English (i class) smallest - copy
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1. The document introduces Ammu, a little girl, and provides details about her family including her grandfather, grandmother, father, mother, brother, dog, and squirrel. 2. It then shows Ammu interacting with her squirrel friend Bittu, singing songs about her family members, and telling Bittu their names. 3. The final pages introduce Ammu going to school on a bus and identifying different vehicles and places near her school with her friend Bittu.
English (i class) smallest - copy
- 1. MY ENGLISH WORLD CLASS I TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE 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. Published by: The Government of Andhra Pradesh, Hyderabad i Free Distribution by A.P. Government
- 2. © Government of Andhra Pradesh, Hyderabad New Edition First Published 2012 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior permission in writing of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. The copyright holder of this book is the Director of School Education, Hyderabad, Andhra Pradesh. This book has been printed on 80 G.S.M. SS Maplitho Title Page 200 G.S.M. White Art Card Free Distribution by A.P. Government Printed in India at the Andhra Pradesh Government Text Book Press, Mint Compound, Hyderabad, Andhra Pradesh. Free Distribution by A.P. Government ii
- 3. Preface The State Council of Educational Research and Training has developed the A.P. 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 have been designed which are to be introduced in a phased manner. In the year 2012-13, the first 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 level and national level experts. Hitherto, English was introduced in Non-English Medium Schools in class III. The Government of Andhra Pradesh has introduced English for the first time in class I in 2011-12 in all non-English Medium Schools also. This year, i.e., 2012-13, English is being introduced in class II in all non-English Medium Schools. 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 is introduced in all media from June - 2012. Moreover, since IT enabled learning, multilingualism, and language across the curriculum would greatly enhance the child's learning, it would not be a problem for the non - English medium child to learn English as effectively as the child in English medium does. This single textbook norm is already in practice in many states including Tamilnadu, Bihar, and Kerala. The primary Textbooks titled under MY ENGLISH WORLD are prepared basing on holistic 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. The activities are designed as per children's knowledge and experiences which ensure active participation of the learners in Teaching Learning process. The main aim of teaching English is to help learners evolve themselves as independent users of English. I hope this textbook will help teachers and students achieve this by making the teaching-learning process effective. I thank all the institutions and experts at the state and national level, the members of the textbook production committee, the staff members of SCERT and all others who have contributed directly or indirectly for the successful production of this textbook. Any suggestions for the improvement of this book are welcome. 29-02-2012 Hyderabad. Smt.B.Seshu Kumari Director, SCERT, A.P. iii Free Distribution by A.P. Government
- 4. 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. Smt. Adithi Majumder, Faculty Assistant, Vidya Bhawan Education Resource Centre, Udaipur. Editors Dr. A.L.Khanna, ELT Consultant, Formerly Assoc. Professor, University of Delhi. Dr. K. N. Anandan, Linguist & ELT Expert, Kerala. Chief Editor Dr. Ramakanth Agnihotri, Rtd. Professor, University of Delhi. Illustrations K. Babu, HM, ZPHS, Vajjapally, Nizamabad Dist. B. Kishore Kumar, SGT, UPS, Alwala, Anmula Mandal, Nalgonda Dist. Free Distribution by A.P. Government iv
- 5. Appendix A Note to the Teacher 127-130 v Free Distribution by A.P. Government
- 6. OUR NATIONAL ANTHEM - Rabindranath Tagore Janaganamana adhinayaka Jayahe! Bharatha bhagya-vidhata! Punjaba, Sindhu, Gujaratha, Maratha, Dravida Uthkala Vanga! Vindhya Himachala Yamuna, Ganga! Ucchala Jaladhitaranga! Tava shubha naame jaage! Tava shubha asisha maage Gaahe tava jaya gatha! Janaganamangala-dayaka jayahe! Bharatha bhagya vidhatha! Jayahe! jahahe! jayahe, Jaya jaya jaya jayahe!! PLEDGE India is my country. All Indians are my brothers and sisters. I love my country, and I am proud of its rich and varied heritage. I shall always strive to be worthy of it. I shall give my parents, teachers and all elders respect, and treat everyone with courtesy. To my country and my people, I pledge my devotion. In their well-being and prosperity alone lies my happiness. Free Distribution by A.P. Government vi
- 7. 1 One UNIT - 1 AMMU AND HER FAMILY Colour the picture.
