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DTERT – DRAFT COMMON SYLLABUS 2009 - ENGLISH
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DRAFT COMMON SYLLABUS – 2009
ENGLISH
CLASSES I to X
A short preamble…
In this adventure of envisioning a school syllabus anew, it may be kept in mind that, along with all the diverse social and historical imperatives in the learning of English, and the complex issues involved in teaching it in a multilingual frame of reference, the acquisition of a new language is also enriching for its own sake ….the discovery of sound and its combinations in an entirely new formatting, the rich experience of finding new names for old things, the thrill of tune and rhythm in a different configuration of words, the sheer wonder of finding people expressing thoughts and ideas and feelings that are the same as one’s own, yet different, and the percolated flavour of another culture, or cultures – another’s way to living expression. The learning of English needs to be permeated with this enthusiasm to learn about oneself through another language. The challenge is to build into one’s own multicultural heritage and see language as a facilitating tool.
Vision for the syllabus
‘English in India serves as a link language across diverse linguistic communities. Globally it has become the repository of technical knowledge in many emerging fields. Teaching and learning of English in schools is now a matter of political and social response to people’s aspirations rather than a mere academic matter.’
Position paper, NCF 2005
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Broad Objectives:
The learning of English to facilitate: • Effective transaction in day-to-day situations • Communicative competence • Participatory learning frame • English as medium for other subjects
Other socially and individually important aspects include • ‘The learning of English as a medium of empowerment • Language as a confidence-building strategy’ [.C.T.Indra, 2009]
NCF Core Statements English does not stand alone. It needs to find its place along with other Indian languages. This argues for an across-the-curriculum approach that breaks down the barriers between English and other subjects, and other Indian languages. English can occur in tandem with the first language for learning activities designed to create awareness of the world around the child (Das 2005). The NCF encourages bilingualism as an approach to build literacy, along with other inputs Reading is a transferable skill; improvement in reading in one language results in reading improvement in general (West 1914). Language is best acquired through different meaning-making contexts, and hence all teaching is in a sense language teaching. NCF suggests a comprehensible input-rich curriculum that lays the foundation for spontaneous language growth Language evaluation need not be tied to “achievement” with respect to particular syllabi, but must be reoriented to the measurement of language proficiency. A holistic or top-down approach (through story reading) that promotes visual recognition of whole words or chunks of language A bottom-up approach to letter-sound mapping and print decoding. A modified phonic approach via rhyming letter chunks (cf. Goswami 1999) significantly reduces the arbitrariness of English spelling
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Note on the Gradient
In evolving the syllabus, care has been given to establishing clear gradients in content and learning activities. With this in mind, Class V has been included in the reckoning, both in the envisioning of the syllabus for Primary classes, and also in visualizing the flow for Upper primary and secondary classes. It is felt that this would help build a constructive transition into abstract learning.
A Note on the learning of Grammar - I to V
It is universally felt among ELT specialists that grammar should not be separately taught, and should be incorporated judiciously into the learning process itself, in a way that strengthens the child’s meaning making skills. While it is clear that ‘grammar is essential, and it is good to acquire early in the learning process, it must be made a continuous and graded process, and activity based.’
With this in mind, the grammar components in the syllabus for Classes I to V have been integrated into the core competencies in the syllabus.
Guiding Principles in Developing Content for Classes I to V
Competences to be guided age appropriately Competencies to interlinked and made continuous from class 1- 5, one skill
building into another. Gender sensitive Culture sensitive Learning is stimulating, interesting and joyful Themes are child friendly, relevant and familiar. Wordlists in both active (writing vocabulary) and passive (speaking, reading, comprehension) to be fixed for each level.
Kinds of learning: A range Interactive sessions – discussion/conversation/ sharing Read aloud Recitation Presentation (show and tell)
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Story telling /listening Quiz Riddles Songs Word play Sight reading through drawing/ illustration Role play/ enactment Visits (Going to places, observe and learn) Walks (Neighbourhood, Nature walk, Tree walk) Making an album/story Making a picture dictionary Library reading Worksheets Craft Projects Interviews Journals/diary noting Word games (board games and kinaesthetic games) Phonic games Cooking and writing recipes Simple experiments and record observation Sensory enriching activities Classroom environment for an effective curriculum Print rich environment Audio tapes of stories and songs Board games Open classroom --- flexible seating, grouping possibilities Soft boards with interactive charts, information Display boards for child’s writing and work Black board at child’s level Library corner with books Computer with language based software Materials for hands on and sensorial activity Stationery for art and craft activities
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Text book format - Matters to attend to: Print - Font size and style Illustrations/ pictures colourful, simple, direct with visual clarity Content – number of units to be realistic to time frame in Primary school – 6 units per year, each containing 2 prose passages and one poem Variety in prose (narrative, biography, factual science, forms of literature) and poetry (rhyme, fun, nature, reflective) concerning various themes. Each lesson has a variety in end of lesson exercises which include skill wise competencies and different kind of learning (Refer: Kinds of Learning) End of lesson exercises could include not only the above but also an exercise which nurtures reflective learning / learning which has personal meaning and builds sensitivity Every lesson has exercises for all the competencies (eg. Listen and do, Write a different ending, read and give an appropriate title, grammar exercises etc) Table of competencies for each class to be provided at the beginning of the book to aid the teacher to see the scope and sequence of the curriculum.
Broad Sweep of Competencies for Classes I to V
SPEAKING [Not classified according to domain] Expressing needs/ requests/ asking permission Responding to greetings Facilitative usage of the bilingual Using appropriate vocabulary Reciting Picture talk Making a presentation (Show and Tell) Communicating a message Responding to questions Narrating Participating in conversation and discussion Introducing oneself Talking about a theme Expressing preferences / wishes/feelings Expressing regret Communicating an idea Role play/ dramatization Asking riddles
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Sharing jokes Appropriate vocabulary in formal talk Making an enquiry Talking about oneself Making announcements Describing a person or object Denying and clarifying LISTENING Allowing for bilingual possibilities Listening to instructions and directions Listening to questions Listening to greetings Listening to rhyme (connecting to movement, imaginary) To narratives (stories, poems, cross cultural, value based, with suitable imagery)
To sound discrimination and pronunciation To each other in various contexts in the classroom To some aspects of language use (eg; homophones)
COMPREHENSION (Listening, Speaking, Reading) Make meaning of words in context Recall an answer Building sequence Seeing relationship (classification) Main idea and supporting idea Predicting outcomes Cause and effect Making inferences READING Letter sound correspondence Reading words (word attack skills, sight reading/ phonic reading) Picture reading Reading sentences Responding to print rich environment (browsing through books) Reading graded text Reading aloud with appropriate pauses
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Use of spelling conventions Reading from familiar to unfamiliar Reading with attention to pronunciations, stress and intonation Reading different genres [narratives, poems, comics, labels, billboards, tables, calendar, newspapers, maps, road signs] Silent reading WRITING Capitals and small letters Transcription of print Sequence in forming of letter, spacing of words, alignment of words (Mechanics of writing) Recall of spelling – dictation of words Writing of sentences Transcription and introduction of cursive Writing graded text (paragraph composition, question-answer, making sentences, story summary, report, procedure, formal/ informal letter) Fill in forms – bus pass, labels. Creative expression (verse, story, journal, non fiction/ facts, book review or report, posters, tables, illustrations, feelings and perceptions) Editing, proof reading, and making corrections FUNCTIONAL APPLICATION GRAMMAR [only in usage] Parts of Speech Types of sentences – Affirmative and Interrogative Punctuation, Capitals (beginning) and Full stop, Question mark? Construction of sentences, Subject verb agreement for – be, have Types of sentences –negative, use of may, can, shall, could…. VOCABULARY Spelling words – anagrams Antonyms Gender words Number names Singular – plural s, es
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Days of the week Singular – plural ies, ives, irregular ones Crossword puzzles [spelling] Months of the year Synonyms Compound words Similes Use of dictionary – alphabetical order Use of encyclopaedia CRITERIA AND INTENTIONS – EVALUATION/ASSESSMENT In the course of teaching, to allow for appropriate and timely intervention and changes in approach, through Feedback given to improve the teaching /learning process [for both learner and teacher] Continuous observation and recording /noting Comprehensive and holistic assessment of the child (taking into account different competencies, learning skills, attitude to work, participation, work habits) Qualitative components as well as quantitative criteria Looking at not just knowledge of facts but conceptual understanding Test items including both close ended and open ended questions Periodic summative assessments Would include a statement of the child’s assessment of his/her own learning
Criteria suggested in designing a lesson: I to V
1. Content must be an experience for the child – there should be a direct relationship with the context – both of the child and the learning space.
2. Language expression must suit the second language learner. (Space for use of bilingual expression to enrich their understanding, at least in the first two learning grades)
3. There must be appropriately graded sound activities. 4. Oral activities need to have ample scope in the classroom. 5. The content needs to be gender and culture sensitive, and have wherever
possible, a local flavour.
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6. The activities must be focussed around themes/areas and graphics that are real and vivid for the child – eg; My Family, My Pet.
7. There must be space for the child to do a range of related activities that are both art-related, hands on and kinaesthetic; dramatization, singing (develop as many of the multiple intelligences as are natural )
8. Language skill building activities suitable to the content.
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CLASS I
1. Listening
Competency Content Mode of Transaction Evaluation
Listening to jingles / Nursery rhymes
Jingles / Nursery rhymes
Teacher sings or plays the recorded cassettes
Formative : Listen to the tune and sing the rhyme. Respond with the next word or sentence when the teacher pauses while singing the rhyme. Perform actions related to the rhyme.
Listening to short stories
Simple short familiar stories
Teacher narrates stories. Children listen and respond
Formative Do actions related to the story. Reproduce any environmental sounds (E.g., wind blowing, crow cawing) occurring in the story. Summative Listen and respond to simple questions related to story
Listening to simple instructions
Simple class room instructions
Teacher gives instructions during the course of the day and children respond. E.g ' Come here, Sit down ' Teacher conducts
Formative Listen to instructions and respond appropriately during the course of the day.
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Competency Content Mode of Transaction Evaluation
games/activities to make use of simple commands/requests/ instructions
Listening to greetings Time - specific greetings ‘Good morning/ afternoon/ evening’
Teacher creates different situations for the children to listen and respond to greetings Teacher displays charts / pictures depicting morning, evening, noon and relates them to the correct form of greeting based on time.
Formative
Listen to the greetings and respond with the correct form of greeting.
Practice greetings through rhymes and action songs
Listening to sound and discriminating.
Discriminate beginning, middle & end sounds and rhyming words. (Consonants and vowels)
Teacher plays ‘sound games’ where children listen and respond to sounds in different positions in words.
Formative
Children discriminate the sounds and respond appropriately. E.g. Clap your hands every time you hear a word beginning with /b/ -sun, cap, ball,
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Competency Content Mode of Transaction Evaluation
Children listen and discriminate the sounds that the letters make.
banana, ship, boat……
Identify the letters based on the sounds.
Summative
Circle pictures beginning or ending with a particular sound.
‘Do the two pictures rhyme?’ Say ‘yes’ or ‘no’.
Circle the odd one out: Find the word that does not have the same middle sound.
Listening to simple questions
Simple questions What & Where
Teacher asks simple questions during the course of the day and the children respond.
Formative
Respond appropriately to questions.
What is your name?
What is this?
Where is the bag?
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2. Speaking
Competency Content Mode of Transaction Evaluation
Singing jingles / rhymes
Jingles / rhymes Children sing along with the teacher or cassettes and reproduce familiar jingles/ nursery rhymes
Formative Sing the jingle / nursery rhymes suggested by the teacher or their favourite one. Sing the next word or sentence when the teacher pauses while singing the rhyme.
Expressing needs/ likes/dislikes/feelings
Needs/likes/dislikes/ feelings
Teacher encourages students to express needs/ likes/dislikes/feelings and acknowledges them.
Formative
Express needs/ likes/dislikes/feelings in response to questions and spontaneously.
Asking permission ‘Can I …...' 'May I …….?'
Teacher encourages children to use questions in relevant situations.
Formative Use 'Can I ……..? / 'May I …….?' in correct situation
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Competency Content Mode of Transaction Evaluation
Expressing gratitude ‘Thank you. ' Teacher introduces the phrase incidentally and informally and encourages the children to use them in correct and natural contexts.
Formative Use ' Thank you’ in the correct context. Role play. Rhymes.
Respond to questions Words, phrases and sentences
Teacher asks simple questions during the course of the day and children respond.
Formative
Respond to questions appropriately.
Participating in conversation
Simple conversations in life situations E.g:
a. Between two friends
b. Between teacher and child
Children converse with each other and adults during the course of the day. Teacher provides the context for initiating and sustaining conversations.
Formative Initiate and sustain conversation in pairs and in groups.
Speaking using a combination of grammatical forms
Functional grammar: nouns, verbs, adjectives, articles, prepositions
Teacher provides opportunities through activities and informal conversation for children to speak using a
Formative
Describe this object. E.g., balloon, sharpener
Answer questions using
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Competency Content Mode of Transaction Evaluation
combination of grammatical forms.
phrases/sentences.
E.g., Where is the book? – On the table.
3. Reading
Competency Content Mode of Transaction Evaluation
Recognizing and naming letters
Letters of the alphabet Teacher presents visual and kinesthetic activities for children to recognize and name letters.
Formative Sing the alphabet song. Draw letters in the air. Paste a colour paper on the letter. Trace on sand paper letters. Summative Find and circle the given letter ‘b’. Circle the letter ‘e’ in these words: egg, bell, kite.
Letter sounds correspondence
Sounds of alphabet Teacher shows cards with letters of the alphabet and articulates the sound. Children repeat after the teacher.
Formative A box containing all the letters of alphabet in chits is passed among the children. Each child picks up a chit and says the sound for that
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Competency Content Mode of Transaction Evaluation
letter. The teacher says the sound of a letter and the children say the letter name.
