CLASS - II

ENGLISH
Listening and Speaking

Listening and Speaking are further reinforced by providing meaningful context and tasks.
Children listen with comprehension and locate key ideas. They speak about given situations
and are expressive.

Learning Outcomes:
Children will be able to:
engage in role play, skit and conversation;
narrate/retell / relate a story with appropriate facts and relevant, descriptive details, speak
audibly in coherent sentences;
contribute meaningfully to a small group or class discussion to develop a topic;
maintain focus on the topic being discussed;
identify the key ideas from a text that is read aloud;
ask and answer questions about what a speaker says in order to clarify, comprehend and gather
additional information on the topic discussed;
narrate stories / recite poems aloud with expression;
produce complete sentences when assigned to task and situation in order to provide requested
detail or clarification;
use vocabulary in context to ask questions and provide information.

Listening and Speaking

Suggested Learning
Suggested Areas/Content Suggested Transactional Processes
Resources
 Build on conversation skills  Reviewing and building on  Resources such as
such as previous learning audio/video clips/cartoons
 role play  Creating learning situations to listen for poems/stories e.g.:
 skits and talk about themselves, their learners listen to a poem/
 dialogue immediate environment (people and story/ dialogue and enact
 Story telling places etc.) e.g. my school, my family it.
 picture story /my neighbours
 retelling / relating a  Playing audio recordings of poems,  Read aloud from
story stories, anecdotes, etc. and asking magazines, newspapers,
 describing facts and them to identify the main idea, picture books etc. and
relevant details, describe the events of the story etc. encourage them to talk
 speak audibly in  Drawing their attention towards new about it and connect it to
coherent sentences. words and their use in context. their own experiences.
 Class discussions on age  Reciting poems on different themes OR
appropriate topics e.g. self, and encouraging learners to Realia/ Flashcards/
family, Surroundings etc. recite/sing with them with the desired Posters/ Puppets/ Charts
 listen to a variety of texts actions & expressions. etc. to learn language.
such as poems, stories etc.  Providing opportunities and context to
and identify the main speak and listen to others for e.g.:
ideas. daily routine
 Ask/enquire and answers  Giving dictation of familiar words and
questions about the story, simple sentences to enable the learner
characters, situations etc. to listen and write (listening is linked
 Poem recitation with to speaking and writing)

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 Listening and Speaking
Suggested Learning
Suggested Areas/Content Suggested Transactional Processes
Resources
expression and actions.
 Develop vocabulary in NOTE: The activities suggested above
context are not necessarily restricted to
 Dictation in context listening and speaking. As the
language teacher is aware, all four
language skills are inter-related and
often overlap.

NOTE: Recitation should form an integral part of the school time -table and
may be evaluated and included for Internal Assessment.

11
 Reading and Writing

Children read seen texts/ pictures and interpret them accordingly. They further develop
an interest in reading. Establish a link between thinking and writing.

Learning Outcomes:
Children will be able to:
interpret a picture using simple questions;
comprehend a passage, describes the characters/ feelings and expresses/say how their actions
contribute to the sequence of the events;
rearrange pictures in a sequential order;
recall and retell orally and write stories /folktales /myths from diverse cultures that relate to the
text and those related to their own development.;
read aloud / silently with comprehension;
write answers to comprehension questions on reading and understanding the text;
take dictation - three and four letter words and sentences;
write stand-alone sentences of 8-10 lines on a given topic (e.g. “a visit to the zoo”, “class picnic”,
“my favourite food”, etc.);
draw from and write about personal experiences or real life situations.

Reading and Writing

Suggested Transactional Suggested Learning
Suggested Areas/Content
Processes Resources
 Picture reading,  Reviewing and building on  Magazines, newspapers,
rearrangement of pictures in previous learning picture books, story books
sequence  Introducing different kinds of etc.
 Texts for reading with texts such as stories, poems, for  Realia/ Flashcards/
comprehension for example reading with comprehension. Posters/ puppets/ Charts
describe:  Encouraging learners to raise etc.
 the characters questions based on their reading  Establish and use a Book
 actions habits. /reading Corner
 sequence of events.  Facilitating reading f r o m
 Relate to the stories /folktales children’s magazines and
/myths from diverse cultures children’s section of newspapers
with their own experiences  enriching reading habits
 Read aloud / silently with through exposure to school
comprehension. library, reading corner.
 Dictation – for example three  Providing visuals or pointing to
and four letter words and illustrations in texts for sorting
sentences and sequencing.
 Write stand-alone sentences of  Encouraging children to prepare
8-10 lines on a given topic e.g. questions and draw conclusions
 A Visit to the Zoo on a comprehension passage.
 Class Picnic  Brainstorming for ideas and
 My Favourite Food etc. vocabulary to be able to write /
 Write about personal speak sentences related to the
experiences or real life given topic / topics of their choice.
situations.

12
 Grammar and Vocabulary in Context

Grammar and vocabulary are developed through contextual activities/tasks.

Children use new words learnt that are reflected in their writing.

Learning Outcomes:
Children will be able to:
recognise nouns as ‘naming words’, verbs as ‘action words’, adjectives as ‘describing words’,
conjunctions (and & but) as ‘joining words’ and prepositions as ‘position words’ in context;
learn the correct use of common and proper nouns, countable and uncountable nouns in context;
apply the correct use of punctuation (including use of capital letters, commas and question
marks;
study the correct use of ‘myself’, ‘ourselves’, ‘him/ herself’, etc.;
derive the meaning for a word from its context;
use words and phrases and vocabulary appropriate to the age level;
identify and use homophones, antonyms and synonyms etc. in context.

Grammar and Vocabulary in Context

Suggested Transactional Suggested Learning
Suggested Areas/Content
Processes Resources
 Grammar in context  Reviewing and building on  Age appropriate worksheets
 Nouns previous learning. /activities/tasks for grammar
 Adjectives  Providing visuals/ verbal clues in and vocabulary in context.
 Adverbs to introduce use of  Activities with Pictures
 Conjunctions grammatical elements at this  Charts/ posters / flash cards for
 prepositions level. doing activities
 proper nouns, countable and  Providing worksheets with  Online activities
uncountable nouns pictures, illustrations etc. to  Regalia/ Flashcards/ Posters/
 punctuation (including use of help learners use grammar in puppets/ Charts etc.
capital letters, commas and context.
question marks. e.g.: using pictures to teach
 Personal pronouns e.g. position.
 myself  Drawing attention of children
 ourselves to the correct use of
 himself / herself etc. punctuation through practice
 Derive the meaning for /of a  Creating worksheets and
word from its context. activities and tasks on various
 Vocabulary in context aspects of vocabulary.
appropriate to the level.
 Use of homophones, antonyms
and synonyms.

