MAJOR SHIFT IN PEDAGOGY

Children's voices, experiences and expressions do not find in the classroom -

From To
often the only voice heard is of the teacher. When children speak, they are usually
answering the teacher's questions or repeating the teacher's words. They rarely
♦ Teacher centric, stable designs ♦ Learner centric, flexible process
do things, nor do they have opportunities to take initiatives. The curriculum
must enable children find their voices, nurture their curiosity - to do things, to ♦ Teacher direction and decisions ♦ Learner autonomy
ask questions and to pursue investigations, sharing and integrating their
♦ Teacher guidance and monitoring ♦ Facilitates, supports and encourages learning
experiences with school knowledge- rather than their ability to reproduce textual
knowledge. Children will learn in an atmosphere where they feel they are valued. ♦ Passive reception in learning ♦ Active participation in learning

Children learn in variety of ways - through experience, making and doing ♦ Learning within the four wall of the class room ♦ Learning in the wider social context
things, experimentation, reading, discussion, asking, listening, thinking and ♦ Knowledge as “given” and fixed ♦ Knowledge as it evolves and is created
reflecting, and expressing oneself in speech, movement or writing- both
individually and with others. They require opportunities of all these kinds in the ♦ Disciplinary focus ♦ Multidisciplinary, educational focus
course of their development. ♦ Linear exposure ♦ Multiple and divergent exposure

♦ Appraisal, short, few ♦ Multifarious, continuous

-NCF 2005 and SCF 2011
 ENGLISH SYLLABUS
PRIMARY AND HIGH SCHOOL

STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

TELANGANA, HYDERABAD
SCERT English Syllabus
 FOREWORD

Curriculum revision is a regular activity in accordance with the changing needs of the society. Curriculum revision includes revision
of textbooks, classroom process, teacher preparation and reforms in evaluation procedures. It also includes the learner, teacher, material
and parents and society at large.

The State Council of Educational Research and Training has developed the State Curriculum Framework - 2011 and Position Papers in
tune with the National Curriculum Framework - 2005 and the Right to Education Act - 2009. Accordingly a new set of textbooks has been
designed to be introduced in a phased manner. In the year 2012-13, the first of this series of textbooks was developed for classes I, II, III,
VI, and VII. In the year 2013-14 for classes IV, V, VIII and IX and for class X textbook in 2014-15. Practicing teachers have been involved
in the production of the textbooks along with the state level and national level experts.

In AP there are two streams of students, i.e., English medium and Non-English medium. The English medium students have English as
subject from class I, where as in non-English medium it was introduced from class III. In the revised curriculum English has been introduced
in non-English medium schools as one of the subjects in class I from 2011-12. With this, all classes from I to X will have English as one of
the subjects, irrespective of the medium of instruction. Therefore, in order to have parity among students of English and non- English
medium, a common English textbook has been introduced in all media from June 2012 with title “ My English World” in Primary and
“Our World through English” in Upper Primary.

The textbooks have been prepared basing on the constructivism, critical pedagogy and to promote thinking skills like reflections,
critical thinking, dialectical thinking and creative thinking. Utmost importance has been given for children participation in every stage of
classroom transaction. Teacher role has been redefined as facilitator from teaching. We need to consider the child innate system of language
and sufficient exposure should be provided to produce language contextually rather reproduce the content from the textbook. Every child
should become an independent user of the target language.

SCERT English Syllabus i

 This syllabus copy contains the objectives of teaching English at various stages, Academic standards and indicators, Syllabus grids,
Textbook features, Transaction process, Teacher preparation and Planning, Teaching Learning Material, Evaluation Procedures and Continuous
Professional Development. It also includes the reference sources in language at the end.

Children are the gift of mankind to mankind. They are the hopes of our future. Let them engage meaningfully and allow them to speak
and write. Let’s democratize the classrooms. Mutual respect and trust should take in the place of disbelief in the classroom. Let confidence
take the place of fear in the learners. We want ‘speaking’ classes and not ‘silent classes’. Let the voices of learners come out using language.
Let’s treat the learners as co-constructors of knowledge and not as empty receptacles. Let them assert themselves. Let them express and
argue. That’s real production of language.

I hope the syllabus copy will be helpful for the teachers and teacher educators in understanding the curricular goals and realizing them
through meaningful classroom transaction in tune with the innate ability of the child. The SCERTHyderabad appreciates the efforts of the
members of the textbook development committee in developing this syllabus copy for the benefit of the teachers.

Director
Hyderabad. SCERT, Telangana,
Hyderabad

ii SCERT English Syllabus

 English Syllabus Development Committee
Members
Primary Syllabus High School Syllabus
Mr. K. Ramesh Rao, SA, ZPHS Huzurabad, Karimnagar Dist Mr. K.V. Rama Rayudu, OiC, ELTC DIET East Godavari Dist
Mr. B. Ashok Reddy, SA, ZPHS Masaipet, Nalgonda Dist Mr. N. Peraiah, SA, ZPHS Ponnaluru, Prakasam Dist
Mrs. Neeraja, SGT, GPS CPL, Amberpet Hyderabad Mr. YGK Murthy, Tutor, ELTC DIET Khammam Dist
Mrs.Venkata Ramanamma, SGT, PS Indresham Medak Dist Mr. M. Chakradhar, SA, ZPHS Mudakapally Nizamabad Dist
Mr. Surya Prakash, Tutor, DCE Visakapatnam Dist Mrs. Latha Madhavi, SA, ZPHS Nandikandi, Medak Dist
Mrs. Sudha, OiC, ELTC, DIET Hyderabad. Mr. G. Raghava Reddy, Lecturer, DIET Nalgonda Dist
Mrs. K. Lavanya, Tutor, DIET Hyderabad. Mr. G.G.S. Nageswar Rao, Lecturer, DIET Vizayanagaram
Mrs. Rajanikantha Kumari, Chief Tutor, DCE Guntur. Mrs. Indira, PGT, SCERT, AP, Hyderabad

Coverpage & Designing

Mr. D. Kannaiah, Mr. K. Sudhakara Chary, SGT, UPS
Computer Operator, SCERT, Hyderabad. Neelikurthy, Maripeda, Warangal.
Coordinator
Dr. P. Jani Reddy, Lecturer,
DIET Vikarabad, Ranga Reddy District.
Editors
Dr. K.N.Anandan, Linguist and ELT Expert Dr. A.L. Khanna Asso. Prof. University of Delhi
Advisors
Dr. N. Upender Reddy Prof. & Head Sri. G. Gopal Reddy Director
Curriculum Dept., SCERT, Telangana, Hyderabad. SCERT, Telangana, Hyderabad.

SCERT English Syllabus iii

 ENGLISH SYLLABUS
CONTENTS

Chapter Details of the content Page number

1 Introduction 1 - 21
1.1 Assumptions on language and language learning
1.2 Understanding Curriculum
1.3 Curriculum Frame Work – Context and Challenges
1.4 Major Directions of Curriculum Reforms
1.4.1 RTE 2009 Quality aspects
1.4.2 National Knowledge Commission Recommendations
1.4.3 National Curriculum Frame Work – Guiding Principles
1.4.4 The National Curriculum Framework for Teacher Education, 2010
1.4.5 State Curriculum Frame Work – Perspectives
1.4.6 State Curriculum Frame Work – Guiding Principles
1.5 Multilingualism
1.6 Textbooks – Themes and features
1.7 Paradigm Shift in Second Language Teaching
1.8 Ensuring Holistic Treatment of Language
1.9 Objectives of Teaching English.

2 Primary English syllabus 22 - 66

2.1 Objectives Teaching English for level – I (classes I & II)
2.2 Objectives Teaching English for level – II (classes III, IV & V)
iv SCERT English Syllabus
 Chapter Details of the content Page number
2.3 Academic Standards
2.4 Academic standards and indicators
2.5 Class wise Academic Standard wise Indicators-for classes I-V
2.6 Primary syllabus grid for Classes I-V
2.7 Salient features of new Primary English textbooks
2.7.1 Class I Textbook Features
2.7.2 Textbook Features of Classes II-V
2.8 Unit Structure
2.9 Transactional Strategies
2.9.1 Classroom Process for class I
2.9.2 Classroom Process for classes II-V
2.10 Classroom Transaction Steps

3 High School Syllabus 67 - 112

3.1 Objectives of teaching English for Level III- Classes VI-X
3.2 Salient Features of the new High School Textbooks
3.3 Unit Structure
3.4 Class wise Academic standard wise indicators for classes VI-X
3.5 High School Syllabus Grid
3.6 Transactional Strategies
3.6.1 Classroom transaction process for classes VI-X
3.6.2 Classroom Transaction – Steps

SCERT English Syllabus v

 Chapter Details of the content Page number

4 Teacher Preparation and Planning 113 - 117

4.1 Annual Plan
4.2 Unit cum Period Plan

5 Continuous Comprehensive Evaluation 118 - 136

5.1 The Present Status of Assessment
5.2 CCE and Examination Reforms
5.3 Formative Assessment
5.4 Summative Assessment
5.5 General Guidelines for Preparation of Summative Question Papers
5.6 Records and Registers
5.7 Academic Standard wise Weightage Tables
5.8 Features of Summative Question Paper

6 Teaching Learning Material (TLM) 137 - 138

7 Continuous Professional Development (CPD) 139 - 152

7.1 Continuous Professional Development of Teachers
7.2 Teacher Development Resources

vi SCERT English Syllabus

 Chapter - 1

INTRODUCTION

The main goal for any language curriculum is literacy. Here the term 'literacy' is not used in its narrow sense of 'the ability
to read and write' but in its broader sense (as defined by UNESCO) of "the ability to identify, understand, interpret, create,
communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of
learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their
community and wider society." NCF - 2005 says that the goals for a second-language curriculum are twofold: attainment of a basic
proficiency, such as is acquired in natural language learning i.e., the spontaneous and appropriate use of language for at least
everyday purposes (Basic Interpersonal Communication Skills or BICS) and the development of language into an instrument for
abstract thought and knowledge acquisition (Cognitive Academic Linguistic Proficiency or CALP) through literacy.
Ludwig Wittgenstein has rightly said, "The limits of my language are my limits of my universe". By the time the learner
finishes her/his school, she/he should become an autonomous learner and use her/his linguistic competence to extend the limits of
her/his universe and achieve her/his goals. This is possible only through a language-across-the-curriculum approach that
breaks the barriers between English and other languages and subject areas. Respecting each other's language (and culture) in
our multilingual classrooms paves way for social harmony.
We have been talking in terms of LSRW skills as the objectives of languages teaching (in more recent times we have started
talking about communicative skills, accent neutralization and voice training, etc. in an equally disastrous way). This exclusive
focus on discrete skills has had fairly adverse consequences. We now plead for a more holistic perspective on language proficiency.
After all, when we are Speaking, we are also simultaneously Listening and when we are Writing, we are also Reading in a variety
of ways. And then there are many situations (e.g. friends reading a play together and taking notes for its production) in which all
the skills in conjunction with a variety of other cognitive abilities are used together. (Syllabus for Language Teaching, NCF - 2005)

SCERT English Syllabus 1

 Since language is not the totality of the language skill but the manifestation of inner competence in performing these skills,
the learning outcomes are stated in terms of the learner's competence to do a language task. For example, 'the competence to
participate in conversations and respond in a way appropriate in terms of person, place and the topic of conversation' involves not
only the learner's skills in: listening with comprehension, speaking, and non-linguistic communication, but also their sensitivity to
the topic of conversation and their tolerance to the other people's opinions.
1.1 Assumptions on language and language learning
The convergence of theoretical linguistics, cognitive psychology and experiential pedagogy has derived new insights into language
pedagogy. With these insights we can propose the following theoretical assumptions on language and language learning:

• Language is a biological system which gets unfolded in humanbeings.

• Language acquisition is a non conscious process.
• Language is acquired not through learning and practising isolated language facts such as words, structures but through
clusters of linguistic expressions involved in the reception and production of discourses.
• Language is not the totality of the four skills (LSRW) but manifested of the inner competence in the performance of their
skills.
• Language acquisition can take place only in a collaborative environment where the child gets ample opportunities to get
involved in interpersonal and intrapersonal communication.
• Language is acquired not through repetition but through recurrence.
• Language acquisition is facilitated not by learning linguistic facts (such as vocabulary, structures) in isolation but through
the clustering of these facts in meaningful discourses.

2 SCERT English Syllabus

1.2 Understanding Curriculum
Curriculum is a set of planned activities which are designed to implement well defined educational aims in terms of the content of
what is to be taught and the knowledge, skills and attitudes which are to be deliberately fostered, together with statement of criteria
for selection of content, and choices in methods, materials and evaluation.

Curriculum is a source of everything that is done in classrooms and schools towards children’s education. It tells us what is worth
teaching, how much should be taught and in what sequence, with what methods and materials, how learning should be assessed,
teachers must be prepared, schools monitored, Curriculum is the source of all works related to education.

Curriculum and syllabus

Curriculum is a plan that interprets educational aim viz-a-viz both individual and society to arrive at an understanding of the kinds
of learning experiences schools must provide to children. The curriculum framework document provides direction to take up
various educational activities, development of syllabus and textbooks etc.

Syllabus refers to the content of what is to be taught in a subject and the knowledge, skills and attitudes which are to be fostered in
a child together with state specific objectives the source of all works related to education

1.3 State Curriculum Frame Work – Context and Challenges

Recent researches on brain development and alternative active learning pedagogies such as higher order thinking skills, critical
pedagogy, social construction, multiple intelligences, learning styles etc., have changed the landscape of teaching learning processes
in schools and this must be reflected in the curriculum.

SCERT English Syllabus 3

State Vision

The vision of AP is that ALL children should receive high quality education and become responsible citizens with
an acute sense of the other. They should be aware of their environment and think about it critically. They should listen carefully and
speak fearlessly. They should be able to understand what they hear and read; but they should also be able to question it. Teachers
should promote these skills, provide meaningful teaching learning processes in natural and friendly environment that enable
children to express themselves freely and ask questions. Teachers are collaborative learners and reflective practitioners. Parents
and community should have a sense of ownership and participate in the life of the school. In a world which is becoming increasingly
materialistic and competitive, school should become a space for reflection, cooperation and promotion of human and ethical
values.
Major Challenges
Monitoring and Supervision

• A higher rate of teacher and pupil absenteeism and poor performance levels of children shows need for urgent measures to
improve the system.

• Lack of appropriate supportive academic monitoring focusing on classroom processes, teacher preparation, child performance
and providing appropriate on job support.

• The field functionaries lack adequate professional preparation and knowledge of pedagogical processes, tools to improve
the situation, reflecting the contemporary pedagogical renewal process.

Classroom Process and children engagement

• The teaching learning process is mostly in traditional type with lecture mode and textbook oriented.

• The classroom processes show that the children copy from textbooks without any challenging and meaningful engagement
with learning tasks.
4 SCERT English Syllabus
 • Assessment and examinations – the entire school practices and preparation are increasingly examination oriented.

• The assessment is information oriented and memory based and test paper developed by outside agencies which are not
competency based leading to tension and fear of exams among children.

Early Childhood Education

• Early years are very crucial for child development and development of language.

• Integration of ECE / Pre-primary / anganwadies with primary schools.

Teacher Education

• Increased privatization and commercialization – no proper perspective building for would be teachers. There is no
representation of contemporary innovations in Pre-Service Teacher Education (PSTE) curriculum. Mostly it becomes theory
based rather than field based practice

Research and Studies

• There is not much relevant database generated through studies to guide curriculum practices and support educational
policies and decision making processes.

Decentralization, Delegation and deregulation

• Decentralization and capacity building – Encourage local capacity building, participation and decision making and
improvement.

Academic Leadership – District, Mandal and School level – Erosion of professionalism. Identifying and promoting teacher
innovations.

SCERT English Syllabus 5

Encouraging and Use of technology – ICT, Video Conference, Teleconference effectively.

Curriculum sources – going beyond textbook, issue based topics for critical perspective building.

Rationalization of school timings and vacation period to engage teachers for their professional preparation.

Regulation of un professional practices of private schools viz., working hours, working days, corporal punishments, homework,
assessment practices et

1.4 Major Directions of Curriculum Reforms

Curricular reforms is a regular activity.We are living in a dynamic society and this dynamism should reflect in rurriculum reforms.The
following are the major directions in curricular reforms.

1.4.1 RTE 2009 and quality aspects

1. Conformity with constitutional values

2. All-round development of the child

3. Building of the child’s knowledge, potentiality and talent.

4. Development of physical and mental abilities to the fullest extent

5. learning through activities, discovery and exploration in a child friendly and child centered manner,

6. the child’s mother tongue serving as far as possible as the medium of instruction Curriculum to address diversities and various
levels of children as a result of mainstreaming of out of school children / dropouts in age specific grades.

7. Making the child free of fear, trauma and anxiety and helping the child to express views freely, no punishments, child abuse
etc.
6 SCERT English Syllabus
8. Comprehensive and continuous evaluation of child understanding of knowledge and the ability to apply it.

These factors can be deemed to provide a fairly comprehensive coverage of the indicators of a child centered curricular
policy for the school education. RTE clearly envisaged re-examining the curriculum keeping the above factors in view.

1.4.2 National Knowledge Commission Recommendations

• Flexibility and autonomy of local level management – the village panchayats must be given with power and autonomy to
manage the elementary education as the spirit of 73rd & 74th Constitutional Amendments.
• Management of Private Schools – control mechanism
• Focus on Early Childhood Education – 0 – 5 years are crucial for learning.
• Administration of School Education Departments and accountability.
• Effective mechanism of monitoring the quality of schools and schools made accountable primarily to the community.
• Social Audit of School Performance
• Strong Mechanisms and programs for professional development of teachers and on job support.
• Improved School leadership for managing schools
• Professional sharing and exchange between the schools
• Building of Strong Curriculum Groups and Textbook writers and promote curriculum action research.
• Education of marginalized groups, respect of diversity and equity.

SCERT English Syllabus 7

1.4.3 National Curriculum Framework 2005 – Guiding Principles

• Connecting knowledge to life outside the school,

• Ensuring that learning is shifted away from rote methods,
• Enriching the curriculum to provide for overall development of children rather than remain textbook centric,
• Creating multiple texts from given text,
• Teacher role from teaching to facilitator
• Sharing ideas and collaborative learning
• Scope must be given for divergent responses in place of single answer.
• Learning must be multidisciplinary, educational focus,
• Child must be active participant rather a recipient of information,
• Learning must provide variety and challenge, and be interesting and enjoying.
• Learning takes place both within and outside school. Learning is enriched if two arenas interact with each other.
• Children learn in a variety of ways; through experience, making and doing things, experimentation, reading, discussion,
asking questions, listening, thinking and reflecting, expressing oneself in speech, movement of writing- both individually
and collaboratively.
• All children are naturally motivated to seek and are capable of learning.
• making examinations more flexible and integrated into classroom life and,
• Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.

8 SCERT English Syllabus

1.4.4 The National Curriculum Framework for Teacher Education 2010

• Effective pre-service teacher education

• Strategies for the professional development of in-service teachers.
• Focus on research on curriculum implementation and studies on program evaluation.
• Professional ethics and teacher preparation.
• Learning without burden – reducing physical and cognitive load.
• Create a warm and encouraging atmosphere in the school.
• Ensure more inclusive classroom participation through visible and continuous reduction in discriminatory classroom practices.
• Uniformity and links between syllabus, textbooks, teaching learning, assessment and teacher training.
• Formulating academic standards – Standards for schools, standards for content, standards for teaching learning process,
teacher performance, standards for teacher training, children’s learning and learning achievement, standards for school
management.
• Focus on Human Rights and Values as a part of school curriculum.
• Development of complete person not only cognitive but affective, moral, ethical, aesthetic terms.
• Focus on higher order learning with the objective of building children’s knowledge, potential and talent.
• Learning to be – positive values, socialization of learners, formation of world outlook and life outlook.
• Full flowering of human potentiality as individual learners and tapping talents hidden in every person.
• More learner directed activities, projects.
• ICT as a subject and as a tool applied to teaching learning in all subjects.

SCERT English Syllabus 9

 • ICT as educational resource for all learning areas and learning to learn.
• Enquiry / exploratory learning as a cross cutting principle across curricular subjects.
• Capacity building of teachers and field functionaries.
• Address fully teacher related issues, vacancies, absenteeism, non teaching assignments and fix accountability for learning
outcomes of pupil, teacher certification.
• Make DIETs, SCERTs fully functional and organically linked with BRC, CRC and NCERT.
• Improved quality in operational terms through clearly identified outcome indicators viz., learning levels of students, teacher
competence, classroom process, teaching learning materials etc.
• Change in the pupil assessment procedures and examination reforms.
• Schools self appraisal / evaluation and assessment for learning to track children learning i.e., formative assessment to
improve the learning and it is ongoing and a component of teaching.
• Assessment of learning which is a summative used for certification, standard setting and accountability
1.4.5 State Curriculum Frame Work – Perspective
• From Teacher centered to learner centered.
• From Teaching to Learning.
• From Textbook oriented to Experiential oriented.
• From Lecture method to activity based.
• From memorizing the knowledge to construction of knowledge.
• Cooperative, collaborative and communicative classrooms and learning.

10 SCERT English Syllabus

• Continuous and comprehensive evaluation becomes part and parcel of learning and recording learner development
continuously.
• Child is given importance and the curriculum is learner centered – learning through engagement of children in challenging
activities, projects.
• Focus on learning environment and on student learning outcomes.
• Assessment is continuous and comprehensive, focus on assessment for learning, evaluation system de-emphasis memory.
• Life skills to be reflected in the competencies.
• Values to be integrated with classroom activities.
• Curriculum and textbooks reflecting our democratic and secular heritage.
• Medium of instruction shall be in children mother tongue as far as possible at elementary level Multi Lingual approaches
should be applied in various subjects.
• Learner centered approach based on constructivism in language education and non languages.
• Textbook is treated as one of the many materials to be used in the classrooms.
• Promotion of thinking process of the child with critical pedagogy.
• Focus on learning based on cognitive and social construction including multiple intelligences
• Teacher as reflective practitioner and collaborative learner.
• Focus on teacher empowerment through self and support by system – focus on teaching strategies and methodologies and
understanding the nature of subjects.
• Focus on teacher competencies, teaching standards.
• Undertaking teacher appraisals

SCERT English Syllabus 11

 • Focus on improved parent teacher collaborations – intended process and outcomes.
• Studies on training needs of teachers
• Teachers as Researchers – conducting action researches and case studies.
• Focus on identification of sources of information and using.
• Focus teacher’s role as facilitation and scaffolding.
• Making classroom environment challenging with interactive, questioning, discovering and deliberating – providing
opportunities to children to construct knowledge.
• To develop teacher capacity in creative arts and heritage crafts.
• To develop teacher made test papers and implement formative assessment and help child to improve learning.
• Use of ICT in classrooms.
• Teachers work collaboratively breaking the style of working in isolation and take up whole school based programs.
• To make teachers feel multi grade teaching and diversities as advantage rather than limitation.
• Using the technology and assisting devices for improved classroom transaction.
• Teacher preparation and active learning pedagogies
1.4.6 State Curriculum Frame Work – Guiding Principles
• Keeping the potential of the child to learn always in focus,
• Respecting the systems of knowledge such as languages children bring to school,
• Connecting knowledge to life outside the school; children should not feel that what they are learning at school has no
relevance to their lives.

12 SCERT English Syllabus

• Ensuring that learning is shifted away from rote methods and the focus should be on interactions, project work, analysis
etc.
• Enriching the curriculum to provide for overall development of children rather than remain textbook centric.
• Making examinations more flexible and integrated into classroom life; more focus on assessment for learning than assessment
of learning,
• Promoting social constructivism, issue-based curriculum and critical pedagogy across curricular areas,
• Nurturing towards flora and fauna and respect for bio-diversity and social diversity, respect to the work shall be promoted
as a part of school curriculum.
• Locating classroom practices in the languages and cultures of children.

Most of we notice the change in Textbooks but not understand the change in the curriculum which includes:
• the shift in approach to language and language learning
• the shift in academic standards
• the shift in classroom process
• the shift in assessment
• the shift in the role of the teacher, learner and the Text Book
• the shift in societal needs

SCERT English Syllabus 13

1.5 Multilingualism
The aim of English teaching is the creation of multilingual that can enrich all our languages; this has been an abiding
national vision.
Language is a complex phenomenon. It is not just a means of communication. Language is thought also. Language and
thought are inseparable. India is a land of many languages. Even in our state Andhra Pradesh many languages are spoken. While
teaching the target language English, the teacher must understand the multilingual scenario and consider it an advantage rather
than a handicap. He / She must respect the various languages like Telugu, Urdu, Marathi, and Oriya spoken by the children and
provide space for each linguistic community in the English classroom. Instead of teaching English Grammar mechanically and
boringly, the English teacher may think of comparing and contrasting the structure of English Language with those of the different
languages spoken by the children. Freedom should be given to the learners to use the mother tongue at every stage. They are
expected to say a few lines about the pictures in the language they like. When they come across English expressions (words), they
can say what they are called in Telugu or any other language they can freely express. There can be intermittent shift from L1 to
English and vice versa
Multilingualism promotes scholastic achievement and cognitive growth and social tolerance, multilingualism should be
taken as an advantage rather than a handicap in teaching the target language, English. Languages flourish in one another’s company
and they die if they are frozen in textbooks, dictionaries and grammar books. Hence the teacher should make use of the strategies
of translation, paraphrase, code mixing and code switching very effectively and consider multilingualism a great resource for him
/ her in the teaching the target language. It is really an interesting and challenging task for the teacher to amalgamate the multiplicity
of languages and cultural practices and ethos [that the children bring to class and use it as a great resource to foster social tolerance,
linguistic enhancement besides teaching the target language. He / she should explore the possibility of using multilingualism as a
great resource through co-operative and collaborative reading]. Then every child belonging to a different linguistic community and
speaking a different language can voice it and feels that he / she is given proper space in the classroom.

14 SCERT English Syllabus

1.6 Textbooks
‘I have always felt that the true textbook for the pupil is his teacher.’ – Mohandas Karamchand Gandhi

There are great teachers who can do away with textbooks and do a great job. But for many an Indian teacher, a textbook is an
essential part of English language teaching. It saves time, gives direction to lessons, and facilitates a wide variety of activities in
the classroom. A good textbook, for a teacher with limited language proficiency is often a good tool to improve her own language
competence. The way teachers say ‘I like this textbook’ or ‘I don’t like this textbook’ suggests that every teacher has some
expectations about the textbook, though they differ from teacher to teacher.

For the learner, an English textbook is an important thing – important to do homework, to prepare for the examinations and to learn
on her own. It is an interesting thing too, because it brings with it stories, plays, poems and some interesting pieces of information
on a wide variety of topics. The way some students treasure some of their textbooks long after they have completed their studies
suggests that the textbook is more than a teaching-learning medium.
Richards (1998: 125) says "The most commonly found elements in second and foreign language classrooms around the world are
teachers, learners, and textbooks. While the roles of teachers, teaching, and learners have been the focus of a vast body of discussion
and research over the years, much less attention has been given to textbooks. Yet in many schools and language programs the
textbooks used in classrooms are the curriculum. If one wants to determine the objectives of a language program, the kind of
syllabus being used, the skills being taught, the content the students will study, and the assumptions about teaching and learning
that the course embodies, it is often necessary to look no further than the textbooks used in the program itself." However, there are
many limitations.
1. Textbooks cannot provide the basis for a comprehensive language course.
2. Textbooks are often culturally inappropriate
3. Textbooks are not compatible with a learner-centred philosophy of teaching.
4. Textbooks should not be needed by good teachers, who can create their own materials.

