MY ENGLISH WORLD TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE CLASS I Published by: The Government of Andhra Pradesh, Hyderabad Free Distribution by A.P. Government i Chief Production Officer : Smt.B. Seshu Kumari, Director, SCERT, A.P., Hyderabad. Chief Production Organiser : Sri. B. Sudhakar, Director, Govt. Textbook Press, Hyderabad. Organising Incharge : Dr. N. Upender Reddy, Prof. & Head, Curriculum and Textbook Department, SCERT, A.P., Hyderabad. Asst. Organising Incharge : Sri. K. Yadagiri, Lecturer, C&T Dept., SCERT, A.P., Hyderabad.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
MY ENGLISH WORLD
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE
CLASS I
Published by:The Government of Andhra Pradesh, Hyderabad
Free Distribution by A.P. Governmenti
Chief Production Officer : Smt.B. Seshu Kumari,
Director, SCERT, A.P., Hyderabad.
Chief Production Organiser : Sri. B. Sudhakar,
Director, Govt. Textbook Press, Hyderabad.
Organising Incharge : Dr. N. Upender Reddy,
Prof. & Head, Curriculum and Textbook Department,
SCERT, A.P., Hyderabad.
Asst. Organising Incharge : Sri. K. Yadagiri,
Lecturer, C&T Dept., SCERT, A.P., Hyderabad.
Free Distribution by A.P. Government
This book has been printed on 80 G.S.M. SS MaplithoTitle Page 200 G.S.M. White Art Card
Printed in Indiaat the Andhra Pradesh Government Text Book Press,
No part of this publication may be reproduced, stored in aretrieval system, or transmitted, in any form or by any meanswithout the prior permission in writing of the publisher, norbe otherwise circulated in any form of binding or cover otherthan that in which it is published and without a similarcondition including this condition being imposed on thesubsequent purchaser.
The copyright holder of this book is the Director of SchoolEducation, Hyderabad, Andhra Pradesh.
Preface
The State Council of Educational Research and Training has developed the A.P. StateCurriculum Framework - 2011 and Position Papers in tune with the National CurriculumFramework - 2005 and the Right to Education Act - 2009. Accordingly a new set of textbookshave been designed which are to be introduced in a phased manner. In the year 2012-13, thefirst of this series of textbooks have been developed for classes I, II, III, VI, and VII.Practicing teachers are involved in the production of the books along with the state leveland national level experts.
Hitherto, English was introduced in Non-English Medium Schools in class III. TheGovernment of Andhra Pradesh has introduced English for the first time in class I in 2011-12in all non-English Medium Schools also. This year, i.e., 2012-13, English is being introducedin class II in all non-English Medium Schools. With this all classes from I to X will haveEnglish as one of the subjects, irrespective of the medium of instruction. Therefore in orderto have parity among students of English and non- English medium a common EnglishTextbook is introduced in all media from June - 2012. Moreover, since IT enabled learning,multilingualism, and language across the curriculum would greatly enhance the child'slearning, it would not be a problem for the non - English medium child to learn English aseffectively as the child in English medium does. This single textbook norm is already inpractice in many states including Tamilnadu, Bihar, and Kerala.
The primary Textbooks titled under ‘MY ENGLISH WORLD’ are prepared basing onholistic approach of language learning. The language skills like listening, speaking, reading,and writing are integrated in the larger context of the themes suggested in NCF - 2005. Theactivities are designed as per children's knowledge and experiences which ensure activeparticipation of the learners in Teaching Learning process.
The main aim of teaching English is to help learners evolve themselves as independentusers of English. I hope this textbook will help teachers and students achieve this by makingthe teaching-learning process effective.
I thank all the institutions and experts at the state and national level, the members ofthe textbook production committee, the staff members of SCERT and all others who havecontributed directly or indirectly for the successful production of this textbook.
Any suggestions for the improvement of this book are welcome.
29-02-2012Hyderabad.
Smt.B.Seshu KumariDirector,
SCERT, A.P.
Free Distribution by A.P. Governmentiii
Textbook Development Committee
Members cum Coordinators
Smt. K. Sudha, Officer-in-charge, ELTC, DIET, Hyderabad.
Smt. K. Lavanya, Staff Tutor, ELTC, DIET, Hyderabad.
Sri. Khanderao Ramesh Rao, SA, GHS, Huzurabad, Karimnagar Dist.
Chief Coordinator
Dr. P. Jani Reddy, Lecturer, DIET, Vikarabad, Ranga Reddy Dist.
Academic Advisors
Dr. Jayasheelan, Rtd. Professor, E.F.L.U., Hyderabad.