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क�ा - II

िहंदी
थीम 1: सुनना और बोलना

हैं । उसके मख्ु य भाव को पकड़ सकते हैं एवं Li"V उच्चारण के साथ अपनी प्रितिक्रया व्य� करते हैं । कहानी-किवता
बच्चे प�रिचत-अप�रिचत संदभ� में परस्पर वातार्लाप, किवता, कहानी, वणर्न, पहेली आिद को ध्यानपवू क र् सनु कर समझते

आिद को उिचत लय-ताल और हाव-भाव के साथ सनु ाते हैं और पछ ू े गए ç'uksa के Li"V उ�र देते हैं ।

अिधगम उपलिब्धयाँ (Learning outcomes):

प�रिचत – अप�रिचत प�रवेश से जुड़े िवषयों पर िकए जा रहे वातार्लाप को �िचपवू र्क सनु कर समझ सकें गे
और उसमे भाग ले सकें गे ।

प्रितिक्रया व्य� कर सकें गे ।

अध्यापक, िमत्रों, िवद्यालय के अन्य किमर्यों के साथ बेिझझक बातचीत कर सकें गे तथा एक – दसू रे क� बात पर

अपना प�रचय तथा अपने बारे में पछ ू े गए ç'uksa का उ�र vkRefo'okl के साथ दे सकें गे।
छोटे-छोटे िनद�श सुन और समझ कर उनका अनुसरण कर सकें गे तथा अपने सािथयों को भी िनद�श दे या
समझा सकें गे ।
घर, आस-पड़ोस तथा िवद्यालय से जुड़ी जानका�रयाँ तथा महत्वपूणर् सूचनाएँ साझा कर सकें गे ।
प�रिचत – अप�रिचत गीतों व किवताओ ं को सनु कर समझेंगे और आनदं लेंगे ।
किवताओ ं को याद करके हाव – भाव के साथ सनु ा सकें गे और अके ले या समहू में गाएँगे ।
िभन्न – िभन्न िवषयों पर आधा�रत रोचक कहािनयाँ सनु एवं सनु ा सकें गे तथा पात्रों क� िवशेषताओ ं का उल्लेख कर
सकें गे ।
कहानी का मुख्य भाव समझ सकें गे तथा कौन, कब, कहाँ और कै से वाले ç'uksa के उ�र दे सकें गे ।
खल ु े अतं वाली कहािनयों क� घटनाओ ं को बदलकर कहानी को आगे बढ़ा सकें गे ।
प�रवेश से संबिं धत िचत्रों को उत्सक ु ता एवं ध्यानपवू क र् देखकर उन पर सहजभाव से अपनी िटप्पणी दे सकें गे तथा
अध्यापक द्वारा पछू े गए ç'uksa के उ�र शब्दों या परू े -परू े वाक्यों में दे सकें गे ।
अपने एवं सहपाठी के बनाए ह�ए िचत्रों के प्रित उत्सक ु ता प्रकट करते ह�ए अपनी भाषा में िचत्रों का वणर्न कर सकें गे
तथा शीषर्क दे सकें गे ।
प�रिचत प�रवेश से िलए गए शब्दों को बोलकर सनु ा सकें गे तथा उस शब्द में आए अ�रों क� ध्विनयों को पहचान
सकें गे ।
अनौपचा�रक संवाद में सनु ी गई पहेिलयाँ बझू सकें गे ।
सुनी और सीखी गई शब्दावली का प्रयोग करते ह�ए अपनी बात व अनुभव सुना सकें गे ।
नए और तक ु वाले शब्द बना सकें गे ।

41
 सुनना और बोलना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत
 खेल, घर, पस्ु तकालय,  बेिझझक अपनी बात कहने देने क� स्वतंत्रता दें  िचत्र, पोस्टर, फ़्लैश काडर्,
खाने-पीने क� वस्तएु ँ, त्योहार, तथा प्रितिक्रयाओ ं का स्वागत करें । बाल-सािहत्य, समाचार-पत्र,
मेले, _तएु ँ आिद से संबंिधत  वातार्लाप का आयोजन करें और सबको बोलने पित्रकाएँ, कठपतु िलयाँ, हैंड
वातार्लाप का अवसर दें । पपेट, िचत्रकथा पस्ु तकें ,
 मैं और मेरा प�रवार सी०डी०, िचत्र आिद
 बच्चों से उनके तथा उनके प�रवार, �िचयों,
 अपनी पसदं क� किवताएँ तथा काम, त्योहार आिद के बारे में पछ
ू ें ।  कायर् प्रपत्र
गीत  सरल िनद�श व सचू नाएँ साथी तक पह�चँ ाने और
 खेल के मैदान तथा क�ा में िदए उनका पालन करने के िलए प्रे�रत करें ।
गए िनद�श  क�ा में किवता और कहानी सत्र आयोिजत
 दो-तीन वाक्यों वाली िचत्र करें । कहानी कहने के िलए िकसी को िनमंित्रत
कथाओ ं क� पस्ु तकें (ईमानदारी, करें ।
सहयोग, सहायता, दया, प�रश्रम,  किवता गान और कहानी का अिभनय करवाएँ ।
िवषयों पर)
 कहािनयों के संबंध में ç'u पछू ें , कहानी के पात्रों
 सचू नाएँ – दवाई का िछड़काव, के बारे में उनक� राय पछ
ू ें , घटनाओ ं को
सफ़ाई, पौधारोपण, स्कूल में बदलकर कहानी आगे बढ़वाएँ, घटनाओ ं को
अवकाश, वािषर्कोत्सव आिद क्रम से लगवाएँ ।
 कहािनयाँ - प�रिचत प�रवेश क�,  िचत्रों पर बातचीत करें , (िचत्रों के संबंध में
पारंप�रक कहािनयाँ, बाल बच्चों को स्वतंत्र �प से अपने िवचार व्य�
सािहत्यकारों क� कहािनयाँ करने दें) िचत्रों का वणर्न अपनी कल्पना से करने
 प�रिचत प�रवेश और िवषयों पर को कहें ।
सवं ाद, कहािनयाँ व किवताएँ –  िचत्र कथाओ ं क� पस्ु तकें देकर कहानी सनु ाने
पश-ु प�ी, खान-पान, प�रवार को कहें ।
संबंधी, िमत्र, िमठाइयाँ, मौसम,
 बाल सािहत्य क� पस्ु तकें देखने, पढ़ने, उलटने-
खेल-िखलौने, िवद्यालय,
पलटने के िलए दें ।
पस्ु तकें , पेड़-पौधे, सरू ज-चाँद,
बादल, फ़ोन, वाहन, खेती, हाट-  शब्दों के खेल आयोिजत करें – शब्द लड़ी,
बाज़ार, साहिसक कारनामे, शब्द-सीढ़ी, शब्द अत्ं या�ारी, तुकबंदी,
जंगल, क�ड़े-मकोड़े आिद किवताओ ं और गीतों क� अत्ं या�री आिद ।
 गैर कथात्मक सामग्री – िनद�श,  समाचार पत्रों और बाल पित्रकाओ ं से किवताएँ,
जानकारी परक छोटे-छोटे कहािनयाँ पढ़कर सनु ाएँ ।
 पहेिलयाँ पछू ें और बझु वाएँ ।

