At the primary level, children’s process of learning gradually and progressively moves from hearing to listening, to speech to reading and finally writing. With progression of time children continue to develop and refine their skills in these aspects of language.
By the time they reach Class VI, children would have acquired basic proficiency in English language and hence opportunities must be provided to further hone their skills. They need to interact with social media, have diverse exposure and develop independent thinking. Their experiences need to be channelled as creative expressions in the English classroom.
1. Listening and Speaking
Listen to a range of texts such as story, poems, narratives, lecture etc. for aural/written comprehension.
Listen and comprehend issues/topics raised in spoken texts (public address, guest speaker, televised interview, Social media/internet videos) and asks for clarification or elaboration of ideas.
Group discussions, debates, speech, drama, presentations etc. (use of graphics, images, music, sound and visual displays in presentations.)
Analyse and evaluate the use of language in different contexts (newspapers, television, billboards and advertising campaigns) and its interpretation.
Adapt speech to a variety of contexts and tasks. e.g.
- facial expressions
- body language
- voice modulation
Dictation of Chunks of language.
Texts (Literary and Nonliterary) covering different themes and registers for comprehension and inference. The themes may include:
- Self, Family, Home, Friends
- Neighbourhood and Community at large
- The Nation - diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage
- Myths / legends / folktales
- The World - India's neighbours and other countries (their cultures, literature and customs)
- Adventure, Imagination and creativity
- Sports and Yoga
- Issues relating to Adolescence
- Science and Technology
- Peace and Harmony
- Travel and Tourism
- Mass Media
- Art and Culture
- Health and Reproductive health
- Experience of children
- Personalities & achievers
- Environmental concerns - water conservation, cleanliness and sanitation
- Safety - personal safety & awareness about child abuse, conservation energy
Extensive and intensive reading of the texts
- Simple messages, invitations, short paragraphs, letters (formal and informal) applications
- Short compositions based on pictures
- simple narrative and descriptive pieces, etc.
- Creative writing: stories, poems, dialogues, etc.
- Organise and structure thoughts in writing.
- Organise and structure meaningful sentences in a sequential manner.
- use of linkers such as ‘firstly’, ‘then’, ‘later’, ‘finally’, etc. to link sentences to indicate passage of time and provide a sense of closure.
- Age appropriate use of words and phrases
- Follow process approach to writing i.e. planning, revising, reviewing, editing, rewriting.
4. Grammar and Vocabulary
- Pronouns in the proper case, reflexive pronouns, pronoun number and person, pronoun - antecedent agreement to include indefinite pronouns.
- Subject-verb agreement with intervening phrases and clauses.
- Transitive and intransitive verbs.
- Tenses to convey time, sequence, state, and condition.
- Recognition of correct and incorrect /inappropriate shifts in verb tense.
- Vocabulary in context as a clue to the meaning of a word or phrase.
- Age-appropriate affixes and roots as clues to the meaning of a word.
- Dictionary and reference materials, print, digital and tactile, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
- Figures of speech in context.