SCERT English Syllabus 15

The State propose to prepare textbooks that reflect the second language teaching/learning philosophy given earlier, and the themes
suggested by NCF – 2005. But a text book assumes its value in accordance with the teacher who uses it in the way a digit assumes
its value in accordance with its place in a number. Its value can be increased multifold in the hands of a competent teacher or
decreased to a big zero in the hands of an incompetent teacher.

The English textbooks should have the following features.

• They should match the cognitive levels and socio-cultural background of children, and uphold and encourage all the secular
values enshrined in the constitution.
• They need to be sensitive to perspectives of equity (gender and societal) and harmony (between humans, and between
humans and nature)
• They should reflect local arts such as Burrakatha, Voggukatha, Harikatha, etc.; local customs, culture and traditions; and
provide opportunities for children to talk about them using their own languages along with English.
• They should contain good narratives which can be used to give the richest kind of linguistic input to the learners.
• Lessons should be based on a wide variety of discourses like, songs, stories, poems, conversations, autobiographies, essays,
letters etc., which lead to thought provoking questions that sensitize children to various issues, and in the process help them
develop their language competence.
• The lessons should represent different regions, ages, interests, cultures, people, and rouse interest among children to read
extensively. They should have language tasks such as extending poems (adding lines) and stories; concluding stories;
writing conversations; puppetry; dramatization; mono action; reviews; descriptions; translations; project works;
riddles; cultural songs; proverbs; idioms etc.
• They should contain (particularly in stages 1 and 2) attractive and thought provoking pictures and illustrations appropriate
to the lesson. Printing and paper should be of high quality.

16 SCERT English Syllabus

 • They should have spaces to promote individual, group, and whole class activities. The language tasks (priority should be
given to self-learning tasks) should lead to observation, exploration, discovery, and research. They may also consist of quiz,
matrix, puzzles, language games etc.
• Enough space should be allocated in the textbooks to enable the learner to record his/her self assessment and answers to
language tasks.
• They should have a good glossary, cross references, references to other resources, and an index of vocabulary and language
items.
• They should be suitable for continuous comprehensive evaluation and help learners achieve the class level competencies.
The following themes that are compatible with NCF are suggested for making of textbooks
A. Core themes:
1. Self, family, home, friends and pets; 2. Neighbourhood and community
3. The nation – diversity and heritage; 4. The world-India’s neighborhood
5. Adventure and imagination; 6. Sports and Games
7. Issues relating to adolescence ; 8. Science and Technology
9. Peace and Harmony; 10. Travel and Tourism
11. Mass media; 12. Art and Culture; 13. Health and Reproductive health

B. Other Themes:
• Environment; Mystery; Fashion and shopping; Films, Media; Festivals; Education and career; People-differently
abled, marginalized sections etc; Freedom; Disaster management; Crime and violence; Agrarian Issues; Social
issues-Dowry, Migration, violence against women, Old age problems, Child labour, unemployment, Globalisation
etc.

SCERT English Syllabus 17

 We cannot develop a language pedagogy overlooking these assumptions. This implies that any learning package which
takes recourse to practising language elements through repetition cannot fetch the desired outcome.

1.7 Paradigm Shift in Second Language Teaching

It is not enough that our learners store information in their short term or long term memory, depending on what is stored and
for what purpose. They need to go beyond the information they have gathered and utilize and build their higher-order thinking
skills.

What are the major components involved in the shift? Let’s enumerate a few points:

• We have to give more attention to the role of the learners. This shift is generally conceived as changing teacher-centred
instruction to learner –centred or learning-centred facilitation.
• The focus must be on the learning process rather than on the products that learners produce. This shift is from product –
oriented teaching to process –oriented facilitation.
• Greater attention is to be paid to the social nature of learning rather than on students as separate, de-contextualized individuals.
• We need to focus on the diversity among learners. Individual differences are to be viewed not as barriers for learning but
as potential resources that are to be recognized, appreciated and catered to.
• We have to focus greater attention on the views of those internal to the classroom rather than solely valuing the views of
those who come from outside to study classrooms, evaluate what goes on there and engage in theorizing about it.
• We must pursue ways out for connecting the school with the world beyond as a means for promoting holistic learning.

18 SCERT English Syllabus

 • We have to help students understand the purpose of learning and develop their own purposes. We have to shift from part-
to-whole orientation to whole-to-part approach. This involves such approaches as beginning with meaningful whole texts
rather than small units such as letters/sounds, words and sentences.
• We have to acknowledge the importance of meaning rather than drills and other forms of rote learning.
Learning is to be viewed as a lifelong process rather than something done to prepare for an examination.

1.8 Ensuring Holistic Treatment of Language

In order to ensure holistic treatment of language APSCF proposed discourse oriented pedagogy at all levels of learning
English. A discourse is a mode of communicating certain ideas meaningfully in a particular situation. The intuitive idea is that both
the input and output will be focusing on discourses which will take care of the treatment of language by embedding sentences,
words and sounds in them contextually. In the initial stages, the emphasis is on the use of varied modes of discourses through the
basic skills. Learning experiences should be targeted to provide the learner sufficient scope for the integration of the basic skills in
their language acquisition process. Moreover, one language function can be served through different forms of language and one
form of language can have different functions. These possibilities should be addressed in the language acquisition process. Simple
discourses like conversations, rhymes, descriptions, stories can be worked out at this level.
We expect the student at the Upper Primary level to construct more varieties of discourses, both orally and in the written
form. The discourses constructed at this level should be linguistically at a higher level for which indicators are to be clearly
defined:
At the later stages, we will need further varieties of discourses such as screen-play writing, drama, short story, poems,
travelogues, biography, etc. The students must have a higher level of socio-linguistic competence. They must be familiar with a
variety of stylistic devices and should be capable of making use of these in their own writing and speech.
Since curricular objectives are defined in terms of discourses and not in terms of structures and their relevant communication
functions, level-specific features of each discourse are to be identified clearly.
SCERT English Syllabus 19
1.9 Objectives of Teaching English
General Objectives:
Competence to listen to, understand, and respond
The learner should be able to use a variety of strategies like listening for gist, listening for specific information, listening for
pleasure, etc. and make use of not only verbal, but also non verbal/graphical /contextual cues to understand the message; to know
the speaker's point of view; to follow the line of argument, etc., so that they can respond appropriately orally or in writing as the
need may be.
Competence to respond orally to what is viewed, read or listened to
The learner should be able to order and present facts, ideas and opinions effortlessly using language appropriate to the context/
person/topic of discourse while giving a lecture/talk, or while participating in a debate/conversation responding to what is viewed,
read or listened to.
Competence to read, understand, and respond orally, graphically or in writing
The learner should be able to construct meaning by reading critically posing questions while reading, drawing inferences, and
relating the text with their previous knowledge /experiences. They should be able to select suitable reading strategy and adjust their
reading speed and comprehension level to what they read bearing in mind the purpose of their reading. They should be able to read
different genre of language texts as per their level, such as; story/narrative, description, rhymes/poems, letter, diary, notice/message,
poster, play, biography etc.
Competence to respond in writing to what is viewed, read or listened to
The learner should be able to respond in writing to what is viewed, read, or listened to by organizing their thoughts coherently
using a variety of cohesive devices such as linkers and lexical repetitions with a sense of audience and purpose.They should use
different indicators as per the discourses they write.
Competence to understand and use various words and idiomatic expressions
The learner should be able to understand and use various words and idiomatic expressions as they listen to, read, speak, or write
while performing various tasks involving English langauge. Language is never used in a uniform fashion. It has innumerable
20 SCERT English Syllabus
varieties, shades and colours which surface in different domains and in different situations. These variations, known as registers,
should form a part of a student's repertoire. Besides the register of school subjects, a student must be able to understand and use the
variety of language being used in other domains such as music, sports, films, gardening, construction work, cookery, etc. (Syllabus
for Language Teaching, NCF - 2005)
Competence to use language creatively
Children's minds are imbued with creativity and imagination, so they should be given ample space to develop them. If the classroom
atmosphere is encouraging and if suitable tasks that challenge the young brains are given, they will be able to produce oral or
written discourses creatively. It can be a picture, a flow chart, a report, a script for a drama, a poem, a biography etc.
Aesthetic sensibility and social responsibility
The learner should be able to appreciate the beauty of a literary piece by developing an awareness of literary devices like figurative
language, imagery, allegory, and symbolism. They should be able to make informed aesthetic judgements and demonstrate an
understanding of artistic expression through analysis.
Language classrooms and textbooks have a lot of scope to make students sensitive towards surroundings, people and nation, and to
familiarize them with our rich culture, heritage and aspects of our contemporary life. The learner should be able to develop
sensitivity to the issues presented in the text such as conservation of resources, population concerns, human rights violation,
deforestation and sustainable development. They should be able to free their mind from prejudices against other cultures and other
religions and unlearn certain misconceptions about people, culture and social issues.
Competence in metalinguistic awareness
Meatalinguistic awareness is the ability to view and analyze a language as a ‘thing’, as a ‘process’, and as a ‘system’. The
learner should be able to reflect on the use of language by demonstrating an understanding that statements may have a literal
meaning and an implied meaning. They should be able to demonstrate an understanding the subtleties of an utterance’s social and
cultural context by recognizing irony and sarcasm. They should be able to manipulate sentences by transforming them from one
form to another.

SCERT English Syllabus 21

 Chapter - 2
Primary English Syllabus (Classes I to V)
Goals, Objectives of Teaching English
The main goal for any language curriculum is literacy. Here the term ‘literacy’ is not used in its narrow sense of ‘the ability
to read and write’ but in its broader sense (as defined by UNESCO) of “the ability to identify, understand, interpret, create,
communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of
learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their
community and wider society.”

NCF-2005 says that the goals for a second-language curriculum are twofold: attainment of a basic proficiency, such as is
acquired in natural language learning i.e., the spontaneous and appropriate use of language for at least everyday purposes (Basic
Interpersonal Communication Skills or BICS) and the development of language into an instrument for abstract thought and knowledge
acquisition (Cognitive Academic Linguistic Proficiency or CALP) through literacy.

2.1 Objectives Teaching English for level - I (classes I &II)

• to build familiarity with the language primarily through spoken input in meaningful situations (teacher talk, listening to
recorded material, etc.).
• to provide and monitor exposure to and comprehension of spoken, and spoken-and-written inputs (through mother tongue,
signs, visuals, pictures, sketches, gestures, single word questions/answers).
• to help learners build a working proficiency in the language, especially with regard to listening with understanding and
basic oral production (words/phrases, fragments of utterances, formulaic expressions as communicative devices).
• to recite and sing poems, songs and rhymes and enact small plays/skits.

22 SCERT English Syllabus

 • to use drawing and painting as precursors to writing and relate these activities to oral communication.
• to become visually familiar with text [word(s)], and what it means.
• to associate meaning with written/printed language.
At the end of this stage learners should be able to:
• talk about themselves, members of the family and the people in their surroundings.
• follow simple instructions, requests and questions, and use formulaic expressions appropriately.
• enjoy doing tasks (including singing a rhyme or identifying a person, object or thing) in English.
• recognise whole words or chunks of language.
• read simple words/short sentences with the help of pictures and understand them.
• write simple words/phrases/short sentences.
2.2 Objectives Teaching English for level- II (Classes III, IV & V)

The main objectives of Teaching English at primary level are:

1. To create interest among the pupils to acquire English language.
2. To make pupils enjoy and acquire language in a natural atmosphere.
3. To enable pupils to think logically and to reflect.
4. To familiarize pupils with listening to English language and interact with teacher and peer group..
5. To enable them to understand English spoken by the teachers and the other children in the class.
6. To help them construct discourses both orally and in the written form i.e. conversation, description, story, play/skit, letter,
diary etc.

SCERT English Syllabus 23

7. To help them read and understand different types of texts.
8. To help them recite, enjoy and add lines to the rhymes and simple poems in English.
9. To help them analyse the reading material from various aspect and personalize the text..
10. To help them use simple English during classroom interaction and doing language exercise.
11. To strengthen the competencies of writing various discourses at their level specific
12. To help them develop structure consciousness both at the sentence and word levels.
13. To help them understand the features of various discourses.
14. To help them developing skills in self evaluation.
2.3 Academic Standards
We are familiar with performance indicators stated under the ideal domains of grammar vocabulary and the domains of skills,
and discourses. In a holistic approach to language none of these can be given undue prominence without putting the others at stake the
others. Since assessment is inseparable from learning it is something that has to take place at every stage of transaction. Grammar,
vocabulary and language skills can be assessed only by embedding them in discourses targeted at a certain level of transaction. We can
put the language competencies in six broad categories;
The six broad categories of the Academic Standards
1. Listening and Speaking
2. Reading comprehension
3. Conventions of writing
4. Vocabulary
5. Grammatical awareness
6. Creative expression (Oral and Written discourses)
The class-wise indicators for these academic standards are:
24 SCERT English Syllabus
2.4 Academic Standards and Indicators
In English there are six academic standards : 1. Listening and Speaking, 2. Reading Comprehension, 3. Conventions of Writing, 4.
Vocabulary, 5. Grammatical Awareness and 6. Creative Expression (a) oral and (b) written.
The details of Academic Standard wise Indicators / features of classes I to X
Table 1: Listening and Speaking
I II III IV V VI VII VIII I X X

1 Listen to simple instructions and directions and interactions and responds accordingly
2 Listen to a variety of discourses and responds accordingly in the classroom situations
3 *Recites rhymes/ songs and poems
4 *Tells stories, narrates experience and produces a variety of level-specific oral discourses
5 *Role-plays, enact drama /skit,
6 Pause
7 Stress
8 Pitch
9 Tone
10 Rhythm
11 Reflections of emotions (wherever relevant)
12 Tempo

*Note: There are level-specific indicators for each of these discourses (songs, rhymes, stories, etc.) which have been stated under Table5.
This table is meant for the aspects of spoken language.

SCERT English Syllabus 25

 Table 2: Indicators for Reading Comprehension

I II III IV V VI VII VIII IX X

1 Reads level specific pictures, cartoons,

graphs, tables, etc. and decodes the ideas

2 Reads a variety of discourses with

comprehension

3 Reads discourses analytically and

identifies the themes and sub themes
4 Reads and develops one’s own
perceptions

5 Reads critically by agreeing or

disagreeing with the author

6 Reads a text from multiple perspectives

7 Refers dictionary, thesaurus, and other

reference materials

*Note: The level of reading material will be decided considering the discourse features.

26 SCERT English Syllabus

 Table 3: Indicators for conventions of writing
Indicators I II III IV V VI VII VIII IX X
I Capitalization
1 Approximation of use with beginning of the names and sentences
2 Uses wherever it is applicable
II Punctuation Marks
3 Full stop
4 Comma
5 Question mark
6 Quotation marks
7 Exclamatory
8 Apostrophe
9 Hyphen
10 Colon
11 Semi-colon
12 Parenthesis
13 Space between words and sentences
14 Spelling
15 Abbreviations, acronyms
16 Ellipsis
17 *Write a variety of discourses maintaining the conventions of writing and Layout

*Note: There are level-specific indicators for each of these discourses (songs, rhymes, stories, etc.) which have been stated
under Table 5.

SCERT English Syllabus 27

 Table 4: Indicators for Vocabulary and Grammatical awareness
Indicators I II III IV V VI VII VIII IX X
1 Vocabulary and Word level structure
(Morphology)
1 Prefixes
2 Suffixes
3 Tense forms
4 Auxiliaries and modals (be, have, do, will,
shall, etc
5 aspects-progressive ,perfective and passive
6 Agreement (Person, number, gender)
7 Reflexives and reciprocals (myself, each
other ...)
8 Gerunds (verbal nouns)
9 Compounding
10 Phrasal verbs
11 Collocations

28 SCERT English Syllabus

 Indicators I II III IV V VI VII VIII IX X

II Syntax and word level grammar

12 The structure of simple sentences
13 Subordination (adverbial connectives with
when, if, as, because, since, etc.)
14 Complementation (I think that ...)
15 Conjunctions (and , or)
16 Elliptical constructions (leaving out some parts)
17 Clefts (It is true that ...
18 Relativization (the book that I bought)
19 Embedding (the book on the table ...; the
dog that chased the cat that ...
20 Passivization
21 Parenthesis (Inserting units of language
into a structure)
III Awareness of the structure of Phrasal
categories
22 Noun phrase
23 Prepositional phrase
24 Adverbial phrase
25 Verb phrase
*Note: The competencies related to grammar and vocabulary can be assessed only in the context of oral and written
discourses for which the indicators related to discourse features are also to be taken care of.

SCERT English Syllabus 29

 Table 5: Creative Expressions - Class wise Targeted Oral and Written Discourses
Classes
Indicators I II III IV V VI VII VIII IX X
1. Conversations
2. Descriptions
3. Rhymes /Songs /Poems
4. Narrative/ Story
5. Diary
6. Letter
7. Message/e-mail/SMS
8. Notice/Poster/Invitation/Ads
9. Slogans/Placards
10. Skit/ Drama/Play
11. Compeering
12. Choreography
13. Essay (All types)
14. News Report/Report
15. Speech
16. Review
17. Debate /Discussion
18. Biographical sketches/Profile/Autobiography

30 SCERT English Syllabus

2.5 Class wise, Academic Standard wise Indicators (Classes I - V)
Based on the broad areas of language i.e. Academic Standards, the class wise and academic standards wise indicators have been
developed. The details are given below.
1. Listening and Responding
Class - I Class - II Class -III Class - IV Class - V
ion

1.1.1.Listen and respond to 2.1.1.Listen and respond to 3.1.1.Listen and respond to 4.1.1. Listen and respond to 5.1.1. Listen and respond to
sat

simple conversations. simple conversations. simple conversations con- conversations containing three conversations containing
ver

taining three or four ex- or four sequenced exchanges. three or four sequenced
con

changes. exchanges.

1.1.2.Listen and respond to 2.1.2. Listen and respond to 3.1.2. Listen to, read and 4.1.2. Listen and respond to 5.1.2. Listen and respond to
Description]

simple descriptions of ob- simple descriptions of ob- respond to descriptions descriptions with one or two descriptions with one or two
jects, things, persons with jects, things, persons and with one or two attributes, attributes, a sequence of ideas, attributes, a sequence of ideas,
one or two attributes, a se- places with one or two at- a sequence of ideas, a vari- a variety of sentences and vivid a variety of sentences and
quence of ideas and vivid tributes, a sequence of ety of sentences and vivid images. vivid images.
images. ideas and vivid images. images.
songs/poems

1.1.3.Listen and respond to 2.1.4.Listen and respond to 3.1.4.Listen and respond to 4.1.4.Listen and respond to 5.1.4.Listen and respond to
Rhymes/

rhymes/songs with a rhymes/songs with a rhymes /songs that have a rhymes /songs that have a rhymes /songs that have a
simple structure and rhyme simple structure and rhyme rhyme scheme and contain rhyme scheme and contain rhyme scheme and contain
scheme. scheme. emotions. emotions. emotions on various themes
by adding lines in a given
pattern.
1.1.5. Listen and respond to 2.1.5.Listen and respond to 3.1.5.Listen and respond to 4.1.5.Listen and respond to 5.1.5.Listen and respond to
Narrative /

narratives containing at narratives containing at dialogues as embedded in narratives involving character- narratives involving
Story

least one event and one ex- least one event and one ex- drama. ization and containing a se- characterization and
change of dialogue change of dialogue. quence of events, dialogue containing dialogues,
scene settings, evoking sensory settings, evoking sensory
perceptions and images. perceptions, emotions,
images and settings with
coherence.
skit / play

2.1.6. Listen and respond to 3.1.6. Listen and respond to 4.1.6. Listen and respond to 5.1.6. Listen and respond to
Drama/

dialogues. dialogues. dialogues as embedded in dialogues as embedded in

drama. drama.

SCERT English Syllabus 31

2. Reading Comprehension

Conversation Class - I Class - II Class -III Class - IV Class - V

1.2.1. Read graphically and 2.2.1. Read simple conver- 3.2.1. Read conversations 4.2.1. Read conversations 5.2.1. Read conversa-
understand simple conver- sations containing one ex- containing more than one containing three or four se- tions containing three or
sations. change. exchange. quenced exchanges. four sequenced ex-
changes.

1.2.2.Read graphically two 2.2.2. Read to connect to 3.2.2. Read descriptions 4.2.2. Read descriptions 5.2.2. Read descriptions
Description

connected sentences de- sentences describing ob- containing a few attributes containing a few attributes, containing a few at-
scribing objects, things, jects, things, persons and and proper sequencing of vivid images and proper tributes, vivid images, a
persons and places. places. ideas. sequencing of ideas. variety of sentences and
proper sequencing of
ideas.
Rhyme/song/

1.2.3. Read graphically 2.2.3. Read rhymes / 3.2.3. Read rhymes and 4.2.3. Read rhymes and 5.2.3. Read rhymes,
rhymes / songs involving songs involving simple songs, which contain emo- songs which contain emo- songs, poems which
poem

simple structural patterns. structural patterns and the tions and reflections and tions and reflections and contain emotions and
rhyme scheme. have a rhyme scheme. have a rhyme scheme. reflections and have a
rhyme scheme.

2.2.4. Read nar- 3.2.4. Read narratives in- 4.2.4. Read narratives in- 5.2.4. Read narratives
ratives containing at least volving characterization volving characterization involving characteriza-
Narrative /

one event and one ex- and containing a sequence and containing a sequence tion and containing dia-
Story

change of dialogue. of events, dialogues and of events, dialogues and logues, settings, evoking
settings, evoking sensory settings, evoking sensory sensory perceptions,
perceptions and images. perceptions and images. emotions, images and
settings with coherence.
3.2.5. Read diary contain- 4.2.5. Read diary contain- 5.2.5. Read diary con-
ing events and reflections. ing events other than rou- taining events other than
tine ones, reflections, routine ones, reflections,
thoughts and feelings. thoughts and feelings
written using .language
Drama

appropriate to the con-

text.

32 SCERT English Syllabus

 Class - I Class - II Class -III Class - IV Class - V
3.2.6. Read letters that have 4.2.6. Read letters that have 5.2.6. Read letters that have a
a proper beginning and the a proper beginning and the proper beginning and the end,
end. end, express ideas sequen- express ideas sequentially and
Letter

tially.] use language appropriate to

the context and maintain co-
herence.

3.2.7. Read messages that 4.2.7. Read messages that 4.2.7. Read messages that
Message/SMS

contain ideas relevant to contain ideas relevant to contain ideas relevant to the
the context, maintain brev- the context, maintain brev- context, maintain brevity
ity. ity and use conventions. and use conventions.
3.2.7. Read messages that
contain ideas relevant to the
context, maintain brevity
and use conventions, format
and layout.
Invitation/Ads
Notice/Poster/

3.2.8.Read notices for vari- 4.2.8.Read notices that use 5.2.8.Read notices that use per-
ous purposes. persuasive language for suasive language for various
various purposes. purposes and have organization
and layout.

3.2.9.Read slogans and 4.2.9.Read slogans and 5.2.9.Read slogans and plac-
placards that have a rhythm placards that have a ards that have a rhythm and
Slogans /
Placards

for various purposes. rhythm, for various pur- maintain brevity, for various
poses. purposes.

5.2.10.Read drama that reveals

Drama/skit /

emotions and feelings.

Play

SCERT English Syllabus 33

3. Conventions of Writing

Class - I Class - II Class -III Class - IV Class - V

1.3.1. Approximate the 2.3.1. Approximate the 3.3.1. Use capitalization 4.3.1. Use capitalization 5.3.1. Use capitalization
use of capital letters with use of capital letters with where ever it is appli- wherever it is appli- wherever it is appli-
the beginning of names the beginning of names cable. cable. cable.
and sentences. and sentences.

1.3.2. Use full stop and 2.3.2. Use full stop and 3.3.2. Use full stop, 4.3.2. Use full stop, 5.3.2. Use full stop,
comma. comma. comma, question mark comma, question mark comma, question mark
and exclamation mark. and exclamation mark. and exclamation mark.

1.3.3. Give space be- 2.3.3. Give space be- 3.3.3. Give space be- 4.3.3. Give space be- 5.3.3. Give space be-
tween words and sen- tween words and sen- tween words and sen- tween words and sen- tween words and sen-
tences tences. tences. tences. tences.

1.3.4. Approximate the 2.3.4. Approximate the 3.3.4. Write correct 4.3.4. Write correct 5.3.4 Write correct spell-
use of correct spelling. use of correct spelling. spelling. spelling. ing.

1.3.5.Approximate the 2.3.5.Approximate the 3.3.5.Follow the lay out 4.3.5.Follow the lay out 5.3.5.Follow the lay out
lay out conventions of lay out conventions of conventions of writing conventions of writing conventions of writing
writing a conversation writing a conversation / dialogues / descriptions, conversations, dia- conversations, dia-
dialogues / description narratives, notices, mes- logues, descriptions, logues, descriptions,
and narrative sages, posters / placard narratives, notices, mes- narratives, notices, mes-
and slogans sages, posters, placards, sages, posters, placards,
slogans, diary, letter and slogans, diary, letter and
drama / skit. drama / skit , paragraphs
and Essays

34 SCERT English Syllabus

 4. Vocabulary
Class - I Class - II Class -III Class - IV Class - V

1.4.1.Recognize and use 2.4.1.Recognize and use 3.4.1.Use simple, short and com- 4.4.1.Use common words related to 5.4.1.Use common words re-
simple, short and com- simple, short and common mon words related to home, shop, home, shop, colour, body, dress, lated to home, shop, colour,
mon words related to words related to home, shop, colour, body, vegetables, animals, food, vegetables, flowers, animals, body, dress, food, vegetables,
home, shop, colour, colour, body, vegetables, ani- market, kinship, school and ve- groups of animals, habitat of ani- flowers, animals, groups of
body, vegetables, ani- mals, market, kinship, school hicles, games, professions, statio- mals, insect, market, kinship, animals, habitat of animals,
mals, market, kinship, and vehicles, games, profes- nery, village fair, crops, seeds and school and vehicles, games, profes- insect, market, kinship,
school and vehicles sions, stationery, village fair plants, drawing materials, festivals, sions, stationery, village fair, crops, school and vehicles, games,
giant bodies on earth, furniture, seeds and plants, drawing materi- professions, stationery, vil-
things they love, words related to als, festivals, giant bodies on earth, lage fair, crops, seeds and
kingdom. furniture, things they love, words plants, drawing materials,
related to kingdom, countries, na- festivals, giant bodies on
tionalities, occupation, home ap- earth, furniture, things they
pliances, directions love, words related to king-
dom, countries, nationalities,
occupation, home appli-
ances, directions

1.4.2.Recognize and use 2.4.2.Recognize and use 3.4.2.Use state verbs and 4.4.2.Use state verbs 5.4.2.Use state verbs
state verbs and action state verbs and action action verbs related to daily and action verbs related and action verbs related
verbs related to daily verbs related to daily routine, things done at to daily routine, things to daily routine, things
routine. routine, things done at home, school, market, etc. done at home, school, done at home, school,
home, school, market, mind, sensual perceptions, market, etc. mind, sen- market, etc. mind, sen-
etc. sual perceptions, sual perceptions,

1.4.3.Recognize and use 2.4.3.Recognize and use 3.4.3.Use personal pronouns, 4.4.3.Use personal pro- 5.4.3.Use personal pro-
personal pronouns such personal pronouns such impersonal pronouns, posses- nouns and impersonal nouns and impersonal
as I, you, he, she as I, you, he, she, sive pronouns, possessive pronouns. pronouns.
nouns.