- 8. 2 Two Ammu, a little girl bird tree father bicycle grandfather dog squirrel bee
- 9. 3 Three Ammu is a little girl. She is with her family. door shirt tap mother brother cat grandmother 1. 2. Ammu Who are there in the picture? What are they doing? 3. What do you call your father and mother?
- 10. 4 Four Ammu and the squirrel Ammu is with her grandfather. Doggy, the puppy is running after the squirrel. tap butterfly Doggy... stop! cup Ammu Bow-wow... Squirrel Doggy 1. Will Doggy catch the squirrel? 2. What will Ammu do?
- 11. 5 The squirrel speaks Five The squirrel says, I can speak. shirt nest frock Bittu My name is Bittu. What is your name? My name is Ammu. Doggy Ammu 1. ants What is Bittu asking Ammu? 2. What is Ammu saying to Bittu?
- 12. 6 Six Bittu stays with Ammu Ammu asks Bittu, Will you stay with me in our house? Bittu says, Yes, who are there in your house? Will you stay with me? Yes, who are there in your family? ribbon Bittu butterfly frog Ammu 1. What will Ammu say now? 2. What will Bittu say to Ammu? flowers
- 13. 7 Sing the song Ammu sings about her family members. This is my grandmother Sitting on a chair. This is my grandfather Sitting on a stool. This is my dear mother Waiting for my father. This is my little brother Sitting on her lap. 1. Who are these people? 2. Where is Leelamma sitting? 3. For whom is Hemalatha waiting? 4. What is Ammu singing about her grandmother and mother? Seven
- 14. 8 Eight Names of Ammu s family What are the names of the members of your family? Bittu is asking Ammu about the names of the members of her family? This is my grandfather. His name is Dharmaiah. This is my grandmother. Her name is Leelamma.
- 15. 9 Nine This is my father. His name is Gangadhar. This is my mother. Her name is Hemalatha. This is my brother. His name is Chintu. 1. What is Bittu asking Ammu? 2. What is Ammu singing about?
- 16. 10 Ten My family Who are there in your family? My family
- 17. 11 My family Tick ( ) against the people who live in your home. My family grandfather grandmother father mother brother sister uncle aunt How many members are there in your family? One Six Two Seven Three Eight Four Nine Five Ten Eleven
- 18. 12 Twelve Look at the pictures and circle the He words and underline the She words. uncle aunty father mother grandmother sister grandfather brother Ammu toys
- 19. 13 My home Thirteen Draw the picture of your house and colour it. This is my ..................................
- 20. 14 Fourteen Draw the pictures of the members of your family and write their names. This is my .................... This is my .................... His name is .................. Her name is ................. ........................................ ........................................ ........................................ ........................................
- 21. 15 Reading my name Fifteen My name is Ammu. My name is Bittu. My name is Chintu. My name is Doggy. Draw your picture and write your name here. My name is ...............................
- 22. 16 Sixteen Sing and dance Amma, Amma, where is A ? A is there in Ant and apple. Mama, Mama, where is C ? C is there in Cat and car. Papa, Papa, where is B ? B is there in Bat and ball. Dada, Dada, where is D ? D is there in Doll and dog.
- 24. 18 Eighteen Let s sing ABCD......... Come, little children, come to me ll teach you ABC. ABCD HIJK E F G, L M N O P, LMNOPQ UVW R S T, XYZ X Y Z Sugar on the bread. If you don t like it. Better go to bed. In the morning come to me. I will teach you A B C.
- 25. 19 Nineteen UNIT - 2 GOING TO SCHOOL Colour the picture.
- 28. 22 Tweny two Ammu and Bittu are in the bus Ammu and Bittu are in the bus. They are looking at the vehicles on the road. What is that, Ammu? That is Car. 1. What is Bittu asking Ammu ? 2. What is Ammu saying to Bittu?
