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MY ENGLISH WORLD
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE
CLASS I
Published by:The Government of Andhra Pradesh, Hyderabad
Free Distribution by A.P. Governmenti
Chief Production Officer : Smt.B. Seshu Kumari,
Director, SCERT, A.P., Hyderabad.
Chief Production Organiser : Sri. B. Sudhakar,
Director, Govt. Textbook Press, Hyderabad.
Organising Incharge : Dr. N. Upender Reddy,
Prof. & Head, Curriculum and Textbook Department,
SCERT, A.P., Hyderabad.
Asst. Organising Incharge : Sri. K. Yadagiri,
Lecturer, C&T Dept., SCERT, A.P., Hyderabad.
Free Distribution by A.P. Government
This book has been printed on 80 G.S.M. SS MaplithoTitle Page 200 G.S.M. White Art Card
Printed in Indiaat the Andhra Pradesh Government Text Book Press,
Mint Compound, Hyderabad,Andhra Pradesh.
Free Distribution by A.P. Government ii
© Government of Andhra Pradesh, Hyderabad
New Edition
First Published 2012
All rights reserved
No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any meanswithout the prior permission in writing of the publisher, norbe otherwise circulated in any form of binding or cover otherthan that in which it is published and without a similarcondition including this condition being imposed on thesubsequent purchaser.
The copyright holder of this book is the Director of SchoolEducation, Hyderabad, Andhra Pradesh.
Preface
The State Council of Educational Research and Training has developed the A.P. StateCurriculum Framework - 2011 and Position Papers in tune with the National CurriculumFramework - 2005 and the Right to Education Act - 2009. Accordingly a new set of textbookshave been designed which are to be introduced in a phased manner. In the year 2012-13, thefirst of this series of textbooks have been developed for classes I, II, III, VI, and VII.Practicing teachers are involved in the production of the books along with the state leveland national level experts.
Hitherto, English was introduced in Non-English Medium Schools in class III. TheGovernment of Andhra Pradesh has introduced English for the first time in class I in 2011-12in all non-English Medium Schools also. This year, i.e., 2012-13, English is being introducedin class II in all non-English Medium Schools. With this all classes from I to X will haveEnglish as one of the subjects, irrespective of the medium of instruction. Therefore in orderto have parity among students of English and non- English medium a common EnglishTextbook is introduced in all media from June - 2012. Moreover, since IT enabled learning,multilingualism, and language across the curriculum would greatly enhance the child'slearning, it would not be a problem for the non - English medium child to learn English aseffectively as the child in English medium does. This single textbook norm is already inpractice in many states including Tamilnadu, Bihar, and Kerala.
The primary Textbooks titled under ‘MY ENGLISH WORLD’ are prepared basing onholistic approach of language learning. The language skills like listening, speaking, reading,and writing are integrated in the larger context of the themes suggested in NCF - 2005. Theactivities are designed as per children's knowledge and experiences which ensure activeparticipation of the learners in Teaching Learning process.
The main aim of teaching English is to help learners evolve themselves as independentusers of English. I hope this textbook will help teachers and students achieve this by makingthe teaching-learning process effective.
I thank all the institutions and experts at the state and national level, the members ofthe textbook production committee, the staff members of SCERT and all others who havecontributed directly or indirectly for the successful production of this textbook.
Any suggestions for the improvement of this book are welcome.
29-02-2012Hyderabad.
Smt.B.Seshu KumariDirector,
SCERT, A.P.
Free Distribution by A.P. Governmentiii
Textbook Development Committee
Members cum Coordinators
Smt. K. Sudha, Officer-in-charge, ELTC, DIET, Hyderabad.
Smt. K. Lavanya, Staff Tutor, ELTC, DIET, Hyderabad.
Sri. Khanderao Ramesh Rao, SA, GHS, Huzurabad, Karimnagar Dist.
Chief Coordinator
Dr. P. Jani Reddy, Lecturer, DIET, Vikarabad, Ranga Reddy Dist.
Academic Advisors
Dr. Jayasheelan, Rtd. Professor, E.F.L.U., Hyderabad.
Dr. D. Kanakadurga, Rtd. Professor, Osmania University, Hyderabad.
Smt. Adithi Majumder, Faculty Assistant, Vidya Bhawan Education Resource Centre, Udaipur.
Editors
Dr. A.L.Khanna, ELT Consultant, Formerly Assoc. Professor, University of Delhi.
Dr. K. N. Anandan, Linguist & ELT Expert, Kerala.
Chief Editor
Dr. Ramakanth Agnihotri, Rtd. Professor, University of Delhi.
Illustrations
K. Babu, HM, ZPHS, Vajjapally, Nizamabad Dist.
B. Kishore Kumar, SGT, UPS, Alwala, Anmula Mandal, Nalgonda Dist.
Free Distribution by A.P. Government iv
Free Distribution by A.P. Government
AppendixA Note to the Teacher 127-130
v
viFree Distribution by A.P. Government
OUR NATIONAL ANTHEM- Rabindranath Tagore
Janaganamana adhinayaka Jayahe!
Bharatha bhagya-vidhata!
Punjaba, Sindhu, Gujaratha, Maratha,
Dravida Uthkala Vanga!
Vindhya Himachala Yamuna, Ganga!
