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SPLIT UP OF SYLLABUS FOR 2012-13

ENGLISH

CLASS III

MON

TH

THEME/SYL

LABUS

LESSON SUGGESTED

ACTIVITIES/

PROJECT

SUGGESTED

RESOURCES/

TLM

EXPECTED

LEARNING

OUTCOME

VALUE NO

OF

PERIO

DS

April

&

May

*The child

and nature

*The world

around

*Appreciation

of beauty in

nature

Good

Morning

(Poem)

(Language

items: Nouns,antonyms,

synonyms)

*To recite the poem

with appropriate

actions

*To appreciate,

understand &

enjoy

*To emphasize on

spoken part

proper way of

wishing

*To drill of

language items:

Nouns, antonyms,

synonyms

*Underlining the

nouns from the

passage

*World building

game

*To draw pictures

of day & night

and to ask the

children to write

two words each

from each picture

*Write a paragraph

on Your favourite

thing in nature

*Visuals of

morning scene

*Flashcards of

nouns,

antonyms &

synonyms

*Drawings

*Recites,

appreciates,

understands

& enjoys the

poem

*Able to

write a short

description

*Able to use

language

items

*Love

for

nature

*Good

Manners

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The Magic

Garden

(Language

items to be

drilled

i)Noun,

ii) simple

present tense,

*To read aloud with

proper voice

modulation

*To do silent

reading by children

and to ask

questions to test

understanding

*To identify and

find names of the

trees growing in

your school

*Drilling of Simple

Present Tense in

sentences

*To show flash

cards of different

colours to children,

ask them to co-relatethese colours with

different things and

speak sentences insimple present tense

eg. The crow is

black.

*Read & arrange

the sequence cards

in proper sequence

*Slogan writing on

Environment

*Making a flower

scrapbook &

labelling the

flowers

*To ask them to

talk about their

favourite flower

based on the given

clues and then write

about it

*To take a list of

*Trees in the

school

compound

*Flashcards

*Sequence

cards

*Flowers,

visuals of

flowers

*Clues written

on flashcards

*Able to

enjoy

reading the

story &

comprehend

*Able to

convey a

message in

writing

*Able toexchange

ideas with

the peers

*Respect

for the

environm

ent

*Care for

plants

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June/J

uly

Birds

Differences &

disabilities in

nature

iii)would

Bird Talk

(Poem)

(Language

item:Use of

contractions

dont, arent)

words, visit the

school garden,

encircle the things

that one finds and

to write two

examples of each:

Insects-

Trees-

Flowers-

Birds-

Garden tools-

Speak three

sentences giving the

names of flowersthat you might like

to grow in your

garden eg. In my

garden I would liketo grow ..

*Use the letterinPLAYGROUND

to make new words

Note- These lessonsmay be integrated &

correlated with

The Plant Fairy-

Looking Around

class3

*Read and reread

the poem aloud

laying stress oncertain words and

phrases

*Use of dont &arent in sentences

*To go for naturewalk, look at the

birds and express

thoughts andfeelings freely

*Pictures

related to each

word

*Pictures of

flowers

*Alphabet cards

Related poems

on birds

Visuals/picture

books on birds

from class

library,

*Recites,

understands,

appreciates

& enjoys the

poem

*Able to

express

thoughts

freely

*Able to

carry out a

brief

Love for

other

living

things

such as

birds and

animals

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Nina And

Baby Sparrow

(Language

Item

i)Framing of

questions

starting with

Can

ii) Adjectives

*Write a paragraph

on Birds based onProjectBird

Watching

*Write sentences on

what birds

can/cannot do

*Discuss how birds

are different from

us. Talk how peoplecan also be different

from each other with

special reference to

children with specialneeds

*Role play of twoelephants talking

about people

*Quiz among smallgroups

.

*To narrate the

story with the aid ofpicture sequence

cards/ puppets,

children to listenand answer the

Multiple Choice

Questions

*Children to frame

questions based on

the given answers

using `Can`

*To complete the

words using theright pair of letters

(eg

spa_ _ ow)

*To make a word

with four letterwords

Masks of

elephant and

other animals

Pictures of

birds, Visuals

Internet

*Picturesequence cards,

puppets

*Books from

class library

*Answers on

flashcards

*Visuals

conversation

seeking/

giving

information

*Reads the

story ,

understands

& enjoys

*Reads

aloud with

proper voice

modulation

* Uses

`Can` and

`adjectives`

in

meaningful

sentences

Learns to

feel

empathy

for the

suffering

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Plants, trees,

vegetables

Growth

The

importance of

trees and

plants in our

lives

Little by

Little (Poem)

