It Is the Property of the Language Itself. Derek Walcott
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SANGHAMITRA SCHOOL ENGLISH CODE 184 CURRICULUM AND PEDAGOGICAL PLAN 2021-22 CLASSES LKG TO X The English language is not one’s special property. It is the property of imagination; it is the property of the language itself. Derek Walcott CURRICULUM FRAMEWORK PHILOSOPHY The English language offers an individual approach that prepares students to become critical and creative thinkers, lifelong learners, and active contributors to a global society. English is taught as the first language across the curriculum and provides the tools to achieve their highest potential. When students are engaged in a topic that interests them, thinking, learning, and communicating occurs in a naturally integrated way. And language curriculum must aim to develop that engagement. The students must share the responsibility for the learning. DELIVERY METHOD The process of teaching and learning requires a dynamic framework of knowledge and an understanding. It is a continuous process with differing strategies. Teachers are constantly learning to update themselves. The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is taken to fulfill the functional (communicative), literary (aesthetic), and cultural (sociological) needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents language items, contrives situations that motivate the child to use English for communication and expression. STANDARDS Our instruction incorporated CBSE vision of allround development of students in consonance with the holistic approach by providing a broad and balanced understanding of subjects and languages. This enables students to communicate effectively, analyse information,take informed decisions,construct their worldview in becoming productive global citizens. Our curriculum development focuses on promoting 21 century skills where each student feels independent ,safe and conmfortable in their learning. Curriculum is aligned in such a way that children feel more connected and employ their learning to real life situations. Learners are expected to: ❖ develop an understanding of what they hear in formal and informal settings. ❖ develop an ability to speak fluently and accurately in a variety of situations meaningfully. ❖ understand the verbal and non-verbal clues used by the speaker. ❖ develop an ability to read with comprehension and not merely decode. ❖ develop an ability to construct meaning by drawing inferences and relating the texts with previous knowledge. ❖ develop the ability to express their thoughts effortlessly, confidently, and in an organised manner. ❖ write a coherent piece undergoing various stages and processes of writing. ❖ develop imagination, creativity and aesthetic sensibility, and appreciation. ❖ use language as a skill for real-life purposes. ❖ develop multilingual competence through using multilingualism as a strategy for learning languages and subjects. ❖ develop grammatical competencies moving from procedural knowledge (from use or meaning) to declarative knowledge (form). The learner ❖ listens to announcements, instructions, read-aloud texts, audio, and videos for information, gist, and details; responds by answering questions accordingly ❖ can infer, interpret, and appreciate. communicates thoughts, ideas, views, and opinions verbally and non-verbally. ❖ speaks fluently with proper pronunciation, intonation, and pause, using appropriate grammar ❖ reads with comprehension of the given text/materials employing strategies like skimming, scanning, predicting, previewing, reviewing, inferring, and summarising. ❖ reads silently with comprehension and interprets layers of meaning. ❖ writes short answers, paragraphs, reports using appropriate vocabulary and grammar on a given theme. ❖ writes letters both formal and informal, invitations, advertisements, notices, slogans, messages, and e-mails ❖ uses appropriate punctuation marks and correct spelling of words while taking down dictation ❖ organises and structures thoughts, presents information and opinions in a variety of oral and written forms for different audiences and purposes ❖ uses grammar items in context, such as reporting verbs, passive and tense, time and tense, subject-verb agreement, etc. ❖ uses words, phrases, idioms, and word chunks for meaning-making in contexts. ❖ understands and elicits meanings of the words in different contexts, and by using the dictionary, thesaurus, and digital facilities. ❖ Identify and appreciates literary elements, such as metaphor, imagery, symbol, simile, personify onomatopoeia, intention or point of view, rhyme scheme, themes, titles, etc. ❖ writes short stories and composes poems on the given theme or their own. ❖ exhibits in action and practice the values of honesty, cooperation, patriotism, and while speaking and writing on a variety of topics. 21st Century C’s Language learners need to prepare to face upcoming challenges of the 21st century which demand understanding, skills, expectations , c o m p e t e n c i e s , and application strategies for the increasingly competitive and globalized world. The four C's are: Collaboration, Learning how to work effectively and respectfully with other people is an important life skill. Collaborative activities are also excellent for English language learners because they encourage speaking and listening skills C ommunication is giving, receiving, or exchanging ideas, information, signals, or messages through appropriate media, enabling individuals or groups to persuade, to seek information, to give information, or to express emotions. Critical thinking is about having logical reasons and evidence for your conclusions. It is an important skill in academic subjects and for everyday decision-making. reativity, apart from focussing on analytical, logical thinking. We also need to develop, imaginative and C creative thinking – the process of playing with ideas and being open to new possibilities – has been just as important in the history of human development and achievement. GUIDING CONTENT LISTENING: Develops the ability to listen for basic interpersonal, instructional, and academic purposes. Several sub-skills need to be developed in the everyday classroom transaction. Given below are some of the sub-skills of listening. • Listening for specific information. • Listening for general understanding • Predictive listening • Inferential listening • Listening for pleasure • Intensive listening • Evaluative listening SPEAKING: The speaking skill has a very important place in communication. Like listening skills - several sub-skills of speaking need to be consciously developed among students. Some of the sub-skills are: • speaking intelligibly using appropriate word stress, sentence stress, and intonation patterns. • narrating incidents and events, real or imaginary in a logical sequence. • presenting oral reports or summaries; making announcements clearly and confidently. • expressing and arguing a point of view clearly and effectively. • taking an active part in group discussions, showing the ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. • expressing and responding to personal feelings, opinions, and attitudes. • participating in spontaneous spoken discourse in familiar social situations. READING: Reading English is an important part of language learning because it helps to develop other related skills like grammar, vocabulary, and writing. Reading allows language learners to explore topics that they love and stories that engage them. The students will be able to • read silently at varying speeds depending on the purpose of reading. • recognize the organization of a text. • identify the main points of a text. • understand relations between different parts of a text through lexical and grammatical cohesion devices. • anticipate and predict what will happen next, in a narrative, etc. • deduce the meaning of unfamiliar lexical items in a given context. • consult a dictionary to obtain information on the meaning and use of lexical items. • analyze, interpret, infer (and evaluate) the ideas in the text. • select and extract from text information required for a specific purpose. • learn to use reading skills for skimming and scanning. • interpret texts by relating them to other texts on the same theme. (and to their own experience and knowledge) WRITING: Writing skills are an important part of communication. Good writing skills are essential to communicate with clarity and ease. The students will be able to • express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices. • plan, organize, and present ideas coherently by introducing, developing, and concluding a topic. • write a clear description (e.g. of a place, a person, an object, or a system). • write a clear account of events (e.g. a process, a narrative, a trend, or a cause-effect relationship). • compare and contrast ideas, and arrive at conclusions. • present an argument, supporting it with appropriate examples. • use an appropriate style and format to write letters (formal and informal), biographical sketches, dialogues, speeches, reports, articles, e-mails, and diary entries. • monitor, check and revise written work. • expand notes into a piece of writing. • summarize or make notes from a given text, and • decode information from one text type to another (e.g., diary entry to letter, advertisement to report, diagram to verbal form). GRAMMAR: The students will learn to use