Ucchala Jaladhitaranga!
Tava shubha naame jaage!
Tava shubha asisha maage
Gaahe tava jaya gatha!
Janaganamangala-dayaka jayahe!
Bharatha bhagya –vidhatha!
Jayahe! jahahe! jayahe,
Jaya jaya jaya jayahe!!
“India is my country. All Indians are my brothers and sisters.
I love my country, and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy.
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
PLEDGE
1
Colour the picture.
One
UNIT - 1UNIT - 1
AMMU AND HER FAMILYAMMU AND HER FAMILY
bird
father
grandfather
dog
squirrel
bee
bicycle
tree
2
Ammu, a little girlTwo
door
mother brother
shirt
Ammu
grandmother
tap
cat
1. Who are there in the picture?2. What are they doing?3. What do you call your father
and mother?
3
Ammu is a little girl.She is with her family.
Three
4
Ammu and the squirrel
cup
tap
butterfly
Ammu
Squirrel
Bow-wow...
Doggy
1. Will Doggy catch the squirrel?2. What will Ammu do?
Doggy...stop!
Four
Ammu is with her grandfather.Doggy, the puppy is running
after the squirrel.
5
nest
Bittu
My name is Bittu.What is your name?
My name is Ammu.
Ammu
Doggy
ants
frockshirt
1. What is Bittu asking Ammu?2. What is Ammu saying to Bittu?
The squirrel speaksFive
The squirrel says,“I can speak.”
6
Will you staywith me?
Bittu
ribbon
butterfly
Yes, who are there in your family?
frog
Ammu
flowers1. What will Ammu say now?2. What will Bittu say to Ammu?
Bittu stays with AmmuSix
Ammu asks Bittu, “Will you staywith me in our house?” Bittu says,“Yes, who are there in your house?”
7
Sing the songAmmu sings about her
family members.
1. Who are these people?2. Where is Leelamma sitting?3. For whom is Hemalatha waiting?4. What is Ammu singing about her
grandmother and mother?
This is my grandmotherSitting on a chair.This is my grandfatherSitting on a stool.
This is my dear motherWaiting for my father.This is my little brotherSitting on her lap.
Seven
8
Names of Ammu’s family
Bittu is asking Ammuabout the names of themembers of her family?
What are the namesof the members of your
family?
This is my grandfather.His name is Dharmaiah.
This is my grandmother.Her name is Leelamma.
Eight
9
This is my father.His name is Gangadhar.
This is my mother.Her name is Hemalatha.
This is my brother.His name is Chintu.
1. What is Bittu asking Ammu?2. What is Ammu singing about?
Nine
10
Who are there in your family?
My family
Myfamily
Ten
11
My family
Tick ( ) against the people who livein your home.
My family
How many members are therein your family?
grandmother
mother
sister
aunt
grandfather
father
brother
uncle
Six
Seven
Eight
Nine
Ten
One
Two
Three
Four
Five
Eleven
12
Look at the pictures and circle the “He” words and underline the “She” words.
grandfather
uncle
grandmother
father
mother
sister
aunty
Ammu
brother
toys
Twelve
13
My home
Draw the picture of your house and colour it.
This is my ..................................
Thirteen
14
Draw the pictures of the members of your familyand write their names.
This is my ....................
His name is ..................
This is my ....................
Her name is .................
........................................
........................................
........................................
........................................
Fourteen
15
Reading my name
My name is Ammu.
My name is Doggy.
Draw your picture and write your name here.
My name is ...............................
Fifteen
My name is Bittu.
My name is Chintu.
16
Papa, Papa,where is ‘B’?‘B’ is there inBat and ball.Mama, Mama,
where is ‘C’?‘C’ is there inCat and car.
Dada, Dada,where is ‘D’?‘D’ is there inDoll and dog.
Amma, Amma,where is ‘A’?‘A’ is there in
Ant and apple.
Sing and danceSixteen
17
Read and copySeventeen
18
Let’s sing ABCD.........
Come, little children, come to meI’ll teach you ABC.
A B C D E F G,H I J K L M N O P,L M N O P Q R S T,U V W X Y Z
X Y Z Sugar on the bread.If you don’t like it.Better go to bed.
In the morning come to me.I will teach you A B C.
Eighteen
19
Colour the picture.
UNIT - 2UNIT - 2
GOING TO SCHOOLGOING TO SCHOOL
Nineteen
22
Ammu and Bittu are in the bus
What is that,Ammu?
1. What is Bittu asking Ammu ?2. What is Ammu saying to Bittu?
That is Car.
Tweny two
Ammu and Bittu are in thebus. They are looking at the
vehicles on the road.
23
Sing the song
Ammu's bus goes pom...pom...pom...
Here is the bus.It goes on the road.Here goes the bus.Pom… pom... pom…
Here is the car.It goes on the road.Here goes the car.Pee… pee… peee…
Twenty three
24
My vehicle
Draw the picture of a vehicle you like.Name it, colour it and sing about it.
Tweny four
25
Vehicles
Say the names of the vehicles
Vehicles
Bus
Twenty five
Bittu is asking Ammu about vehicles
26
HospitalPost Office School
Ammu, what is thatnear the school?
It is thepost office.