- 29. 23 Sing the song Twenty three Ammu's bus goes pom...pom...pom... Here is the bus. It goes on the road. Here goes the bus. Pom pom... pom Here is the car. It goes on the road. Here goes the car. Pee pee peee
- 30. 24 Tweny four My vehicle Draw the picture of a vehicle you like. Name it, colour it and sing about it.
- 31. 25 Twenty five Vehicles Bittu is asking Ammu about vehicles Say the names of the vehicles Bus Vehicles
- 32. 26 Tweny six Places near Ammu s school Bittu and Ammu are near the school. Ammu is showing the places near the school. Bank Hospital Post Office School It is the post office. Ammu, what is that near the school? 1. 2. Where are Ammu and Bittu now? What are the places near the school?
- 33. 27 Twenty seven Places Say the names of the places. hospital bank gram panchayat school post office kirana shop bus stand
- 34. 28 Tweny eight Things far and near Ammu is asking Bittu to name vehicles far and near the school. jeep School auto car School Bus Ammu : Bittu, what are the vehicles near the school? Bittu : The school bus and a car. Ammu : What are the vehicles far from the school? Bittu 1. 2. 3. : A jeep and an auto. What are Ammu and Bittu talking about? What are the vehicles near the school? What are the vehicles far from the school?
- 35. 29 Which is far, which is near? Twenty nine What do you see in the pictures? Tell your friends about them. post office van hospital There is a van near the post office. ambulance police station There is an ambulance near the hospital. jeep There is a jeep near the police station. There is a car near the bank.
- 36. 30 Thirty Look at the picture and talk about them. car bus auto dog Where is the auto? Where is the dog? Where is the car? Read the sentences and copy them here. 1. This is an auto. _________________________ 2. It is near the bus. _________________________ 3. The bus is near the car. _________________________ 4. There is a dog in the auto. _________________________
- 37. 31 Pictures of vehicles Thirty one Collect the pictures of any two vehicles and paste them here. Write their names and talk about them in the group. 1. 2.
- 38. 32 Thirty two Sing and dance Will you show me where E is? E is there in Egg and eagle. Will you show me where F is? F is there in Fan and fish. Will you show me where G is? G is there in Goat and girl. Will you show me where H is? H is there in Hat and house.
- 39. 33 Read and copy Thirty three
- 40. 34 Thirty four Colour the areas that contain only the letter in the circle.
- 41. 35 Thirty five UNIT - 3 AMMU S SCHOOL Colour the picture.
- 44. 38 Thirty Eight Ammu meets Eswar Ammu and Bittu are at the school gate. Eswar comes. The school bell rings. Hi Ammu! Hurry up! The bell is ringing. Who is this boy? Eswar 1. 2. 3. What is Bittu thinking? Who is Eswar? What is Eswar saying to Ammu? Hello Eswar, I am coming.
- 45. 39 Bittu in the class Ammu puts Bittu in her bag. She goes for prayer. Bittu is alone in the class. Bittu, sit in the bag. I am going to the prayer ground. OK, come fast. 1. 2. Where is Bittu? What will he do now? Thirty nine
- 46. 40 Forty Ammu s classroom Bittu comes out from the bag. He looks at the things around. wall books chart blackboard door duster table Oh! This is Ammu s classroom. chair toys bench bottle bag 1. 2. What does Bittu see in the class room? What are the things you have in your classroom?
- 47. 41 Forty one Let s catch the squirrel Children rushed into the classroom. They saw Bittu. Look, a squirrel in the class! Ganga Let s catch it. This is Ammu s squirrel. Eswar Hari Hema Fatima colours 1. 2 3. What are the children doing? What are they saying? What will Bittu do now?
- 48. 42 Forty two The squirrel in colours Eswar and Fatima are trying to catch the squirrel. The squirrel jumps on colours. Eswar, catch the squirrel. OK. I will try. Eswar Fatima 1. 2. Where is Bittu now? Will Eswar catch Bittu?
