LET’S LEARN

ENGLISH 6-8

Interactive English Language

Teaching for Students

2022-2023
Parho Punjab Parhao Punjab- English
SAMAGRA SHIKSHA ABHIYAN, PUNJAB
 CHIEF EDITOR
MR. CHANDER SHEKHAR
State Project Coordinator – English/SS
SCERT, Punjab

CONTRIBUTORS
1. Ms. Kavita Sabharwal, English Mistress, GSSS (Boys) Rahon, SBS Nagar
2. Ms. Dimpy Khurana, English Mistress, GHS Alachour, SBS Nagar
3. Ms. Geetika, English Mistress, GSSS Bhamme Kalan , Mansa
4. Ms. Wani Malhotra, SS Mistress, GMS Salamatpur, SAS Nagar
5. Ms. Ashu Gupta, English Mistress, GSSS Ballamgarh, Sri Muktsar Sahib
6. Ms. Vaishaly Sharma, English Mistress, GHS Kakhanwali, Sri Muktsar Sahib

VETTED BY:
1. Mr. Sharanjit Singh, English Master, GHS Jalbhe, Jalandhar
2. Ms. Nischal Kumari, English Mistress, GHS Diwali , Jalandhar
3. Ms. Iqbal Kaur, English Mistress, GMSSS 3B1, SAS Nagar
1.

Designed By:

1. 1. Ms. Chinupreet, Computer Faculty, GSSSS Ghanauli, Roopnagar

 TABLE OF CONTENT

S. NO. NAME OF THE TOPIC PAGE NO.

1 An Overview 2

2 Unit 1 - Classroom Language 3-4

3 Unit 2 - Classroom Energizers 5-6

4 Unit 3 - Skills Enhancement

3.1 Listening and Speaking Skills 7-11

3.2 Reading Skill 11-20

3.3 Writing Skill 20-22

5 Unit 4 - Teaching of Vocabulary 22-25

6 Unit 5 - Teaching of Grammar 25

7 EBC Activities 27

8 ReadToMe 28
 AN OVERVIEW
“To have another language is to possess a second soul. ~ Charlemagne”
English plays a vital role in academic as well as occupational circles; and students are
required to equip themselves with English language skills to achieve academic as well as
occupational goals in life. In order to enhance students’ proficiency and communicative
competence in English language, modern approaches and methods of teaching & learning
need to be introduced in English classroom. The earlier methods like Grammar Translation,
Bilingual and Lecture methods of teaching English have become redundant, and do not fulfil
the language learning needs of the 21st Century students. The modern trends and
approaches of teaching English emphasize on the actual use of the language, and involve
meaningful communication in real linguistic scenario.
In this manual cum activity booklet, certain methods and activities of teaching &
learning English have been suggested which foster in students the basic skills of language
learning such as Listening, Speaking, Reading and Writing. The suggested approaches of
teaching & learning English in this manual have transformed the role of an English teacher
from a knowledge dispenser to a facilitator. The Integrated Approach of teaching & learning
English encompasses all the four skills (LSRW), and helps students in cultivating these skills
proficiently. As a matter of fact, many students find themselves in an awkward situation
while speaking due to the lack of vocabulary. In order to enable students to express
themselves freely in English, a number of strategies and activities to enrich students’
vocabulary, have been discussed in this booklet. It is often seen that students are taught
grammar deductively and are made to learn the rules of grammar through rote-learning.
To discourage this practice, activities for functional and integrated grammar have been
incorporated in the manual as well.
In a nutshell, this manual cum activity booklet suggests a wide range of activities and
methods for English classroom teaching and learning with spoken English being the
nucleus of the phenomenon of teaching and learning English. We hope that this manual cum
activity handbook will equip the English teachers with strategies and activities for effective
teaching of English language.

Chander Shekhar
State Project Coordinator - English
SCERT, Punjab
 UNIT 1 - CLASSROOM LANGUAGE
While giving instructions, it becomes imperative for every English teacher to use English thus
exposing the students to the target language and making them comfortable with this foreign language. In
this unit, some common English phrases and instructions have been given for English teachers to use during
the classroom teaching.

 Good morning, everybody.

 Good afternoon, everybody.
 Hello, everyone.
 How are you today?
 How are you getting on?
 Are you feeling better today, Ranbir?
 I’ll be teaching you English this year.
 Attend to your roll call, please.
 Who is absent today?
 Who isn’t here today?

RYI’m sorry

Tell me and I forget. Teach me and I remember. Involve me and I learn. ~ Benjamin Franklin
 For a language rich environment in the class, students’ conversation should also be in English. The
sentences given below can facilitate the students to speak in English.

 I didn’t understand. Can you

repeat it please?
 I am unable to pronounce
this word.
 What is the meaning of this
word?
 How do we pronounce it?
 Can I see the dictionary,
please?
 I forgot to bring ‘My English
Companion’.
 Sorry teacher! I didn’t
complete my homework.

 May I come in, teacher?

 May I join the class?
 Sorry, I am late.
 Can I go to my place and sit?
 Can I borrow a pen from one
of my classmates?
 Can I sit with Amarjit?

Sir, I will try Raise your

to write hands if you
Hurrah! I Your notebook is more neatly. know the
have got B+ complete but answer.
grade. improve your
handwriting.
Ma’am.
I know
the
answer.
 UNIT 2 - CLASSROOOM ENERGIZERS
‘Classroom Energizers’ is an activity that helps the teacher in warming up the students, increasing
their learning level and promoting group interaction among them. An energizer should be a 5-7 minutes
activity.
ACTIVITY 1: LETTERS AND NUMBERS

 Students will work in small teams.

Three
 Make sure each team has loose slips of paper and a pencil.
 Say any number from 1 to 26, and students must write the
C
letter of the alphabet that appears in that position in the
alphabet.
 The first team to hold up the correct letter scores a point.
 This exercise can be varied by saying the letter and students
must write down the number it occupies in the alphabet.
ACTIVITY 2: DO THE OPPOSITE
 One student begins by giving a simple command to another student.
 The student receiving the command should do the opposite.
 For example, if the command is ‘sit down’, the student should stand up, if the command is ‘be quiet’, the
student should start making a noise, if the command is ‘do not run’, the student should start running.
 After the student has performed the correct opposite to the command, then the next command to another
student should be given and so on.
ACTIVTY 3: THE VERB WALL
 The teacher will divide the class into groups according to the size of the class.
 Each group will be asked to write as many verbs on the board as they can in the given time.
 The group with maximum number of verbs will be declared the winner.