Reading words/sentences
Words/Sentences Teacher provides opportunities for children to read using flash cards. Children label things around the class room, using text book and story books.
Summative Read words Read simple sentences Choose the correct word for each picture.
Picture Reading Simple and Composite pictures
Teacher shows a variety of pictures and asks the students to name the words they know already.
Formative Children use pictures as an aid for reading. Summative Read and match words with relevant pictures.
Responding to print rich environment
Books, flash cards, labels, charts, etc
Teacher makes available different types of reading materials and encourages the children to use them.
Formative Browse/read the different reading materials available in the class room.
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Competency Content Mode of Transaction Evaluation
Reading for fun Reading – Graded readers, colourful picture books
Teacher facilitates children to look at pictures / read books.
Formative Look at the pictures and enjoy. Read the books for pleasure.
4. Writing
Competency Content Mode of Transaction Evaluation
Pre writing activities Mazes, Joining dotted lines, basic shapes and writing patterns
Teacher presents variety of materials such as worksheets, sand box, sand paper, stencils, etc for children to develop fine motor skills for writing.
Formative Join dots to create shapes/pictures. Draw shapes in a sand box. Colour a variety of pictures. Summative Copy basic strokes and patterns.
Upper case and lower case letters
Letters of the alphabet – In each unit just five letters are introduced with
Teacher presents variety of materials such as worksheets, sand box, sand paper, stencils, etc
Formative Walk on large letters drawn on the floor. Trace within letter stencils. Trace on dotted letters.
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Competency Content Mode of Transaction Evaluation
suitable illustrations, activities and examples
for children to write upper case and lower case letters.
Summative Copy and write letters. Recall and write letters.
Spacing of words, alignment of words in a sentence (Mechanics of writing)
Words /Sentences Children write leaving space in between words and write on a line.
Summative Copy words and sentences. Trace over dotted words.
Recall spelling Words ( high frequency words, phonetic words and content words)
Teacher presents a variety of writing exercises and word building activities such as word grids, jumbled letters, fill ups, dictation to develop spelling skills.
Formative Arrange jumbled letter cards to make words. Summative Look at the picture and fill in the blanks with correct letter. Write the first/last letter for each picture. Write the spelling for the dictated words.
Writing words/simple sentences
Common, familiar words/sentences
Teacher presents activities such as jumbled words, fill ups, to write words and sentences.
Formative Arrange word cards to make sentences. Summative Write one’s name.
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Competency Content Mode of Transaction Evaluation
Write the words for the given pictures. Fill in the blanks with the correct word. Put the words in correct order and make a sentence.
Write sentences with capital letter and full stop
Sentences Teacher draws the attention of the children during reading and writing activities to use capital letter and full stop.
Summative Rewrite the sentences using capital letter and full stop. Tick the correct sentence.
Write using correct grammatical forms
Functional grammar: nouns, verbs, adjectives, articles, prepositions
Teacher provides opportunities through written activities for children to write using correct grammatical forms.
Summative Fill in the blanks choosing the correct word. E.g., I write with a ______. (pencil/ball) Describe each picture. E.g., A ____ shirt. (clean/empty)
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5. Vocabulary
Competency Content Mode of Transaction Evaluation
Myself and my body
Head, hands, ears, mouth, neck, eyes, nose, legs, toes and fingers.
Teacher uses action songs, pictures, stories and activities for children to point and name the body parts.
Formative Sing songs pointing to and naming parts: ‘Head, shoulders, knees and toes….’ Draw yourself. Action with different body parts – Shake your head, blink your eyes, etc. Summative Draw a line from each word to the correct body part.
Family members Father, mother, brother, sister, grandfather, grandmother
Teacher uses songs, conversations, stories, pictures and worksheets to use home relationships.
Formative Use relationship words in conversation. Sing rhymes to learn relationship words.
My classroom Things in the classroom Teacher familiarizes children to the classroom space and its contents.
Formative Day to day activities and instruction. Write on the blackboard. The chalk is on the table.
Names of fruits, flowers, vegetables, animals, vehicles,
Common fruits, flowers, vegetables, animals, vehicles, sun, moon,
Teacher uses songs, pictures, stories, real objects and activities for children to
Formative Sort picture cards into different categories. Play games. E.g., Name, place, animal,
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Competency Content Mode of Transaction Evaluation
common objects and other things around us.
stars, etc. identify and name them.
thing. Summative Circle all the fruits. Find the odd one out. (Picture of three flowers and one vehicle) Name all the animals the butterfly sees on its way to a flower.
Colours and shapes Red, blue, green, yellow, black and white
Circle, triangle, sphere, rectangle and square
Teacher uses songs, pictures, stories, real objects and activities for children to identify and name the colours and shapes.
Formative Painting and colouring activities. Riddles to name colours (E.g., teeth and milk- white) Summative Name two things that are red in colour. Name two things that are round in shape. Fill in blanks with suitable words. The grass is _____.(green/red)
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Competency Content Mode of Transaction Evaluation
Number names 1 to 10 Teacher guides the children in reading and writing number and number names through activities like tracing on dotted lines, matching number to number names, etc
Formative Finger counting and songs. Summative Match the number to the number names. Count and say how many
Noun - Number Singular and Plural 's' Teacher uses classroom objects, pictures, worksheets, charts, children, etc for the children to name one and more than one.
Formative Use the correct singular or plural forms in conversation. Summative Circle the pictures which have more than one object.
Opposites Common words such as big, small, tall, short, up, down, etc.
Teacher uses classroom objects, pictures, stories, songs, worksheets, charts, etc for the children to compare, contrast and describe them.
Formative Use words such as big, small, clean, dirty to compare, contrast and describe in a conversation Summative Circle the pictures in which something is long.
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Competency Content Mode of Transaction Evaluation
Action words Common actions such as read, jump, eat, walk, play etc
Teacher uses songs, pictures and other activities for children to identify and name different actions.
Formative Can you hop like a frog? Yes, I can. (Children hop.) Can you crawl like a snake? Yes, I can. (Children crawl.) Play games. E.g., ‘Follow the leader.’ Summative Look at the picture. What are they doing?
Feelings Happy, sad, angry,etc. Teacher uses stories, conversations, pictures and worksheets for children to recognize and talk about their own feelings.
Formative Your friend has shared some colour pencils with you. How do you feel?
Occupations Doctor, Teacher, Postman, Police officer, Farmer etc
Teacher uses stories, pictures, flashcards, charts and worksheets for children to identify and name people in different professions.
Formative Role play. Summative Name these people Match the pictures of people to the things they use.
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Competency Content Mode of Transaction Evaluation
Using Picture Dictionary
Picture Dictionary Teacher guides the children in using a picture dictionary to understand the meaning of words.
Formative
Refer dictionary as and when needed.
6. Language Functions
Competency Content Mode of Transaction Evaluation
Role play Personification of objects, animals, fruits and vegetables etc
Teacher will create role play opportunities for children to dramatise and speak using simple words or sentences.
Formative Take up different roles and enact using words and simple sentences.
Talking about oneself Name, class, school, likes and dislikes
Teacher will create a context such as interactions with people, role play and presentations to talk about themselves.
Formative
Say their name, class, school name, likes and dislikes as a part of talking about them.
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Competency Content Mode of Transaction Evaluation
Picture Talk Simple and composite pictures, pictures in sequence.
Teacher uses pictures that depict people in different roles and feelings. Teacher gives worksheets with activities like "Spot the difference," pictures with missing parts to encourage children to talk.
Formative Talk about a simple sequence of events shown in the pictures: Child blows balloon, balloon becomes bigger, it bursts. Summative Name the pictures. Who are these people? E.g., doctor, carpenter, teacher.
Show and tell Things chosen or created by children
Teacher encourages the child to show and talk about what he/she has brought to the group in his/her own words or simple sentences.
Formative
Children present a material of their choice (a leaf, a picture drawn by them) and describe it in their own words or simple sentences.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.
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CLASS II
1. Listening
Competencies Content Mode of Transaction Evaluation
Listening to rhymes, jingles and songs
Rhymes, jingles and songs
Teacher sings or plays the recorded cassettes. Children listen and sing along.
Formative Teacher sings the first line and the children sing one or more of the following lines. Listen and perform actions related to rhyme
Listening to short stories Short stories Teacher narrates stories. Children listen and respond.
Uses questions to test comprehension.
Formative Do actions related to the story. Reproduce any environmental sounds (E.g., sound of a train choo-choo, lion roaring Grrrrr….) Listen to the story and say who or what they like in the story.
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Competencies Content Mode of Transaction Evaluation
Teacher: Who ate the mango? (in the story) Summative Listen and respond to simple questions related to story
Listening to instructions and directions.
Longer instructions and directions. Directions during indoor or outdoor games. Directions involving two objects or people. Directions involving two actions.
Naturally occurring and suitable situations are created in the classroom to follow directions. Gestural prompts may also be used to help children follow directions
Formative
Take out your notebook and write.
Please bring your pencil and sharpener.
Listening to questions Simple questions. What, Where, Who ‘Yes’ or ‘No’
Simple questions based on classroom situations are asked. E.g., What are you doing? Have you had your breakfast?
Formative
Listen to questions and respond in full sentences.
Can you fly in the sky?
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Competencies Content Mode of Transaction Evaluation
Listening to pronunciation
Words and sentences Teacher uses words highlighting correct pronunciation.
Formative
Sing rhyme with correct pronunciations.
Games with rhymes and alliterations. E.g., Ponni plays with a purple pot.
Listening to sound and discriminating
Diagraphs ch, sh, etc.), blends (bl, cr, etc.), rhyming words, blending sounds, coining new words by changing first, last or middle sounds.
Teacher plays ‘sound games’ where the children listen to sounds in different positions.
Children listen and discriminate the sounds that the letters make.
Formative
Click your fingers every time you here a word ending with /sh/ - bath, dish, sleep, fish, watch, crush.
Blend the sounds to make a word.
/Po/.…/ta/…./to/ - potato
/c/…. /a/…./t/ - cat
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2. Speaking
Competencies Content Mode of Transaction Evaluation
Reciting rhymes, jingles, songs
Rhymes, jingles and songs.
Teacher sings rhymes, jingles and songs. Children repeat after her
Formative Teacher sings the first line and the children sing the next line and the same procedure is repeated alternatively. Sing with appropriate actions related to rhyme.
Communicating a message Simple messages. Children communicate messages to peers or another adult. They communicate messages from home.
Formative
E.g., Ask your classmates to submit their workbooks.
Responding to questions Phrases/sentences Teacher asks questions during the course of the day and children respond.
Formative Respond to questions appropriately
Expressing one’s needs Needs Teacher encourages students to express needs and acknowledges them.
Formative I want an eraser. Please, can you give me a pencil?
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Competencies Content Mode of Transaction Evaluation
Making a request “Please” Teacher creates familiar situations and encourages children to respond suitably
Formative Use the word, ‘Please’ to ask for something in appropriate situations.
Expressing feelings Feelings Teacher encourages students to express feelings and acknowledges them.
Formative Express feelings in response to questions and spontaneously.
Participating in conversation
Simple conversation
Children take turns during conversations with adults and peers Teacher provides different contexts for initiating and sustaining conversations.
Formative Initiate and sustain conversation in pairs and in groups.
Speak using a combination of grammatical forms
Functional grammar: Noun, verbs, singular and plural, construction of sentences, articles, subject – verb agreement, preposition, adjectives nouns, verbs, adjectives, articles, prepositions
Teacher provides opportunities through activities and informal conversation for children to speak using a combination of grammatical forms.
Formative Name some things that you saw on the way to school. “On the way to school, I saw a …..” Look at the pictures and tell what the children are doing. E.g., The girl is climbing, The old man is painting.
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3. Reading
Competencies Content Mode of Transaction Evaluation
Reading words / sentences (word attack skills, sight reading / phonic reading)
Words / sentences/connected sentences.
Teacher provides opportunities for children to read using flash cards. Children label things around the class room, using text book and story books.
Summative Read words Read sentences Read simple passages.
Picture reading Pictures Teacher displays a picture which is familiar to them and asks probing questions.
Formative Children use pictures as an aid for reading Summative The words are given below a picture. “Circle the things that you see in the picture.” Look at the picture and answer , ‘Yes’ or ‘No’
Responding to print rich environment
Books, storybooks, flashcards, pictures, self-made books.
Different kinds of reading materials are displayed in the classroom.
Summative Browse/read the different reading materials available in the classroom.
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Competencies Content Mode of Transaction Evaluation
Reading a variety of materials like calendar and clock
Days of week
Teacher shows the calendar / clock and: Names the days of the week. Tells the time rounded to an hour.
Summative What day is it today? Tomorrow is ______. Look at the clock and tell the time:
Reading for fun Reading – graded readers, colourful picture stories
Teacher facilitates children to look at pictures / read books.
Formative Look at the pictures and enjoy. Read the books for pleasure.
4. Writing
Competencies Content Mode of Transaction Evaluation
Spacing of words, alignment of words (Mechanics of writing)
Words / Sentences Children write legibly leaving space in between the words and write in straight line.
Summative Write words, sentences on their own. Copy words and sentences.
Recall spelling. Words (high frequency words, phonetic words and content words)
Teacher presents a variety of writing exercises and word building activities such
Formative Make three new words from the given word. “balloon”
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Competencies Content Mode of Transaction
Evaluation
as word grids, jumbled letters, fill ups, dictation to develop spelling skills.
Summative Fill in the blanks with correct letter. Write the first/last letter for each picture. Write the spelling for the dictated words.
Writing of words/sentences
Text book sentences, journal notations, creative writing.
Teacher presents activities such as jumbled words; fill ups, creative writing activities to write words and sentences.
Formative Draw yourself and write a few words/ sentences about your picture. Summative Match the words in column A and column B and make sentences
Write using a combination of grammatical forms
Functional grammar: Noun, verbs, singular and plural, construction of sentences, articles, subject – verb agreement, preposition, adjectives
Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.
