errors.

• 10 students came up withdifferent combinations.

• The answers were written on achart paper and this helped theweak learners to rectify their errors.

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Reflection NotesMy findings

• If ample opportunities are provided and proper attention is given, evenslow learners could perform better in a classroom.

• Some learners have high potential and they think out of the box.

• Illustrations given in the Reader are attractive and children really

enjoy it.

• Since the language load in the passage is minimised, children expressmore interest in the reading activity.

Realisations• The trigger I used was effective and could generate interest in the

learners.

• Some of the questions were not suitable to the level of learners.

• The first unit is suitable for the learners in class 3.

• Activities such as Sand Tray help the learners to comprehend the ideaeasily.

Follow-up activities and remedial measures.• I have to create more opportunities for English speaking in the

classroom.

• I have to use comprehensible and optimal English at this stage.

• A word star/ concept map of pet animals may be displayed on a chart tofamiliarise the vocabulary.

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57

58

59

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Unit 1

Bi l lu , the DogBi l lu , the DogBi l lu , the DogBi l lu , the DogBi l lu , the DogTheme: Friendship

Sub theme: Caring and loving forfellow creatures

Learning Outcomes:The learner

• Identifies the birds, animals andother objects around us

• Reads and comprehends simplepicture stories

• Rearranges jumbled pictures inproper sequence

• Adds new events to the story

• Reads, comprehends and enjoyspoems

• Adds more exchanges to theconversation suited to the context

• Writes the names of the young onesof animals

• Identifies the names of the homes ofdifferent animals

• Uses the preposition, ‘with’ indifferent meaningful contexts

• Identifies and uses contracted formslike ‘don’t, won’t, let’s’ etc.

• Undertakes simple project work

• Collects pictures of pets andclassifies them as per instructions

Input Discourses• Picture story

• Song

• Dialogue

Language Elements• Preposition ‘with’

• Contracted forms like don’t, won’t,let’s etc.

• Use of words like ‘sleep, pat, serve,shade, frighten, scare etc.’ inmeaningful contexts

• Imperatives

Activities/Discourses• Conversation

• Story

• Song – Adding lines

• Concept map of animals and theiryoung ones

• Matching animals and their homes

• Completing sentences using thepreposition ‘with’

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62

• Crossword puzzle

• Completing sentences using contracted forms

• Project work

• Finding words in a puzzle

Materials Needed

• Flash cards

• Pictures

• Chart paper

Use of ICT

• Presentation of songs, videos,pictures etc.

Introduction:

‘Billu, the Dog’ is a picture story whichfocuses on the need of protecting andcaring for our fellow creatures. It tellsus about the necessity of mutualfaithfulness that should exist betweenmen and animals. Human beings seekthe help of fellow creatures for theirneeds and discard or even kill themwhen they are no longer capable of anymore help. We have to realise that ourfellow creatures also have equal right tolive on this earth as we have. Thelearners are expected to developqualities such as love, kindness,faithfulness and compassion for allcreatures. Pupils are also expected toconstruct meaningful sentences usingthe preposition ‘with’ in appropriatecontexts and identify and use thecontracted forms like don’t, won’t, let’setc.

Entry ActivityWhen this unit was tried out in aclassroom of 30 students, certainobservations were made. Some of themare of great importance as far as thetransaction of this story is concerned.

One of the observations was thatlearners lacked awareness about therelationship that existed between thedog and the farmer. An empatheticattitude did not develop in the learnerstowards Billu when its master decidesto throw it away. The aim of thisactivity is to put the learners inpossession of all the informationnecessary for the proper understandingof the story. This may help you togenerate in the learners, the idea of howBillu, the dog had served the farmer andhow faithful it had been to him since itwas a pup. The following are some ofthe strategies adopted by a couple ofteachers to sensitise the learner.

Teacher 1:• The teacher showed the picture of a

young farmer walking through acountry road carrying his tools. Hesaw a tired pup lying on the way side.

• The teacher asked a few questionsrelated to the picture.

• The teacher narrated how kind thefarmer was and how he had taken thepup to his home.

• The teacher showed the picture ofthe farmer feeding the pup at hishome.

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• The teacher interacted with thechildren about the picture andcontinued to stress the deep love thatdeveloped between the farmer andthe pup which he named Billu.

• The teacher showed a few morepictures of the dog following thefarmer wherever he went, guardingthe house at night, and helping thefarmer.

• With the help of these pictures theteacher narrated how faithful thedog remained to its master until itbecame old.

Teacher 2• The teacher placed the picture/

figures of a dog, a farmer, farmer’swife and a house in a sand tray.

• The teacher narrated the aboveevents with the help of these toys.

Reading (Page 7)This activity aims at familiarising thelearners with the present condition ofBillu. (the dog which has been faithfulto its master since it was a pup.)Strategy• Show the picture on Page 7. (It may

also be drawn on a chart.)

• Ask the interaction questions givenon Page 7 of the Reader. Ifnecessary, ask a few more relevantquestions about the picture like:

• Can you find Billu in the picture?• Is it a pup or an old dog?• What happens when a dog becomes

old?

• Elicit responses.

• Write the responses on the BB andread them aloud. These responsesshould be consolidated in such a waythat the learners are initiated to thereading of the text.

• Let the learners read the text.As our classrooms are inclusive innature, there may be learners whoneed special attention, and who areslow in learning, in comparison tothe others in class. The interactionquestions given in the Reader maynot be sufficient to sensitise suchlearners to the pictures and ideas inthe text. To ensure adequatecomprehension of slow learners, theteacher may have to ask somespecific questions appropriate totheir level. A few examples aregiven below:

• Can you show me Billu, the dog in thispicture?

• Can you show me the farmer’s house?If necessary, a judicious use of themother tongue may be consideredfor such learners.

Process: Reading• Individual reading by the pupils

• Sharing the ideas in groups

• One or two members of eachgroup may read out the passage tothe others

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• Discussing the difficulties withpeers

• Teacher’s interaction with thegroups

• Teacher’s reading aloud.

Extending optimum support tothose who can’t read. • The teacher may visit each group

and identify those who can’t read.

• You may interact with them asfollows. Let the learners reply eitherin English, Malayalam or in both.

• Did you read the wholepassage?

• Which are the sentences orwords or even letters that youcan read?

• Which word or character doyou like in the passage?

• Can you locate it in thepassage?

• What is that character doing/saying?

• What will he do next?

• When they come up with answersyou may write them in order on theBB.

• You may ask the learners to drawthe pictures of these events andmake them say something about thepictures.

• When they respond you maymegaphone what they say and writethem in their notebooks. Let them

identify certain words andsentences you have written in theirnotebooks.You need not insist on the learnersreading all the passages given in theCB. You may narrate somepassages with proper stress andintonation with a view to providingthem with more listeningexperiences.

Reading (Page 8)Interact with the learners about thepicture using questions like:

• Who are there in the picture?

• What are they doing?

• Do you think the dog is asleep orlistening to the conversation?

Elicit responses.

The layout of the page might makethe learners read the wife’s dialoguefirst. But, do make sure that the learnersread the farmer’s words, ‘I will throwBillu out tomorrow. He is of no use.’Now, you may ask some questions like:

• What is the farmer saying?

• What is his wife’s reply?

• Can you read it aloud?

• Will the farmer agree with his wife?

• What will be his reply?

Process ReadingHighlight the farmer’s arguments forthrowing the dog out and ask thequestions given in the text to generatea discussion among the learners.

65

Activity-2 given on Page 20 of theReader can be attempted at this stage.

Reading (Page 9)In addition to encouraging the

learner to read this part of the story, thetext also aims at making learners givesuggestions for solving problems basedon their own life experiences.

Strategy1. You might read the passage aloud

‘Billu heard what the farmersaid. He was frightened. In theevening he went to the woods’.

2. You might also ask the followingquestions.

Why did Billu go to the woods?

Who is his friend?

What did he say to his friend?

• Let the learners read the text andidentify the answers.

• You may generate a discussion in theclass using the questions given onPage 9.

Reading (Page 10)This activity aims at making the learners

predict the fox’s idea based on theirunderstanding of the events in thestory.

StrategyYou may ask the following

questions:

• Who are there in the picture?

• What are they saying?

• What is Billu’s problem?

• What will be the fox’s idea? Can youguess and write it?

You may ask the learners to write theirideas in their notebooks.

Activity 4 (Page 22)This activity aims at familiarising thelearner with use of the preposition,‘with’.

This activity aims at making the learnersconstruct meaningful sentences usingthe preposition ‘with’ in differentcontexts.

Materials neededStrips of chart papers with parts of sentenceswritten on it as given in the Reader .

Strategy• Make strips of chart papers

• Write the sentences given in theReader on them as shown below.

The farmer

went to the field

with his wife.

Billu is

going home

with the farmer.

Anu is

going to school

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with her father.

Rafeek is

dancing

with his friend.

Jessy is

sleeping

with her mother.

• Shuffle the strips and supply them togroups

• Let the learners match the strips tomake meaningful sentences basedon the pictures.

• The learners may be encouraged tomake different combinations like:‘Rafeek is going to school with hisfriend’.

Reading (Page 11)

Strategy

To sensitise the learners about thechange in the setting, you may find thefollowing questions useful:

• Where is the farmer now?

• What is he doing?

• Who are there with him?

• What is the dog doing?

• ……………………………..

• ……………………………..

Let the learners discuss and share ingroups what they understood.

Reading (Page 12)StrategyInteract with the learners about thepicture.Discussion Questions:• What do you see in the picture?• What is the fox doing?• What is the farmer doing?• What is the mother shouting?• What is Billu doing?You may read the text on Page 12aloud.Let the learners read the speech in thebubbles.Ask questions given on the same pageto make the learners predict the nexttext.Reading (Page 13)StrategyInvite the learners’ attention to thepicture on Page 13.Discussion questions:• What is Billu doing?• What happened to the fox?• What will the fox do?• Can Billu save the baby?Let the learners have a discussion basedon the questions given in the textbook.Let the learners read the text and findout the answer.Reading (Page 14)StrategyLet the learners read picture and thedialogues in the picture.

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Discussion Questions:• Did you notice any change in the

father’s attitude towards Billu?

• How did the farmer’s attitude toBillu change?

• Pick out the farmer’s words thatshow the change in his attitude.

• What did the farmer’s wife say?

• Who is the real friend in the story?

Reading (Pages 15, 16)StrategyInteract with the learners about thepicture.

Discussion Questions:• Where are the farmer, his wife and

Billu now?

• What is Billu doing?

• What is the farmer doing?

• What is he saying?

• How does Billu feel now?

• Who is the real hero of the story?Why?

You might read the text on Page 15 and16 aloud.

Picture Sequencing and Narratingthe Story (Page 17)The aim of this activity is to make thelearners identify and sequence the givenpictures in a logical order. It alsostimulates the learner’s imagination tonarrate the rest of the story in their ownwords.

MaterialsPictures on Page 17 of the Reader. Theycan also be presented on a chart.

StrategyLet the learners speak about eachpicture.

Discussion Questions:• How did the fox help Billu?

• What would Billu do in return?

• Do you think the farmer knew aboutBillu’s friendship with the fox?

Ask them to sequence the pictures andwrite it as a story.

Sample story 1The farmer was happy. He built a

kennel for Billu. He gave Billudeliciousfood every day. One day Billuthought, ‘The fox helped me a lot. It isbecause of him that I am alive today, inmy new kennel. It is because of himthat I eat my favourite food. I didn’tthank him. I must meet him and sayhow happy I’m.’