Group A Group B Group C Group D

Run Pray Try Write
Write See Clean Ask
Jump Dance Enjoy Answer
Speak Sleep Say Come
Dance Cry Show Go
Play Tell Reach
Read Drive
Swim
Cheat
Watch
ACTIVITY 4: FORMATION OF ADJECTIVES

 The teacher will divide the class into groups according to the size of the class.
 Each group will be given a different set of alphabet letters.
 Each group will write as many adjectives beginning with the assigned letters as they can in the given
time. (e.g. ‘A’ – active, adorable, able etc. , ‘B’ – beautiful, bold, bright, etc.. and so on)
 The team which forms maximum adjectives with the given letters will be declared the winner.

ACTIVITY 5: VOCABULARY REVIEW

 The teacher will divide the class into two teams.
 Teacher will give word slips to both of the team members.
 Words must be from studied vocabulary.
 The student from each team who has the paper with the word on it, will write a sentence using that
word on the blackboard.
 The student who is quickest to write a correct sentence on the board will win a point for his/her team.

ACTIVITY 6: DETERMINER MEMORY GAME

 The teacher will ask the students to memorize what they have seen or done before entering the
classroom.
 Now each student will be asked to frame a sentence using suitable determiners recalling the events.
e.g.: I saw some trees. There were two boys in the street. The sun was shining brightly in the fields.

ACTIVITY 7: CONJUNCTIONS BOARD GAME

 The teacher will divide the class into two groups.
 The teacher will write some sentences on the chalkboard having conjunctions in them.
a) I like to_______ and ________.
b) I play _____ but I _______.
c) I want a new car because ________ .
 The student from each group will complete the sentences turn by turn.
 Team with the maximum points will be the winner.

ACTIVITY 8: FILL IN THE BLANKS

Teacher will give a list of interjections such as “aha”, “Oh my god”, “Ouch”, “Hurray” on chalkboard
 Now teacher will write a vibrant paragraph leaving blanks for interjection.
 Students will fill in the blanks with suitable interjection.
 This task can be done individually or in a group.

ACTIVITY 9: WORDS IN A WORD

 The teacher will divide the class into two groups.
 The teacher will write a word on the blackboard e.g. “International”.
 Students from both the teams will create many words as they can, from the written word.(like :
Inter, national, nation, ten etc.)
 Team which creates more words in a given time will be the winner.
 UNIT 3 – SKILLS ENHANCEMENT
English communication is the key to success in today’s
competitive world as most of the career and job opportunities demand
high standards of proficiency in English language. Not only
professional success, good communication skills in English have also
become indispensable for any student’s academic success. In order to
obtain communication competence and proficiency in English
language, the basic skills of language learning viz. listening, speaking,
reading and writing are required to be cultivated. In this unit, there is
description of various activities which if made part of daily classroom,
can lead to enhancement of students’ English language skills.

LISTENING SKILL

Listening is an integral unit of learning a language. A student's ability to listen actively has a major
impact on building communication skills. Teachers can teach students to become good listeners
by giving them more and more exposure to the target language. SCERT and the Department of
School Education, Punjab have taken the initiative to develop Listening labs in almost every
government school to develop communication skills in students. These labs are equipped with
bluetooth amplifiers, headphones, batons, pen-drive and AUX cables for smooth functioning. The
teachers should take the help of these Listening labs and Bluetooth Speakers to improve the
listening skills of the students. The activities listed below can help in enhancing the skills of our
students.
ACTIVITY 1: TELEPHONE ACTIVITY
 The teacher will play an audio [with the help of bluetooth speakers] with a situation for
telephonic conversation between two friends/students etc.
 The students will listen to the conversation carefully.
 The teacher will write a few questions on the board about the conversation.
 The students will try to answer the questions.e.g.  Hi, Mandeep! Why did you not come
to school today?
 Hello, Rajinder! It’s Mandeep.  Oh! How are you now?
 I have a fever today.  Of course. The teacher has asked to
 I am fine. Can you tell me what’s write a paragraph on ‘A School
the homework for English? Picnic’.
 I’ve written this. Anything else?  Yes! We have a test of the chapter
 Okay. I will prepare for the test ‘Abdul Hamid’.
too.  Cheers! Bye.
 Thank you very much! Bye.

1. Who is talking to whom?

2. Who did not come to school and why?
3. Which subject is mentioned in the
conversation?
4. What is the topic for paragraph
writing?
5. Which chapter do they have to prepare
for the test?
ACTIVITY 2: THE GAME PLAN
 Divide the class into two teams.
 The members of team 1 will queue up near the black board.
 Whisper a sentence into the ear of the student starting farthest from the black board.
 Each student whispers the sentence into the ear of the student standing next to him/her.
 The last team member standing nearest to the board will write on the board what he/she has heard.
 After that team 2 will take the turn and repeats the same process.
 The team which has written the sentence more accurately will be declared winner.

ACTIVITY 3: FOLLOW MY WORDS, NOT MY ACTIONS

 In this activity the teacher’s words do not match with his/her actions. For example, the teacher says,
“Raise your hands.” He may touch his forehead while saying so. Similarly, he can say “stand up” while
he himself sits down.
 The students are instructed to follow the words, not the actions of the teacher.
 Some students may follow the action immediately rather than following the teacher’s words. They may
realize their mistake a little later and correct themselves.
 This activity helps students to focus on what is being said.

ACTIVITY 4: LISTEN FOR YOUR WORDS

 The teacher will choose a text or a short story that the students have never heard before, and choose
many words from it and write them on the board.
 Now each student will choose ‘one word’ of his/her choice and write it in the notebook.
 The teacher will ask the entire class to stand up, and tell them to sit only when they hear their word.
 Finally, the teacher will read the text or the short story.
 The students will listen to it attentively and sit down when they hear their word.
Once there was
ACTIVITY 5: RECOGNIZE THE SOUND a queen. She
gave a precious
 The teacher will search or create an audio with a text or stone to a poor
girl to keep and
short story with many words having the same vowel meet her needs.
sound say 'ee' [long e] as in freeze, queen,
keep,heed,meet need,seen etc.
 The teacher will use the Listening lab to play the audio.
 The students will listen to the text carefully and raise
their hands when they hear the word containing the
given vowel sound.
 The student who does not raise his/her hand will be
declared out.

The art of communication is the language of leadership. ~James Humes

 ACTIVITY 6: SHOPPING LIST

● The teacher will divide the class into two groups.

● One student from the first group will speak a sentence:
“I went shopping and bought......”
(e.g: I went shopping and bought shoes.)
● The next student from the same group will complete the sentence by saying the previous item and
adding his own item.
● (e.g: I went shopping and bought shoes and books.)
● This process will continue upto the last student of the same group with the same sentence by adding
their own items along with the previous one.
● Now the students of the second group will repeat all the sentences in the same sequence.
● The group having strong listening will repeat the sentences in the correct sequence and will be the
winner.