1.4.4. Recognize and use 2.4.4. Recognize and use 3.4.4.Use articles (a/an, 4.4.4.Use articles (a/an, 5.4.4.Use articles (a/an,
articles (a/an, the), articles (a/an, the), the). the), demonstratives and the), demonstratives and
demonstratives (this, demonstratives (this, possessive nouns and possessive nouns and
that) and possessive pro- that) and possessive pro- possessive pronouns. possessive pronouns.
nouns (my, his…). nouns (my, his…).

SCERT English Syllabus 35

 Class - I Class - II Class -III Class - IV Class - V

1.4.5.Recognize and use 2.4.5.Recognize and use a few 3.4.5.Use demonstrative pronouns 4.4.5.Use quantifiers (all some, 5.4.5.Use quantifiers (all
a few common adjec- common adjectives (good, (this, that, these, those). etc.); numerals (one, two…) and some, etc.); numerals (one,
tives (good, nice, big, nice, big, small, etc.) ordinals (first, second…). two…) and ordinals (first,
small, etc.) second…).

1.4.6. Recognize and use 2.4.6. Recognize and use 3.4.6. Use a few common 4.4.6. Use a few com- 5.4.6. Use a few com-
a few prepositions (on, a few prepositions (on, adjectives (good, nice, big, mon adjectives (good, mon adjectives (good,
in, at, etc.). in, at, etc.). and small, etc.). nice, big, small, etc.); nice, big, small, etc.);
adjectives related to ani- adjectives related to ani-
mals. mals.

1.4.7. Recognize and use 2.4.7. Recognize and use 3.4.7. Use prepositions (on, 4.4.7. Use prepositions. 5.4.7. Use prepositions.
Wh- words. Wh-words. in, at, etc.).

1.4.8.Recognize and use 2.4.8.Recognize and use 3.4.8.Use Wh-words 4.4.8. Use Wh-words. 5.4.8. Use Wh-words.
conjunctions (and, but) conjunctions (and, but,
or)

3.4.9.Use conjunctions (and, 4.4.9.Use conjunctions 5.4.9.Use conjunctions

but, or) (and, but, or) (and, but, or)]

3.4.10. Use adverbs (there, 4.4.10. Uses adverbs 5.4.10. Uses adverbs
here, now, etc. ) (there, here, now, etc. ), (there, here, now, etc. ),
manner adverbials manner adverbials

3.4.11. Use some simple 4.4.11. Express dates. 5.4.11. Express dates.
mono syllabic and disyl-
labic words referred un-
der Reading and Writing
sections.

36 SCERT English Syllabus

Class - I Class - II Class -III Class - IV Class - V

3.4.12. Recognize words from 4.4.12. Recognize common abbre- 5.4.12. Recognize common
reading materials and other authen- viations (e.g., Jan., Sun., Mr., St.). abbreviations (e.g., Jan.,
tic materials. Sun., Mr., St.).

3.4.13. Maintain a personal 4.4.13. Give the num- 5.4.13. Give the num-
dictionary and look up un- bers. bers.
familiar words in a dictio-
nary/picture dictionary.

3.4.14. Use contextual clues, 4.4.14. Identify simple 5.4.14. Identify simple
pictures, synonyms (hot/ multiple-meaning multiple-meaning
warm), antonyms (good/bad), words. words.
and illustrations to deduce the
meaning of new words.

3.4.15. Group words based on a 4.4.15. Make new words 5.4.15. Make new words
criterion (living/non-living), set- by adding, deleting or by adding, deleting or
ting (school - home) and make changing letters. changing letters.
web diagrams / concept maps.

3.4.16. Develop vocabulary 4.4.16. Know the mean- 5.4.16. Know the mean-
through reading extensively (e.g., ing of simple prefixes ing of simple prefixes
bilingual texts, reading cards, en- and suffixes (e.g., over- and suffixes (e.g., over-
vironmental print) and through us- , un-, -ing, -ly). , un-, -ing, -ly).
ing it in spoken and written dis-
courses.

4.4.17. Use some simple 5.4.17. Use some simple

mono syllabic and disyl- mono syllabic and disyl-
labic words referred un- labic words referred un-
der Reading and Writing der Reading and Writing
sections. sections.

SCERT English Syllabus 37

Class - I Class - II Class -III Class - IV Class - V

4.4.18. Recognize words from 5.4.18. Recognize words

reading materials and other authen- from reading materials and
tic materials. other authentic materials.

4.4.19. Maintain a per- 5.4.19. Maintain a per-

sonal dictionary. Look sonal dictionary. Look
up unfamiliar words in a up unfamiliar words in a
dictionary/picture dic- dictionary/picture dic-
tionary. tionary.

4.4.20. Use contextual 5.4.20.Use contextual

clues, pictures, syn- clues, pictures, syn-
onyms (hot/warm), ant- onyms (hot/warm), ant-
onyms (good/bad), and onyms (good/bad), and
illustrations to deduce illustrations to deduce
the meaning of new the meaning of new
words. words;

4.4.21. Group words 5.4.21. Use knowledge

based on a criterion (liv- of antonyms, synonyms,
ing/non-living), setting homophones, and homo-
(school - home) 1.4.9. graphs

4.4.22. Develop vocabu- 5.4.22. Develop vocabu-

lary through reading ex- lary through reading ex-
tensively (e.g., bilingual tensively (e.g., bilingual
texts, reading cards, en- texts, reading cards, en-
vironmental print) and vironmental print) and
through using it in spo- through using it in spo-
ken and written dis- ken and written dis-
courses. courses.

38 SCERT English Syllabus

5. Grammatical Awareness

Class - I Class - II Class -III Class - IV Class - V

1.5.1. Recognizes simple 2.5.1. Recognizes simple 3.5.1.Use simple de- 4.5.1. Use simple declarative, 5.5.1.Develop understanding
declarative, imperative, declarative, imperative, clarative, imperative, in- imperative, interrogative, and of declarative, imperative,
interrogative, and ex- interrogative, and ex- terrogative, and ex- exclamatory sentences. De- interrogative, and exclamatory
clamatory sentences. clamatory sentences. clamatory sentences. velop understanding about ex- sentences.
clamatory sentences.

2.5.2. Uses simple sen- 3.5.2.Use sentences of 4.5.2. Develop under- 5.5.2. Develop understanding
tences of SV; SVC; SVO SV; SVC; SVO, and standing simple past, present tense and past tense with
patterns. SVOO patterns. past progressive and perfective and progressive.
past perfective.

1.5.3.Connect words 2.5.3.Connect words 3.5.3. Connect sentences 4.5.3. Develop under-
using and. and sentences using and. using adverbial standing about modal 5.5.3. Develop understanding
connectives such as 'can' Use auxiliaries. about primary auxiliaries and
when, if, as, because, modal auxiliaries.
since, etc.).

1.5.4. Recognizes struc- 2.5.4Recognizes struc- 3.5.4. Use structures like 4.5.4. Understand about
tures like (the book on tures like (the book on (the book on the table). contracted forms of
the table. the table. negatives.
1.5.5. Recognizes 2.5.5. Use phrases such 3.3.5.Follow the lay out 4.5.5. Understand about
phrases such as (a tall as (a tall man); (on the conventions of writing the plurals and subject -
man); (on the table); table); (child sleeps: eat dialogues / descriptions, verb relationships.
(child sleeps: eat an an apple); and a few ad- narratives, notices, mes-
apple); and a few adjec- jectives that denote size, sages, posters / placard
tives that denote size, shape, age, colour, etc. and slogans
shape, age, colour, etc.

1.5.6. Recognizes singular 2.5.6. Recognizes singular 3.5.6. Uses singular and 4.5.6. Understanding the
5.5.6. Understanding about
and plural nouns. and plural nouns. plural nouns. use of connectives 'and,
adverbial connectives (when -
but, because, though and
as-if - because - since).
when'.

SCERT English Syllabus 39

 Class - I Class - II Class -III Class - IV Class - V

1.5.7. Recognizes words 2.5.7. Recognizes words 3.5.7. Uses words like 4.5.7. Understanding about 5.5.7.Understanding
like he, she,. like he, she, it, they. he, she, it, they. comparative forms of adjec- about noun phrases con-
tives. taining adjectives of
size, age, colour etc.,

1.5.8.Recognises the 2.5.8. Recognises and 3.5.8. Recognises and 4.5.8. Understanding 5.5.8. Understanding
uses of action words of uses action words of the uses action words of the about adverbs of fre- about the degrees of
the past tense present and the past present and the past quency. comparison.
tense. tense.

1.5.9.Recognizes words 2.5.9.Usess words like 3.5.9. Uses auxiliary 5.5.9. Undeerstnding
like can and will,. can and will. verbs and a few modals about gerunds.
to form questions and
negatives.

3.5.10.Connect sen-
tences using too -to.

1.5.11. Recognises 2.5.11. Uses have to talk 3.5.11.Use possessives

words have. about possession. like my, his, her, their,
your and possessives
nouns like Ravi's.

40 SCERT English Syllabus

6. Creative Expression – Oral and Written

Class - I Class - II Class -III Class - IV Class - V

Conversation

1.6.1. Initiate or respond to 2.6.1. Produce oral as well 3.6.1. Produce oral as well 4.6.1.Write and say simple 5.6.1.Write and say simple
a dialogue related to a spe- as written forms of simple as written forms of simple dialogues related to a specific dialogues related to a specific
cific context (sometimes dialogues related to a spe- dialogues related to a spe- context. context.
using fragments) in oral cific context. cific context.
and written forms.

1.6.2. Describe people and 2.6.2. Describe people and 3.6.2.Produce descriptions 4.6.2.Write descriptions 5.6.2.Write descriptions
Description

objects using a few objects using a few at- depicting the characteris- depicting the characteristics of depicting the characteristics
attributes. tributes. tics of persons and scenic persons and scenic details of of persons and scenic details
details of events and events and places and talk about of events and places; talk
places. them. about them and give personal
reflections.
3.6.3. Write and talk about 4.6.3.Write and talk about the 5.6.3. Write and say a
Narrative /

the beginning, the middle beginning, the middle and the end sequence of events that have
Story

and the end of a story / nar- involving events, dialogues and a beginning, middle and end
rative with dialogue wher- sensual perceptions. involving, dialogues and
ever necessary. sensual perceptions.

3.6.4. Develop mind maps 4.6.4. Develop mind maps about 5.6.4. Develop mind maps
about the persons, events the persons, events and places about persons, events and
and places they read in oral they read in oral and written. places they read and
Mapping
Mind

and written. incorporate their reflections

wherever possible.
Rhyme / poem /

1.6.5. Add lines to a rhyme 2.6.5. Add lines to a rhyme 3.6.5. Write and sing songs 4.6.5. Write and sing songs and 5.6.5. Write and sing songs
/ song by substituting / song orally and in writing and poems/rhymes with poems/rhymes with rhythm on and poems / rhymes with
Song

words or phrases orally and by substituting words or rhythm on various themes various themes by adding lines rhythm on various themes
in writing (writing in grade phrases or sentences. by adding lines in a given in a given pattern. incorporating sensual
I may be graphic writing pattern. perceptions (what they see,
only. hear, smell, etc.).

SCERT English Syllabus 41

 Class - I Class - II Class -III Class - IV Class - V
Choreogra- 3.6.6. Plan and perform 4.6.6. Plan and perform 5.6.6. Write the script of
choreography of the song choreography of the song choreography they per-
phy
they learnt. they learnt and lines they formed.
composed.

3.6.7. Write and talk about 4.6.7.Write in talk about 5.6.7. Write personal let-
Letter

personal letters for various personal letters for various ters for various purposes
purposes. purposes. and talk about them.

3.6.8. Write and talk about 4.6.8. Write and talk about 5.6.8. Write a diary de-
a diary using reflections a diary depicting reflec- picting reflections and
Diary

and feelings. tions and feelings. feelings and talk about

them.

3.6.9. Write notices for 4.6.9. Write notices for 5.6.9. Write notices for
Notice /

various occasions and pur- various occasions and pur- various occasions and
poses and talk about them. poses and talk about them. purposes.

3.6.10. Write posters for 4.6.10. Write posters for 5.6.10. Write posters for
Poster /
Ad

various purposes talk about various purposes and talk various purposes and
them. about them. talk about them.

4.6.11. Write short drama 5.6.11. Write short

Drama

scripts and enact the drama. drama scripts and enact

the drama.

5.6.12. Make announce-

Speech

ments for class / school

functions.

5.6.13. Write short es-

Essay

says with proper organi-

zation and linkers and
talk about what they
wrote.

42 SCERT English Syllabus

2.6 Primary Syllabus Grid for Classes I-V
CLASS - I
Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses
Family Words related to Graphic Writing
He-words; she-words Description (using
Relationships /
Family

1 kinship; demonstrative
love, respect and (this); possessive words 'This is………..)
concern for others - my, his, her

Words related to Using phrases like 'near the Graphic Writing Description;
Awareness on bank, near the school etc.,) Conversation
Travel

2 vehicles and places;

transport / Framing questions with 'what
demonstrative (that);
aesthetic sense
prepositions - near, far is….?; Answering questions
with 'That is ……?

Words related to
Neighbour

School life / Preposition - phrases Graphic Writing Description;

school, Parts of the
hood

3 Democratic beginning with 'on' Conversation; Song

values body; Action words;
Preposition - on

Friendship / Words related to phrases beginning with 'at'; Graphic Writing Description;
Friends

Love, colour; action words; Expressing likes using the Conversation; Song
4 Cooperation preposition - at structure 'I like…' ; Connecting
words using 'and'

SCERT English Syllabus 43

 Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses
Daily routine / Self- Words related to things Graphic Writing
Expressing possessions using Description;
5 esteem we use and things we 'have / has' Conversation; Song
Self

do;

Words related to Recognising phrases beginning Graphic Writing Description;

Zoo / with attributive adjectives
animals, birds, food Conversation
Animal

6 Appreciation,
items;
Love and care
for animals

Health Words related to Recognising phrases beginning Graphic Writing Description;

Public Places

7 fruits, vegetables; with attributive adjectives; Conversation; Song

attributive adjec- Using plural forms of nouns
tives - shape,
colour, size, taste

44 SCERT English Syllabus

 Class - II

Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses
Zoo / Positive Words related to zoo; Adding lines to
Present Continuous Tense; Picture description
1 attitude towards Action verbs the rhyme
Animal

declarative sentences;
world

animals

Preposition - on Description Description

Domestic

Words related to
Animals

Pet animals /
2 animals and baby Adding lines
Caring for Pets
animals; colours

Travel Experience / Words related to Declarative Sentences Adding lines to the Description
Travel and
Transport

3 cooperation, vehicles and travel rhyme

democratic values

Entertainment / Words related to Form questions using 'wh' Adding lines; Description
Culture

Aesthetic values, village fair;' wh' words; Use of phrases like Description;
4 Social values words 'walking like a tiger'. Conversation

SCERT English Syllabus 45

 Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses

Learning at School
Neighbour / understanding Words related to school Description;
5 hood about oneself and
Framing questions using Adding lines; Conversation
and food items 'can'.; Interrogatives
others Aonversation

Rain / Appreciation Words related to rain;

Environ

Conversation;
ment

6 wh words; preposition- Description and

Frame structures using will Adding lines
'on' Conversation
Professions

Importance of
7 professions / Social Words related to Phrases like ' making pots, Description; Conversation
values, respecting occupations catching fish' conversation
every work

Unity is Strength/ Words related to

Unity

Democratic vegetables and fruits;

8 values Use the phrase 'such as' Conversation Conversation
many words from a
word

46 SCERT English Syllabus

 Class - III

Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses
Travel Experience / Words related to Conversation;
Prepositions; through, under, Narrative and
1 Aesthetic values, travel and train; along, Description; Conversation
Travel

Co-operation Antonyms Adding Lines

Punctuation - comma, full stop, Description; Recipe; Conversation;

Folklore

Words related to
Cultivation / question mark, exclamation
2 plants Adding lines Description
Dignity of
Labour

Words related to
Science and

Importance of Adding lines to the Description;

Technology

3 Communication / places; palindromes rhyme; Conversation Conversation

Social values

Entertainment / Words related to Adjectives; Asking questions Description; Adding Description;

Appreciation Drawing; Framing using the structures ' Is lines to the rhyme; Conversation
Humour

4 words from the given that….? / Are those….?' to get

words; yes/no responses

SCERT English Syllabus 47

 Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses

Culture Fantasy, Words related to giant Paragraph;

5 Entertainment / bodies on earth; Imperatives Adding lines to Description
Aesthetic values Rhyming words the Rhyme

Description;
Adventure

Fantasy, Words related to conversation; Adding

6 Use of ' too-to' Conversation
Entertainment furniture lines to the rhyme
Neighbourhood

Fantasy/ Words related to

appreciation of school; synonyms; Using expressions such as ' I Description; Adding
7 lines to the rhyme Conversation
individual traits one word substitutes like, I don't like'.
and abilities
History and

Words related to Conversation; Adding

Culture

8 Entertainment / Use of 'have' to express lines to the rhyme Conversation

kingdom; word
Honesty possession
building

48 SCERT English Syllabus

 Class IV
Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses
Folklore Common Adjectives
Humour, Fantasy / Antonyms Simple Past and Past Conversation Explaining a
1 Rhyming Words
Appreciation Continuous Tenses Story Writing process

Wisdom, friendship
Public Life

/ Decision-making, Building new words

Description
2 Love and trust, Collective nouns, Use of Exclamation Description
Antonyms Role Play

Possessive Forms
Nature

Saving bird life / Common words

Adverbs of Frequency Preparing a Sign Enacting a Play
3 Love and care for related to hunt and Board
birds birds

Common words related

to reasons for illness
Society

4 Superstitions / Agreement between subject Conversation Conversation

Synonyms, Compound
Human values and verb Description
words

SCERT English Syllabus 49

 Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses

Adventure /
Words related to
Travel
5 Coping with Degrees of Comparison Conversation Narrating an
adverse desert and travelling incident
situations Synonyms
Bio-diversity

6 Conservation of Adjectives Conversation;

animals and Using words Exclamatory Sentences Description
Paragraph
forest contextually

7
Culture

Proper nouns and

Mythology / Common nouns Conjunction (and) Conversation Conversation
Honesty Adjectives
Communication

Making comparisons
Importance of
letters / Human using 'as….as';
8 Writing a Letter Conversation
Vocabulary related to Expressing ability using 'can'
values
emotions

50 SCERT English Syllabus

 Class - V
Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses

Picnic / Co-
School life

1 Words related to Articles; Notice,

operation, Care for Description
others food Adverbs Conversation

Relationship with Adverbial Connectives (when,

Animals

2 man and animals / Adjectives as, if) Conversation

Description
Kindness Action Verbs Types of sentences

Unity and
Neighbour

Cooperation / Suffixes Noun Phrases, Types of Recipe;

hood

3 Conversation
Social values Collocations Adjectives Story

Farming / Self
Agriculture /
Farming

sufficiency, Words related to fruits,

4 Positive attitude vegetables, pulses and Primary Auxiliaries Poster, Letter Conversation
towards farming tools

SCERT English Syllabus 51

 Language Competencies

Theme
Sub Themes/
Unit Values Written Oral
Vocabulary Grammar
Discourses Discourses

Food vocabulary
Natural food and Words in context
junk food /
Health
5 Synonyms & Conjunctions Advertisement; Role Play
Positive attitude Antonyms Adding lines
towards natural CommonAbbreviations
food

Homophones
Folklore

6 Humour / Social Same word in different Degrees of comparison Notice;

Description
values parts of speech Story

Finding new words

Games & Sports

Importance of Same word in

7 games and Modal Auxiliaries
different parts of Letter Quiz
sports /sporting speech
spirit

Overcoming Synonyms
Will power

8 Disability / Self- Antonyms

Gerunds Preparing a Speech Speech
esteem and Singulars and Plurals
determination

52 SCERT English Syllabus

2.7 Salient Features of the new Primary English Textbooks
2.7.1 Class I Textbook features:

1. The book contains 7 units. Each unit dealing with a specific theme but all the units together making a story. Each unit
begins with a warm up activity involving children in reading a picture and talking about it after which they will be
colouring it.

2. This is followed by a big picture which spreads on two pages. This makes an entry point to the story narrated in the unit. It also
contains a number of labelled objects. The gist of the story to be narrated by teacher is given in a box at the top of the page.
There are also a few questions for interaction.
3. The narrative that is presented to the learners runs through the pages that follow the big picture. Each page deals with a major
episode in the story and has its own sub title. The gist of the narrative related to each page is given at the top of the page. The
full narrative is given in the teachers’ manual. Most of the questions given on the pages are meant for eliciting the perception
and divergent thinking of the learners. Certain letters on each page have been highlighted using different colours so that they
will leave visual imprints in the minds of the learners.
4. Some of the pages contain rhymes / songs which make an integral part of the story. These rhymes and songs have a lot of
potential for generating more lines with the involvement of the children.
5. Each unit also contains a few activities meant for the learning of vocabulary and spelling. The vocabulary activity ends up with
evolving a concept map on themes such as family, vehicles, places, animals, birds, things I like, etc.
6. Towards the end of the unit there is a section for revisiting the letters of the alphabet linked with objects that children are
already familiar with (either through their previous experience or by virtue of the learning experience they have undergone in
the class).
7. Efforts have been taken to ensure that the learners get holistic input of language rather than fragmentary one in terms of
language elements, vocabulary items, etc. The language elements are presented not linearly but in a spiral mode.

SCERT English Syllabus 53

2.7.2 Textbook features of classes II - V
The following are the features of the textbooks of classes II to V.
• Units are thematically organized with passages meant for listening, reading and reading activities focusing on comprehen-
sion, expansion of vocabulary and building up grammar consciousness.
• Efforts have been taken to ensure that the learners get holistic input of language rather fragmentary one in terms of lan-
guage elements, vocabulary items, etc.
• Vocabulary and grammar exercises have been contextually embedded avoiding decontextualised treatment of these.
• A few questions and activities have been included from the point of view of Continuous and Comprehensive Evaluation
(CCE). These do not target on any fixed responses; instead they demand the learners to use language authentically by way
of expressing themselves orally and in writing. The comprehension questions, vocabulary and grammar exercise, reading
and listening are all stepping stones for the learners to gain proficiency in language and as such are not goals by them-
selves.
2.8 Unit Structure
Each unit contains the following components:
1. Facesheet/ Theme picture
Each unit begins with a picture called Facesheet or Trigger. Interaction based on this facesheet/ trigger helps in motivating
the children towards the theme. It also helps in generating language.
2. Listening passage
Unit wise listening texts are provided at the end of the textbook. These passages are in fact a part of the listening input.
Listening passages help children to get an idea about the theme.
3. Reading texts:
Every unit consists of three reading texts (Reading A, B and C). The usual pattern followed is as follows.
Reading text - A; Reading text - B (poem); Reading - C
54 SCERT English Syllabus
 Different genres such as stories/ narratives, short play, biography, letter and poems are included in the texts. All the texts
are followed by glossary, few comprehension questions and some exercises related to grammer and vocabullary. The
exercises serve the purposes of students exploring the language. Writing part provides an oppurtunity to the children to
write. Each writing belongs to different discourses such as conversations, descriptions, messages, letters, songs etc.
4. Project:
This section contain one or two projects related to the theme of the unit. Projects enable children to find resources to
workout the task, prepare the report and present it before the class.
5. Self assesment checklist:
The checklist given at the end of each unit helps the learner as well as teacher to assess the learning. The checklist reflects
all the sections of the unit.

Critical Pedagogy
Critical pedagogy provides an opportunity to reflect critically on issues in terms of their political, social, economic and
moral aspects. It entails the acceptance of multiple views on social issues and a commitment to democratic forms of
interaction. This is important in view of the multiple contexts in which our schools function. A critical framework helps
children to see social issues from different perspectives and understand how such issues are connected to their lives. For
instance, understanding of democracy as a way of life can be chartered through a path where children reflect on how they
regard others (e.g. friends, neighbours, the opposite sex, elders, etc.), how they make choices (e.g. activities, play, friends,
career, etc.), and how they cultivate the ability to make decisions. Likewise, issues related to human rights, caste, religion
and gender can be critically reflected on by children in order to see how these issues are connected to their everyday
experiences, and also how different forms of inequaities become compounded and are perpetuated. Critical pedagogy
facilitates collective decision making through open discussion and by encouraging and recognising multiple views.

SCERT English Syllabus 55

2.9 Transactional Strategies
2.9.1 The Classroom Process for Class I
The general design of classroom transaction:
The Class – I textbook has been designed to achieve certain specific objectives at the entry level. So, the following strategies
are suggested to attain those objectives.
Face sheet:
The picture given in the beginning of the unit is meant to be used as a trigger for sensitizing the learners on the theme around
which the lessons in the unit have been woven. Children can colour the picture and talk about it. The interaction based on this picture
will serve as warm up for engaging the learners in the activities that follow.
Big picture:
The second picture in the beginning of the unit is related to the listening input given to the learners. The interaction based on
the picture will help the learners comprehend the passage presented to them orally. Individual perceptions and divergent thinking on
the part of the learners are the prime focus of the interaction at this stage. Let children identify the various objects in the picture and
name them. The teacher has to write those names on the chart/board and let the children read them graphically.
Pictures with dialogues:
This is followed by the presentation of a narrative which will further sensitize the learners on the theme. The narrative makes
the major listening input for the learners. The passage for listening has been given at the end of the book. However, the teacher need
not present the whole narrative solely in English. Code-switching is suggested for presenting the narrative. Certain English expressions
have been highlighted which are to be narrated in English and the rest of it can be narrated in mother tongue.
The text on each page is to be elicited through the interaction that takes place in the course of the presentation of the narrative.
Children will be responding in mother tongue. The teacher can put this in English and write it on a chart. She can read the text
generated in this manner and help the learners associate the text written on the chart with the one printed in the textbook. This process
of graphic reading is very important for the learners to develop phonemic consciousness.

