1 Eng

hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
Colour the pictures and write their names
About me...
1. My Name ...........................................................................
2. My Mother's Name ...........................................................
3. My Father's Name .............................................................
4. My School .........................................................................
5. My friends are ...................................................................
.......................................................................................
hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
MY ENGLISH WORLD
CLASS I
TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE
Chief Production Officer : Smt.B. Seshu Kumari,

Director, SCERT, Hyderabad.
Chief Production Organiser : Sri. B. Sudhakar,

Director, Govt. Textbook Press, Hyderabad.
Organising Incharge : Dr. Nannuru Upender Reddy,

Prof. & Head, Curriculum and Textbook Department,
SCERT, Hyderabad.
Asst. Organising Incharge : Sri. K. Yadagiri,

Lecturer, C&T Dept., SCERT, Hyderabad.
Published by:
The Government of Telangana, Hyderabad
i Free Distribution by T.S. Government

© Government of Telangana, Hyderabad
First Published 2012

New Impressions 2013,2014, 2015
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, Telangana.
This book has been printed on 80 G.S.M. SS Maplitho

Title Page 200 G.S.M. White Art Card
Free Distribution by T.S. Government
Printed in India
at the Telangana Government Textbook Press,
Mint Compound, Hyderabad,
Telangana.
Free Distribution by T.S. Government ii

Preface
The State Council of Educational Research and Training has developed the 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 has been designed to be introduced in a phased manner. In the year 2012-13, the
first of this series of textbooks has been developed for classes I, II, III, VI, and VII. Practising
teachers have been 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
State Government has introduced English for the first time in class I in 2011-12 in all non-
English Medium Schools. This year, i.e., 2012-13, English is being introduced in class II in all
non-English Medium Schools. With this, all the 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 in English
medium does. This single textbook norm is already in practice in many states including
Tamilnadu, Bihar, and Kerala.
The primary Textbooks titled ‘My English World’ are prepared basing on holistic
approach of language learning. The language skills namely 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 the 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.
iii Free Distribution by T.S. Government

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. Rama Kant Agnihotri, Rtd. Professor, University of Delhi.
Illustrators
K. Babu, HM, ZPHS, Vajjapally, Nizamabad Dist.

B. Kishore Kumar, SGT, UPS, Alwala, Anmula Mandal, Nalgonda Dist.
Free Distribution by T.S. Government iv

Appendix
A Note to the Teacher 123-130
v Free Distribution by T.S. Government

OUR NATIONAL ANTHEM
- Rabindranath Tagore
Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga
Uchchala-Jaladhi-taranga.
Tava shubha name jage,
Tava shubha aasisha mage,
Gahe tava jaya gatha,
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
Jaya he, jaya he, jaya he,
Jaya jaya jaya, jaya he!
PLEDGE
- Pydimarri Venkata Subba Rao
“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. I shall be kind to animals
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
Free Distribution by T.S. Government vi

1
One
UNIT - 1
AMMU AND HER FAMILY
Colour the picture.

2
Two
Ammu, a little girl
Am
3
Three
Ammu is a little girl.

She is with her family.
1. Who are there in the picture?

2. What are they doing?
Ammu 3. What else do you see in the
picture?
4
Four
Ammu and the squirrel
Ammu is with her grandfather.
Doggy, the puppy is running
after the squirrel.
Doggy...
stop!
Bow-wow...
Doggy
1. Will Doggy catch the squirrel?

2. What will Ammu do?

5
Five
The squirrel speaks
The squirrel says,
“I can speak.”
Bittu
My name is Bittu.
What is your name?
My name is Ammu.
1. What is Bittu asking Ammu?

2. What is Ammu saying to Bittu?

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?
1. What will Ammu say now?

2. What will Bittu say to Ammu?

7
Seven
Sing the song
Ammu sings about her
family members.
This is my grandmother
Sitting in 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 in her lap.
1. Who are these people?
2. What is Ammu singing about her

grandmother and mother?

8
Eight
Names in Ammu’s family
Bittu is asking Ammu

about the names of the
What are the names members of her family.
of your family members?
This is my grandfather.
His name is Dharmaiah.
This is my grandmother.
Her name is Leelamma.

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.