SPEAKING SKILL

Good oral communication skills play a pivotal role in students’ lives. The lack of communication skills
undermines students’ confidence and shy them away from participating in the classroom activities. Listed
below are certain activities of spoken English which will help students build confidence and become active
and fluent speakers of English language.

ACTIVITY 1: GESTURE GAME

 The teacher will divide the class into groups according to the size of the class.
 One member from each team will come forward, and the teacher will give him/her a slip with a sentence
written on it.
 The performing student will make gestures and his/her team members will try to make the sentence.
 The activity will be repeated, and the team with more correct sentences will be declared the winner.
ACTIVITY 2: PICTURE GAME
 In this activity, the teacher will show a picture to the students and ask the students to try to speak as many
meaningful sentences about the picture as they can.
 The student who is able to make maximum correct sentences will be the winner.

ACTIVITY 3: STORY TELLING

 The teacher will write 4-5 nouns on the
chalkboard.
 The teacher will call a student to the front of the
classroom and ask him/ her to start to tell a story
using the given words.
 The student continues telling the story until the
teacher decides to call another student, who will
then take over the story.
ACTIVITY 4: THE FAMILY TREE
 The teacher will ask the students to draw their respective family trees in their notebooks.
 He/she will divide the class into groups.
 The students of each group will ask the students of the other group questions regarding their family tree.
 The students will try to describe their family members by answering the questions.
 For example: The students can be asked the
following questions:
 What does your father do?
 Where do your maternal grandparents live?
 How many cousins do you have?
 The teacher can relate the topic to gender
sensitisation also by asking some
questions,like :
 Do all the girls of your family enjoy the
opportunity of going to school?
 How many boys in your family share the care
work?
ACTIVITY 5: RED FAIRY, GREEN FAIRY
 The teacher selects two students as Red Fairy and Green Fairy.
 Both hold their hands and stand as if obstructing a way.
 The other students are made to stand in a row. They come
forward one by one.
Student A : Red Fairy, Green Fairy.
Open the gate.
Red and Green Fairy : No, we will not.
Student A : Why will you not?
Red and Green Fairy : You are late. Why are you late?
Student A : Sorry, I am late. I missed my bus.
Red and Green Fairy : You are excused.
 They will open their hands and allow student A to pass
through. The next student comes forward and the game
continues. Every student will give excuse for being late.
ACTIVITY 6: GETTING TO KNOW YOU
 The teacher will ask every student to come in front of the class and give his/ her introduction.
 The student must use appropriate determiners while speaking.
For example, My name is Simran. I am a student of eighth class. I have a brother and a sister. Some of my
friends are very intelligent.
 Similarly, teacher can ask students to use adjectives, adverbs or prepositions while giving self -
introduction.
ACTIVITY 7: PITARA ACTIVITY
 The teacher will make slips of meaningful words such as nouns, pronouns, verbs, helping verbs etc. and
put them in the pitaara.
 Now he/she will ask the students to come one by one and pick up a slip from the pitaara and make any
meaningful sentence using that word.
For example: The pitaara will consist of words as birds, car, I, song, play, football, is, have etc., and a
student picks a slip on which "football" is written. He/She may form the sentence: ‘I play football[.’
ACTIVITY 8: INSIDE-OUTSIDE CIRCLES
 The teacher will divide the students into two groups and make them stand in two concentric circles.
 The students of inner circle will face the students of outer circle.
 Now the teacher will ask the outer circle to move to their left and
inner circle will move to the right. They will stop moving when the
teacher claps. After the circles stop moving, each student of the
outer circle will have a partner from the inner circle.
 The teacher asks a question to the students and gives them a
minute to discuss with their partners.
 Now the teacher asks one student of the outer circle to answer the
question.
 If the student speaks the answer correctly, the teacher will move
the circle again and repeat the process with a new question.
 If the student gives incorrect answer, both the students of the
outer and the inner circle will be excluded from the game. The
last pair will be the winner.
ACTIVITY 9: THROW A QUESTION
 The teacher will have three boxes. In one box, he/she will put slips with a question word (who, what,
when, which, where, how) written on each slip. The second box contains slips with a different verb
written on each slip, and the third box contains slips with a different noun or a pronoun written on each
slip.
 The teacher will divide the class into groups of 4 or 5 students.
 Now three participants from each group will come to the front, and each one of them will take out a slip
from one box. The three of them have a question word, a verb and a noun or a pronoun.
 They will frame a meaningful question using the chosen words, and the remaining member(s) of the team
will give a relevant answer to the question in a meaningful sentence.
 The team who fails to frame meaningful question or answer will be excluded from the game.
 The activity will be repeated till only one team remains in the game.
 The team that lasts till the end will be declared the winner.
READING SKILL

Reading skill involves understanding of written or printed text. The reading process includes
comprehending or understanding of the text at three levels i.e. literal comprehension, evaluative
comprehension and inferential comprehension. These reading comprehension skills are vital to children’s
development of language competence. Given below are some activities to engage students in the task of
reading and comprehending text.
ACTIVITY 1: NEWSPAPER NOUN HUNT
 The teacher will divide the class into small groups and
provide a newspaper to each group.
 The students are asked to find as many nouns as they can
from the newspaper in a given time limit.
 They will cut out the nouns and paste them on a large piece
of paper labeled as ‘common noun’, ‘proper noun’, and
‘collective noun’.
 For each correct noun one mark will be given and for each
incorrect word one mark will be deducted.
 The team scoring maximum marks will be declared the
winner.
 The same activity can be done with adjectives, adverbs or parts of speech.
ACTIVITY 2: REMEMBER THE WORDS
 The teacher will give all the students a text or short passage to read.
 The students will be asked to read the text carefully and thoroughly.
 Once the students finish reading the text, the teacher will ask them to keep the text aside.
He/she will write a few sentences on the board from the text in a way that the actual words will be replaced
by their homophones. For example: The teacher will replace the words ‘great ,main, dear, see and sent as
given below:
1. He was a good warrior but he had a grate dislike for anything suggestive of failing health and strength.
2. He took some unwhitened rice which was the mane food for the poor.
3. He was about to abandon his deer mother.
4. Look carefully and follow the path where you sea piles of twigs.
5. The governor scent forth messengers bearing an unreasonable order.
 The students will try to write the correct words by recalling the text they have just read.
ACTIVITY 3: READ ALOUD ALTERNATE LINES
This is a fun activity that helps the teacher bond while lightening the load of reading of the students. Reading
aloud and re reading the same text helps in building the fluency.
 The teacher will chose a story from the textbook and start reading.
 He/she will read one line and ask the students to read the next lines.
 Thus the teacher and students will read alternate lines of the story.
ACTIVITY 4: MAKING MONEY
 The teacher will divide the class into small groups.
 The students will be given a story to read from the textbook.
 Once they finish reading the story, they will be asked to keep the textbooks aside.
 Now the teacher will write some true and some false statements from the story and ask the students to
draw a table (given below).
 Each group will decide whether the given statements are ‘true’ or ‘false’.
 They will write ‘10’ to ‘100’ points in the ‘Sure’ column of the table as they feel the chances of their
response to be correct.
 For every correct response they will gain as many points as they have written in the ‘Sure’ column and
lose the same points for incorrect response.
 The team which collects more points will be declared the winner.
Statements (Lesson: The Old Sage and the Brothers) True False Sure Gain Loss
1. A rich farmer had three lazy sons. √ 100 100
2. The brothers set out in search of work. √ 40 40
3. Harry offered a chapatti to the sage. √ 100 100
4. Raman wished for a house and ten cows. √ 10 10
5. Sandeep did not keep his promise. √ 80 80
280 50
Total Points 230
ACTIVITY 5: PICTURE READING
 The teacher will collect some random pictures.
 He/she will divide the class into small groups.
 He/she will paste the pictures on the board and write two sentences about the picture, one correct and
one incorrect.
 A student from each group will be asked to come in front of the class and choose the correct sentence
about the picture. The group with maximum number of correct answers will be declared the winner.
 Mary has a cat. There is a toad in the boat. She puts oil on the toy’s joints.