- 49. 43 Bittu and the children Forty three Eswar tries to catch Bittu. Bittu jumps here and there in the class. Children are screaming and running here and there. Ammu Eswar Fatima Ganga 1. 2. 3. Kamala Who are the children in the picture? What is Bittu doing? What are the children doing?
- 50. 44 Forty four Bittu, the painter Sing the song Here is a squirrel sitting on my head. Now my head is red in colour. Hari Here is a squirrel jumping on my knee. Now my knee is blue in colour. Ganga 1. 2. 3. 4. Where is Bittu in the first picture? What is Hari saying? Where is Bittu in the second picture? What is Ganga saying?
- 51. 45 Forty five Sing your song What is Bittu doing? nose Here is a squirrel sitting on my nose and my nose is .......................................... Indu shoulder .......................................... .......................................... .......................................... .......................................... Jhansi back .......................................... .......................................... .......................................... .......................................... .......................................... .......................................... .......................................... .......................................... Kathy foot Lalitha
- 52. 46 Forty six Where is Bittu? Ammu comes to the class. She is looking for Bittu. Hey Bittu! What are you doing? Bittu is on Ganga s knee. He is on Hari s head. He is on Indu s nose. He is on Jhansi s shoulder. He is on Kathy s back. 1. 2. What is Ammu saying to Bittu? Will Bittu go back into Ammu s bag?
- 53. 47 Ammu catches Bittu Forty seven Ammu asks Bittu to come back. Bittu is scared and he jumps here and there spreading colours on everybody. Ammu catches him. Bittu, don t get scared. They are all my friends. 1. 2. 3. Why is Bittu jumping here and there? What is Ammu saying to Bittu? What will Bittu do now?
- 54. 48 Forty eight Bittu is happy Bittu comes running to Ammu. She pats him. He is happy now. Ammu sees the teacher coming to the class. Where shall I keep Bittu now? 1. 2. 3. What is Ammu thinking now? Where will she keep Bittu? Will the teacher see Bittu?
- 55. 49 Ammu s friends Write the names of Ammu s friends. 1. Eswar __________________ 2. Fatima __________________ 3. Ganga __________________ 4. Hari __________________ 5. Indu __________________ 6. Jhansi __________________ 7. Kathy __________________ Write the names of your friends. My friends are: ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Forty nine
- 56. 50 Fifty Sing and dance Tell me, tell me Where is ? I is there in Ice and ink. Tell me, tell me Where is K ? K is there in King and kite. Tell me, tell me Where is J ? J is there in Jar and jug. Tell me, tell me Where is L ? L is there in Lamp and ladder.
- 57. 51 Read and copy Fifty one
- 58. 52 Fifty two Match the small letters with their capital letters and colour them. small letters capital letters
- 59. 53 Fifty three UNIT - 4 AMMU AND HER FRIENDS AT HER SCHOOL Colour the picture.
- 60. 54 Fifty four We are learning Dancing Writing 1. 2. What are the children doing? What are the things that you do at school?
- 62. 56 Fifty six Here comes, our teacher! Ammu puts Bittu back into the bag. Her teacher comes. Don t come out again. Our teacher is coming. teacher bench 1. 2. 3. floor What is Ammu doing? What is she saying to Bittu? What will the teacher say?
- 63. 57 Teacher in the class Fifty seven The teacher asks the children to wash the colours on their face. What is this? Go and wash yourselves near the tap. red yellow blue green 1. 2. 3. 4. What do you see in the picture? What is the teacher saying? Will the children say anything? What will they do now?
- 64. 58 Fifty eight The colour I like! The children are going to the water tap. They are talking about the colours they like. I like green colour green My arm is red. I like this colour. red blue yellow 1. 2. 3. Where are the children going? What are they saying? Which colour do you like?
- 65. 59 Fifty nine Colours What are these? Name them. Colour the pictures and name the colours. What are the colours you know? red colours I like .................... colour.
- 66. 60 Sixty Children at the water tap Children are at the water tap. They wash their hands, legs and face. water tank Ganga, there is blue colour on your neck. I am washing my neck. Look, there is red colour on your leg. tap neck I am washing my leg. face legs Ganga 1. 2. 3. 4. Where are the children now? What are they doing? What is Fatima saying to Ganga? What is Ganga saying to Fatima?
