Language remains the greatest un parallel force between groups of people and communication and exchange of ideas is primarily done through language both spoken and written. Thus language teaching involves the development of the child’s ability to talk , listen , read and write through stimulating and language rich environment . Our curriculum is thematically designed and lays emphasis on the four aspects of language .
Pupils are trained to acquire the knowledge of grapheme and phoneme. To develop listening skills enabling them to discriminate initial sound , understand the command and instructions given . Listen attentively and respond to discussions, follow simple instruction and ask relevant questions when perusing a task .
pupils are trained to understand and speak simple sentences, to talk about ones self clearly with confidence and control. Acquire and use wide range of appropriate vocabulary. To speak with correct pronunciation and expression and convey simple messages accurately For writing Pupils are taught to write upper and lower case letters in sequence and correctly. Attempt and to write with proper muscular control and eye – hand coordination. Use phonetic knowledge to write coherence sentences and simple imaginative text with appropriate spelling and grammar.
Pupils are trained to develop interest in books and make attempts to read with correct pronunciation and intonation. Retell story of own choice. Understand that English print is read from left to write and all print conveys meaning. Use phonic knowledge to read by identifying initial, middle and ending phonemes.
Primary is one of the most essential stage in a student’s school life. Here the foundations for the future learning are inculcated. To groom the English skills of a student, AMSB has divided the English curriculum for the primary section in three different areas:
Listening and Speaking
Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant details. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.
Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussions, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is to be used.
Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.
Pupils talk and listen confidently in a wide range of contexts, including some that are of a formal nature. Their talk engages the interest of the listener as they begin to vary their expression and vocabulary. In discussions, they pay close attention to what others say, ask questions to develop ideas and make contributions, that take account of others’ views. They begin to use standard English in formal situations.
Pupils read accurately and understand signs, labels and notices. They read a range of material with independence, fluency, accuracy and understanding. Recognize headings, captions and table of contents. Use common word, families to decode unfamiliar words and follow single written instructions.
Pupils recognize familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and non-fiction by identifying aspects they like.
Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.
Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.
Pupils produce independent pieces of writing using complete sentence, using proper punctuation, to structure, coherent and complete sentences, they edit written work with assistance to improve spellings and grammar. They write simple messages and imaginative and factual text with appropriate spellings and grammar.
Pupils produce independent pieces of writing ,complete sentences mainly demarcated with capital letters and full stops or question marks. To shape chronological writing, beginning to use a wide range of sentences connecting them ‘and’ & ‘but’ when, after, because etc. Write more complex stories with details beyond simple events and with a defined ending. Mind mapping of different topics. Attempt group related ideas and maintain a consistent pattern for using the drafting steps writing process. Use relevant descriptions including sensory details, personal experiences and observations to make a message clear to the reader. They edit writing to improve spellings and final presentation.
Pupils’ writing is often organized, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences – full stops, capital letters and question marks – is used accurately.
Pupils’ writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organized appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence.
English Language and Literature
English instructions has four basic components, writing, speaking, grammar and literature. Students are instructed in various forms of writing. There are four basic modes, descriptive, narrative, expository, and persuasive. An additional fifth mode is creative writing.
- Creative Writing-The primary purpose of this is to entertain the reader.
- Descriptive Writing -The primary purpose of this writing is to describe a person, place, or event so that the topic can be clearly seen in the reader’s mind. The writer must use vivid details that paint a picture for the reader.
- Expository Writing -The primary purpose of this writing is to provide information such as an explanation or directions.
- Narrative Writing -The primary purpose of this writing is to describe an experience, event, or sequence of events in the form of a story.
- Persuasive Writing-The primary purpose of this writing is to give an opinion and try to influence the reader’s way of thinking with supporting evidence.
- Emphasis is placed on learning to organize and write persuasive, descriptive and narrative paragraphs. Opportunities for creative expression are also present as students write plays, short stories, and poems.
- To improve speaking skills, students are expected to give oral presentations.
- Grammar and spelling are taught with the expectation that students apply the knowledge to their writing.
- The literature component is taught using a literature-based approach with the emphasis on short stories, biographies, drama, mythology and poetry.
- Once semester of reading instruction is required for all grade students.. Students are required to read extensively and learn to analyze and evaluate literary components in diversified selections of literature. Projects that enhance reading and promote speaking skills as well as writing skills. In addition to teacher directed reading, students are required to read independently and respond in a variety of ways to what they have read. eg skits, interviews, letter writing etc
Listening and Speaking
- Students are provided with a variety of opportunities to both listen and speak in meaningful contexts. A variety of strategies are used to comprehend, interpret, evaluate, and/or appreciate visual media, technological, and information resources. Students then use visual media, technological, and information resources to support ideas in presentations to others.
Language Arts Integrated
- Reading, writing, listening and speaking, and viewing and presenting are not learned in isolation from one another; rather, these language processes are integrated in the classrooms to create a literate environments for the students.
- It is one of our goals to stimulate and sustain a love for reading and writing.