The next day he went to the forestand met the fox. Billu invited him to hisnew kennel. When the fox came, Billushared his supper with him. When thefarmer came out of his house, he sawthe fox. When Billu saw the farmer, hetold the fox in a low voice to escapeand barked at him. The fox ran away.

Sample Story 2Picture 1: The farmer was happy. Hebuilt a kennel for Billu. He gave goodand tasty food to Billu every day.

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Picture 2: Billu was also very happy.He thought, ‘The fox has helped me. Imust help him too.’ Billu went to theforest and met the fox. He thanked thefox and invited him to his new home.

Picture 3: One night the fox came tosee Billu. Billu was having his food.Billu shared his food with the fox. Thefarmer saw this. ‘Run, run.’ Billu said tothe fox.

Picture 4: ‘The fox is my friend. Howcan I say this to my master?’ Billuthought.

Song: Little Pup, Little Pup‘Little Pup, Little Pup’ is a simple songabout animals. It is in the form ofquestions and answers. The songpresents what different animals andbirds can do and what sounds theymake. The song is highly rhythmic andfollows a regular rhyme scheme.

StrategyInteract with the learners. You may usethe following questions:

a. What animals were there in thefarmer’s house?

b. How did the animals help thefarmer?

c. .………………………Sing the song two or three timesrhythmically.

Let the learners sing after the teacher.

Exhibit the song on a chart withalternate lines blank.

Sing again and let the children identifythe lines given on the chart.

Ask the learners to identify the wordsand lines missing on the chart.

Complete the song and sing it again.

You may ask simple questions to ensuretheir comprehension.

Let the learners identify the lines thattell about the sounds of animals andunderline them.

Let them complete the table on Page 19of the Reader.

Activity 1 (Page 20)The aim of this activity is to make thelearners write simple conversationssuitable to contexts they are familiarwith. It also enhances the learner’simagination.Strategy• Initiate them into the conversation

by reading the first exchange ofBillu.

• You may scaffold learners withappropriate questions.

• Let them write it individually.• Let them refine it in pairs.• Let each pair role-play their

conversation.• Editing by the teacher.Activity 2 (Page 20)This activity aims at familiarisinglearners with certain animals and theiryoung ones.

Materials NeededSeparate cards containing names ofanimals and their young ones. On one

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card, you may write name of the animal(say ‘CAT’) on one side and (‘Mother ofkitten’) on the other side. In the nextcard you may write the name of theyoung one of that animal (kitten).Given below is a model.CARD 1

Side 1 Side 2CARD 2

You may prepare cards of this sort forall animals and their young ones givenin the activity.

Strategy• Let the learners pick any one of the

cards from the table keeping theireyes closed.

• When all the cards have been pickedup, let the learners make zig-zagmovements.

• When you clap once, let them movearound reading the cards to find outtheir pairs.

• When you clap twice, let them standwith their pairs.

• You may help those learners whocannot find their pairs by givingclues.

• Let the members of the pair read outtheir cards.

Clues:dog : puppycat : kittencow : calflion : cubpig : pigletelephant : calfduck : ducklinghorse : coltsheep : lambhen : chickentiger : cub

Activity 3 (Page 21)This activity aims at familiarising thelearner with certain animals and theirhomes.

Materials neededSeparate cards containing the picturesof animals and the homes of theanimals with names written on them.

Strategy• Make five flash cards and write

words related to animal houses like:kennel, sty, coop, shed and stable

• Make small chits of paper and writethe names of the animals on them.

• If there are 30 students make 30paper chits and write ‘dog’ on 6 chits,‘pig’ on another 6 and so on.

• Shuffle the chits and let each learnertake a chit.

• Hold a flash card, ‘COOP’ and singthe lines ‘Come, come hens. Cometo the coop’.

• Learners who have the chits with

CAT Mother ofKitten

KITTEN

70

‘hen’ written on it run to the teacherand form a group.

• Then the teacher sings: ‘We are hens.Coop is our home’.

• Let the learners sing after theteacher.

• Repeat the same for other animals.

Clues:

Dog : Kennel

Pig : Sty

Hen : Coop

Cow : Shed

Horse : Stable

Activity 5 (Page 23)This activity aims at familiarising thelearners with crossword puzzles,identifying the names of the animalsfrom the given cluesMaterials neededCrossword puzzle given in the Reader.Strategy• You might conduct a quiz using the

seven clues given in the Reader asquestions.

• After the quiz let the learnerscomplete the crossword puzzle.

Clues:Across Down1) Elephant 3) Duck2) Lion 5) Hen3) Deer 6) Horse4) Camel

Activity 6 (Page 24)This activity aims at familiarising thelearners with use of the contractedforms.

Materials neededStrips of chart paper with parts ofsentences on it.

Strategy• Make strips of chart paper.

• Write the contracted forms andexpanded forms on separate strips.

• Distribute them among the learners.

• Ask the learners to match them.

Project (Page 25)Projects give opportunities to learners towork with language. This engagementwith language makes them internalisethe meanings of words and structures. Italso promotes collaborative ways oflanguage learning as learners in groupswork together to do an activity or a taskfor some period of time.

Materials neededTable given in the Reader.

Strategy• Let the learners walk around the

classroom and ask one another whatpets they have at home.

• Help them to consolidate andcomplete the table on Page 25 of theReader.

• When they have completed thetable help them to write a short

71

description individually about theirfriend’s pets.

• Let them present their findings.

Activity- My words (Page 26)This individual activity is intended toassess the progress in learning of eachchild. The words and ideas are alreadyfamiliar to the learners. They areinstructed to use them in othermeaningful contexts. The teacher canreview his/her instructional procedurein the light of this assessment task.

Activity - I can (Page 27)This is a self-assessment task for thelearners. Let them read the sentencesgiven and fill in the boxes. When all theletters of the yellow circles are writtentogether in the space provided thelearners get the word ‘Billu’. If they get

the word ‘Billu’ all the words they havewritten in the boxes may be correct.Learners may do the activity on theirown.

Activity-My learners (Page 28)This activity is meant for the teacher’sassessment of the learners. The corecomponents of the lesson are listed outand teacher may assess the position ofeach learner and consolidate it in theappropriate columns. Based on theoutcome of the learners, the teachermay take remedial measures. The groupsynergy and the power of peer groupscan also be utilised by the teacher touplift the slow learners. Though someactivities are mentioned in the TeacherText to address slow learners, moreactivities can be carried out by theteacher as and when required.

72

Unit 2

Three ButterfliesThree ButterfliesThree ButterfliesThree ButterfliesThree ButterfliesTheme: Friendship

Sub Theme: Strength of Unity

Learning OutcomesThe learner

• Reads words such as butterfly,garden, search, difficult etc.

• Names flowers lily, sunflower, rose,shoe-flower etc.

• Uses simple English while answeringinteraction questions

• Understands simple questions like‘Why did the butterflies stopplaying? Will anyone help thebutterflies?’

• Identifies rhyming words from thepoem

• Uses the modal auxiliary ‘can’ toshow ability in meaningful contexts

• Writes short descriptions aboutthemselves and their families

• Adds lines to a poem following a setpattern

Input Discourses• Story

• Poem

• Description

• Pictures

Language elementsUse of modal auxiliary ‘can’

Activities• Picture completion by joining dots

• Identifying rhyming words

• Adding lines to a poem following aset pattern

• Completing the word web

• Completing the word chain

• Writing about oneself and others

• Project work

• Selecting suitable words andcompleting the passage

• Self-assessment

Materials neededSheets of white paper , small sticks, ricewater/lemon, cotton, tincture iodine.

Use of ICT• Presentation of songs, videos,

pictures etc.

73

Lear

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such

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74

IntroductionThis unit consists of a story and a

poem. The story ‘Three Butterflies’ iswritten by Van Antwerp. It is a story oftrue friendship. It reveals the strengthof unity among three butterflies. Thelearners are expected to developsincere friendships in their lives.They’re also expected to use theauxiliary ‘can’ to express ability inappropriate contexts and ask simplequestions using ‘why, what and will’through different discourses and otherlearning activities. The poem in the unit‘Butterfly Butterfly’ is by Adryan Bates.

Entry ActivitiesTwo entry activities are given below.

You may select the one that suits yourclassroom or may develop one of yourown.

1 Guessing gameAim: Identify the object from theclues given.

Materials needed: Picture of abutterfly, paper cover.

Strategy• Give the clues and let the learners

identify the object.

• Given below are a few questionsthat can be used for interaction

Here is a picture in my hand. Can youguess what it is?

• I shall give you some clues.

• It is a living thing.

• It is a ten letter word.

• The first part of the word is a milkproduct.

• Can you say now? Do you wantmore clues?

• It likes honey.

• You can see it in gardens.

• It can fly.

• Do you want to know what it is?

• Open your text book and join thedots on Page 33.

2 Hide and Seek

• Divide the class into groups offive. Give each group a jigsaw of agarden.

Note: The garden in the jigsaw shouldnot contain the picture of a butterfly.Let the groups arrange the pieces inproper order within a limited time.

Discussion

• What is this picture about?

• Is somebody missing in the picture?

• Do you know who it is?

• Join the dots on Page 33 of yourtextbook and find out who it is.

• Can you name some of the insectsyou can find in this place?

• Which insect flies from flower toflower sucking honey?

75

Happy Friends Page 34Interact with the learners using thepictures in the text. Use the questionsgiven on the pages for discussion. Youmay find the following questions usefulfor eliciting responses from the learners:

• What do you see in the picture?

• How many butterflies are there in thepicture?

• What are their colours?

• Are they happy?

Strategy• Let the learners read the text

individually.

• Divide them into groups.

• Let them read the text in groups.

• Let them share what they haveunderstood and what they have not.

• Ask some learners to read it aloud.

• You may also read the text withproper voice modulation.

• Follow this process for reading theremaining texts in the unit.

Poem: Butterfly, ButterflyStrategy• Recite the poem two or three times.

• Write the lines on the BB/on a chart.

• Recite it again. Let the learners singafter the teacher.

• Teacher can make use of theinteraction questions given on Page

39 to male the learner understandthe poem.

• Let them sing and enjoy the poemindividually.

• One or two groups can evenchoreograph and present it beforethe class.

Activitiy 1 (Page 40)Aim: To read, comprehend and enjoy

the poem

Materials needed/required: pictureof the flower on Page 40

Mode: Individual/Group

StrategyThe following interaction questions maybe helpful to process these activities:

• Can you find the lines which arerepeated?

• Underline the words ending with thesame sound.

Let the learners complete Activity-1 onPage 40.

Hints• sky

• high

• thigh

• die

• fly

Activity 2 (Page 40)Aim: To read, comprehend and enjoy

the poem.

76

Materials needed:

Picture of a butterfly (Page 40)

Mode: Individual/Group

Strategy• Ask the learners to find out what the

butterfly does in the poem.

• Let the learners identify the linesfrom the poem.

• Let them complete the activity usingthe phrases from the poem.

Hints• hands on my thigh• fly in the sky• gracefully dies• motionlessly lies

Activity 3 (Page 41)

Aim: To identify the rhyme pattern andwriting lines in the same pattern.

Strategy• You may make a word web of the

butterfly’s flying friends in thegarden.

Peacock

Parrot Butterflies’ friends sparrow

• Invite the learners’ attention to thelines given on the page

The peacock said:Butterflies, butterflies

Come with me.

We can play, we can dance

We can stay together.

• You may sing the lines 2 or 3 times.

• Let the learners sing the lines afteryou.

• You may sing along with the learnerstoo.

• You may interact with them usingthe picture of a sparrow given onPage 41.