2. What is Ammu singing about?

10
Ten
My family
Who are there in your family?
My
family

11
Eleven
My family
Tick (9) 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

12
Twelve
My home
Draw the picture of your house and colour it.
This is my ..................................

13
Thirteen
My school
Draw the picture of your School and colour it.
This is my ..................................

14
Fourteen
Reading my name
My name is Ammu. My name is Bittu.
My name is Chintu. My name is Doggy.

15
Fifteen
Draw or paste your picture and write your name here.
My name is ...............................

16
Sixteen
Sing and dance

Amma, Amma,
Where is ‘A’?
‘A’ is there in
Ant and apple.

Papa, Papa,
Where is ‘B’?

‘B’ is there in
Mama, Mama, Bat and ball.
Where is ‘C’?
‘C’ is there in
Cat and car.

Dada, Dada,
Where is ‘D’?
‘D’ is there in
Doll and dog.

17
Seventeen
Read and copy

18
Eighteen
Let’s sing ABCD.........
Come, little children, come to me
I’ll teach you ABC.
ABCD EFG,
HIJK L M N O P,
LMNOPQ R S T,
UVW X Y Z.

19
19
Nineteen
UNIT - 2
GOING TO SCHOOL
Colour the picture.

2020
Twenty
1. How do you go to school?

2. What do you see in the picture?
3. What do you see on your way to school?
4. Will Ammu take Bittu to school?

21
2121
Twenty one

22
Twenty 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 a car.
1. What is Bittu asking Ammu ?


23
23
Twenty three
Sing the song
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…

24
Twenty four
My vehicle
Draw the picture of a vehicle you like.

Name it, colour it and sing about it.

25
25
Twenty five
Vehicles
Bittu is asking Ammu
about vehicles
Say the names of the vehicles
bus
Vehicles

26
Twenty 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. Where are Ammu and Bittu now?

2. What are the places near the school?

27
27
Twenty seven
Places
Say the names of the places.
hospital
bank school
post office
grampanchayat
kirana shop
bus stand
28
Twenty eight
Look at the picture and

talk about it.
Where is the auto?

Where is the dog?
Where is the car?

29
29
Twenty nine
Pictures of vehicles
Collect the pictures of any two vehicles and paste
them here. Write their names and talk about
them in the group.
1.
2.

30
Thirty
Sing and dance
Will you show me

Where ‘E’ is?
‘E’ is there in
Egg and eagle.
Will you show me

Where ‘G’ is?
‘G’ is there in
Goat and girl.
Will you show me
Where ‘F’ is?
‘F’ is there in
Fan and fish.

Will you show me
Where ‘H’ is?
‘H’ is there in
Hat and house.
31
31
Thirty one
Read and copy

32
Thirty two
Colour the cubes that contain

only the letter in the circle.

33
Thirty three
UNIT - 3
AMMU’S SCHOOL
Colour the picture.

1. Name the things you see in the picture?
2. Where are Ammu and Bittu?
36
Thirty six
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. Hello Eswar,
I am coming.
Who is
this boy?
1. What is Bittu thinking?

2. Who is Eswar?
3. What is Eswar saying to Ammu?

37
Thirty seven
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. Where is Bittu?
2. What will he do now?

38
Thirty eight
Ammu’s classroom
Bittu comes out from the bag.
He looks at the things around.
Oh! This is
Ammu’s
classroom.
1. What does Bittu see in the class room?

2. What things do you have in your
classroom?

39
Thirty nine
Let’s catch the squirrel
Children rushed into the
classroom. They saw Bittu.
Look, a squirrel Let’s
This is Ammu’s
in the class! catch it.
squirrel.
Ganga Eswar
Hari
Fatima Hema
colours
1. What are the children doing?

2 What are they saying?
3. What will Bittu do now?

40
Forty
The squirrel in colours
Eswar and Fatima are trying
to catch the squirrel.
The squirrel jumps on colours.
OK.
Eswar, catch the
I will try.
squirrel.
1. Where is Bittu now?

2. Will Eswar catch Bittu?

41
Forty one
Bittu and the children
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
Kamala
1. Who are the children in the picture?

2. What is Bittu doing?
4. What is Ammu doing?

42
Forty two
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. Where is Bittu in the first picture?

2. What is Hari saying?
3. Where is Bittu in the second picture?
4. What is Ganga saying?

43
Forty three
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
44
Forty four
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.

2. Will Bittu go back into Ammu’s bag?

45
Forty five
Ammu catches Bittu
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. Why is Bittu jumping here and there?