1. Where are Ammu and Bittu now?2. What are the places near the school?
Places near Ammu’s school
Bank
Tweny six
Bittu and Ammu are near theschool. Ammu is showingthe places near the school.
27
Places
Say the names of the places.
hospital
schoolbank
gram panchayat
bus standkirana shop
post office
Twenty seven
28
Ammu is asking Bittu to namevehicles far and near the school.
Things far and near
jeep
auto
School Bus
School
car
1. What are Ammu and Bittu talking about?2. What are the vehicles near the school?3. What are the vehicles far from the school?
Ammu : Bittu, what are the vehiclesnear the school?
Bittu : The school bus and a car.
Ammu : What are the vehicles far
from the school?
Bittu : A jeep and an auto.
Tweny eight
29
Which is far, which is near?What do you see in the pictures?
Tell your friends about them.
post office
There is a vannear the post office.
hospitalvan
ambulanceThere is an ambulancenear the hospital.
There is a jeepnear the police station.
There is a carnear the bank.
police station
jeep
Twenty nine
30
Look at the picture and talk about them.
Where is the auto?Where is the dog?Where is the car?
Read the sentences and copy them here.1. This is an auto. _________________________
2. It is near the bus. _________________________
3. The bus is near the car. _________________________
4. There is a dog in the auto. _________________________
Thirty
auto
car
busdog
31
Pictures of vehicles
Collect the pictures of any two vehicles and pastethem here. Write their names and talk about
them in the group.
Thirty one
1.
2.
32
Will you show mewhere ‘E’ is?‘E’ is there inEgg and eagle.
Will you show mewhere ‘F’ is?‘F’ is there inFan and fish.
Will you show mewhere ‘G’ is?‘G’ is there inGoat and girl.
Will you show mewhere ‘H’ is?‘H’ is there in
Hat and house.
Sing and danceThirty two
33
Read and copy Thirty three
34
Colour the areas that containonly the letter in the circle.
Thirty four
35
Colour the picture.
UNIT - 3UNIT - 3
AMMU’S SCHOOLAMMU’S SCHOOL
Thirty five
38
Ammu meets Eswar
Ammu and Bittu are at the school gate.Eswar comes. The school bell rings.
Hi Ammu! Hurry up!The bell is ringing. Hello Eswar,
I am coming.
Who isthis boy?
Eswar
1. What is Bittu thinking?2. Who is Eswar?3. What is Eswar saying to Ammu?
Thirty Eight
39
Bittu in the class
Ammu puts Bittu in her bag. She goesfor prayer. Bittu is alone in the class.
Bittu, sit in the bag. I amgoing to the prayer ground.
OK, come fast.
1. Where is Bittu?2. What will he do now?
Thirty nine
40
wall
books chart blackboard
door
bottle
bag
bench
Bittu comes out from the bag.He looks at the things around.
duster
Oh! This isAmmu’s
classroom. chair
toys
table
1. What does Bittu see in the class room?2. What are the things you have in your
classroom?
Ammu’s classroomForty
41
Let’s catch the squirrel
Children rushed into theclassroom. They saw Bittu.
Look, a squirrelin the class!
Let’scatch it. This is Ammu’s
squirrel.
1. What are the children doing?2 What are they saying?3. What will Bittu do now?
Ganga Hari
Fatima
Eswar
Hema
colours
Forty one
42
The squirrel in colours
Eswar, catch thesquirrel.
OK.I will try.
Eswar
Fatima
1. Where is Bittu now?2. Will Eswar catch Bittu?
Forty two
Eswar and Fatima are tryingto catch the squirrel.
The squirrel jumps on colours.
43
Bittu and the children
Eswar
Fatima Ganga
Ammu
Kamala
1. Who are the children in the picture?2. What is Bittu doing?3. What are the children doing?
Forty three
Eswar tries to catch Bittu. Bittujumps here and there in the class.
Children are screaming and runninghere and there.
44
Bittu, the painter
Sing the song
Here is a squirrelsitting on my head.
Now my head isred in colour.
Here is a squirreljumping on my knee.
Now my knee isblue in colour.
Hari
Ganga
1. Where is Bittu in the first picture?2. What is Hari saying?3. Where is Bittu in the second picture?4. What is Ganga saying?
Forty four
45
Sing your song
What is Bittu doing?
Here is a squirrelsitting on my noseand my nose is..........................................
nose
Indu
..........................................
..........................................
..........................................
..........................................
shoulder
Jhansi
..........................................
..........................................
..........................................
..........................................
back
Kathy
foot
Lalitha
..........................................
..........................................
..........................................
..........................................
Forty five
46
Where is Bittu?
Hey Bittu! What areyou doing?
Bittu is on Ganga’s knee.
He is on Hari’s head.
He is on Indu’s nose.
He is on Kathy’s back.
He is on Jhansi’s shoulder.
1. What is Ammu saying to Bittu?2. Will Bittu go back into Ammu’s bag?
Forty six
Ammu comes to the class. Sheis looking for Bittu.
47
Ammu catches Bittu
1. Why is Bittu jumping here and there?2. What is Ammu saying to Bittu?3. What will Bittu do now?
Bittu, don’t get scared.They are all my friends.
Forty seven
Ammu asks Bittu to come back.Bittu is scared and he jumps here
and there spreading colours oneverybody. Ammu catches him.