Summative Fill in the blanks with ‘a’, ‘an’
____ apple. ____ red apple.
Look at the picture and fill in the blanks. E.g., The boy _____ water (drink/drinks).
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5. Vocabulary
Competencies Content Mode of Transaction Evaluation
Me and my body Elbow, neck, feet, stomach, fingers and toes
Teacher uses action songs, pictures and activities for children to point, name and understand the functions of body parts.
Formative Draw yourself and a person you like and talk about some things you like to do together. Summative Fill in the blanks: I use my ____ to write. (feet/fingers)
Feelings Shy, scared, kind Children express their feelings.
Formative Classroom discussion: I am scared of………
School Places within the school.
Children learn the names of different places in the school and their purpose by actively using them.
Formative Use different areas in the school and perform errands.
Names of birds, insects, vegetables, fruits, vehicles and other things around us.
Birds, insects, vegetables, fruits, vehicles and other things around us.
Teacher uses songs, pictures, stories, real objects and activities for children to identify, name
Formative Watch the crows around your home. What were they doing? Did you see their nest?
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Competencies Content Mode of Transaction Evaluation
and learn about them.
Summative Circle all the insects you see around your home.
Action words Variety of actions Teacher uses songs, pictures, stories and other activities to identify and name different actions.
Formative Name three activities that you do at home and three activities that you do in school. Summative Match the words to the action shown in each picture.
Noun number Singular and Plural ‘es’ Teacher uses classroom objects, pictures, stories, worksheets, charts, children, etc., for children to name one and more than one.
Formative Use correct singular or plural forms in conversation Formative Fill in the blanks with correct word. There are five______. (mango/mangoes)
Numbers 1 to 50 Teacher guides the children in reading and
Formative Make a picture by connecting
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Competencies Content Mode of Transaction Evaluation
writing numbers and number names through activities like tracing on dotted lines, matching number to number names, etc.
the numbers. Summative Look at the number and fill in the missing letter for number name.
Days of the week Days of the week Teacher uses the calendar in the classroom to talk about day, date and month.
Formative Look at the calendar everyday and find out what day it is today. Summative How many days are there in a week? Name the days of the week
Using Picture Dictionary Picture Dictionary Teacher guides the children in using a picture dictionary to understand the meaning of words.
Formative Refer picture dictionary as and when needed.
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6. Language Functions
Competencies Content Mode of Transaction Evaluation
Introducing oneself Name, class, school Teacher creates a context such as interaction with people, role play and presentations to talk about themselves.
Formative Introduce one self to adults, peers and neighbours when required.
Picture talk Simple, composite picture, pictures in a sequence.
Children look at the picture and respond by observing, comparing, associating, inferring and relating to self.
Formative Picture of three little pigs building a house – How would you build your house? Picture of outdoors – What are some of the things the birds would use to make a nest?
Making a presentation (Show and tell)
Objects in nature, things created by children.
Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc.
Formative Make a presentation. A book I made about myself. A paper boat that I made.
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Competencies Content Mode of Transaction Evaluation
Role play Roles based on stories, poems, pictures, real life situations, feelings etc.
Children enact a variety of roles and use songs, sounds, movements, gestures, dialogues etc as a part of role playing.
Formative The scene is a market place. Children take up roles as shopkeepers selling different things. Others go to the market and pretend to buy.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the text book.
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CLASS III
1. Listening
Competencies Content Mode of Transaction Evaluation
Listening to rhymes , thematic songs , poems Listening to dual instructions and directions Listening to questions
Rhymes ,thematic Songs , Poems
Dual instructions (classroom) Directions involving two different objects. Directions involving places within the school
Questions ‘When’ ‘Why’
Teacher sings poems, thematic songs and plays recorded cassettes
Students listen to classroom instructions and directions and respond appropriately.
Teacher asks simple questions and children
Formative
Teacher hums the tune or plays the cassettes. Children sing. Listen and perform actions related to rhyme.
Formative Give him the notebook and give her this pencil. Go straight and take a left to reach office room.
Formative
When do you go to
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Listening to stories, incidents
Listening to pronunciation of different words
Stories, incidents
Words, Sentences
respond.
Teacher narrates stories. Children listen and respond.
Uses questions to test comprehension.
Teacher models pronunciation and children listen and repeat.
bed? Based on story: ‘Why is the girl running?’ Formative Can you think of another name for the story? Listen to incidents told by a peer. Listen to the story and illustrate. Summative Listen and respond to simple questions related to story Formative Listen to words with slight differences in vowel and consonant sounds. (ship-sheep, plank-blank) Change the first, middle or the last
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Listening to peer group discussion
Simple common ideas
Teacher gives a topic to the children to discuss.
letter(s) and make a new word. (Play-clay, cot-cut, bit-bite) Formative What is your favourite game? Why?
2. Speaking
Competencies Content Mode of Transaction Evaluation
Singing rhymes, poems, songs
Rhymes, poems, songs
Teacher sings and the children repeat after her.
Formative Teacher hums the tune or plays the cassettes. Children sing. Pick the words that rhyme in the poem
Communicate a message
Simple messages
Children communicate messages to peers or another adult.
Formative Stand in line to go to the playground. My teacher wants a box of chalks
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Expressing regret “Sorry” Children express regret in naturally occurring situations.
Formative Says ‘Sorry’ when a child accidentally bumps into someone.
Responding to questions Phrases/sentences Teacher asks questions during the course of the day and children respond.
Formative Respond to questions appropriately.
Narrating Short stories/incidents Children narrate any incident they have experienced, parts of stories or an entire simple story.
Formative I went to the zoo with my brother and ……………. Narrate the story of –The thirsty crow.
Participating in discussion Simple common ideas. Teacher gives a topic to the children to discuss.
Children discuss topics of common interest on their own.
Formative Have you been to a beach? What do you see? What are some fun things we can do in beach?
Speak using a combination of grammatical forms
Functional grammar: Articles, Nouns, Verbs, Singular and Plural, Adjectives, Comparison of adjectives, Subject – verb agreement
Teacher provides opportunities through spoken activities for children to speak using a combination of
Formative Is this Mala’s pencil? Yes, it is Mala’s pencil. Look at your bag and your friend’s bag. Talk about what is same and
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Personal pronouns, Possessives, Verb forms
grammatical forms. what is different.
Asking questions ‘Wh’ questions Children ask a variety of questions during the course of the day.
Formative Where is the tiger? Who is your friend?
3. Reading
Competencies Content Mode of Transaction Evaluation
Reading sentences / longer text
Any passage from text or other books
Teacher provides opportunities for children to read individually, in pairs and in small groups.
Children read and answer simple questions. Pauses at the end of sentences. Children use word attack skills to read.
Formative Underline the unfamiliar words. ‘Round Robin’ reading – reading one sentence each from a given passage.
Read the sentence and illustrate. Summative Read the given passage. Read the passage and choose the correct answer. The rat ran into a _____. pipe hole house
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Spelling rules Reading different genres Reading for fun
Simple rules of spelling. E.g., Magic ‘e’
Road Signs / maps Reading – Graded readers, colourful picture books
Children identify magic ‘e’ words and pronounce them accordingly. E.g., kite, late, cute
Road signs and simple maps are introduced to children.
Teacher facilitates children to look at pictures/read books.
Formative
Read aloud.
Bake Cake Like Write Hole
Formative List out the road signs you see while coming to school. Create your own road sign and talk about it. Draw a map from your home to school. Formative Look at the pictures and enjoy. Read the books for pleasure
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4. Writing
Competencies Content Mode of Transaction Evaluation
Transcription of print text
Recall spelling Creative writing
Words / sentences Words (high frequency words, phonetic words and content words) Rhyming sentences, writing on a topic,
Children copy a sentences/passages from the text book/black board, etc., Teacher presents a variety of writing exercises such as jumbled letters, sentences, fill ups and dictation to develop spelling skills. Teacher presents a simple rhyme with missing
Summative Copy down the passage Formative
Finds hidden words in word grids Write two other rhyming words for each word. Summative Fill in the blanks with correct word: Monkeys climb______.(stere)
Formative Write two sentences
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Writing sentences/ longer texts Using punctuations
drawing and writing, making list Text, creative writing Text comma, apostrophe and question mark
sentences.
Children draw, colour and write. Teacher writes on the blackboard and the children copy it.
Children read a passage and answer questions. Children write a few sentences using their own ideas.
ctoquestird and the
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sister - ravi gita and anwar are
playing football Write using a combination of grammatical forms
[Consolidation of functional learning through usage]
Functional grammar: Nouns, Verbs, Articles, Adjectives, Comparison of adjectives, Subject – verb agreement Personal pronouns, Possessives, Verb forms, Singular and plural
[Learnt and interpreted only as usage]
Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.
Summative Fill in the blanks with correct word. This is my shirt. ____ (It/His) is red in colour. Make the sentences bigger choosing from the words given. (tall, blue, two) I have bottles. A boy is running. My bag is lost.
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5. Vocabulary
Competencies Content Mode of Transaction Evaluation
Singular and Plural
Using Picture Dictionary
Months of the year
Irregular nouns ‘ies’, ‘ves’
Picture Dictionary Months of the year
Teacher guides children with vocabulary games and activities
Teacher guides the children in grasping the meaning from the picture dictionary
Teacher uses the calendar for children to learn the months of the year and to know what month they are in.
E.g., Today is Friday, September 26 th, 2009.
Formative Match the following:
Knife – Loaves Story – knives Loaf – stories
Formative Refer picture dictionary as and when needed. Formative
Sing a rhyme- ‘January, February,…’ What is the first month of the year? What is the last month of the year?
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6. Language Functions
Competencies Content Mode of Transaction Evaluation
Role play (pair work) Dramatization Making lists
Themes from text, story books, real life situations Content from the text / stories Shopping list, list of items in the classroom, list of children
Teacher initiates discussion and guides children to play different roles
Teacher facilitates in dramatizing the story Teacher presents topics for lists or uses naturally occurring opportunities to make lists.
Formative
Take up roles as butterfly, bee, tree, peacock and speak one or two lines about yourself
Formative
Take up roles to enact a short story.
Akbar and Birbal
Formative Make a list of things you bring to school.
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Making a presentation (Show and tell)
Things found or created by children.
Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc.,
Formative Make a presentation A scrap book- flowers A fish made with shells.
Talking about a theme Simple / Common/ familiar themes
Teacher enables children to talk about a familiar theme.
Formative My school. My pet cat.
Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.
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CLASS IV
1. Listening
Competencies Content Mode of Transaction Evaluation
Listening to songs / poems Listening to stories Listening to pronunciation, stress and intonation
Songs / Poems Short, stories Words/ Sentences / Passages E.g., Words with silent letters, multi
Teacher sings / plays the recorded cassettes. Children sing part or the whole song / poem. Teacher narrates stories / incidents / folk tales. Children listen and respond Teacher models pronunciation. Children repeat after the teacher
Formative Listen to the tune and sing the songs and poems. Sings the whole song or poem after listening to the title or first sentence. Formative Give a suitable title Think of a different ending for the story. Summative Listen and respond to the questions
Formative Repeat after me “She sells sea shells on the sea shore.”
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Listening to riddles Listening to discussions
Listening to questions
syllable words, homophone, vowel clusters etc. Simple riddles Themes on personal experiences, common interests and age appropriate themes.
Questions: “How”?
Teacher tells a riddle. Children guess the answer. Children make up their own riddles.
Teacher initiates discussions for children to listen and participate. Children bring up topics to discuss and listen to each others ideas.
Children listen and respond to questions relevantly.
Formative When I was a baby I looked like a fish. Now I say, “Croak, croak.” Who am I?
Formative Children go out door to listen to the sounds around them and come back and discuss what they heard. Imagine and illustrate what you have heard Listen to question and respond in full sentences.
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2. Speaking
Competencies Content Mode of Transaction Evaluation
Sings Songs and poems
Communicate an idea/opinion
Poems / thematic Songs
Creating something, planning an event, talking about some event, day-to-day activities.
Teacher sings and children sing part or the whole song / poem.
Teacher presents opportunities for children to communicate their ideas and acknowledges them. Children plan as a part of different club activities. Children talk about a given topic. Teacher prompts them by asking leading questions.
Formative Sing the song/ poem suggested by the teacher or their favorite one. Sings the whole song or poem after listen to the title or first sentence. Sing the song with actions slowly eliminating words.
Formative What do you think about the movie we saw today in school?
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Talking about a theme
Participating in discussion
Responding to questions
Asking questions
Speak using a combination of grammatical forms.
Common familiar topics :E.g, Railway station, forest animals Specific topic
E.g.: Our school Saving water My pet
General discussions
Sentences “How?”
Functional grammar: Noun, verb, article,
Teacher involves the children to participate in the discussion about a specific topic in small/large groups.
Teacher asks questions during the course of the day and children respond.
Children ask how something is done or how something happened.
Teacher provides opportunities through spoken activities for children to use a combination of grammatical forms.
Formative Talk about the uses of tree. Draw some of the trees you see around you. Formative Talk about the different ways you can save water. Formative Respond to questions appropriately. Formative How did the mouse save the lion? Formative Throw the ball on the
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[Consolidation of functional learning through usage]
adjective, verb forms, degrees of adjectives, personal pronoun, possessive pronoun, affirmative, interrogative and negative sentences, adverbs, conjunctions [Learnt and interpreted only as usage]
black board and make a sentence with the word you hit with the ball. Look at the six pictures and tell the story of the ‘Ant and the dove’.
3. Reading
Competencies Content Mode of Transaction Evaluation
Reading a longer text (familiar / unfamiliar text)
Text/other reading materials.
Children read longer texts silently and aloud. Children read with a degree of fluency.
Formative Read a passage and illustrate. Read the passage and talk about two things you liked about it.