Dr. D. Kanakadurga, Rtd. Professor, Osmania University, Hyderabad.
Ammu’s family is planning tovisit the zoo. All of themare getting ready.
1. Who are these people?2. What are they doing?3. What is father saying to Ammu?
Ammu, are you ready?Go and see, what your
mother is doing?
Yes, dad.
Eighty five
86
Eighty six
Getting ready
Yes, mummy. Daddyis waiting for you.
Ammu, are youready?
Ammu’s mother is settingthe lunch box.
banana
basket
lunch box
grapes
1. What did mother ask Ammu?2. What did Ammu tell her mother?
87
Eighty seven
1. Who is carrying Chintu?2. What is father doing?3. What is Bittu asking Ammu?
Ammu, whereare we going?
Where are we going?
We are goingto zoo, Bittu.
88
Eighty eight
On the road
Ammu’s family waits at thebus stop. An auto comes.
Father : Will you come to the zoo?Driver : Yes sir.Father : What is the fare?Driver : Fifty rupees only, sir!Father : Okay. Let's go.
1. What will father ask the auto driver?2. What will the driver say?
89
Eighty nine
Sing and dance
Will you show mewhere ‘Q’ is?‘Q’ is there in
Queen and quill.
Will you show mewhere ‘R’ is?‘R’ is there inRat and ring.
Will you show mewhere ‘S’ is?‘S’ is there in
Snake and snail.
Will you show mewhere ‘T’ is?‘T’ is there inTap and top.
90
NinetyRead and copy
91
Ninety One
AT THE ZOOUNIT - 6UNIT - 6
AT THE ZOO
Colour the pictures.
lion
peacock
Will you give metickets, please?
ticketcounter
92
Ninety two
Ammu’s family reached thezoo. Her father bought
tickets from the counter.They all walked into the zoo
in a queue.
bear
elephant
giraffe
tiger
1. What animals do you see in the picture?2. Have you ever been to a zoo?
deer
93
NinetyThree
Ammu's family at the zoo
94
What a long neck!
Look at the longneck. It’s a giraffe.
What is that tallanimal, daddy?
1. What is Bittu saying?2. What are Ammu and her father
talking about?
Look at thoseanimals, Ammu!
Ninety Four
Ammu and her father are near the giraffe.Ammu is asking about the giraffe.
95
Bittu and Ammu with animals
1. What will Ammu ask Bittu?2. What will Bittu tell Ammu about zebra?3. Have you seen a zebra?
Yes, It’s a zebra. Seethe lines on its body.
Do you knowthis animal,
Bittu?
Ninety Five
Bittu shows Ammuall the animals.
96
Which animal is it?
It is big.It has a long trunk.
What is it?
It is tall.It has a long neck.
What is it?
Ninety Six
Ammu shows Bittu otheranimals and asks about them.
97
AnimalsNinety Seven
Look at the pictures ofanimals and talk about
98
Animals we know
Animalswe
know
Ninety Eight
Write the names of the animals you know.
99
Which bird is it?
Ammu asks about theparrot and the peacock.
This is a ..........................
This is a ..........................
It has green feathers.It has a red beak.Which bird is it?
It has a blue neck. It has colourful feathers.
Which bird is it?
Ninety Nine
1. What do you call these birds?2. What is Ammu saying about these birds?
100
Birds
Look at the birds and talk about them.
grey feathersmall beakSparrow
white feathersflat beak
Duck
Birds
black feathersharp beak
Crow
Hundred
white featherslong legs
Crane
101
Ammu’s new friend
1. Who is Ammu's new friend?2. Will Bittu go with Tinku?
Ammu, meet myfriend, Tinku.
Hi, Ammu!how are you?
Fine, thank you.Hi, Tinku!
Hundredand One
Bittu meets his friend, Tinku, themonkey. He introduces him to Ammu.
102
Sharing food
1. What food do they eat?2. What food would Tinku like to eat?3. What food do you like?
Ammu, take this fruit.
Hundredand Two
It is lunch time. Ammu and her familystart eating. Tinku gives Ammu a fruit.
Bittu, what does yourfriend like to eat?
103
Food items
Write the food items you know.
FoodItems
Hundredand Three
104
What do you see?
Come, let’s go home.
Hundredand Four
Look at the picture.What do you see?
Talk about it to yourfriends.
105
Goodbye!
1. Where is Ammu's family now?2. What are Bittu and Ammu saying to Tinku?3. What's Tinku saying to Bittu and Ammu?
Bye, comeagain.
Hundredand Five
We’ll missyou, Tinku.