Mary has a bat There is a bee on your cheek. She puts coins in the toy’s mouth.

TEXTOOK READING

Textbook reading plays a crucial role in learning a language as the textbook is an effective tool in the hands
of a teacher. It helps to improve upon the essential skills of language learning i.e. vocabulary, grammar and
pronunciation. A good English teacher plans and executes his textbook lessons in such a way as to ensure
the interest and active participation of each and every student in reading the lesson. In this module, a few
techniques and activities have been suggested which will make textbook reading a comprehensive
exercise.
The lesson plan activities should include three stages:

TEACHING OF PROSE

PRE READING ACTIVITIES

ACTIVITY 1: DUMB CHARADES
 The teacher will write the title of the topic or lesson and a caption related
to it on a slip.
 One student will be asked to come in front of the class and explain the title
through acting.
 The class will try to guess the name of the topic or lesson they are going
to read.
ACTIVITY 2: PREDICTING Teacher:
 The teacher can prepare the learners to predict what the text will be, by a story of a 14 year old girl
using different elements of the text. . about computer
 The teacher raises the learner’s attention to the title or sub-heading of
. about fast changing
the topic to be taught. Students can discuss in groups to predict the
technology
topic.
. about value of money
ACTIVITY 3: LEARNING NEW WORDS
 The teacher will introduce the key words as used in the lesson
(adjective/ noun/ verb etc.)
 The student will be made to understand the context in which those words are used in the lesson.
 For example, the teacher can introduce the words from the 'Value of Money' such as processor, review,
feature,storage,consumerist, obsessed,investing ,limitations, intrigue, ultimate,computer,chores etc.

The teacher will ask them to copy him/her in speaking out difficult words.
ACTIVITY 4: VIDEOS
Videos are an excellent tool to create a content for reading activity and bridge the gap between LSRW skills.
 Show a video related to the lesson.
 Set the purpose for students while they are watching the video.
 Ask students to find the characters in the story and introduce the characters in their own words.

ACTIVITY 5: PICTIONARY
 The teacher will select some of the keywords from the title of the
lesson and divide the class into groups.
 In turn, a learner from each group comes to the whiteboard.
 They are told to explain the title by drawing only.
 They are not allowed to use letters in drawing.
 The other students will try to guess the title of the lesson.

WHILE READING ACTIVITIES

ACTIVITY 1: TEACHER’S MODEL READING
 Read the text slowly and loudly keeping in mind accuracy, fluency, pronunciation, pauses, stress and
intonation. Use character voices if possible.

ACTIVITY 2: SHADOW READING

 Another way of making reading more interesting is to have students read it out while the tape or recoding
is playing, trying to match the rhythm and speed of the recording.
 Then turn down the volume half way through and see if they are still more or less in time when you turn
it back up right at the end.
 Try this a few times and stop when they have made a big improvement or got closer.

ACTIVITY 3: GRAMMAR WORK

 The teacher can engage students in following activities to strengthen their knowledge of grammar as
well as the text.

 Re-arrange the Words:
1. Punjab/ of/famous/dance/folk/Bhangra/the/is
2. invasions/Punjabis/the/boldly/have/all/foreign/the/faced
3. Manali/are/of/parts/Kullu/and/Himachal Pradesh
 Fill in the blanks with suitable adjective:
1. Chandigarh is a __ city.
2. The Golden Temple is the __ shrine of the Sikhs.
3. Le Corbusier was a __ French architect.

ACTIVITY 4: WORD SENTENCE STORY

1. The teacher will select ten words from the lesson and write it on the blackboard that covers the whole
story.
2. The teacher will ask students to find sentences based on those words while reading.
For example: The following words can be given to the students from the lesson 'The Aged Mother' :
province,despotic,governor,farmer mother,order,abandon, hidden,rope, abolish
POST READING ACTIVITIES
Post reading activities help the learners to summarize the text, get its deeper understanding and organize
their thoughts and ideas.
ACTIVITY 1: IT'S YOUR TURN: TEACH A CLASS!
 In this activity, teacher asks the students to narrate the story of the lesson taught earlier.
 The teacher should play the role of a student too.
 It is an opportunity for the teacher to integrate the speaking skill within the reading activity.
ACTIVITY 2: VOCABULARY EXPANSION
 The teacher will give some activities to the students for their vocabulary enrichment such as ‘fill in the
blanks’, ‘matching the columns’, ‘pair of words’ etc.
 The teacher can also give some words to the students and ask them to find their antonyms or synonyms
used in the text.
ACTIVITY 3: COMPREHENSION QUESTIONS (RAPID FIRE)
 The students will hold placards with ‘True’ and ‘False’ written on each side of the placard. The teacher
will speak some statements from the lesson and students will quickly state whether the statement is true
or false by raising the placard.
True / False Statements
 India became an independent country in 1947.
 Bhagat Singh was hanged on 13 April 1919.
 General O'Dwyer lived in Jallianwala Bagh.
 Ludhiana is famous for hosiery products.
 Chandigarh is situated at the foot of the Shivalik hills.
ACTIVITY 4: ROLE PLAY
The students can be made to play the roles of various characters from the lesson. For example, the
students can enact the roles of Seema,Bhavya, traffic policemen, Bhavya's father from the lesson 'Safety
while Driving'.
ACTIVITY 5: MIND MAP

Mind Map is a diagram that displays information visually.