48
1. What is Ammu thinking now?2. Where will she keep Bittu?3. Will the teacher see Bittu?
Where shall Ikeep Bittu now?
Bittu is happyForty eight
Bittu comes running to Ammu. Shepats him. He is happy now. Ammu
sees the teacher coming to the class.
49
Ammu’s friends
Write the names of Ammu’s friends.
1. Eswar __________________
2. Fatima __________________
3. Ganga __________________
4. Hari __________________
5. Indu __________________
6. Jhansi __________________
7. Kathy __________________
Write the names of your friends.My friends are:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
Forty nine
50
Sing and danceFifty
Tell me, tell meWhere is ‘I’?‘I’ is there inIce and ink.
Tell me, tell meWhere is ‘J’?‘J’ is there inJar and jug.Tell me, tell me
Where is ‘K’?‘K’ is there inKing and kite.
Tell me, tell meWhere is ‘L’?‘L’ is there in
Lamp and ladder.
51
Read and copyFifty one
52
Match the small letterswith their capital letters and
colour them.
smallletters
capitalletters
Fifty two
53
Colour the picture.
UNIT - 4
Fifty three
UNIT - 4UNIT - 4
AMMU AND HER FRIENDSAMMU AND HER FRIENDS AT HER SCHOOL AT HER SCHOOL
Dancing
Writing
1. What are the children doing?2. What are the things that you do at school?
54
Fifty four
We are learning
Playing
Reading
Craft
Drawing
55
Fifty five
56
Here comes, our teacher!
Don’t come out again.Our teacher is coming.
benchfloor
teacher
1. What is Ammu doing?2. What is she saying to Bittu?3. What will the teacher say?
Fifty six
Ammu puts Bittu back intothe bag. Her teacher comes.
57
Teacher in the class
What is this? Go and washyourselves near the tap.
red
green
yellow
blue
1. What do you see in the picture?2. What is the teacher saying?3. Will the children say anything?4. What will they do now?
Fifty seven
The teacher asks the children towash the colours on their face.
58
The colour I like!
I like greencolour
My arm is red.I like this colour.
red
yellow
greenblue
1. Where are the children going?2. What are they saying?3. Which colour do you like?
Fifty eight
The children are going to thewater tap. They are talkingabout the colours they like.
59
Colours
What are these? Name them. Colour thepictures and name the colours.
What are the colours you know?
I like .................... colour.
colours
red
Fifty nine
60
water tank
face
tapneck
Ganga
I am washing my neck.Look, there is redcolour on your leg.
Ganga, there is bluecolour on your neck.
I amwashing my leg.
legs
1. Where are the children now?2. What are they doing?3. What is Fatima saying to Ganga?4. What is Ganga saying to Fatima?
Children at the water tapSixty
Children are at the water tap.They wash their hands,
legs and face.
61
Song at the water tap
Eswar
Wash, Wash,Wash your hands.
This is the wayI wash my hands,Wash my hands.
Wash, Wash,Wash your face.This is the wayI wash my face,Wash my face.
Fatima
Sing the song with actions
Sixty one
1) Who is washing hands?2) Who is washing face?3) What is the song they are singing?
62
Sing the song
Add lines to the song and sing
What is Hari singing?
Wash...................................................
...........................................................
This is the way
..................................................ear
......................................................
What is Ganga singing?
..........................................................
...........................................................
..........................................................
..........................................................
Sixty two
63
Parts of the bodyName parts of the body.
Parts ofthe body
Sing the song using the wordsrelated to parts of the body.
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
Sixty three
64
I am sorry
Don’t bring pets tothe class again.
OK teacher.I am sorry!
1) What is the teacher saying to Ammu?2) What is Ammu saying?
Sixty four
Children come back to class.The teacher talks to Ammu.
65
Draw your pet and talk about it.
What we do at
school
Playing
Things we do at school
What are these children doing?
Sixty five
66
We are at school
We are at school,we read and write.We come to school,to read and write.
We are at school,we talk and play.We come to school,to talk and play.
talking
playing
reading writing
Sixty six
The bell rings. Childrencome out of the class.
67
Sing the song
..........................................................
...........................................................
..........................................................
..........................................................
We are at school,...........................................................
..........................................................
..........................................................
eating
drinking
singing
dancing
Add lines and sing the song
Sixty seven
68
Read and write
I am Fatima.
I am Eswar.
I am Ganga.
I am Hari.
I am Indira.
I am ................You
Sixty eight
69
Sing and dance
Grandpa, grandpa,Where is 'M’ ?'M' is here in
'Mat' and 'monkey'.
Grandma,grandma
Where is 'N’ ?'N' is here in‘Net' and 'nest'.
Sister, sisterWhere is 'O’ ?'O' is here in‘Ox' and 'owl'.
Brother, brotherWhere is 'P’ ?'P' is here in
‘Pen' and 'Pencil'.
Sixty nine
70
Read and copySeventy
71
THINGS I DO
Seventy one
UNIT - 5UNIT - 5
THINGS I DOTHINGS I DO
Colour the picture.
waking up
eating food
sleeping
brushing teeth
combing hair
getting ready
1. Who are these people?2. What are they doing?3. What are the things you
do at home?