3. What will Bittu do now?

46
Forty six
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. What is Ammu thinking now?

2. Where will she keep Bittu?
3. Will the teacher see Bittu?

47
Forty seven
Ammu’s friends
Copy 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:
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

48
Forty Eight
Sing and dance
Tell me, tell me

Where ‘I’ is?
‘I’ is there in
Ice and ink.
Tell me, tell me

Where ‘J’ is ?
‘J’ is there in
Tell me, tell me Jar and jug.
Where ‘K’ is?
‘K’ is there in
King and kite.
Tell me, tell me

Where ‘L’ is?
‘L’ is there in
Lamp and ladder.

49
Forty nine
Read and copy

50
Fifty
Match the small letters

with their capital letters and
colour them.
small capital
letters letters

51
Fifty one
UNIT - 4
AMMU AND HER FRIENDS

AT HER SCHOOL
Colour the picture.

52
Fifty two
We are learning

2. What are the things that you do at school?
53
Fifty three
54
Fifty four
Here comes, our teacher!
Ammu puts Bittu back into
the bag. Her teacher comes.
Don’t come out again.

Our teacher is coming.
1. What is Ammu doing?

2. What is she saying to Bittu?
3. What will the teacher say?

55
Fifty five
Teacher in the class
The teacher asks the children to
wash the colours.
What is this? Go and wash

yourselves at the tap.

2. What is the teacher saying?
3. Will the children say anything?
4. What will they do now?

56
Fifty six
The colour I like
The children are going to the
water tap. They are talking
about the colours they like.
I like My arm is red.

green. I like this colour.
1. Where are the children going?

2. What are they saying?
3. Which colour do you like?

57
Fifty seven
Colours
What are these? Name them. Colour the
pictures and name the colours.
What colours can you name?
red
colours
I like .................... .
58
Fifty eight
Children at the water tap
Children are at the water tap.
They wash their hands,
legs and face.
Ganga, there is blue

colour on your neck.
I am washing my neck.
Look, there is red
colour on your leg.
neck I am
washing
my leg.
legs
1. Where are the children now?

3. What is Fatima saying to Ganga?
4. What is Ganga saying to Fatima?

59
Fifty nine
Song at the water tap
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) Who is washing the hands?

2) Who is washing the face?

60
Sixty
Sing the song
Add lines to the song and sing
What is Hari singing?
Wash...................................................
...........................................................
This is the way
..................................................ear
......................................................
What is Ganga singing?
..........................................................
...........................................................
..........................................................
..........................................................

61
Sixty one
Parts of the body
Name the parts of the body.
Parts of
the body
Sing the song using the words

related to parts of the body.
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................
..............................................................................................

62
Sixty two
I am sorry
Children come back to the
class. The teacher talks to
Ammu.
Don’t bring pets to

the class again.
OK teacher.
I am sorry!
1) What is the teacher saying to Ammu?

2) What is Ammu saying?

63
Sixty three
Draw your pet and talk about it.

64
Sixty four
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
65
Sixty five
Sing the song
Add lines and sing the song
We are at school,
...........................................................
.......................................................... eating
..........................................................
drinking
..........................................................
...........................................................
..........................................................
singing ..........................................................
dancing

66
Sixty six
Things we do at school
What we
do at
school
Playing
What are these children doing?

67
Sixty seven
Sing and dance
Grandpa, grandpa,
Where 'M’ is ?
'M' is here in
'Mat' and 'monkey'.

Grandma,
grandma
Where 'N’ is ?

'N' is here in
‘Net' and 'nest'.
Sister, sister
Where 'O’ is ?
'O' is here in
‘Ox' and 'owl'.
Brother, brother
Where 'P’ is ?
'P' is here in
‘Pen' and 'pencil'.

68
Sixty eight
Read and copy

69
Sixty nine
UNIT - 5
THINGS I DO
THINGS I DO
Colour the pictures.

70
Seventy

3. What are the things you
do at home?
71
Seventy one
going to school
Things
we do
72
Seventy two
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?

3. Will the crow peck at Bittu?
4. How will Ammu drive the crow away?

73
Seventy three
Ammu is back
Ammu comes running

into the house
What happened,
Ammu?
What will Ammu say?

74
Seventy four
Ammu wakes up
Ammu wakes up early in the
morning. Bittu is lazy. He is still
sleeping.
Bittu, wake up.

It’s morning.
1. What is Ammu’s mother doing?

2. What is her father doing?
4. What will Bittu say to Ammu?

75
Seventy five
Ammu teaches Bittu good habits
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?

76
Seventy six
Add lines to the song and sing.
comb your hair

............................................
..................... neat ..............
combing hair
Talk about the things you do.
Things
I do

77
Seventy seven
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.

2. What does Bittu want?
3. What will Bittu keep in his bag?

78
Seventy eight
What you do every day
Ammu wakes up early

in the morning.
She brushes her teeth.
She drinks milk.