 The teacher can draw a mind map related to the story.
 He/she can also ask them to draw a mind map related to the story they read.
first voyage at the age
born in Venice in 1254
of 17

merchant and Married Donata

Marco Polo
adventurer Badoer

died on 8 January 1324

TEACHING OF POETRY

“Poetry lifts the veil from the hidden beauty of the world, and
makes familiar objects be as if they were not familiar.” ~ Percy Bysshe Shelley
Poetry is a music of a language. Music, rhythm, rhyme scheme, imagery and figurative language make
poetry very special. Poetry is to be felt rather than studied. Young children are naturally driven to rhythm
and music. Teaching of poetry should be more about conveying the musical beauty and emotional intensity
of the poem rather than mere monotonous translation of the words.
Following activities will help English language teachers to make teaching of poetry effective and interesting.
PRE READING ACTIVITIES
ACTIVITY 1: MISSING LETTERS Class 6 (Poem: My Furry Friend)
 The teacher will write some words with missing letters on the m_ - my
chalkboard. f_rr_ - furry
 The students have to guess the right words to find out the title fr_e_d - friend
of the poem and theme of the poem. For example, the words p_p_y - puppy
like my, furry, friend puppy, soft eyes, black & white, tummy, s_f_ e_es - soft eyes
sleep, bite, growls, hungry, meat etc. can be written with bl_c_ & W_it_- black & white
missing letters for the poem ‘My Furry Friend’ of class 6. t_mm_ - tummy
b_te - bite
ACTIVITY 2: LEARNING NEW WORDS
 The teacher will introduce the key words as used in the
lesson (adjective/ noun/ verb etc.)
 The student will be made to understand the context in
which those words are used in the lesson.
 The teacher will ask them to copy him/her in speaking out
difficult words.

WHILE READING ACTIVITIES

ACTIVITY 1: TEACHER’S MODEL RECITATION
 The teacher will ask the students to close down their books so that they can enjoy the poem’ recitation.
 The teacher will recite the poem with proper rhythm and intonation.
ACTIVITY 2: RECITATION BY THE STUDENTS
 The students will try to recite the poem with proper rhythm and stress and enjoy it.
 The teacher will help them with pronunciation of difficult words.
ACTIVITY 3: SILENT READING OF THE POEM BY THE STUDENTS
 The students will silently read the poem from their textbooks.
 They will try to comprehend the main ideas and theme of the poem.
ACTIVITY 4: SUMMARY OF THE POEM
 The teacher will briefly summarize the poem to the students.
 The theme and main ideas will also be discussed with the students.
POST READING ACTIVITIES
 Post reading activities help the learners to summarize the poem, get its deeper understanding and
organize their thoughts and ideas.
ACTIVITY 1: GROUP WORK
 The teacher will divide the class into groups.
 The whole poem will be divide into parts with equal number of lines or stanzas and each group will be
given a part of the poem.
 After discussion, one speaker from each group will give a presentation on the given lines such as
paraphrasing, analysis or explanation.
 The teacher will provide feedback after each presentation.

ACTIVITY 2: VOCABULARY EXPANSION

 The teacher will give some activities to the students for their
vocabulary enrichment such as ‘find the pairs of rhyming words’,
‘fill in the blanks’, ‘matching the columns’, ‘pair of words’ etc.
 The students can be taught the correct pronunciation of the words.
An example of such activity is given in the picture from the poem
‘My Furry Friend’ for class 6.
ACTIVITY 3: LEARNING TO READ AND COMPREHEND
The teacher can design various activities in order to make students understand the poem completely.
 The students can be asked questions in the form of MCQ’s, True / False, critical appreciation of the poem,
main ideas, questions from stanzas etc.
Given below are some examples of such activities from the poem ‘My Furry Friend’ for class 6.

ACTIVITY 4: LEARNING TO RECITE

 The teacher will find another poem which have similar theme or main idea.
 The teacher will recite the poem with proper rhythm and intonation.
 The students will be asked to listen to the teacher attentively and recite after the teacher with same
rhythm and intonation.

READING COMPREHENSION

Reading comprehension means to construct a meaning from the text, and to identify the information or
message it contains by means of integrating the text with the
prior knowledge of the reader. The reading comprehension
ability of the learners can be enhanced through drills and
practice.
TECHNIQUES OF READING
i Skimming:
 Skimming is reading the text quickly to get a general
idea of the passage. Students do not have to read
everything. Like reading the title, the headings and
sub-headings.
 Reading of the introduction
 Paying attention to italicized or bold words.
  Reading of the concluding paragraph.
ii Scanning:
 Scanning is reading the text in order to find specific information such as a name, a date or a number.
 Ask students to scan the text to find answers of specific questions.

The teacher will help the students to solve the following comprehension passages.
Read the following passage and answer the questions that follow:
Once, there was a good and kind witch. She would fly on her magic broom and look out for anyone in trouble.
One day, as she was flying over a field, she noticed an old man and his donkey. The donkey was carrying
two large baskets full of corn.
Suddenly, the donkey stepped into a rabbit's hole and tripped over. The baskets crashed to the ground. The
next minute, the mean old man was hitting the poor donkey with his stick .The witch was furious when she
saw how the donkey was being treated. She waved her magic wand and the stick began to hit the old man
instead. The old man was beaten until he was blue and black all over. The donkey just stood there, happily
munching away the spilled corn.
i The witch was ______________________ when she saw the old man and the donkey.
a. walking across the field
b. flying on her magic broom
c. hiding in a rabbit's hole
d. looking out of her window
ii The donkey fell because it ______________________.
a. stepped into a rabbit's hole
b. was beaten by its master
c. was hit by a stick
d. was carrying two large baskets full of corn
iii Why did the old man beat his donkey?
a. The donkey was slow and lazy.
b. The donkey ate some of the corn.
c. The donkey fell and injured itself.
d. The donkey had spilled the corn.
iv Why did the witch make the stick to beat the old man?
a. The witch and the donkey were good friends.
b. The witch and the old man were enemies.
c. The witch wanted to teach him a lesson.
d. The witch did not like people at all.
v While the old man was being beaten, the donkey ________________
a. ran away with the baskets.
b. went to help his master.
c. ate the corn spilled on the ground.
d. wandered off the field.
Look at the picture carefully and answer the questions that follow:

i. What is the theme of the picture?