56 SCERT English Syllabus

Graphic reading and writing:
Instead of the unscientific and illogical way of introducing alphabet we can make them read and write graphically. Graphic
reading means reading a word and sensing its meaning without even knowing the alphabet. Graphic writing means writing something
without knowing the letters in isolation but knowing its meaning in totality as a word. Graphic reading and writing help the learner pick
up the vocabulary without any process conflict i.e., without any problems of spelling and pronunciation. The learners pick up the
vocabulary non-consciously.
Organic reading:
The alphabet is not taught independently. Children develop phonemic consciousness through systematic spiralling of discourses
which they experience through classroom interaction. After a few days of experience, learners will be at various levels with regard to
skills of reading and writing:
• They can identify a number of words as units.
• Some of them can identify various English letters.
• Some of them can write a few letters of the alphabet.
• They have noticed that English letters sound differently when they appear in different words.
• We can make use of several activities before children actually enter reading a passage. The teacher can write their names
on slips and ask them to pin the name slips on their clothes. The teacher herself can pin her name slip on her clothing. In the
evening they are asked to keep the name slips in a box. Next day morning, they have to take their slips back and pin them on
their clothes.
• Later each child can take her friend’s slip and hand it over to her.
• Children can mark their attendance against the names displayed on a chart.

Organic writing:
Everyone would like to posses a good handwriting. But how to achieve this is the issue. Suppose the child undertakes writing
tasks on her own because she has an urge to do so. Certainly she will try to improve her handwriting since she is doing this for herself

SCERT English Syllabus 57

and not for the teacher. How can we instill this urge in her? The only way to do this is to involve the child in need-based writing tasks,
which are meaningful to her.
All what we have to do is to give those writing tasks that will psychologically appeal to her since she knows that by doing them
she is addressing her own needs. For this she must have opportunities to see good handwriting. What are the sources for these?
• The teacher’s writings
• Captions on wrappers and packets of commercial products
• Sign boards on the road side
As facilitators we have to help children familiarize themselves with these things.
A number of meaningful writing tasks can be thought of
• Labeling things in the classroom
• Making picture cards with labels on them
• Preparing ‘Happy Birthday’ cards

Utmost care is to be taken for ensuring that at no point a writing task is imposed on the learners. They must be intrinsically
motivated to write down the words and sentences or to copy down what the teacher writes on the chart. Forcing them to write down
these will be disastrous. In the early stages of writing children might make a number of errors such as using wrong spellings, mixing
up capital letters with small letters, ignoring the conventions of writing, etc. Teachers have to appreciate their writing and should have
patience enough to give them proper feedback that will help them reflect on their own writing so that they will be progressing to the
next level of learning.
Sufficient time should be given for the learners to share their ideas with their peers. Whether they are reading, or constructing
discourses opportunities should be provided for the learners to do the task individually as well as in groups.

Instead of asking and eliciting pre-decided responses from the learners the teacher can initiate dialoguing with the learners
using a variety of strategies such as reporting, seeking confirmation, agreeing or disagreeing, asking for opinions etc.

58 SCERT English Syllabus

2.9.2 The Classroom Process for Classes II - V
The general design of classroom transaction will be something like the following:
The Pre-reading session
i. The teacher interacts with the learners in an informal way in order to instil in them a sort of communication expectancy so
that they are psychologically tuned to involve in the activities that follow. The picture given in the beginning of the unit can
be used as a trigger for sensitizing the learners on the theme around which the lessons in the unit have been woven. The
interaction based on this picture will serve as warm up for engaging the learners in the activities that follow. The teacher
can ask a few analytical questions that will elicit individual perceptions on the picture.
ii. The second picture in the beginning of the unit is related to the listening input given to the learners (from the texts which
are placed in the appendix of the textbook). The interaction based on the picture will help the learners comprehend the
passage presented to them orally. Individual perceptions and divergent thinking on the part of the learners are the prime
focus of the interaction at this stage.
iii. This is followed by the presentation of a narrative which will further sensitize the learners on the theme. The narrative
makes the major listening input for the learners. The passage for listening has been given at the end of the book.
iv. This is followed by a few more analytical questions eliciting free responses of the learners. Moreover, these questions will
help the learners make intelligent predictions on what they are going to read.
Reading
The next language module to be transacted is reading. There are three reading texts i.e. reading texts A,B and C. All the reading
texts are to be transacted in the same manner.This involves a number of micro-processes:
i. Individual reading: Note that children have already made some intelligent prediction on the content of the passage. They
will be making an earnest attempt to check whether their prediction is borne true. Reading in this sense is need-based and
is an intrinsically motivated activity. Of course they will be facing with a few barriers, caused by the unfamiliar words or
structural complexities.
ii. Collaborative reading: Children sit in groups and share their reading experience within the group in terms of things like
the following:

SCERT English Syllabus 59

 • What they understood from the passage they read
• What they did not understand
• The parts that they liked most in the passage
iii. This is followed by sharing of ideas with other groups with the facilitator’s mediation. Sometimes a glossary or dictionary
will be made use of.
iv. When collaborative reading is over the facilitator asks a few questions related to the passage. These are not meant for
checking comprehension. Instead, they are questions of an analytical nature such as reflective questions, inferential ques-
tions, cause-consequence questions and so on. These questions help the learners assimilate the text by virtue of localising
and personalising it.
v. Reading aloud: The facilitator can read the passage aloud which will help the learners make better sense of the reading
passage. Moreover, the teacher’s reading will serve as a listening input for the learners in terms of some of the articulation
features.
vi Mind mapping: A mind mapping activity may be carried out which will act as a tool tracking the thinking process of
learners. They can describe the mind maps they have developed.
The Post Reading Session
The major activity of the post-reading session is the construction of a discourse by the learners. By virtue of the inputs they have
received through listening and reading they are in a position to take up a task which demands them to construct a specific
discourse (conversation, description, story, etc.). Each discourse calls for a specific process without which the learners will not
be able to construct it. The micro-process of discourse construction ensures
• Teacher interaction
• individual construction,
• positive feedback by the teacher
• presentation by a few individuals,

60 SCERT English Syllabus

 • sharing in group for refinement,
• presentation by the groups,
• presentation of the facilitator’s version of the targeted discourse.
Editing
The discourses constructed by the learners (whether individually or in groups) may have certain errors in them. These errors
may be related to syntax or morphology or cutting across both. In addition to these there may be punctuation or spelling errors. These
are to be rectified for which there is a meticulous process of editing. This is not a slot for teaching grammar. The learners are
sensitized on these errors by evoking their intuitive sense of well-formed structures which works like a conscious monitor. Note that
this sense is to be acquired non-consciously and not by learning grammatical facts consciously.
The post reading session also includes some activities meant for the expansion of vocabulary and the strengthening of specific
aspects of grammar. However, these activities are not meant for teaching any grammatical points explicitly. Both vocabulary and
grammar are contextually embedded.
Addressing listening, speaking, reading and writing
Traditional classrooms give a lot of importance to the writing skills of learners. The underlying assumption is that skills can be
developed through practice which in due course will lead to the mastery of language. However, a major chunk of the writing task
assigned to children comprises of;
• Writing answers to comprehension questions;
• Doing de-contextualized exercises involving vocabulary and structural items;
• Writing guided compositions (letter writing, developing story from the given outline, etc.);
• Writing copies;
This kind of writing is in a way, ‘risk-free’ because in most cases there will be only one correct answer. Since the thrust is on
practising skills most of what children are expected to write have a direct bearing upon the information given in the textbook. This is
supposed to be necessary for avoiding or at least minimizing the possibilities of learners making errors. This being the general

SCERT English Syllabus 61

situation of writing tasks undertaken by the learners there is no point in sharing ideas with others. Therefore, there is hardly any scope
for refining one’s written work through collaboration.
Discourse Oriented Pedagogy as had been conceived here does not address skills placing them in watertight compartments. Instead,
they are treated embedding them in the context of discourses to be listened to, to be read and to be produced orally and in the written
form by the learners; there is wider scope for integrating skills.
Sufficient time should be given for the learners to share their ideas with their peers. Whether they are reading, or constructing
discourses opportunities should be provided for the learners to do the task individually as well as in groups.
Instead of asking and eliciting pre-decided responses from the learners the teacher can initiate dialoguing with the learners
using a variety of strategies such as reporting, seeking confirmation, agreeing or disagreeing, asking for opinions, etc.
Treatment of Grammar, Vocabulary and Study Skills

The teacher shall ask the learners to do the task individually, as suggested in the TB. After completing the task they can sit in
groups and share with others what they have done. You may give feedback.
The teacher may ask relevant questions so that the learners can analyze a given corpus of language and make their own observations.
These can lead to the consolidation of the grammatical concepts that are targeted. Please keep in mind that learning grammar does not
lead to language acquisition. It is a knowledge domain just like mathematics or physics.
Transaction of project: This section contains one or two projects related to the theme of the unit. They require students to find
resources, to work out the task (Individually or in group) i.e. collection, analysis and interpretation of data, to prepare a report and to
present their findings before the class. The project will cater all language skills holistically. The teacher has to support monitor and
give feedback to achieve the desired outcomes.

62 SCERT English Syllabus

2.10 Classroom Transaction – Steps
Pre-reading:
1. Interact with the learners based on the trigger picture.
2. Ask questions in additions to what has been given in TB.
3. Use well-framed questions.
4. Allow the learners to respond in mother tongue.
5. Megaphone the children’s responses in English.
6. Elicit and accept the divergent responses from the learners.
7. Elicit relevant responses (words and sentences) and write on the BB/chart.
8. Utter the word holistically and not letter by letter.
9. Ask the learners to read the words and sentences from the BB / chart.
Reading:
1. Specify which part of the reading passage is to be read
2. Ask the learners read individually.
3. Give proper instructions such as the following.
• Tick the sentences /words you are able to read.
• Identify the characters/ location, events / dialogues in the story.
4. Give further support to low-proficient learners in the following manner.
• Interact with the low- proficient learners to generate a subtext.
• Write the sub text on BB / on chart / in the notebook of the learner.
• Ask the learners to associate the sub text with the reading text.
5. Put the learners in groups for sharing their reading experience.

SCERT English Syllabus 63

 6. Give proper instructions for sharing the reading experience.
7. Monitor the group activity (i.e., check whether the instructions are being followed).
8. Facilitate sharing of reading experience between the groups.
9. Make use of a glossary. (The glossary given in the TB and developed by the teacher additionally)
10. Pose some questions to check comprehension.
11. Ask some analytical questions to extrapolate the text.
12. Make use of a concept mapping activity.
13. Read the text aloud with proper voice modulation.
14. Give chance to the learners to read aloud.
15. Give proper feedback while the learners are reading aloud.
16. Invite feedback from other learners on loud reading.
Post- reading:
1. The post-reading activities:
• Identify a discourse and assign a task to construct it.
• Write the targeted discourse on BB and ask children to copy it.
• Write down the questions and answers.
2. Follow the process for the construction of discourse individually.
• Interact to make the context of the discourse (available from the reading passage).
• Ask questions to help the learners get ideas such as events, characters, location, etc.
• Ask questions to sensitize the learners on some features of the discourse.
• Give support to low –proficient learners.
3. Provide opportunity for individual presentation.

64 SCERT English Syllabus

 4. Give feedback on the presentation.
5. Invite feedback from the other learners.
6. Provide slot for refining the individual work in groups.
7. Give proper instructions regarding the following.
• How to share the written work.
• What are the things to be taken care of while writing ( checking missing words, excess words, proper word forms, using
proper punctuations, other writing conventions) whether all members are writing down the group product in their note-
books on a separate page
• Who will present the work in the whole class?
8. Monitor the group work to ensure proper collaboration.
9. Provide slot for presentation by the groups.
10. Give feedback.
11. Present your version of the discourse.
Editing:
1. Conduct the editing as a whole class activity through interaction.
• Thematic editing and checking discourse features
• Editing the well-formedness of the sentence (sentence structure) – word order, excess words, missing words
• Editing the errors related to word forms (tense forms, prefixes, suffixes, agreement, etc.)
• Editing punctuations
• Editing spelling errors
2. Check the remaining groups’ products undertaken by the groups.
3. Let the learners refine their individual work based on these inputs on a separate page.
4. Compile the refined works together to make the big book.

SCERT English Syllabus 65

Steps in transaction of textual exercises:
• Whole class interaction and elicit responses and write key words/ phrases on a chart
• Put children in small groups and read the exercises in groups and discuss
• Let them share their ideas in the groups
• Let groups present their answers one by one
• Let other group reflect and suggest changes
• Teacher consolidate the group work.

Why don’t children learn to read?

• Teachers lack basic pedagogic skills (understanding where the learner is, explaining, asking appropriate questions and, an understanding
of the processes of learning to read, which range from bottom-up processes such as syllable recognition and letter-sound matching, to
top-down processes of whole-word recognition and meaning making from texts. They also often lack class-management skills. They
tend to focus on errors or hard spots rather than on imaginative input and articulation.
• Pre-service training does not give the teacher adequate preparation in reading pedagogy, and neither does in- service training address
the issue.
• Textbooks are written in an ad-hoc fashion, with no attempt to follow a coherent strategy of reading instruction.
• Children from disadvantaged backgrounds, especially first-generation learners, do not feel accepted by the teacher, and cannot relate
to the textbook.
A workable approach to beginning reading
• The classroom needs to provide a print-rich environment, displaying signs, charts, work organising notices, etc. that promote ‘iconic’
recognition of the written symbols, in addition to teaching letter-sound correspondences.
• There is a need for imaginative input that is read by a competent reader with appropriate gestures, dramatisation, etc.
• Writing down experiences narrated by children, and then having them read the written account.
• Reading of additional material: stories, poems, etc.
• First-generation school goers must be given opportunities to construct their own texts and contribute self-selected texts to the classroom.
NCF-2005

66 SCERT English Syllabus

 Chapter - 3

High School Syllabus

3.1 Objectives of Teaching English for level III - Classes VI - X
The two fold objectives of teaching English is:
• to prepare the children an independent users of language by setting their own learning goals and evaluate their own
progress, edit, revise, review their own work through collaborative learning.
• to understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living and genres of
language.
To help the children in developing competencies:
• to listen to and understand conversations, informative passages, stories, anecdotes, etc., and respond appropriately
• to read and understand a wide variety of reading texts like stories, dramas, informative passages, tables, pictures, charts, ads,
posters, etc., and respond orally or in writing.
• to articulate individual/personal responses effectively in oral and written discourses.
• to convert the texts into theatre activities and sustain linguistic experience.
• to use language and vocabulary appropriately in different discourses and social context.
• to use grammatical awareness while writing and editing.
• to write simple messages, notices, invitations, essays, letters (formal and informal) simple narrative and descriptive
pieces,skit/play, compeering, choreography, discussions/dialogues, etc.
• to use language as a tool for knowledge acquisition and its sharing

SCERT English Syllabus 67

 • to use self-assessment tools appropriately, to be tolerant and receptive to his/her group’s assessment, and to improve his/
her linguistic competence in a collaborative learning environment
• to use language creatively, to refine their literary sensibility, and to enrich their aesthetic life through different literary
genres
• to use language as a tool for knowledge acquisition and its sharing and set their own goals
• to use dictionary suitable to their needs
• to edit the given passage in terms of discourse features, grammar and writing conventions
• to undertake small projects on a regular basis
• to think independently and use English creatively and spontaneously as needed in the real life situations
3.2 Salient Features of the new High School Textbooks – Classes VI-X
1. Previously, we had separate textbooks, supplementary readers and workbooks. The new English readers are designed in an
integrated manner. Now, we have a single book that is a combination of the main reader, listening material, workbook at the unit
level.
2. The present textbooks are brought out in multicolours. Earlier, we had textbooks in single colour.
3. The previous textbooks were skill - based. Development of language skills was given priority. The content was isolated. It had
no relevance to each other. The present text books are based on certain themes. Every unit is based on a theme that is familiar
to the learners. The theme recurs throughout the unit: in all the activities of the unit. The thematic approach facilitates con-
struction of knowledge along with development of language skills.
4. Holistic treatment of language is taken care of in the present textbooks. Grammar and vocabulary have relevance to the
content. Whereas in the earlier textbooks, the treatment of grammar and vocabulary have no relation to the content.
5. In the present textbooks, authentic (real) communication in writing and speaking is attempted. In the previous textbooks,
writing activity was either controlled or guided; speaking was also not authentic.

68 SCERT English Syllabus

 6. The earlier text books were developed by experts. There was not much to address the problems of teachers and learners,
whereas the present textbooks were the outcome of combined efforts of experts in the ELT, linguists and the textbook devel-
opment committees that include teacher trainers and teachers.
7. Present text books include activities that result in the production of language in the name of ‘Project’. The learners literally
use language in solving real life problems. This helps the learners in internalizing the language.
8. In the earlier textbooks, each unit began with a listening activity. Experience proved that, by doing so the learners were receiv-
ing the reading input a bit late. To put it in other words, listening texts were lengthy. By the time the teacher completed reading,
the learners were exhausted and lost interest.
9. The earlier textbooks had listening passages that have no contextual relevance. The present books have contextually relevant
listening texts. They are reasonably long. Hence, they will be interesting to the learners.
10. Earlier we were using two series of textbooks; one for the English medium stream and the other for the non-English medium.
Now, there is a common book for these two streams.
The new textbooks have a few features which make it different from the ones that we used earlier.
• Units are thematically organized with passages meant for listening and reading. Activities focus on reading comprehension,
vocabulary, grammar and study skills.
• Measures have been taken to help learners get the rules familiarised with different genres such as narratives, essays, bio-
graphical sketches, plays, poems, etc. and construct them in oral as well as written forms.
• Though the components in a unit have been organised as listening, speaking (oral activity), reading and writing, an integrated
treatment of these skills has been worked out.
• Vocabulary and grammar exercises have been contextually designed.
• A few questions and activities, given under comprehension, do not target any fixed responses; instead, they demand the
learners to use language authentically both orally and in writing. These comprehension questions and the language activities
are merely stepping stones for the learners to gain proficiency in the language and as such are not goals by themselves.

SCERT English Syllabus 69

3.3 Unit Structure
The following are the components of the each unit:
Face Sheet / Trigger: Each unit starts with a picture / quotation / poem followed by some interactive questions. This is to warm-up
the students and to generate genuine interest towards the theme and the reading texts in the unit. The teacher can put more number of
questions that demand divergent responses from children in order to encourage them to interact more effectively.
Reading Texts: Every unit consists of three reading texts (Reading A, B and C). The reading texts include different genres such as
stories, narratives, biographical sketches, short plays, speeches, monologues, letters, interviews and essays related to the theme of
the unit. All texts are followed by glossary, and a few comprehension questions. You will find the questions that help students think
critically, reflect on what they have read, and interpret the text in their own words. Teachers should follow the suggested transaction
process in the classroom.
Language Activities
Vocabulary: This section contains some vocabulary tasks/activities/exercises. You will find matching questions, finding synonyms /
antonyms, phrasal verbs, multiple shades of meanings, collocations, homonyms, homophones, homographs, idioms, word-formation
activities, etc.
Grammar: This section contains some grammar tasks/activities/exercises. You will find tasks that make the students explore the
language. You will also find activities that help students identify grammatical errors and edit them.
Writing: This section contains some written discourses that help students write conversations, descriptions, narratives / stories,
messages, e-mails, SMSes, diary entries, letters, paragraph, an essays, biographical sketches, songs / poems and some other discourses.
You will also find some tasks that need group discussion, collation of information from various sources, and then writing a piece
collaboratively.
Study Skills: This section contains some tasks/activities/exercises to improve study skills. You will find some verbal and nonverbal
activities like pie charts, bar diagrams, tables, advertisements, dictionary entries, route maps, etc. These activities help children
interpret, analyze and transfer the data, and use the language appropriately.
70 SCERT English Syllabus
Listening: This section contains a listening text (given in Appendix-I) and a few tasks/activities/exercises to improve speaking and
listening competencies. You will find some listening comprehension questions, and questions that call for the students’ reflection on
what they have listened to.
Oral Activity: This section contains some oral discourses to improve speaking competencies. In this section you will find some oral
activities that encourage the children to participate in the conversations, discussions, debates, compering, presenting reports, speeches,
etc.
Project: This section contains one or two projects related to the theme of the unit. They require students to find resources, to work
out the task i.e. collection, analysis and interpretation of data, to prepare a report and to present their findings before the class.
Self -Assessment Checklist: The checklist given at the end of each unit helps the learner to assess his / her own learning. The self-
assessment tools reflect all the sections in a unit. This check list also helps the teacher to assess the learning levels of children.

Theatre in Education

Theatre is one of the most powerful, yet least utilised art forms in education. In the exploration of self in relation to
others, the development of understanding of the self, and of critical empathy, not only for humans but also towards the
natural, physical and social worlds, theatre is a medium par excellence. Dramatising texts is only one small part of
theatre. Much more significant experiences are possible through role play, theatre exercises, body and voice control and
movement, and group and spontaneous enactments. Such experiences are important not only for teachers in their own
development, but also for teachers to provide to children.
– NCF-2005

SCERT English Syllabus 71

3.4 Class wise, Academic Standards wise Indicators for classes VI - IX
1. Listening and Responding
Discourse

Class - VI Class - VII Class -VIII Class - IX Class - X

6.1.1. 7.1.1. 8.1.1. 9.1.1. 10.1.1.

Dialogues / conversations

Listen and respond to dia- Listen and respond to dia- Listen and respond to dialogues Listen and respond to dia- Listen and respond to dialogues
logues / conversations that logues / conversations that con- required in the context of debates logues required in the context required in the context of de-
contain three or four ex- tain proper sequence and use and discussions / conversations of debates and discussions / bates and discussions / conver-
changes, proper sequence appropriate cohesive devices that contain discourse markers, conversations that contain dis- sations that contain discourse
and use appropriate cohe- and sustain the conversation appropriate cohesive devices and course markers, appropriate markers, appropriate cohesive
sive devices and sustain the maintaining social norms (po- sustain the conversation main- cohesive devices and sustain devices and sustain the con-
conversation. liteness). taining social norms (politeness). the conversation maintaining versation maintaining social
social norms (politeness). norms (politeness).

6.1.2 7.1.2 8.1.2 9.1.2 10.1.2

Descriptions

Listen and respond to de- Listen and respond to descrip- Listen and respond to descrip- Listen and respond to descrip- Listen and respond to descrip-
scriptions that contain a few tions that contain a few at- tions that contain a few attributes, tions that contain vivid im- tions that contain vivid images, a
attributes. tributes and vivid images. vivid images and a variety of sen- ages, a variety of sentence variety of sentence forms, per-
tence forms. forms and personal reflec- sonal reflections, proper sequence
tions. and cohesive devices.

10.1.3.
6.1.3. 7.1.3. 8.1.3. 9.1.3.
Listen to poems / songs that con-
Listen to poems / songs that Listen to poems / songs that Listen to poems / songs that con- Listen to poems / songs that
tain specific patterns (rhythm,
Poems / Songs

contain specific patterns contain specific patterns tain specific patterns (rhythm, contain specific patterns
music, theme, structure, metre,)
(rhythm, music, theme, (rhythm, music, theme, struc- music, theme, structure, metre,) (rhythm, music, theme, struc-
,emotions and reflections, figures
structure, metre,) and fig- ture, metre,) , figures of speech, ,emotions and reflections, fig- ture, metre,) ,emotions and
of speech, images, thoughts, feel-
ures of speech. images, thoughts and feelings. ures of speech, images, thoughts reflections, figures of speech,
ings, assonance, alliteration and
and feelings. images, thoughts, feelings,
the writer's point of view.
assonance and alliteration.

72 SCERT English Syllabus

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.1.4. 7.1.4. 8.1.4. 9.1.4. 10.1.4.

Listen and respond to nar- Listen and respond to narratives Listen and respond to narratives Listen and respond to narra- Listen and respond to narra-
ratives that contain a se- that contain a sequence of that contain a sequence of events tives that contain a sequence tives that contain a sequence
Narratives

quence of events and dia- events and dialogues, sensory and dialogues, sensory percep- of events and dialogues, sen- of events and dialogues, sen-
logues, images, settings, perceptions, images, settings, tions, images, settings, sory perceptions, images, set- sory perceptions, images, set-
characterisation evoking characterisation evoking im- characterisation evoking images. tings, characterisation evok- tings, characterisation evok-
images. ages. ing images with coherence. ing images and the writer's
point of view with coherence.

6.1.5. 7.1.5. 8.1.5. 9.1.5. 10.1.5.

Slogans

Listen and respond to Listen and respond to slogans Listen and respond to slogans Listen and respond to variety of Listen and respond to variety
slogans that have a rhythm that have a rhythm and main- that have a rhythm and maintain slogans. of slogans.
and maintain brevity. tain brevity. brevity.
Drama/Play

6.1.6. 7.1.6. 8.1.6. 9.1.6. 10.1.6.

Listen, watch and respond to Listen, watch and respond to Listen, watch and respond to Listen, watch and respond to Listen, watch and respond to
drama. drama. drama. drama. drama.

6.1.7. 7.1.7. 8.1.7. 9.1.7. 10.1.7.

Listen and respond to de- Listen and respond to debates Listen and respond to debates Listen and respond to debates Listen and respond to debates
bates and discussions that and discussions that use and discussions that use and discussions that use and discussions that use
Debate/Discussion

use organisation of ideas, organisation of ideas, sequence organisation of ideas, sequence organisation of ideas, se- organisation of ideas, sequence
sequence of arguments and of arguments and suitable ex- of arguments and suitable ex- quence of arguments and suit- of arguments and suitable ex-
suitable examples. amples and the speaker's point amples, the speaker's point of able examples, discourse amples, discourse markers,
of view. view, and language for defend- markers, the speaker's point of polite expressions, the
ing or rebutting. view, and language for de- speaker's point of view, logi-
fending or rebutting. cal and emotional appeal and
language for defending or re-
butting.

SCERT English Syllabus 73

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.1.8. 7.1.8. 8.1.8. 9.1.8. 10.1.8.

Listen and respond to Listen and respond to Listen and respond to Listen and respond to Listen and respond to
Compeering

compeering which presents compeering which presents the compeering which presents the compeering which presents compeering which presents
the background and high- background, highlights of the background, highlights of the the background, highlights of the background, highlights of
lights of the events. events, contains reviews / re- events, contains reviews / reflec- the events, contains reviews / the events, contains reviews /
flections relevant to the con- tions relevant to the context and reflections relevant to the con- reflections relevant to the
text. uses polite and entertaining ex- text and uses polite and enter- context and uses polite and
pressions. taining expressions. entertaining expressions.
News report

6.1.9. 7.1.9. 8.1.9. 9.1.9. 10.1.9.

Listen and respond to news Listen and respond to news Listen and respond to news re- Listen and respond to variety Listen and respond to variety
reports from dailies. reports from dailies. ports from dailies. news reports from dailies. news reports from dailies.

6.1.10. 7.1.10. 8.1.10. 9.1.10. 10.1.10.

Listen and respond to the Listen and respond to the Listen and respond to the Listen and respond to the Listen and respond to the
Speech

speeches that contain speeches that contain speeches that contain speeches that contain speeches that contain
organisation of ideas, lan- organisation of ideas, language organisation of ideas, language organisation of ideas, organisation of ideas,
guage appropriate to the appropriate to the context, dis- appropriate to the context, dis- argumentative / persuasive / argumentative / persuasive /
context, discourse markers course markers and coherence. course markers, examples and interactive language, discourse interactive language, discourse
and coherence. quotations and coherence. markers, examples and markers, examples and
quotations and coherence. quotations and coherence.