She goes to
school every day.
She plays with She goes to bed

her friends. early in the night.
1. What do you see in these pictures?
2. What do you do every day?

79
Seventy nine
Things I have
Ammu has many things.
What are the things you have?
comb
mug
powder
napkin
cream
eraser
pencil sharpener glasses
colours cellphone
brush diary
ball doll toy bangles

ribbon

80
Eighty
Things I use
Draw the pictures of any two things you use.

Colour them and write their names.
This is .....................................
This is .....................................

81
Eighty one
Bittu’s song
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?

82
Eighty two
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

83
Eighty three
Going to the zoo
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.

3. What is father saying to Ammu?

84
Eighty four
Getting ready
Ammu’s mother is set-

ting
the lunch box.
Ammu, are you
ready?
Yes, mummy. Daddy

is waiting for you.
1. What did mother ask Ammu?

2. What did Ammu tell her mother?

85
Eighty five
Where are we going?
Ammu, where
are we going?
We are going
to the zoo, Bittu.
1. Who is carrying Chintu?

2. What is father doing?

86
Eighty six
On the road
Ammu’s family waits at the
bus stop. An auto comes.
Father : Will you come to the zoo?

Driver : Yes, sir.
Father : What is the fare?
Driver : Fifty rupees only, sir!
Father : Okay. Let's go.
1. What will father ask the auto driver?

2. What will the driver say?

87
Eighty seven
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.

88
Eighty eight
Read and copy

89
Eighty nine
UNIT - 6
AT THE ZOO

90
Ninety
Ammu’s family reached the

zoo. Her father bought
tickets from the counter.
They all walked into the zoo
in a queue.
Will you give me

tickets, please?
Ammu's family at the zoo 91
Ninety one
1. What animals do you see in the picture?

2. Have you ever been to a zoo?
92
Ninety two
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?

93
Ninety three
Bittu and Ammu with animals

Bittu shows Ammu
all the animals.
Do you know
this animal,
Bittu?
Yes, it’s a zebra. See the

lines on its body.
1. What will Ammu ask Bittu?

2. What will Bittu tell Ammu about the zebra?
3. Have you ever seen a zebra?

94
Ninety four
Which animal is it?

Ammu shows Bittu some
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?

95
Ninety Five
Animals
Look at the pictures of
animals and talk about them.

96
Ninety six
Animals we know
Write the names

of the animals you know.
Animals
we
know

97
Ninety seven
Which bird is it?
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?

98
Ninety eight
Birds
Look at the birds and talk about them.
black feathers grey feathers

sharp beak small beak
Crow Sparrow
Birds
white feathers white feathers

long legs flat beak
Crane Duck
99
Ninety nine
Ammu’s new friend

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!

2. Who is Ammu's new friend?
3. Will Bittu go with Tinku?
100
Hundred
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 does Tinku like to eat?
3. What food do you like?

101
Hundred
Food items and One
What are the food items you know?
Food
Items

102
Hundred
and Two
What do you see?
Look at the picture.
What do you see?
Talk about it to your friends.
Come, let’s
go home.

103
Hundred
Goodbye! and Three
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?

104
Hundred
and Four
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 X-mas, my friend.
'Y' is in yak and yellow.
'Z' is in zoo and zebra.
Let me end here,
My dear friend.

105
Hundred
Read and copy and Five
Uu Vv
Umbrella Van
vase
uniform
Ww Xx
Watch X mas tree
well x - ray
Yy Zz
Yak Zebra
yellow zip

106
Hundred
and Six
Join the dots from ‘a’

to ‘z’ to get an animal.
Write its name in the
given box and colour it.
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

107
Hundred
and Seven
UNIT - 71
FRUITS AND VEGETABLES

108
Hundred
and Eight
To the market
1. Where is Ammu now?

2. Have you ever been to a market?
3. What fruits and vegetables do you
see in the picture?
4. Do you grow any of these at home?
109
Hundred
and Nine
Ammu and her mother go to

the market for buying fruits
and vegetables.
110
Hundred
and Ten
I don’t like it
Ammu’s mother prepared bitter gourd curry.
Ammu didn’t like it. She didn’t eat anything.
What happened Ammu?

Why are you not eating?
I don’t like
bitter gourd.
1. Why isn't Ammu eating anything?