Ammu and her family areleaving the zoo park. Bittu
says good bye to Tinku.
Goodbye,Tinku.
106
Sing and dance
U V W, u v wDo you know
where they are?'U' is there in umbrella,
V is there in van,W is there in watch, my friend.
Hundred and Six
X Y Z, x y zYou are hidingin these words!
'X' is in Xmas, my friend.'Y' is in yak and yellow.'Z' is in zoo and zebra.
Let me end here,my dear friend.
107
Read and copy
U uUmbrella
uniform
V vVan
vase
WwWatch
well
X xX mas tree
x - ray
Y yYak
yellow
Z zZebra
zip
Hundredand Seven
108
Join the dots from ‘a’to ‘z’ to get an animal.Write its name in the
given box and colour it.
Hundredand Eight
109
Colour the pictures.
UNIT - 1
FRUITS AND VEGETABLESUNIT - 7
Hundredand Nine
FRUITS AND VEGETABLES
To the marketHundredand Ten
110
1. Where is Ammu now?2. Have you ever been to a market?3. What fruits and vegetables do you
see in the picture?4. Do you grow any of these at home?
Hundredand Eleven
111
Ammu and her mother go tothe market for buying fruits
and vegetables.
112
I don’t like it
What happened Ammu?Why are you not eating?
I don’t likebittergourd.
1. Why isn't Ammu eating anything?2. What is grandmother asking Ammu?3. Will Ammu eat food now?
Hundredand Twelve
Ammu’s mother prepared bittergourd curry.Ammu didn’t like it. She didn’t eat anything.
113
1. What is grandmother doing?2. What does she tell Ammu?3. Why doesn't Ammu like some fruits
and vegetables?
Grand mother : Ammu, we must eat all thefruits and vegetables.
Ammu : But I don’t like some of them.They are not tasty.
Eat dear
Eat this dear
Hundredand Thirteen
Grandmother tells Ammu that fruits andvegetables are good for health. We must eat all.
114
Role play the conversationbetween Bittu and Ammu in pairs.
Bittu : I eat all fruits. Different fruitshave different taste.
Grandmother : Yes, you are right.Tell your friend, to eat allfruits and vegetables.
Bittu : ...................
1. What will Bittu tell Ammu?2. What will Ammu tell Bittu?
Draw and colour the pictures ofany two fruits and vegetables you like.
Role playHundred
and Fourteen
115
Sure, I’ll tell you a storyabout ‘Princess Tomato’.
1. What does Ammu ask her grand-mother?
2. Which stories do you like?
Ammu asks for a story
I will eat. Tell mea story please.
Hundredand Fivteen
Ammu tells grandmother she will eat all fruitsand vegetables. She asks her to tell a story.
116
Bittu’s song about fruits
There are applesBig and round.
I like applesred and sweet.
Here are grapesround and small
I like grapesgreen and sour.
Hundredand Sixteen
117
fruits and vegetables
Look at the picture and write down thenames of fruits and vegetables.
fruits vegetables
Hundredand Seventeen
118
Sing the song
Here are mangoes............................................................................................................................................................
Mr. Pumpkin is the king of vegetables. Princess Tomato is hisdaughter. She is red, soft and sweet. Now she is ready for themarriage. He invited all the princes from various places. Brinjal,Potato, Carrot, Bittergourd, Green chilli and Lady’s finger cameto marry the princess.
Princess Tomato’s Marriage
One by one, tell meabout your qualities to
marry my daughter.
Hundredand Nineteen
120
I am good for health.Will you marry me?
I don’t like you.You are ugly and bitter.
Prince Bittergourd comes forward...
Hundredand Twenty
121
Prince Lady’s finger comes forward...
I make people clever.Will you marry me?
No, you are sticky.
Hundredand Twenty One
122
I add taste to all curries. Will you marry me?
I don’t like you.You are hot.
Prince Red chilli comes forward...
Hundredand Twenty Two
123
I am very popular.Will you marry me?
I am sorry. You are fat.
Prince Potato comes forward...
Hundred andTwenty Three
124
I am tasty, handsome and rich. Will you marry me?
but I don’t likevegetables.
Prince Carrot comes forward...
Hundred andTwenty Four
125
But they are all good forhealth. You have to chooseone of them to get married.
OK. Then I will marrythe Prince Carrot.
Hundred andTwenty Five
126
Yes, I like you.I will marry you.
Finally Princess Tomato marries Prince Carrot.