74 SCERT English Syllabus

2. Reading Comprehension
Dialogues / conversations Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.2.1. 7.2.1. 8.2.1. 9.2.1. 10.2.1.

Read and respond to dia- Read and respond to dialogues Read and respond to dialogues Read and respond to dialogues Read and respond to dialogues
logues / conversations that / conversations that contain required in the context of debates required in the context of de- required in the context of de-
contain three or four ex- proper sequence and use appro- and discussions / conversations bates and discussions / conver- bates and discussions / conver-
changes, proper sequence priate cohesive devices and that contain discourse markers, sations that contain discourse sations that contain discourse
and use appropriate cohe- sustain the conversation main- appropriate cohesive devices and markers, appropriate cohesive markers, appropriate cohesive
sive devices and sustain the taining social norms (polite- sustain the conversation main- devices and sustain the conver- devices and sustain the con-
conversation. ness). taining social norms (politeness). sation maintaining social norms versation maintaining social
(politeness). norms (politeness).

6.2.2. 7.2.2. 8.2.2. 9.2.2. 10.2.2.

Descriptions

Read and respond to de- Read and respond to descrip- Read and respond to descriptions Read and respond to descrip- Listen and respond to descrip-
scriptions that contain a few tions that contain a few at- that contain a few attributes, im- tions that contain vivid im- tions that contain vivid im-
attributes, images, variety tributes, images, variety of sen- ages, personal reflections, vari- ages, a variety of sentence ages, a variety of sentence
of sentence forms and se- tence forms and sequencing of ety of sentence forms and se- forms, personal reflections forms, personal reflections,
quencing of ideas. ideas. quencing of ideas. and cohesive devices. proper sequence and cohesive
devices.

6.2.3. 7.2.3. 8.2.3. 9.2.3. 10.2.3.

Read poems / songs that Read poems / songs that con- Read poems / songs that contain Read poems/ songs that Read poems/ songs that contain
Poems / Songs

contain specific patterns tain specific patterns (rhythm, specific patterns (rhythm, music, contain specific patterns specific patterns (rhythm,
(rhythm, music, theme, music, theme, structure, metre) theme, structure, metre) emotions (rhythm, music, theme, music, theme, structure, metre)
structure, metre,) and fig- figures of speech, images, and reflections, figures of speech, structure, metre) emotions and emotions and reflections,
ures of speech. thoughts and feelings. images, thoughts and feelings. reflections, figures of speech, figures of speech, images,
images, thoughts, feelings, thoughts, feelings, assonance,
assonance and alliteration. alliteration and the writer's
point of view.

SCERT English Syllabus 75

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.2.4. 7.2.4. 8.2.4. 9.2.4. 10.2.4.

Read and respond to narratives Read and respond to narratives Read and respond to narratives Read and respond to narratives Read and respond to narratives
that contain a sequence of that contain a sequence of that contain a sequence of events, that contain a sequence of that contain a sequence of
Narratives

events, dialogues, images, events, dialogues, sensory dialogues, sensory perceptions, events, dialogues, sensory events, dialogues, sensory
settings, characterisation and perceptions, images, settings, images, settings, characterisation perceptions, images, settings, perceptions, images, settings,
evoking images. characterisation and evoking and evoking images. characterisation and evoking characterisation evoking images
images. images with coherence. and the writer's point of view
with coherence.

6.2.5. 7.2.5. 8.2.5. 9.2.5. 10.2.5.

Read diary containing per- Read diary containing personal Read diary containing personal Read diary containing personal Read diary containing personal
sonal reflections, thoughts reflections, thoughts and feel- reflections, thoughts and feel- reflections, thoughts and reflections, thoughts and
and feelings. ings using variety of sen- ings, variety of sentences and feelings, variety of sentences feelings, variety of sentences
Diary

tences. use of language appropriate to and use of language and use of language appropriate
the mood. appropriate to the mood and to the mood, self criticism,
maintaining coherence. future plans, the writer's point
of view and maintaining
coherence.

6.2.6. 7.2.6. 8.2.6. 9.2.6. 10.2.6.

Read letters that use language Read letters that use language Read letters that use persuasive Read letters that use Read letters that use persuasive
appropriate to the context, appropriate to the context, language appropriate to the persuasive language language appropriate to the
Letters

sequencing of ideas and sequencing of ideas and context, sequencing of ideas and appropriate to the context, context, sequencing and
appropriate format / layout appropriate format/ layout appropriate format / layout sequencing and organising of organising of ideas, appropriate
conventions. conventions. conventions. ideas, appropriate format / format / layout conventions and
layout conventions and maintaining coherence.
maintaining coherence.

76 SCERT English Syllabus

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.2.7. .2.7. 8.2.7. 9.2.7. 10.2.7.

Read messages that contain Read messages that contain Read messages that contain ideas Read messages that contain ideas Read messages that contain
Message / e-mail/ sms

ideas relevant to the context, ideas relevant to the context, relevant to the context, maintain relevant to the context, maintain ideas relevant to the context,
maintain brevity and use maintain brevity and use brevity and use conventions, brevity and use language maintain brevity and use lan-
conventions, layout and for- conventions, layout and format. layout and format. appropriate to the context and guage appropriate to the con-
mat. the content and maintain text and the content and main-
conventions, layout and format. tain conventions, layout and
format.
6.2.8. 7.2.8. 8.2.8. 9.2.8. 10.2.8.
Notices / posters

Read notices/ posters that Read notices/ posters that have Read notices/ posters containing Read notices/ posters contain- Read notices/ posters
have organisation and de- organisation and design for details such as venue, date, time, ing details such as venue, date, containing details such as venue,
sign for various occasions various occasions and pur- salutation, invitation, programme time, salutation, invitation, date, time, salutation,
and purposes. poses. and have organisation and design programme and have invitation, programme and have
for various occasions and pur- organisation and design for organisation and design for
poses. various occasions and purposes. various occasions and purposes.

8.2.9. 9.2.9. 10.2.9.

Read ads of various content and Read ads of various content Read ads of various content and
concept which have organisation, and concept containing concept containing appropriate
Ads

layout and style, maintain brevity appropriate diction, which diction, which have
and use designing and graphics. have organisation, layout and organisation, layout and style,
style, maintain brevity and maintain brevity and use
use designing and graphics. designing and graphics.

6.2.10. 7.2.10. 8.2.10.

Slogans

Read slogans that have a Read slogans that have a Read slogans that have a
rhythm and maintain brev- rhythm and maintain brevity. rhythm and maintain brevity.
ity.

SCERT English Syllabus 77

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.2.11. 7.2.11. 8.2.11. 9.2.11. 10.2.11.

Read drama scripts contain- Read drama scripts containing Read drama scripts containing Read drama scripts that depicts Read drama scripts that de-
Drama/skit/play

ing dialogues revealing dialogues revealing emotions, dialogues revealing emotions, dramatic conflict and contain picts dramatic conflict and
emotions, feelings, stage di- feelings, stage directions, feelings, stage directions, move- dialogues revealing emotions, contain dialogues revealing
rections, movements and movements and settings and ments and settings and reference feelings, stage directions, move- emotions, feelings, stage direc-
settings and reference to reference to costumes and to costumes and props. ments and settings and reference tions, movements and settings
costumes and props. props to costumes and props. and reference to costumes and
props.
7.2.12. 8.2.12. 9.2.12. 10.2.12.
Read and respond to essays Read and respond to essays that Read and respond to essays Read and respond to essays
that contain, paragraphing, contain, paragraphing, organise that contain, paragraphing, that contain, paragraphing,
title, introduction, body and the main idea and supporting de- organise the main idea and organise the main idea and sup-
Essay

conclusion. tails, title, introduction, body and supporting details, title, intro- porting details, title, introduc-
conclusion. duction, thesis statement, tion, thesis statement, body
body and conclusion, that and conclusion, have coher-
contain and have coherence. ence , voice and point of view
.
6.2.13. 7.1.13. 8.1.13. 9.1.13. 10.1.13.
Read transcripts of debates Read transcripts of debates and Read transcripts of debates and Read transcripts of debates Read transcripts of debates
and discussions that use discussions that use discussions that use organisation and discussions that use and discussions that use
Debate / discussion

organisation of ideas, se- organisation of ideas, sequence of ideas, sequence of arguments organisation of ideas, se- organisation of ideas, sequence
quence of arguments and of arguments and suitable ex- and suitable examples, the quence of arguments and suit- of arguments and suitable ex-
suitable examples. amples and the speaker's point speaker's point of view, and lan- able examples, discourse amples, discourse markers,
of view. guage for defending or rebutting. markers, the speaker's point of polite expressions, the
view, and language for de- speaker's point of view, logi-
fending or rebutting. cal and emotional appeal and
language for defending or re-
butting.

78 SCERT English Syllabus

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.2.14. 7.2.14. 8.2.14. 9.2.14. 10.2.14.

Read compeering script Read compeering script which Read compeering script which Read compeering script which Read compeering script
Compeering

which presents the back- presents the background, high- presents the background, high- presents the background, high- which presents the back-
ground and highlights of the lights of the events, contains lights of the events, contains re- lights of the events, contains re- ground, highlights of the
events. reviews / reflections relevant to views / reflections relevant to the views / reflections relevant to the events, contains reviews / re-
the context. context and uses polite and en- context and uses polite and en- flections relevant to the context
tertaining expressions. tertaining expressions. and uses polite and entertain-
ing expressions.

6.2.15. 7.2.1.15 8.2.15. 9.2.15. 10.2.15.

Read reports that contain rel- Read reports that contain rel- Read reports that contain rel- Read reports that contain rel- Read reports that contain rel-
evant ideas, concepts and in- evant ideas, concepts and infor- evant ideas, concepts and infor- evant ideas, concepts and in- evant ideas, concepts and in-
Report

formation. mation, interpret data and draw mation, interpret data and draw formation, interpret data, formation, interpret data, draw
inference, include personal re- inference. draw inference, include per- inference, include personal
flections on the topic. sonal reflections on the topic, reflections on the topic, se-
sequence ideas and have co- quence ideas, have coherence
herence. and use indexing, referencing
and quoting.

6.2.16. 7.2.16. 8.2.16. 9.2.16. 10.2.16.

Read news reports. Read news reports that contain Read news reports that contain Read news reports that con- Read news reports that contain
appropriate headline, lead sen- appropriate headline, lead sen- tain appropriate headline, appropriate headline, lead sen-
News report

tence, body and have tence, body and have lead sentence, body and have tence, body and have
organisation, cohesive devices organisation, cohesive devices organisation, cohesive de- organisation, cohesive devices
and coherence and make use and coherence and make use of vices and coherence and and coherence and make use
of reporting style. reporting style. make use of reporting style. of reporting style and reveal the
point of view of the newspa-
per.

SCERT English Syllabus 79

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

8.2.17. 9.2.17. 10.2.17.

Read and respond to reviews that Read and respond to reviews that Read and respond to reviews
state the context, highlight and state the context, highlight and that state the context, highlight
Review

comment on features of the item comment on features of the item and comment on features of the
reviewed and notice from the reviewed, cite from the texts and item reviewed, cite from the
texts. make personal impressions. texts, make personal impres-
sions and maintain coherence.

6.2.18. 7.2.18. 8.2.18. 9.2.18. 10.2.18.

Read and respond to the Read and respond to the Read and respond to the Read and respond to the Read and respond to the
speeches that contain speeches that contain speeches that contain speeches that contain speeches that contain
Speech

organisation of ideas, lan- organisation of ideas, language organisation of ideas, language organisation of ideas, , argu- organisation of ideas, , argu-
guage appropriate to the con- appropriate to the context, dis- appropriate to the context, dis- mentative / persuasive / inter- mentative / persuasive / inter-
text, discourse markers and course markers and has coher- course markers, cite examples active language, discourse active language, discourse
has coherence. ence. and quotations and has coher- markers, cite examples and markers, cite examples and
ence. quotations and has coherence. quotations and has coherence.
6.2.19. 7.2.19. 8.2.19. 9.2.19. 10.2.19.
Read biographical sketches Read biographical sketches that Read biographical sketches that Read biographical sketches Read biographical sketches
that contain the details of the contain the details of the per- contain the details of the person, that contain the details of the that contain the details of the
person, anecdotes, events, son, anecdotes, events, anecdotes, events, achievements, person, anecdotes, events, person, anecdotes, events,
achievements, and the achievements, and the writer's and the writer's reflections, achievements, and the achievements, and the writer's
Biography

writer's reflections, thoughts reflections, thoughts and feel- thoughts and feelings and have writer's reflections, thoughts reflections, thoughts and feel-
and feelings. ings. organisation. and feelings, have ings, have organisation, co-
organisation, coherence and herence and flow and con-
flow. tain tone, voice and point of
view of the writer.

80 SCERT English Syllabus

3. Conventions of Writing

Class - VI Class - VII Class -VIII Class - IX Class - X

6.3.1 7.3.1. 8.3.1. 9.3.1. 10.3.1.

Start a sentence with a capital Start a sentence with a capital Start a sentence with a capital Start a sentence with a capital Start a sentence with a capital
letter and end it with a period. letter and end it with a period. letter and end it with a period. letter and end it with a period. letter and end it with a period.

6.3.2. Capitalize all proper 7.3.2. Capitalize all proper 8.3.2. Capitalize all proper 9.3.2. Capitalize all proper 10.3.2. Capitalize all proper
nouns, greetings, months and nouns, greetings, months and nouns, greetings, months and nouns, greetings, months and nouns, greetings, months and
days of the week. days of the week. days of the week. days of the week. days of the week.

6.3.3. Use full stop, comma, 7.3.3. Use full stop, comma, 8.3.3. Use full stop, comma, 9.3.3. Use full stop, comma, 10.3.3. Use full stop, comma,
question mark, exclamatory question mark, exclamatory question mark, exclamatory question mark, exclamatory question mark, exclamatory
marks, apostrophe and abbre- marks, apostrophe and abbre- marks, apostrophe and abbrevia- marks, apostrophe and abbre- marks, apostrophe and abbre-
viations. viations. tions. viations. viations.

6.3.4. Give space between 7.3.4. Give space between 8.3.4. Give space between words 9.3.4. Give space between 10.3.4. Give space between
words and sentences. words and sentences. and sentences. words and sentences. words and sentences.

6.3.5. Write correct spelling. 7.3.5. Write correct spelling. 8.3.5. Write correct spelling. 9.3.5. Write correct spelling. 10.3.5. Write correct spelling.

6.3.6. Follow the lay out 7.3.6. Follow the lay out con- 8.3.6. Follow the lay out conven- 9.3.6. Follow the lay out con- 10.3.6.Follow the lay out con-
conventions of various dis- ventions of various discourse tions of various discourse genres ventions of various discourse ventions of various discourse
course genres such as con- genres such as conversations, such as conversations, descrip- genres such as conversations, genres such as conversations,
versations, description, nar- description, narrative, notice, tion, narrative, notice, message, description, narrative, notice, description, narrative, notice,
rative, notice, message, message, poster, slogans, diary, poster, slogans, diary, letter, message, poster, slogans, di- message, poster, slogans, diary,
poster, slogans, diary, letter, letter, drama, essay, etc. drama, essay, etc. . ary, letter, drama, essay, etc. letter, drama, essay, etc.
drama, essay, etc.

SCERT English Syllabus 81

4. Vocabulary

Class - VI Class - VII Class -VIII Class - IX Class - X

6.4.1. Use appropriate words 7.4.1.Use appropriate words for 8.4.1. Use appropriate words for 9.4.1. Use appropriate words for 10.4.1.Use appropriate words
for expressing oneself using a expressing oneself using a vari- expressing oneself using a vari- expressing oneself using a vari- for expressing oneself using a
variety of discourses. ety of discourses. ety of discourses avoiding collo- ety of discourses avoiding col- variety of discourses and cre-
cation clashes. location clashes. ate new collocations.

6.4.2. Use nouns and verbs 7.4.2. Use nouns and verbs in- 8.4.2. Use nouns and verbs inter- 9.4.2. Use nouns and verbs 10.4.2. Use nouns and verbs
interchangeably for express- terchangeably for expressing changeably for expressing one- interchangeably for express- interchangeably for expressing
ing oneself. oneself. self. ing oneself. oneself.

6.4.3. Coin new words appro- 7.4.3. Coin new words appro- 8.4.3. Coin new words appropri- 9.4.3. Coin new words appro- 10.4.3. Coin new words appro-
priate to the context. priate to the context. ate to the context. priate to the context. priate to the context.

6.4.4. Derive a different cat- 7.4.4. Derive a different cat- 8.4.4. Derive a different category 9.4.4. Derive a different cat- 10.4.4. Distinguish between
egory of word by changing egory of word by changing the of word by changing the prefix egory of word by changing the class changing and class-main-
the prefix or suffix of a cer- prefix or suffix of a certain or suffix of a certain word. prefix or suffix of a certain taining affixes and derive a dif-
tain word. word. word. ferent category of word by
changing the prefix or suffix of
a certain word.
6.4.5. Maintain a personal dic- 7.4.5. Maintain a personal dic- 8.4.5. Maintain a personal dictio- 9.4.5. Maintain a personal dic- 10.4.5. Maintain a personal
tionary. Look up unfamiliar tionary. Look up unfamiliar nary. Look up unfamiliar words tionary. Look up unfamiliar dictionary. Look up unfamiliar
words in a dictionary/picture words in a dictionary/picture in a dictionary. words in a dictionary. words in a dictionary.
dictionary, thesaurus. dictionary, thesaurus.
6.4.6. Use knowledge of in- 7.4.6. Use knowledge of indi- 8.4.7. Use knowledge of indi- 9.4.7. Use knowledge of indi- 10.4.7. Use knowledge of in-
dividual words in unknown vidual words in unknown com- vidual words in unknown com- vidual words in unknown dividual words in unknown
compound words to predict pound words to predict their pound words to predict their compound words to predict compound words to predict
their meaning. meaning. meaning. their meaning. their meaning.

82 SCERT English Syllabus

 Class - VI Class - VII Class -VIII Class - IX Class - X

6.4.7.Develop vocabulary 7.4.7..Develop vocabulary 8.4.7. Develop vocabulary 9.4.7. Develop vocabulary 10.4.7. Develop vocabulary
through bilingual texts through bilingual texts through reading (e.g., bilingual through reading (e.g., bilingual through reading (e.g., bilin-
texts, reading cards, environmen- texts, reading cards, environ- gual texts, reading cards, en-
tal print) and through using it in mental print) and through using vironmental print) and through
spoken and written discourses. it in spoken and written dis- using it in spoken and written
courses. discourses.
7.4.8. Expand most common 8.4.8. Expand most common ab-
abbreviations. breviations.
6.4.9. Understand and ex- 7.4.9. Understand and explain 8.4.9. Understand and explain 9.4.9. Understand and explain 10.4.9. Understand and explain
plain frequently used syn- frequently used synonyms, ant- frequently used synonyms, ant- frequently used synonyms, frequently used synonyms, ant-
onyms, antonyms and homo- onyms, hyponyms and onyms, collocations, homo- antonyms, collocations, ho- onyms, collocations, homo-
graphs. hyponyms and homographs and phones and homographs. mophones and homographs. phones and homographs.
homonyms.

8.4.10. Understand and explain 9.4.10. Understand and ex- 10.4.10. Understand and ex-
"shades of meaning" in related plain "shades of meaning" in plain "shades of meaning" in
words. related words. related words.

8.4.11. Identify and interpret 9.4.11. Identify and interpret 10.4.11. Identify and interpret
figurative language and figurative language and words figurative language and words
words with multiple mean- with multiple meanings. with multiple meanings.
ings.
6.4.12. Monitor expository text 7.4.12. Monitor expository text 8.4.12. Monitor expository text 9.4.12. Monitor expository text 10.4.12. Monitor expository text
for unknown words or words for unknown words or words for unknown words or words for unknown words or words for unknown words or words with
with novel meanings by using with novel meanings by using with novel meanings by using with novel meanings by using novel meanings by using word,
word, sentence, and paragraph word, sentence, and paragraph word, sentence, and paragraph word, sentence, and paragraph sentence, and paragraph clues to
clues to determine meaning. clues to determine meaning. clues to determine meaning. clues to determine meaning. determine meaning.

SCERT English Syllabus 83

 Class - VI Class - VII Class -VIII Class - IX Class - X

6.4.13. Apply knowledge of 7.4.13.Apply knowledge of word 8.4.13. Apply knowledge of 9.4.13. Apply knowledge of 10.4.13. Apply knowledge of
word, derivations. origins, derivations, compound word origins, derivations and word origins, derivations and word origins, derivations,
words and idioms. compound words idioms to de- compound words idioms to de- compound words and idioms
termine the meaning of words termine the meaning of words to determine the meaning of
and phrases. and phrases. words and phrases.

7.4.14. Use phrases/ idioms 8.4.14. Phrasal verbs/ idioms 9.4.14. Phrasal verbs/ idioms 10.4.14. Devise language games/
contextually. contextually. contextually. puzzles involving words/
phrases/ idioms contextually.

6.4.15. Develop vocabulary 7.4.15. Develop vocabulary 8.4.15. Develop vocabulary by 9.4.15. Develop vocabulary 10.4.15. Develop vocabulary
by reading extensively and by reading extensively and reading extensively and by using by reading extensively and by by reading extensively and by
by using meta-linguistic by using meta-linguistic meta-linguistic awareness. using meta-linguistic aware- using meta-linguistic
awareness. awareness. ness. awareness.

10.4.16. Use a thesaurus to de-

termine related words and con-
cepts.

84 SCERT English Syllabus

5. Grammatical Awareness

Class - VI Class - VII Class -VIII Class - IX Class - X

6.5.1. Use declarative, im- 7.5.1. Use declarative, impera- 8.5.1. Develop understanding
perative, interrogative, and tive, interrogative, and exclama- about declarative, imperative,
exclamatory sentences. tory sentences. interrogative, and exclamatory
sentences.
6.5.2. Develop awareness 7.5.2. Develop understanding 8.5.2. Developing understanding
about various predicate pat- about subject and predicate about the predicate.
terns. pattern.

6.5.3. Connect sentences us- 7.5.3. Connect sentences 8.5.3. Develop understanding 9.5.3. Develop understanding 10.5.3. Develop understanding
ing adverbial connectives using adverbial connectives about adverbial clauses. about main clause, sub clause about main clause, sub clause
such as when, if, as, because, such as when, if, as, because, and adverbial clauses. and adverbial clauses.
since, etc.) since, etc.)

6.5.4. Use structures like..(I 7.5.4. Use structures like..(I 8.5.4. Use noun clauses 9.5.4.Develop understanding 10.5.3.Develop understanding
think that …..) think that....) about the noun clause in sub- about, and use, Complementa-
ject and object positions tion (I think that ...)

6.5.5.Use Coordinate 7.5.5.Develop understanding 8.5.5.Develop understand- 9.5.5.Develop understanding 10.5.5.Develop understanding
structures with, and, but, about conjunctions ing about coordination and about coordination and subor- about lexical, phrasal and
or subordination dination clausal coordination and use
coordinate structures

6.5.6. Use Relative clauses. 7.5.6. Use Relative clauses. 8.5.6.Develop understanding 9.5.6.Develop understanding 10.5.6.Develop understanding
about relative clauses. about defining and non-defin- about object and subject
ing relative clauses. relativization.

6.5.7. Develop understand- 7.5.7. Use passive construc- 8.5.7. Develop understanding 9.5.7. Use passive construc- 10.5.7. Develop understanding
ing about passive construc- tions. about passive constructions. tions. about passivization.
tions.

SCERT English Syllabus 85

 Class - VI Class - VII Class -VIII Class - IX Class - X

6.5.8.Use structures like (the 7.5.8. Use structures like (the 8.5.8. Develop understanding 9.5.8. Develop understanding 10.5.8. Develop understanding
book on the table …) book on the table ...; the dog that about noun phrases and preposi- about noun phrases and about complex noun phrases
chased the cat. … tional phrases. prepositional phrases. and embedding structures.

6.5.9.Use Phrases such as 7.5.9.Use Phrases such as Noun 8.5.9.Develop understanding 9.5.9.Develop understanding 10.5.9.Develop understanding
Noun phrase (a tall man); phrase (a tall man); about the structure of Phrasal about the structure of Phrasal about the structure of Phrasal
Prepositional phrase (on the Prepositional phrase (on the categories such as Noun phrase, categories such as Noun categories such as Noun
table); Verb phrase with and table); Verb phrase with and Prepositional phrase, Verb phrase, Prepositional phrase, phrase, Prepositional phrase,
without an object (child without an object (child sleeps: phrase; Verb phrase; Verb phrase, Adjectival phrase
sleeps: eat an apple); eat an apple); and Adverbial phrase;

6.5.10.Use and develop un- 7.5.10.Develop understanding 8.5.10. Use degrees of compari-
derstanding degrees of com- degrees of comparison using son.
parison various types of ad- adjectives and adverbs.
jectives that denote size,
shape, age, colour, origin,
material, etc. Sequence of ad-
jectives.
6.5.11. Maintains agreement 7.5.11. Maintains agreement in 8.5.11. Maintains agreement in 9.5.11. Maintains agreement in 10.5.11. Understanding about
in terms of person, number terms of person, number and terms of person, number and terms of person, number and the agreement system
and gender in a sentence. gender in a sentence. gender in a sentence. gender in a sentence.

6.5.12. Use auxiliary verbs

and Modal auxiliaries for 7.5.12. Use auxiliary verbs and 8.5.12. Develop understanding 9.5.12. Develop understanding 10.5.12. Develop understand-
framing questions and Modal auxiliaries for forming about auxiliary function (tags, about auxiliary function (tags, ing about auxiliary system
negation and for expressing question tags. questions, negatives). questions, negatives). (tense, modal aspects).
a range of meanings.

86 SCERT English Syllabus

 Class - VI Class - VII Class -VIII Class - IX Class - X

6.5.13. Use and understand 7.5.13. Use to infinitive with go- 8.5.13. Develop understanding 9.5.13. Develop understand- 9.5.13. Develop understanding
to infinitive. ing +to. about finite and non-finite ing about non finite clauses. about finite and non-finite
clauses and use finite and infini- clauses and use finite and in-
tival constructions. finitival constructions.

6.5.14.Use and develop un- 7.5.14. Develop understanding 8.5.14. Develop understanding 9.5.14. Use and develop un- 10.5.14. Use the present tense
derstanding about the about the past tense and past about used to and would. derstanding about simple past and past tense forms and also
present tense, past tense and progressive structures in com- and past perfect tenses. in combination with Modals
present progressive in com- bination with modals (should, and with perfective and pro-
bination with 'must'. must). gressive aspects in a range of
structures.

6.5.15. Use gerundial con- 7.5.15. Use gerundial 8.5.15. Use and develop under- 9.5.15. Use and develop under- 10.5.15. Develop understand-
structions. constructions. standing gerundial constructions. standing gerundial construc- ing about the distribution of
tions. gerundial constructions and use
them in subject, object and
complement positions.