(Language

itemi)

Nouns-

Singular &

Plural Forms)

ii) Adverbs

iii)Adjective)

*To look at the

visuals and writedescribing words for

them (adjectives)

*Listen & thenrecite the poem

*Recite similar

poems like In theheart of a seed

*Germinate a seed,

list the things &conditions needed

for germination/

growth of a plant

*Drilling of nouns

in singular & Plural

forms, adverb &adjective in proper

context

*Write words

ending with ly

Fill in the blanks

with the correct

describing words:A _____ acorn

The ____ branchesA ______ shoot

The _____ oak

The _____ bed

*Class discussionon Importance of

plants & to ask

children to write aparagraph on it

*Poems on

plants

*Library

*Germinating

seeds

*Related visuals

*Pictures

*Pictures

*Objects

obtained from

plants

*Enjoys

reciting the

poems with

rhyme and

rhythm

*Can usenouns,

adjectives

and adverbs

in proper

context

*Can take

part in group

discussion

and able to

express

ideas in

writing

Care of

plants8

tiny mossy

slender

littlemighty

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Augus

t

The

EnormousTurnip

(Story)

(Language

itemi)Noun

opposite,

singular -

plural

ii) Tense

(Simple

Present &

Simple Past)

* Children to read

the story aloud with

correctpronunciation and

rise and fall of the

voice

* Children to dosilent reading and

teachers to ask

questions to testtheir understanding

*Dramatization of

the story **Drilling of new

words in proper

context

*Drilling of the

language items like

nouns & Simplepresent/ Simple

past

*Find the oppositewords from the

story

*Games on

singular/plural

*Colour thepresent tense red &past tense green

*Show a visual of

children playing ina garden, and ask

questions and

encourage them to

answer in present

continuous form

*Paragraph on Thevegetable I like the

most/ I should eatvegetables because

*Write the name of

the vegetables we

get in summer andin winter

*Picture

panorama

*Class library

books & visuals

*Flashcards

*Visuals

*Vegetablesbrought by the

students

*Chart of

vegetables

*Takes part

in

dramatizatio

n

*Enjoys

reading the

lesson and

able to

comprehend

*Able to

make

opposites

*Able to

write

paragraphs

on a given

topic using

Simple

Present &

Simple Past

*Can

exchange

ideas with

peers

*Healthy

Food

*Sharing

&

working

together

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Water, Sea

and Sounds

The

importance of

water in our

lives

Life in the Sea

Sea Song (A

Poem)

(Language

item: Noun)

Note-The lesson be

integrated &

correlated with Thestory of Food-

Looking Around

class 3

*Teachers to recite

the poem followed

by children*Children to observe

the visuals of

beaches & speak

about them

*Drilling of

language itemnounopposite

words

*Children to

underline the nouns(naming words) in

the given sentences

*Children to playgames with

rhyming words and

opposites

*To make a list ofThe sources of

water

*To mix a number

of words (things)found in the sea/on

the sea shore and

not found, & to

write these wordsseparately

*Odd Man outtocall out 3 words

and children toidentify the odd

words

*Children to add

one letter to make

new words, forexample O

*Visuals of

beaches from

calendars/

newspaper/peri

odicals

collected by the

children

*Visuals on

Sources of

Water &

Things found

in the sea/on the

sea shore

*Flashcards

*Flashcards

*Able to

recite and

enjoy the

poem, and

appreciate

the rhythm

& sound

*Able to

write a short

composition

based on

picture

*Save

water

and save

life

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A little Fish

Story

(Story)

(LanguageItemi)

collective

nouns

ii) Past form

iii)Degree of

comparison -

adjective)

onSonSong

*Picture

composition*Model of

aquarium

*Children to readout the story aloud

with expressions &

gestures*Children to do

silent reading

followed by

questions to testtheir understanding

*CLOZE test (astory with every 7th

word missing and

children to fill up

the missing wordsto complete the

story)