72
Seventytwo
drinking
playing
reading
going to school
praying
watering plants
Thingswe do
73
Seventythree
74
Seventy four
Ammu is coming home
Bittu and Ammu are coming homefrom school. A crow scares Bittu.Ammu drives the crow away.
crow
Ammu, help me!That crow will kill me.
Don’t worry, I’lldrive it away.
1. Where are Ammu and Bittu now?2. What do you see in the picture?3. Will the crow peck at Bittu?4. How will Ammu drive the crow away?
75
Seventy five
Ammu is back
Ammu comes runninginto the house
What happened,Ammu?
What will Ammu say?
76
Seventy six Ammu wakes up
Ammu wakes up early in themorning. Bittu is lazy. He is stillsleeping.
1. What is Ammu’s mother doing?2. What is her father doing?3. What does Ammu say to Bittu?4. What will Bittu say to Ammu?
sleeping
brushing teethcooking
Bittu, wake up.It’s morning.
77
Seventy seven
Brush your teethbrush your teeth
Make your teeth white.
Ammu teaches Bittu good habits
Take your bathtake your bath
Keep your body clean.
Play your gameplay your game
Keep your body fit.
Bittu wakes up. Ammu is teachingBittu, how to brush teeth, takebath and eat food at a table.
1. What does Ammu ask Bittu to do?2. What do you see in this picture?
Eat your foodeat your food
Keep your body strong.
78
Seventy eight
Add lines to the song and sing.
comb your hair................................................................. neat ..............
combing hair
Talk about the things you do.
ThingsI do
79
Seventy nineAmmu has a bag
Ammu has a bag. What is Ammu going to do? Talk about the picture.
Ammu has a bag.She puts her things in it.
1. What is Ammu saying to Bittu?2. What does Bittu want?3. What will Bittu keep in his bag?
I have a bag.I keep my things
in the bag.
I want a bag.Give me one.
80
EightyWhat you do everyday
Ammu wakes up early in the morning.
She drinks milk.
She plays with her friend.
She brushes her teeth.
She goes toschool everyday.
She goes to bedearly at night
1. What do you see in these picture?2. What do you do everyday?
81
Eighty oneThings I have
mug
napkin
erasersharpenerpencil
colours
brush
ball doll toy
ribbonbangles
cream
glasses
cellphone
dairy
comb
puff
powder
Ammu has many things.What are the things you have?
82
Eighty twoThings I use
Draw the pictures of any two things you use.Colour them and write their names.
This is .....................................
This is .....................................
83
Bittu’s song
Bittu has got a bag now. He putshis things in the bag. He singsabout the things he has.
1. What is Bittu holding in his hand?2. What is he doing?
Little Bittu has a bagEieio....... eieio….
In his bag he has a combEieio ….. eieio ….
Eighty three
84
Eighty four
Sing the song
Add lines to the song and sing
Bittu sings about theother things he has.
Little Bittu has a.....................................................................................................................
powder.....................................................................................................................
tie.....................................................................................................................
shoes
85
Going to the zoo
Ammu’s family is planning tovisit the zoo. All of themare getting ready.
1. Who are these people?2. What are they doing?3. What is father saying to Ammu?
Ammu, are you ready?Go and see, what your
mother is doing?
Yes, dad.
Eighty five
86
Eighty six
Getting ready
Yes, mummy. Daddyis waiting for you.
Ammu, are youready?
Ammu’s mother is settingthe lunch box.
banana
basket
lunch box
grapes
1. What did mother ask Ammu?2. What did Ammu tell her mother?
87
Eighty seven
1. Who is carrying Chintu?2. What is father doing?3. What is Bittu asking Ammu?
Ammu, whereare we going?
Where are we going?
We are goingto zoo, Bittu.
88
Eighty eight
On the road
Ammu’s family waits at thebus stop. An auto comes.
Father : Will you come to the zoo?Driver : Yes sir.Father : What is the fare?Driver : Fifty rupees only, sir!Father : Okay. Let's go.
1. What will father ask the auto driver?2. What will the driver say?
89
Eighty nine
Sing and dance
Will you show mewhere ‘Q’ is?‘Q’ is there in
Queen and quill.
Will you show mewhere ‘R’ is?‘R’ is there inRat and ring.
Will you show mewhere ‘S’ is?‘S’ is there in
Snake and snail.
Will you show mewhere ‘T’ is?‘T’ is there inTap and top.
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NinetyRead and copy
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Ninety One
AT THE ZOOUNIT - 6UNIT - 6
AT THE ZOO
Colour the pictures.
lion
peacock
Will you give metickets, please?
ticketcounter
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Ninety two
Ammu’s family reached thezoo. Her father bought
tickets from the counter.They all walked into the zoo
in a queue.
bear
elephant
giraffe
tiger
1. What animals do you see in the picture?2. Have you ever been to a zoo?
deer
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NinetyThree
Ammu's family at the zoo
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What a long neck!
Look at the longneck. It’s a giraffe.
What is that tallanimal, daddy?
1. What is Bittu saying?2. What are Ammu and her father
talking about?
Look at thoseanimals, Ammu!
Ninety Four
Ammu and her father are near the giraffe.Ammu is asking about the giraffe.
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Bittu and Ammu with animals
1. What will Ammu ask Bittu?2. What will Bittu tell Ammu about zebra?3. Have you seen a zebra?
Yes, It’s a zebra. Seethe lines on its body.