6.5.16 Use and develop un- 7.5.16 Use and develop under- 8.5.16.Use and develop under- 9.5.16. Use and develop under- 10.5.16. Develop understand-
derstanding if clauses standing if clauses standing about adverbial standing about adverbial ing about subordination and
Adverbials of time, place Adverbials of time, place and clauses clauses, main clauses and sub- complementation.
and manner. manner. ordinate clauses. Understand-
ing about If clauses.

9.5.17. Develop understanding 10.5.17. Develop understand-

about noun clauses and use ing about the classification of
them in subject and object po- clauses based on the elements
sitions. of the clause, clause structure,
and function.

SCERT English Syllabus 87

 Class - VI Class - VII Class -VIII Class - IX Class - X

10.5.18.Develop understanding
about cleft sentences and use them

9.5.19. Inversion of auxiliaries 10.5.19.

in sentences containing 'no Develop understanding about
sooner, scarcely, hardly'. structural transformation of the
sentences and transform structures
using movement, deletion or
insertion of categories.

88 SCERT English Syllabus

6. Creative Expression – Oral and Written Discourses

Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.6.1. Construct pieces of 7.6.1. Construct pieces of dia- 8.6.1. Construct pieces of dia- 9.6.1. Construct pieces of dia- 10.6.1. Construct pieces of
Conversation/
Dialogues

dialogues in the given con- logues containing discourse logues containing discourse logues containing discourse dialogues containing dis-
text. markers and expressions re- markers and expressions related markers and expressions re- course markers and expres-
lated to social conventions in to social conventions in the given lated to social conventions in sions related to social conven-
the given context. context. the given context. tions in the given context.

6.6.2. Write and describe 7.6.2. Write and describe orally 8.6.2. Write and describe orally 9.6.2. Write and describe 10.6.2. Write and describe
orally persons and places persons and places depicting persons and places depicting orally persons and places orally persons and places de-
Description

depicting characteristics of characteristics of persons and characteristics of persons and depicting characteristics of picting characteristics of per-
persons and scenic details scenic details of events with scenic details of events with co- persons and scenic details of sons and scenic details of
of events with coherence. coherence. herence using personal reflec- events with coherence using events with coherence using
tions and discourse markers. personal reflections and dis- personal reflections and dis-
course markers. course markers.
8.6.3. 9.6.3. 10.6.3.
Write reviews that state the con- Write reviews that state the Write reviews that state the
text, highlight and comment on context, highlight and com- context, highlight and com-
Review

features of the item reviewed and ment on features of the item ment on features of the item
notice from the texts. reviewed, cite from the texts reviewed, cite from the texts,
and make personal impres- make personal impressions
sions. and maintain coherence.

6.6.4. Construct narratives/ 7.6.4. Construct narratives/sto- 8.6.4. Construct narratives/sto- 9.6.4. Construct narratives/ 10.6.4. Construct narratives/
Narrative/Story

stories with a sequence of ries with a sequence of logi- ries dealing with nature, social stories dealing with nature, stories dealing with nature, so-
logically connected events, cally connected events, dia- issues and human drama with a social issues and human cial issues and human drama
dialogues, which evoke sen- logues, which evoke sensual sequence of logically connected drama with a sequence of with a sequence of logically
sual perceptions. perceptions. events, dialogues, which evoke logically connected events, connected events, dialogues,
sensual perceptions. dialogues, which evoke sen- which evoke sensual percep-
sual perceptions. tions.

SCERT English Syllabus 89

 Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.6.5. Develop mind maps 7.6.5. Develop mind maps 8.6.5. Develop mind maps about 9.6.5. Develop mind maps 10.6.5. Develop mind maps
Mind maps

about persons, events, social about persons, events, social persons, events, social issues and about persons, events, social about persons, events, social
issues and places they read issues and places they read and places they read and incorporate issues and places they read issues and places they read
and incorporate their reflec- incorporate their reflections their reflections wherever pos- and incorporate their reflec- and incorporate their reflec-
tions wherever possible wherever possible orally and in sible orally and in writing. tions wherever possible orally tions wherever possible orally
orally and in writing. writing. and in writing. and in writing.
Biographical Sketch/

6.6.6. Write short profiles 7.6.6. Write short profiles and 8.6.6. Write short profiles and 9.6.6. Write short profiles and 10.6.6. Write short profiles and
and biographical sketches of biographical sketches depicting biographical sketches depicting
Profile

biographical sketches depict- biographical sketches depict-

people depicting the charac- the characteristics and contri- the characteristics and contribu- ing the characteristics and ing the characteristics and con-
teristics and contributions of butions of people. tions and philosophy of people. contributions and philosophy tributions and philosophy of
people. of people. people.

6.6.7. Write songs and po- 7.6.7. Write songs and poems 8.6.7. Write and sing songs and 9.6.7. Write and sing songs 10.6.7. Write and sing songs
Songs/Poems

ems on various themes in- on various themes involving poems with rhythm on various and poems with rhythm on and poems with rhythm on
volving images. And recite various images and recite / sing themes involving figurative ex- various themes involving various themes involving figu-
/ sing them. them evoking emotions. pressions, images and conveying figurative expressions, images rative expressions, images and
emotions. and conveying emotions. conveying emotions.

6.6.8. Write personal letters 7.6.8. Write personal letters for 8.6.8. Write personal letters for 9.6.8. Write personal letters 10.6.8. Write personal letters
for various purposes main- various purposes maintaining various purposes maintaining the for various purposes main- for various purposes maintain-
Letter

taining the proper format. the proper format using persua- proper format using persuasive taining the proper format us- ing the proper format using
sive language. language and reflections on ing persuasive language and persuasive and argumentative
events.. reflections on events and ex- language and reflections on
hortations. events and exhortations.

90 SCERT English Syllabus

 Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.6.9.Write diaries that con- 7.6.9. Write diaries that contain 8.6.9. Write diaries that contain 9.6.9. Write diaries that con- 10.6.9. Write diaries that con-
tain anecdotes reflections on anecdotes reflections on events, anecdotes reflections on events, tain anecdotes reflections on tain anecdotes reflections on
Diary

events, powerful thoughts and feelings. powerful thoughts and feelings, events, powerful thoughts and events, powerful thoughts and
and self criticism. feelings, and self criticism, feelings, and self criticism,
future plans and aspirations. future plans, aspirations and
point of view.

6.6.10. Write notices / invi- 7.6.10. Write notices / invita- 8.6.10. Write notices / invitations 9.6.10. Write notices / invita- 10.6.10. Write notices / invita-
Notice/Poster/Ads/

tations etc. maintaining their tions etc containing features etc using argumentative language tions etc using argumentative tions etc using argumentative
features and talk about and talk about them. and containing exhortations
invitation

language and containing ex- and persuasive language and

them. maintaining the features of a no- hortations maintaining the containing exhortations main-
tice and talk about them. features of a notice and talk taining the features of a notice
about them. and talk about them.
Slogans/Placards

6.6.11. Write and say slo- 7.6.11. Write and say slogans/ 8.6.11. Write and say slogans/ 9.6.11. Write and say slogans/ 10.6.11. Write and say slogans/
gans/placards for various placards for various purposes placards for various purposes placards for various purposes placards for various purposes
purposes with precision and with precision and brevity. with precision and brevity choos- with precision and brevity with precision and brevity
brevity. ing appropriate words. choosing appropriate words.. choosing appropriate words.

6.6.12.Write drama scripts 6.6.12.Write drama scripts con- 8.6.12. Write drama scripts con- 9.6.12. Write drama scripts 10.6.12. Write drama scripts
Drama/Play/Skit

containing details such as taining details such as stage taining details such as stage set- containing details such as containing details such as stage
stage setting, actions and setting, actions and dialogues ting, actions and dialogues. En- stage setting, actions and dia- setting, actions and dialogues
dialogues and enact the and enact the drama. act the drama. logues that evoke emotions that evoke emotions and feel-
drama. and feeling. Enact the drama ing reflecting the writer's point
maintaining the theatrical of view. Enact the drama main-
conventions. taining the theatrical conven-
tions.

SCERT English Syllabus 91

 Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

7.6.13. 8.6.13. 9.6.13. 10.6.13.

Write news reports that contain Write news reports that contain Write news reports that con- Write news reports that contain
appropriate headline, lead sen- appropriate headline, lead sen- tain appropriate headline, appropriate headline, lead sen-
News report

tence, body and make use of tence, body and have lead sentence, body and have tence, body and have
reporting style. organisation, cohesive devices organisation, cohesive de- organisation, cohesive devices
and coherence and make use of vices and coherence and and coherence and make use
reporting style. make use of reporting style. of reporting style and reveal
the point of view of the news-
paper.
Message / e-mail/ sms

6.6.14. 7.6.14. 8.6.14. 9.6.14. 10.6.14.

Write messages that contain Write messages that contain Write messages that contain Write messages that contain Write messages that contain
ideas relevant to the context, ideas relevant to the context, ideas relevant to the context, ideas relevant to the context, ideas relevant to the context,
maintain brevity and use maintain brevity and use con- maintain brevity and use conven- maintain brevity and use lan- maintain brevity and use lan-
conventions lay out and for- ventions lay out and format. tions lay out and format. guage appropriate to the con- guage appropriate to the con-
mat. text and the content and main- text and the content and main-
tain conventions lay out and tain conventions lay out and
format. format.

6.6.15. Write choreography 7.6.15. Write posters for vari- 8.6.15.Write choreography script 9.6.15. Write choreography 10.6.15. Write choreography
Choreography

script bringing out the theme ous purposes in persuasive lan- related to interpreting a poem script related to interpreting a script related to interpreting a
of the poem. guage and talk about them. from multiple points of view. poem from multiple points of poem from multiple points of
view and perform the choreog- view and perform the choreog-
raphy. raphy.

92 SCERT English Syllabus

 Discourse
Class - VI Class - VII Class -VIII Class - IX Class - X

6.6.16. Write compeering 7.6.16. Write posters for vari- 8.6.16. Write compeering scripts 9.6.16. Write compeering 10.6.16. Write compeering
Compeering

scripts highlighting certain ous purposes in persuasive lan- highlighting certain events and scripts highlighting certain scripts highlighting certain
events and persons for au- guage and talk about them. persons for authentic occasions. events and persons for authen- events and persons for authen-
thentic occasions and do the Do the compeering for a tic occasions. Do the tic occasions. Do the
compeering. programme in an appealing man- compeering for a programme compeering for a programme
ner. in an appealing manner. in an appealing manner.

6.6.17. Write short essay on 7.6.17. Write short essay on 8.6.17. Write essays on various 9.6.17. Write essays on various 10.6.17. Write essays on vari-
various themes depicting various themes depicting themes depicting proper organi- themes depicting proper orga- ous themes depicting proper
Essay

proper organization and co- proper organization and coher- zation and coherence and reveal- nization and cohesion and re- organization and cohesion and
herence. ence. ing the point of view of the vealing the point of view of the revealing the point of view of
writer. writer using persuasive and ar- the writer using persuasive and
gumentative language. argumentative language.

SCERT English Syllabus 93

3.5 High School Syllabus Grid for Classes VI-X
Class - VI
Language Competencies
Theme
Reading Source /
Unit Reading Text Genre Written Oral
Text Author’s Name Vocabulary Grammar
Discourses Discourses

Forms of
Peace and

A Reading Peace and Harmony Story Invitation Card;

Harmony

Young World, Adjectives; Adverbs of Compeering;

Adjectives
B Reading I Want Peace Poem The Hindu Script for
1 Antonyms and frequency Discussion
Grand Contest - Synonyms Compeering
C Reading
in the Forest Story - Homophones

The Lost Casket Incident -

Heritage and

A Reading
Culture

2 B Reading
In the Bazaars of Suffixes Collective nouns; Description of Description;
Hyderabad Poem Sarojini adverbs of manner character; Speech
C Reading Naidu Script for a
Tyagaraja, the
Immortal Musician Biography - Speech

A Reading What Can a Dollar Possessive forms and

- Diary Entry;
and Eleven Cents Do? Story Mind mapping; contractions; regular Drama;
3 Letter;
Faith

B Reading Spelling and irregular verbs; Conversation

A Nation's Strength Poem Ralph Waldo Story
C Reading Emerson quantifiers
Wilma Rudolph Biography

A Reading An Adventure Story

Collective Nouns;
Adventure and
Imagination

Verb to Noun; Direct and

B Reading The Naughty Boy Poem John Keats
4 Indirect Speech Narrative; Discussion
C Reading Robinson Crusoe Narrative
Daniel Defoe Poster

94 SCERT English Syllabus

 Theme Language Competencies
Reading Texts
Unit Source / Written Oral
Genre Grammar
Author’s Name Vocabulary
Discourses Discourses
A Reading Plant a Tree Essay - Mind map
Environ-

if Clause Notice; Description

ment

5 B Reading If a Tree Could Talk Poem -

Short essay;
C Reading Children, Speak Up! Speech www.criticaldotwordpress.com

A Reading Rip Van Winkle Story washington Irving Contextual Passive voice; Adverbs Narration; Conversation;
meanings;
Travel-

B Reading My Shadow Poem Robert Louis Stevenson of Frequency

ogue

6 compound Description Skit

Gulliver's Travels Story -
C Reading adjectives
-
A Reading P.T.Usha, the Golden Girl Story Synonyms Order of Adjectives; Profile; Discussion and
Games and
Sports

B Reading Indian Cricket Team - To infinitive Letter; Conversation

7 Poem
Notice
C Reading Ranji's Wonderful Bat Biography Ruskinbond

A Reading Half the Price Story -

Wit and Humour

The Sheik's White Synonyms and Usage of 'must'; Present Letter Narrative
B Reading Donkey Story - Antonyms; continuous tense; 'wh'
8 suffixes; forming questions.
verb ing forms

SCERT English Syllabus 95

 Class - VII

Theme Language Competencies

Genre Source /
Unit Reading Text Written Oral
Author’s Name Vocabulary Grammar
Discourses Discourses
- Description
A Reading The Town Mouse Contextual Formation of Degrees of Discussion
Neighbo

1 Personal Letter
urhood

and the Country Mouse Story Irene Thompson meanings; comparison; usage of Conversation
B Reading The Town Child & phrases; 'may'; Expressing unreal Script for a Play Play
The Country Child Poem - compound past
C Reading The New Blue Dress Story nouns;
Scientists of India-
A Reading C.V.Raman, the CBT Prepositions of time and Biographical Sketch; Debate;
Technology
Science and

Pride of India Biography Emma Gorrie Contextual

place; Articles Editing Conversation
2 B Reading It's Change… Poem Scientists of India- meanings
Susruta, an Ancient CBT Verbs - Nouns
C Reading
Plastic Surgeon Biography Abbreviations

A Reading -
Puru, the Brave Play
Antonyms; Short Story Narration
Nation and

B Reading Home They Brought Alfred Lord Use of 'should and

Diversity

3 Her Warrior Dead Poem Tennyson vocabulary in context must'; Degrees of

C Reading The Magic of Silk Story Comparison
-

A Reading Tenali Paints a Horse Play -

Wit and Humour

B Reading Vocabulary in
Dear Mum Poem
Brian Patten content; phrasal Contractions; short Description Enacting a play
C Reading The Emperor's verbs; idioms; forms; Adverbs of Narration
4 New Clothes Folk tale - proverbs manner

96 SCERT English Syllabus

 Language Competencies
Theme Reading Text
Unit Genre Written Oral
Source /
Vocabulary Grammar Discourses Discourses
Author’s Name

Antonyms; Same Simple past tense; Past Description;

A Reading Description
Travel and

A Trip to Andaman Narrative -

Tourism

5 word in different Continuous tense Letter

B Reading My Trip to the Moon Poem parts of speech;
-
C Reading Sindbad, the Sailor Story phrasal verbs
-

A Reading A Hero Story R.K. Narayan Synonyms; Simple past tense; Past Story, Description, Story
Adventure

6 B Reading - vocabulary in Continuous tense Letter, Script for a

My Nasty Adventure Poem
Jim corbet context; word drama
C Reading Learn How to ladder
Climb Trees Narrative

A Reading The Wonderful - hypernyms; If Clauses; writing Essay, Conversation

Games and

World of Chess Essay hyponyms; sentences using 'when' Review(Summary)

Sports

7 B Reading Chess Poem Nathan suffixes; knowing

J.Gildberg unfamiliar words
C Reading Koneru Humpy Biography
-
A Reading Snakes in India Essay
Environment

B Reading Trees Poem Harry Behn Prefixes ; suffixes; Conjunctions; subject Poem; Conversation
A Letter from vocabulary in and predicate; Poster
8 C Reading Mother Earth Letter - context

SCERT English Syllabus 97

 Class -VIII

Theme Language Competencies

Genre Source /
Unit Vocabulary Grammar Written Oral
Reading Text Author’s Name Discourses Discourses

kamala Das Synonyms Noun/Verb/

A. The Tattered Blanket Story Short Essay Choreography
1 Rabindranath Contextual use Prepositional Phrases
Family

B. My Mother Poem Tagore of words

C.A Letter to a Friend Letter ---

Compound Framing Questions;

Social Issues

A. Oliver Asks for More Story Charles Dickens Profile; Discussion

Adjectives using Helping verbs;
2 B. The Cry of Children Poem E.B.Browning Question Tags Diary
C. Reaching the Unreached Essay ---

A. The Selfish Giant I (One act play) Play Oscar Wilde Phrasal Verbs Progressive forms and Notice Description
Humanity

Antonyms gerunds of verbs

3 B. The Selfish Giant II (One act play) Play -DO
Sound Words
C. The Garden Within Poem Celia Berrell

Issac Asimov
Antonyms Using Adverbs and Conversation; Role play
Technology
Science and

A. The Fun They Had Science-

4 Fiction Contextual use Relative Clauses Letter;
L A Nickerson of words Short Essay
B. Preteen Pretext Poem
Order of
C. The Computer Game (One act play) Play Steven Otfinoski
Adjectives

98 SCERT English Syllabus

 Language Competencies

Theme
Reading Text Genre
Unit Source / Written Oral
Vocabulary Grammar
Author’s Name Discourses Discourses
Education and

A. The Treasure Within (Part I) Interview Related Meanings Talking about habitual Script for
Sparsh News Compeering
Collocations
Career

Career Compeering
5 Letter Same word as a actions in the past
B. The Treasure Within (Part II) Interview verb and a noun Short Essay
-Do- using 'used to'
C. They Literally Build the Nation Essay
The Hindu
Art & Culture

B. Syama Sundari Homographs Tense and Time, Profile Presenting a

A. The Story of Ikat Description
Harindranath Homophones Reported Speech Biographical
B. The Earthen Goblet Poem Report
6 Chattopadhya Sketch
C. Maestro with a Mission Biography
--- Report
Woman Empow-

A. Bonsai Life (Part I) Story Abburi Phrasal Verbs Subject and Short Essay Discussion
7
erment

B. Bonsai Life (Part II) Story Chayadevi Similes Predicate, Types of Poster Interview
C. I Can Take Care of Myself Story --- idioms Sentences Debate

A. Dr. Dwarakanath Kotnis Biography - Identifying Coordinating News Report Speech

Social Service

8 B. Be Thankful Poem - vocabulary of Conjunctions,

semantic relation Coordinating Clauses
C. The Dead Rat Story Idiomatic
P.C.Roy
Expressions with
'heart'

SCERT English Syllabus 99

 Class - IX

Language Competencies

Theme Reading Text Genre Source /

Unit Written Oral
Author’s Name Vocabulary Grammar Discourses
Discourses

V M Basheer Interpretation of Phrasal Verbs

A. The Snake and the Mirror Narrative Descriptive Essay Story
Edward Lear meaning Combination of Simple
B. The Duck and the Kangaroo Poem Letter Choreography
Humour

Sound words of Past and Past Perfect

1 C. Little Bobby Letter Ritcha Rao instruments Tense Poster
Linkers
Biographical
Synonyms Adverbial Clauses Conversation
A. True Height Story David Naster Suffixes sketch
Games &

B. What Is a Player ? Poem

Sports

2 Jessica Taylor Collocations Profile,

C. V.V.S. Laxman, Interview Sportstar
Very Very Special Short Essay

R. K. Naryan synonyms Direct and Indirect Short Essay Speech

School Life

A. Swami Is Expelled from School Story

B. Not Just a Teacher, but a Friend Poem --- Phrasal Verbs Speech, Noun Clauses Narrative Compeering
3 ----
C. Homework Essay

A. What Is Man Without the Beasts? Speech Chief Seattle Collocations The Verb Phrase Report Discussion
Words related to Speech Speech
Environment

B. The River Poem C. A. Bowles

4 C. Can't Climb Trees Any More Story Ruskin Bond movement

100 SCERT English Syllabus

 Language Competencies

Theme
Unit Reading Text Written Oral
Genre
Vocabulary Grammar Discourses Discourses

Same word in Inversion of Adverbial Interview interview

5 A. A Havoc of Flood Report - different Clauses using 'No Speech
Disasters

B. Grabbing Everything on the Land Poem Lily Usher contexts sooner - than, scarcely Letter
C. The Ham Radio Essay www.hamradio.in Concept - when' Short Essay
mapping

Identifying Adjectival Essay Debate,

A. A Long Walk to Freedom Speech Nelson Mandela meanings in Clauses Speech Speech
6 Rabindranath context
Freedom

B. Freedom Poem Appropriate

Tagore
Martin Luther
forms of words
C. An Icon of Civil Rights Speech
King figurative
expressions

A. The Trial Play George Bernard Shaw

Idioms related If - Clauses Character Sketch Description
Theatre

7 B. Antony's Speech Poem William Shakespeare to 'tongue' of an Event

C. Mahatma Gandhi, Pushed out Debate
of Train Incident Richard Briley

Compound
A. The Accidental Tourist Narrative Bill Bryson Words Passive Voice Letter Describing
Travel &
Tourism

Dilip Chitre Homonyms Travel

B. Father Returning Home Poem
8 Human made Experience
C. Kathmandu Description Vikram Seth
Sound words

SCERT English Syllabus 101

 Class - X

Language Competencies
Theme Genre Source / Author’s
Unit Reading Text Written Oral
Vocabulary Grammar Discourses Discourses
Name
Personality Devel-

A. Attitude is Altitude Biography www.dailymail.co.uk Adjectives; Defining and non- Biographical Debate
1 synonyms; one- defining relative sketch;essay
opment

B. Every Success Story Is Also

Shiv Khera word substitutes clauses
a Story of Great Failures Essay
C. I will Do It Biography Sudha Murthy

A. The Dear Departed (Part - I) Play W.S. Houghton Irregular plurals; Articles; compound Letter; story Funny
exclamations/ prepositional phrases; incident/
B. The Dear Departed (Part - II) Play W.S. Houghton
Humour
Wit and

2 interjections; its time +simple past jokes

C. The Brave Potter Folk Tale Marguerite Siek compound verb
adjectives; idioms
Films and Theatre Human Relations

A. The Journey Narrative Y.D. Thongchi

Compound Simple past and past Essay,report; Debate;
B. Another Woman Poem Ms. Imtiaz Dharker words- perfect tense
3 C. The Never-Never Nest Play Cedric Mount hyphenated and
reduplicate words

Collocations; Linkers; adjectives; Review on a Speech

A. Rendezvous with Ray Essay Frontline
4 One word prepositions; verb film or TV
B. Maya Bazaar Review The Hindu substitution; forms-past perfect, programme ;
C. A Tribute Essay _____ suffixes and simple past; modals reply letter;
prefixes; binomials skit

102 SCERT English Syllabus

 Language Competencies

Theme
Unit Genre Source /
Reading Text Written Oral
Author’s Name Vocabulary Grammar
Agrarian Issues Discourses Discourses

Compound Letter ;
Social Issues /

A. The Storeyed House (Part - I) Story Waman G. Hoval Contractions; Speech;

adjectives; Phrasal adverbial clauses; news report;
B. The Storeyed House (Part - II) Story Waman G. Hoval verbs; Idioms; essay. debate
5
C. Abandoned Poem Suraya Nasim

A. Environment Interview www.gbmna.com Synonyms; Non-finite clauses, Interview, Group

Bio-diversity

B. Or will the Dreamer Wake? Poem appropriate forms of reported speech, conversation
M. Chevalier discussion
6 C. A Tale of Three Villages Essay
the words; adjectives,
____

A. My Childhood Auto Abdul Kalam

Nation and
Diversity

biography Synonyms; Linkers ,passive voice Diary entry, reply Role play,
7 B. A Plea for India Poem
___
without agent, letter, group
C. Unity in Diversity in India Essay ___ discussion

A. Jamaican Fragment Narrative A.L. Hendricks Similes and Simple past Essay; Speech;
Human Rights

B. Once upon a Time Poem Gabriel Okara metaphors; and the present translation;
8 prefixes and perfect. report
C. What Is My Name? Story P.Satyavathi
suffixes.

Note: Wherever the source is not mentioned against the text, those texts are collected and edited by the textbook committee members.

SCERT English Syllabus 103

3.6 Transactional Strategies

The detailed transaction process for classes 6 to 10 is given below.

3.6.1 Classroom Transaction Process for Classes VI - X
The general design of classroom transaction will be something like the following:
The Pre-reading session:
i. The teacher interacts with the learners in an informal way in order to instil in them a sort of communication expectancy so
that they are psychologically tuned to involve in the activities that follow. The picture given in the beginning of the unit can
be used as a trigger for sensitizing the learners on the theme around which the lessons in the unit have been woven. The
interaction based on this picture will serve as warm up for engaging the learners in the activities that follow. The teacher
can ask a few analytical questions that will elicit individual perceptions on the picture.
ii. The second picture in the beginning of the unit is related to the listening input given to the learners(from the texts which
are placed in the appendix of the textbook). The interaction based on the picture will help the learners comprehend the
passage presented to them orally. Individual perceptions and divergent thinking on the part of the learners are the prime
focus of the interaction at this stage.
iii. This is followed by the presentation of a narrative which will further sensitize the learners on the theme. The narrative
makes the major listening input for the learners. The passage for listening has been given at the end of the book.
iv. This is followed by a few more analytical questions eliciting free responses of the learners. Moreover, these questions will
help the learners make intelligent predictions on what they are going to read.

104 SCERT English Syllabus

Reading
The next language module to be transacted is reading. This involves a number of micro-processes:
i. Individual reading: Note that children have already made some intelligent prediction on the content of the passage. They
will be making an earnest attempt to check whether their prediction is borne true. Reading in this sense is need-based and
is an intrinsically motivated activity. Of course they will be facing with a few barriers, caused by the unfamiliar words or
structural complexities.
ii. Collaborative reading: Children sit in groups and share their reading experience within the group in terms of things like
the following:
• What they understood from the passage they read
• What they did not understand
• The parts that they liked most in the passage
iii. This is followed by sharing of ideas with other groups with the facilitator’s mediation. Sometimes a glossary or dictionary
will be made use of.
iv. When collaborative reading is over the facilitator asks a few questions related to the passage. These are not meant for
checking comprehension. Instead, they are questions of an analytical nature such as reflective questions, inferential questions,
cause-consequence questions and so on. These questions help the learners assimilate the text by virtue of localising and
personalising it.
v. Reading aloud: The facilitator can read the passage aloud which will help the learners make better sense of the reading
passage. Moreover, the teacher’s reading will serve as a listening input for the learners in terms of some of the articulation
features.
vi Mind mapping: A mind mapping activity may be carried out which will act as a tool tracking the thinking process of
learners. They can describe the mind maps they have developed.