• What would the sparrow tell thebutterflies?

• Teacher may elicit responses and listthem on the BB.

• You may also make use of the wordsin the box given below.

sing, fly, live, sit, jump, hop,

speak, dream, sleep.

Hints:The sparrow said:

Butterflies, butterfliesCome with meWe can fly, we can speakWe can sleep together.

• Let the learners add more lines to thepoem.

• Let them sing together and enjoy thepoem.

• Let the learners write the lines intheir notebooks also.

Activity 4&5 (Page 42-43)Aim: To complete the word web,

77

adding more lines to the poem andusing the auxiliary verb ‘can’ inmeaningful contexts.Materials needed: WhistleMode: Individual/GroupStrategyYou may try the fifth activity first. Asyou blow the whistle for the first time,ask the children to form a circle. Theyshould have their notebooks andpencils with them. Let the childrenmove in the circle. While the childrenare moving in the circle the teacherblows the whistle and says, ‘Four’.This time they’ve to form groups withjust four members. Let the learnerswrite the names of the group membersin their notebooks. For the next whistlelet the children move in the same circle.While they are moving, the teacherblows the whistle and says ‘two’. Thistime they’ve to form two membergroups. Ask them to write theirpartners’ name in their notebooks. Nowask the learner to note down theirabilities in their notebooks.

E.g. I can..............

Ask each partner in a pair to exchangenotebooks.

Ask some pairs to take their turns tocome forward and present what theyand their partner can/can’t do.

Now, let them complete Activity 5 &4A in their Reader.

Activity 4BThe learner can make use of the action

words used in Activity 4A. Let themadd more lines to the poem and enjoythe poem.

Ask the learners to write the lines intheir notebooks also.

Activity 6 (Page 44)Word-chain.

Aim: To find words to complete theword chain

Mode: Group work

StrategyAsk the learners to complete theactivity in groups.

Hints1. butterfly2. yellow3. water4. read5. dog6. girl7. leaf8. flower

You may give another activity of thesame pattern. One is given below.

Flower River

Elephant Rose

................... ...................

................... ...................

................... ...................

→

←

→

→

→

←

→

→

→

→

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Activity 7 (Page 44)Aim: Using simple English tointroduce oneself

Materials needed: Chart

Mode: Individual/Group.

StrategyAsk the learners to read theself introduction of the yellowbutterfly. Ask them to write aboutthemselves. You may help them withthe clues given below.

You may write these clues on a chart.

Name, Age,

Father, Mother,

Brothers, Sister

School, Class Teacher, Headmaster

Favourite game, food,

colour, vehicle etc.

HintsI’m............................

My father is...............

My favourite game is.........and so on.Ask learners to come forward andspeak about themselves. Then they maytry writing these in their notebooks.

Project work (Page 45)Aim: To construct short descriptions ofanimals/birds

Materials needed: Pictures ofcreatures.

Mode: Individual

StrategyThe learners are asked to collectpictures of creatures in and around theirhouse. They may interact with elders,parents, teachers etc. for collectinginformation regarding the thingsthey’ve got at hand. Let them engage infree writing using the informationthey’ve collected. Ask them to writethe description in their notebooks.

My Words (Page 46)Aim: To enable the learners to use thegiven words in the given context

Mode: Group

Strategy• Let the learners look at the picture

and identify the objects in thepicture

• You may ask a few questions toassociate the words given in the boxwith the objects in the picture

• Ask the learners to complete thepassage

Hints

1. pebbles2. gracefully3. motionlessly4. sucking5. petals6. chasing7. cloudy8. wings9. shelter

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I can (Page 47,48)Hints1. The yellow and red butterflies

2. The three butterflies

3. The sunflower

4. The lilly

1. The sun was pleased…................

2. The butterflies looked…..............

3. The three butterflies got wet…....

4. The three butterflies played….…

Additional ActivitiesAfter processing the passage ‘The Rain’,you may introduce the followingactivity:

(1) Grouping the words.Aim: To establish connections and toclassify the words.

Materials needed: Words written on achart

Mode: Individual

Strategy• Prepare the given table on a chart.

• Ask the learners to complete thechart using the words given in thebox given below.

TIMEAfternoon.......................................................................................

MOODHappy.......................................................................................

CLIMATESnowy....................................................................................................................

afternoon, happy, rainy, sad, midnight, morning, noon, cloudy, sunny, evening, angry, snowy

2 Hidden wordsAim: To find maximum meaningfulwords from a given word.

Materials needed: letter cards

Mode:Individual

StrategyDistribute letter cards to the learners.

Ask them to make maximum meaningfulwords from the word listed on the BB.

Each letter of the word carries 10points.

E.g. If you give them the word‘BUTTERFLY’ you will get thefollowing words from it.

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but, butter, fly, buy, by, ..... bet, utter, tub, fry, ..... let, tube, true, .....3 My wordAim: To recall the words they’ve comeacross in this unit.

Materials needed: letter cards, wordcards.

Mode: Group

StrategyPrepare enough sets of letter cards inadvance. Divide the class into two.

Make them stand facing the othergroup at a distance of 1 metre. Theteacher may stand in the middle.Distribute the set of letter cards amongthe groups.

Teacher shows a word card (Teachercan prepare the new words from thelesson in advance.) Each group has toform the same word holding letter cardsin their hands. The group who finishesthe word first will get ten points.Continue the activity with the otherwords also. List all the words they’vemade in their notebooks too.

Extension of this ActivityTeacher can make them form wordlines without showing the words also.

He/She may only say the word. Aftercompleting this game the learner canattempt the activity given on Page 46.Please do consider the slow proficientlearners by extending your helping handin times of need.

4 Titles in My TextAim: To find apt titles

Materials needed: split words

Mode: Individual

happy, rain, friends, shelter

seeking, the, love, true

request, butterfly, a

Process:Write the above words on the board /chart.

Ask the learners to sort out the words,identify the titles and write them in theirnotebooks.

Titles in my text

• Happy Friends

•

•

•

•

•

5 Developing writing skillsThe teacher can assign this activityafter colouring the butterfly on Page33. This activity is meant fordeveloping writing skills.

Let the learners look around the classand note down the things in the givencolumn.

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Step 1 Things in the classroom

• Blackboard • Bag • . • Colour pencils • Duster • Chalk • . • .Step 2Random presentation

Step 3 Describing the things the learners like.

There is a blackboard in the class.

It is on the wall. It is black in colour.......................................................................... I have a bag. It is blue in colour. It has three pockets...........................................................................

82

Unit 3

MowgliMowgliMowgliMowgliMowgli

Theme: Adventure

Sub Theme: Harmony betweenhuman beings and animals

Learning OutcomesThe learner

• Constructs dialogues appropriate tothe context

• Adds lines to the poem

• Reads and writes the names ofdifferent fruits

• Associates animals with their cries

• Describes pictures

• Makes simple riddles

• Gives instructions meaningfully

• Writes signboards suited to thecontext

• Identifies imperative sentences andacts accordingly

• Undertakes simple project work

• Collects pictures and classifies themas per the instruction given

• Prepares glossary and places words

alphabetically

Input Discourses• Story

• Poem

• Picture glossary

• Dialogue

• Pictures

Language Elements• Imperatives

• Simple present and presentcontinuous tense

• Interrogatives

• Words like ‘grow’, ‘cubs’, ‘deep’,‘foremost’, ‘streams’, ‘waterfalls’,‘caught’, ‘dangerous’ etc.

Activities• Sentence completion

• Identifying different fruits

• Writing descriptions

• Making masks

• Role play

83

Lear

ning

Out

com

es

•Co

nstr

ucts

dia

logu

es a

ppro

pria

te to

the

cont

ext.

•A

dds

lines

to th

e po

em.

•Re

ads

and

wri

tes

the

nam

es o

fdi

ffer

ent f

ruits

.•

Ass

ocia

tes

diff

eren

t an

imal

s w

ithth

eir

crie

s.•

Des

crib

es p

ictu

res.

•M

akes

sim

ple

ridd

les.

•G

ives

inst

ruct

ions

mea

ning

fully

.•

Wri

tes

sign

bo

ards

as

pe

r th

eco

ntex

t.•

Iden

tifie

s im

pera

tive

sent

ence

s and

act

acco

rdin

gly.

•U

nder

take

s sim

ple

proj

ect w

ork.

•Co

llect

s pi

ctur

es

and

clas

sifie

sth

em a

s pe

r ins

truc

tion.

Uni

t Fr

ame

Uni

t 3:

Mow

gli

T

ime:

20

Peri

ods

Conc

ept/

Skill

•A

dven

ture

•H

arm

ony

am

ong

hum

an

bei

ngs

and

ani

mal

s

Dis

cour

ses

/Act

ivit

ies

•St

ory

•Po

em•

Pict

ure

glos

sary

•D

ialo

gue

•Pi

ctur

e•

Sent

ence

s co

mpl

etio

n•

Iden

tifyi

ng d

iffer

ent

frui

ts•

Wri

ting

desc

ript

ion

•M

akin

g m

asks

•Ro

le p

lay

•M

atch

ing

•M

akin

g si

gnbo

ards

•G

ivin

g in

stru

ctio

ns

La

ngua

ge E

lem

ents

•Im

pera

tives

•Si

mpl

e pr

esen

t a

nd p

rese

nt c

ontin

uous

tens

e•

Inte

rrog

ativ

es•

Wor

ds l

ike

‘gro

w,

cub

s, d

eep,

fore

mos

t, st

eam

s, w

ater

falls

, c

augh

t, d

ange

rous

etc

.

84

• Matching descriptions appropriately

• Making signboards

• Giving instructions

Materials

• Pictures

• Card board

• Chart papers

• Glue

• Colours

• Signboards

Use of ICT

• Videos on Mowgli

• Audio clips of the cries of differentanimals

Introduction

Mowgli is a fictional character and thehero of Rudyard Kipling’s ‘The JungleBook’ stories. The story focuses onliving in harmony with other creaturesin the world. Learners are expected todevelop love for nature and empathytowards other living things.

Entry Activity

Given below is a way a teacher introducesthe character Bhageera, the panther in thestory, before the class.

• Teacher holds the picture of apanther in her hand but does notshow it to the learners and interacts:

Teacher: I have a picture with me.

It is an animal. Can you guess its name?

Who can say which animal it is?

Learners come up with answers like monkey,dog, cow etc.

Teacher: No, it is not. I shall give youa clue. It lives in the forest.

Learners: Monkey?

Teacher: Sorry dear, try again. OK,then I shall show you all its tail. Canyou say now what it is?

Learners: Lion!

Teacher: No!

Teacher shows the picture.

Learners: (in Malayalam) Puli…

Teacher: Well, I shall tell its name. It’sa Panther! It’s black in colour.

Teacher writes ‘Panther’ on the BB

Teacher: Now, look at Page 50 of yourReader. Can you locate a panther in thepicture?

Activity - Picture ReadingThis activity aims at eliciting thelearners’ perceptions of the theme andsetting of the story, inspiring thelearners to read the story anddeveloping an ability in the learners tomake predictions on what may happennext.

StrategyShow the first picture on Page 50 andinteract with the learners.

• What do you see in the picture?

85

• What is in the basket?

• What is the name of the panther?

• How did the baby come there?

Elicit responses.

Then invite the learners’ attention tothe second picture and interact.

• What does the panther do?

• What else can you see in the picture?

• What do you think Bhageera istelling the wolf?

Show the third picture on the page andinteract.

• Who are peeping into the basket?

• Will they attack the baby?

After eliciting the responses of thelearners, you may narrate the storypresented through the pictures on Page50 of the Reader.