42
 सुनना और बोलना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत
पाठ्याश
ं , िनमत्रं ण, व्याख्यात्मक  लघु नाटकों का अिभनय करवाएँ ।
पाठ्य सामग्री
 नाटक / कठपतु ली के खेलों का आयोजन करें ।
 शब्दों और अ�रों से जड़ु ी
पहेिलयाँ
 िविभन्न कायर्क्रमों के बाद बच्चों क� प्रितिक्रया
जानें ।
 समाचार पत्र पित्रकाओ ं में छपी
किवताएँ व कहािनयाँ
 लघनु ािटकाएँ, गीत, कठपतु ली
खेल आिद क� प्रस्तिु त

43
 थीम 2: पढ़ना एवं िलखना (पठन एवं लेखन कौशल)

समझने लगते हैं और अपने िवचारों को िलखकर अिभव्य� करते हैं । प�रिचत िवषयों पर कुछ क्रमबद्ध वाक्य िलखते हैं ।
अब बच्चे औपचा�रक �प से पढ़ना और िलखना सीख जाते हैं । वे िलिखत, मिु द्रत सामग्री को पढ़कर उसके अथर् को

पठन सामग्री में कुछ व्याकरिणक इकाइयों जैसे सं�ा, सवर्नाम, िवशेषण, िक्रया आिद क� पहचान कर पाते हैं और उनका
शब्द-भडं ार पहले से अिधक समृद्ध हो जाता है ।

अिधगम उपलिब्धयाँ (Learning outcomes):

िचत्रों का अवलोकन करके िचत्र आधा�रत पछ ू े गए ç'uksa के उ�र दे सकें गे तथा ç'u पछ ू सकें गे ।
िचत्र में देखे गए घटनाक्रम को अपने अनभु वों से जोड़कर समझ सकें गे ।
िचत्र / िव�ापन में िलखी ह�ई भाषा को पहचान सकें गे और उसे अनमु ान के आधार पर पढ़ सकें गे ।
अपना, अपने प�रवार के सदस्यों एवं अपने सहपािठयों के नाम िलखकर उनके िचत्र बना सकें गे तथा उनके बारे में कुछ
शब्द या दो वाक्य िलख सकें गे ।
श्याम पट्ट / चाटर् पर िलखी तुकबंिदयों को पढ़ते ह�ए अपनी कॉपी में अनुलेख िलख सकें गे ।
तक ु बंिदयों, किवताओ ं के अथर् एवं भाव समझते ह�ए उनपर िचत्र बना सकें गे ।
छोटे-छोटे नाटक पढ़ सकें गे और उनका अिभनय कर सकें गे । आवश्यकतानसु ार अपने मन से सवं ाद बोल सकें गे ।
अध्यापक द्वारा िदखाए गए िचत्रों (चाटर् पेपर / पाठ्य पस्ु तक / टीवी कंप्यटू र आिद द्वारा) का वणर्न अपने शब्दों में िलख
और पढ़कर सनु ा सकें गे ।
शब्द, वाक्य, अनुच्छे द, कहानी, नाटक आिद में अंतर कर सकें गे ।
प्रात: कालीन सभा में सरल िवषयों पर अपने िवचार पढ़कर सनु ा सकें गे ।
क�ा / िवद्यालय में सचू ना पट्ट / दीवार पित्रका / बल ु ेिटन बोडर् आिद पर प्रदिशर्त सामग्री को पढ़ और समझ सकें गे ।
नए शब्दों को अनमु ान के आधार पर पढ़ सकें गे और सदं भर् में उनका अथर् समझ सकें गे ।
अपनी भाषा में छोटी-छोटी घटनाओ ं का वणर्न िलख एवं पढ़ सकें गे ।
िवद्यालय क� पित्रका, बल ु ेिटन बोडर् आिद के िलए िचत्र, चटु कुले, पहेिलयाँ आिद िलखकर संकिलत कर सकें गे ।
ç'uokpd शब्दों का मौिखक एवं िलिखत �प से साथर्क प्रयोग कर सकें गे ।
िवद्यालय / घर द्वारा आयोिजत भ्रमण के अनभु वों को सनु ा और िलख सकें गे तथा वहाँ क� प्रस्तिु त िचत्र द्वारा भी कर

सयं�
सकें गे ।

िविभन्न खेलों में प्रय�

ु व्यंजनों, ‘र’ के �पों और ‘_’ क� पहचान कर सकें गे और पढ़-िलख सकें गे ।
ु शब्दावली का प्रयोग करते ह�ए अनच्ु छे द / घटना आिद िलख सकें गे और पढ़कर सनु ा
सकें गे ।
पाठ्य पस्ु तक के पाठों को सही उच्चारण के साथ पढ़कर सनु ा सकें गे और उनपर आधा�रत अभ्यास काय� को िलखकर
परू ा कर सकें गे ।
साथर्क एवं �िचकर सामग्री द्वारा िमलती-जल ु ती ध्विनयों / वण� (‘ड़’ और ‘ढ़’) में िनिहत अतं र पहचान सकें गे और
सही प्रयोग कर सकें गे ।

44
 पढ़ना एवं िलखना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत

का पयार्� समय और अवसर दें ।

 िचत्र पठन के िलए क�ा, बस-स्टॉप,  तरह-तरह के िचत्रों का अवलोकन करने  िचत्र, पोस्टर, चाटर्, फ़्लैश-काडर्,
डाकघर, मेला, पस्ु तकालय, पाकर् , सी०डी०, समाचार-पत्र, पित्रकाएँ,
बाज़ार आिद के िचत्र  िचत्रों में मिु द्रत शब्दों को पढ़वाएँ । बाल-सािहत्य, संकेत-पट, बल ु ेिटन
 िचत्र में जहाँ - जहाँ िलिखत / मिु द्रत  िव�ापन, होिड�ग क� छपी ह�ई भाषा बोडर्, होिड�ग, िव�ापन आिद
 कायर् प्रपत्र
 5 से 10 पं ि�य� क� सरल
सामग्री है, उसक� पहचान पढ़वाएँ ।
 िचत्र से संबंिधत तीन-चार वाक्य  भाषा खेल
तक
ु बंिदयों, बाल किवताओ ं का िलखवाएँ ।  चटु कुलें, पहेिलयों का संकलन
पठन एवं अनल ु ेख
 प�रिचत शब्दों से वाक्य बनवाएँ ।
 िचत्र-िनमार्ण एवं उसका शीषर्क
लेखन
 घटना, भ्रमण आिद के अनभु व को कुछ
वाक्यों में िलखने को कहें ।
 किवता, कहानी में बार-बार आए
शब्दों से छोटे-छोटे वाक्यों का
 उनके प�रिचत प�रवेश से जड़ु े िवषयों पर
चार-पाँच संबद्ध वाक्य िलखवाएँ ।
िनमार्ण
 �श्य शब्दावली पठन  िचत्रों द्वारा नाम वाले और काम वाले
शब्दों क� पहचान करवाएँ (बच्चों को
 पणू र् िवराम, ç'uokpd िच�ों क� सं�ा, सवर्नाम क� प�रभाषा या
पहचान और अपने लेखन में उनका जानकारी नहीं देनी है, के वल पहचान
उपयोग करवानी है ।
 िचत्र, चटु कुले, पहेिलयों आिद का  कहानी के पात्रों के िवषय में बातचीत
संकलन करते ह�ए उनके िलए प्रयोग िकए गए
 मेला, त्योहार, बाज़ार, िपकिनक िवशेषण शब्दों क� ओर ध्यान िदलवाएँ,
आिद भ्रमण के अनभु व का लेखन जैसे- मोटा-पतला, अच्छा-बरु ा, चतरु ,
 िशरोरे खा का ध्यान रखते ह�ए वाक्य समझदार, ईमानदार आिद।
लेखन  पठन-सामग्री में नाम के स्थान पर प्रयोग
 िवद्यालय क� पित्रका, समाचार पत्रों िकए गए शब्दों, जैसे- मैं, तमु , आप,
में छपे काटूर्न, किवताओ ं का पठन हम, यह, वह आिद क� ओर ध्यान
िदलवाएँ ।
 रोचक पहेिलयाँ बझू ना और उनका
लेखन  क�ा में समाचार पत्र / बाल पित्रकाएँ,
बाल-सािहत्य क� पस्ु तकें प्रदिशर्त करें ।
 प�रिचत-अप�रिचत प�रवेश क� पढ़ने के िलए प्रोत्सािहत करें और उनमें
कहािनयाँ – पारंप�रक कहािनयों,
से कुछ किवता / कहानी पढ़कर स्वयं