Hundred andTwenty Six
127
A Note to the TeacherThe new textbooks in English have been developed basing on National Curriculum Frame-work (NCF) 2005 and A.P. State Curriculum Framework (SCF) AP 2011 and are in tune withRight To Education (RTE) 2009. They envisage a shift in the teaching paradigm in the sensethat the focus is on knowledge and language construction rather than the reproduction of agiven set of information.The textbook for class 1 has been developed keeping the following as the learning outcomes ex-pected from the learners at the end of the academic year.Learning outcomes expected at the end of the courseWe expect the learners in class 1 to listen to narratives, descriptions, songs and dialogues, read themgraphically and construct the following discourses both orally and in the written form (possibly byvirtue of graphic writing)1. Descriptions (objects, persons and places)2. Conversations with at least two exchanges related to their likes, dislikes, needs, etc.3. Story containing at least one event and a dialogue4. Rhymes / songs by substituting words or phrasesSalient Features of the new Textbook in class I1. The book contains 7 units each unit dealing with a specific theme but all the units together
making a story. Each unit begins with a warm up activity involving children in reading a pictureand talking about it after which they will be colouring it.
2. This is followed by a big picture which spreads on two pages. This makes an entry point to thestory narrated in the unit. It also contains a number of labelled objects. The gist of the story tobe narrated by teacher is given in a box at the top of the page. There are also a few questionsfor interaction.
3. The narrative that is presented to the learners runs through the pages that follow the bigpicture. Each page deals with a major episode in the story and has its own sub title. Thegist of the narrative related to each page is given at the top of the page. The full narra-tive is given in the teachers' manual. Most of the questions given on the pages aremeant for eliciting the perception and divergent thinking of the learners. Certain letterson each page have been highlighted using different colours so that they will leavevisual imprints in the minds of the learners.
4. Some of the pages contain rhymes / songs which make an integral part of the story.These rhymes and songs have a lot of potential for generating more lines with theinvolvement of the children.
5. Each unit also contains a few activities meant for the learning of vocabulary and spell-ing. The vocabulary activity ends up with evolving a concept map on themes such asfamily, vehicles, places, animals, birds, things I like, etc.
6. Towards the end of the unit there is a section for revisiting the letters of the alphabetlinked with objects that children are already familiar with (either through their previ-ous experience or by virtue of the learning experience they have undergone in theclass).
127
APPENDIX
7. Efforts have been taken to ensure that the learners get holistic input of language rather thanfragmentary one in terms of language elements, vocabulary items, etc. The language elementsare presented not linearly but in a spiral mode.
The Classroom ProcessThe general design of classroom transaction will be something like the following:
I. The picture given in the beginning of the unit is meant to be used as a trigger for sensitizing thelearners on the theme around which the lessons in the unit have been woven. Children cancolour the picture and talk about it. The interaction based on this picture will serve as warm upfor engaging the learners in the activities that follow.
ii. The second picture in the beginning of the unit is related to the listening input given to thelearners. The interaction based on the picture will help the learners comprehend the passagepresented to them orally. Individual perceptions and divergent thinking on the part of thelearners are the prime focus of the interaction at this stage. Let children identify the variousobjects in the picture and associate the objects with the graph of the words representing theseobjects.
iii. This is followed by the presentation of a narrative which will further sensitize the learners onthe theme. The narrative makes the major listening input for the learners. The passage forlistening has been given at the end of the book. However, the teacher need not present thewhole narrative solely in English. Code-switching is suggested for presenting the narrative.Certain English expressions have been highlighted which are to be narrated in English and therest of it can be narrated in mother tongue.
The text on each page is to be elicited through the interaction that takes place in the course of thepresentation of the narrative. Children will be responding in mother tongue. The teacher can put thisin English and write it on a chart. She can read the text generated in this manner and help the learnersassociate the text written on the chart with the one printed in the textbook. This process of graphicreading is very important for the learners to develop phonemic consciousness.Graphic Reading and WritingInstead of the unscientific and illogical way of introducing alphabet we can make them read andwrite graphically. Graphic reading means reading a word and sensing its meaning without evenknowing the alphabet. Graphic writing means writing something without knowing the letters inisolation but knowing its meaning in totality as a word. Graphic reading and writing help the learnerpick up the vocabulary without any process conflict i.e., without any problems of spelling and pro-nunciation. The learners pick up the vocabulary non-consciously.Organic ReadingThe alphabet is not taught independently. Children develop phonemic consciousness trough system-atic spiralling of discourses which they experience through classroom interaction. After a few daysof experience, learners will be at various levels with regard to skills of reading and writing:
They can identify a number of words as units.Some of them can identify various English letters.Some of them can write a few letters of the alphabet.They have noticed that English letters sound differently when they appear in different words.