Do you knowthis animal,
Bittu?
Ninety Five
Bittu shows Ammuall the animals.
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Which animal is it?
It is big.It has a long trunk.
What is it?
It is tall.It has a long neck.
What is it?
Ninety Six
Ammu shows Bittu otheranimals and asks about them.
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AnimalsNinety Seven
Look at the pictures ofanimals and talk about
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Animals we know
Animalswe
know
Ninety Eight
Write the names of the animals you know.
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Which bird is it?
Ammu asks about theparrot and the peacock.
This is a ..........................
This is a ..........................
It has green feathers.It has a red beak.Which bird is it?
It has a blue neck. It has colourful feathers.
Which bird is it?
Ninety Nine
1. What do you call these birds?2. What is Ammu saying about these birds?
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Birds
Look at the birds and talk about them.
grey feathersmall beakSparrow
white feathersflat beak
Duck
Birds
black feathersharp beak
Crow
Hundred
white featherslong legs
Crane
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Ammu’s new friend
1. Who is Ammu's new friend?2. Will Bittu go with Tinku?
Ammu, meet myfriend, Tinku.
Hi, Ammu!how are you?
Fine, thank you.Hi, Tinku!
Hundredand One
Bittu meets his friend, Tinku, themonkey. He introduces him to Ammu.
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Sharing food
1. What food do they eat?2. What food would Tinku like to eat?3. What food do you like?
Ammu, take this fruit.
Hundredand Two
It is lunch time. Ammu and her familystart eating. Tinku gives Ammu a fruit.
Bittu, what does yourfriend like to eat?
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Food items
Write the food items you know.
FoodItems
Hundredand Three
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What do you see?
Come, let’s go home.
Hundredand Four
Look at the picture.What do you see?
Talk about it to yourfriends.
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Goodbye!
1. Where is Ammu's family now?2. What are Bittu and Ammu saying to Tinku?3. What's Tinku saying to Bittu and Ammu?
Bye, comeagain.
Hundredand Five
We’ll missyou, Tinku.
Ammu and her family areleaving the zoo park. Bittu
says good bye to Tinku.
Goodbye,Tinku.
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Sing and dance
U V W, u v wDo you know
where they are?'U' is there in umbrella,
V is there in van,W is there in watch, my friend.
Hundred and Six
X Y Z, x y zYou are hidingin these words!
'X' is in Xmas, my friend.'Y' is in yak and yellow.'Z' is in zoo and zebra.
Let me end here,my dear friend.
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Read and copy
U uUmbrella
uniform
V vVan
vase
WwWatch
well
X xX mas tree
x - ray
Y yYak
yellow
Z zZebra
zip
Hundredand Seven
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Join the dots from ‘a’to ‘z’ to get an animal.Write its name in the
given box and colour it.
Hundredand Eight
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Colour the pictures.
UNIT - 1
FRUITS AND VEGETABLESUNIT - 7
Hundredand Nine
FRUITS AND VEGETABLES
To the marketHundredand Ten
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1. Where is Ammu now?2. Have you ever been to a market?3. What fruits and vegetables do you
see in the picture?4. Do you grow any of these at home?
Hundredand Eleven
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Ammu and her mother go tothe market for buying fruits
and vegetables.
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I don’t like it
What happened Ammu?Why are you not eating?
I don’t likebittergourd.
1. Why isn't Ammu eating anything?2. What is grandmother asking Ammu?3. Will Ammu eat food now?
Hundredand Twelve
Ammu’s mother prepared bittergourd curry.Ammu didn’t like it. She didn’t eat anything.
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1. What is grandmother doing?2. What does she tell Ammu?3. Why doesn't Ammu like some fruits
and vegetables?
Grand mother : Ammu, we must eat all thefruits and vegetables.
Ammu : But I don’t like some of them.They are not tasty.
Eat dear
Eat this dear
Hundredand Thirteen
Grandmother tells Ammu that fruits andvegetables are good for health. We must eat all.
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Role play the conversationbetween Bittu and Ammu in pairs.
Bittu : I eat all fruits. Different fruitshave different taste.
Grandmother : Yes, you are right.Tell your friend, to eat allfruits and vegetables.
Bittu : ...................
1. What will Bittu tell Ammu?2. What will Ammu tell Bittu?
Draw and colour the pictures ofany two fruits and vegetables you like.
Role playHundred
and Fourteen
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Sure, I’ll tell you a storyabout ‘Princess Tomato’.
1. What does Ammu ask her grand-mother?
2. Which stories do you like?
Ammu asks for a story
I will eat. Tell mea story please.
Hundredand Fivteen
Ammu tells grandmother she will eat all fruitsand vegetables. She asks her to tell a story.
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Bittu’s song about fruits
There are applesBig and round.
I like applesred and sweet.
Here are grapesround and small
I like grapesgreen and sour.
Hundredand Sixteen
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fruits and vegetables
Look at the picture and write down thenames of fruits and vegetables.
fruits vegetables
Hundredand Seventeen
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Sing the song
Here are mangoes............................................................................................................................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
....................................................
Add lines to the song and sing
Hundredand Eighteen
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Story Time
Mr. Pumpkin is the king of vegetables. Princess Tomato is hisdaughter. She is red, soft and sweet. Now she is ready for themarriage. He invited all the princes from various places. Brinjal,Potato, Carrot, Bittergourd, Green chilli and Lady’s finger cameto marry the princess.