45
 पढ़ना एवं िलखना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत

 सं यु� व्यंजन, ‘र’ के िविभन्न �प और

सवं ाद, एकांक�, परी कथाओ ं का सनु ाएँ ।
पठन
 किवता / कहानी के आधार पर िचत्र ‘_’ के प्रयोग वाले शब्दों के काडर्
िनमार्ण बच्चों को िदखाएँ और पढ़वाएँ । उनके
 िविभन्न वस्तओ
ु ,ं स्थानों आिद क� िलिखत �प और उच्चारण में अंतर
सचू ी बताते ह�ए अनल ु ेख करवाएँ। जैसे-
मक्खी, छुट्टी, समद्रु ; कमर्, क्रम, वषार्;
 िमलती-जलु ती ध्विनयों / वण� (‘ड़’
_त,ु _िष आिद ।
और ‘ढ़’) में साथर्क पठन सामग्री
एवं व्यावहा�रक प्रयोगों द्वारा अतं र  िमलती-जलु ती ध्विनयों जैस-े ड़-ढ़, श-
स, द-ध, ग-घ आिद से िनिमर्त शब्दों के
 प�रिचत िवषयों पर छोटे-छोटे
काडर् िदखाकर उनका सही उच्चारण
वणर्नात्मक अनुच्छे द-लेखन, जैसे –
करवाएँ और िलखवाएँ (इन ध्विनयों का
मेरा िप्रय फूल, िमठाई, खेल, िमत्र,
Li"V उच्चारण सनु वाने के िलए
मौसम
सदं भर् में व्याकरण सी०डी० का प्रयोग िकया जा सकता
है ) ।
 उद्देश्य और संदभर् के अनसु ार शब्दों
का उिचत प्रयोग
 शब्द-खेलों द्वारा बच्चों से अिधक से
अिधक नए शब्द बनवाएँ और उनका
 नाम वाले शब्द (स�ं ा) क� पहचान
 क�ास्तर के अनकु ू ल सरल, बह�प्रय�
शब्द भंडार िवकिसत करें ।
और उनका प्रयोग
ु
 काम वाले शब्द (सवर्नाम) क� िवलोम शब्दों जैसे- यहाँ-वहाँ, इधर-
पहचान एवं प्रयोग उधर, आगे-पीछे िदन-रात, अच्छा-बरु ा,
 िवशेषता बताने वाले शब्द ऊपर-नीचे आिद से प�रिचत करवाएँ
(िवशेषण) क� पहचान एवं प्रयोग और इनका वाक्य में प्रयोग करवाएँ ।
 मैं, मेरा, हम, अपना, वह, उनका,
उनक�, उसे, उन्हें आिद (सवर्नाम)
क� पहचान एवं प्रयोग
 शब्दसंपदा में वृिद्ध के िलए तरह-तरह
के भाषायी खेल
 िवलोम शब्दों क� पहचान एवं प्रयोग

46
CLASS -II

MATHEMATICS
Theme 1: Numbers

Children continue to strengthen their understanding about two digit numbers and
extend this up to three digits. The basic properties like comparison of numbers,
ordering and forming greatest and smallest three digit numbers are also to be
explored in this class. At this stage child should be capable of looking into the
pattern that numbers and number names have. This helps children in learning the
bigger numbers.

Learning Outcomes:
Children will be able to:
work with two digit numbers;
 read and write numerals for numbers up to 999;
 use place value in writing and comparing two digit numbers;
 form the greatest and smallest two digit numbers (with and without repetition of given
digits).

Numbers
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Numbers up to 99 and their  Providing opportunities to  Place value cards, can be
number names. write number names based on developed. (For e.g. 27 cards
 Read and write 3 digit pattern e.g. twenty-one, having numbers 1 to 9, 10 to
numbers up to 999. twenty-two.............. forty- 90, and 100 to 900. These are
of different size as shown
 Place and face values of digits one, forty-two.............. & so
below:
in a three-digit number. on.
 Comparison of numbers and  Conducting activities using
their arrangement in place value cards (also known 1 2 …….
ascending and descending as arrow cards) to construct
orders. numbers with three digits 10 20
along with finding out the
100 ……. 900
place value and face value of
digits. ………..
 Using number cards from 0-9
in groups by each child to  Spike abacus.
explore & make 3 digit  Play money notes and coins of
numbers and write their ` 1, `10 and `100.
number name.

75
 Theme 2: Number Operations

Activities that lay the foundation for work with addition and subtraction begin in
children’s early schooling. Once begun, work continues throughout the elementary
classes. Early work with addition and subtraction with whole numbers must provide
opportunities for children at this stage to see the operations used in real life
situations and with a variety of manipulative material in order to learn the meanings
of the operations and their algorithms. The aim of this theme in this class is that
children should observe various properties of addition and subtraction of numbers like
commutativity, associativity etc. in an informal way. Multiplication as another short
way of repeated addition is seen in more systematic way in this class. The operation
of multiplication further strengthens with experiences of skip-counting. At this stage,
children must encounter familiar situations in real-life problems and pictorial
representations with which they make connection between the new situation and skip
counting. The division is introduced as equal sharing/distribution. Thus, before using
the symbols for division as an operation on numbers it is important that children have
lot of experiences of sharing objects equally. The textbooks and the classroom
activities must include this aspect before formally introducing division.

Learning Outcomes:
Children will be able to:

use place value (with regrouping) in standard algorithm for addition & subtraction;
represent an amount up to `100 using 3-4 notes and coins (of same/ different
denominations);
add on zero to a number and subtract zero from a number;
observe and generalize commutative property of addition through pattern;
solve daily life problems / activities related to addition and subtraction presented through
pictures and stories;
construct problems that can be solved by addition & subtraction of two digit numbers;
estimate sum and difference of two given numbers;
construct multiplication tables of 2, 3, 4, 5 through repeated addition and different other
ways like skip counting, use of patterns & broom sticks;
use various situations on equal grouping/equal sharing that lead to repeated subtraction;
add and subtract two digit numbers mentally.