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Reading with attention to pronunciation, stress and intonation
Text
Teacher models reading a passage from the text with attention to pronunciation, stress and intonation
Summative Read the given passage and answer the questions based on cause-effect, inference. Recall answers based on text Read the passage and find the author, the title, the main idea and the ending. Read the question and choose the best answer (choice of three answers) Formative Divide yourselves into small groups and read two lines each one after the other. Take up different roles of a written play and read aloud
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Reading different genres
Reading for fun
Narratives, Poems, Billboards, Newspapers, Maps. Supplementary Reading-Graded series and a wide range of reading materials.
Teacher provides materials such us narratives (stories and non-fiction), poems, billboards, poster, newspapers, letters, plays, maps.
Teacher provides a variety of reading materials.
Formative Make a bill board of a product and read it aloud and share. Summative Read the given passage and answer the questions based on cause-effect, inference. Formative Read, enjoy and recommend the book to a friend.
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4. Writing
Competencies Content Mode of Transaction Evaluation
Introduction to cursive Dictation of words/ sentences Writing sentences/passages
Letters, words, sentences.
Text / General Question/answers, journal notations, creative writing, letter writing (informal).
Teacher presents a variety of materials such as worksheets, sand paper, stencils, etc., for children to write cursive. Teacher presents a variety of writing exercises and word building activities.
Teacher presents a variety of writing activities for children to do.
Summative Write in cursive Formative Build a word pyramid. a, an, ant, pant Summative Write words and sentences with correct spelling. Formative Word pyramids Draw the things you saw during the bus journey and write about it. Look at the picture and write about it. Summative
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Writing using a combination of grammatical forms. [Consolidation of functional learning through usage]
Functional Grammar : Noun, verb, article, adjective, verb forms, degrees of adjectives, personal pronoun, possessive pronoun, affirmative, interrogative and negative sentences, adverbs, conjunctions. [Learnt and interpreted only as usage]
Teacher provides opportunities through written activities for children to use a combination of grammatical forms.
Put the jumbled sentences to make a story. Read and answer the questions. Complete the passage in own words. Write a letter to a friend inviting him / her for Pongal (using the clues given) Summative Fill in the blanks choosing the correct word. The child is crying ______ (loudly/fast) Choose a sentence from column A and a sentence from column B and join them to write a sentence using ‘and’ or ‘but’.
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5. Vocabulary
Competencies Content Mode of Transaction Evaluation
Synonyms, compound word, homophones, antonyms Using Picture Dictionary
Glossary from Text cross words, puzzles, vocabulary games Picture Dictionary
Children in groups play language games to learn pronunciation, spelling and meaning of new words. Teacher guides the children in grasping the meaning from the picture dictionary
Formative Play in small groups Word search ,boggle and Scrabble Formative Make use of dictionary, to find out the meaning and spelling with your peers.
6. Language Functions
Competencies Content Mode of Transaction Evaluation
Filling labels and simple forms, class time-table
Making an enquiry Other language functions for
Name, class, address, phone number, subject areas in labels, simple forms and time-table Enquiry at shop
Children fill name, class, address, phone number, subject areas in labels, simple forms and time-table as appropriate. Children practice these
Summative Fill in labels, simple forms and time-table correctly
Formative
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continued practice are: Making announcements Describing a person / object Role play Presentation
skills in real life and simulated situation
Go with your parent and enquire about price of one kg of sugar
Note : Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant would be given in the textbook.
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CLASS V
1. Listening
Competencies Content Mode of transaction Evaluation
Listening to songs Enjoying the tune and responding with actions
Listening to poems Appreciating rhythm and rhyme Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas Appreciating the various images
Songs Poems
Children listen and respond to songs
Children listen to the poem Understand the meanings of difficult words [may use dictionary] May be facilitated in their understanding through appropriate actions Facilitated to discuss the feelings and values expressed by the poet and evolve the sequence
Formative Listen to the song Sing the song with actions Summative Give the theme of the song
Formative Attention and keen enjoyment Summative Responds sensitively to the feelings and values expressed Follows sequence and grasps the central theme Fill up the speech bubbles to indicate understanding of main and supporting ideas
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Listening to stories / folk tales Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas
Listening to correct pronunciation, stress and intonation
Stories & folktales
Passage from the text, or audio cassettes
Grasp the central theme of the poem
Children listen to the story Understand the meanings of difficult words [may use dictionary] Facilitated to discuss the narrative and evolve the sequence Grasp the central theme of the story/folk tale
Through various facilitative activities, children listen and repeat words with correct
Normative Answers comprehension questions using the clues given. Formative Attention and keen enjoyment Summative Follows the sequence and grasps the central theme Fill up the speech bubbles to indicate understanding of main and supporting ideas Normative Answers comprehension questions using the clues given.
Formative Listen to the passage and repeat suggested words
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Participating in discussion Listening to words that sound the same (homophones)
Simple topics Eg; Toys, Cartoon characters, Comic strips
Homophones presented in a passage
pronunciation, stress and intonation – Small or Large group.
Children may be facilitated to listen carefully to their peers, and discuss in small groups
Children listen to teacher reading the passage Identify the homophones in small groups
Formative Children present the outcome of their discussion Given opportunities to enact
Summative Questions and activities that help children to identify homophones, having understood their separate meanings in context
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2. Speaking
Competencies Content Mode of transaction Evaluation
Reciting / singing poems
Expressing one’s preferences Exchanging one’s ideas with peers on a particular object / place / person /event /
Poems – Text
Sharing/Interaction Time; day to day situations Sharing/Interaction Time; day to day situations E.g. Encounter with a
Children are facilitated to recite the poem through various learning activities, which may include actions
Children in groups make a portfolio depicting their likes, dislikes, preferences and other such personal explorations Children in groups discuss and exchange ideas around any particular object / place / person /event /situation
Formative Joyful recitation Summative Sensitivity to rhyme and rhythm in reciting a poem
Formative Avenues for children to express themselves without judgment Summative E.g. Discuss and make a list of what you like doing alone or in groups, etc
Formative Productive collaborative interaction
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situation Speaking on common experiences
stranger Sharing/Interaction Time; day to day situations E.g. Lost in a crowd
Children in groups discuss and exchange ideas around any particular experience which they discover to have been common
Formative Productive collaborative interaction
3. Reading
Competencies Content Mode of transaction Evaluation
Reading text Understanding sequence
Understanding content
Finding answers to questions on the given passage
Use of spelling conventions
Text/ Supplementary materials
Spelling rules
Children read the text both silently and aloud The teacher facilitates the following activities and skills for each student:
Underlines main facts
Uses dictionary or vocabulary list (put up on board) to find meaning of unfamiliar words, and understands in context through individual and small group activities
Uses the reading material to
Formative Enjoy reading and understanding the passage. Summative Read and list out the unfamiliar words. Raise questions Engage in comprehension activities Choose the correct answers. [Objective Questions]
Summative
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Reading with attention to pronunciation, stress and intonation Reading for fun
emphasized through a relevant passage
Text / Additional material Reading Time – Graded Readers, colourful picture stories
answer questions
Teacher facilitates the understanding of selected spelling rules through a range of exercises and play activities
Children are facilitated to read words with correct pronunciation, stress and intonation – Small or Large group. Children read in large groups, small groups and individually – aloud or silently
Learns spelling rules - using the dictionary.
Summative Reads the given text correctly Formative Children read and enjoy
4. Writing
Competencies Content Mode of transaction Evaluation
Simple projects
Provided with materials and ideas
Teacher helps children to evolve their own work plans, and facilitates their
Formative and Summative Children display their project works
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Filling in forms Developing a story Reading between the lines
Forms of bank challans, reservation forms, M.O. forms, School application form Story – clues, Story – pictures are given
Text
execution Children also discuss their plans in the small group Teacher guides children to learn to fill up forms. Teacher explains steps in developing a story Children frame stories Discuss them in small groups Teacher provides opportunities for children to read and analyze text through simple graphic organizers Error analysis in reading, inference and conclusion Children are facilitated to
They are assessed and assess themselves for the translation of their plans into action Children fill up different forms Formative Children present their stories
Summative and Normative Objective Questions, VSA, SA [2 to 4 lines]
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Writing simple poems Completing simple passages Writing letters (Informal) Reference Skills Referring to Junior Encyclopaedia Making small notes
Simple topics or free choice Text and back of chapter questions Themes, Model letters Passage with questions Encyclopaedia
link thoughts and ideas to facts They discuss their questions in small groups Teacher encourages children to write simple poems. Teacher facilitates children to complete the passage with suitable sentences, after discussion in small groups. Teacher encourages children to write informal letters After initial large group reading, children are facilitated collectively to search for answers to the questions
Formative Children enjoy writing simple poems Summative Children individually complete given exercises to ensure learning outcomes Formative: Write a letter to your Uncle / Dad / Friend
Formative Children build reference skills
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5. Grammar
Competencies Content Mode of transaction Evaluation
Nouns and Verbs – Exploring the types through spotting use – Common Noun, Proper Noun Verbs – Present tense – Simple, Continuous Simple past, Simple Future Parts of speech [Introduction to formal
naming of the different parts of speech – already
explored as use, in the earlier classes]
[Naming seen as a tool to build formality and awareness in learning at this level]
Text / Additional material such as magazines, newspapers Text / Additional material such as magazines, newspapers
After explanation, children are facilitated to identify the naming and doing words in small groups with different materials
Teacher guides the children through usage to identify various parts of speech. Exercises and activities are utilized for this.
Grammar exercises and activities / games Summative Grammar exercises and activities / games Awareness of parts of speech, and correct format.
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Types of Sentence [Affirmative, Interrogative]
Exercises, Worksheets Children are facilitated to use these sentence types in contexts of their own
Summative Grammar exercises and activities / games
Awareness of correct forms
6. Vocabulary
Competencies Content Mode of transaction Evaluation
Antonyms/ Synonyms Compound words Prefix / Suffix Homo phones Kinship terms similes / metaphors
Text / poetry
Text, Puzzles, Supplementary material, back of chapter questions
Exercises, activities and games Exercises, activities and games
Formative Games, children do various exercises Formative Games, children do various exercises
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DRAFT ENGLISH SYLLABUS FOR MIDDLE AND HIGH SCHOOL
The obvious attempt of language teaching in Middle and High School, is to help the child to use language effectively and easily. Effective language use is interpreted as
Efficiency in verbal communication
Good clear style in speaking and writing
The ability to express oneself creatively, originally and with responsibility [reflect on appropriate language use].
Creative exercises based upon the psychological reality of the child and his/her relationship at school, at home, and with the environment and society are devised throughout the teaching learning process.
Another aspect of the learning of English in Middle and High School is awareness of error and subsequently building skills for error removal.
Awareness of error and error removal would be a separate and intrinsic component of all core competencies. As such, it has not been mentioned in most learning contexts spelt out in the syllabus. This dimension would be built into the classroom transactions and the evaluation modes in such a way that there would also be an opportunity for students to assess themselves and learn to spot and address errors and error patterns.
‘Correct/appropriate expression can be internalized by drawing the learner’s attention to proneness to error in grammatical/syntactic/pronouncing/semantic sites in appropriate learning contexts.’ [CTIndra]
Use of the dictionary [in a graded manner] - eg; from Children’s dictionary to Learner’s to Advanced Learner’s to a regular dictionary, and the thesaurus, in later classes – is an integral part of the learning process. The aim would be to facilitate ‘multitasking’ in the use of the dictionary:
- learning to follow alphabet - become aware of spelling
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- pick up new grammatical forms - enrich vocabulary
However, with the growing focus on contextualization of learning and linking meaning integrally to the learning of language structure, the importance of interdisciplinary content and approach cannot be over emphasized. According to NCF 2005,
‘Research has also shown us that greater gains accrue when language instruction moves away from the traditional approach of learning definitions of words (the dictionary approach) to an enriched approach, which encourages associations with other words and contexts (the encyclopedia approach) (Fawcett and Nicholson 1991; Snow et al. 1991).’
Since this approach to learning activity is being suggested for both content, and at all levels of active classroom transaction, it has not been separately mentioned in most contexts.
Another common aspect of the active learning classroom would be ‘effacing the artificial boundary between the classroom and life around the student’. This would be done at all levels by drawing upon the learner’s own knowledge, experience and information in various contexts and encouraging her/him to build upon them.
Note on Grammar
It has been suggested that the grammar components [listed separately, to ensure inclusion] for Classes VI to X be built into the content learning and the mastering of the core competencies for each level. The competencies themselves, though listed separately, are seen to be part of a fabric of dynamic and integrated learning that helps the learner to use the language in deeper and wider contexts as she/he gains proficiency in the language.
Evaluation & Assessment Dimensions and Broad Criteria [A Broad sweep – Not fully specific to level]
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These criteria have been used in various contexts:
Formative Evaluation would involve Classroom assessment which may be conducted with a range of outcomes in mind. It would be open ended and empowering to all students.
Summative Assessments may be carried out whenever a unit or topic has been completed in terms of the student’s active engagement, and the teacher evolves criteria for effective learning, and assesses the student on these criteria. It would be important to facilitating students in self assessment – so that they grow aware of their strengths and challenges, and work with them independently.
Normative Evaluation may be conducted at the end all units where there is building-block content, and criteria may be evolved based on the taxonomy of questions decided upon and the gradient of the syllabus.
