Basic Interpersonal Communicative Skills
Basic Interpersonal Communicative Skills
Basic Interpersonal Communicative Skills
Proficiency (CALP).
Skills to be fostered
The development of linguistic proficiency in the learner is needed for the spontaneous and
appropriate use of language in different situations.
The learner should acquire the ability to listen and understand, and should be able to
employ non-verbal clues to make connections and draw inferences.
The learner should develop the habit of reading for information and pleasure; draw
inferences and relate texts to previous knowledge; read critically and develop the
confidence to ask and answer questions.
The learner should be able to employ her communicative skills, with a range of styles, and
engage in a discussion in an analytical and creative manner.
The learner should be able to identify a topic, organise and structure thoughts and write
with a sense of purpose and an awareness of audience.
The learner should be able to understand and use a variety of registers associated with
domains such as music, sports, films, gardening, construction work, etc.
The learner should be able to use a dictionary and other materials available in the library
and elsewhere, access and collect information through making and taking down notes, etc.
The learner should be able to use language creatively and imaginatively in text transaction
and performance of activities.
The learner should be able to develop sensitivity towards their culture and heritage,
aspects of contemporary life and languages in and around the classroom.
The learner should be able to refine their literary sensibility and enrich their aesthetic life
through different literary genres.
The learner should be able to appreciate similarities and differences across languages in a
multilingual classroom and society.
It is important for the leaner to notice that different languages and language varieties are
associated with different domains and communicative encounters.
The leaner should become sensitive to the inherent variability that characterises language
and notice that languages keep changing all the time. It is possible for a student to notice
the differences between her own speech and the speech of her, say, grandparents.
1. Self, Family, Home, Friends and Pets
2. Neighbourhood and Community at large
3. The Nation diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage
(Myths/legends/folktales)
4. The World Indias neighbours and other countries
(Their cultures, literature and customs)
5. Adventure and Imagination
6. Sports
7. Issues relating to Adolescence
8. Science and Technology
9. Peace and Harmony
10. Travel and Tourism
11. Mass Media
12. Art and Culture
13. Health and Reproductive health
Primary Level (Classes I V)
Background
The demand for English at the initial stage of schooling is evident in the mushrooming of
private English medium schools and in the early introduction of English as a subject across
the states/UTs of the country. Though the problems of feasibility and preparedness are still
to be solved satisfactorily, there is a general expectation that the educational system must
respond to peoples aspiration and need for English. Within the eight years of education
guaranteed to every child, it should be possible in the span of 5 years to ensure basic English
language proficiency including basis literacy skills of reading and writing.
to help learners build a working proficiency in the language, especially with regard to
listening with understanding and basic oral production (words/phrases, fragments of
utterances, formulaic expressions as communicative devices).
to recite and sing poems, songs and rhymes and enact small plays/skits
to use drawing and painting as precursors to writing and relate these activities to oral
communication.
to become visually familiar with text [word(s)], what it means, and to notice its
components
- letter (s) and the sound-values they stand for.
to associate meaning with written/printed language.
At the end of this stage learners should be able to
talk about themselves, members of the family and the people in their surroundings.
follow simple instructions, requests and questions, and use formulaic expressions
appropriately
enjoy doing tasks (including singing a rhyme or identifying a person, object or thing) in
English
recognise whole words or chunks of language
recognise small and capital forms of English alphabet both in context and in isolation
read simple words/short sentences with the help of pictures and understand them
write simple words/phrases/short sentences