76
 Number Operations
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Addition and subtraction of  Providing a variety of real life  Napier strips for
two digit numbers with and contexts either visually and multiplication of numbers.
without regrouping. verbally so that children also  Straws or sticks. (Putting one
 Use of place value (with learn problem solving. over the other to construct
regrouping) in standard  Encouraging children to multiplication tables)
algorithm for addition and construct and solve problems
subtraction. related to operations on
 Addition of zero to a number numbers.
e.g. 3×4 as
and subtracting zero from a  Conducting activities
number. involving estimation of sum
 Commutative property of and differences of two
addition through pattern. numbers. Questions like
 Solving daily life problems "How did you estimate?"
 Pebbles and other objects.
related to addition and should trigger a detailed
(These can be used for equal
subtraction presented discussion about various ways
sharing and equal grouping).
through pictures and stories. for estimation.
 Charts showing addition and
 Construction of problems that  Involving children in
subtraction of two-digit
can be solved by addition and development/construction of
number.
subtraction of two digit multiplication tables through
numbers. various ways. (Through
 Estimation of the sum and practice multiplication facts
difference between two given will slowly get committed to
numbers. memory).
 Construction of  Using concrete materials in
multiplication tables of 2, 3, classrooms to let children
4, 5 through repeated understand the basic idea of
addition and different other equal sharing/equal
ways like skip counting, used grouping.
of patterns and broom sticks.  Encouraging children to add
 Various situations on equal subtract single digit numbers
grouping/equal sharing that through various games /
lead to repeated subtraction activities without pen /
 Mental addition and pencil.
subtraction of two digit  Using charts showing
numbers. addition and subtraction of
two-digit number.
 Conducting games in which
children have to do mental
mathematics of adding and
subtracting two digit
numbers.

Life Skills: solving daily life problems

77
 Theme 3: Geometry
The aim of this theme is enabling children to describe 3-D objects that they have in
their daily life experiences. This description includes the physical characteristics of
the object like its shape, size, location and orientation which make it different and/or
similar to other objects. They will also be introduced to the informal use of the
geometrical vocabulary like naming shapes as rectangles, squares, triangles and
circles, classifying edges as straight and curved and surfaces as curved and plane
etc..

Learning Outcomes:
Children will be able to:
describe basic 3D and 2D shapes with their observable characteristics;
identify basic 3D-shapes such as cuboid, cylinder, cone and sphere by their names;
trace 2D outlines of 3D objects;
identify 2D shapes (rectangle, square, triangle, circle) by their names;
distinguish between straight and curved lines;
draw/ represent straight lines in various orientations (vertical, horizontal, slant).

Geometry
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Creation of 2D-shapes  Conducting activities on traditional paper  Pastel papers sheets,
through paper folding folding for a boat, airplane etc. using various cutters and
& paper cutting. shapes like rectangle, square and triangles. gum/adhesive.
 Attribute of 2D shapes  Providing concrete 2D-shapes in multiple  Card board cut-outs
and their sides and sizes colours, objects having 2D-shapes so of triangular,
corners. that through observations & sense of touch, rectangular, square
 Straight lines and children generalize the attributes like sides, regions.
representing them by corners etc.  A-4 size
paper folding,  Organizing classroom so that children create papers,
straightedge objects, straight-edges through paper folding and sheets,
stretched strings etc. trace them on a paper. tracing
 Draw horizontal,  Encouraging children to draw straight lines papers/
vertical and straight in different orientation so that they get the butter paper,
lines. idea of a straight line. carbon sheets.
 Introduction to curved  Discussing and giving examples of what is a  Pair of compasses,
lines. straight line and what is not a straight line. scale/straight edge
 Providing intuitive experiences through and protractor
exploration about the shortest distance  Geoboard and
between two points. rubber bands.
 Providing opportunities to draw free hand  Maths kit.
straight line, free hand and with the help of
ruler.

Integration: Arts Education

78
 Theme 4: Measurement

The need for uniform units for measurement of some quantities through daily life
experiences forms the basis for learning in class II. Length, capacity (volume) and
weight are measured by applying a unit directly to the object being measured. Hence,
children should be enabled to construct their own units for direct measurement of
length, capacity and weight.

Learning Outcomes:
Children will be able to:
estimate and measure length/distances and capacities of containers using uniform
nonstandard units like a rod/pencil, cup/spoon/bucket etc.;
classify objects as heavier/lighter than, using simple balance;
identify the days of the week and months of the year;
sequence the events occurring over longer periods in terms of hours/days

Measurement
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Measurement of lengths  Designing and conducting  Paper clips, toothpicks,
and distances using group/individual activities for sticks of equal size.
uniform (non-standard) measuring different objects, distance  A measuring tape and a 15
units. using uniform things like paperclips, cm scale for observation
 Compare two or more toothpicks, a stick etc. and not for measuring
objects by their weights as  Involving children in constructing length.
heavier than/lighter than. simple objects using available  Various containers and
 Use of the simple balance materials and encouraging them to empty cans/bottles having
to compare weights. compare weights and use of their quantity written on
 Order containers based on vocabulary like heavy/light. them.
the perception of their  Providing a number of opportunities
capacities and verifying to children to estimate lengths in
them. their vicinity and then verify through
paperclips, tooth picks, chalks et.
 Encouraging children (individually
and in groups) to estimate capacities
and to verify by actual measurement?
Questions like "Find how many mugs
/ spoons can fill this container? And
verify it by actual measurement.

79
 Theme 5: Data Handling

Children will be enabled to explore the importance and need for collecting different
data and learn to take decisions on: the type of information needed, how it can be
gathered organized and ways to display and communicate the information to others.
This exploration starts in an informal way in class and children learn to use tables and
pictures to organize data in basic problem-solving strategies.

Learning Outcomes:
Children will be able to:
interpret simple charts and graph;
present information with pictograph.

Data Handling
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Simple graphs related to day  Organizing activities with  Paper clips, containers.
to day life. For example, bus children individually and in  Stickers of various objects.
time table chart, height chart small groups around
etc. observing various body parts
and collecting information
through measurement. This
will help children in
presenting data and drawing
inferences.
 Conducting group activities
for data collection and
tabulation. Answers to
questions like “which
vegetables do you not like?
etc.” may be explored in
groups.
 Measuring articles like paper
clips, containers to collect
data.
 Pasting stickers of various
objects to represent data
pictorially by children.

Integration: Arts Education

Life Skills: Interpretation and analysis

80
 Theme 6: Patterns

This theme aims to encourage children to develop habits of looking for using patterns
as they search for a meaning in Mathematics. It is infused with patterns in numbers,
number operations, measurement, geometrical ideas and data. To realize this, the
teaching – learning process should allow children to observe and generalize simple
patterns that exist in their daily life.

Learning Outcomes:
Children will be able to:
observe, extend and create patterns using different objects, shapes and numbers.