CLASS V
Handwriting and Spelling (legibility, neatness, nature of spelling errors)
Writing Coherently (sentence structure, punctuation, clarity of expression, level of complexity)
Creative Writing (sustaining the required length, ideas, description, approach)
Oral Work (reading aloud, recitation, speaking)
Reading Comprehension (picking out facts, sequencing, reading between lines, responding)
Creative Writing (sustaining the required length, ideas, description, approach, strengths difficulties)
CLASS VI
Writing Mechanics (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling)
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Reading Comprehension (picking out facts, sequencing, reading between lines, responding)
Creative Writing 1 Prose (sustaining the required length, ideas, description, approach, strengths, difficulties)
Creative Writing 2 Poetry (poetry writing, ideas, use of words, approach)
Oral Work (reading aloud, recitation, speaking)
Reading Comprehension (picking out facts, sequencing, reading between lines, responding)
Writing an Answer (clarity of expression, focus, information, approach)
CLASS VII
Writing Mechanics (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling)
Formal Writing (approach, meeting guidelines, quality of response, strengths, weaknesses – book review)
Response to Text (comprehension - picking out the main and supporting points, connecting facts, sequencing; analysis – making inferences, drawing conclusions, understanding character, connecting motivation and action; response- ability to empathize, imagination, retaining focus, approach)
Writing a Paragraph (approach, meeting guidelines, quality of response, focus, strengths, weaknesses)
Creative Writing (sustaining the required length, ideas, description, approach, strengths, difficulties – poetry, diary entries, compositions)
Reading Comprehension (understanding, analysis, response)
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CLASS VIII
Writing Mechanics (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling)
Formal Writing (approach, meeting guidelines, quality of response, strengths, weaknesses – report, narrative, descriptive paragraph, letter)
Reading Comprehension (comprehension, analysis, response)
Oral Work (reading aloud, recitation, speaking)
Grammar (comprehension and application)
Writing Skills (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling, expository, personal essay)
Response to Text (comprehension, analysis, response)
CLASSES IX and X
Quality of answer (focus, clarity, precision, inclusion of sufficient details, own words)
Reading Comprehension Understanding, independent inference, vocabulary, quality of language, summarizing ability)
Grammar (understanding of requirement, meticulous and sustained focus, application)
Textual Response: (Comprehension, analysis, response, retention and recall of detail)
Writing skills (approach, meeting guidelines, quality of response, focus, strengths, weakness –formal and informal letter, narrative, descriptive, expository, personal essay, short story)
Grammar (comprehension and application)
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IN CLASS: Participation, approach, regularity of work, specific strengths, what needs to be done if additional help is required.
Overall Sweep of the criteria for choice of Literature Content for each level – [Keeping in mind the student’s gradient and scope of Cognition and Creativity in the language]
Class Grammar Creative Writing Literature
V Understanding of the structures of Grammar at this level is limited to easy and explorative use, & to correction of error in simple sentences. Knowledge of simple sentence structure is also built.
At this level creative writing would be aimed at making the child aware that she perceives the world around her, and that she can think about what she sees. She can be helped to see that her responses to it are often learnt from others, and that they may be different from her own understanding. The child may be facilitated to exercise a rich imagination in various ways.
Literature is chosen at this level to stimulate the child into deeper observation, questions, perception and enjoyment of life.
VI Grammar is introduced at this level to formalize the student’s understanding of the language.
At this level, creative writing is not structured. It involves growing aware of one’s emotions one’s senses, one’s past, one’s physical surroundings in a manner calculated to create insights into
The literature is chosen to help the students to reflect upon and to explore various facets of the world around them – travel, adventure, etc.
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literature and language use in the passages chosen in the textbook.
VII Their formal understanding of language at this level allows for greater consciousness of detail and complexity in language use
The focus is on the need for structure, function and boundary in the written work.
The literature is chosen to help them discuss various ideas related to concepts of reality as they perceive it (freedom, development, etc.)
VIII Examination of structures in relation to psychological, situational and social context, with the aim of creating an awareness of appropriate language use.
At this level, there is a rudimentary exploration into modes expression (poem, short story, dialogue, one act play etc.), calculated to channelize their creative expression. There is a conscious encouragement to express growth and change as perceived in oneself.
The attempt here is to help the student get in touch with his/her predilections and the processes by which every day reality is perceived by every human being. This process is the backbone of all literature. (images, visualization, projection, perspective.)
IX and X The focus in these classes is to encourage the student to use language effectively, with originality, clarity and precision. With this in mind, grammar concepts are reinforced at a deeper level. Modes of literature are gone into at greater depth.
Students are encouraged to analyze literary content with directness and precision. Personal involvement is a critical part of the learning of a language.
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Reflections on allied themes and concepts are built into the class discussions.
There is a clear and uncompromising focus on the ability to meet requirement and write or speak in a given framework.
Objective Questions of all kinds are freely incorporated into the design of the syllabus, to ensure thoroughness in learning.
Range of suggested themes for prose passages from Classes VI to X
1. Beauty: Nature, an action, a thought, Imagery 2. Tolerance –
a. of other people, b. of other ways of life, c. of other thoughts, d. other beliefs e. other species f. other cultures g. any other
3. Gender: a. The empowered girl b. Women achievers c. Courageous girls/women from all walks of life d. Achievers who are women/girls e. SHGs and other women’s groups who have made a difference f. Stories from history of women’s struggle and triumph g. Participation in civil society – responsible citizens – Independence
struggle 4. Bravery 5. A great character from History / Civics / Sport 6. Successful designers – Eg; The Story of Anand [Dr. Kurien], George
Washington Carver, Laurie Baker 7. Indian Cultures: Creating and preserving them: Kattaikkuthu, Kanchipuram,
Purisai Tambiran, etc 8. Translations from Tamil Literature 9. Stories of Animals
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10. The stories of common people 11. Towards a Universal Vision of Life – Passages – Children of Different Abilities
Speak 12. Rural – Urban Dynamics 13. Science and Discovery – Eg; CV Raman, Ramanujam, Venkatraman
Ramakrishnan, etc 14. Common Issues – Water, Waste, Global Warming, Media & Consumer realities,
Social responsibility – Bhopal Gas Tragedy, etc 15. Fantasy, Space Fiction, etc
Poetry may be chosen from a range of sources. The selections may include
forms like the Haiku, the Cinquain and the Diamante. Another suggestion is the inclusion of Children’s verse; also translations from the Tamil and other regional languages may be included as thought fit.
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CLASS VI
Listening
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Listening to: Instructions, Imperative Statements Short Stories Short audio pieces (radio play/ chosen parts of CDs/Poetry/ Short passages)
Reading aloud stories Reciting poems Giving specific instructions for an activity or class work Playing an audio story (Audio books, audio rendition of poems
Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately, orally or through written exercises
Formative: Follow instructions Listen and recite or read with clear intonation and pronunciation Summative: Listen and respond orally or through written exercises: Eg; Write or say a line about the characters in a story; give a suitable title Normative: Answer objective questions
Identifying and discriminating difficult words Dictation: Hearing words, and spelling accurately
: gh sounds, silent letters, /s/, /z/, /∫/, /3/
homophones etc.
Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. Learns New vocabulary
Formative: Spelling Games Normative: Spells words; finds patterns; uses correct spelling in writing Understands meanings of words learnt.
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Speaking
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Reading aloud from a text
Reading aloud from their reader
Reads clearly with pauses; pronounces words accurately
Formative, Summative:
Fluent reading; pronounces correctly; correct pauses
Reciting: reading from text
Reciting from memory
Learning and reciting in groups, or individually from the selection of specified poems
Read in unison, with sense of meter and rhyme
Reads alone without stumbling, with expression
Formative: Expresses appreciation for the poem read; Summative Recites with expression; without faltering Normative Memorises the poem
Using appropriate greetings for various occasions Making requests Enacting Instructing another classmate
Activity: role play, games; other oral activities: Ask – Answer activities around familiar situations in day-to-day life Giving directions to a place on campus etc.
Learns to use oral instructions Speaks and enacts using learnt phrases Builds familiarity with appropriate phrasing of greetings and requests
Formative
Correctly follows instructions
Speaks/ enacts without inhibition; confidence in speaking
Summative:
Accuracy of response, in various situations
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Asking and answering ‘Wh’ / Yes/No / Seeking Information Questions
This learning activity may be undertaken around a story or passage: Teacher guided
Learns to frame appropriate questions and answers correctly in the ‘Wh’/ Yes/No model; also knows how to ask, to elicit relevant information
Normative: Objective questions Summative: Questions for different situations: Eg; Ask questions to - find a place, - find the time of a train’s arrival or departure
Participation:
In discussions in class
In a dialogue
Large group discussions, Classroom discussion on lessons Converses around a suggested or initiated topic
Builds participation skills Cogency in speech Confidence Resourcefulness Holds a train of thought
Formative
Activity primarily for enjoyment, learning and empowerment
Speaking formally on a topic for 2 minutes
Each student takes turns to prepare and speak on a topic of choice
Learns to speak in front of a group, clearly and correctly
Formative:
Activity primarily for enjoyment, learning and empowerment
Telling Jokes; Puzzles and Riddles.
Students share jokes, puzzles and riddles.
Students share jokes, puzzles and riddles in a lively manner Build interactive skills
Formative
Anyone state a joke, puzzle or riddle which you enjoyed
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Reading
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Skimming Using various short passages, the teacher facilitates skimming content as a reading skill
The student learns skimming as a skill, and understands its value in reading and understanding
Formative:
Learns to use the skill through interesting exercises
Scanning Using various short passages, the teacher facilitates scanning content as a reading skill
The student learns scanning as a skill, and understands its value in reading and understanding
Formative:
Learns to use the skill through interesting exercises
Reading independently, short passages in prose and comprehending its content
Reading and following instructions
Reading passages; from text; Reading selected unseen comprehension passages of selected level Teacher writes instructions on board and asks children to follow them: a play way learning activity
Reads and comprehends
Understands and enjoys stories and essays
Learns to read independently
Formative: Reading for fun; Understanding for fun Summative: Follows instructions clearly; Builds independence in reading
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Understanding sequence Understanding content Finding answers to questions on the given passage Understanding the author’s intention Recognizing and learning vocabulary in context Appreciating style: first steps Picking out main facts and supporting detail
The teacher facilitates the following activities and skills: Underline main facts Use dictionary or vocabulary list (put up on board) to find meaning, and understand in the context Use reading material to answer questions Enjoy reading
Understands vocabulary; builds vocabulary and uses words in context; answers questions correctly Begins to build cognitive skills in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing
Summative Uses the dictionary effectively; Independently works at understanding a passage or poem Normative Follows sequence correctly; Answers questions appropriately VSA, SA
Relating stories to one’s own life and responding
Answer open ended questions: What do you think?
Responds to literature; understands life through reading
Formative
Responds authentically; honestly
Reads poetry: appreciates it, understands, relates and responds
[Teacher facilitates] Read and respond to poetry; answer questions; illustrate
Appreciates poetry Understands meaningfully Free association and ‘imagine’ activities
Formative: Illustrations and responses show understanding; Normative Answers questions accurately
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Reading Extension Activities
Supplementary reading, use of the Library, Referencing skills and activities
Reads for interest
Reads to deepen knowledge
Reads to link and connect additional data
Formative
Building interest
Normative
Small assignments and projects
Writing
Competencies Classroom activities and processes Learning Outcomes Evaluation
Answers questions in complete sentences, using punctuation
Comprehension passages Write in sentences; writes complete answers; uses punctuation
Answering questions appropriately in complete sentences
Uses relevant and appropriate vocabulary to make sentences
Exercises in vocabulary Uses vocabulary to make sentences
Uses vocabulary correctly; writes original sentences
Writes on a given topic: (to an established word limit) [5 lines]
Specific paragraph topics; teaching writing a paragraph
Paragraph unity, relevance, appropriate vocabulary and grammar conventions
Summative Writes cogently, organises content; relevant to topic; spells and uses grammar conventions correctly Normative Short Answers [5 lines]
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Identifying and using selected cohesive devices
Analysing sentences and passages for cohesive devices
[Facilitated by the teacher]
May be a text passage
Students learn to write sentences and small passages using cohesive devices
Formative
Children learn to identify and use connectors and other devices in writing
Normative:
Objective Questions
Writing letters in a given format
Learns about the format of a leave letter through relevant examples provided by the teacher
Learns to write a formal letter in the appropriate format
Normative:
Tested for appropriate form and content
Journal writing Short journal prompts Self-expression Formative
Not assessed
Free writing
Five minutes of class time to write Just write without hesitation
Formative
Not assessed; a freeing exercise
Forming stories Story writing tasks; from outlines or story starters
Write cogently; Use imagination; Apply grammar conventions
Summative:
Writes clearly; imaginative; original
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Developing Hints Hints are given, and students facilitated to use them skillfully
Expanding on given hints Building a story from an outline Learning skills that help to use imagination /facts productively
ummative Writes cogently Uses all the hints Imaginative Innovative Original
Writing simple messages and descriptions
Students use life situations to write relevant messages
Students use everyday objects and scenarios to describe what they see
Learns to use language contextually
Learns to use language to articulate a visual image
Formative Writing for sensitizing to context Writing for fun Summative Relevant; cogent; appropriate; adequate articulation
Mind/Concept mapping
Summarize content in any framework, using graphic organisers
Use summary and graphic organisers in all classroom transactions
Picking out and organisation of information and facts in an imaginative manner Learning the value of Mind mapping as a tool to understand and associate Growing familiar with a range of graphic organizers
Formative
Is complete, well organised, engaged with
Summative
The summary is integrative, relevant
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Spelling words correctly
Spelling activities around familiar and unfamiliar words
Dictation
Students know the spellings of selected words
Formative
Fun Games around spelling
Normative
Objective questions
Grammar
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Have an overview of parts of speech: words have different roles in sentences
Introduction to parts of speech through explanation and exercises
Understands the different words and what part of speech they are
Summative Understands the concept of words and their different roles in sentences Normative Objective questions
Concept of a sentence: subject predicate; types of sentences; capital letters and punctuation; Difference between sentences and fragments; correcting run-ons
Through varying exercises on each concept, with explanation of logic behind each
Learns the structure of sentences; recognise differences between sentences and fragments; understands and corrects run on errors
Learns four simple sentence types
Summative
Separates sentences into subject and predicate; uses appropriate capital and end marks; writes sentences with appropriate structure
Normative
Objective questions
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[Assertive, Interrogative, Imperative, Simple Negative]
Nouns and types of nouns: all proper and abstract nouns
Through exercises and explanations of nouns, their role and use; rules;
Recognises all types of proper and abstract nouns
Summative Uses and understands the different noun types and the rules of usage Normative Objective questions
Verbs: being and doing words: adds to understanding predicates
Simple Present [Habitual Action, universal truth], Simple Past [Completed actions], Simple Future [Intended actions]
[SVC;SVO; SVIO DO]
Learns all doing and being verbs in the required contexts, through sheets, explanations and activities
Recognise verbs and their role as predicates
Students use different tense forms in different situations
Students understand simple sentence structures – SVC, SVO and SVOO
Summative
Pick out verbs, simple predicates, use verbs in sentences correctly
Normative
Objective questions
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Learning the different kinds of Describing words and Modifying words in a sentence [Adjectives and Adverbs]
Learns through exercises and explanations of describing words, their role and use; Learns about modifying words and their required contexts, through sheets, explanations and activities
Recognise adjectives and adverbs and their role in a sentence
Students use different adjectives and adverbs in different situations
Summative
Uses and understands different describing and modifying words and the rules of usage
Normative
Objective questions
Rules of capital use: basic rules: beginning of sentences; types of proper nouns; pronoun I.