2. What is grandmother asking Ammu?
3. Will Ammu eat food now?

111
Hundred
and Eleven
Grandmother tells Ammu that fruits and

vegetables are good for health. We must eat all.
Eat this dear
Eat dear
Grandmother : Ammu, we must eat all the

fruits and vegetables.
Ammu : But I don’t like some of them.
They are not tasty.
1. What is grandmother doing?
2. What does she tell Ammu?
3. Why doesn't Ammu like some fruits
and vegetables?

112
Hundred
and Twelve
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.
113
Hundred
Fruits and vegetables and Thirteen
Look at the picture and write down the

names of fruits and vegetables.
fruits vegetables

114
Hundred
and Fourteen
Ammu asks for a story
Ammu tells grandmother she will eat all fruits
and vegetables. She asks her to tell a story.
Sure, I’ll tell you a story about

I will eat. Tell me ‘Princess Tomato’.
a story please.
1. What does Ammu ask her

grandmother?
2. What kind of stories do you like?

115
Hundred
Story Time and Fifteen
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, Bitter gourd, Green chilli and Lady’s finger came to
marry the princess.
One by one, tell me
about your qualities to
marry my daughter.

116
Hundred
and Sixteen
Prince Bitter gourd comes forward...
I am good for health.

Will you marry me?
I don’t like you.

You are ugly and bitter.

117
Hundred
and Seventeen
Prince Lady’s finger comes forward...
I make people clever.

Will you marry me?
No, you are sticky.

118
Hundred
and Eighteen
Prince Red chilli comes forward...
I add taste to all curries.

Will you marry me?
I don’t like you.

You are hot.

119
Hundred
and Nineteen
Prince Potato comes forward...
I am very popular. I am sorry.

Will you marry me? You are fat.

120
Hundred
and Twenty
Prince Carrot comes forward...
I am tasty, handsome and rich.

Will you marry me?
But I don’t like

vegetables.

121
Hundred
and Twenty One
But they are all good for

health. You have to choose
one of them to get married.
OK. Then I'll marry

the Prince Carrot.

122
Hundred and
TwentyTwo
Finally Princess Tomato marries

Prince Carrot.
Yes, I like you.

I will marry you.

APPENDIX 123
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.
Academic Standards
At the end of the academic year the children are expected to achieve certain academic
standards. The everyday classroom transaction should ensure the achievement of the
academic standards among children. The following are the six broad categories of the
Academic Standards.
1. Listening and Responding
2. Reading Comprehension
3. Vocabulary
4. Conventions of Writing
5. Creative Expression (Oral and Written Discourses)
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.

123
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).
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,
124
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
through 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.
♦ 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.
125
126
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.
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
126
127
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
♦ 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
127
128
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.
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 weaknesses 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.
CCE is an attempt to shift from rote-learning to constructing knowledge and applying
it as and when required. CCE is an ongoing process and is an integral part of the lesson.
At every point of classroom transaction, we will have to assess what the child has learnt
for which the same activities that are used for teaching / learning are used. The questions
in the examination paper shall not simply be based on information given in the textbooks
but shall create slots for the learner to use language in a meaningful way applying what
she has learnt. So ‘mugging up’ by the student will not be of any use to him or her.
NCF 2005, SCF 2011 and RTE 2009 have emphasized the importance of
implementing CCE where all assessments have to take place in a non-threatening
atmosphere without causing any burden on the learners. The thrust is on formative aspects
of learning instead of relying on a single paper-pencil test at the end of the academic
year. Assessment has to take care of developing all the innate potential of the learners to
the fullest extent.
A truly professional teacher needs to be patient, innovative and assess his / her
pupils’ progress in every period in each class and given proper feedback to each and
every pupil so that language acquisition takes place in a smooth, natural and non-conscious
manner.
128
129
There are two types of assessment. One is formative and the other is summative.
Guidelines for Formative Assessment
Formative assessment is done based on four tools that cover all the language
competencies (academic standards). These are:
1. Observation
2. Notebooks
3. Slip test.
50 marks are alloted for each Formative Assessment out of which, 30 marks for
observation, 10 marks for notebooks and 10 marks for slip tests.
Teacher has to assess the performance of the learners during each term. This is not
a single day activity; it is a cumulative account of what has happened on a day- to-day
class room transaction.
Criteria for awarding marks under each tool:
Observation: The oral performance of children related to classroom activities which
cover the academic standards i.e., listening and speaking, reading comprehension and
their indicators should be considered while awarding marks.
Notebooks: The written performance of children related to conventions of writing,
vocabulary and the indicators should be considered while awarding marks.
Slip Test: This test should be conducted without giving any prior notice to children.
This test should cover the targeted the academic standards and should be based on day
to day classroom transaction.
The following are the evidences for awarding marks:
•
Teacher’s unit cum period plan that reflect children’s performance.
•
Student portfolio (Collection of the work done by the individual learner)
•
Big books or other products evolving in groups through collaboration
•
Scripts of Slip Test
Summative Assessment
There will be a Summative Assessment after every term. The test is for 50 marks.
Out of these, 30 marks are allotted to oral test and 20 marks are allotted for written test.
Under Oral test 5 marks are allotted to listening and speaking, 10 marks for reading
comprehension 10 marks for vocabulary and 5 marks allotted to oral discourses (creative
expression) as per targeted. The performance of children should be taken over a period
of time but not on assessment day.
129
130
Under written test 20 marks are alloted. Out of which 5 marks for reading
comprehension, 5 marks for conventions of writing, 5 marks for vocabulary and 5marks
for written discourses as per the targeted.
As CCE is a school based assessment. Every school should prepare their own
question papers for summative assessment. Teachers should refer to their handbooks
for comprehensive information to prepare the question papers.Teacher should read out
the test items to help the children while writing summative assessment.
The test items should not be in discrete components, but holistic. Hence narrative
is the best tool to assess the children’s performance in different domains of language.
Narrative gaps should be provided where children can think and write a discourse under
the given task. The chosen narrative should be in the comprehensive level of the children’s
knowledge domain and thematically linked to the given themes in the textbook. Otherwise,
a thematic context also be considered in place of narrative.
Happy teaching!
NOTE: Use Teacher's Handbook for effective classroom transaction
130