Patterns
Key Concepts Suggested Transactional Suggested Learning
Processes Resources
 Observation and  Involving children in  Seasonal vegetables like
identification of unit of repeat observing patterns created by ladyfinger, potato and knife
in a given pattern other children to observe a (to get their section).
 Extension of the pattern to unit of the repeat.  Ink or Water colours and
next few terms on the basis of  Asking children to make Paper.
the identified unit of repeat stencils or stamps, tools by  Sandpit to make patterns
 Create patterns from daily life the section of different using hand, foot prints etc.
experiences. vegetables, thumb, figures,  Geoboard and rubber bands.
foot prints etc. and making
designs. This will help them
in identification of a unit of
repeat in the pattern.

Integration: Arts Education, EVS

81
CLASS - II

ENVIRONMENTAL STUDIES
Theme 1: About Me

The prime focus of this theme ‘About Me’ is not on focussing on the child’s body parts,
hobbies, habits, content coverage but on children expressing their own ideas and
learning social skills. It also aims at developing the skills of observation, creative and
verbal expression and communication. The theme would also develop self-awareness,
cooperation and working together.

Learning Outcomes:
Children will be able to:
describe personal details verbally as well as in simple written form about their likes and
dislikes and respect other’s likes/dislikes;
describe functions of different body parts including the sense organs;
draw and label external parts of the body, sense organs, self-portrait;
enlist various activities done by different external organs;
share personal hobbies and appreciate other’s hobbies;
make choices about their toys, dresses and other belongings;
engage and take interest in small and large group activities;
communicate (orally as well as written) one’s point of view about personal things (dresses,
toys, etc.);
take interest and solve puzzles and problems related to various body parts, dresses, toys;
demonstrate the use of extended vocabulary related to the theme;
identify one’s own and others’ feelings and develop control over their emotions;
engage and learn to cooperate in small and large group activities;
appreciate and respect the differences among their peer group.

About Me
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Revisit the concepts in  Building on previous learning.  Family/photos/family
class I learning.  Providing opportunities to share and albums.
 Describe self: discuss personal experiences- likes,  Picture books.
likes/dislikes, hobbies dislikes, hobbies, etc.  Story books.
(orally / written form)  To observe different parts of the body  Charts/cards depicting
 Draw pictures of a human (self), pictures of body parts. body parts.
body and self-portrait.  Creating theme based environment  Picture cards of various
 Locate body parts in a (displaying in the class). body parts and sense
picture.  Conducting circle time activities. organs.
 Solve shadow puzzles.  Differentiating between functions of  Compilation of poems,
 Main functions of all parts different parts of the body (activity puzzles including jigsaw.
of body (external), sense work).  Children’s drawings.
organs.  Group activity on discussing and
 Care of body parts and sharing amongst groups the
sense organs. differences amongst human beings
and appreciating the same.
 Involving children in Group activities
to identify and locate parts of the
body on a Poster/ Chart, cut-out.

136
 About Me
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Providing opportunities to solve
riddles and puzzles, and sing songs
based on the related theme.
 Reflecting expressions through
various activities i.e. shadows,
puzzles, etc.
 Preparing their name cards (each
child) with logo, doing activities with
cards.

Integration: Health and Physical Education, Languages

Life Skills: Self-awareness, Self Esteem, Cooperation, Working together, Problem solving

137
 Theme 2: Others in my World

The theme ‘Others in my world’ is continued as an extended learning from Class 1. It is

expected to develop an understanding about others in the child’s world, which include
extended members of the family, neighbours, friends and also i pets. The theme is also
expected to focus on issues and concepts related to the neighbourhood, indoor/outdoor
games, significance of celebrating national days and other festivals. The prime focus of
this theme is to understand the role of parents, friends, family, neighbours in the
child’s life. The theme would also provide opportunities to develop skills such as-
empathy towards animals (pets), appreciate the cooperation and support neighbours and
care and concern for the old, sick and differently abled.

Learning Outcomes:
Children will be able to:
identify and speak about the relationship he/she has with extended family members;
draw family tree of extended family members;
discuss and narrate how festivals are celebrated at home/school and in the neighbourhood;
appreciate the need for celebration of national days and other festivals/other important days;
take care of pets and show empathy and compassion towards pets;
show care and concern towards old, sick and differently abled;
appreciate the cooperation and support of neighbours/ others;
describe the role of family members and also express one’s own role.

Others in my World
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Revisit learning of key  Building on previous learning.  Family tree made by
concepts of class I.  Providing opportunities to share children children.
 Family Tree showing experiences.  Photos related to
distant relations  Developing family tree with support of various celebrations at
(extended family). elders in a photo album/ scrapbook on home to school.
 Togetherness through extended family members.  Collection of dresses
sharing, fun, recreation,  Opportunities for group discussion on according to festivals
festivals with family and various activities related to they celebrate
relatives. festivals/celebrations.  Drawings of children.
 Celebration of important  Describing, sharing and various activities  Puzzles
events/ days/ festivals. related to festivals (clothes, food,  Collection of poems,
 Care and concern for importance). songs, etc.
differently  Discussing the need for avoiding  Pictures and charts on
challenged/abled/old. crackers/ loud music/ sounds and different festivals,
 Care of pets. chemical colours. Republic and
 Indoor and Outdoor  Involving children in Group work/ Project Independence Days
Games with peer group. Work related to the theme, circle time and other local
activities. festivals/ events.
 Sharing narratives/inspiring stories
related to differently challenged group.
 Discussing in groups the need for games,
listing different indoor and outdoor
games, grouping and making and
following rules.
Integration: Languages, Arts Education
Life skills: Care and compassion for animals, Care and concern for the old, differently abled.

138
 Theme 3: My Needs: Food

The theme ‘Food’ in Class II is expected to develop value for care and respect for
food. The theme ‘food’ will also discuss the need of food for living beings and various
issues and concerns related to food habits. The theme will also develop the core
scientific skills of observation and discussion and life skills of self-awareness, respect
for food and diversity in food, amongst children.

Learning Outcomes:
Children will be able to:
identify and name various food items;
discuss need for food for human body;
collect/draw pictures of various kind of food items and name them;
cite examples of food items we get from plants and animals;
explain the need of various kind of foods required for body building, energy giving and body
resistance (immunity of the body to diseases etc.);
identify junk food and give reasons why it is not good for health;
develop sensitivity and respect for food;
develop respect for the diversity of food in the peer group, within families and different age
groups.

My Needs: Food
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Food: Importance and  Providing opportunities to  Various kind of food items
need share/discuss personal experiences of (actual).
 Major Food items: cereals, children.  Pictures of food items.
dals, fruits, vegetables,  Conducting activities to identify  Narratives related to food
milk. different food items we get from habits.
 Food items for body plants and animals.  Poems/stories on food
building, energy giving, for  Doing activities in groups to classify values/care.
wear & tear of body, items based on their sources.  Children’s drawing’s.
vitamins, water fibres.  Opportunities to draw pictures of  Worksheets.
 Healthy and junk food. various food items and name them in
 Respect diversity of food writing (component wise).
habits (veg and non-veg  Organising group discussions to
cultures). discuss various issues related to food
 Variations in food and (junk food, non-vegetarian food, food
reasons- different age diversity, etc.)
group, families.  Involving children in project work
(classification of food items, plants,
animals as source).
 Discussing with the whole class or in
groups about ways to take care of food
at home.
 Making picture book on food items –
component wise.
 Organizing field trip to a farm, field to
observe sources of food.