Worksheets, explanations learning the rules of capitalising
Learn all the uses of capital letters in sentences
Summative Applies rules in all written work Normative Objective questions
End marks (connected to types of sentences)
Worksheets and rules Recognises the types of sentences and uses end marks correctly
Summative Uses end marks correctly Normative Objective questions
Revise already learnt concepts through exercises.
Revision exercises
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Vocabulary
Competencies Classroom activities and processes Learning Outcomes Evaluation
Grasping the meaning of unfamiliar words from reading materials
Uses dictionary; checks with peers, teacher helps with meaning
Understands meanings of words in context
Summative
Uses the words in sentences; understands context and meaning
Normative
Objective questions
Vocabulary exercises in: homonyms, synonyms, antonyms
Activities, crosswords, word search
Students learn some homonyms, synonyms and antonyms
Builds familiarity, identifies words correctly
Summative
Completes the related exercises correctly
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Language Functions
Competencies Classroom activities
and processes Learning Outcomes Evaluation
Reading and interpreting pictorial information: comic strip, pictures etc.
Activities, tasks, and language games
Enrichment and application: Students develop the skill of describing pictures and cartoons
Summative
Uses pictures and other visual media to complete the set task
Reads a graphic organiser
Tabular data
Worksheets; or charts or black board drawings
Understands and interprets different kinds of data
Interprets the data accurately
Narrating stories Activities, tasks, and language games
Enrichment and application
Original, imaginative, clear sentences
Role play Activities, tasks, and language games
Enrichment and application
Simulates effectively
Writing poetry Activities, tasks, and language games
Enrichment and application
Write originally, authentically
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For the teacher
Template of the Active Learning Framework - Classroom Transactions for Prose & Poetry
Sl. No.
Learning Activities for the student
By the student[s]
1. Introduction Activities
The teacher uses the activities given in the Chapter/Lesson Plan to introduce the topic
• Priming/Reading Preparation Activity Large Group • Do you know? [related to content] • A short related/reinforcing word game/anecdote/discussion
2. Learning Engagement Activities Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web, Mapping Activity] – Individual/Pair
3. Understanding Activities Discussion and activity using graphic organisers provided in the textbook Small Groups
4. Consolidation Activities Students answer Questions and attempt the activities that consolidate their learning of the content in the textbook – Mixed as appropriate
5. Functional Enrichment Activities Students engage with the application related activities presented at the back of the chapter. Separate materials are provided there using the chapter as base
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6. Language Structure Activities The grammar to be taught is presented in the form of exercises.
7. Evaluation/Assessment Activities Simple Formative Assessment and Criterion – referenced evaluation based on the Lesson may be facilitated by the teacher
8. Suggested Extension Activities Simple activities involving writing and observation/interaction related to the day-to-day context of the child
9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an imaginative manner
It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating the blueprint of assessment and evaluation, when it is ready.
List of possible classroom activities and transactions:
• Role play • Dramatisation • Reading aloud • Recitation of rhymes, poems and making observations on a given topic/theme • Telling and retelling stories, anecdotes, and jokes • Discussion, debate • Simple projects • Interpreting pictures, sketches, cartoons • Activities, tasks, and language games • Pair work, group work, and short assignments both individual and group
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CLASS VII
Listening
Competencies Classroom activities and processes Learning Outcomes Evaluation
Listening and responding to selected oral instructions; Listening to selected recorded speech, songs, poetry or stories; Listening carefully to a speech made by another student in class
Listening to and following instructions; listening to selected audio stories; listening to a classmate’s speech
Understands oral instructions; understands stories read out or played out; follows a speech and responds
Summative Evaluation:
A Check to see if the student follows instructions correctly, and responds appropriately
Oral Questions to check comprehension
Listening to specific words and their different forms, in different contexts
Specific word forms would be used in context; worksheets and other interactive exercises would be given
Dictation on these forms would be conducted
Distinguishes different word forms; learns about the peculiarities of spelling and writing of selected words in context; learns to spell
Normative Evaluation
Finds patterns, achieves better accuracy in spelling; connects sounds with words
Fun Exercises, MCQ, Objective Questions
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Listening to a Report Teacher initiates a discussion on different kinds of report:
Eg; News, weather, etc
Guides students to understand the basic elements of a report through post reading questions
Students evolve a basic idea of what a report is
Summative
Able to recall basic elements of a report, and improvise to create one in a given context, using given basic parameters
Speaking
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Reading aloud from text
Guided reading; focus on pronunciation, fluency and expression
Learns to read and understand as they read.
Summative
Demonstrates through correct pauses, inflexions and expressions
Reciting poems from memory and from text
Learning and reciting in groups, or individually from the selection of specified poems
Appreciates, recognises rhyme meter and meaning and brings it out through recitation
Summative
Recites clearly; with correct inflexion and pronunciation
Speaking formally The teacher facilitates formal conversation
Expresses thoughts using the correct
Formative:
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around a chosen topic; Eg; groups converse around ‘Sports today’, or ‘TV Programmes’
language, vocabulary and syntax
Learn to speak with confidence.
Telling Jokes; Puzzles and Riddles.
Students share jokes, puzzles and riddles.
Students share jokes, puzzles and riddles in a lively manner
Build interactive skills
Formative
Anyone state a joke, puzzle or riddle which you enjoyed
Reading
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Reading independently; picking out main facts and supporting detail
Read text, locate meanings if necessary, underline main points
Independent reading and comprehension of reading matter
Summative Summarise effectively through mind maps and other graphic organisers; answer questions accurately
Identifying the topic sentence of a paragraph.
Teacher guides the students to finding the topic sentence of a paragraph by eliciting responses through questions.
Identifies the topic sentence of a paragraph.
Summative Find the topic sentence of a given paragraph.
Analyzing what is Applies his mind to understand various
Makes connections and interprets what she
Summative
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read aspects of a passage: Eg; character, style, plot, inference, other interesting information
reads Relevant, avoids tangential and speculative conclusions, has focus, shows good thinking skills
Normative
SA questions [simple inference questions]
Understanding and following written instructions after or before a given passage;
Following a trail of written instructions to arrive at a learning outcome
Reading written instructions and following them
Back of chapter exercises that build understanding, help analysis, evolve connections
Follows written instructions
Follows a sequence and build on what is known
Summative
Follows instructions accurately
Normative
MCQs, Objective questions, VSA and SA
Relating stories to one’s own life and responding
Answers open ended questions: What do you think?
Responds to literature; understands life through reading
Formative Responds authentically; honestly
Reads poetry: appreciates it, understands, relates and responds
[Teacher facilitates] Read and respond to poetry; answer questions; illustrate
Appreciates poetry
Understands meaningfully
Free association and
Formative:
Illustrations and responses show understanding;
Normative
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‘imagine’ activities Answers questions accurately
Reading Extension Activities
Supplementary reading, use of the Library, Referencing skills and activities
Reads for interest
Reads to deepen knowledge
Reads to link and connect additional data
Formative Building interest
Normative Small assignments and projects
Writing
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Writing answers:
Focusing on detail, on sub questions and details
Comprehension passages with activities; or text based written exercises
Uses Mind maps and graphic organizers to aid understanding
Explains clearly in writing, uses appropriate expressions; answers in original language
Summative
Answers are accurate; organised, complete and clear
Normative
MCQs, Objective questions, VSA and SA
Poetry comprehension Reads, responds clearly in writing to given poems
Uses Mind maps and graphic organizers to aid
Interprets and understands the poems, and shares views in writing
Summative
Shows a good understanding of the poem through well written answers
Normative
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understanding MCQs, Objective questions, VSA and SA
Writing :
Descriptive and narrative essays of specified length
[8 – 10 lines]
Introduction to essay writing; writing on given topic or prompt.
Writes up to 10 cogent lines on a given topic
Summative
Uses all needed grammar conventions and writes in an organised manner on a given topic
Normative
Long Answers [8 – 10 lines]
Using discourse markers
Passages with the selected discourse markers are provided to students; teacher facilitates familiarity with them through pre and post reading questions.
Identifies the specified discourse markers in connected sentences
Summative
Identify the discourse markers in a given passage
Use a discourse marker in a sentence of your own
Writing formal and informal letters
Formats are given and exercises are set
Learns and applies the formats and knows the differences between formal and informal letters
Normative:
Tested for appropriate form and content
Using direct speech in the form of written
Using a short narrative passage, students are
Responds appropriately and
Formative:
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dialogue encouraged to convert it to direct speech, through taking roles, evolving a script, and noting the lines.
builds a clear written dialogue sequence for a story/narrative
Fun activities round script writing
Normative
Filling up the blanks in a dialogue
Using the right format for presentation of Direct Speech
Slogan writing: evolving short, catchy phrases and sentences
Teacher evolves various contexts with the students where there is a need to create awareness – Eg; Waste segregation, Water use, Keep the campus clean, etc
Evolves catchy and effective slogans on relevant themes
Formative
A few fun activities around imaginary issues
Summative
Able to home in on the core issue and evolve an appropriate slogan
Journal writing Short journal prompts Self-expression Not assessed;
Free writing
Five minutes of class time to write
Just write without hesitation
Not assessed; a freeing exercise
Grammar
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Revise: Parts of A passage in the text that highlights the
Recall and reinforcement of
Summative:
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speech, nouns, verbs
required grammatical functions.
Reinforces knowledge of parts of speech through usage related interactive activities
learnt concepts in the parts of speech
[Sentence structure]
Demonstrates clarity of understanding
Normative
Cloze tests may be used
Building on this understanding, familiarize students with noun groups and selected phrasal verbs [bring, come, take]
A passage in the text that highlights the required grammatical functions.
Learns through exercises, activities and explanation, of noun groups and phrasal verbs, their role and use
Student understands the use of Noun Groups, with head words and modifiers, and some common phrasal verbs, through usage
Summative
Has a clear, meaningful and focussed understanding of the usage of Noun Groups and selected Phrasal verbs
Normative
Objective Questions
Grasping the form, structure and use of the Continuous tense [Past, Present, Future]
Learns about the continuous tenses and their required contexts, through sheets, explanations and activities
Students use different Continuous tense forms in different situations appropriately
Summative Has a clear, meaningful and focussed understanding of the usage of the Continuous tense - Eg; Imagine a match is going on, and give a commentary using the Present Continuous tense. Narrate a past event using the Past Continuous Tense Normative Objective Questions
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Revise: Adjectives, adverbs, articles
A passage in the text that highlights the required grammatical functions.
Through varying exercises on each concept, with reiteration of the logic behind each
To recognise the role of each part of speech in sentences and to use them
Summative
Has a clear, meaningful and focussed understanding of the usage of Noun Groups and selected Phrasal verbs
Normative
Objective Questions
Being and Doing Verbs: Step 2
Differentiating Transitive and Intransitive Verbs
[Revise SVO, SVC, SVOO]
Learns about verbs that take objects and those that take complements, and their required contexts, through sheets, explanations and activities
Students deepen their understanding of simple sentence structures – [SVC, SVO and SVOO]
Summative
Has a clear, meaningful and focussed understanding of the usage of selected Transitive and Intransitive verbs in the specified sentence structures
Normative
Objective Questions
Using Modal Verbs for
Suggestion, Obligation, Politeness, Willingness
[would, may, can, will]
A passage in the text that highlights the required grammatical functions.
Learns through exercises, activities and explanation, of modal
Students use different Modal forms in different situations appropriately
Normative
Objective Questions that test use of Modals for Permission, Possibility, Necessity and Preference
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verbs, their role and use in the specified contexts
Revise: Punctuation marks
[.Fullstop, Comma, “”Inverted commas ( ) Parentheses]
Passages with the relevant punctuation marks are provided to students; teacher facilitates the revision and familiarity with them.
Students use different punctuation marks appropriately
Normative
Punctuate the given passage;
Supply the missing punctuation marks
Subject and verb agreement
Though exercises and understanding the logic behind it.
Knows and applies the rules of singular and plural nouns and verbs and to use them
Summative
Clear in this concept in their writing; recognise errors and correct them
Normative
Objective Questions
Framing Question Tags (didn’t, hasn’t, isn’t)
Through varying exercises and classroom activities -on each concept, with explanation of the logic behind each:
Eg; “He took the book, didn’t he?”