a. The Values and Advantages of Games and Sports
b. Good Manners
c. The Value of Reading Books
d. The Hazards of Pollution
ii. Which of the following is not a good habit?
a. helping old people
b. planting trees
c. getting up early in the morning
d. keeping your classroom dirty
iii. Which kind of words are ‘please’ and ‘thank you’?
a. bad words
b. harsh words
c. polite words
d. difficult words
iv. We should wait for our turn by standing ________ in the line.
a. quietly
b. uneasily
c. impatiently
d. angrily
v. ‘Early to bed, early to rise; makes a man healthy, ____________ and wise.’
a. dull
b. poor
c. wealthy
d. foolish

Read the following conversation and answer the questions that follow:
Mehar: Hello Sultan. How are you?
Sultan : Thanks. I am fine. How are you?
Mehar: I am also fine. Where are you going?
Sultan: I am going to the mayor for requesting him to take necessary steps against environment pollution.
Mehar: Environment pollution has become a great problem in our lives.
Sultan: You are right. Although environment helps us to exist, yet we don’t bother about it. We are polluting
it indiscriminately.
Mehar: People are not aware of it. They throw their waste here and there.
Sultan: Mills and factories are polluting the environment through their toxic chemicals.
Mehar: Too much vehicles are polluting the air by smoke and fumes.
Sultan: Super tankers and human waste are responsible for water pollution.
Mehar: Farmers use fertilizers and pesticides for more production. But these chemicals get mixed with
pond and river water.
Sultan: Every day we use millions of tons of fuel for cooking and other purposes. These are also
responsible for pollution.
Mehar: But we cannot live without cooking food.
Sultan: You are right. But, we should be conscious of it. In most cases, we are not aware of the importance
of environment.
Mehar: So, what should we do?
Sultan: We should take care of our environment. It’s true that we cannot stop pollution for good. But we
can lessen it.
Mehar: I agree with you. My friend, I have to go now. Ok, see you later.
Sultan: Bye.

i Which problem is discussed by Mehar and Sultan?

a. effects of mobile phones b. drug addiction
c. environment pollution d. dowry system
ii Poisonous Chemicals are emitted by_________.
a. factories b. industries and mills
c. vehicles d. mills and factories
iii Water is polluted by____
a. washing clothes b. animals
c. human wastes d. bathing
iv A huge quantity of fuel is consumed by_____
a. cooking b. electricity
c. vehicles d. none of the above
v Who is responsible for environment pollution?
a. farmers b. industrialists
c. human beings d. animals
WRITING SKILL

A learner’s academic success largely depends on his/her writing skills since the academic progress is
evaluated mostly through written work. Good writing skills involve the ability to express one’s thoughts in
vivid, coherent and sequential manner with the help of written symbols. Given below are the activities to
make students efficient and creative writers.
ACTIVITY 1: INTRODUCING EACH OTHER
 The teacher will divide the students in pairs.
 The students will interview each other based on a series of questions-answers or keywords.
 After the interview, the students will be asked to write a short biography of their partners.
ACTIVITY 2: SENTENCE STARTERS
 The teacher will write on the blackboard the initial words of the sentence.
 e.g. I cannot come to school because_____________
 Students will be asked to complete the sentence to form 3 sentences with the same beginning.
e.g. I cannot come to school because I am ill. I cannot come to school because it is raining heavily. I
cannot come to school because I have to see a doctor.
ACTIVITY 3: MAKING SENTENCES
 The teacher will divide the class into groups.
 The teacher will ask the students to make a list of the things, people or places around them.
 The students will be asked to frame simple sentences using the words from the list they have made.
For example: For the list of words: school, boy, girl, temple, chair, table etc., sentences can be made:
He is an intelligent boy. The girl is standing. I am going to the school. The teacher is sitting on the chair.
 The group with maximum number of correct sentences will be the winner.
ACTIVITY 4: EXPLORING THE IMAGINATION
● The teacher will ask all the students to write the name of their favourite teacher/book/food etc. in
their notebooks.
● Different students will write the names of different teachers/book/food etc.
● The students with same response will be made to sit in one same group.
● Each group will be issued slips and asked to write ten sentences about the teachers/book/food etc.
they like.
● The clues will be given by the teacher, e.g. age, appearance, qualification, subject taught, attitude,
/author,pictures,characters,title/type of food,sour,sweet,healthy,boiled,baked etc.
● The group which describes the given points with correct sentence formation will be announced as
the winner.
ACTIVITY 5: PEN-PALS
 The teacher can assign a role of a postman to a student and make a post box from a small box.
 Now the class will be divided into pairs.
 Each student in the pair will write a letter to their partner and post it.
 The postman will deliver the letter to the other student and he will write back in its response.
ACTIVITY 6: REARRANGING THE JUMBLED STRUCTURES
The Principal
 The teacher will prepare a chart having boxes for different Govt. High
parts of an application or letter such as address, date, School
Ludhiana
salutation, closing, name, signature etc.
 The teacher will have slips with different parts of letter
written on it.
 The teacher will divide the class into groups.
 Each group will be asked to pin the slips at their proper
place according to the letter on the chart one by one.

Yours Dear Sir /

Date: 01.04.2020
Sincerely Madam

I shall be very thankful to you. Rajinder Singh

 The teacher may also have the body of the letter written in
jumbled sentences.
ACTIVITY 7: WORD MAP ACTIVITY
 The teacher will divide the class into groups.
 The students will be given slips with keywords of the story
written on them
 The teacher will draw a map of the story on the board.The
students will write the story with the help of clue words and
word map given on the board.
hungry vineyard searched sour

jumped failed bunches mouth

UNIT 4 – VOCABULARY DEVELOPMENT

Vocabulary plays a critical role in learning a foreign language. It is quite essential for a language learner to
have robust vocabulary to improve all areas of communication – listening, speaking, reading and writing. A
teacher can help the learners to enrich their vocabulary through certain activities in the classroom as given
below.
ACTIVITY 1: THE LADDER GAME
 The teacher will divide the class into two groups.
 The students will be asked to stand in two lines facing the chalkboard.
 The teacher will draw two ladders on the board.
 The teacher will write a word (noun or adjective or verb) in the lowest
columns of both the ladders.
 Now one student from each team will write a word of the same category
starting with the same letter with which the last word ends.
 Thus both the teams will keep on writing words in the same way and
climb the ladder.
 The team which climbs the ladder first will be declared winner.