Bhageera, the panther was walking along ariverbank in the forest. He saw a broken boatin the river. There was a basket in the boat.Bhageera held the basket between his teethand placed it on the rock nearby.“There will be something to eat in the basket,”Bhageera thought. He went near the boat.‘Oh! A baby!’ He was surprised to see a babyin the basket. It was a small one. It wassleeping.

‘What shall I do? Can I take the baby home?How will I feed it? Who will give the babymilk?’Bhageera was confused.

‘Anyway I cannot leave the baby alone in theforest. Other animals will kill it’.

An idea flashed through his mind.

“There is a mother wolf in the forest. She hasthree cubs. The wolf can feed the baby. Let metake it to the wolf.” He said to himself.

Bhageera carried the baby to the wolf. Thewolf saw Bhageera coming towards her with abasket.

‘Bhageera, what’s in the basket?’ the wolfasked.

‘It’s a baby. It’s for you. It is hungry. Can youfeed it?’ Bhageera asked.

‘Oh! Let me try.’ said the mother wolf. Thecubs surrounded the basket to see the baby.

Lead the learners’ attention to the lastquestion on the page, ‘What willhappen to the baby?’

Let the learners respond.

Ask the learners to read the passage ‘ASurprise’ on Page 51 of the Reader.

Follow the process of reading

Project: Preparing a glossary of thewild and the domestic animals(Page 66 of the Reader)

This activity encourages the learners toundertake simple project work. Itenhances the ability to classify picturesof animals and birds according to thegiven instructions and to prepare aglossary in alphabetic order

Materials needed

Chart containing the pictures of petanimals.

86

StrategyYou may ask the learners to say thenames of the pet animals they know.

They may be encouraged to write it intheir notebooks.

A concept map of pet animals can bedisplayed on the chart.

Lead the learners to do the project workgiven on Page 66 of the Reader.

Let the learners complete the project asan individual assignment.

Picture readingTeacher exhibits the picture on Page 51of the Reader and asks the followinginteraction questions:

What are the cubs doing?

How do they express their love?

Learners may come up with answerslike: licking, rubbing body, producingsounds, etc. You may add answers like:wagging tails, following the master, etc.if necessary.

Reading ‘The Jungle Sights’Follow the process of reading

Activity 2 (Page 58)Activity 2 given on Page 58 of theReader can be done here.

This activity is aimed at developing theability to read and write the names ofdifferent fruits and to prepare a glossaryof fruits in the alphabetic order.

Strategy• Let the learners write in their

notebooks the names of the fruits they

know.

• Ask the learners to complete theexercise given on Page 58.

• Let them prepare a glossary of fruitsin their notebooks.

• Let them refer to the Page 66 forhelp.

Reading ‘A Threat’You may ask the learners to read thepassage ‘A Threat’ on their own or youmay read it aloud to them. You may aska few questions to ensure theircomprehension.

StrategyLead the learners to the question ‘Whatcould be the sound?’ given at the end ofPage 53.

Invite free responses.

Through their responses, lead them tothe passage ‘Kaa, the Snake’.

Reading: Kaa, the SnakeFollow the process of reading

Interaction by the teacher• What will happen next?

Lead the learners to Activity 3 on Page59. Ask them to study the picture andcomplete the activity.

This activity enables the learners todevelop the ability to describe eventsbased on pictures.

StrategyA description is a picture drawn withwords. Let the learners identify the

87

characters in the picture and describewhat they are doing. They may also addscenic details. Some hints are given inthe Reader to help the slow learners. Ifnecessary, teacher can pose thefollowing questions to help the learnerswho need help.

• Who are there in the picture?

• What are they doing?

• Will Kaa bite Mowgli?

• Will anyone help Mowgli?

• What will Kaa say to Mowgli?

• What will Mowgli say to Kaa?

Reading ‘The Fight’Follow the process of reading

Writing a conversation (Page 56)This activity enables the learners towrite conversation relevant to thecontext and role play them.

Strategy• In the first round each member

should read out what he/she haswritten down as Mowgli’s reply.

• If any one of the learners has notwritten down anything, you can askhim/her to respond orally, even inthe mother tongue. You maymegaphone his/her response inEnglish.

• After all the members of the teamhave read out the conversation, thebest idea can be selected as thebeginning.

• Develop more such exchanges.

• Let each group write their product ona chart for presentation.

• Ask the learners to role-play theconversation.

Poem: Nobody’s FriendTo enable the learners to read and enjoya simple poem, appreciate the rhythmand tune of the same and identify thetheme presented in it.Strategy• Let the learners listen to the whole

poem ‘Nobody’s Friend two orthree times with the help of ICT.

• Let the learners listen only to the firststanza of the poem.

• You may ask the following questionsto elicit the lines of the poem.

* How does the poem begin?* Can anyone identify any line or word

in the poem?• If the learners fail to identify a line or

a word, play to them the first line ofthe poem only.

• You may write the elicited words orline on the BB.

• You may continue the same processfor the other lines in the poem also.

• Let the learners recite the poem inchorus reading it out from theReader.

For slow learners• You may write the poem on a chart.

Cut it into words and ask the learnersto assemble it into lines as given inthe Reader.

• Let the learners find out the wordsand lines which are repeated.

88

Discussion• How many children are there in the

poem?• Among them, who do you like the

most? Why?• Do you share your things with your

friends?Ask the learners to prepare a list ofthings they like the most.You may also ask the learners to addlines to the poem.Ask the learners to complete Activity 1on Page 58.Activity 4 (Page 60)This activity aims at developing theability to comprehend simpleinstructions in English. It also enhancesthe artistic skill of the learners.Materials neededPieces of cardboard, white paper, glue,colour penciles/pens, stringsStrategyAsk learners to read the instructionsgiven in the Reader and follow themstep by step.You may also give additionalinstructions if necessary.Funny MomentsEncourage the learners to wear themask and introduce themselves asfollows:

Grr…Grr… Hoo…Hooo...I am a tiger. I am a foxI can run fast. I am very cleverI can jump high! I can howlThe forest is I live in the forestmy home

Activity 5 (Page 61)

This activity enables the learners toidentify the words for the cries of someanimals.

Materials neededTwo sets of flash cards, one set with thenames of some animals and the other setwith words for the cries of the animals.Strategy• Divide the class into two groups.

• Supply the first group with flashcards containing the names ofanimals and the second group withthe words for their cries.

• Let a member of the animal groupcome forward and say, for example,‘I am a lion’.

• Then the member of the other groupwho has got the word ‘roar’ comesforward saying the word aloud andthe group together ‘roars’.

The same activity can be done in thefollowing way also.

• Prepare slips in which the words forcries of animals are written.

• Put them in a box.

• Let the learners come one by oneand pick up a slip each.

• When a learner makes the sound inthe slip he has got, let other learnersidentify the animal.

(Fox-howls, Lion–roars, Donkey-brays,Elephant-trumpets, Monkey-chatters)

89

Activity 6 (Page 62)This activity enables the learners toobserve and find specific features ofanimals and to write their simpleprofiles. It also makes them useadjectives appropriate to the context.

Strategy• Let the learners match the

description of the animals with thepictures given by drawing lines.

• Encourage them to add more detailsabout the animals in the appropriatecolumns in the Reader.

• Random presentation.

• Group refinement.

• Provide a sheet of paper each to thelearners and ask them to draw thepicture of the animal they like themost and write a description about it.

• This can be pasted on the wallmagazine/charts.

Activity 7- Riddle Corner (Page 63)This activity enables the learners toobserve the specific features ofanimals and to express them usingappropriate language. It also enhancestheir proficiency in using adjectives.This activity is an extension of theprevious one.

Strategy• Let the learners try to make riddles

individually.

• They can refine the product ingroups and present, it before the

class.

• You may present the ‘Teachers’version’ of the riddles too.

• Provide additional sheets of papersto each learner to draw and describetheir new pictures.

• Let each learner compile the A4sheets and add it on to his/her ownportfolio.

Activity 8 (Page 64)This activity enables the learners toidentify the signboards and place themin right places using the visual cluesgiven in the Reader. Learners will alsobe sensitised to the language used onsuch signboards.

StrategyAsk the learners to identify the placesgiven as pictures on the page.

Let the learners write the signboards inthe spaces provided.

This can be an individual work or a

group work.

Extension of this Activity (Placingsign boards in the school premises)

Objectives• To give them chances to display the

signboards developed by them aspart of the language learningactivity.

Strategy• Lead the learners to a discussion on

signboards that are to be placed onthe school campus.

90

• Let the learners develop thesignboards in goups.

• Place the signboards in the campus.

• Some of the signboards that can begenerated after discussion are givenbelow.

Save water

Keep silence

Queue Up

Use me

Do Not pluck flowers.

Don’t put waste here.

Wash your hands with soap.

Keep your slippers here

Don’t waste food

……………………………

…………………..………..

Extended ActivityGiven below is a teacher talk on agame. Read it and identify the game.

Children, shall we play a game?

It is better to go out and play the game.

We have to create a junction and a trafficisland.

We need some traffic policemen/police women.

Okay! Who will be the policeman/policewoman?

What is the work of the traffic police?

What board will he/she carry`?Right! When he/she shows the ‘Stop’board,all vehicles should stop.You have to obey the instructions.If you do not obey you will be caught by thepolice.Where will the other policeman/womanstand?Okay. They will be standing by the subjunctions.They will change their positions after sometime.Each policeman/policewoman will be carryingone sign board in his/her hand.You can see instructions like: ‘No Entry’.‘Turn Right’, ‘Turn Left’, ‘Go slow’, etc. inthe signboards in their hands.If you don’t obey the instructions, thepoliceman/policewoman will catch you.Those who violate the instructions will be outof the game.Can we mark the road and the junctions?How can we do it?We need some vehicles too.Alright! Who will be vehicles?Okay! All others will be vehicles.Shall we play the game?……………….......……Okay children. Shall we stop the game?Now, how many vehicles are left?Good! They are good drivers.They have obeyed the traffic rules.

Shall we congratulate them?

91

Activity 9 (Page 65)Find the wayThe activity familiarises the learnerswith common instructions.StrategyAsk the learners to follow theinstructions and draw a line in the rightpath that leads to the place whereMowgli is.

This activity can be modified to a levelwhere the learners are expected to useinstructions more effectively byblanking the numbers given in thepicture. The picture is given at the endof this unit. Photocopy the picture anddistribute it to groups. Ask them to readthe instructions given and write thecorresponding numbers in the blanks.Bonus Activity -Treasure HuntThis activity enables the learners todevelop the ability to comprehendinstructions and act accordingly.

Strategy• You may hide a treasure (a sweet)

somewhere in the classroom.• Ask the learners to guess where it is.• You may give clues such as ‘under

the bench?’, ‘Near the blackboard?’etc…

• You may also give some clues aboutthe location.

• Award the treasure to the learnerwho guesses the exact location.

Activity - I canThis is a self-assessment task for thelearners. Let them connect the sentenceswith suitable pictures by drawing lines.They have to put tick mark in the boxesif they get the right combination. Basedon the tick marks they have got, eachlearner may be instructed to join thedots of a particular picture and colour it.This activity will help the teacher toknow how many of the learners havecomprehended the story well.

92

93

Unit 4

The Magic RingThe Magic RingThe Magic RingThe Magic RingThe Magic RingTheme: KindnessSub Theme: Helping othersLearning outcomes:The learner• Identifies the words such as dig,

gasp, sweep, sight, regular, disappearetc.

• Understands simple questionsstarting with ‘where’, ‘why’, ‘how’etc.