Knows and applies the rules influencing Question Tags, in a meaningful manner
Summative
Clear in this concept in their writing; recognise errors and correct them
Normative
Objective Questions
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Vocabulary
Competencies Classroom activities and processes
Learning Outcomes Evaluation
More synonyms and antonyms
Activities; exercises and word games; and using the dictionary and thesaurus
Learns more synonyms and antonyms of words
Finds synonyms and antonyms independently
Objective Questions
Prefixes and suffixes Exercises through pattern finding
To understand how suffixes and prefixes can alter the word and change its meaning
Uses suffixes and prefixes and knows the meanings
Objective Questions
Compound words Activities and exercises Learns to recognise them
Can form compound words, and recognise the components as well
Language Functions
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Self-expression: speak spontaneously on topics such as likes, dislikes, friendships
Conversation class; teacher anchors and helps children speak authentically:
Interaction questions based on Favourites:
Learn to speak in sentences and communicate their thoughts and feelings with ease and clarity
Formative
They speak confidently and attempt to speak in complete sentences
Normative
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players, hobbies, friends, books, leaders, movies, TV programmes, etc
Questionnaire – type: completion
Participating in language games and puzzles: word searches, crosswords, and ‘What is the good word?’
Activities and games in class, at various levels, to strengthen and reinforce various competencies
Reinforce concepts learnt in grammar and vocabulary
Formative
Solve puzzles well and play the games with understanding
Dramatizing a story Small groups and presentations of skits to class
Visualise story; role play and express with confidence in front of the class
Formative
Enact the play well
Reads a graphic organiser
Tabular data
Worksheets; or charts or black board drawings
Understands and interprets different kinds of data
Interprets the data accurately
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CLASS VIII
Reading
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Listening to recorded commentary of any sport
Listen as a large group, with pointers and interventions from the teacher for better understanding
Understand the use of language in commentary as different from other verbal expressions
Formative
Understand what is happening and are able to recall what they have heard
Listen to selected, words, and their stress and inflections
Passage given.
Reading activity with focus on stressing of syllables and words
Student pronounces words in given passages, accurately, and with proper intonation
Formative
Pronounce these words correctly
Listening to poetry reading and good recitation
Listen to how poems could be read or recited
Appreciate rhyme, meter, and word use
Formative
Listen and appreciate
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Speaking
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Retelling stories they have read
Students listen to each other as they narrate stories
Student understands through rephrasing and narrating in his/her own language
Summative
Learns to paraphrase and use paraphrasing as a tool in learning
Role playing: making telephonic conversations
In small groups, children enact telephonic conversation
Uses the telephone with appropriate vocabulary, address and content
Summative
Learn to speak and express to one specific/chosen person only, through words, in a specific context
Participating in Discussions: Current news Sports Relevant contemporary issues
Large group activity with the teacher facilitating speaking and listening
Speaks, to express her thoughts and views with clarity, cogency and focus
Speak clear complete sentences, and express themselves
Telling Jokes; Puzzles and
Students share jokes, Students share jokes, puzzles and riddles in a
Formative
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riddles. puzzles and riddles. lively manner
Build interactive skills
Anyone state a joke, puzzle or riddle which you enjoyed
Reading
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Reading poetry: appreciate, understand, relate and respond
Age-specific themes
Activities related to sensitive response to the poem
Reads and answers questions based on the poem
Enjoys reading given poems, appreciates and responds to chosen poems
Formative
Has a genuine individuated response to the poem read
Summative
Has a clear sense of the content and flow of the poem, and is able to articulate it freely in discussion
Answers addressed questions appropriately and supports statements
Appreciating literature: read for content and style and to
Reads stories, and other passages, to understand and appreciate plot, character, style and
Comprehends selected passages from literature
Enjoys the reading process and learns from
Summative
Able to summarise the story, assess its plot, character and style and articulate in discussion
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understand sequence, scan content, to find answers to questions in the given passage
Understand the author’s intention
Recognise or learn vocabulary in context
Appreciate style Pick out main facts and supporting detail
intention
Understands and summarises the story in various ways, creating organizers and using the ones given; makes connections with life and learning
it Normative
MCQ, Objective Questions, VSA, SA, LA
Reading Extension Activities
Supplementary reading, use of the Library, Referencing skills and activities
Reads for interest
Reads to deepen knowledge
Reads to link and connect additional data
Formative
Building interest
Normative
Small assignments and projects
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Writing
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Comprehension: Answering questions in complete sentences, using punctuation
Comprehension passage given for written work
Exercises and activities that elucidate the required concepts are facilitated
Pick out relevant facts, write correct and clear answers, to meet the requirement of the specified questions
Writes clearly with formal language and construction
Using both active and passive vocabulary to make sentences
Exercises in vocabulary use
[Written work]
Uses vocabulary appropriately
Summative Learns and uses words correctly Normative Objective Questions
Writing Paragraphs: Topic sentence; unity and structure
[Linking small paragraphs]
Worksheets to understand and practise writing paragraphs
Learns to use paragraphs and to write on different topics
Summative
Writes paragraphs applying all the concepts
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Writing on a given topic: (150 – 200 words)
Specific essay topics; teaching writing an essay
Write at length on a given topic with organisation and clarity
Summative
Writes with title, introduction, body and conclusion
Revision: Writing letters in a given format
Format of formal and informal letter is revised
Writes with the format and content needed
Summative and Normative
Writes a formal and informal letter in correct format
Writing a Précis Teacher explains the steps involved in the preparation of a précis. Teacher provides a passage. The students make use of the steps and make a précis of the given passage.
Student writes a précis on his/her own.
Summative and Normative
Write a précis for the given passage.
Creative Writing:
Fantasy
Teacher facilitates understanding of fantasy through reading a story, and having pre and post reading discussion
Writes creatively; able to evoke powers of the imagination and write and illustrate with cogency and fluency
Formative
Is not afraid or inhibited to articulate imaginatively and write what is visualized
Is also invited to share with her classmates
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Collecting, recording and collating information
Teacher invites students to collect and present information on various topics or happenings around them – My road, My neighbours, Library, Hospital/PHC
Collects, records and collates information on suggested topics
Summative
Is able to effectively collect, record and collate information on a suggested topic and present it
Grammar
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Prepositions of time and space
Worksheets, peer review and exercises
Learns the rules and uses of prepositions and applies them in writing
Summative
Uses prepositions correctly in sentences
Normative
Objective Questions
Identifying Clauses and Phrases
Worksheets, peer review and exercises
Learns the rules and uses of clauses and phrases, and applies them in writing
Summative Learns the differences between clauses and phrases Normative Objective Questions
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Tenses: Revise simple, continuous and introduce perfect; in present past and future tense
Worksheets, peer review and exercises
Meaningfully learns the rules and uses of the Simple, Continuous and Perfect tense, in Present, past and Future tenses and applies them in writing
Summative
Understands the tenses and is able to apply them
Normative
Objective Questions
Differentiating Finite and Non Finite Verbs
[Infinitives, Participles, Gerunds]
Learns about finite verbs or ‘Main’ verbs, and those functions that link in various ways to the verb – Infinitives, Gerunds and Participles, and their required contexts, through a given passage, worksheets, explanations and activities
Students meaningfully deepen their understanding of the verb, through understanding the function of the infinitive, gerund and participle
Summative
Has a clear, meaningful and focussed understanding of the usage of Finite and Infinite verbs in the specified sentence structures
Normative
Objective Questions
Using reported speech
Worksheets, peer review and exercises
Learns to write reported speech with correct rules
Use correct tense, punctuation and the rules of reported speech
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Active and passive voice
Worksheets, peer review and exercises
Understands difference between active and passive voice
Understands and identifies the two different voices
Vocabulary
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Synonyms and antonyms
Using dictionary and thesaurus, in class exercises
Learns synonyms of words, use and meaning
Pick up vocabulary and usage
Spelling rules: ing, plurals with s, es, etc. Homophones, homonyms, tion and sion etc.
Different rules through sheets on spelling
Children learn to spell through finding patterns
Spell more accurately in writing
Identifying the use of abbreviations and acronyms.
Teacher explores some abbreviations and acronyms with the students. Teacher gives a list of abbreviations and acronyms and
Students use abbreviations and acronyms in their daily life.
Summative and Normative
Knows some abbreviations and acronyms.
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explains the differences between them
Language Functions
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Debating Class activity Learns to express a view point and support it
Speaks clearly and correctly on the chosen view
Relay Story The teacher encourages all students to participate and evolve a story by constructing it as a group
Collaborates meaningfully to create a story with his/her peers
Is willing to engage freely and spontaneously to build a credible story
Read and interpret graphic organisers, pictures and
Tabular data
Reads graphs, tables and pictures and completes assigned tasks
Interprets data Is able to interpret and summarise learning from the picture or data provided
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CLASS IX
Listening
Competencies Classroom activities and processes Learning Outcomes Content & Evaluation
Listen to, articulate, respond Listen as an individual in a large or small group, with pointers and interventions for understanding
Understand the use of language in as a vehicle of thought and feeling, which can potentially elicit a range responses
Understand what is happening, and is able to build a rational and/or feeling based articulate sequence as a prelude to response: Classroom Discussion, Supplementary materials, Argumentative Essay
Listen to, understand and follow instructions
Reading activity with focus on digital movement from one learning task to another
Learn to decode scientifically in order to complete learning task
Letter Writing, précis Writing, Essay writing, learning Sentence patterns, Voice and complex Tenses in Grammar - MCQ, VSA
Listen to and appreciate poetry Listening to recorded or recited poetry, focussing on rhyme, meter, words and style as well as content
Learn to, appreciate, analyse, understand poetry and the layered meanings in each line
Listening, understanding, explaining and interpreting selected poems – Objective Questions, VSA, SA
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Speaking
Competencies Classroom activities and processes
Learning Outcomes Content & Evaluation
Expanding the outlines given Children in the group listen to each other and the outlines are shared
Understand to expand and narrate in their own language [In English]
Learn to attempt the Outline Question in language
Role playing, & Role reversal – speaking on both sides of an issue, looking at different perspectives through opposed characters: evolving their own small plays
In random groups of two, students enact opposed or varying roles, and exchange locations
Use the appropriate vocabulary to communicate, learn fluidity, and respect for diverse points of view
Understanding of Literature – the ability to write Long answers with depth and focus
Presenting an oral report. Reports can be assigned for homework and presentations made in class; format of reports is given.
How to report an event, an eye-witness account objectively; using passive sentences and third person narratives
Report an: Incident at home/An assembly/Visit of a special person to school/A day trip/an event in school: Sports Day; Parents Day; Science Day
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Reading
Competencies Classroom activities and processes
Learning Outcomes Evaluation & Content
Using KWL graphic organizer; summarizing; picking out main points; using background knowledge
Using what students know and what they want to know they fill up the first to columns and use the L column to write what they have read or heard
Using the KWL table, children learn to read and make summaries
Read and make meaning of what they have read; learn to make short and summary notes; pick out main points efficiently
Appreciating literature: read for content and style and to understand sequence, content, to find answers to questions in the passage Understand the author’s intention Recognise or learn vocabulary in context Appreciate style Pick out main facts and supporting detail
Reads stories, understanding plot, character, style and intention
Understands and summarises the story; makes connections with life and learning
Enjoy the reading process and learn from it
Can answer any question on the passage, has thought around the Core content in various ways; been enriched by the Supplementary content
A range of materials and reading related activities
Scope for creative activities around related themes
Scope to evolve topics that help deepen the Core reading
Read and interpret graphic organisers, pictures and
Reads graphs, tables and pictures and completes
Interprets data; learns to apply it
Is able to interpret and summarise learning from the
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Tabular data [Deeper level, more complexity]
assigned tasks Associative & Summarizing activities
Can use it in other unrelated areas Is a Lifelong learning Tool
picture or data provided
Learning of all content would be facilitated by these tools
Writing
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Answer questions in complete sentences, using punctuation;
Be able to string together a sequence of sentences
Comprehension passages; varied grouping and Active learning contexts with writing as base
Pick out relevant facts, write correct and clear answers
Reflect cogency and coherence in thinking
Writes clearly with formal language and construction
Passages require some complexity of written response
Short Answer Questions
Answer questions in complete sentences, using punctuation;
Be able to string together a sequence of sentences
Comprehension passages; varied grouping and Active learning contexts with writing as base
Pick out relevant facts, write correct and clear answers
Reflect cogency and coherence in thinking
Writes clearly with formal language and construction Passages require some complexity of written response Short Answer Questions
Use vocabulary to make sentences
Exercises in vocabulary Uses vocabulary appropriately
Learns words their etymology, more suffixes, some complex word formations, and uses words correctly
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Using a few prepositional phrases, non-finites, range of connectors, idioms, etc
Exercises and activities in the classroom using textbook worksheets
More effective communication in the language; better understanding of Literature
Usage, MCQ and VSA,
Strong base in the language
Writing articles; proofreading Children write formally at length and greater depth exploring topics that could be current
Research, planning writing and organizing information
Students write articles on select issues, themes or topics
Revision of letter writing - Formal Letters
The teacher guides the students to write a formal letter keeping in mind the format
Students write the formal letter for the question given by the teacher
Write a letter to the Municipal Commissioner to put an end to the mosquito menace/ to regulate traffic during school hours.