* Children to match

the words with their

meanings*Drilling of

language itemscollective nouns,

past forms of verbs,

adjectives*Team game based

on collective nouns

* To find the past

forms of the givenwords from the

story*To fill in the

blanks with thecorrect degree of

comparison

followed by theproduction of

degree of

comparison in ameaningful

*Visuals of sea

beach

*Passage for

CLOZE test

from any story

book

*Matchingcards

*Flashcards

*Flashcards

*Can read

aloud with

proper

pronunciatio

n,

understand

& enjoy

* Able to

use thegiven

language

items in

proper

context in a

paragraph

*Able to

convey

message

through

writing

*Self

awarenes

s(Strengt

h, Weak-

ness),

*Safety

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Septe

mber

Sky, colours,

insects

*Appreciation

of natural

beauty

The Balloon

Man (Poem)

paragraph

*A passage withsome mis-spelt

wordsto encircle

the wrong words &re-write the passage

using correct

spelling

*Dramatization -

Disaster

management in

case of

accident/fire/earthq

uake/floods & talks

about it

*Discussion on

different kinds of

fish in the sea &

other water

animals, and their

life underwater

*Guided writing -

Water pollution &

its harmful effects

on sea life

*Children to recite

the poem with

rhythm and rhyme

* To recite rhymes

about colours

* To fill theballoons with

different colours,

paste them on a

sheet of paper, cut

and make a bunch,

attach strings of

different colours,

and speak a few

*Library

*Internet

*Visuals on life

under water

*Clue words

related to thetopic

*Balloons of

different

colours

*Worksheet

RED BLUE

Able to read,

recite &

enjoy the

poem

*Able to

write simple

sentences in

present tense

*Respect

for

people in

different

occupati

ons

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Language

item -

opposites

sentences on what

you did

*To find out the

colours in the maze

by reading the

letters vertically &

horizontally

*To make a list of

things which fly

*To draw a rainbow

& name the colours

*To identify the

words from the

jumbled letters

*To change eachword into a colour

name (add or

change a letter) eg

Add a letterink

pink;

*To change two

lettersturtle -

purple

*Guessing game- to

speak out one word

for these sentences,

One who sells milk,

brings letter,washes

clothes etc

*Role play of

people of different

occupations

*Drilling of newwords from the

poem in meaningful

sentences

*Drilling of

language itemopposites,

finding out the

*Word

puzzle/maze

*Drawings

*Worksheet

*Flashcards

*Visuals and

Internet*Able to

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The yellow

Butterfly

(Story)

(Language

Item

Preposition)

opposites from the

poem

*Visuals

presentation of

different weathersunny, windy, cold

etc and write two

sentences on each

*Children to read

the story aloud with

correct

pronunciation and

pause

*Children to dosilent reading

followed by

questions to test

their understanding

*To match answers

with questions

*Drilling of

language itemPreposition used in

the story and writea paragraph usingthose prepositions

*Paper folding

activityChildrento make a butterfly

from paper, and

teachers to

Put the paperbutterfly in different

positions (on a

flower, in a boxetc.) askingquestions, Where is

the butterfly?

*To make two

words from oneword for e.g.

butterflybutter+

resources

*Picture

*Sequence

cards/word

cards

*Picture of a

butterfly

*Visuals on

butterflies

read the

story with

proper

pronunciatio

n and pause,

and to

comprehend

it

*Able to use

given

prepositions

in verbal as

well as

written

communicat

ion

*Able to do

picture

composition

*Appreci

ate the

right to

freedom

of every

living

thing

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Octob

er

Land & land

forms

Travel

Trains

(Poem)

(Language

itemSimple

present tense)

fly

*To observe thepicture of a butterfly

and talk about its

different body parts

To arrange the

jumbled sentences

in proper sequence

*To write a few

sentences on If Iwere a butterfly.

*Children to recite

the poem with

proper intonation

*Children to recite

other poems related

to various means of

transport

*Drilling of

Language item

Simple present

tense in proper

context

*To enact a scene

from a railway

station (have

characters like

porters, Vendors,

passengers, etc. )

and write a small

paragraph on it

using simple

present tense

*Word train

Children to draw

bogies of train and

write a word and to

let them write

words starting with

*Pictures of

means of

transport

*Visual of a

railway station

*Word train

*Can recite

the poem

with proper

intonation

*Able to

narrate and

write his/her

experiences

of any scene

*Respect

ing

people

who help

us in

different

fields of

life

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The Story of

the Road

Language

item

Can/cannot,

the end letter of the

previous word

*To complete the

statements from the

jumbled words. E.g.

