Revised Syllabus for Class III

January-April

Competency : Observing and Identifying

Identifying certain animals/birds/insects/fish through pictures as well as word-

cards and co-relating them with their L1 synonyms. Very common words like

cow, dog, cat, sheep, goat, monkey, donkey, snake, crow, mayna, bug, moth, fly,

rohu, katla, hilsa etc.

√ Standardized pronunciation (R.P.) has to be accepted and no emphasis be given on

teaching dipthongs.

Sounds/cries of certain animals and birds through playful acting/mimicking; e.g.

mew, hiss, coo. caw, bleat, bark, bray etc.

Certain limbs of animals through pictures and word-cards and co-relating them

with their synonyms in L1; e.g. leg, tail, paw, claw, hair, fur, mane, horn etc

Teacher’s Role: Students are asked to draw the pictures of common animals.

They color the pictures and mark the various parts/limbs. The limbs are labeled

with L1 and L2 names. Such activities may be done in groups to facilitate the

slow learners

Parts of the body of birds ( through pictures, word-cards) such as feather, wing,

beak, claw, tail etc.

Parts of a fish such as fin, scale, tail etc.

Developing reasoning skill through mind mapping—integrating language learning

with natural science, such as

hops feathers wings

↑ ↑

claw ← SPARROW → flies

↓ ↓

eats grains, worms beak tail

lays eggs → nest

Competency: listening-Speaking

1. Rhymes: e.g.

(i) The dog says bow-wow

The cat says meow

The sheep says baa-baa

The little pig says wee-wee

The watch says tick-tock

The hen says cluck-cluck

The cock says cock-a-doodle-do

(ii) Donkey. donkey, old and grey

Open your mouth and gently bray

Lift your ears and low you horn

To wake up the world this morn.

2. Stories: (i) Fables ( either from Aesop’s fables or `Panchatantra’);

(ii) Folk tales

(iii) Stories with moral for value education; e.g.

(a) The lion and the Mouse

(b) The Fox and the Crane

** Stories should be short (of 5/6 sentences) using simple present tense and common

words already used in class.

** Stories should accompany with colorful pictures (may be colored by the students).

** The teacher should narrate in a lively way; repeat words/ lines for attraction. He

may ask short questions for testing their (learners) attention.

E.g.

The Greedy Dog

One day a hungry dog finds a bone. He walks over the bridge. He sees his shadow on the

water. He thinks it to be another dog with a bone. He barks to get the bone. Alas! His

bone drops into the water.

3. Puzzle/Riddle : (i) I have teeth so sharp

But I never bite. Who am I?

4. Quiz : Which bird lays eggs in other’s nest?

Teacher’s Role:

The teacher forms small groups giving a name ( either of a bird/animal) to each

group

He organizes quiz competition and awards marks/points

The group champion is applauded /praised.

5. Games: Match word-cards to form sentences highlighting on certain prepositions like

`on’, `in’, `into’, `from’, `to’.

6. Art and craft:

Learners use scissors and paper to make masks of birds or animals. They color the

masks and cover their faces with those masks

They make sounds of those animals.

They look for the appropriate food [written on cards] from the pack of cards given

to them.

** Teacher’s role: The teacher guides the students to make masks and supervises on

the activities of the learners.

7. Let us draw: The teacher instructs:

(a) Draw a box.. Color it with blue. Add yellow into it. What do you get?

(b) Leave some space of the same size.

Draw another box of the same size. Color it red. Add Yellow into it. What do you get?

(c) Join the three boxes. Whose flag is this?

Competency: Reading

Description of animals and birds

Very short stories [ fairy tales]

Very short rhymes; e.g.

The Elephant walks

The elephant walks

Like this and that

He’s so tall

And so fat.

He has no fingers

He has some toes

But oh! my goodness

What a big NOSE !

∆ `Strange Talk’- Marygold, book II, page 160

Competecy: Writing

Guided writing using pictures and word cards

Arranging words to form meaningful sentences

Ability to work out crosswords

Blank filling exercise

May- August

Competency: Observing, identifying

Observing pictures/drawings/paintings and identifying words [2-3 syllabic words]

related to Nature and also of Geography like- river, lake, hill forest, mountain,

fountain, sea, beach, sky, waterfall etc.

Observing objects of environment like pond, tree, field, oxygen, air, soil, water

Of vegetables like potato, tomato carrot, chilly, cabbage, cauliflower etc.