• Matches pictures with appropriatelines of a poem

• Develops a word web based onplaces visited

• Describes actions shown in a picture• Describe a place• Arranges words in alphabetical

order• Undertakes simple project workInput Discourses:• Story• Poem• Pictures• NarrativeLanguage Elements:• Use of ‘if clause’, use of simple

present tense

Activities:• Writing conversation

• Writing sentences beginning with‘If’

• Completing word web

• Describing places

• Describing persons and theiractivities

• Classifying food items

• Project

• Self-assessment

Materials: Chart paper, Sketch pen, Crayons,

Letter cards, Pictures

Use of ICT:• Presentation of songs, videos,

pictures etc.

Introduction‘The Magic Ring’ is an interesting storywhich takes the readers to a world offantasy where many impossible thingsare made possible. It also focuses on theneed of showing kindness to our fellow

94

Lear

ning

Out

com

es

•Id

entif

ies

the

wor

ds s

uch

as d

ig, g

asp,

swee

p, s

ight

, re

gula

r, d

isap

pear

etc

.•

Und

erst

ands

si

mpl

e qu

estio

nsst

artin

g w

ith ‘

whe

re’,

’why

’, ’h

ow’

etc.

•M

atch

es p

ictu

res

with

app

ropr

iate

lines

of

a po

em•

Dev

elop

s a

wor

d w

eb

base

d on

plac

es v

isite

d•

Des

crib

es a

ctio

ns s

how

n in

a p

ictu

re•

Des

crib

es a

pla

ce•

Arr

ange

s w

ords

in a

lpha

betic

al o

rder

•U

nder

take

sim

ple

proj

ect

wor

k

Uni

t Fr

ame

Uni

t 4:

The

Mag

ic R

ing

T

ime:

20

Peri

ods

Conc

ept/

Skill

•Ki

ndne

ss•

He

lpin

got

hers

Dis

cour

ses/

Act

ivit

ies

•St

ory

•Po

em•

Pict

ures

•N

arra

tive

•W

ritin

g co

nver

satio

n•

Wri

ting

sent

ence

sbe

ginn

ing

with

‘if’

•Co

mpl

etin

g w

ord

web

•D

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aces

•D

escr

ibin

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rson

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dth

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activ

ities

•Cl

assi

fyin

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od it

ems

•Pr

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ents

•U

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se

95

creatures. The learners are expected todevelop kindness, willingness to helplove and affection for all creatures. TheUnit also provide the learners ampleopportunity for using simple presenttence and the verb ‘have’ to expresspossession. They’re also expected toconstruct meaningful sentences using‘if’ in appropriate contexts. Thediscourses the learners are supposed toconstruct here are conversation anddescription.

Entry activity:1. COMMUNITY PICTUREAim: This activity is meant forsensitising the learners to the setting ofthe story. It also familiarises wordsrelated to life on the beach by drawinga picture of the same, where manylearners contribute their concepts andideas in drawing.

Materials:

Chart paper, Sketch pens, Crayons

Mode: Group

Process• Interact with the learners about

drawing pictures

• Draw a part of a boat on a chartpaper or on the blackboard

• Ask each learner develop the picture

• Whenever the learners deviate fromthe theme you may interfere and leadthem to the theme by drawingconnected pictures

• Use ample interaction so as to leadthem to complete the pictures anddescribe the pictures simultaneously

• After completing the picture invitethe learners’ attention to the pictureon Page 70 of the Reader

• Interact with the learners andestablish that the boy’s name isAbin.

Reading Passages:• Ask the learners to read the passages

silently

• Follow the process of reading

• Interact with the learners using thequestions given at the end of eachpassage

• You need not insist on learnersreading all the passages given in theReader.

• You may read some passages aloudwith proper stress and intonationwith a view to providing themlistening experiences.

How can we help those who can’tread?ProcessTeacher visits each group and identifies

those who can’t read.

• Did you read the whole passage?

• Which are the sentences or words oreven letters that you can read?

96

• Which word or character do you likein the passage?

(Learners can reply either in English,

Malayalam or in both.)

• Can you locate it in the passage?

• What is that character doing/saying?

• What will he do next?

Likewise, teacher can elicit more events

and write them in order in the learner’s

notebook.

• Can you draw pictures of theseevents?

• Can you say something about thepictures?

• Teacher megaphones and thelearners write them in theirnotebook.

• Let me read it for you, shall I?

• Now, can you read it? Please try.

• Some of these words are there in thepassage. Can you locate them?

• Now you know so many words.

• Can you write them like this?

Teacher helps them to write the words

in a word star or word web.

Activity 1: Writing a Dialogue• Divide the learners into pairs

• Ask the pairs to complete theconversation on their own

• Presentation

• You could give your version to them

• This can be done through an activity

• Prepare your version of theconversation. Cut them into stripswith one exchange in one strip.Shuffle the strips and give them togroups. Let the groups sequence thestrips into a meaningfulconversation.

POEMA Magic WandAim: Read, comprehend and enjoy the

poem.

Process the poem as given in Unit 2 ofthis text on Page 59.

Activity 2:Constructing sentences using‘If ’ clauseAim: This activity is aimed at giving thelearners opportunity for expressingimaginary desires. The primary focus ofthis activity is on meaning rather thanform. When we try to teach the form,

we may end up introducing the threetypes of conditional sentences whichmay result in complications for learnersat this level. Hence, care should betaken to confine our focus on themeaning.

Process:

Ask children about their wishes and thereasons.

Eg. What do you want to become?

97

The learner may come up with variedresponses like ‘I want to become abird.’

You may ask why?

The learner may respond like, ‘I can fly.’You can combine the learner’s wish andreason and megaphone sentences asfollows:

‘If you were a bird, you could fly’

You may write the sentence on theblackboard too.

Continue the same process with otherlearners and write down these sentenceson the blackboard. You may make thelearners these sentences aloud afteryou. After this, invite the attention ofthe learners to activity 2 on Page 85.

Ask the learners to write sentencesbased on the pictures given in thebubbles.

Hints:

1. If I got a magic ring, I would ask foran ice cream/ a mobile phone etc.

2. If I got a magic ring, I would ask fora motor bike

3. If I got a magic ring, I would fly anaeroplane

4. If I got a magic ring, I would travelon an elephant’s back/ would buyan elephant.

Activity 3 & 4: Places I visitedAim: Activity 3 & 4 are interlinked insuch a way that the former serves as a

trigger to the latter. Activity 3 demandsthe learners to write the names of theplaces they have visited. Activity 4aims at writing description of places thelearners are familiar with.

Process• Ask the learner to fill in the bubbles

in Activity 3.

• Lead the learners to Activity 4 andlet them write the name of theirfavourite place in the space provided

• Interact with the learners about thedetails of the places and make themwrite in the bubbles given

• Let the learners describe the place ina few sentences

ACTIVITY 5The BeachAim: Describing persons and things in

simple words, phrases and sentences.

Mode: Individual

Process:

Discussion

• Can you name the boys and girls yousee in this picture?

• What dress do they wear?

• What are the colours of their dress?

• Can you identify the models they’remaking with sand?

Ask the learners to describe any of thethree pictures in the space provided orin their notebook.

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ACTIVITY 6

Grocery, fruits and vegetables

Aim: Identifying, classifying andarranging the list of food items.

Materials needed:20 word cards withthe names of the food items given onpage 89 of CB and their correspondingreal objects.

Mode:

Individual/pair/group (according tothe strength of the class)

Process:

• Place the food items on the table.

• Distribute the word cards among thelearners.

• Let the learners read the card theygot and pick up the correspondingfood item from the table when youclap/blow the whistle.

• Ask the learners to group themselvesinto three as fruits, vegetables andgrocery.

• You might direct the learners toform the fruit group first and thevegetable group second. Then thethird group may be automaticallyformed.

• Name the groups as Fruit, Vegetableand Grocery.

• Then you may ask each group toread out aloud the names of the fooditems they contain.

• Let them do the activity given onPage 89 of the Reader.

PROJECT WORKAim: Collect, classify and consolidatedifferent types of jobs. Identify thenumber of persons engaged in differenttypes of jobs. Prepare a briefdescription.

Duration: 2 days

Mode: Individual/group

Process:

Interact with the learners about theirneighbours, their jobs, age, institutionsthey work in etc..

Lead them to the questions given onPage 90 of the Reader.

Let them discuss.

Let them collect data and complete thetable given on page 90 of the Reader.

Lead them to the questions givenbelow the table given on Page 90 of theCB.

Elicit responses from one of thelearners and write them on the BB.

You may write it in the form of a simpledescription.

Let the learners write a descriptionabout one of their neighbours.

Let the learners go around the class andcollect data to complete the table givenon Page 91 of the Reader.

Now, you may ask questions similar tothe following and elicit responses from

99

one of the learners.

• What are the different types of jobsyou have got in your table?

• What are the jobs that men are moreinterested in?

• Which is the job most preferred bywomen?

• ......................................................

• ......................................................

You may write the responses elicited onthe BB in the form of a simpledescription.

Let the learners write a descriptionbased on the table.

MY WORDS (Page no 92)Name: Who am I?

Aim: Read and comprehend the ideasgiven in the text.

Materials: Riddles (Page 92)Mode: Individual

PROCESSRead the riddles individually and fill inthe boxes.

Self-AssessmentAim:Self-assessment of the learner.

Materials:Assessment tools (Page 93 & 94)Mode:Individual.

ProcessSequence the events.

Hints:

If the first columns filled by the learnersare correct the boxes below will be

S U C C E S S

If the second columns filled by thelearners are correct the boxes below willbe

W I N N E R

100

Unit 5

The Clay HutThe Clay HutThe Clay HutThe Clay HutThe Clay Hut

Theme: Unity

Sub Theme: Accommodating everyone

Learning Outcomes:The learner

• Identifies words such as ‘swing, sway,empty, meadow, scurry, hop’ etc.

• Understands simple questionsbeginning with ‘where’, ‘why’, ‘how’,‘how many’ etc.

• Reads and enjoys poems

• Writes dialogues in a given context

• Describes pictures

• Supplies suitable headlines to newsitems

• Introduces people using ‘this’ and‘that’

• Prepares address tags

• Undertakes simple project works

Input Discourses• Story

• Poem

• Advertisement

• News report

• News feature

• Cartoon

• Address tag

Language Elements

• Introducing people using ‘this’ and‘that’

• Using ‘this’ to denote a closer object

• Using ‘that’ to denote a distantobject

Activities

• Writing conversations

• Vocabulary - Listing of householditems, furniture and sanitary items

• Making a dish and listing itsingredients

• Preparing address tags

• Selecting appropriate titles for thenews item

101

Lear

ning

Out

com

es

•Id

entif

ies

the

wor

ds s

uch

as s

win

g,sw

ay, e

mpt

y, m

eado

w, s

curr

y, h

opet

c.•

Und

erst

ands

sim

ple

ques

tions

with

whe

re, w

hy, h

ow, h

ow m

any

etc.

•Re

ads

and

enjo

ys p

oem

s•

Writ

es d

ialo

gues

in a

giv

en c

onte

xt.

•D

escr

ibes

pic

ture

s.•

Supp

lies s

uita

ble

head

lines

to n

ews

item

s.•

Intr

oduc

es p

eopl

e us

ing

‘thi

s’ a

nd‘th

at’.

•Pr

epar

es a

ddre

ss t

ags.

•U

nder

take

s si

mpl

e pr

ojec

t w

ork

give

n.