- 67. 61 Song at the water tap Sixty one Sing the song with actions Wash, Wash, Wash your hands. This is the way I wash my hands, Wash my hands. Eswar Wash, Wash, Wash your face. This is the way I wash my face, Wash my face. Fatima 1) 2) 3) Who is washing hands? Who is washing face? What is the song they are singing?
- 68. 62 Sixty two Sing the song Add lines to the song and sing What is Hari singing? Wash................................................... ........................................................... This is the way ..................................................ear ...................................................... What is Ganga singing? .......................................................... ........................................................... .......................................................... ..........................................................
- 69. 63 Parts of the body Name parts of the body. Parts of the body Sing the song using the words related to parts of the body. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. .............................................................................................. Sixty three
- 70. 64 Sixty four I am sorry Children come back to class. The teacher talks to Ammu. Don t bring pets to the class again. OK teacher. I am sorry! 1) 2) What is the teacher saying to Ammu? What is Ammu saying?
- 71. 65 Sixty five Draw your pet and talk about it. Things we do at school What we do at school Playing What are these children doing?
- 72. 66 Sixty six We are at school The bell rings. Children come out of the class. We are at school, we read and write. We come to school, to read and write. reading writing We are at school, we talk and play. We come to school, to talk and play. talking playing
- 73. 67 Sing the song Sixty seven Add lines and sing the song We are at school, ........................................................... .......................................................... .......................................................... drinking .......................................................... ........................................................... .......................................................... singing .......................................................... dancing eating
- 74. 68 Sixty eight Read and write I am Eswar. I am Fatima. I am Ganga. I am Hari. I am Indira. You I am ................
- 75. 69 Sing and dance Sixty nine Grandpa, grandpa, Where is 'M ? 'M' is here in 'Mat' and 'monkey'. Sister, sister Where is 'O ? 'O' is here in Ox' and 'owl'. Grandma, grandma Where is 'N ? 'N' is here in Net' and 'nest'. Brother, brother Where is 'P ? 'P' is here in Pen' and 'Pencil'.
- 77. 71 Seventy one UNIT - 5 THINGS I DO THINGS I DO Colour the picture.
- 78. 72 Seventy two waking up sleeping brushing teeth combing hair getting ready 1. Who are these people? 2. What are they doing? 3. What are the things you do at home? eating food
- 79. drinking 73 Seventy three playing reading Things we do going to school praying watering plants
- 80. 74 Seventy four Ammu is coming home Bittu and Ammu are coming home from school. A crow scares Bittu. Ammu drives the crow away. crow Ammu, help me! That crow will kill me. Don t worry, I ll drive it away. 1. Where are Ammu and Bittu now? 2. What do you see in the picture? 3. Will the crow peck at Bittu? 4. How will Ammu drive the crow away?
- 81. 75 Ammu is back Seventy five Ammu comes running into the house What happened, Ammu? What will Ammu say?
- 82. 76 Seventy six Ammu wakes up Ammu wakes up early in the morning. Bittu is lazy. He is still sleeping. cooking brushing teeth Bittu, wake up. It s morning. sleeping 1. What is Ammu s mother doing? 2. What is her father doing? 3. What does Ammu say to Bittu? 4. What will Bittu say to Ammu?
- 83. 77 Ammu teaches Bittu good habits Seventy seven Bittu wakes up. Ammu is teaching Bittu, how to brush teeth, take bath and eat food at a table. Brush your teeth brush your teeth Make your teeth white. Take your bath take your bath Keep your body clean. Eat your food eat your food Keep your body strong. Play your game play your game Keep your body fit. 1. What does Ammu ask Bittu to do? 2. What do you see in this picture?
- 84. 78 Seventy eight Add lines to the song and sing. comb your hair ............................................ ..................... neat .............. combing hair Talk about the things you do. Things I do
- 85. 79 Seventy nine Ammu has a bag Ammu has a bag. She puts her things in it. Ammu has a bag. What is Ammu going to do? Talk about the picture. I have a bag. I keep my things in the bag. I want a bag. Give me one. 1. What is Ammu saying to Bittu? 2. What does Bittu want? 3. What will Bittu keep in his bag?