Princess Tomato’s Marriage
One by one, tell meabout your qualities to
marry my daughter.
Hundredand Nineteen
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I am good for health.Will you marry me?
I don’t like you.You are ugly and bitter.
Prince Bittergourd comes forward...
Hundredand Twenty
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Prince Lady’s finger comes forward...
I make people clever.Will you marry me?
No, you are sticky.
Hundredand Twenty One
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I add taste to all curries. Will you marry me?
I don’t like you.You are hot.
Prince Red chilli comes forward...
Hundredand Twenty Two
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I am very popular.Will you marry me?
I am sorry. You are fat.
Prince Potato comes forward...
Hundred andTwenty Three
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I am tasty, handsome and rich. Will you marry me?
but I don’t likevegetables.
Prince Carrot comes forward...
Hundred andTwenty Four
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But they are all good forhealth. You have to chooseone of them to get married.
OK. Then I will marrythe Prince Carrot.
Hundred andTwenty Five
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Yes, I like you.I will marry you.
Finally Princess Tomato marries Prince Carrot.
Hundred andTwenty Six
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A Note to the TeacherThe new textbooks in English have been developed basing on National Curriculum Frame-work (NCF) 2005 and A.P. State Curriculum Framework (SCF) AP 2011 and are in tune withRight To Education (RTE) 2009. They envisage a shift in the teaching paradigm in the sensethat the focus is on knowledge and language construction rather than the reproduction of agiven set of information.The textbook for class 1 has been developed keeping the following as the learning outcomes ex-pected from the learners at the end of the academic year.Learning outcomes expected at the end of the courseWe expect the learners in class 1 to listen to narratives, descriptions, songs and dialogues, read themgraphically and construct the following discourses both orally and in the written form (possibly byvirtue of graphic writing)1. Descriptions (objects, persons and places)2. Conversations with at least two exchanges related to their likes, dislikes, needs, etc.3. Story containing at least one event and a dialogue4. Rhymes / songs by substituting words or phrasesSalient Features of the new Textbook in class I1. The book contains 7 units each unit dealing with a specific theme but all the units together
making a story. Each unit begins with a warm up activity involving children in reading a pictureand talking about it after which they will be colouring it.
2. This is followed by a big picture which spreads on two pages. This makes an entry point to thestory narrated in the unit. It also contains a number of labelled objects. The gist of the story tobe narrated by teacher is given in a box at the top of the page. There are also a few questionsfor interaction.
3. The narrative that is presented to the learners runs through the pages that follow the bigpicture. Each page deals with a major episode in the story and has its own sub title. Thegist of the narrative related to each page is given at the top of the page. The full narra-tive is given in the teachers' manual. Most of the questions given on the pages aremeant for eliciting the perception and divergent thinking of the learners. Certain letterson each page have been highlighted using different colours so that they will leavevisual imprints in the minds of the learners.
4. Some of the pages contain rhymes / songs which make an integral part of the story.These rhymes and songs have a lot of potential for generating more lines with theinvolvement of the children.
5. Each unit also contains a few activities meant for the learning of vocabulary and spell-ing. The vocabulary activity ends up with evolving a concept map on themes such asfamily, vehicles, places, animals, birds, things I like, etc.
6. Towards the end of the unit there is a section for revisiting the letters of the alphabetlinked with objects that children are already familiar with (either through their previ-ous experience or by virtue of the learning experience they have undergone in theclass).
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APPENDIX
7. Efforts have been taken to ensure that the learners get holistic input of language rather thanfragmentary one in terms of language elements, vocabulary items, etc. The language elementsare presented not linearly but in a spiral mode.
The Classroom ProcessThe general design of classroom transaction will be something like the following:
I. The picture given in the beginning of the unit is meant to be used as a trigger for sensitizing thelearners on the theme around which the lessons in the unit have been woven. Children cancolour the picture and talk about it. The interaction based on this picture will serve as warm upfor engaging the learners in the activities that follow.
ii. The second picture in the beginning of the unit is related to the listening input given to thelearners. The interaction based on the picture will help the learners comprehend the passagepresented to them orally. Individual perceptions and divergent thinking on the part of thelearners are the prime focus of the interaction at this stage. Let children identify the variousobjects in the picture and associate the objects with the graph of the words representing theseobjects.
iii. This is followed by the presentation of a narrative which will further sensitize the learners onthe theme. The narrative makes the major listening input for the learners. The passage forlistening has been given at the end of the book. However, the teacher need not present thewhole narrative solely in English. Code-switching is suggested for presenting the narrative.Certain English expressions have been highlighted which are to be narrated in English and therest of it can be narrated in mother tongue.