Uni

t Fr

ame

Uni

t 5:

The

Cla

y H

ut

Tim

e: 2

0 Pe

riod

s

Conc

ept/

Skill

•U

nity

•A

ccom

mod

atin

gev

eryo

ne

Dis

cour

ses

/Act

ivit

ies

•St

ory

•Po

em•

Adve

rtis

emen

t•

New

s rep

ort

•N

ews

feat

ure

•Ca

rtoo

n•

Add

ress

tag

•W

ritin

g co

nver

satio

n•

Voca

bula

ry-L

istin

g of

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e ho

ld

item

s,fu

rnitu

re a

nd s

anita

ryite

ms.

•M

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sh

and

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g its

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nts

•Pr

epar

ing

addr

ess t

ags

•Se

lect

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appr

opri

ate

title

s fo

r th

e ne

ws

item

.

La

ngua

ge E

lem

ents

•In

trod

ucin

g pe

ople

usin

g ‘t

his’

and

‘tha

t’•

Usi

ng ‘t

his’

to

den

ote

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roxi

mat

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ject

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sing

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hat’

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ect

102

Materials needed/required• Charts, Markers

ICT• Digital versions of the story ‘The

Clay Hut’ and the poem ‘The Housethat Jack Built’ are available on theinternet.

IntroductionThe Clay Hut is a Russian folk tale. Thestory which is set in the background ofa thick green meadow, deals with thetheme of unity, love and friendship. Intoday’s world we often tend to forgetpeople beyond the walls of our homesand mostly think only of ourselves. Inthe story, The Clay Hut, a clay pot

accommodates a number of creaturesranging from fox to frog and rat torabbit. The clay pot serves as ametaphor for harmony and sharingwhich are the essence of social life. It isthis unity which provides the inmatesof The Clay Hut strength to confrontproblems.

Entry Activity

Origami: Making a Paper House

• Let the learners make paper houses.

• You may also make one along withthem.

• Give enough assistance andinstructions.

103

• Let the learners colour them andname their houses.

• Let them paste the houses on a chartand describe them.

Discussion• Who would you like to invite to your

new home?

• How many people will you let intoyour home?

• Will you let only your relatives intoyour home?

• Will you let any animals in?

Activity - Picture ReadingProcessShow the picture of the clay pot on Page103 and interact with the learners.

• What do you see in the picture?

• What is it made of?

Activity- ReadingProcess all the reading passages in theunit carefully. Follow the process ofreading. If necessary you may askadditional questions like:

• What is your opinion about the cartman?

• What will happen if the clay pots falldown?

You may use different strategies likemind mapping, picture reading, conceptmapping etc. for different passages. Allsuch activities should be aimed atenhancing the reading skill of thelearners. Make maximum use of the

pictures given on each page. Interactwith the learners about the pictures andpassages and ensure the comprehensionof all learners in the class.

Poem

Process

• Let the learners listen to the song‘The House That Jack Built’ two orthree times with the help of ICT.

• Let the learners listen only to the firststanza of the poem.

• You may ask the following questionsto elicit the lines of the song:

* How does the song begin?

* Can anyone identify any line or wordin the song?

• If the learners fail to identify lines orwords, let them listen only to thefirst line of the song.

• You may write the elicited words orline on the B.B.

• You may continue the same processfor the other lines in the song also.

• Let the learners sing the song inchorus by reading it from the Reader.

Interaction

In order to ensure comprehension of thepoem, you may ask a few questions like:

• Where was the malt kept?

• How are the cat and cow connectedin the poem?

104

• Who are the two human beingsreferred to in the poem?

Four pictures are given in the Reader.You may present these pictures on achart and ask the learners to write downlines associated with them.

Activity-1 ConversationProcessLet the learners complete the conversationgiven on Page 114 of the Reader.

You may provide specific instructionsto the groups.

• In the first round each membershould read out what he/she haswritten down as the Bear’s response.

• If any one of the learners has notwritten down anything, you can askhim/her to respond orally. This canbe even in the mother tongue. Youmay megaphone it in English.

• After all the members of the teamhave read out the conversation, thebest idea can be selected as thebeginning.

(Children may come up with responsessuch as: ‘Thank you’, ‘Are you angrywith me’, ‘Sorry for the trouble’ etc.)

Normally learners can build the secondexchange based on the first exchange.Here, sometimes the learners may findit difficult to continue with theconversation. You may interact withthe learners so as to enable them tocomplete the conversation. A sampleteacher talk is given below:

Children, there are many inmates in the

clay hut. Among them, who will talkfirst?

The Mouse?

The Fox?

The Rabbit? Okay. You can decide whowill participate in the conversation.

What could be the bear’s response?

Will the inmates question the bearabout what he did to the clay hut?

Will the bear feel any regret and ask theinmates to forgive him?

Will the inmates forgive him? Whatwould they say?

• Let the groups discuss and write theconversation.

• Write each group’s product on achart for presentation.

• Let the children decide who are torole-play the conversation before thewhole class.

• After the role-play, the whole classmay choose the best presentationamong the lot.

Activity-2 (Page 115)Objectives• To familiarise the learners with the

names of different rooms in a houseand the various objects that are usedto furnish those spaces.

• To develop spatial intelligence andlogical thinking of the learners.

• To develop the ability tocomprehend simple instructions inEnglish.

105

Process:

• Teacher may ask the learners to placethe things/items in appropriate roomsusing a pencil.

• Random presentation by the learners.

• Let the learners place additionalthings in each room (Space is givenon Page 116).

• They may be given the opportunityto present it before the whole classtoo.

• After completing this activity, theteacher may ask the learners toprepare a picture glossary ofhousehold items, furniture andsanitary fittings.

Hints:

Kitchen: Mixer, Gas stove

Dining Hall: Washbasin, Chairs

Toilet: Water closet, soap box

Reading Room: Book shelf,Newspaper

Hall: Sofa, Television

Bedroom: Cot, Pillow

Activity- 3 Conversation (Page 116)

This activity is an extension ofActivity-1. As the learners are familiarwith similar contexts given in theReader, they can easily write theconversation on their own. Let themdiscuss in groups and perfect theirconversation according to the context.

Activity- 4 Making a Dish (Page117)

The learners are asked to prepare somedishes. Please encourage them to writedown the ingredients of each dish. Theymay be asked to refer the dictionary tofind out the appropriate English words.Let them copy it on a sheet of paper.They may also draw appropriatepictures if they wish to do so. All therecipes can be compiled to make a BigBook.

Some of the dishes and ingredients aregiven below:

VEGETABLE SALAD

Ingredients:

Cucumber, carrot, onion, lemon

LIME JUICE

Ingredients:

Water, sugar, lemon

TEA

Ingredients:

Tea powder, water, sugar, milk

Activity-5 Preparing Address Tags

This activity is intended to developpower of reasoning as well as the senseof humour in the learners. This will alsoenable them to be familiar with theformat of the address tags.

Process

• Discuss the essential details of apostal address.

106

• Teacher presents the former addressof Buzz-Fuzz, the fly.

• Let the children imagine and writethe addresses of the other fivefriends. Some samples are givenbelow.

• Crunch-Munch, the Mouse

Attic Nivas,

John’s Bunglow. P.O

• Hop-Stop, the Frog

Jumping field 2nd avenue

Crom-crom Street

Pond Bank. P.O

• Fleet-Feet, the Rabbit

House No. CBX 325

Burrow Villa

Carrot Gardens. P.O

• Howly-Prowly the Wolf

Bush No. 22

Hunters Street. P.O

• Fluffy-Huffy, the Fox

Cunning lane

Behind co-co-Apartments

Kuttikkadu. P.O

AssignmentLet the children write their postaladdress on a slip and paste it on a chart.If they do not know their exact postaladdress, let them collect it from homeand come with that the next day. Letthem write it on a post card and send it.

Activity-6 Jungle Times (Page 120)Objectives• To enhance reading comprehension

of the learners.

• To develop the ability to writeappropriate titles for news items.

• To develop the skill of presentingdifferent news items.

• To write brief descriptions.

ProcessGiving titles to the news report• Let the children read the newspaper

individually. After that the teachercan ask them to select titles and toplace them in the appropriatespaces. The teacher may also explainthe format of a newspaper byshowing an original one. Anewspaper will consist of differentnews reports, advertisements,cartoons etc. Besides these, there willbe separate pages for local news,national news and internationalnews, sports news, editorial etc.

Additional Activities1. Performing News shows• Divide the learners into groups. Let

each group present a TV News showbased on the ‘Jungle Times’. They haveto select a newsreader from their group.They may also include advertisementsduring the News show. They can alsoadd more news items if they wish to doso. Sufficient time may be given forplanning the show.

107

2. Lost and Found• Let the learners prepare some

advertisements related to theirschool and paste it on the noticeboard. They may do someadvertisements under the titleMissing, Lost, Found etc…. Thisactivity will help to develop in thelearners ability to describe an objectand a person. Teacher may insist thatthe learners identify the features likeits size, shape, colour, what it ismade of etc… to describe an object.While describing a person height,weight, accessories such asspectacle, watch, bangles, chappaletc. may also be mentioned.

Activity-7 Introducing People (Page121)

Objectives• To enable the learners to use ‘this’

and ‘that’ to introduce a person.

• To enable the learners to introducehimself / herself.

ProcessTeacher introduces herself as, ‘I amBindu’ (She writes that sentence on theBB).

Teacher holds the hand of a studentand introduces him befor the class.

‘This is Raju, my friend’. (Writes on theBB).

She points out to a student sitting onthe last bench and says:

‘That is Rahna, my friend’.

(Writes on the BB).

Teacher asks the learners to form acircle. A ball is to be passed along thecircle. Let the learners pass the ball andplay. When the teacher says ‘Stop’, theyshould stop the game and the boy/girlwith the ball may say this:I am……………..This is…………, my friend.That is…………, my friend.• Teacher can continue the game till

the children get familiarised with thestructure.

• Teacher may insist on the learnerscompleting the task given on Page121.

Activity-8 Clay pot to clay hut (Page122)

Objective• To enable the learners to construct

simple sentences based on thepictures.

ProcessSeven pictures are given on Page 122.Four pictures have been explained insimple sentences. Let the childrendescribe the remaining pictures.Teacher may write the answers on theBB after eliciting the correct answers.• Then a rabbit came.

A roof appeared on top of the clay hut.• A fox arrived soon.

A beautiful garden appeared around theclay hut.

• After that, a wolf came.

A fence appeared around the clay hut.

108

Let the learners gather all the sentencesinto a paragraph in their notebooksunder the title Clay pot to Clay hut.

Activity - Project Work (Page 123)Objectives• To develop the skill to undertake

simple language projects.

• To write picture descriptions.

ProcessSTAGE 1• Let the learners list the different

types of houses.

OR

• Let the learners describe the housesthey see around the school.

• Let them find out which type ofhouse is more common.

• Sitting in groups - sharing andconsolidating.

STAGE 2Let the learners collect pictures of thehouses, paste them in their note booksand write a brief description about eachof them.

This is a thatched house.

It is a small house.

The roof is made of coconut leaves.

The wall is white in colour.

There are……windows and ……doors.

The house has ……………

Activity - My Words (Page 123)This activity is aimed at developing thevocabulary of the learners.

ProcessLet the learners re-arrange the lettersand make meaningful words. This canbe assigned as individual work.

Hints:dya : dayotp : top, opt, potfrgo : frogxof : foxcyal : clayewmdao : meadoweeqseuz : squeezeedsrtoy : destroy

dwoenr : wonder

Activity- I CAN (Page 124)This is a self-assessment activity. Letthe learners read the sentences carefullyand draw the corresponding things onthe picture. Teacher can assess thestatus of each child by observing themduring this activity.