Of fruits like mango, litchi, grapes, pineapple, berry, jackfruit, guava etc

Competency: Listening-Speaking

Rhymes: (i) Show me five fingers, let me see

Show me four fingers, touch your knee

Show me three fingers, touch your nose

Show me two fingers, touch your toes

Show me one finger, let me see

With this finger point to me.

(ii) Mary had a little lamb

Conversation: Listening to sentence structure like-

A fish lives in the water; lions live in the forest etc

We take oxygen. Birds make nest on trees etc

Mother cooks curry of potato, cabbage etc

We walk on road.

Parrots eat guava, mango etc.

Interaction through thematic approach:

birds

↓

nestbranches----------------------------------------leaves

↓

↓--------------------Tree___________________↑

↓

↓-----------------fruit

root-------------------

Quiz : Simple Wh-questions are asked in a playful manner so that the learners get

habituated.

1. Where do birds live?

2. What does a flower give?

3. Where do you find the fruit? etc

Competency :Reading

Simple texts emphasizing on environment using Simple present tense; e.g.

A tree takes water from soil. It gives us oxygen It gives us flowers and fruits.

Flowers please us with color and smell. Birds make nest on trees. Trees are our best

friends.

Competency:Writing

Matching subject and predicate word cards; like

Trees ---are our friends

Subject-verb-object matching cards

e.g. Trees give---oxygen

For slow learners:-

Teacher uses substitution table and selection table for reinforcement of learning and

for instant evaluation; e.g.

Substitution Table

Trees are our Friends

give Oxygen

us flowers

Selection Table

Trees Are

give

Our

us

Friends

Oxygen

Fruits

Flowers

shade

September-December

Competency: observing , identifying and counting

Ability to count the number of students in the classroom/blades of the ceiling

fan/fingers/members of the family[ discussing with peers and also writing down

the numbers]-recapitulation/reinforcement of learning

Observing the movements of the clock and grasping the concept of time[ with the

help of variety of pictures]

Observing the position of the sun/moon to know the diurnal time ;e.g. morning,

noon, afternoon, evening, night, midnight

Competency: Listening-Speaking

Rhymes:(i) Hickory dickory dock… (ii) One little kitten [from `Marigold, book

II, page 29

Story telling: Story highlighting adjectives [ some are also used in Maths] like

small-big, short-tall, fat-thin, happy-sad etc

Riddles: e.g. I am an animal/Eight letter word/Ant is ending me/Who can I be?

Competency: conversation

Teacher asks students to count…e.g. How many fingers do you have?

Teacher asks the time….[showing the picture of a clock] What is time now?

Teacher asks about diurnal time…e.g. When do you brush your teeth?

Teacher engages students showing pictures of animals/birds/ objects to show

the difference of size…Which animal is big? Which one is small?

Competency: Reading

Poem: On my blackboard I can draw…[Marigold, book II , page 105]-integration

of reading, drawing, listening, counting and writing skills

Picture reading: (i) Children first color the picture.(ii) Then observe the picture

closely.(iii) Read and understand the questions and answer the non-linguistic

questions (e.g. MCQ, True-False etc )

Story: Short story with colorful pictures highlighting adjectives

>Ability to answer reading comprehension questions [very short/ objective type]

>Ability to classify objects

Competency: Writing

Ability to solve crossword puzzle

To discriminate odd-man out

Answer to comprehension type questions using sentence structure

Using adjectives to describe animals/birds in short sentences[ 4/5] by using

given words/phrases

Revised syllabus for class IV

January-May

Competency: Observing and identifying

Students are able to identify persons of certain professions by looking at the

pictures- some are known to them [e.g. doctor, nurse, teacher, etc] and some are

unknown [e.g. tailor, cobbler, carpenter, post man, etc]

Students observe the map of India/West Bengal and identify the names of states

and capitals as taught in geography

Students count and understand [through comparison] the difference between

singular number and plural number

Competency;Listening-Speaking

Rhymes : (1)Wake up [Marigold, book IV , page 2-3]

(2) Tinker, Tailor [ a counting game, played in group, where the

rhyme is used] Tinker, Tailor

Soldier .Sailor

Richman, Poor man

Beggar man, Thief.

Richman, Poor man

Beggar man, Thief

Doctor, Lawyer

Indian chief

Story telling (with actions i.e. in dramatized mode and pictures)- simple dialogue

based short stories where students can be involved in role-play; e.g.

(1) Daisy Duck [from `My English’, book IV, page 10, W.B.B. P.E.]