- 86. 80 Eighty What you do everyday Ammu wakes up early in the morning. She brushes her teeth. She drinks milk. She plays with her friend. 1. What do you see in these picture? 2. What do you do everyday? She goes to school everyday. She goes to bed early at night
- 87. 81 Eighty one Things I have Ammu has many things. What are the things you have? comb mug puff powder napkin cream eraser pencil glasses sharpener cellphone colours dairy brush ball doll toy bangles ribbon
- 88. 82 Eighty two Things I use Draw the pictures of any two things you use. Colour them and write their names. This is ..................................... This is .....................................
- 89. 83 Bittu s song Eighty three Bittu has got a bag now. He puts his things in the bag. He sings about the things he has. Little Bittu has a bag Eieio....... eieio . In his bag he has a comb Eieio .. eieio . 1. What is Bittu holding in his hand? 2. What is he doing?
- 90. 84 Eighty four Sing the song Add lines to the song and sing Bittu sings about the other things he has. Little Bittu has a ....................................... ....................................... ....................................... powder ....................................... ....................................... ....................................... tie ....................................... ....................................... ....................................... shoes
- 91. 85 Going to the zoo Eighty five Ammu s family is planning to visit the zoo. All of them are getting ready. Ammu, are you ready? Go and see, what your mother is doing? Yes, dad. 1. Who are these people? 2. What are they doing? 3. What is father saying to Ammu?
- 92. 86 Eighty six Getting ready Ammu s mother is setting the lunch box. Ammu, are you ready? Yes, mummy. Daddy is waiting for you. lunch box banana basket grapes 1. What did mother ask Ammu? 2. What did Ammu tell her mother?
- 93. 87 Where are we going? Ammu, where are we going? We are going to zoo, Bittu. 1. Who is carrying Chintu? 2. What is father doing? 3. What is Bittu asking Ammu? Eighty seven
- 94. 88 Eighty eight On the road Ammu s family waits at the bus stop. An auto comes. Father Driver Father Driver Father : : : : : Will you come to the zoo? Yes sir. What is the fare? Fifty rupees only, sir! Okay. Let's go. 1. What will father ask the auto driver? 2. What will the driver say?
- 95. 89 Sing and dance Will you show me where Q is? Q is there in Queen and quill. Will you show me where R is? R is there in Rat and ring. Will you show me where S is? S is there in Snake and snail. Will you show me where T is? T is there in Tap and top. Eighty nine
- 97. 91 Ninety One UNIT - 6 AT THE ZOO Colour the pictures.
- 98. 92 Ninety two bear Ammu s family reached the zoo. Her father bought tickets from the counter. They all walked into the zoo in a queue. peacock lion Will you give me tickets, please? ticket counter
- 99. Ammu's family at the zoo deer elephant giraffe tiger 1. 2. What animals do you see in the picture? Have you ever been to a zoo? 93 Ninety Three
- 100. 94 Ninety Four What a long neck! Ammu and her father are near the giraffe. Ammu is asking about the giraffe. Look at those animals, Ammu! What is that tall animal, daddy? Look at the long neck. It s a giraffe. 1. What is Bittu saying? 2. What are Ammu and her father talking about?
- 101. 95 Bittu and Ammu with animals Ninety Five Bittu shows Ammu all the animals. Do you know this animal, Bittu? Yes, It s a zebra. See the lines on its body. 1. 2. 3. What will Ammu ask Bittu? What will Bittu tell Ammu about zebra? Have you seen a zebra?
- 102. 96 Ninety Six Which animal is it? Ammu shows Bittu other animals and asks about them. It is big. It has a long trunk. What is it? It is tall. It has a long neck. What is it?