Activity- MY LEARNERS (Page 125)This activity is for teacher’s assessmentof the learners.

Additional ActivityTHE THREE LITTLE PIGSObjectives• To improve the listening skill of the

learners.

109

• Enable the learners to associatepictures with the text.

ProcessTeacher may present the story usingsuitable pictures and with propergestures and voice modulation.

• This is the story of ‘The Three LittlePigs and the Big Bad Wolf’.

• The first pig built a house of straw(shows a picture of a straw houseand a pig).

• The second pig built a house wood(show a picture of a house made ofwood).

• The third one built a house of bricks.(show….a picture of brick house).

• One day The Big Bad wolf washungry.

• He blew down the first pig’s house.The little pig ran to his brother’shouse.

• The wolf was very angry. He blewdown the second pig’s house too.The two pigs ran to their brother’shouse.

• The wolf was angry and terriblyhungry too. He went to the thirdpig’s house. He blew and blew, butthe house didn’t fall down.

• He climbed on to the roof andjumped down the chimney.

• He fell down into the fire! Ouch! He

110

climbed up the chimney and ranaway very fast.

• The three little pigs lived happilyever after.

Teacher may ask the learners toassociate the following pictures with

the text.

• After presenting the story, theteacher may ask questions regardingthe houses that the pigs built.

• Teacher elicits responses and writesthem on the BB.

111

Unit 6

Who Did Aleena’s Homework?Who Did Aleena’s Homework?Who Did Aleena’s Homework?Who Did Aleena’s Homework?Who Did Aleena’s Homework?

Theme: Self Realisation

Sub Theme: Realising one’s owncapabilities, dignity of doingdomestic work

Learning OutcomesThe learner

• Reads, comprehends and enjoyssimple stories and poems

• Uses describing words

• Understands simple questionsbeginning with ‘what’, ‘can’, ‘when’etc...

• Responds to commands and requests

• Answers in English duringclassroom interactions

• Expresses likes and dislikes

• Writes down thoughts related to thecontexts given

• Identifies words related toclassrooms

• Undertakes simple project works

Input Discourses• Story

• Poem

• Letter

• Description

Language Elements• Use of imperatives ( for giving

instructions)

• Use of the present tense form ofverbs to describe something/someone

• Use of the auxiliary ‘can’ to expressability

• Use of the past tense form of verbs todescribe an action/happening in thepast

Activities• Identifying rhyming words

• Writing thoughts of characters-according to specific contexts

• Preparing descriptions

• Describing a routine activity

• Finding out smaller words hiddenwithin larger words.

• Giving suggestions

112

Lear

ning

Out

com

es

•Re

ads,

com

preh

ends

and

enj

oys

sim

ple

stor

ies

and

poem

.•

Use

s de

scri

bing

wor

ds.

•U

nder

stan

ds

sim

ple

ques

tions

star

ting

with

‘wha

t’, ‘

can’

, ‘w

hen’

etc.

•Re

spon

ds

to

com

man

ds

and

requ

ests

.•

Ans

wer

s in

En

glis

h du

ring

clas

sroo

m in

tera

ctio

n.•

Expr

esse

s lik

es a

nd d

islik

es•

Writ

es d

own

thou

ghts

rela

ted

to th

eco

ntex

ts.

•Id

entif

ies

the

wor

ds r

elat

ed to

the

clas

sroo

m.

•U

nder

take

s sim

ple

proj

ect w

ork.

Uni

t Fr

ame

Uni

t 6:

Who

Did

Ale

ena’

s H

omew

ork?

T

ime:

20

Peri

ods

Conc

ept/

Skill

•Se

lf-Re

alis

atio

n•

unve

iling

th

epo

wer

w

ithin

,di

gnity

of

doin

gdo

mes

tic w

ork

Dis

cour

ses/

Act

ivit

ies

•St

ory

•Po

em•

Lett

er•

Des

crip

tion

•Id

entif

ying

rh

ymin

gw

ords

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ritin

g th

ough

ts•

Prep

arin

g de

scri

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ns•

Des

crib

ing

a ro

utin

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Find

ing

out

smal

ler

wor

ds h

idde

n in

lar

ger

wor

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•G

ivin

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•Pr

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ents

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f im

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tives

(giv

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he p

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omet

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f the

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113

• Preparing narratives• Project workMaterials needed:• Flash cards• Pictures• Chart paperUse of ICT• Presentation of poems, videos,

pictures etc.IntroductionThe story ‘Who did Aleena’sHomework’ is an interesting onewhich deals with the theme of self -reliance. It focuses on the need ofrealising the capabilities hidden inevery individual. In the story, a girlnamed Aleena who is labelled byeveryone, even by herself, as lazy,realises the abilities hidden in her withthe help of an elf. It is the elf who actsas a catalyst in Aleena’s developmentinto an ideal girl. Instead of doing thework assigned to it by Aleena, the elfbrings in situations for making her dothe work all by herself. The poem ‘PetShopping’ written by Kenn Nesbitttakes learner to a world of animals andfish. The poem addresses the learners’interest in fostering affinity towardspets. It helps the learners to familiarisethemselves with many animals andfish that are alien to them.Entry Activity• Lead the learners to the picture on

Page 126. Interact with the learners byasking the questions given in the text.

• Let them complete the table givenbelow.

• You may also make use of thefollowing questions for yourinteraction:

Why don’t you like examinations?

What makes homework boring?

Reading Passages• Ask the learners to read the passages

silently

• Follow the process of reading

• Interact with the learners using thequestions given at the end of eachpassage

• You may read some passages aloudwith proper stress and intonationwith a view to providing learnerswith adequate listening experiencestoo.

Elf

An elf is a supernaturalcreature often seen in folktales, typically representedas a small, delicate,mysterious figure inhuman form with pointed

ears, magical powers and a variablenature.

Poem: Pet ShoppingObjectives• To enable the learners to read and

enjoy a simple poem

• To make the learners able toappreciate the rhythm and tune ofthe poem and to identify the rhymingwords and the theme

114

Process• The teacher recites the poem

• Let the learners recite along withteacher without looking at the lines inthe Reader

• Let them identify the lines

• Write the identified lines on the BB

• Recite it again

• You may write a stanza on the BBleaving one or two lines blank

• Ask the learners to read out themissing lines from the reader

• Sensitise them to the rhythm andpattern of the lines

• The activity given on Page 135 canbe used while transacting the poem

Kenn Nesbitt is an American poetwritting for children. He was named‘Children’s Poet Laureate’ by the PoetryFoundation on June 11, 2013. He writeshumorous poetry for children. Hisfamous works include ‘My Hippo Has theHiccups’ and ‘Revenge of the Lunch Ladies’.

Rhyming wordsWrite a pair of rhyming words on the BB.

Interact with the learners about thesounds with which the words end.

Ask the learners to list all the wordswith which each line of the poem ends.

Let the learners pair the words that endin similar sounds.

Ask the learners to fill in the boxes onPage 135 of the Reader.

Note: The key words given in thisactivity are not taken from the poem.The learners are supposed to identifythe sound with which the words endand find words from the poem thatrhyme with those given.

Activity 1 (Page 136)This activity aims at triggering thelearners imagination so as to write thethoughts of the character given in thequestion.• You may scaffold the learners with

appropriate questions.• Let them write the thoughts

individually.• Let them refine it in groups.• Let each group make a presention of

the write-up.

Activity 2 (Page 136)This activity will enable the learners tomemorise the important dialogues inthe story and identify the characterswho utter the same.

StrategyAsk the learners to read the dialoguesgiven in bubbles.

Let the learners revisit the part of thestory where the dialogue occurs.

Let them identify the speaker and fill inthe blank.

Hints:a) Teacherb) Elfc) Aleenad) Elf

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Activity 3 (Page 137)The aim of this activity is to enable thelearners to write simple descriptions oftheir favourite games. The activityintends to develop reference skills in thelearners.

Strategy• Ask the learners to read the

description of the game of footballgiven in the Reader.

• Interact with the learners using thequestions given in the Reader.

• Elicit responses and write a simpledescription of a game on the BB

• Let the learners write a descriptionof their favourite games individually

Activity 4 (Page 138)This activity will equip learners with theability to describe their routineactivities/tasks in simple sentences.

Strategy• Interact with the learners about the

things Aleena did to getappreciation.

• Let them read the sentences given inActivity 4, Page 138.

• Ask them about what they do athome as a part of their studies.

• Elicit responses and write them on the BB.

• You may use the first person whilelisting the responses. (I, me, my)(e.g: I get up early in the morningand do my home work.)

• Let the learners write in theirnotebooks, what they usually do athome.

Activity 5 (Page 138)By doing this activity the learners willbe able to describe their pets. Thisactivity provides learners withopportunities to classify animals as petsand others, identify their colour, shape,size, charcteristics etc...

Strategy• Let the learners classify the animals

and birds in the picture as pets andothers.

• Ask the learners to findout theirfeatures like colour, size etc.

• Elicit the responses and write themon the BB.

• Let the learners describe the animalsand birds in the picture in their ownsentences.

Activity 6 (Page 139)This activity aims at developing thevocabulary of the learners.

Materials neededSets of letter cards

Flannel board to stick the letter cards

Strategy• Arrange the letter cards one by one

to form the word ‘BUTTER’.

• Form the word ‘FLY’ below it.

• Interact with learners about themeaning of each word.

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• Place the word ‘FLY’ as such afterthe word ‘BUTTER’ to form theword ‘BUTTERFLY’.

• Interact with the learners about theword newly formed.

• Sensitise them to the idea that theremay be smaller words hidden withinlarger words.

• Let the learners read the words givenin the activity and find out thehidden words.

• You may arrange the words given inthe activity on the flannel board,using the letter cards.

• Let the learners rearrange thesewords to form as many smaller wordsas possible.

This activity has immense possibilitiesfor using ICT. You may type the largerwords in a word processor and let thelearners change the font colour ofcertain letters highlighting smallerwords in it.

Activity 7 (Page 139)The aim of this activity is to enablelearners to use simple present tense todescribe good qualities.

Strategy• You may interact with the learners

about the good qualities theypossess. You may use interactionquestions like:

Who cleans your room every day?

Do you help your mother in thekitchen?

Do you water the plants in the gardenat home?

Who arranges your room?

……………………….

………………………..

• Elicit the responses and write themon the BB.

E.g. Arjun cleans his room everyday.

Adarsh helps his mother in the kitchen.

• Let the learners describe on theirown the good qualities they see intheir friends.

Activity 8 (Page 140)This activity is to enable the learners toprepare a set of instructions.

Strategy• You may give instructions to the

learners to rearrange the classroom.

• Write each instruction on the BB.

• Let some of the learners giveinstructions to the others to makethe classroom more comfortable.

• Lead the learners to the picturegiven on Page 140

• Interact with the learners about thethings they see in the picture. Youmay ask questions like:

What are the things you see in thepicture?

Where can you place these things in theroom?

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• Ask the learners to write theirsuggestions to arrange the roomproperly in the space provided.

Project (Page 141)

The project helps the learners tobecome aware of their duties andresponsibilities in their daily life. It alsofamiliarises language elements such asthe use of ‘can’, ‘can’t’ and ‘yes or no’and also questions beginning with ‘can’.

Strategy

• Let the learners read the activitiesgiven in the box.

• Interact with the learners using thequestions given below.

• Let them fill in the columns givenbelow.

• Let them sit in groups and share theirfindings.

• Ask the learners to write theirfindings in the space provided.

My Words

• Ask the learners to read thesentences given on Page 142.