SCERT English Syllabus 105

The Post Reading Session
The major activity of the post-reading session is the construction of a discourse by the learners. By virtue of the inputs they
have received through listening and reading they are in a position to take up a task which demands them to construct a specific
discourse (conversation, description, story, etc.). Each discourse calls for a specific process without which the learners will not be
able to construct it. The micro-process of discourse construction ensures
• Teacher interaction
• individual construction,
• positive feedback by the teacher
• presentation by a few individuals,
• sharing in group for refinement,
• presentation by the groups,
• presentation of the facilitator’s version of the targeted discourse.
Editing
The discourses constructed by the learners (whether individually or in groups) may have certain errors in them. These errors
may be related to syntax or morphology or cutting across both. In addition to these there may be punctuation or spelling errors. These
are to be rectified for which there is a meticulous process of editing. This is not a slot for teaching grammar. The learners are
sensitized on these errors by evoking their intuitive sense of well-formed structures which works like a conscious monitor. Note that
this sense is to be acquired non-consciously and not by learning grammatical facts consciously.
The post reading session also includes some activities meant for the expansion of vocabulary and the strengthening of specific
aspects of grammar. However, these activities are not meant for teaching any grammatical points explicitly. Both vocabulary and
grammar are contextually embedded.

106 SCERT English Syllabus

Addressing Listening, Speaking, Reading and Writing
Traditional classrooms give a lot of importance to the writing skills of learners. The underlying assumption is that skills can be
developed through practice which in due course will lead to the mastery of language. However, a major chunk of the writing task
assigned to children comprises of
• Writing answers to comprehension questions;
• Doing de-contextualized exercises involving vocabulary and structural items;
• Writing guided compositions (letter writing, developing story from the given outline, etc.);
• Writing copies;
This kind of writing is in a way, ‘risk-free’ because in most cases there will be only one correct answer. Since the thrust is on
practising skills most of what children are expected to write have a direct bearing upon the information given in the textbook. This is
supposed to be necessary for avoiding or at least minimizing the possibilities of learners making errors. This being the general
situation of writing tasks undertaken by the learners there is no point in sharing ideas with others. Therefore, there is hardly any scope
for refining one’s written work through collaboration.
Discourse Oriented Pedagogy as had been conceived here does not address skills placing them in watertight compartments.
Instead, they are treated embedding them in the context of discourses to be listened to, to be read and to be produced orally and in the
written form by the learners; there is wider scope for integrating skills.
Sufficient time should be given for the learners to share their ideas with their peers. Whether they are reading, or constructing
discourses opportunities should be provided for the learners to do the task individually as well as in groups.

Instead of asking and eliciting pre-decided responses from the learners the teacher can initiate dialoguing with the learners
using a variety of strategies such as reporting, seeking confirmation, agreeing or disagreeing, asking for opinions, etc.

SCERT English Syllabus 107

Treatment of Grammar, Vocabulary and Study Skills

The teacher shall ask the learners to do the task individually, as suggested in the TB. After completing the task they can sit in
groups and share with others what they have done. You may give feedback.

The teacher may ask relevant questions so that the learners can analyze a given corpus of language and make their own observations.
These can lead to the consolidation of the grammatical concepts that are targeted. Please keep in mind that learning grammar does not
lead to language acquisition. It is a knowledge domain just like mathematics or physics.
Transaction of Project: This section contains one or two projects related to the theme of the unit. They require students to find
resources, to work out the task (Individually or in group) i.e. collection, analysis and interpretation of data, to prepare a report and to
present their findings before the class. The project will cater all language skills holistically. The teacher has to support monitor and
give feedback to achieve the desired outcomes.
3.6.2 Classroom Transaction – Steps
Pre-reading:
1. Interact with the learners based on the trigger picture.
2. Ask questions in additions to what has been given in TB.
3. Use well-framed questions.
4. Allow the learners to respond in mother tongue.
5. Megaphone the children’s responses in English.
6. Elicit and accept the divergent responses from the learners.
7. Elicit relevant responses (words and sentences) and write on the BB/chart.
8. Utter the word holistically and not letter by letter.
9. Ask the learners to read the words and sentences from the BB / chart.
108 SCERT English Syllabus
Reading:
1. Specify which part of the reading passage is to be read
2. Ask the learners read individually.
3. Give proper instructions such as the following.
• Tick the sentences /words you are able to read.
• Identify the characters/ location, events / dialogues in the story.
4. Give further support to low-proficient learners in the following manner.
• Interact with the low- proficient learners to generate a subtext.
• Write the sub text on BB / on chart / in the notebook of the learner.
• Ask the learners to associate the sub text with the reading text.
5. Put the learners in groups for sharing their reading experience.
6. Give proper instructions for sharing the reading experience.
7. Monitor the group activity (i.e., check whether the instructions are being followed).
8. Facilitate sharing of reading experience between the groups.
9. Make use of a glossary. (The glossary given in the TB and developed by the teacher additionally)
10. Pose some questions to check comprehension.
11. Ask some analytical questions to extrapolate the text.
12. Make use of a concept mapping activity.
13. Read the text aloud with proper voice modulation.

SCERT English Syllabus 109

 14. Give chance to the learners to read aloud.
15. Give proper feedback while the learners are reading aloud.
16. Invite feedback from other learners on loud reading.
Post- reading:
1. The post-reading activities:
• Identify a discourse and assign a task to construct it.
• Write the targeted discourse on BB and ask children to copy it.
• Write down the questions and answers.
2. Follow the process for the construction of discourse individually.
• Interact to make the context of the discourse (available from the reading passage).
• Ask questions to help the learners get ideas such as events, characters, location, etc.
• Ask questions to sensitize the learners on some features of the discourse.
• Give support to low –proficient learners.
3. Provide opportunity for individual presentation.
4. Give feedback on the presentation.
5. Invite feedback from the other learners.
6. Provide slot for refining the individual work in groups.
7. Give proper instructions regarding the following.
• How to share the written work

110 SCERT English Syllabus

 • What are the things to be taken care of while writing ( checking missing words, excess words, proper word forms, using
proper punctuations, other writing conventions)
• whether all members are writing down the group product in their notebooks on a separate page
• Who will present the work in the whole class?
8. Monitor the group work to ensure proper collaboration.
9. Provide slot for presentation by the groups.
10. Give feedback.
11. Present your version of the discourse.
Editing:
1. Conduct the editing as a whole class activity through interaction.
• Thematic editing and checking discourse features
• Editing the well-formedness of the sentence (sentence structure) – word order, excess words, missing words
• Editing the errors related to word forms (tense forms, prefixes, suffixes, agreement, etc.)
• Editing punctuations
• Editing spelling errors
2. Check the remaining groups’ products undertaken by the groups.
3. Let the learners refine their individual work based on these inputs on a separate page.
4. Compile the refined works together to make the big book.

SCERT English Syllabus 111

Steps in transaction of textual exercises:

• Whole class interaction

• Elicit responces and write key words/ phrases on a chart
• Let children sit in small groups and let them read the exercises in groups and discuss
• Let them share their ideas in the groups
• Let groups present their answers one by one
• Let other group reflect and suggest changes
• Teacher consolidate the group work.

1 Teachers need to be prepared to:

• care for children, and should love to be with them.

• understand children within social, cultural and political contexts.
• be receptive and be constantly learning.
• view learning as a search for meaning out of personal experience, and knowledge generation as a continuously
evolving process of reflective learning.
• view knowledge not as an external reality embedded in textbooks, but as constructed in the shared context of
teaching-learning and personal experience.
• own responsibility towards society, and work to build a better world.
• appreciate the potential of productive work and hands-on experience as a pedagogic medium both inside and
outside the classroom.
• analyse the curricular framework, policy implications and texts.
– NCF document
112 SCERT English Syllabus
 Chapter - 4

Teacher Preparation and Planning

Introduction
Failing to plan is planning to fail. For successful transaction in the classroom, the teacher has to plan and prepare for it. Before
going for transaction of a unit, the teacher should read the entire unit thoroughly and identify the possible discourses. He /she should
prepare a detailed unit cum period plan in the suggested format. He /she should prepare period wise interactive questions in advance.
Children’s responses should be elicited and written on the board. This activity should help the children in generating the language.
Hence the teacher has to prepare ample questions for each period. After completion of teaching, he / she shall note the reflections in
the plan. The reflections should include the performance of the children, the suitability of the process followed in the class.

Planning
Development of a plan for instruction of entire unit is a professional exercise. Lot of thinking and reference of source books
is required. It is a developmental exercise and the output can be improved year after year based on the experience and reflection.
Following are the steps for developing annual/year Plan and Unit cum Period Plan for both Primary and High school classes. SCF
envisions the planning of a lesson as detailed below:

SCERT English Syllabus 113

4.1 Annual Plan

Class: VI Subject: English

Total Periods: 220
TLP Periods: 180
Expected outcomes at the end of the year including discourses targeted:
a. Involvement of children during the transaction of all components of all units.
b. Children should be able to listen and express their views and ideas freely during the interaction in different stages of classroom
transaction.
c. Children should be able to read and comprehend the reading texts given in the English textbook and outside the textbook individually
and collaboratively.
d. Children should able to use appropriate vocabulary and grammar in oral and written discourses.
e. Children should be able to produce oral and written discourses i.e., conversation, description, songs/poems, narrative/story, diary,
letter, message/e-mail/SMS, notice/ poster/ invitation/ads, slogans / placards, skit / play, compeering, choreography, essay,
newsreport/report, speech, debate/discussion, bio-sketch/profile/autobiography.
Month wise Action Plan

Unit Theme of the Unit No. of Periods Strategies and TLM / Resources Month Programs and
No. Required Activities Required Activities

114 SCERT English Syllabus

4.2 Unit cum Period Plan

Class: VI Subject: English

I. Unit details and number of periods:

1. Name of the unit: Peace and Harmony

2. No. of periods required: 24 (this includes no. of periods required to transact all the reading passages and the
activities given till the end of the unit)

II. Expected outcomes:

a. Involvement of children during the transaction of all components.
b. Children should be able to listen and express their views and ideas freely.
c. Children should be able to read and comprehend the given reading text individually and collaboratively.
d. Children should able to use appropriate vocabulary and grammar in oral and written discourses.
e. Creative expression through construction of written discourses i.e., description, narrative, conversation, essay and letter.

III. Period wise Details of a Unit:

Period Description of the Content/ Strategy TLM / Resourses Remarks

No. Discourse/Activity

SCERT English Syllabus 115

IV. Period wise notes and interactive questions:
In this part of the plan the teacher can write down the questions that are required for interaction at various stages of classroom
transaction such as picture interaction, oral performance of the learners, reading, discourse construction and editing.
The teacher has to refer the handbook for detailed transaction process and frame relevant questions to help the students in
generating language. The notes must be added to the existing information given in the textbooks. At no point teacher should copy the
questions from the textbooks. Teacher should develop thought provoking questions and questions on higher order thinking skills well
in advance to enable the children think and participate in the classroom interaction. The required information pertaining to the topic
must be collected from various sources and shall be written under teacher notes. The teacher has to keep a bound notebook and allot
about 15 to 20 pages for a unit and maintain for 2 or 3 years continuously with additions of important notes every year. The teacher has
to focus on the recent developments in the subject specific areas and update the notes and discuss the same in the classrooms. Teacher
professionalism and professional development will be reflected by the nature of his/ her planning. Teacher can also collect and note -
quotations, riddles, articles, humorous incidents etc. to make the class lively.
V. Period wise notes on children’s performance:
This part of the plan is intended for continuous assessment. The teacher can note down the names of students whose performance
is at the desired level. This notes will help the teacher to assess the children performance for awarding marks and grades in Formative
Assessment.
VI. Period wise notes on Teacher’s Reflections:
Teacher has to reflect on the effectiveness of the teaching and learning. What steps went well and the extent of children
participation and their attainment of language competencies for future transaction. The teachers should share their experiences in
staff meetings and in other meetings.
Understanding the variety in the process
The teachers are expected to refer Teacher Handbooks / Modules and other reference books. Based on this, teacher shall select
appropriate transaction process for various activities and discourses for effective transaction.
116 SCERT English Syllabus
Strategy

The strategy refers to the nature of teaching learning process to transact each component of a unit. The method must enable
interactive teaching where children participate in the learning processes. A variety of questions like analytical, extrapolative, etc. to
facilitate whole class discussion. Children understand concepts not by listening but by giving responses, through individual and
collaborative activities. Therefore, adequate scope must be given to the children to think, question and respond in the classroom.
Teacher has to develop appropriate tasks which are challenging in nature so that they will be engaged in TLP actively.

Resources/ TLM

Every teacher should identify appropriate resource material required to teach the subject and collect the same and keept ready
access. Teacher should think about the English around us and collect relevant material. They can also encourage students to bring
different material they come across in their day to day life like news paper cuttings, different types of wrappers, pamphlets, posters,
etc. The language around the child should be made a part of the TLP.

Programmes and Activites

Teacher has to conduct different activites/programmes based on the theme of the unit. The activities should reflect the na-
tional festivals and important days in academic year - like International literacy day, International Woman’s day, International Mother
Tongue day etc., The activities include- quiz, essay writing, compering, debate/ discussing, writing slogans, preparing posters, mock
parliament etc. The activities /programmes should help the children in using English language fearlessly. The teacher should plan in
advance for effective implementation of these activities and programmes and reflect in his/her year plan.

SCERT English Syllabus 117

 Chapter - 5

Continuous Comprehensive Evaluation

Language learning is a continuous process. Assessment is not an activity distinct from learning. Since learning is facilitated
through group discussions, pair discussions and individually, assessment also operates at the individual level, in peers and in groups.
This will help the learners to compare their strengths and weaknesses and make modifications in their learning. We propose Continuous
and Comprehensive Assessment at all levels of language learning.
• CCE is an attempt to shift from rote-learning to constructing knowledge and applying it as and when required. CCE is an
ongoing process and is an integral part of the lesson. At every point of classroom transaction, we will have to assess what the
child has learnt for which the same activities that are used for teaching / learning are used. The questions in the examination
paper shall not simply be based on information given in the textbooks but shall create slots for the learner to use language in a
meaningful way applying what she has learnt. So ‘mugging up’ by the student will not be of any use to him or her.
• NCF 2005, SCF 2011 and RTE 2009 have emphasized the importance of implementing CCE where all assessments have to take
place in a non-threatening atmosphere without causing any burden on the learners. The thrust is on formative aspects of learning
instead of relying on a single paper-pencil test at the end of the academic year. Assessment has to take care of developing all the
innate potential of the learners to the fullest extent.
• The thrust is on the formative assessment which can be interpreted as ‘assessment for learning’ and ‘assessment as learning’
which are distinct from summative assessment which can be interpretedas as assessment learning. It is important that the
teacher does not judge the child’s nature, instead notices the inherent potential of the child as a learner in the context of his /
her nature.
• A truly professional teacher needs to be patient, innovative and assess his / her pupils’ progress in every period in each class and
give proper feedback to each and every pupil so that language acquisition takes place in a smooth, natural and non-conscious
manner.
118 SCERT English Syllabus
Concept of Evaluation
Examination reforms is an important component of curriculum and the evaluation is powerful means of improving the quality of
education. All the educational committees recommended for reducing emphasis on external examinations and encouraging internal
assessment through CCE. The scope of evaluation in schools extents all the areas of learners personality development. It includes
both scholastic and co-scholastic areas and should be comprehensive in nature. This is in line with the goals of education.
5.1 The Present Status of Assessment
• Mismatch between curricular goals and assessment content.
• Domination of Paper Pencil test and no focus on oral performance.
• The test results do not have any impact on teaching because the next stage of syllabus will be tested in the next examination.
• Children’s individual learning needs are downgraded in the push to cover the syllabus before next assessment.
• Memory oriented responses without much focus on original thinking and expression.
• Education seems to be transmission of information and learning reproduced from the textbooks.
• The curriculum aims at developing a holistic personality but the practice reflects transaction of a few subjects i.e. Languages and
Non-Languages and no focus on creative areas like arts, crafts, values, health and physical education, life skills, etc.,
• The assessment does not focus on anything during learning but only after learning (after the completion of unit / term ) and helps
in categorizing the students as bad,average good etc, based on their performance.
• Teacher seldom takes assessment results as feedback to their teaching and change teaching learning processes and focus on
neglected aspects of learning.
• More focus on teaching ‘what is going to be assessed’? Therefore use of guides and guide type material .
• Educational change is limited by the power of the assessment practices.

SCERT English Syllabus 119

5.2 CCE and Examination Reforms
Following are the proposed reforms as a part of implementation of CCE
• Making examinations more flexible and integrated into classroom teaching through formative assessment.
• Ensuring that learning is shifted away from rote methods and focused on self-expression.
• Grading in place of marks (Marks based grading system).
• Assessment of subject- specific academic standards/ competencies rather than information.
• Assessment is school based through teacher made test papers.
• Questions are analytical and open- ended which determine various abilities of children in language which is text independent.
• Teacher maintaining child-wise, subject-wise performance register.
• The assessment tools are not only pen and paper but also oral test, projects, observations, portfolios, class work etc.,
• Evaluation made comprehensive including co-curricular areas such as Art Education, Games and Sports, Work Experience, Value
Education etc.,
• Evaluation made continuous and now become part of teaching through formative assessment.
• Progress report with descriptive statements on children’s performance covering all curricular areas.
• Periodic sharing of children progress with SMCs and parents.
• Assessment starts with a base line assessment at the beginning of academic year for all subjects and classes based on which the
teacher set targets and plan for teaching.

120 SCERT English Syllabus

What is CCE?
CCE refers to a system of school based assessment that covers all aspects of students growth and development. The main aim
is to find out how far the curricular goals were achieved.
It emphasizes two fold objectives
1. Continuity in evaluation and assessment of broad based learning
2. Behavioural outcomes - Academic/ Curricular Standards
CCE comprises three terms
A) Continuous B) Comprehensive C) Evaluation
Continuous - Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than
an event, built into the total teaching learning process and spread over the entire span of academic session.
Comprehensive - is a holistic approach, covers both scholastic and co-scholastic areas. It provides ample opportunity for the child to
grow in all areas.
Evaluation - is assessment of child in all aspects. The emphasis shifted from testing to holistic learning.
What is to be assessed?
The total feedback on child’s learning includes:
• The child’s learning and performance in different subject domains.
• The child’s skills, interests, attitudes, motivation etc.
• The changes that are happening in the learning process and behaviour of the child and the developments that have occurred in a
stipulated period of time.
• The reaction of the child to the different contexts and opportunities in and out of the school.

SCERT English Syllabus 121

 Types of Assessment
1. Formative Assessment
2. Summative Assessments
5.3 Formative Assessment
Formative Assessment is an assessment conducted during the process of teaching. It is through observation of student’s responses,
engagement, notebooks, assignments and other written works. Formative Assessments will be conducted by the teacher during
instructions. The teacher observes and records the children’s progress and as well as learning gaps. FA is Assessment For Learning and
SA is Assessment Of Learning.
Some of the main features of Formative Assessment
• FA focus on diagnostic and remedial and based on oral and written performances.
• makes provision for effective feedback.
• enables teachers to adjust teaching by taking into account of the results of assessment.
• recognizes the need for students to be able to assess themselves and understand how to improve.
• builds on student's prior knowledge and experience in designing what is taught.
• encourages students to understand the criteria that will be used to judge their work.
• offers an opportunity to students to improve their work after feedback.
• helps students to support their peers.
Formative Assessment is Assessment for Learning and Assessment as Learning
Summative assessment takes place after a period of instruction and requires making a judgment about the learning that has
occurred. This is through using paper pencil tests. It is to takes place at end of term semester or school year. Special learning outcomes
and standards are reference points, and grade levels may be the bench marks for reporting. This is assessment of learning.

122 SCERT English Syllabus

Formative Assessment - Tools
The children's learning process is continuously checked and monitored in formative evaluation. Different kinds of tools and
techniques must be used to observe and record the different types of behaviour. These are as follows:

1. Observations 10 Marks
2. Children written works 10 Marks
3. Projects 10 Marks
4. Slip Test (unannounced informal test) 20 Marks

Criteria for awarding marks under each tool:

Observation: The oral performance of children related to classroom activities which cover the academic standards /learning outcomes
(listening and speaking, reading comprehension and oral discourses) and their indicators should be considered while awarding marks.
Written Work: The written performance of children related to conventions of writing, vocabulary, grammar and written discourses
should be considered (including the exercises in the textbook). Marks should be awarded based on the indicators.
Projects: The oral and written performance of children which cover all the academic standards/ learning outcomes should be considered
while awarding marks in various stages i.e. planning, execution, analysis and interpretation of data, report writing and presentation
with feedback.
Slip Test: This test should be conducted without giving any prior notice to children. This test should cover the targeted discourses (by
taking two / four targeted discourses in each formative assessment). This practice will help children in attempting the written
discourses in Summative Tests successfully.

SCERT English Syllabus 123

The following will provide the evidences for awarding marks in Formative Assessment:
ƒ Teacher’s unit cum period plan that reflect children’s performance.
ƒ Self - Assessment tools given in the TB for the use of learners.
ƒ Student portfolio (Collection of the work done by the individual learner)
ƒ Notebooks of children (written discourses and homework)
ƒ Textual exercises carried out by children
ƒ Products evolved in groups through collaboration
ƒ Scripts of Slip Test
Periodicity: Continuous observation- however, recording may be once in about two months period.
Formative Assessment is the part of teaching learning process. The teacher observes the performance of the children through
questioning, observation of children notebooks, assignments, class work, projects, children participation in the learning process,
group works etc., The teacher has to record in the following months for Formative Assessment against the given tools i.e. Observations,
Written works, Project works, Slip tests.
FA1 - July; FA 2 - September; FA 3 - December; FA 4 - February
5.4 Summative Assessment and Tools
Summative Assessment should be based on written and oral tests.
Following are the tools for summative evaluation
1. Oral test: This includes children’s responses during the classroom transaction and production of oral discourses.
2. Written Test: Pen Paper test
The tasks must be qualitative, text independent and based on academic standards. They must discriminate children based on their
language ability.
124 SCERT English Syllabus
Periodicity of Assessment - The assessment should be conducted once in each term based on the classroom transaction.
Base line test - June (Baseline) - A baseline test, which is diagnostic in nature, should be conducted at the beginning of the academic
year to assess how far the children possess the competencies required to follow the regular syllabus of the class. If the children do
not possess the required basic competencies, remedial teaching shall be planned by the teachers concerned.
Summative Assessment is a terminal test in nature and should be conducted thrice in a year viz.,
SA1 - September
SA2 - December
SA3 - April
The subject wise question papers should be developed by the teachers based on the Academic Standards and their weightages.
Test papers must be teacher- made and never from external sources.
Encourage the children come out with their own and original expression, even if they make mistakes ( making mistakes is ok ).
• The test is for 100 marks. Out of these, 20% is allotted to oral test and 80% to written test.
• Under Oral test, 10% of marks is allotted to listening and speaking and the remaining 10% is allotted to the targeted oral
discourses under creative expression. The performance of children should be taken over a period of time but not on the
assessment day.
• The test items should not be discrete type items, but should be holistic. Hence narrative is the best tool to assess the children’s
performance in different domains of language. Narrative gaps should be provided where children can think and write a discourse
under the given task. The chosen narrative should be at the comprehension level of the children’s knowledge domain. The
narratives should have scope to generate stories, letters, tables, pictorials, dialogues, advertisements etc.

SCERT English Syllabus 125

 • Conventions of writing and Grammar should be assessed through the task of editing. It should be a discourse form with
different types of errors. Marks should be awarded according to the performance of children.

5.5 General guidelines for preparation of summative question paper

To assess the children’s performance in English, 6 domains have been identified: Accordingly the test items are to be prepared.
1. Listening and Speaking.
2. Reading Comprehension
3. Conventions of Writing
4. Vocabulary
5. Grammar
6. Creative Expressions (Discourses): (a) Oral (b) Written

Domain 1: Listening and Speaking (Oral)

This domain is purely oral. Awarding the grades under this domain should be based on the performance of the children.
It doesn’t mean that the assessment is based on the performance on a single day or a week but over a period of time of the
classroom transaction.
The following may be considered while awarding grades under this domain.
• Children’s responses to the questions during the TLP. These may be in words/ phrases/ sentences.
• Children’s ability to question during TLP.
• Children’s ability in using the language during the interaction with the teachers and the peer group.

126 SCERT English Syllabus

 • Children’s responses during picture interaction, presentation of narratives, reading process etc.
Oral Discourses under Creative Expression
• Pupils’ responses to the targeted oral discourses in a particular class i.e., Conversations,Descriptions, Narrativies, Role
Play, Reporting, Compeering, Speech, Review, Debate /Discussion, News Report etc.,
Domain – 2: Conventions of Writing
Under this, a meaningful paragraph or a narrative may be given. Students are asked to edit the items such as capitalization,
spelling, abbreviations / acronyms , punctation marks and spelling.
Domain – 3: Reading Comprehension
Pupils’ responses to the different types of questions based on a reading passage such as conversation, poem, paragraph, story
/narrative, description, posters, notices, advertisements,letter etc.
By using the texts, the teacher may plan different test items as given below
1. Ask different types of questions— inferential, analytical, predicting, cause & effect, global, local, personal etc.
2. Sequence the events
3. Information transfer activities
4. Multiple Choice Questions (MCQ)
Domain – 4: Vocabulary
The following activities can be designed based on a narrative, story, conversation etc.
1. Put words under appropriate headings, concept maps, word classification, odd man out.
2. Prefixes, suffixes.

SCERT English Syllabus 127

 3. Words related to different areas forming new words by removing or adding letters to a given word Ex: price –rice- ice.
4. Synonyms and Antonyms.
5. Singulars-plurals, He-words ,She-words.
6. Abbreviations
7. Acronyms
8. Short forms / contracted forms
9. Any other item discussed in the textbook
Domain – 5: Grammar (Editing)
A meaningful paragraph or a passage may be given with some grammar mistakes in it. Pupils shall be asked to make necessary
corrections. Questions under grammar points should be covered in the textbook should be tested contextually. Avoid asking any
discrete questions.
Domain – 6: Creative Expressions – Oral and Written Discourses
• The oral part should not be included in the written test. For this oral part, children’s performance should be assessed based
on the classroom performance in oral discourses during the assessment period.
• Under written discourses, a reading text may be given in the form of a narrative/story, description, dialogues, poem, passage
etc., The students are expected to write the targeted discourses.
• The text should be related to the themes given in the textbooks. The text can be an extension of a story given in the text
book.
• The gaps in the reading texts should provide scope for writing a discourse targeted in that particular class. i.e., description,
conversation, diary, notice, drama script, profile, essay, report, slogans, news report and write-ups etc.