128
We can make use of several activities before children actually enterreading a passage. The teacher can write their names on slips and ask them to pin thename slips on their clothes. The teacher herself can pin her name slip on her clothing.In the evening they are asked to keep the name slips in a box. Next day morning, theyhave to take their slips back and pin them on their clothes.
Later each child can take her friend's slip and hand it over to her.
Children can mark their attendance against the names displayed on a chart.
Organic WritingEveryone would like to posses a good handwriting. But how to achieve this is the issue.Suppose the child undertakes writing tasks on her own because she has an urge to do so.Certainly she will try to improve her handwriting since she is doing this for herself and notfor the teacher. How can we instil this urge in her? The only way to do this is to involve thechild in need-based writing tasks, which are meaningful to her.All what we have to do is to give those writing tasks that will psychologically appeal to hersince she knows that by doing them she is addressing her own needs. For this she must haveopportunities to see good handwriting. What are the sources for these?
The teacher's writingsCaptions on wrappers and packets of commercial productsSign boards on the road side
As facilitators we have to help children familiarize themselves with these things. A numberof meaningful writing tasks can be thought of.
Labelling things in the classroomMaking picture cards with labels on themPreparing 'Happy Birthday” cards
Utmost care is to be taken for ensuring that at no point a writing task is imposed on thelearners. They must be intrinsically motivated to write down the words and sentences or tocopy down what the teacher writes on the chart. Forcing them to write down these will bedisastrous. In the early stages of writing children might make a number of errors such asusing wrong spellings, mixing up capital letters with small letters, ignoring the conventionsof writing, etc. Teachers have to appreciate their writing and should have patience enough togive them proper feedback that will help them reflect on their own writing so that they will beprogressing to the next level of learning.Sufficient time should be given for the learners to share their ideas with their peers. Whetherthey are reading, or constructing discourses opportunities should be provided for the learnersto do the task individually as well as in groups.Instead of asking and eliciting pre-decided responses from the learners the teacher can initi-ate dialoguing with the learners using a variety of strategies such as reporting, seeking con-firmation, agreeing or disagreeing, asking for opinions, etc.
129
AssessmentLanguage learning process is a continuous one and assessment is not an activity distinct from learn-ing. Since learning is facilitated through group discussions, pair discussions and individually, assess-ment also operates at the individual level, in peers and in groups. This will help the learners tocompare their strengths and weakness and make modifications in their learning. We propose Con-tinuous and Comprehensive Assessment at all levels of language learning. The thrust is on formativeassessment which can be interpreted as assessment for learning and assessment as learning whichare distinct from summative assessment of learning. It is important that the teacher does not judgethe child's nature, instead notices the inherent potential of the child as a learner in the context of his/ her nature.As has already been pointed out the development of language skills and thinking skills is taken careof by the various activities that are to be carried out in the class room such as listening to and readingauthentic texts and responding to them. None of the grammatical concepts and vocabulary items ismeant for de-contextualised testing as was done in our examinations; the learning of various gram-matical concepts and vocabulary items are to be tested only by placing them in authentic discoursecontexts. Tools available for performance assessment related to a specific unit
Assessment page of Teacher's Lesson Plan ( Teaching Manual)Diary containing anecdotes revealing snapshots of learner achievementSelf Assessment tools given in the TB (e.g. English VII,V) for the use of learners.Student portfolio (Collection of the work done by the individual learner)Big books or other products evolving in groups through collaborationFeedback collected from parentsPeer assessment tools (specific tools to be evolved)Worksheets in a specific assessment context
Stages of AssessmentLet us see how the Unit Analysis is done for materialising Continuous Assessment. The followingstages may be useful:1. Identifying the modules or segments (listening, reading, exercises, etc.) to be transacted in
each unit. At each stage of transaction the facilitator has to bear in mind a few questions:What are the competencies addressed in this segment /unit?What are the constructs (concepts, skills, processes, attitudes, etc. ) formed at this stage?What activities /classroom processes are to be carried out for facilitating the construction ofknowledge at each stage?
2. Using appropriate tools for assessment with specified indicators3. Giving proper positive feedback to the learners in the form of qualitative statements4. Recording assessment in terms of the indicators.
You should rise above the textbook and appreciate the fact that language can be taught usingany /every material available in the classroom or outside the class room. The textbook is only askeleton that represents the syllabus. The teacher should give it flesh, blood, and life by bringing intothe classroom a wide variety of stimulating materials like photographs, pictures, riddles, models,art, craft, dance, and anything under the sun that facilitates teaching learning process and makes it ajoyful experience. We hope you could do that.