The text on each page is to be elicited through the interaction that takes place in the course of thepresentation of the narrative. Children will be responding in mother tongue. The teacher can put thisin English and write it on a chart. She can read the text generated in this manner and help the learnersassociate the text written on the chart with the one printed in the textbook. This process of graphicreading is very important for the learners to develop phonemic consciousness.Graphic Reading and WritingInstead of the unscientific and illogical way of introducing alphabet we can make them read andwrite graphically. Graphic reading means reading a word and sensing its meaning without evenknowing the alphabet. Graphic writing means writing something without knowing the letters inisolation but knowing its meaning in totality as a word. Graphic reading and writing help the learnerpick up the vocabulary without any process conflict i.e., without any problems of spelling and pro-nunciation. The learners pick up the vocabulary non-consciously.Organic ReadingThe alphabet is not taught independently. Children develop phonemic consciousness trough system-atic spiralling of discourses which they experience through classroom interaction. After a few daysof experience, learners will be at various levels with regard to skills of reading and writing:
They can identify a number of words as units.Some of them can identify various English letters.Some of them can write a few letters of the alphabet.They have noticed that English letters sound differently when they appear in different words.
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We can make use of several activities before children actually enterreading a passage. The teacher can write their names on slips and ask them to pin thename slips on their clothes. The teacher herself can pin her name slip on her clothing.In the evening they are asked to keep the name slips in a box. Next day morning, theyhave to take their slips back and pin them on their clothes.
Later each child can take her friend's slip and hand it over to her.
Children can mark their attendance against the names displayed on a chart.
Organic WritingEveryone would like to posses a good handwriting. But how to achieve this is the issue.Suppose the child undertakes writing tasks on her own because she has an urge to do so.Certainly she will try to improve her handwriting since she is doing this for herself and notfor the teacher. How can we instil this urge in her? The only way to do this is to involve thechild in need-based writing tasks, which are meaningful to her.All what we have to do is to give those writing tasks that will psychologically appeal to hersince she knows that by doing them she is addressing her own needs. For this she must haveopportunities to see good handwriting. What are the sources for these?
The teacher's writingsCaptions on wrappers and packets of commercial productsSign boards on the road side
As facilitators we have to help children familiarize themselves with these things. A numberof meaningful writing tasks can be thought of.
Labelling things in the classroomMaking picture cards with labels on themPreparing 'Happy Birthday” cards
Utmost care is to be taken for ensuring that at no point a writing task is imposed on thelearners. They must be intrinsically motivated to write down the words and sentences or tocopy down what the teacher writes on the chart. Forcing them to write down these will bedisastrous. In the early stages of writing children might make a number of errors such asusing wrong spellings, mixing up capital letters with small letters, ignoring the conventionsof writing, etc. Teachers have to appreciate their writing and should have patience enough togive them proper feedback that will help them reflect on their own writing so that they will beprogressing to the next level of learning.Sufficient time should be given for the learners to share their ideas with their peers. Whetherthey are reading, or constructing discourses opportunities should be provided for the learnersto do the task individually as well as in groups.Instead of asking and eliciting pre-decided responses from the learners the teacher can initi-ate dialoguing with the learners using a variety of strategies such as reporting, seeking con-firmation, agreeing or disagreeing, asking for opinions, etc.
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AssessmentLanguage learning process is a continuous one and assessment is not an activity distinct from learn-ing. Since learning is facilitated through group discussions, pair discussions and individually, assess-ment also operates at the individual level, in peers and in groups. This will help the learners tocompare their strengths and weakness and make modifications in their learning. We propose Con-tinuous and Comprehensive Assessment at all levels of language learning. The thrust is on formativeassessment which can be interpreted as assessment for learning and assessment as learning whichare distinct from summative assessment of learning. It is important that the teacher does not judgethe child's nature, instead notices the inherent potential of the child as a learner in the context of his/ her nature.As has already been pointed out the development of language skills and thinking skills is taken careof by the various activities that are to be carried out in the class room such as listening to and readingauthentic texts and responding to them. None of the grammatical concepts and vocabulary items ismeant for de-contextualised testing as was done in our examinations; the learning of various gram-matical concepts and vocabulary items are to be tested only by placing them in authentic discoursecontexts. Tools available for performance assessment related to a specific unit
Assessment page of Teacher's Lesson Plan ( Teaching Manual)Diary containing anecdotes revealing snapshots of learner achievementSelf Assessment tools given in the TB (e.g. English VII,V) for the use of learners.Student portfolio (Collection of the work done by the individual learner)Big books or other products evolving in groups through collaborationFeedback collected from parentsPeer assessment tools (specific tools to be evolved)Worksheets in a specific assessment context
Stages of AssessmentLet us see how the Unit Analysis is done for materialising Continuous Assessment. The followingstages may be useful:1. Identifying the modules or segments (listening, reading, exercises, etc.) to be transacted in
each unit. At each stage of transaction the facilitator has to bear in mind a few questions:What are the competencies addressed in this segment /unit?What are the constructs (concepts, skills, processes, attitudes, etc. ) formed at this stage?What activities /classroom processes are to be carried out for facilitating the construction ofknowledge at each stage?
2. Using appropriate tools for assessment with specified indicators3. Giving proper positive feedback to the learners in the form of qualitative statements4. Recording assessment in terms of the indicators.
You should rise above the textbook and appreciate the fact that language can be taught usingany /every material available in the classroom or outside the class room. The textbook is only askeleton that represents the syllabus. The teacher should give it flesh, blood, and life by bringing intothe classroom a wide variety of stimulating materials like photographs, pictures, riddles, models,art, craft, dance, and anything under the sun that facilitates teaching learning process and makes it ajoyful experience. We hope you could do that.
Happy teaching!
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