128 SCERT English Syllabus

After assessment, the marks should be posted in the table given on the top of the question paper. Each task is aimed at assessing certain
competencies. Accordingly the marks should be posted.
Recording Children Performance
Marks based grading system will be as follows.
Five point scale grade - A+, A, B+, B and C.
(0 - 40 C Grade; 41 -50 B Grade; 51 - 70 B+; 71 - 90 A; 91 and above A+)
5.6 Records and Registers
Every teacher must maintain a register viz., CCE showing the progress of children against subject specific learning indicators over
base line. Recording Formative and Summative Assessment details in the child's progress card. Every child completing his elementary
education shall be awarded a certificate.
A cumulative achievement record at two levels will be used i.e., a) for primary (1-V classes) and b) Upper Primary (VI-VIII).
Formative Assessment - Recording

Class VI Subject: English

Sl.No Name of the Observation Children Project Slip test Total marks Grade
student (10 M) written work work (20 M) (50 M)
(10 M) (10 M)

01 K Neeraja 6 8 7 15 36 A

02

03

SCERT English Syllabus 129

Summative Evaluation Recording
Class VI Subject: English

Sl.No Name of the Listening and Readiing Conventions Vocabulary Grammar Creative expression Total Grade
student responding comprehension of writing Oral and written marks
(10 M) (10 M)
(10 M) (10 M) (5 M) (10+40=50 M) (100M)

01 K. Neeraja 6 11 3 7 6 35 68 B+

02

03

Final Result
Class VI Subject: English
Sl.No Name of the FA Marks SA Marks Total Marks Grade
student (50) (100) (150) (20 M)

01 K. Neeraja 36 68 104 B+

02

03

130 SCERT English Syllabus

5.7 Academic Standard wise Weightage Table – Formative and Summative Tests

Classes - 1 & 2

Formative Assessment Summative Assessment

Observation

Notebooks
Weightage

Weightage
Slip Test
Projects

Writen
Total

Total
Oral
Academic Standards

Listening & Speaking 30% 15 0 0 0 15 10% 5 5

Reading Comprehension 20% 10 10 30% 10 5 15

Conventions of Writing 10% 5 5

Vocabulary 20% 5 5 10 30% 10 5 15

Grammar

Creative a) Oral 10% 5 5 10% 5 5

Expression
b) Written 20% 5 5 10 10% 5 5

Total 100% 30 10 10 100% 30 20 50

SCERT English Syllabus 131

Academic Standard wise Weightage Table – Formative and Summative Tests

Classes - 3, 4 & 5

Formative Assessment Summative Assessment

Observation

Notebooks
Weightage

Weightage
Slip Test
Projects

Writen
Academic Standards

Total

Total
Oral
Listening & Speaking 10% 5 5 10% 5 5

Reading Comprehension 10% 5 5 10% 5 5

Conventions of Writing 10% 5 5 10% 5 5

Vocabulary 10% 5 5 10% 5 5

Grammar 10% 5 5 10% 5 5

Creative a) Oral 10% 5 5

Expression
b) Written 30% 5 10 15 40% 20 20

Projects 20% 10 10

Total 100% 30 10 10 100% 30 20 50

132 SCERT English Syllabus

Academic Standard wise Weightage Table – Formative and Summative Tests

Classes - 6 & 7

Formative Assessment Summative Assessment

Academic Weightage Observation Note Books Projects Slip Test Total Weightage Oral Written Total
Standards
Listening 10% 5 5 10% 10 10
&
Speaking
Reading 10% 5 5 10% 10 10
Comprehension
Conventions 10% 5 5 10% 10 10
of Writing
Vocabulary 10% 5 5 10% 10 10

Grammar 10% 5 5 10% 10 10

a) Oral 10% 10 10
Expression
Creative

b) Written 30% 5 10 15 40% 40 40

Projects 20% 10 10

Total 100% 10 10 10 20 50 100% 20 80 100

SCERT English Syllabus 133

Academic Standard wise Weightage Table – Formative and Summative Tests

Classes - 8 & 9
Formative Assessment Summative Assessment
Academic Weightage Observation Note Books Projects Slip Test Total Weightage Oral Written Total
Standards
Listening 10% 5 5 10% 10 10
&
Speaking
Reading 10% 5 5 15% 15 15
Comprehension
Conventions 10% 5 5 5% 5 5
of Writing
Vocabulary 10% 5 5 10% 10 10

Grammar 10% 5 5 10% 10 10

Expression

a) Oral 10% 10 10
Creative

b) Written 30% 5 10 15 40% 40 40

Projects 20% 10 10

Total 100% 10 10 10 20 50 100% 20 80 100

134 SCERT English Syllabus

5.8 Features of the Summative question paper
1. In summative assessment 20% of marks is allotted to oral test and 80% of marks is allotted to written test. The summative
Upper primary question paper should be prepared for 80 marks. Question paper for the written test should be prepared and
conducted accordingly .
2. Under Oral test, 10% of marks is allotted to listening and speaking and the remaining 10% of marks is allotted to oral
discourses targeted in each class. These marks should be taken over a period of time but not on the assessment day.
3. The weightage of marks for each domain is different in summative assessment. The question paper should be prepared
based on weightage given to each academic standard and grades should be awarded accordingly.
4. The test items should not be in discrete components. They should be holistic. Hence narrative is the best tool to assess the
children's performance in different domains of language. Narrative gaps should be provided where children can think and
write a discourse under the given task. If the chosen narrative contains any difficult vocabulary it should be simplified. The
narrative and the tasks should be at the comprehension level of the children.
5. The same narrative should be continued and another task should be given based on the narrative. The narratives should be
given in diffrent genres.
6. The narrative gap provides a chance for children to think differently on the basis of their experiences and present them in
their own language. Hence, each child presents their views differently.
7. While preparing the question paper the teacher should have a clear idea about the targeted discourses in each class. Refer
the Teacher’s handbook for class wise targeted discourses.
8. Conventions of writing and Grammar should be placed under the task ‘editing’. A discourse should be given with errors and
marks should be awarded accordingly . Grades should be awarded under their respective headings or columns of conventions
of writing and grammar.

SCERT English Syllabus 135

 9. The narratives should be taken either from the textbook by extending the events or from outside the textbook on the basis
of the themes of the textbook.
10. Each task should carry 5 or 10 marks. You can also give it in parts, but you should award a single grade for each domain.
Under each competence, one or more tasks may be given.
11. The weightage given under the written discourses is 40%., which means 40 marks in classes 6 to 9. After evaluation of the
answer scripts, all the marks given for written discourses should be added and a single grade to be awarded. The discourse
features and content should be considered for awarding grades.
12. While evaluating the answer scripts, the indicators for each discourse under each class should be kept in mind and marks
should be awarded accordingly.

The purpose of evaluation is not:

• to motivate children to study under threat.
• to identify or label children as ‘slow learners’, or ‘bright students’, or ‘problem children’. Such categories segregate children,
placing the onus for learning solely on them, and detract from the role and purpose of pedagogy.
• to identify children who need remediation (this need not wait for formal assessment; it can be detected by the teacher in the
course of teaching and attended to
• as a part of pedagogic planning, through
• individualised attention).
• to diagnose learning difficulties and problem areas— while broad indications about conceptual difficulties can be identified
via evaluation and formal testing. Diagnosis requires special testing instruments and training. It is also specific to foundational
areas of literacy and numeracy and is not meant for subject areas.

136 SCERT English Syllabus

 Chapter - 6

Teaching Learning Material

Introduction
Traditionally, the textbook was conceived as the only material that was required for teaching and learning English. It imposed
severe constraints on both the teacher and the learner as the sole objective of teaching turned out to be covering the syllabus which
literally meant teaching the content of the textbook. Nothing could be left out from the textbook; nor was it necessary to supplement
it with anything as the examination focused solely on the content of the TB.
The revised curriculum conceives the textbook as one of the materials that could be used for facilitating language acquisition.
Since the examination focuses on the spontaneous production of language and not the reproduction of the information loaded in the
textbook we have to supplement the textbook with a variety of other TLM so that the learners get a rich linguistic exposure. It is in this
backdrop we have to consider the possible materials that could serve as TLM.
Suggestions on TLM
1. Photographs, toys, dolls, crayons, water colours, pencils, sketch pens, models,
2. Big books, parallel texts in more than one language, pictures, cartoons, stick figures, comics,
3. Cartoons / comics / jokes / skits / riddles /tongue twisters/sequence songs / sentence chains / proverbs / quotations
4. Reading flash cards / alphabet dominoes
5. Stick figures drawn by the teacher on the board / a chart
6. Chocolate/soap/medicine/health drink wrappers and other such materials in the environmental print
7. Reading material rhymes, haikus, cinquins, couplets, poems, acrostic poems, narrative poems, limerick poems, blank
verse, parodies

SCERT English Syllabus 137

8. Reading cards eg,.100 Reading cards developed by CIEFL
9. Short films on different themes
10. Picture books / picture story books /cartoons / comics / jokes / skits / riddles /tongue twisters/sequence songs / sentence
chains / simple and popular proverbs
11. Informal talk on topics of great interest to children; talks by great personalities
12. Parallel texts in more than one language, pictures, cartoons, stick figures, comics, photographs, pre recorded audio / video
materials
13. Bilingual story books, bilingual dictionary, picture dictionary
14. Narratives and animal stories consisting of at least two events and dialogues/self-talk related to the events
15. Narratives with animal and human characters consisting of three or more events and conversations between the characters
16. Narratives ( fables, fairy tales, folk tales/ legends/ pourquoi tales, short stories /biographies)
17. Umbrella narratives, grandmother stories, folk tales, fantasy stories consisting of events/dialogues/self talk of the characters
and images and ambience
18. Books in class library and school library- including magazines like Chandamama, Amara chitra katha, News papers editions
like young world, news paper in education etc,.
19. Explanations of how things work (e.g., how a fan/bulb/computer/refrigerator works)
20. Pre-recorded audio / video materials
21. Teacher’s / learner’s writing on the board / chart / wall magazine
22. Child literature from National Book Trust (NBT) and Children Book Trust of India etc.,

138 SCERT English Syllabus

 Chapter - 7

Continuous Professional Development (CPD)

It is an accepted fact that it is difficult to teach a language even if you are proficient in that language. And one can imagine
how difficult it would be to teach a language like English with limited language competence. National Focus Group’s Position
Paper on English observes that the success of any classroom activity or innovation stems from the teacher’s resources in the
language. So far the pre-service as well as in-service training programmes are focusing on the teacher’s teaching competence,
taking for granted their language competence. Making the situation worse, the training programmes are conducted in English to
improve the teaching competence of the teachers. Since teaching methodology involves principles of psychology, philosophy, and
logic, the content burden and the language burden force the teachers to switch off their minds and sit passively in the programmes.
National Focus Group’s Position Paper on English says, “When proficiency is given its due place, there is freedom to provide the
ideational or development component of teacher preparation in the teacher’s own language, ensuring comprehension as well as
debate. Teacher training through English has often found the language of its academic content an obstacle to understanding; this
leads to jargonisation of teaching methodology. The Assam experience (Dowerah 2005) shows that academic content can be
delivered in the teacher’s own language.” Therefore, the teacher development programmes should aim at both language competence
and teaching competence. Language proficiency of teacher is to be addressed embedding it in the context of language pedagogy
that will help the learners acquire the language system rather than learn about the content of the textbooks.

7.1 Continuous Professional Development of Teachers

Lifelong learning and continuous professional development are almost the same. Learning throughout one’s life is a good
aim to have for every teacher, especially for a teacher of English. This is especially important in the context of the changing belief

SCERT English Syllabus 139

systems in tune with the emergence of new paradigms. But it is very disheartening to know that most of the teachers of English are
happy with the way they are going perhaps with the belief that they are doing a reasonably fair job and that they have been well
trained. So, they do not want to develop to any further extent. But there are a few teachers who always strive to push their
boundaries and actively create challenges for themselves. They learn from their own experiences and add to their skills and their
self knowledge, often on their own.

Many of us are somewhere in the middle. We want to develop professionally, but we feel we do not get time for
learning within the busy schedule of our work.
Professional development takes place in two ways- one is a narrow way and the second is a broad one.
1. The narrow view is to acquire some specific sets of skills and knowledge in order to deal with some specific new requirements
like attending teachers training to handle new textbooks or to use new teaching aids.
2. The broad view conceives CPD as a much deeper, wider and longer-term process, in which the professionals continuously
enhance not only their knowledge and skills, but also their thinking, understanding and maturity. They grow not only as
professionals, but also as persons; their development is not restricted to their work roles, but may also extend to new roles
and responsibilities.
However, some experts on ELT and some experienced English teachers suggest certain ways for the continuous professional
development (CPD). They are:

Experts Help
We can learn a lot from the experienced and expert practitioners in the field of ELT by attending the workshops and
seminars on our own. The teachers are lucky for whom the talks are available in their vicinity. But others can read the articles

140 SCERT English Syllabus

and books written by “experts” and can participate in online events or blogs with invited professionals as an alternative if the
experts are not available in the flesh somewhere near them.

Workshops
The teachers often can get a lot more out of smaller, more intimate workshops where there is more opportunity to discuss
and debate ideas and opinions and take away ideas for classroom activities to one’s own reflection.

Online communities
These include an interactive virtual conference such as the annual IATEFL (International Association for Teachers of English
as a foreign language) online conferences sponsored by the British Council or the blogs on the ‘Teaching English’ website or other
forums and discussion boards set up to encourage participation around ELT topics by teachers from all over the world. We can get
online membership from the British council to post our own blogs or read other’s blogs and share our opinions or add our own
comments with a better understanding of what language is and how it is learnt. We must also be alert about the increasing spread
of linguistic imperialism that is being created and propagated by individuals and agencies within the country and outside it.

Informal Talks
Staff room is the best place for our informal chitchat. We can join other teachers discussing their next lesson or the material
they are using. This is the most effective and one of the easiest ways of developing professionally, especially if you are really
serious about borrowing ideas from your colleagues and trying them out in your own English classes.

Individual Reading
Bacon says reading makes a man, conference a ready man and writing an exact man. Reading is the most important
professional requirement of a teacher, especially an English teacher. The teachers can read internet Journals, materials as well as

SCERT English Syllabus 141

actual text books. Sometimes the reference books may be very expensive, so we may make it a habit to go to the library in our
area and read the latest arrivals on ELT.
Reading groups
While reading is done individually, what is learnt can be formalized in discussion in a reading group? We may read a text to
our colleagues or during Cluster Resource Centre (CRC) meetings and we may come together a few weeks later and discuss the
contents. We learn so much through sharing of our ideas, impressions and discussing the issues the reading material raise.

Action research
We may be involved in action research on day today classroom challenges faced by us and find solutions. For example, at
the primary level, we may take up research on “why our pupils are not able to read English words? At upper primary level
“problems of students in speaking”, etc. The findings can be shared in Teacher Centre meetings. SSA is supporting teachers in
doing action research studies.

Giving Sessions
This may be in school meetings, and teacher centre meetings, where teaching ideas are shared. Local ELTC meetings will
provide a platform for giving sessions. Participating in any sessions at any stage is very effective for professional development due
to the planning and research which takes place before the session and the discussion and feedback which the session provokes later.
We grow professionally before and after the session.

Writing

According to Bacon, writing makes an exact man. Teacher may write short articles or even books. Keeping a diary and
reflecting on our teaching is a very good way to start with. We have to write an article and re-write it many times so that it can be
refined considerably. Those who have done a course like P.G.C.T.E. from English and foreign language university or participated
142 SCERT English Syllabus
in the teacher development programme from Regional Institute of English, South India, know the importance of writing and re-
writing the assignments.
A need-based writing programme for the teachers would be to undertake the production of material for children to read. In
the revised pedagogy, we have aimed at helping the children to produce a variety of discourses at all levels of their learning. We
have also conceived classroom processes to materialise this goal. Teachers also apply these processes in their own enterprise in the
domain of creative writing,

Doing a formal Course

A course like P.G.C.T.E. from English and foreign language university or the teacher development programmes from Regional
Institute of English, South India, will be more helpful for teachers.. British council is also offering some courses for in-service
teachers.

Membership in professional bodies

We can be members of professional bodies. There are already some of these in the ELT field. Teachers can also work for
building up an academic networking among them by blogging, podcasting or through other internet programmes such as face
book, twitter for sharing their field experiences with other teachers across the world.

Other Ways

There are certain other ways for our professional development.

• Engaging in new professional activities and doing things for the first time

• Peer observation

SCERT English Syllabus 143

 • Exploring different methods, strategies and techniques within the parameters of the emerging paradigm

• Following reflective and explorative practices

• Participating in projects in a group with fellow professionals

• Forming a local group like English clubs to discuss and take turns to lead sessions
In fact, the possibilities are many. The only decisive criteria for our actions should be our own critical thinking - looking at
everything including our actions from multiple perspectives.

1. Most training programmes are aimed at improving the teachers’ teaching competence but not their subject competence.

2. There are no effective tools of assessment to measure the entry and exit behaviour of the participants.

3. There is neither teacher support mechanism nor the mechanism to follow-up the training programmes conducted.

The quality of English Language Education can be improved by taking up the following measures. The measures are
suggested based on the assumption that ‘teachers should be motivated internally and/ or externally to improve their competence
and to improve the quality of education they impart.’
1. A set of academic standards as well as professional standards should be prepared for English teachers at three levels viz,
primary, upper primary and secondary. At each level, standards can be set for three stages of proficiency viz, basic,
advanced, and proficient.

2. Reliable and valid test tools should be developed based on the standards laid out as said above. The testing and
certification should be given to a reliable player in ‘Testing &Assessment Services’ such as ETS, Prometric, etc.

144 SCERT English Syllabus

3. Portfolio assessment of teachers and the assessment of children’s performance should be a part of the teacher
certification.

4. Teachers should have the facility to opt for the test at their convenience. They can be allowed to take tests any number
of times allowing 30 days, 60 days, 120 days gap between two consecutive appearances for basic, advanced and
proficient tests respectively.

5. The tests should be preferably on-line.

6. Support system involving teachers, teacher educators and other resource persons should be evolved. Forming on-line
groups and subject forums, and organizing seminars help teachers develop their competence.

7. Suitable incentive /penal system should be planned to motivate teachers to opt for the tests at various levels/stages.

8. An effective academic supervision and support system involving teachers (who have ‘proficient’ certification) should be
planned to assess the teacher, the learner, and the teaching learning process.

9. Professional development programmes should be planned taking into consideration the needs felt by the participants, the
employer(or the teacher educators), and the needs necessitated by new content/methods. They can be conducted in the
teachers’ own language, where necessary, to ensure comprehension as well as debate.

10. Good teacher handbooks/modules, multimedia materials, on-line resources, self-learning materials/strategies, etc., should
be developed/used to compensate transmission losses in cascade mode of teacher development programmes.

11. The programmes should help teachers prepare for the tests and in the process help them become autonomous learners.
They should aim at exposing teachers to the wide variety of resources available on-line and in their surroundings.

SCERT English Syllabus 145

7.2 Teacher Development Resources
The following are the some of the useful reference sources where teachers can make use for their continuous professional
development.

1. Government Organisations Working in the Field of Promotion and Development of Languages

Sl.No Name of the Organisation Website
1. Central Institute of Indian Languages, Mysore www.ciil.org
2. English and Foreign Language University, Hyderabad www.ciefl.ac.in
3. National Council of Educational Research and Training, New Delhi www.ncert.nic.in
4. National Translation Mission www.ntm.org.in

2. Non-Government Organisations Working in the Area of Language EducationI

S.No. Name of the Organisation Website

1 Akshara Foundation, Bangalore www.aksharafoundation.org
2 British Council, India www.britishcouncil.org
3 Centre for Learning, Bangalore http://cfl.in
4 Centre for Learning Resources, Pune www.clrindia.net
5 Digantar Shiksha Evam Khelkud Samiti, Jaipur www.digantar.org
6 Dr. Reddy’s Foundation, Hyderabad www.drreddysfoundation.org

146 SCERT English Syllabus

7 Eklavya, Bhopal http://eklavya.in
8 Pragat Shikshan Sanstha,
Phaltan, Maharashtra www.indiaprogressiveeducation.com

3.. List of Some Popular Children’s Books’ Publishers

S.No. Names of the Publishers Website
1 A&A Book Trust / Arvind Kumar
Publishers www.arvindkumarpublishers.com
2 Alka Publications www.alkapublications.com
3 Anveshi (through DC Books) -
Tales from the margins a series
of eight books http://www.anveshi.org/content/view/172/99/
4 Bharat Gyan Vigyan Samiti (BGVS) www.bgvs.org
5 BPI India Pvt. Ltd. www.bpiindia.com
6 Cambridge University Press www.cambridge.org/asia/
7 Center for Learning Resources www.clrindia.net/materials/childrenbooks.html
8 Chandamama India www.chandamama.com
9 Children’s Book Trust www.childrensbooktrust.com

SCERT English Syllabus 147

10 Eklavya http://eklavya.in
11 Eureka Books (EurekaChild
An AID India Education Initiative) www.eurekachild.org/eurekabooks
12 Hamlyn: Octopus Publishing Group www.octopusbooks.co.uk/hamlyn/
13 Harper Collins Children’s Books www.harpercollinschildrens.com
14 India Book House www.ibhworld.com
15 Janchetna http://janchetnaaa.blogspot.com/
16 Jyotsna Prakashan -
17 Karadi Tales Company www.karaditales.com
18 Katha, New Delhi www.katha.org
19 Macmillan Publishers http://international.macmillan.com
20 National Book Trust www.nbtindia.org.in
21 National Council of Educational Research and Training www.ncert.nic.in
22 Navakarnataka Publications http://navakarnataka.com
23 Navneet Prakashan Kendra, Ahmedabad, Gujarat -
24 Oxford University Press www.oxfordonline.com
25 Parragon Books www.parragon.com
26 PCM Children’s Magazine www.pcmmagazine.com

148 SCERT English Syllabus

27 Pratham Books www.prathambooks.org
28 Puffin Books, Penguin Group www.puffin.co.uk
29 Pustak Mahal www.pustakmahal.com
30 Rajkamal Prakashan Samuha www.rajkamalprakashan.com
31 Ratna Sagar Publishers www.ratnasagar.com
32 Room to Read www.roomtoread.org
33 Sahmat www.sahmat.org
34 Scholastic India Publishing www.scholasticindia.com/publishing.asp
35 Shree Book Centre, Mumbai -
36 Tara Books www.tarabooks.com
37 TERI Press http://bookstore.teriin.org/childrencorner.php
38 The Learning Tree Store http://www.tltree.com
39 Thomas Nelson www.tommynelson.com
40 Tormont Publication Inc. -

4. Some Weblinks for Language Learning

1. http://www.bbc.co.uk/schools/magickey/adventures/dragon game.shtml is a game that helps learn about a question and a question
mark.

SCERT English Syllabus 149

2. http://www.bbc.co.uk/schools/magickey/adventures/creamcake_game.shtml is a game that helps learn rhyming words, their
pronunciation and use in sentences.
3. http://www.proteacher.com/cgi-bin/outsidesite.cgi?id=4731&external=http:// www.sdcoe.k12.ca.us/score/actbank/
sorganiz.htm&original =http://www.proteacher.com/ 070037.shtml&title=Graphic%20Organizers contains well-delineated
writing standards, level wise.
4. http://www.lessonplanspage.com/LAK1.htm contains a whole host of ideas for language activities
5. http://www.col-ed.org/cur/lang.html has a plethora of links to lesson plans for language learning, and none of them conventional
ones.
6. http://www.op97.org/ftcyber/jack/puzzles/puzzles.html has easy, medium and hard jigsaw puzzles that are based on fairy tales.
7. http://www.youtube.com/watch?v=2lVNi-FpEuY has a video of the Panchatantra story about the doves in a hunter’s net (collective
strength) in Hindi.
8. http://www.youtube.com/watch?v=ANjO VjjlDw&feature=related has a video of a story on why the sea water is salty.
9. http://www.pitt.edu/~dash/type0510a.html contains links to different versions of the story of CINDERELLA, from around the
world.
10.http://www.darsie.net/talesofwonder/contains Folk and Fairy Tales from around the World.
11.http://www.rubybridges.org/story.htm contains the inspiring story of Ruby Bridges and her teacher
12.http://www.thepromisefoundation.org/TPFLtRB.pdf is report of a Study on Learning to Read in Bengali, useful for language
researchers in Indian languages.

150 SCERT English Syllabus

5. Some Websites for Language Resources
1. http://www.bookadventure.com/ki/bs/ki_bs_helpfind.asp allows the user to enter the preference (level, type of book, etc.) and
then generates an entire booklist, complete with title, author name, ISBN number, etc.
2. http://school.discoveryeducation.com/ provides innovative teaching materials for teachers, useful and enjoyable resources for
students and smart advice for parents about how to help their kids enjoy learning and excel in school. The site is constantly
reviewed for educational relevance by practicing classroom teachers in elementary school, middle school, and
high school.
3. http://puzzlemaker.discoveryeducation.com/ allows the user to create and print customized word search, criss-cross, math puzzles,
and more using his/her own word lists.
4. http://www.henry.k12.ga.us/cur/Kinder.htm has a host of ideas for the classroom, to improve language, science, math, art, and
many other skills.
5. http://gem.win.co.nz/mario/wsearch/wsearch.php allows you to generate your own word maze/word search puzzle.
6. http://georgemcgurn.com/articles/readingforpleasure.html has a good article on reading for pleasure.
7. http://www.atozteacherstuff.com/pages/374.shtml for a lovely idea on getting children excited about reading.
8. http://www.readingrockets.org/article/c55/ for another idea
9. Also, see: http://www.bbc.co.uk/raw/campaignpartners/ideasbank/reading/
10.http://www.vrml.k12.la.us/krause/Reading.htm has slide shows for reading for kids.
11.http://kielikompassi.ulc.jyu.fi/kookit0405/seashore/mrshrimpandsammy.htm has a film to teach pronunciation.
12.http://www.msgarrettonline.com/descripwords.html for descriptive words

SCERT English Syllabus 151

13.http://esl.about.com/od/vocabularylessonplans/a/characteradj.htmfor an excellent activity that develops and broadens knowledge
of character adjective vocabulary.
14.http://www.scholastic.com/ispy/play/ for a set of award winning puzzles and games that allow children to discover word
associations, word play and themes that help them build important learning skills including reading.
15.http://www.readwritethink.org/materials/in the bag/index.html for an interactive game that builds vocabulary.

6. Some Weblinks to E-Books and Online Libraries

1. http://worldlibrary.net/WidgerLibrary.htm has several e-books that can be downloaded.
2. http://www.sacred-texts.com/hin/ift/index.htm has links to Indian fairy tales.
3. http://primary.naace.co.uk/activities/BigBooks/index.htm has audio-e-books for kids.
4. http://www.vrml.k12.la.us/krause/Reading.htm for slide shows that excite a child to read.
5. http://www.arvindguptatoys.com/ contains an enormous list of books on enlivening language learning, rated by Arvind Gupta.
Many of them can be downloaded for free.

152 SCERT English Syllabus