ACTIVITY 2: SPELL BEE

 The teacher will speak the word from the textbook.
 The students will listen and speak the word after the teacher, and then they will write the word in their
notebooks.
 After dictating ten words, the teacher will write the words on the chalkboard.
 The students will exchange their notebooks and check the spellings of the words.
 The students will help each other to learn to speak and spell the words, under the guidance of the
teacher.
ACTIVITY 3: NAME GAME
 The students will be asked to introduce themselves by adding an adjective to their names.
 The first letter of the adjective should be same as the first letter of the name
For example: I am soulful Sandeep. I am noble Kavita.
ACTIVITY 4: FIND YOUR CASTLE
 The teacher will make some slips with a pair of a word and its
antonym on each slip. Similarly he/she will make some slips with a
pair of a word and its synonym on each slip.
 The teacher will paste two sheets of paper with the headings
‘Antonym Castle’ and ‘Synonym Castle’ at a place in the class.
 The teacher will tell the students to read aloud the pair of words
written on their slips and decide if the pair belongs to Antonym
Castle or Synonym Castle.
 They will be asked to paste the slip on the respective sheet.
 The students who choose the correct Castle will be appreciated and the students who choose the wrong
will be guided by the teacher.
ACTIVITY 5: WHO AM I?
 The teacher will divide the class into groups of four.
 Each group will make a list of words as noun, verb, adjective and adverb.
 The groups will be given to 2-4 minutes.
 Group 1 will come forward for the presentation. The students of Group 1 will stand in four rows and speak
the words with the definition.
 The other groups will continue to speak the words as given parts of speech.
 The group with maximum correct words will be declared winner.

Row I Row II Row III Row IV

Noun: I am a noun. I am I am a verb I am an I am an adjective. I I am an adverb. I
Group 1 a naming word. acting word. qualify noun. qualify a verb.
Beauty Beautify Beautiful Beautifully
Group 2 Action Act Active Actively

Group 3 Joy Enjoy Joyful Joyfully

Group 4 Player Play Playful Playfully

ACTIVITY 6: LETTER RACE

 The students will write the names of the letters of English Alphabet on different papers.
 He/she will distribute the papers to 26 students.
 Now the teacher will speak a word from the textbook. For example, the teacher speaks the word ‘bold’.
 The students with the same letters come forward and form the word ‘bold’.
 If the students frame the words correctly, the
teacher will further ask the antonym or synonym of
the word i.e. coward or brave.
 Similarly the students with the respective letters B O L D
will come forward and frame the new words.
 The students will also speak and spell the word.

ACTIVITY 7: LUDO OF ADJECTIVES

 The teacher will have a dice with numbers 1, 2 ad 3 written on it. Number 1 denotes positive
degree, number 2 is for comparative degree, and number 3 means superlative degree.
 The teacher will divide the class into groups of
three. good - __________ - __________

 Now the teacher will write some adjectives with _______ - ___________ - fastest
only one degree on the board. The rest two will be _______ - prettier - __________
left blank. beautiful - ____________ - ___________
 Each group will roll the dice. The group member ________ - quicker - ____________
will fill the blank with the suitable degree as per the ________ - ___________ - cleverest
number on the dice.
 For each correct response one mark will be given.
 The team with maximum marks will be the winner.
ACTIVITY 9: GLOSSARY QUIZ
 The teacher will divide the class into groups.
 The teacher will read out the definition/ meaning of the word to one team and ask them to supply the
correct word. For example: a reward given after the death - posthumously
 If the team fails to give correct word, the teacher will pass the question to the next team and so on.
 For each correct answer, the teams will be given marks. The team with maximum marks will be the
winner.

ACTIVITY 10: BINGO

 The teacher will write around 30 words on the board which he/she wants the students to learn.
 He/she will ask the students to write any 20 of them in their notebooks.
 The teacher will read out all the words in any order, and the students will listen carefully.
 They will cross the words off in their notebooks spoken by the teacher.
 The student who crosses off all the twenty words will shout ‘bingo’.
ACTIVITY 11: THEME GAME

 The teacher will organize the class in a Theme Example Students' Possible Responses
circle.
School students, classroom,
 The teacher will announce one theme and
teachers library, books
call out a word.
 The students ( one by one) will call out the Body Parts eyes head, ears, legs, hands
next word keeping the theme in mind.
 The teacher will check the pronunciation and Nature clouds trees,sea, rivers, flowers
provide necessary corrections.


Let’s Use a Dictionary!

Sack
ACTIVITY 12: SPEED WORD SEARCH 65
 The teacher divides the class into two teams. Everyone has his or
her own dictionary.
 The teacher calls out a word, the students try to find the word as
quickly as possible.
 The first person to call out the correct page number wins a point
for the whole team.
ACTIVITY 13: COLLECT NEW WORDS
 The teacher asks each student to find some words in the dictionary
that he/she does not know.
 The students find and write in their notebooks.
 The student who writes the maximum number of words in the given
time [ 2-3 minutes] is declared

ACTIVITY 14: FIND THE FAMILY

 The teacher will divide the class in three teams- A, B,C and will write
each of these three words on a separate small square of papers —
noun, verb, and adjective.
 The teacher will shuffle the three paper squares and place them face
down on the table.
 The first player from Team A will select a page from the dictionary at
random and then turn over one of the paper squares.
 She/He will then find a word/words on the open dictionary page that will
fit the given part of speech. Same will be followed by a player in Team B and Team C.
 The team player who finds the maximum number of related words wins the point for his team .