- 103. 97 Animals Ninety Seven Look at the pictures of animals and talk about
- 104. 98 Ninety Eight Animals we know Write the names of the animals you know. Animals we know
- 105. 99 Which bird is it? Ninety Nine Ammu asks about the parrot and the peacock. It has green feathers. It has a red beak. Which bird is it? This is a .......................... It has a blue neck. It has colourful feathers. Which bird is it? This is a .......................... 1. What do you call these birds? 2. What is Ammu saying about these birds?
- 106. 100 Hundred Birds Look at the birds and talk about them. grey feather small beak Sparrow black feather sharp beak Crow Birds white feathers long legs Crane white feathers flat beak Duck
- 107. 101 Ammu s new friend Hundred and One Bittu meets his friend, Tinku, the monkey. He introduces him to Ammu. Ammu, meet my friend, Tinku. Hi, Ammu! how are you? Fine, thank you. Hi, Tinku! 1. Who is Ammu's new friend? 2. Will Bittu go with Tinku?
- 108. 102 Hundred and Two Sharing food It is lunch time. Ammu and her family start eating. Tinku gives Ammu a fruit. Ammu, take this fruit. Bittu, what does your friend like to eat? 1. What food do they eat? 2. What food would Tinku like to eat? 3. What food do you like?
- 109. 103 Food items Write the food items you know. Food Items Hundred and Three
- 110. 104 Hundred and Four What do you see? Look at the picture. What do you see? Talk about it to your friends. Come, let s go home.
- 111. 105 Goodbye! Hundred and Five Ammu and her family are leaving the zoo park. Bittu says good bye to Tinku. Bye, come again. We ll miss you, Tinku. Goodbye, Tinku. 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?
- 112. 106 Hundred and Six Sing and dance U V W, u v w Do you know where they are? 'U' is there in umbrella, V is there in van, W is there in watch, my friend. X Y Z, x y z You are hiding in 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.
- 113. 107 Read and copy Uu Umbrella Vv Watch Xx well Yy Yak yellow Van vase uniform Ww Hundred and Seven X mas tree x - ray Zz Zebra zip
- 114. 108 Hundred and Eight Join the dots from to to get an animal. Write its name in the given box and colour it.
- 115. 109 Hundred and Nine 1 UNIT - 7 FRUITS AND VEGETABLES Colour the pictures.
- 116. 110 Hundred and Ten 1. 2. 3. 4. Where is Ammu now? Have you ever been to a market? What fruits and vegetables do you see in the picture? Do you grow any of these at home? To the market
- 117. 111 Hundred and Eleven Ammu and her mother go to the market for buying fruits and vegetables.
- 118. 112 Hundred and Twelve I don t like it Ammu s mother prepared bittergourd curry. Ammu didn t like it. She didn t eat anything. What happened Ammu? Why are you not eating? I don t like bittergourd. 1. Why isn't Ammu eating anything? 2. What is grandmother asking Ammu? 3. Will Ammu eat food now?
- 119. 113 Hundred and Thirteen Grandmother tells Ammu that fruits and vegetables are good for health. We must eat all. Eat this dear Eat dear Grand mother : Ammu, we must eat all the fruits and vegetables. Ammu : But I don t like some of them. They are not tasty. 1. 2. 3. What is grandmother doing? What does she tell Ammu? Why doesn't Ammu like some fruits and vegetables?
- 120. 114 Hundred and Fourteen Role play Role play the conversation between Bittu and Ammu in pairs. Bittu : Grandmother : Bittu : 1. 2. I eat all fruits. Different fruits have different taste. Yes, you are right. Tell your friend, to eat all fruits and vegetables. ................... What will Bittu tell Ammu? What will Ammu tell Bittu? Draw and colour the pictures of any two fruits and vegetables you like.
- 121. 115 Ammu asks for a story Hundred and Fivteen Ammu tells grandmother she will eat all fruits and vegetables. She asks her to tell a story. I will eat. Tell me a story please. 1. 2. Sure, I ll tell you a story about Princess Tomato . What does Ammu ask her grandmother? Which stories do you like?
- 122. 116 Hundred and Sixteen Bittu s song about fruits There are apples Big and round. I like apples red and sweet. Here are grapes round and small I like grapes green and sour.