trains are a means

ofPTORRANST

(TRANSPORT)

etc. and encircle the

correct spelling

*Drilling of new

words in propercontext

*Children to write a

few sentences about

an interestingjourney by using

the clue words

*Children to read

aloud with properpronunciation &

pause*Children to dosilent reading

followed by

question-answeractivity to test their

comprehension

*Dramatization ofthe story

*To rewrite thejumble sentences tolearn about road

safety

eg.play/on/never/road/the

*Picture

composition*Drilling of the use

of can/cannot

*Worksheet

*Word list

*Clue words

related to the

topic

A Visit to a

Railway Station

*MCQ

*Picture of a

road scene

*Able to

read and

understandthe story

*Able to

write a short

composition

based on

picture

*Can useproper

punctuation

marks

*Able to

write a

paragraph

expressing

ability using

* Safety

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Nove

mber

Pets, animal

homes and

animal friends

The

importance of

animals in our

lives

Punctuation

Puppy and I

(Poem)

(Language

itemnoun,

Simple

Present tense)

followed by the

production of the

same in a paragraph

*Drilling of

language itemPunctuation

followed by

punctuating a

passage

*Match the sounds

with the names

*Singing & dancing

to rhythmic

music/musical

instrument

*Work sheets ofroad signs (Name

these signs) e.g. U-

Turn, No Parking,

Zebra-Crossing,

Traffic light, Speed

breaks, Name the

road signs

Note- This lesson

may be integratedwith From here to

there, Looking

Around- class 3

*To recite the poemwith proper rhyme

and rhythm

*To enact the poem

as a conversation

amongst different

characters named in

the poem

*To match the name

*Musical

CD/cassettes

*Road symbols

*Any movie on

animals

*Picture cards

of animals &

their young

can/cannot

*Able to

recite,

understand

and

appreciate

the poem

*Able to pen

ideas of

importance

*Care for

pets and

otheranimals

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Little Tiger,

Big Tiger

(Language

item :

i)Simple past

tense

ii) Question

word)

of the animals with

its young ones &

sound

*To talks about their

experiences with

their pets

*To identify thedifferent breed of

dogs from the

pictures

*Drilling of Simple

Present tense*Work in pairs

Use the words

given in the box

and speak out andwrite e.g. Cow

domestic A cow

is a domestic

animal.

*To write a few

lines on My Pet/Apet you wish to have

*Children to read the

story aloud withproper pronunciationand pause*Children to dosilent reading

followed by

question-answeractivity to test their

understanding

*To use cut outs/

pictures cards/

visuals to showpictures of young

ones & homes ofanimals

*Speak a few lines

on Save the

Tiger

*Children to narrate

a story about

ones

*Pictures/visual

s of different

breeds of dogs

*Visual cards

*Cut outs/visuals

*Posters from

Project Tiger

of animals

in our lives

using

different

forms of

Simple

Present

*Able to

read and

understand

the story

*Can write a

short

description

of the

animal

*Can carry

out a brief

conversation

seeking/givi

ng

information

on

dwindling

*Value

of secure

love andcare of

parents

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Decem

Communicati

on & letter

writing

Games & play

Whats in the

Mail Box?

(Poem )

animals

*Drilling of the use

of Simple Past

tense in proper

context followed by

the production of

the language item

in a paragraph

*Drilling of

Question words

why, who, what

verbally

*To added to

make past tense of

the given action

words

*To make questions

from the story

*To use spell cards,

blend cards to learn

spellings

*To fill up onemissing letter to

make a correct word*To read the clue &solve the puzzle on

animals

Write a paragraphon Our national

animal

*To recite the poemindividually or in

groups with proper

intonation andaction

*To identify therhyming words with

the help of rhyming

cards

*Library

Flashcards

*Flashcards of

question words

*Spell cards

*Crossword

puzzles

*Rhyming cards

*Model of a

postbox, letter

box, pictures,

number of

tigers

*Able to

recite with

proper

intonation

and

understandin

g

*Respect

for all

professio

ns

*Dignity

of labour

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ber

My Silly

Sister (to be

cont.in Jan)

(Language

*To enact the journey

of a letter (Letter ---postboxmail-manpost officepostman

letterbox of a house)and frame sentences to

tell about the journeyof the letter

*To read & put thecards (telephone,

telegram, aero planeetc.) in proper boxlabelledTRANSPORT/COMMUNICATION

*Drilling of the use of

always/never/thoughin a meaningfulcontext

*Role play of people

of differentprofessions

*Guided letter writing

Note- May becorrelated with Herecomes a letter,

Looking Around, class3

*Children to read thestory aloud with

proper pronunciation

and pause

*Children to do silentreading followed byquestion-answeractivity to test theirunderstanding

