CBSE class 5 english covers topics ice cream man poem, wonderful waste, bam boo curry, team work poem, flying together, flying together, robinson crusoe, crying poem, my elder brother, the lazy frog poem, rip van winkle, class discussion poem, the talkative barber, topsy turvy land, gullivers travels, nobodys friend, the little bully poem, sing a song of people poem, around the world, malu bhalu, who will be ningthou,, access study material for english, students can free download in pdf, practice to get better marks in examinations. all study material has been prepared based on latest guidelines, term examination pattern and blueprint issued by cbse and ncert
click on tabs below for class 5 English worksheets, assignments, syllabus, ncert cbse books, ncert solutions, hots, multiple choice questions (mcqs), easy to learn concepts and study notes of all chapters, online tests, value based questions (vbqs), sample papers and last year solved question papers
Class 5 English is an important subject for class 5. The important chapters and topics have been explained in the below section. Its an easy to score subject, students are advised to strictly follow the syllabus as specified below. Apart from NCERT textbooks they can also refer to the worksheets which will help them to improve language and vocabulary. Building strong foundation in English will help the student in long run and in further studies.
The demand for English at the initial stage of schooling is evident in the mushrooming of private ‘English medium’ schools and in the early introduction of English as a subject across the states/UTs of the country. Though the problems of feasibility and preparedness are still to be solved satisfactorily, there is a general expectation that the educational system must respond to people’s aspiration and need for English. Within the eight years of education guaranteed to every child, it should be possible in the span of 5 years to ensure basic English language proficiency including basis literacy skills of reading and writing.
The general objectives at this level are:
- to provide print-rich environment to relate oracy with literacy.
- to build on learners’ readiness for reading and writing.
- to promote learners’ conceptualization of printed texts in terms of headings, paragraphs and horizontal lines.
- to enrich learners’ vocabulary mainly through telling, retelling and reading aloud of stories/folktales in English.
- to use appropriate spoken and written language in meaningful contexts/situations.
- to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythm and music of rhymes/sounds.
- to enable them to relate words (mainly in poems) with appropriate actions and thereby provide understanding of the language.
- to familiarize learners with the basic process of writing.
At the end of this stage learners will be able to do the following:
- narrate his/her experiences and incidents
- exchange his/her ideas with the peers
- carry out a brief conversation involving seeking/giving information
- enjoy reading a story, poem, a short write-up, a notice, poster etc
- take dictation of simple sentences and to practise copy writing from the blackboard and
- textbook and to use common punctuation marks
- write a short description of a person, thing or place – prepare a notice, or write a message for someone
- write a short composition based on pictures
- take part in group activity, role play and dramatization
At the primary level, knowledge of grammar is to be seen mainly as a process of discovering uses and functions of items through exposure to spoken and written inputs. However, for material writers, teachers and evaluators, the following items may provide a framework of reference.
- nouns, pronouns, adjectives, adverbs
- is, am, are, has, have
- tense forms (simple present and present continuous, simple past and past continuous)
- expressing future (will and be going to)
- this, that, these, those (as determiners and empty subjects)
- question words
- an, or, but
- punctuation marks (full stop, comma, question mark and inverted commas)
- possessive adjectives
Methods and Techniques
(At level I, there will be a shift of emphasis from learning of limited input (textbook) to providing exposure to a wide range of inputs.)
- an oral-aural approach to be followed (with limited focus on reading and writing depending on the level)
- learner-centred activity-based approach including bilingual approach
- integration of key environmental, social and arithmetical concepts
- pictures, illustrations, cartoons, and toys to be used to arouse the interest of children
- focus on discussions, project works, activities that promote reading with comprehension depending on the level
The ten core components identified in the National Policy of Education must be suitably integrated in school curriculum. These components, which will cut across all subject areas, should be reinforced in the whole range of inputs (print and non-print, formal and informal) for teaching/learning at various stages of school education. Since all contemporary concerns and issues cannot be included in the curriculum as separate subjects of study, some emerging concerns like environmental issues, conservation of resources, population concerns, disaster management, forestry, animals and plants, human rights, safety norms and sustainable development should be suitably incorporated in the course content. Course materials should also draw upon the following concerns in an integrated manner:
- Self, Family, Home, Friends and Pets
- Neighbourhood and Community at large
- The Nation – diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage (myths/legends/folktales)
- The World – India’s neighbours and other countries (their cultures, literature and customs)
- Adventure and Imagination
- Issues relating to Adolescence
- Science and Technology
- Peace and Harmony.Travel and Tourism
- Mass Media
- Art and Culture
- Health and Reproductive health
The thematic package given above is suggestive and at each stage should be in line with learners’ cognitive level, interest and experience. In every textbook, there should be some lessons, which are translations from other languages.
Evaluation in language should be periodic, preferably at regular intervals of 4 to 6 weeks of actual instruction. Evaluation should be both oral and written. Periodic tests should carry a weightage of fifty per cent – twenty-five per cent each to oral and written. The marks should be taken into account in the final grade.
Results of test and examinations should be treated basically as feedback to teachers. They should guide them in programming their teaching and in organizing remedial work. Evaluation should be linked to assessment of general proficiency rather than to specific achievements.
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