1 Eng

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

1 Eng

Încărcat de

Drepturi de autor:

Formate disponibile

hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

2. My Mother's Name ...........................................................

3. My Father's Name .............................................................

5. My friends are ...................................................................

TEXTBOOK DEVELOPMENT & PUBLISHING COMMITTEE

Chief Production Officer : Smt.B. Seshu Kumari,

Chief Production Organiser : Sri. B. Sudhakar,

Organising Incharge : Dr. Nannuru Upender Reddy,

Asst. Organising Incharge : Sri. K. Yadagiri,

i Free Distribution by T.S. Government

First Published 2012

All rights reserved

No part of this publication may be reproduced, stored in a

This book has been printed on 80 G.S.M. SS Maplitho

Free Distribution by T.S. Government

Free Distribution by T.S. Government ii

iii Free Distribution by T.S. Government

Members Cum Coordinators

Smt. K. Sudha, Officer-in-charge, ELTC, DIET, Hyderabad.

Dr. P. Jani Reddy, Lecturer, DIET, Vikarabad, Ranga Reddy Dist.

Dr. Jayasheelan, Rtd. Professor, E.F.L.U., Hyderabad.

Dr. A.L.Khanna, ELT Consultant, Formerly Assoc. Professor, University of Delhi.

Dr. Rama Kant Agnihotri, Rtd. Professor, University of Delhi.

K. Babu, HM, ZPHS, Vajjapally, Nizamabad Dist.

Free Distribution by T.S. Government iv

v Free Distribution by T.S. Government

“India is my country. All Indians are my brothers and sisters.

Free Distribution by T.S. Government vi

AMMU AND HER FAMILY

Colour the picture.

Free Distribution by T.S. Government

Ammu, a little girl

Ammu is a little girl.

1. Who are there in the picture?

1. Will Doggy catch the squirrel?

Free Distribution by T.S. Government

1. What is Bittu asking Ammu?

Free Distribution by T.S. Government

Will you stay

Yes, who are there

1. What will Ammu say now?

Free Distribution by T.S. Government

This is my dear mother

1. Who are these people?

2. What is Ammu singing about her

Free Distribution by T.S. Government

Names in Ammu’s family

Bittu is asking Ammu

Free Distribution by T.S. Government

1. What is Bittu asking Ammu?

Free Distribution by T.S. Government

Who are there in your family?

Free Distribution by T.S. Government

Tick (9) against the people who live

How many members are there

Free Distribution by T.S. Government

Free Distribution by T.S. Government

Free Distribution by T.S. Government

My name is Ammu. My name is Bittu.

My name is Chintu. My name is Doggy.

Free Distribution by T.S. Government

Draw or paste your picture and write your name here.

Free Distribution by T.S. Government