*Children to listen toa story byRabindranath Tagore& answer the MCQ

*To speak about theirexperiences with their

postage

materials

*Flashcards

*Pictures/visual

s

*Postcard

*Books from

class library

*Photographs of

family members

*Able to

write an

informal

letter

*To take

part in role

play

*Able to

read and

understand

the story

*Able to

narratehis/her

experiences/

incidents

*Able to

express

his/her

ideas/though

ts in writing

*Importa

nce of

the role

of family

members

*Self

reliance

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Januar

y

Growing up,

expressing

emotions &

feelings

itemi)Noun

-numbers

ii) Suffix

iii)Punctuatio

n)

Dont Tell

(Poem)

Language

item

Contractions

dont, Im,

Ill, cant, its

etc

iii)expressing

siblings

*Drilling of

Language item

i)Noun -numbers

ii) Suffix

iii)Punctuation

*To use clues tochange the number

from one to manye.gg One goosechange oo to ee

many geese

*Children to drill theUse of suffix likeful, ly, ish in the

given words e.g.beauty +ful

=beautiful,soft + ly =softly,green + ish =

greenish etc.

*Children toPunctuate the given

passage

*Children to write a

paragraph on their

father/mothermentioning how they

help at home

*Children to recite thepoem with properintonation

*Drilling of languageitemcontraction in

proper context andmatch the contractionswith its full forms

*Drilling of sentencesexpressing futuretime, and then tell &

write about their

*Worksheet

*Flashcards

*Word list

*Able to

recite the

poem with

rhythm and

rhyme,

comprehend

it

*Love,

cooperati

on and

respect

for

differentl

y- abled

people

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future

Hes my

brother

[Language

itemi)

Noun

(opposites

ii)verbs

(action

words)]

ambition- what they

want to become/dowhen they will growup

*To write down the

rhyming words fromthe poems

*Using the letters ofthe given words make

new (minimum three-lettered) words*Talk about a fewthings you wouldlove to do but your

elders wont let youdo

*Write a fewsentences on When Igrow up, I want to

..

*Children to read

aloud with properpronunciation and

pause*Children to do silentreading followed byquestion -answer activity to test

their understanding

*Drilling of

Language items in

proper contexti)

Noun (opposites

ii)verbs (action words)Find the opposite

words from the story*To change the wordsinto its opposite words

*To speak in signlanguage and others

to identify the actione.g. -Sing, read, winetc.

Sequence cards

Flashcards

*Can share

experiences

with friends

*Able to

read and

comprehendthe story

*Able to

exchange

ideas/feeling

s through

sign

language

*Canexpress own

thoughts

about the

given topic

in writing

*Interper

sonal

relationship

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Februa

ry

Animals

Animal

habitat

Different

regions like

desert areas,

cold

mountains,

hot jungles etc

How

creatures

move (Poem)

(Language

Item: Doing

words)

The Ship of

the Desert

(Language

*Children to read the

poem aloud layingstress on action words

*Drilling of doingwords

*To talk about,What do you do

when you are bored?

*Enacting themovements ofanimals /birds

*Match the animals

with their movements

*To arrange

movement words fromslow to fast

*To make pairs ofrhyming words fromthe poem

*To encircle thesilent letter of the

wordse.g. Walk, know,Knife, calm etc

*Children to write afew sentences on I

feel happy when.

*Children o read

aloud with properpronunciation and

pause*Children to do silentreading followed byquestion-answeractivity to test their

comprehension*To read a story onanimals & answer theMCQ

*Dramatization of thelesson in pairs

*Clue chart

*Worksheet

*Movement

words

Worksheet

*Books from

class library

*Mask of camel

& lion

*Sequence

cards

*Visuals of

*Able to

recite the

poem and

understand

the differenttypes of

movements

*Can

exchange

ideas with

peers on the

given topic

*Able to

read the

story and

understand

*Able to

take part in

dramatizatio

n

*Can carry

out

conversation

*Love

for

animals10

14

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March

item: i)Has/

Have

ii)Questions)

*Arrange the

dialogues sequencewise

*Writes the featuresof camel which help

it to survive in desert*Quiz on animals

*Drilling ofLanguage item: Has/

Have and production

of the same in a

paragraph

*To make questionsbased on animals

*To see the pictures

and write a storyfrom the given clues

*To talk aboutdifferent regions like

desert, mountains,jungle and about therespective flora and

fauna

Revision

camels

*Worksheet

*Visuals of

different

regions

giving

information

*Can write

composition

s based on

pictures

using

has/have

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At the end of each lesson, the learners understand and learn the use of suggested language itemsand new words in proper context.