Grammar – Reiteration and extension from Class VIII upwards
Competencies Classroom activities and processes
Learning Outcomes Evaluation & Content
Prepositions of time and space Worksheets, peer review and exercises
Learns the rules and uses of prepositions and applies them in writing
Uses prepositions correctly
Clauses and phrases Worksheets, peer review and exercises
Learns the rules and uses of clauses and phrases, and applies
Builds on the differences between clauses and phrases – worksheets and exercises
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them in writing provided
MCQ, VSA
Tenses: All tense forms; revising Modals
Worksheets, peer review and exercises
Learns the rules and uses of tenses and applies them in writing
Understands the tenses and their import
MCQ, VSA
Using Reported Speech Worksheets, peer review and exercises
Learns to write reported speech with correct rules
Use correct tense, punctuation and the rules of reported speech - MCQ, VSA
Active and Passive Voice Worksheets, peer review and exercises
Understands difference between active and passive voice
Understands and identifies the two different voices -MCQ, VSA
Knows sentence patterns Learns through use and function
Has precise and practical grasp of sentence structure
Practice and assessment, MCQ and VSA
Vocabulary
Competencies Classroom activities and processes Learning Outcomes Evaluation
Synonyms and antonyms
[More]
Using dictionary and thesaurus, in class exercises
Learns synonyms of words, use and meaning
Pick up vocabulary and usage
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More spelling rules Different rules through sheets on spelling
Children learn to spell through finding patterns
Spell more accurately in writing
Language Functions
Competencies Classroom activities and processes
Learning Outcomes Evaluation
Debating, Role Play, Seminars, Projects
Various types of presentation
Class activity, Inter and Intra school activities
Learns to express herself in various ways
Builds self confidence
Speaks clearly and correctly on the chosen view
Acquires a range of composite exam skills
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CLASS X
Listening
Competencies Classroom activities and
processes Learning Outcomes Content & Evaluation
Listen to summarize Reading Activity that leads to independent putting together of salient features of what is read
Quick grasp of important facts in longer sequences of writing: making referrable connections
Reading, Language related exercises, as a step in understanding Literature – mapping activities, Long answers; Supplementary materials
Listen to decipher and apply
Listen to how poems could be read or recited
Appreciate rhyme, meter, and word use
Application related questions; Grammar – synonyms, antonyms, dictionary use, vocabulary building activities: MCQ, VSA
Speaking
Competencies Classroom activities and
processes Learning Outcomes Content & Evaluation
Just a Minute, Talk around a Word, and other requirement related games
Fun Large group activity with the teacher facilitating, speaking and listening
Students learn to meet the demand of grammatical expression, while also expressing their creativity
Sharpen Grammar skills – Back of chapter exercises, MCQ, VSA
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Presenting one’s point of view in a debate
Using themes, teacher helps students form opinions and back them with supporting arguments
Students speak for or against the motion proposed in an authentic and objective way
Learn to speak your opinion and support it logically and objectively and with utmost respect to participants and audience
Reading
Competencies Classroom activities and
processes Learning Outcomes Evaluation & Content
Appreciating literature: read for content and style and to understand sequence, content, to find answers to questions in the passage
Understand the author’s intention
Recognise or learn vocabulary in context
Reads stories, understanding plot, character, style and intention
Understands and summarises the story; makes connections with life and learning
Enjoy the reading process and learn from it
Can answer any question on the passage, has thought around the Core content in various ways; been enriched by the Supplementary content
A range of materials and reading related activities
Scope for creative activities around related themes
Scope to evolve topics that help deepen the Core reading
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Appreciate style
Pick out main facts and supporting detail
Drawing Inferences.
(Tables / Charts / Graph)
Teacher supplies a table/ chart to the students and make them analyze it, find the details, and infer the meaning of it by way of answering a few questions.
Students observe and do meaningful inference of the table/chart/graph etc.
Look at the following table carefully and answer the questions given below.
Grasping explicit and non - explicit information.
Students read an unfamiliar passage and find out the explicit and non-explicit information. Teacher guides the students to answer a few questions from the passage.
Students find out the explicit and non-explicit information of a passage and answer the questions given.
Read the following passage carefully and answer the questions given below.
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Writing
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Answer questions in complete sentences, using punctuation;
Be able to string together a sequence of sentences
Comprehension passages; varied grouping and Active learning contexts with writing as base
Pick out relevant facts, write correct and clear answers
Reflect cogency and coherence in thinking
Writes clearly with formal language and construction
Passages require some complexity of written response
Short Answer Questions
Answer questions in complete sentences, using punctuation;
Be able to string together a sequence of sentences
Comprehension passages; varied grouping and Active learning contexts with writing as base
Pick out relevant facts, write correct and clear answers
Reflect cogency and coherence in thinking
Writes clearly with formal language and construction
Passages require some complexity of written response
Short Answer Questions
Use vocabulary to make sentences
Exercises in vocabulary Uses vocabulary appropriately
Learns words their etymology, more suffixes, some complex word formations, and uses words correctly
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Letter - Writing. Informal letters the content is as important as the format
Teacher enables the students to write different informal letters.
Students recollect the format of an informal letter. They use that knowledge to write a letter suggested by the teacher.
Write a letter to your friend motivating him/her to do his or her best in whatever he/she wants to excel in
Grammar – Reiteration and extension from IX
Competencies Classroom activities and
processes Learning Outcomes Evaluation & Content
Prepositions of time and space
Worksheets, peer review and exercises
Learns the rules and uses of prepositions and applies them in writing
Uses prepositions correctly
Clauses and phrases Worksheets, peer review and exercises
Learns the rules and uses of clauses and phrases, and applies them in writing
Builds on the differences between clauses and phrases – worksheets and exercises provided
MCQ, VSA
Tenses: All tense forms; revising Modals
Worksheets, peer review and exercises
Learns the rules and uses of tenses and applies them in writing
Understands the tenses and their import
MCQ, VSA
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Using Reported Speech
Worksheets, peer review and exercises
Learns to write reported speech with correct rules
Use correct tense, punctuation and the rules of reported speech - MCQ, VSA
Active and Passive Voice
Worksheets, peer review and exercises
Understands difference between active and passive voice
Understands and identifies the two different voices -MCQ, VSA
Knows sentence patterns
Learns through use and function
Has precise and practical grasp of sentence structure
Practice and assessment, MCQ and VSA
Vocabulary
Competencies Classroom activities and
processes Learning Outcomes Evaluation
Identifying uncommon plural forms of words. E.g. Focus - foci Stimulus - stimuli Syllabus – syllabi Plurals that do not end in s, es
Teacher illustrates certain words which have uncommon plural forms. and makes the students identify the difference in the formation of plural forms.
Students become familiar with the different methods of framing plural forms.
Give the plural form of the following words. [Revision]
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Hoof- Hooves And so on [Some reinforcement as well] Recognizing usage of a few words from Indian languages, in English. From Tamil and Hindi
Teacher reads a passage with some integrated words from Indian languages and familiarizes students.
Students become familiar with the correct usage of integrated words, and curious to know more about their inclusion.
Formative MCQ Match the words with the meanings:- Words from Indian languages Some examples: Catamaran Jungle Bazaar
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SAMPLE MODEL LESSON FOR CLASS I
Criteria adopted in designing the lesson:
1. Content must be an experience for the child – there should be a direct relationship with the context – both of the child and the learning space.
2. Language expression must suit the second language learner. (Use of bilingual to enrich their understanding)
3. There must be appropriately graded sound activities.
4. Oral activities need to have ample scope in the classroom.
5. The content needs to be gender and culture sensitive, and have wherever possible, a local flavour.
6. The activities must be focused around themes/areas and graphics that are real and vivid for the child – eg; My Family, My Pet.
7. There must be space for the child to do a range of related activities that are both art-related, hands on and kinaesthetic, dramatization, singing (as many of the multiple intelligences)
8. Language skill building activities suitable to the content.
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ONE SUNNY DAY
One sunny day, in the forest, a butterfly was born. She looked around and saw many things! She saw a tree. The tree said, “Good morning butterfly!” The little butterfly flew and sat on a flower. The flower smiled at the butterfly. The yellow butterfly saw a little ant running by. The ant said, ‘Good morning, butterfly!’ The butterfly asked, ‘Where are you going?” The ant said, ‘I am going home.’ The butterfly was thirsty. There was a pond close by. It flew there. The pond said, ‘Come, yellow butterfly, have a sip of water’. The butterfly drank water.
Suddenly there was a splash. A frog had jumped into the water.
The butterfly looked around and said,
‘There are so many new things here to see!’
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Behind the lesson exercises
Core pages
I Oral comprehension:
Answer in words:
1. Let us read the picture • What are the things in the picture? • What is the butterfly doing? • What colour is the butterfly? • Who jumps into the water?
2. Say Yes or No
· The butterfly saw a fox___________ · The fox was thirsty ___________ · The ant was running by _________ · The butterfly was pink _________
3. Let us sing and say
A butterfly song Butterfly, Butterfly Where have you been? I’ve been to the garden To meet my friends, Butterfly, Butterfly What did you do there? I drank some honey From the flowers Butterfly, Butterfly Where have you been? I’ve been to the forest To see many things Butterfly, Butterfly What did you do there? I drank some water from the pond.
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· Recite a good morning jingle
IVa. LET US READ
little forest smile ant thirsty butterfly
big pond run frog splash
IVb. LET US READ
Match the words with the pictures;
___________ ___________ ____________
IVc. LET US READ - MATCH THE WORD IN THE BOX
Frog Forest Fox
*********************************************************
Fish Flew frog
*********************************************************
but fly butterfly
*********************************************************
Forest
Frog
Butterfly
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IVd. LET US READ
· I like to run fast. · A butterfly flew. · Good morning. · I see many things. · A boy smiled.
Va. (Listen to the sounds) Sound it out Activity
Sound of
b t f a
Vb. Orally say a few words and then draw one thing in the box that begins with ‘b’ sound that you see around you. (eg. board, boy)
Butterfly, Box, Ball
Fan, Flower, Frog
b draw
f draw
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Tree, Table, teacher
Ant, aunty, apple, all
VIa. Let us write
Trace on the dotted lines and help the fish swim.
t draw
a draw
bm
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VIb. Dotted outline of a butterfly: Join the dots
Frog
VIc. Trace these letters [2nd letter is dotted]
b b _ f f _ t t _ a a _ VII. Let us talk (Oral Activity)
· Have you seen a butterfly · How many wings does a butterfly have · What are the colours you have seen in a butterfly?
VIII. Let us act Become butterflies and move about like you have seen them move.
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IX. Let us observe · Go out side a class or take them to a garden and spend ten minutes quietly
watching butterflies
X. Let us think – give a picture (spot the animals, butterfly saw in the forest)
XI. Did you know? · Butterflies have 6 legs and 4 wings!
***********************************
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Behind the lesson – One sunny day
Supplementary Work
I. Comprehension: Oral Activity
Answer the following in phrases or sentences
1. What did the butterfly see first?
2. What made the splash sound?
3. Who was running home?
4. Where did the butterfly drink water?
II. Let us speak
Teacher says:
The butterfly says, “I like to see many new things.” What are the things you would like to see?
Students respond-taking turns: I like to see…….
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III. Sound out activities
a. Trace the bubbles and the letters in each bubble. Say the letter and its sound. Say a word in the lesson that begins with each of these sounds.
m
p
a
f b
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IV. Say the word which rhymes with the words given below. Find them in the grid.
L i P m P
r f C a l
m z X y O
S e E l g
Va. Let us read.
Picture read:
Give a picture of a forest or a garden and ask them to read or name all the animals they spot in the picture.
Vb. Read and draw
Read the sentence and draw a picture from it.
• There are many trees in the forest. • The fish and the frogs splashed in the water.
V. Let us write
Look at the picture say aloud and fill in with correct letter
sipsaytree frog
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Eg. Picture of fish – fish
Fish -ond
Pic of jeep
-eep
-nake
Pic of flower
-lower Pic of boy -oy
Pic ot top
-op Pic of tree -ree
Vc. Read and spot the odd one out.
Frog ant butterfly ball
Tree pond boy flower
b. Write and say [Trace]
frog flower
butterfly tree
jump drink
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VI. Let us talk
What are things we see in a garden?
In a garden we see………
VI. Let us do (with a partner)
Use our palms. Draw two outlines beside each other and make a butterfly. Colour it.
VII. Let us observe
Watch a butterfly outdoors and share in large group all that you saw and understand about the butterfly.
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IX. Did you know [provide picture books]
The Monarch Butterfly lives only for 2 months,
but travels
more than a 1000 miles in its lifetime!
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VIII. Do and see
Observe various living things around you and list living things that fly and living things that crawl
Teacher gives a list of things that fly and crawl, and the student puts a dot in the correct column.
FUNCTIONAL ENGLISH ACTIVITIES – Individual Activity
Find the words in the grid that rhyme with the words given below: (One has been done for you).
pay, hot, fan, dig, bell
b i g d p
r f c a n
n refQ cs 1 1 0 sc1 0.603688 re546608 137rscn960.12 -3-22 /TT1311 Tf refBT12192 .02562jET79.8401 Tm02g0.Tm0 2gw(Living things that fly17 Tc(a )TjET306608 592 5.0 2306608 546608 l44365re54663 l30663e54663 l30663e592 5.0l223.62 mW* n cs 1 1 0 sc1 0.60306608 546608 137r0.1960.12 -3-Q2 mW* n cs 1 1 0 sc1 0.6030663e54663 137r0.1960.06 29.22 refBT12 06608 562jET79.8401 Tm001g0.Tm0 5gw(Living things that crawl3 Tc(c )TjET7436scn558.84m62399 116.6.12 -W.6222 refBT12 436scn562jET79.840.Tgw(17 Tc(aQ0367ref592 5.0608 608.54 cn3- 67ref592 5.0276206m608.54 cn3-44365re592 5.0608.54 f608.54 cn3- 67ref54663 608 960.06 29.305.76f54663 608.54 960.06 29.44365re54663 608.54 960.06 29. refQ cs 1 1 0 sc1 0.603688 re4)Tj98 137rscn90.78 cn3-22 /TT 11 Tf refBT123688 re5348 re79.8401 40.Tgw<00 > Tc(n )TjET306608 545.76f 2306608 4)Tj98 l44365re4)Tj98 l44365re518refl30663e518refl30663e545.76fl223.62 mW* n cs 1 1 0 sc1 0.60306608 4)Tj98 137r0.190.78 cn3-Q2 mW* n cs 1 1 0 sc1 0.6030663e518ref137r0.16.8.06 29.22 refBT12 0663e5348 re79.8401<00 > Tc(n 67ref545.76f276206m608.54 cn3- 67ref4)Tj5 608 91.26fcn3- 67ref4