Integration: Languages, Health and Physical Education

Life Skills: Self-awareness, Respect for diversity of food, Care and respect for food

139
 Theme 4: My Needs: Water

The theme is aimed at developing awareness on many issues related to water as a need
for living beings. The theme would focus on and discuss sources of water, ways for
purification of water in the family/neighbourhood, causes of water pollution and concern
about wastage of water. The core skills of observation, discussion and experimentation
would to be developed through this theme.

Learning Outcomes:
Children will be able to:
identify and differentiate between natural and man-made water resources;
discuss the need of water in daily life for plants and animals;
draw and label pictures of water resources;
cite examples of natural and man-made sources;
discuss ways to keep the water sources clean;
discuss and suggest ways to prevent the misuse of water;
suggest and share various ways to purify drinking water at home/school;
explain reasons of water pollution in the surroundings (awareness level only);
appreciate the judicious use of water in school/at home.

My Needs: Water
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Sources of water: natural  Building on previous learning.  Visit to places to observe
and man-made (rain, dam,  Providing opportunities to share water resources (lake,
lake, river, ponds, well, children’s personal experiences. river, pond, pictures/tanks
hand pump).  Discussing natural and man-made with elders).
 Need for water for plants, sources of water and citing examples  Photos of man-made
animals and human of each. natural resources.
beings.  Doing activities/simple experiments  Simple
 Clean water for drinking - (with the support of teachers) for experiments/activities
ways of purification of ways of cleaning drinking water. related to water
water at home/colony  Discussing in groups the causes of purification.
(awareness level). water pollution in the  Project work on this
 Food items contain more school/surroundings. theme.
quantity of water.  Appreciating and discussing the ways  Children’s drawings,
 Causes of water pollution to prevent misuse of water pictures and charts made
(awareness level).  Discussing precautions to be taken in by the teacher on key
 Judicious use of water. rainy weather (umbrella, raincoat….) concepts in the theme.
 Reuse of water at and drinking water.  Flash cards on sources of
home/school/ in the  Involving children in Project work i.e. water.
surroundings. how to save water- slogan writing
drawings, messages.
 Organizing visits to places like ponds,
lakes, rivers in the neighbourhood to
observe the water resources.

Integration: Languages, Health and Physical Education

Life Skills: Judicious use of water

140
 Theme 5: My Need- Shelter

The theme ‘Shelter’ is expected to develop an understanding of the variety seen in

shelters /houses and reasons for the diversity as well as need for cleanliness of houses
in the surroundings. The theme would also develop the core skills of creative expression,
discussion and description.,

Learning Outcomes:
Children will be able to:
identify various types of houses and name them;
cite examples of type of houses built in different parts of the world;
respect diversity in houses and discuss reasons for diversity in houses;
discuss need for cleanliness in houses;
enlist kind of material used for making different types of houses;
draw pictures and label parts of houses;
make models of various kind of houses (under supervision and with support from elders);
appreciate the need for decorating houses.

My Need- Shelter
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Revisit Concepts of class 1.  Building on previous learning.  Models of various kind of
 Houses in small and large  Showing and discussing houses.
cities. visuals/pictures of different kind of  Charts prepared by the
 Reasons in diversity of houses in the world. teacher.
Houses.  Showing video- films/  Videos and
 Material used in various documentaries/ sharing narratives documentaries.
kind of houses. related to variation in houses.  Picture cards/PPTs/slide
 Need and care of house /  Telling the story of the ‘Three Little shows.
household things. Pigs’ and any other related to the  Worksheets.
 Cleanliness of the house theme.  Children’s compilation
(ways).  Showing various kind of material used work.
 Need for light and for making houses-group work on this  Concrete material used for
ventilation in the house.  Asking to draw pictures of different making house.
 Decoration of Houses. kind of house, discriminating them.  Story/video (three little
 Involving children in model making pigs).
(Hands-on-activity) exercises.  Models of a different
 Discussing ways / methods to keep houses.
the surrounding/s clean and to share  Material required for
the same with others. decorating houses.
 Involving children to participate in
keeping the classroom clean, house
decorations, model making;
 Involving children in worksheet
activities to learn concepts.

Integration: Languages, Arts Education

141
 Theme 6: My Need – Clothing

In Class II the theme ‘Clothing’ aims to develop an understanding on variation in dress

material and their sources for human beings, in children. The theme would focus and
discuss the different kinds of dresses, textures that are worn by children. The
emphasis would also be on cleanliness and care of clothes. The core skills of
observation, discussion will also be developed.

Learning Outcomes:
Children will be able to:
discuss the need of clothes for living beings;
identify various kind of materials used for making clothes;
identify sources of natural and man-made fibres;
give examples of natural and man-made fibres;
differentiate among various cloth materials and give examples of each kind of material;
draw pictures of various kind of dresses worn by males and females, made from these
materials;
give reasons why cotton clothes should be worn in summer and silk/woollen clothes in winters,
rayon/ synthetic in the rainy season;
suggest various ways to take care of cotton/silk other materials at home.

My Need – Clothing
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Revisit concepts of class I.  Building on previous learning.  Various kinds of cloth/
 Variety of cloth material-  Organising group discussion on need material.
cotton, silk, wool, canvas, for cloths.  Different types of clothes
rayon etc. and their use in  Conducting group activities to see worn by males/females
different seasons. various kind of cloth/ materials and  Pictures of various kind of
 Sources of natural and identify them. clothes.
man-made fibres, sources  Providing opportunities to draw  Pictures of different
 Dress material suited to pictures and label parts of clothes. materials used at home,
different climatic  Demonstrating how to use materials to made by fibres.
conditions. maintain/take care of various kind of  Materials used for care of
 Care of different types of clothes. all kind of clothes.
clothes.  Assigning a project based on i.e.  Visit to a textile industry
sources of fibres, kinds of clothes, uses (if possible)
of clothes in different seasons etc.  Children’s drawings.
 Engaging in group activities related to  Project Work report.
various tasks i.e. listing of male, female  Origami work.
clothes worn on various
occasions/festivals.
 Origami activities (paper folding &
making dresses).

Integration: Languages, Arts Education

142
 Theme 7: My Need - Air

The theme ‘Air’ is aims at focusing on and discussing. simple observable properties of
air, how to keep the air in the surroundings clean and fresh. Through simple activities
the skills of observation, discussion and experimentation would be also be developed.

Learning Outcomes:
Children will be able to:
observe some properties of air;
demonstrate (with the support of elders) that air has weight, occupies space, expands
identify and discuss various causes of air pollution;
suggest some ways to deal with air pollution from smoke/ fumes;
name some common diseases, spread through air;
discuss various ways to prevent these diseases;
demonstrate simple exercises, asanas/ deep breathing for use of air for healthy living.