- 123. 117 fruits and vegetables Look at the picture and write down the names of fruits and vegetables. fruits vegetables Hundred and Seventeen
- 124. 118 Hundred and Eighteen Sing the song Add lines to the song and sing Here are mangoes .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... .................................................... ....................................................
- 125. 119 Story Time Hundred and Nineteen Princess Tomato s Marriage Mr. Pumpkin is the king of vegetables. Princess Tomato is his daughter. She is red, soft and sweet. Now she is ready for the marriage. He invited all the princes from various places. Brinjal, Potato, Carrot, Bittergourd, Green chilli and Lady s finger came to marry the princess. One by one, tell me about your qualities to marry my daughter.
- 126. 120 Hundred and Twenty Prince Bittergourd comes forward... I am good for health. Will you marry me? I don t like you. You are ugly and bitter.
- 127. 121 Hundred and Twenty One Prince Lady s finger comes forward... I make people clever. Will you marry me? No, you are sticky.
- 128. 122 Hundred and Twenty Two Prince Red chilli comes forward... I add taste to all curries. Will you marry me? I don t like you. You are hot.
- 129. 123 Hundred and Twenty Three Prince Potato comes forward... I am very popular. Will you marry me? I am sorry. You are fat.
- 130. 124 Hundred and Twenty Four Prince Carrot comes forward... I am tasty, handsome and rich. Will you marry me? but I don t like vegetables.
- 131. 125 Hundred and Twenty Five But they are all good for health. You have to choose one of them to get married. OK. Then I will marry the Prince Carrot.
- 132. 126 Hundred and Twenty Six Finally Princess Tomato marries Prince Carrot. Yes, I like you. I will marry you.
- 133. APPENDIX 127 A Note to the Teacher The new textbooks in English have been developed basing on National Curriculum Framework (NCF) 2005 and A.P. State Curriculum Framework (SCF) AP 2011 and are in tune with Right To Education (RTE) 2009. They envisage a shift in the teaching paradigm in the sense that the focus is on knowledge and language construction rather than the reproduction of a given set of information. The textbook for class 1 has been developed keeping the following as the learning outcomes expected from the learners at the end of the academic year. Learning outcomes expected at the end of the course We expect the learners in class 1 to listen to narratives, descriptions, songs and dialogues, read them graphically and construct the following discourses both orally and in the written form (possibly by virtue 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 dialogue 4. Rhymes / songs by substituting words or phrases Salient Features of the new Textbook in class I 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). 127
- 134. 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. The Classroom Process The 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 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. ii. 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 associate the objects with the graph of the words representing these objects. 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. 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. 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 trough 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. 128
- 135. 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 and not for the teacher. How can we instil 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. Labelling 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. 129
- 136. Assessment Language learning process is a continuous one and 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 weakness and make modifications in their learning. We propose Continuous and Comprehensive Assessment at all levels of language learning. The thrust is on formative assessment which can be interpreted as assessment for learning and assessment as learning which are distinct from summative assessment of 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. As has already been pointed out the development of language skills and thinking skills is taken care of by the various activities that are to be carried out in the class room such as listening to and reading authentic texts and responding to them. None of the grammatical concepts and vocabulary items is meant for de-contextualised testing as was done in our examinations; the learning of various grammatical concepts and vocabulary items are to be tested only by placing them in authentic discourse contexts. 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 achievement Self 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 collaboration Feedback collected from parents Peer assessment tools (specific tools to be evolved) Worksheets in a specific assessment context Stages of Assessment Let us see how the Unit Analysis is done for materialising Continuous Assessment. The following stages 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 of knowledge at each stage? 2. Using appropriate tools for assessment with specified indicators 3. Giving proper positive feedback to the learners in the form of qualitative statements 4. Recording assessment in terms of the indicators. You should rise above the textbook and appreciate the fact that language can be taught using any /every material available in the classroom or outside the class room. The textbook is only a skeleton that represents the syllabus. The teacher should give it flesh, blood, and life by bringing into the 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 a joyful experience. We hope you could do that. Happy teaching! 130