ENGLISH STANDARD ONE TERM - I Preface
The English Language textbook has been designed to enable a fun-fi lled and engaging experience in learning the language. The approach allows for plenty of practice in the four language skills. It focuses on structure practice and vocabulary enrichment through a variety of language learning activities. These activities evoke interest and engaged practice in the language and thus lead to retention. As per NCF 2005, language is learnt when it is taught with exposure in meaningful context rather than as a subject. In accordance with this, the textbook has been drafted with themes related or familiar to children. The units provide space for effective individual and pair work and thus allows the teacher to focus on time management in multi-level classrooms.
How to use the book
The first-term English book for Standard I has three units. • Each unit is planned for a month. • The characters Valli and her pet Chittu introduce the theme of each unit. • Each unit is designed around child-friendly themes, namely pets, play, and family.
UNIT - 1
Any language learning is meaningful when it is put into a familiar and personalized context. • Children like to keep dogs, cats, birds, kids, etc., as pets. In this unit, Valli, along with her pet Chittu, explores the names of things she finds on her way. • The teacher should encourage the children to talk about their pets and what their pets do.
UNIT - 2
Children love to play. In this unit, children will enjoy their favourite animals playing games. • The comic strip helps children explore and talk about various games played by the animals. Teachers should encourage and lead the conversation. • The teacher could take this opportunity to highlight the value of inclusion among children as characterized by the rat in the story. • Colours are explored in a fun story that will appeal to children.
UNIT - 3
• Parents and family form a child's first relationships. • As children are attracted towards animals, the concept of family and young ones is introduced through animal families. • The teacher has to talk about different types of families in the story, like the large family of Nila, the small family of Abdul, and the single-parent family of Mary. • The teacher has to highlight that family is a safe zone that nurtures relationship, bonding, togetherness, care, love, and so on.
• Every unit starts with a colourful, pictorial warm-up page. • The Look and Say can be used to develop vocabulary and speaking skills. • The letters of the alphabet have to be introduced in context either through a story or a song. The sounds of the letters are to be taught through phonics. • Tracing strokes, curves, and letters can be used for prewriting activities. • Word Wall can be used to learn sight words and key words of each lesson.
• Circle time provides an opportunity for the teachers to teach the language structures through games and play. • Circle time develops listening and speaking skills. • The activities in the Think Zone can be used for promoting higher-order thinking. • Let us understand that it can be used to move from simple to more challenging tasks, giving guided help for comprehension. • I can do it, which can be used for oral assessment and reading.
Let us sing
- Clap your hands. Stamp your feet Skip and run And turn around.
- Clap your hands Stamp your feet Hop and jump And turn about. Clap your hands Stamp your feet Bend and stretch And play a game.
- Come, let us play together and have fun.
- Sing aloud
Where is Kavitha? Please stand up Do a little clapping Sit down, please.
Where is Kannan? Please stand up Do a little stamping Sit down, please.
- sip, hip, lip, dip, nip, tip, din, pin, tin, bin, bid lid bit sit pit hit lit sat, mat pat, pad, had lad map, cap nap, lap tap can man pan tan cab tab Display the words on the board. Make children stand on a circle. Read out the words randomly like sip, map, hip, cap, dip, tin... Encourage children to jump in for the words with the ‘a sound and jump out for the words with the ‘i‘ sound.
Familie
I love my family. My family loves me.
What do you see in this picture? Tell your friend.
In a nest, on a branch, or under a tree, there are many places that animals can be.
Under a wing, or in a hole, in the ground, there are many places where animals are found.
Note to the teacher: Introduce the idea of a family and the way they live together.
Different Families
Families are different. How many are there in a family? Two or four, five or six or more? I have a family You have a family We all have families But families can be different.
Listen and repeat My family helps me. My family loves me. My family takes care of me. My family keeps me safe.
What are they doing? What are they doing?
Hop a little, jump a little, one, two, three. Run a little, skip a little, tap one knee. Bend a little, stretch a little, nod your head. Yawn a little, sleep a little in your bed.
This is the way we dig the ground, dig the ground, dig the ground. This is the way we dig the ground, early in the morning.
This is the way we plant the seeds, plant the seeds, plant the seeds. This is the way we plant the seeds, early in the morning.
dig the ground, dig the ground.
Early in the morning
This is the way We water the plants, water the plants, water the plants This is the way We water the plants, Early in the morning.
This is the way we grow the plants, grow the plants, grow the plants. This is the way we grow the plants, early in the morning.
We water the plants early in the morning.
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