(2) The ship of the desert [needs to be abridged], Marigold, book III, page 100

Puzzle/riddle: ◙ I give letters to every house. Who am I?

Games: ♣ Crossword puzzle ♣ Spotting the names of animals/birds/places etc

from the given clustered letters ♣ Preparing a scrap book ♣ Making a bird or

butterfly with paper following instructions [from Marigold book III page 20 & 50]

Quiz: Short questions in English are asked to groups on subjects like geography,

natural science, history etc.

Competency: Reading

**[8-9 words in a sentence and not more than 10-12 sentences in a paragraph]

**Learners should be given exposure to Grammatical items like gender, number, proper

nouns, regular and irregular verbs, adverbs, prepositions, pronouns, qualifying adjectives

and present continuous tense . However, no grammatical written practice should be done.

** Grammar should not be taught in isolation.

Reading material: (i) Short story [ e.g. The Magic Garden, Marigold, book III, page 4]

(ii) Stories related to environment [ e.g. Sagar’s New Friend, Learning

English, Book IV,NCERT,]

(iii)Stories having dramatic element e.g. Daisy Duck [Lesson I, My

English book, W.B.B.P.E.]

Teacher’s role:-* Engaging students in role play/ mimicking.* Encouraging them to draw

the various situations in the story.* Involving them in games with word cards for

practicing prepositions, adjectives etc* Making the learners feel the fun in juggling with

letters to create words.

Competency: Writing

Following instructions ( by listening or reading) and making an envelope and

writing address on it

Observing a picture and writing a few[ 4-5] sentences about the contents of the

picture using key words.

May- August

Competency: listening-Speaking

Rhymes: (i) Goldfish by Jessica Potter Ingle (from Learning English, book IV,

page 15, N.C.E.R.T.)

(ii) Rainbow in the Sky[from My English Book, book IV, page 7, .WBBPE]

Listening to stories (1) The Pot [My English Book, book IV, page34, WBBPE]

Quiz

Art and craft: Following the instructions students cut out various geometrical

figures from the paper, first color them, identify them in L1 , then label them in

L2 with the help of word-cards.

Drawing: Students follow the instructions and draw straight and curved lines

Puzzle/riddle: I am a figure of three lines. All the lies join each other. Who am I?

Competency: Reading

Reading poems/rhymes: (i) Squirrel, Squirrel… [Marigold, book III, page 99]

(ii) I am a pop corn [Marigold, book III, page 86]

Stories : (i) The little red hen [My English Book, book IV,page 58]

(ii) Alice in Wonderland [ Marigold, book IV, page66]

Competency: Writing

Descriptive

Matching words with synonyms and antonyms

Identifying and correcting spellings and misappropriate words [e.g. Lions eat

grass]

Matching exercises on animals and habitats[home] and writing 2/3 sentences

using the information

September-December

Competency:Listening-Speaking

Rhymes/poems ;[1] How creatures Move [page97, Marigold, book III]

[2] What’s in the Mailbox [page 77, Marigold, book III]

Listening to stories: The Scholar’s Mother tongue [page 118, Marigold, book IV]

Quiz

Puzzle

Competency: Reading

Stories that are informative/narrative/fictional

Very short plays

Rhymes/poems e.g. Noses [Marigold, book IV, page 18, N.C.E.R.T]

Competency: Writing

Writing short responses to questions

Writing short paragraphs of 4-5 sentences using key words and phrases

Revised Syllabus for Class V

January-April

Competency: Observing and Identifying

Students observe pictures/photos and identify important historical personalities

like Subhas Chandra Bose, Raindranath Tagore, Mahatma Gandhi, Vidyasagar,

Khudiram Bose etc. or local heroes like Birsa Munda, Mangal Pandey etc. and

prepare scrap book.

They observe and identify leaves of certain common plants/ trees like Sal, teak,

mango, guava etc and prepare scrap book/ project file by gluing those dried leaves

and labeling some parts with the help of matching word-cards.

Observing and identifying important river(s) or hill(s) of the district or state and

making a model of the landscape [by following the instructions of the teacher]out

of clay/card-board/thermocol and labeling the figures in English.

Observing and identifying important historical monuments shown in

pictures/photos or other form of visuals(like video) and preparing a Mind-Map

with words related to the monument; e.g.