• Let them analyse the underlinedwords in each sentence.

• Ask them to find out the meanings ofthe underlined words from the boxgiven below.

• Let the learners write the number ofthe sentences in respective boxes.

Hints:a) shouted loudly 2

b) hit with foot 6

c) touched gently 7d) dislike very much 1

e) happy 8f) impolite 9

g) with folds on skin 5

h) got surprised 4i) small piece 10

j) took roughly 3

I CanAim: Self-assessment of the learner.

Lead the learners to the self-assessmentactivity given on Page 143. Let themanalyse the picture and find out whathappens at different stages.

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Unit 7

Theme: Love towards nature andfellow beings

Sub Theme: Kindness to fellow beings

Learning outcomes:The learner

• Identifies the words such as receive,interesting, scatter, breath, trap,backyard, scared of, wild canary,nightingale, forgotten, frightened,hurt, spread, gasping, lying, stiff,steal, grieve, breast etc.

• Uses the conjunction ‘but’ inmeaningful contexts

• Prepares birthday cards• Observes different birds and describe

them• Prepares posters and placards

against cruelty towards animals andbirds

• Sequences the major events of a story• Makes words with the vowels ‘ea’• Reads and understands the given

stories and poems• Undertake simple projects

The BirdThe BirdThe BirdThe BirdThe Bird

Materials:

Letter cards, picture of birds, crayons,flash cards, chart paper, sketch pen etc.

Introduction

Leo Tolstoy’s short story, ‘The Bird’tells us how certain human deeds,though not deliberate, may result incausing pain and loss of life to animalsand birds. In the story the innocentcuriosity of the boy, Sero towards birdsresults in the sad death of a wild canary.When the bird gets wounded he couldonly helplessly stare at its last heavybreathing. The poem, ‘Birds’ which isthematically coherent to the story alsofocuses on a child’s concern of the painthat a mother bird might have at the lossof its young ones. The unit with itsfocus on tenderness also providesopportunity for language andvocabulary activities. The learners arealso expected to construct meaningfulsentences using ‘let’ and ‘but’ inappropriate contexts and also constructdifferent discourses.

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120

Entry activity: Picture reading (Page145 of the Reader II volume)

Mode: Individual

Process:

You may use the picture given on Page145. Use the interaction questionsgiven below the picture.

Discussion• What do you see in the picture?

• What is hanging on the ceiling?

• What function is going on there?

• Have you got any gift on suchoccasions?

• What was that gift?

Process the reading passages THE GIFT,THE TRAP, HEART BEATS, AWARNING, THE FALLEN BIRD andTHE SLEEPLESS NIGHT.

(After processing the passage “THEGIFT” you may do the Activity 1&1A

Poem:BIRDSAim: Enjoying the poem by sensitisingthe learners to rhythm and rhymingpattern.Materials needed: PictureMode: Group/IndividualProcess:Refer to lesson 1 for processing the poem.ACTIVITY 1Preparing a birthday card.Aim: Familiarising the learners with the

particular language used in preparingbirthday messages and preparingbirthday cards.Materials: cards, sketch pen, crayons,glue etc.Mode: Individual/Group

Process:

Discussion• Have you ever seen or received a

birthday card?

• What messages do we find on them?

• Ask the learners to say the words/phrases/sentences they have readon a birthday card and write them onthe BB

• Ask the learners to prepare birthdaycards

• Distribute a few birthday cards to thelearners for their reference

Hints• HAPPY BIRTH DAY TO YOU.....

• MANY MANY HAPPY RETURNS

OF THE DAY....

• HEARTY WISHES ON YOURBIRTHDAY

• TODAY YOU ARE 8, WISHINGYOU GOOD YEARS AHEAD

PROJECT (Page 157)BIRDS AROUND MEAim: Observing the birds andidentifying their colours. Associate thepictures of birds with their names.

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Materials: Pictures and flash cards.

Mode: Individual/Group

Process:

Discussion:• Can you name the birds that you see

in your locality?

• What are the birds you know?

• Are they of the same colour?

Ask the learners to complete the tablegiven on Page 157 of the course book.

This activity can be treated as the entryto the project work given in page no 61.

ACTIVITY 2 (Page 154)Aim: Preparing posters and placardsusing appropriate language.

Materials :Pictures ,chartpapers ,crayons and sketch pens

Mode: Individual/group

PostersProcess:

Show the pictures given in Page 154.

Discussion:• What do the birds and the animals in

these pictures do?

• Who makes them work like this?

• Is it right to use animals for thesepurposes?

• What do you think?

• What can we do against this practiseof teasing animals?

• How do you react?

Ask the learners to prepare a posteragainst treating animals cruelly.

If the learners are not familiar with thefeatures of a poster, you may display afew posters for the learners. The postercan be in Malayalam or English.

You may use the following questionsfor discussion:

• What is this poster about?

• Does it have a headline?

• Is the headline a full sentence?

• What details can you find in theposter?

• Do you think we need pictures in aposter?

• What makes a poster attractive?

Ask the learners to say aloud the wordsand expressions that they might use ontheir posters

You may write them on the BB

Let them modify the poster they haveprepared.

Hints

DON’T TEASE THEM

ANIMALS ARE OUR FRIENDS

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PlacardsProcess:Ask the learners to prepare placardsagainst treating animals cruelly.

If the learners are not familiar with thefeatures of a placard, you may display afew placards for the learners. Theplacards can be in Malayalam orEnglish.

Hints:

ANIMALS ARE OUR FRIENDS

BE KIND TO THEM

ANIMALS ALSO HAVE ARIGHT TO LIVE

LIVE AND LET OTHERS LIVE

DON’T CAGE THE BIRDS

ACTIVITY 3 (Page 155)Sequencing the events of the story

Aim: Read and comprehend the story

Materials needed:Strips of paper withthe events written on them

Mode: Individual/Group

Process:• Prepare the events in chart paper

strips

• Divide the class into groups

• Distribute each group with a set ofstrips

• Let the learners read the story againif necessary and sequence the eventsproperly

• Let the groups present the events

• Ask the learners to write thesequenced events in their note book

Hints• Sero received a trap as a birthday gift.

• He set the trap in the backyard and

a bird was trapped in it.

• Mother asked him to let the bird go.

• He gave the bird some food.

• He kept the bird in a cage.

• After cleaning the cage, he forgot toclose it.

• The bird flew around the room, hitagainst the window and fell.

• Next day the bird was found dead.

ACTIVITY 4 (Page 155)Fill in the BlanksMaterials needed:Pictures given inPage 155.

Mode: Individual/pair

Process:

You may simulate one or two situationsin the class room as given below.Place a flower/object at a height that alearner cannot reach.Invite a learner and tell him/her to takeit.

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When the learner fails you may interactas follows:“Veena wants to take the flower. But itis placed very high.”You may also write the sentences onthe BB.

Ask the learners to fill the blanks usingthe sentences. They may write thesentences in their note book also.

Hints:The T-shirt is very beautiful. But it isvery short.

The boy likes to ride the bicycle. But itis very big.

The girl wants to pluck flowers. Butthey are very high.

The boy is trying to lift the sack. But itis very heavy.

PROJECT (Page 157)Aim:The Learner

• Undertakes a field observationregarding the birds around us.

• Collects the features of the birds.

• Describes the birds in simplelanguage including all the features ofthe birds.

Materials needed: Format, picturesand reference books.

Mode: Individual/group

Process:• Assign the learners to observe as

many birds as possible and fill in the

table on Page 157 of the Reader

• Interact with learners as follows:

• Name a bird that you have seen.

• What is the colour of its feathers?

• What colour is its beak?

• Where do you usually see it?

• At what time do you see it?

• When the learners come up with theiranswers you may write the evolvingtext on the BB as follows.

The parrot is a bird with green feathers.

Its beak is red in colour.

It has red/yellow legs.

We can see it in the fields.

It is seen during day time.

• Let the learners write their owndescription of each bird they havelisted in the table.

• Let them collect pictures(ifavailable) of each bird and pastethem along with their description.

MY WORDS (Page 158)Aim: Constructing maximum wordsusing a specific combination.

Materials needed: Cardboard, chartpaper, pin, sketch pen and gum.

Mode:individual/group

Process:• Take a card board.

• Cut a big circle from it.

• Paste chart paper on it.

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• Equally divide the circle into 16parts.

• Draw lines through the partition.

• Write the letter or letter combinationin the space available(see Page 62for the letters).

• Cut a small card board circle.• Glue a sheet on it.• Write the letter combination “ea”

on it.• Pin the small circle at the centre of

the big circle.• Each circle can be moved round to

make maximum words.Hints:Breath, breach, bread, breast, head,heal, head, heavy, heap, hear, spread,cheap, cheer, cheek, deal, dead, deep,dear, lean, lead, leap, least, leak, leach,near, knead, deep, pear, peach, peal,steal, steer, steak, reach, read, real,speak, clean, clear.

Self Assessment ( I Can )The learner may go through the lessonagain and find out the appropriateresponses of the mother of Sero fromthe lesson.Mother’s responsesHints:It’s not a good plaything.I think it’s a nightingale. Just see howits heart beats.See,how you have forgotten your bird!Let it go.Sero, shut the cage or the bird will flyout and hurt itself.

Teacher Assessment (MyLearners) (Page 160)You may assess the learners whilecompleting each activity, puttingappropriate marks against the columnsgiven in the Reader.Additional ActivityMaking a recipe for a Birthday feast.Aim: Use simple English contextuallyfor making the recipe.Materials needed: Pictures, flashcards.Mode: Individual/GroupProcess:Discussion• Ask the learners to share their

cooking experience.• Ask them choose a recipe from the

list given below.Lime juice

Banana milk shake

Chocolate milk shake

Tender coconut juice

Payasam

Fruit salad

• Ask the learners to make the list ofingredients.

• Sharing and adding.• Showing the picture. (You may draw

the following picture in advance andexhibit in the class.)

• Make a list of utensils they needed.• Providing the instructions for recipe

in a jumbled order on cards.• Learners sequence them in right

order and write them in their notebook.

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Lime

Water

Sugar/salt

Bananas

Milk

Sugar

Ice cream

Chocolate powder

Ice cream

Milk

Apples

Sugar

Tender coconutscrapes

Coconut waterSugar

Cardamompowder

Milk

Dry grapes

Sugar

cashew

Vermicelli

Ghee

Apple

Grapes

Plantain

Cherry

Pine apple

Ice-cream

LEMON JUICE Take a banana

Cut it into pieces.

Put it in a mixi.

Add some milk.

Add enough sugar.

Add some ice-cream.

Mix it well.

Serve it well.

Take a cup

Pour some pure water into it.

Cut a lemon into 2pieces.

Squeeze the lemon into the cup.

Add some sugar/salt

Stir it well.

BANANA MILK

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After processing the passage “HEART BEATS” You may do the Activity 2

PAYASAM FRUIT SALAD

Take some milk.

Put the vermicelli in

to the milk.

Cook it. Add enough sugar.

Add some cashew.

Add some dry grapes.

Add some ghee.

Stir it well.

Take some ice-cream.

Take apples, plantain,

pineapple, grapes

and cherry.

Cut into small pieces.

Put the fruits into the

ice-cream.

CHOCOLATE MILK SHAKE TENDER COCONUT JUICE

Take some ice-cream.

Add some milk.

Take an apple.

Cut it in to pieces.

Take some chocolate powder.

Put all these into a mixie.

Add some sugar.

Mix it well.

Take a tender coconut.

Scrape the coconut.

Take coconut water in a glass.

Put it in a mixie.

Add some sugar.

Mix it well.