UNIT 5 – TEACHING OF GRAMMAR

Grammar helps in improving fluency and accuracy in a language, and plays a vital role in effective
communication. Grammar holds the pieces of language together. Incorrect use of grammar may deliver
unclear and meaningless message during communication. A good English teacher will relate the teaching
of grammar to language learning rather than teaching it in isolation as a separate subject. Gone are the days
when grammar rules were taught through Grammar-Translation methods and rote learning. The modern
approaches advocate inductive and functional grammar. This unit describes the teaching and learning of
English grammar through activities.
ACTIVITY 1: NOUN HUNT
● Instruct students to explore their classroom and make a list of all of the nouns that they see. Set a
timer.
● When the timer rings, tell the students to make a new list.
● Dividing the nouns, they have identified into two categories: Common and Proper nouns.
● Students can work individually or with a partner and can compare to see who has correctly identified
the maximum nouns.
ACTIVITY 2: WALL OF WH’S
 The teacher will divide the class into three groups.
 He/she will paste some sentences in the form of answers on three walls of the classroom for each group.
 Now each group will be asked to frame questions using ‘Wh’ words for the answers on one wall.
 The team which frames more correct questions will be declared the winner.
For example:
He is a boy. Who is he?
I live in Mohali. Where do you live?
She is learning English. What is she learning?
ACTIVITY 3: KNOWING THE VERB FAMILY
 The teacher will divide the class into two groups, Group-A and Group-B.
 The students of Group-A will name a verb and the students of Group-B will tell the possible forms of the
verb. For example, If the Group-A says ‘go’, the Group-B will say ‘went’, ‘gone’, ‘has gone’, ‘had gone’,
‘will go’, ‘is going’ and so on.
 Now the students of Group-B will name a verb and the students of Group-A will do the same.
ACTIVITY 4: FILLING THE ADVERBS
 The teacher will divide the class into small groups.
 The teacher will give each group slips with fill-ups.
 Now the teacher will write some adverbs on the blackboard.
 When the teacher says ‘start’, each group will fill the blanks with suitable adverbs.
 The team with more correct answer in less time will be declared the winner.
ACTIVITY 5: RECOGNISE ME
● The students will be given some words.
● After studying them carefully, they will try to find hidden conjunctions in the web of letters.
● 1.Before 2.Stand 3.Score 4.Youngster 5.Yeast 6.Grand 7.Benefactor 8.Afternoon 9. Butter
10.Brought 11.Smoker 12.Bunting 13.Also 14.Brand 15.Brunt 16.Amethyst 17.Scholar 18.Ambitious
19.Yesterday 20.Theory
● Answer: 1.for, or 2.and 3.so, or 4.so, or, yet 5.as, yet 6.and 7.for, or 8. for, or 9. but 10.or 11.so, or
12.but13.so 14.and 15.but 16.yet 17.so, or 18but, so 19.yet 20.or,yet
ACTIVITY 6: SVO GROUP ACTIVITY
 The teacher will put some slips in the box with words written on them (subjects, verbs and objects)
 Each student will pick up a slip.
 Now the students will share their slips with one another to find suitable subject, verb and object to make
a meaningful sentence.
 They can use helping verbs where required on their own.
For example: the following words can be written on the slips: He, She, They, dog, Ram, drive, like, speak,
run, car, truth etc.
ACTIVITY 7: FINDING MY PARTNER
● The teacher will divide the class into two groups.
● To one group, the teacher will distribute the slips with the subject phrase and to other group, she/he
will distribute the slips with passive phrases.
● Each member of the group will run around and find his/her partner.
● The pair which frames a correct sentence in minimum time will be the winner, e.g.:
1) Petrol prices a) was told to stay home.
2) This jacket b) have been increased.
3) The little boy c) was made in Hongkong.
ACTIVITY 8: CHANGE THE TIME
● The teacher will divide the students into two groups.
● Students will asked to change the tense of the sentence spoken by other group by changing the
helping verb only.
● If the first group says,” Ram is playing football “.
● Other group will change the sentence,” Ram was playing football.”

ACTIVITY 9: CORRECTION PLEASE!

 The teacher will write a sentence on the board with wrong punctuation marks e.g. He is a good boy?
 The students who know the proper use of the punctuation mark will shout “Correction Please!”
 The student who shouts first will be asked to come and put the right punctuation mark.
 The teacher will repeat the exercise till students get enough practice.
 EBC Activities

ENGLISH BOOSTER CLUB [EBC] is an initiative of SCERT and the Department of School Education, Punjab
to strengthen the listening and speaking skills of the students. Speaking in front of people is one of the
most common phobias and EBC is helping the students to overcome it by finding their voice, and to feel
more confident and comfortable with expressing how they feel . Under it , every week some audio clips
are shared with the students. The students listen to and prepare their own audios and videos,. Listening,
speaking and recording is also improving the pronunciation of the students.

1. How to prepare EBC audios and videos ?

Here's a 6 day schedule for using EBC AUDIO CLIP and preparing audio and video:
DAY 1 – Reading and listening simultaneously for 10-15 times [Bluetooth speakers can be used]
DAY 2- Reading and listening simultaneously for 10-15 times [Bluetooth speakers can be used]
DAY 3- Listening and speaking for at least 10-15 times [ Listening Labs can be used]
DAY 4- Listening and speaking for at least 10-15 times [ Listening Labs can be used]
DAY 5- Recording own audio clip and getting teacher's feedback and making video
DAY 6- Finalizing the video
2. Public Speaking and Conversation
The EBC Star Students of the Day prepare for Public Speaking / Conversation. For Public Speaking different
topics are shared weekly and students prepare on any one . For conversation an audio is shared and the
teachers should help the students to prepare the audio and video according to the '6 Day Schedule' given
above.

For such activities the teachers can use listening labs and bluetooth speakers.

ReadToMe®
What is ReadToMe®?
ReadToMe® is a multi-sensory Artificial Intelligence enabled software that helps improve the reading and
comprehension skills of students. Students undertaking ReadToMe® enabled classes have consistently
demonstrated 20-40% higher improvement.
ReadToMe® Software enabled Leaning Solutions are :

● ReadToMe School Edition: To be used in schools leveraging existing infrastructure. It enables

reading and comprehension of English textbooks in class.
● ReadToMe School Edition (Online): Enables remote, online teaching of English using ReadToMe®
Online.
● ReadToMe Student Edition: A self-learning Android app, that can be installed on mobile devices,
provides much required academic support to students outside the schools. The app enables students
to read and comprehend school curriculum textbooks on Android devices.
● ReadToMe Teacher Dashboard: The app is meant for teachers where they can access all ReadToMe®
Learning Solutions and tutorial videos.
● EnglishBolo™: Enables teachers to improve Spoken English using an online self-learning app
supported by live, online trainer-led classes.
What are the benefits of ReadToMe®?

● Integrated with school curriculum: Software enables reading aloud of prescribed English school
textbooks (and other subjects in English).
● Consistent multi-sensory exposure: Enables students to learn English phonics, improve word
recognition, enhance vocabulary & comprehension.
● Interactive: Teachers can set reading voice speed, check meanings and practice pronunciation for
any word.
● Integrate in Existing Class Period: Teachers can use ReadToMe® to teach during normal class
periods in school to teach prescribed textbooks.
● ReadToMe Student Edition Android app: Complements teacher-led classroom learning with self-
learning at home by students.

How to use ReadToMe®?

● Login to ReadToMe Teacher Dashboard and download the ReadToMe® software:
(Url : https://youtu.be/qteCmv2z070)

● Open the textbook and start reading from the textbook (Url: https://youtu.be/6FAsqBARS3w)

● How to use the reading comprehension tools:

● Translate Tool: (Url: https://youtu.be/67TFJ0EfTGo)

● Picture Dictionary Tool: (Url: https://youtu.be/syzc_x7Udis)

● Pronounce Tool: (Url: https://youtu.be/coeHIbOyXno)

● Spell Tool: (Url: https://youtu.be/b6Yq0UzlccM)

 Parho Punjab Parhao Punjab- English
SAMAGRA SHIKSHA ABHIYAN, PUNJAB

The teacher’s fundamental task is to get

students engaged in learning activities that
are likely to result in achieving (the
intended learning) outcomes. It is helpful
to remember that what the student does is
actually more important than what the
teacher does.
Shuell-T.J.

STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING, PUNJAB

Block- E, PSEB Complex, Vidya Bhavan, 6th Floor, Phase-8, Mohali