River Yamuna → Agra

Burial ↓

↑ ↑

Mumtaz Mahal ↑ → TAJ MAHAL ← Four towers

↑ ↑

Shah Jehan → garden

***This skill can be integrated with Listening/Speaking and Writing skill.

Competency: Listening-Speaking

Rhymes/Poems and Songs: e.g.(i) Thirty days has September

April, June and November…

(ii) Trains by James S. Tippet (Learning English, Book IV, page 56, N.C.E.R.T.)

(iii) Watching Clouds by Vivian Gould (Learning English, Book IV, page 2,

N.C.E.R.T.)

Listening to stories: Fictions or stories from history/science can be related with

action and role-play. The session ought to be interactive eliciting responses

leading to feedback questions [for developing thinking ability]; e.g.

(i)Tales from Betal Panchabingshati

i(ii) Tales from Vikramaditya and32 Singhasans

(iii)Tales from Stories of Birbal

(iv)Any popular regional story or legend

Story-telling (with pictures); Students sit in groups and match pictures with

sentence-cards. The pictures are in sequence. But one card has no picture.

They discuss about the end and draw a picture. They frame an ending line

matching with the picture. The leader of the group tells the story to the class.

[Ref. Marigold, Book IV, page 105, N.C.E.R.T.]

Role-play; Students make masks out of paper and card-board to enact roles of

characters in the fables/folk tales or rhymes.

Quiz: Students sit in groups. The groups are named after eminent

persons/places/historical monuments. Teacher engages them in a quiz

competition asking very short questions in English on various subjects

[ranging from history to science] that they have learnt. One word answer has

to be accepted and the group has to awarded

Puzzle/Riddle: e.g. I am hung on the wall. I tell about days and

months. Who am I?

Game: Students sit in groups. Teacher gives a box to each group. The box

contains fragmented parts of an animal’s picture. Each fragment is that of an

animal’s organ [e.g. horn, hind-leg ,fore-leg, tail etc].The names of the organs

are written on each fragment. Students assemble all the fragments and

complete the picture of the animal by gluing on a board. [Objective:

developing the vocabulary skill as well as the skill of sequencing.

Art and craft; Students are asked to draw pictures of eminent persons like

Rabindranath, Vidyasagar, Subhas Chandra Bose, Jesus Christ etc. by looking

at their pictures in history book/panting/photo. They color those pictures.

They use these pictures to make calendars.

Competency: Reading and comprehending

Reading the text should be fluent and with correct pronunciation

Text materials should emphasize on certain grammatical items like gender,

number, preposition, adverb, possessive pronouns and past tense

Biographies of eminent persons like Mother Teresa, [Learning English, page 30

book IV] Helen Keller [Marigold, Book IV, page 81], Rabindranath etc. can be

included in the text material to show the usage of past tense.

Short stories like `Robinson Crusoe’ [ Marigold, book V page 48]or `Gulliver’s

Travels’ [Marigold, Book V, page 116] may be included for exposure to past

tense and number.

Emphasis should be given on developing phonetic rhymes[ e.g. .lock-flock] as

well as in homonyms [e.g. it-eat]

Poems: e.g. (i) The Lazy Frog [Marigold ,book V, page 78]

(ii) I had a little pony [Marigold, book IV, page 93]

◙ Students are expected to read aloud/recite the poem fluently.

◙ They are expected to comprehend the meaning of the poem. Their reading

comprehension can be tested through linguistic [short answer type] and non-linguistic

questions [e.g. MCQ/True-False/chart-filling/blank-filling task]

◙They are able to match synonyms, antonyms and rhyming words

Teacher’s role:♣ Loud reading enables the teacher to test fluent reading competency

of the learner. ♣Teacher encourages in peer- learning for slow learners. ♣Use of

tongue-tweezers [e .g. `Betty bought a bit of butter…] help them to overcome faulty

pronunciation. ♣Use of phrase-cards facilitates the slow-learner to read the words in

cluster form.♣ Word-cards, picture-cards and engagement-oriented learning helps the

slow learner to grasp the meaning of the text.

Competency: Writing

Guided writing for composing personal letter by filling up blanks with words and

phrases [e.g. Learning English, book V, page23, N.C.E.R.T.]

Ability to write a route-guide with the help of a map and some key-

words.[Learning English, book V, page 31, N.C.E.R.T.]

Writing a short story [of about 7-8 sentences] with the help of a pack of pictures

in sequence, some key words and a lead sentence [e.g. `Once upon a time there

was a boy called…]

May-August

Competency; Observing and Identifying

Observing and identifying some common seasonal flowers [like chrysanthemum,

dahlia, marigold, oleanders etc.] having different names in L1 and co-relating

them with their names in L2.

Preparing a scrap-book with dry seasonal flowers labeling some parts of the

flower [e.g. petal, sepal, stalk, etc.] with the help of word- cards and picture-

guide.

Observing pictures of some common animals/birds and their babies and matching

pictures with word- cards of the names of young animals with their adults [e.g.

cat-kitten, sheep- lamb, cow-calf etc.]

Competency; Listening-Speaking

Rhymes, poems and songs: e.g. (i) I am a little Teapot/Short and stout…

(ii) Three little kittens

♣ The rhyme has to be recited with actions/dramatic mode

♣ Song has to be sung along with actions

♣ Emphasis should expressions and difference in phonetic sounds of |⌠ |and |s| sound

Listening to a story: Helen Keller [Marigold, book IV, page 81, N.C.E.R.T.]

Story telling/narrating an incident with the help of picture cards and suitable

word-cards [Learning English, book V, page 29, N.C.E.R.T.]

Quiz: Students sit in groups. Teacher asks them questions like- What is adult

form of an owlet?

Puzzle: e.g. I am four- letter word. I am a young animal. I give milk when I grow

up. Who am I?

Game: e.g.(i) `Chinese Whisper:- Students sit in groups. One member whispers a

word/phrase/sentence to the ear of his nearest peer. The process goes on until it

reaches the last member who discloses it loudly. Has it remained the same?

(ii) Making word –families (for developing phonetic rhyming):- Teacher gives

a cue word [e.g. well] to every group. Each member tells a word that rhymes with

the cue word [e.g. Well- tell, bell, hell, sell, fell etc]

(iii) Teacher gives a maze to every group.. The group that can spot the

maximum number of young animals in the shortest time is the winner.

Art and craft: Making of a word-tree by following the instructions of the teacher

[e.g. Marigold, book IV, page 34, N.C.E.R.T.]

**The Listening-speaking engagement-oriented fun-game can be integrated with a

writing task.

Competency: Reading and comprehending

Reading text: (i) Rip Van Winkle [abridged version from Marigold, book V, page82,

N.C.E.R.T.]

(ii) Story from `Arabian Nights’, e.g. The Talkative Barber [abridged version from

Marigold, Book V, page 100, N.C.E.R.T.]

Poems: e/g/ The Scissor Man [learning English, book V, page 70, N.C.E.R.T.]

Competency: Writing

Answering a question by looking at a picture and with the help of lead-words

[Marigold, book IV, page 42, N.C.E.R.T.]

Writing a short paragraph of about describing oneself using the given adverbs and

following the question-hints [Marigold, book V page 92, N.C.E.R.T.]

September-December

Competency: Observing and identifying

Learners observe the pictures of the homes of animals and birds

Collecting, observing and identify the stamp of a country and making a

Stamp-book

Collecting picture post-cards and identifying monuments/eminent persons

contained in the post-card

Competency: Listening-Speaking

Rhymes : e.g. (i) A little bit of Nonsense

There was an old Man with a beard

Who said, ―It is just as I feared!

Two Owls and a Hen

Four Larks and a Wren

Have all built their nests in my beard!

(ii) Rhyme for phonetic development:-

When the sun shines, I can see

[Marigold, book V, page 47, N.C.E.R.T.]

Listening to story: e.g. `Folktales of Bengal’ by Leela Mazumdar [a

translated book]

Story -telling:

Puzzle/riddle: e.g. His ears are long/His tail is small/And doesn’t make any

noise at all/Can you guess/What is he?

Game: (i)[Phonetic Drilling] Students sit in pairs. Each learner says a word to

his/her partner who responds with a rhyming word. But the rhyming words

must be meaningful. The faster the pair can do will achieve maximum marks;

e.g. long-song

(ii) Book-chain

Art and craft: Following the instructions to make bookmark [Marigold, book

V, page159,N.C.E.R.T.]

Competency: Reading

Reading text : e.g. (i) Nasruddin’s Aim[Marigold, book V, page44,

N.CE.R.T.]

(ii) Pinocchio [Marigold, book V, page 171, N.C.E.R.T.

Poem: e.g. A Watering Rhyme [Marigold, book V, page130, N.C.E.R.T.]

Competency: Writing

Ability to use punctuation marks

Ability to re-arrange given sentences adding adverbial linking words.

Ability to describe a monument/eminent person/flower with the help of

pictures and word/phrase cards.