My Need - Air
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Revisit concepts of Class I.  Building on previous learning.  Pictures depicting air
 Simple properties of air:  Providing opportunities to share related activities.
air occupy space, has children’s personal experiences  Material for simple
weight, expands when we related to air. experiments for properties
heat, feel it, etc.  Showing experiments, organising of air.
 Causes of air pollution group activities to demonstrate  Photographs depicting air
 Ways to reduce air properties of air. borne diseases.
pollutions in the  Discussing various reasons of air  e- material on air borne
surroundings pollution and citing examples of each diseases.
 Air borne diseases and factor.  Slogan / Messages on
their prevention (some  Making/designing posters on prevention of air borne
common diseases) prevention of air pollution. diseases.
 Involving children to write slogan s/  Slogan / Messages to
messages to prevent air pollution. reduce air pollution.
 Assigning Project Work – information
on Air borne diseases and their
prevention.
 Developing creative expression by
engaging them in compilation of
songs, poems, writing own songs,
sharing with peers.

Integration: Languages, Health and Physical Education

143
 Theme 8: Keeping oneself Clean, Safe and Healthy

The theme is expected to provide information and also develop an awareness on the
issues and concerns related to cleanliness and health. The theme would focus on and
discuss, how to keep oneself healthy, recreational ways at home/neighbourhood, safety
at home and public places and cleanliness related to self and of the surroundings.

Learning Outcomes:
Children will be able to:
identify various reasons of filth/garbage in the surroundings;
suggest some ways how to keep the surroundings clean (use of dustbin and segregation of
garbage);
discuss various ways of garbage disposal at home/in the surroundings;
discuss various benefits of physical activities like yoga, exercises, games;
emphasis and importance of outdoor games/activities;
enjoy and get involved in recreational activities.

Keeping oneself Clean, Safe and Healthy

Suggested
Key Concepts Suggested Transactional Processes Learning
Resources
 Revision of  Building on previous learning.  Poems/songs/
concepts/learning  Organizing brain storming in the class to discuss jingles of fitness
from of class I. causes of unclean surroundings.  Games and
 Cleanliness in the  Inculcating the habit to encourage the use of dustbin recreational
surroundings and (bio-degradable and non-bio-degradable garbage) at activities.
at the public places. home (teaching children to segregate garbage that  Narratives
 Use of dustbin at needs to be disposed off). related to
public places.  Narrating a story on effects of clean/dirty good/bad touch.
 Ways of garbage surroundings  Collection of
disposal at home  Organising discussions for the need of exercise and songs, poems and
and in play (indoor and outdoor games). stories on healthy
surroundings.  Involving children in recreational activities at living.
 Healthy body and home/school.  Puppets.
mind: rest,  Demonstrating and adopting a variety of motor
exercises, yoga, development activities to help children learn the right
play, posture, flexibility, coordination, etc.
outdoor/indoor  Sharing narratives/ puppet shows/ personal
games. experiences related to good and bad touch, followed
 Safety at home/ by discussions.
surroundings.  Organising group work to discuss various kinds of
 Care of body. tools at home and how to keep one-self safe from
 Good/bad touch. them.
 Providing opportunities for creative expression on the
theme – collecting/ writing poems, stories, songs.
 Discussing clean and dirty situation, garbage disposal.
 Explaining proverb- “Cleanliness is next to Godliness”

Integration: Languages, Health and Physical Education

144
 Theme 9: Places in the Neighbourhood

The theme ‘Places in the neighbourhood’ is aimed at providing information and discussing
various places in the neighbourhood. The theme would also throw light on up-keep of
public places in the community. People involved in different professions and the
importance of those professions would also be discussed. Children would learn to
appreciate and respect the role of different professions in our day to day life.

Learning Outcomes:
Children will be able to:
discuss and give reasons for need of the public places in the neighbourhood;
identify various places in the neighbourhood and name them;
explain various functions of each places in daily life;
discuss need for emergency services in the neighbourhood;
appreciate the services/help provided by various people who are involved in different
professions;
appreciate the need of recreational/other important services available in the neighbourhood.

Places in the Neighbourhood

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Revisit previous key concepts  Building on previous learning.  Different places that play an
of Class I.  Encouraging children to draw important role in daily life.
 Need for public places in the a map of the different places  Visit to local market,
locality. in their locality. hospital/police station etc., if
 People who help us: postman,  Organizing activity with possible or pictures to be
courier service, cooking gas children where they dress as shown.
service, mason. community helpers and share  Local market, police station,
 Various emergencies and relief information of the place where hospital, fire station, etc.
– police station, fire brigade. they work and its importance  People from different
 Recreational places in the in the local neighbourhood. professions such as- doctor,
neighbourhood.  Organizing visit to some policeman/woman, conductor,
places to observe the role of teacher, carpenter, postman
various people who involved etc.
in different occupation.
 Organising role plays.

Integration: Languages, Health and Physical Education

Life Skills: Dignity of labour
Note: This theme content needs to be selected as per socio-cultural environment of children,
occupations may be included.

145
 Theme 10: Plants

The theme ‘Plants’ is expected to develop an understanding about different types of

plants, variation and uses of plants for human beings. Through this theme the skills of
observation, discrimination, appreciation and care and concern for plants will be
developed. The theme would also develop sensitivity towards care and protection of
plants and the environment.

Learning Outcomes:
Children will be able to:
identify and name the different parts of the plant and discuss their functions;
draw main parts of a plant and label them;
appreciate the uses of various parts of a plant;
appreciate tree plantation and use of medicinal plants in daily life;
distinguish between different kind of plants based on their habitat i.e., in water, on land;
discuss reasons of modification of different parts of some plants.

Plants
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Rebuild on previous  Building on previous learning.  Photographs of trees and
learning. (Class I  Children will be helped to identify and plants.
Concepts). name some of the plants and trees in  Video films and pictures.
 Plants on land, water, their surroundings.  Animation (movie) on
climbers. (Examples with  Drawing and labelling parts of the plants and modifications.
pictures and their plants in activity work.  Medicinal plants (tulsi
description)  Brief explanation of photosynthesis. leaf, clove, ginger).
 Parts of plants: root. Stem.  Providing or asking children to get
Leaf, flower, fruit, seed. seeds/ saplings to look after them at
(pictures and their home or in school if possible.
description)  Involving children in tree plantation
 Plant products – use at in the school locality, thereby
home. developing a friendship with plants
 Plant modification: and taking care of them.
underground, stems, roots.  Discussing uses of medicinal plants.
 Care and concern for  Role play of children about
plants – plantation, grandmother’s remedies.
friendship with plants.  Providing opportunities to observe
tulsi, neem leaf, turmeric (haldi),
clove, ginger, etc. in natural form and
discussing their benefits and uses.

Integration: Languages
Life Skills: Care and protection 0f plants and environment

146
 Theme 11: Animals

The theme ‘Animals’ is expected to develop awareness, understanding on concepts

related to animals. It is also aimed at developing within children a concern, care and
compassion for animals. The theme would also help to develop a number of skills such as
observation, classification, care and concern for animals and appreciation of beauty.

Learning Outcomes:
Children will be able to:
discuss some observable characteristics of animals;
discuss characteristics/features of animals based on their variations;
draw pictures of various animals and label their parts;
differentiate and compare various animal habitats;
show sensitivity and compassion towards animals;
narrate the process of the life cycle of a butterfly in their own words.

Animals
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Revision of class 1 concepts.  Organising theme based class  Puzzles (birds/animals).
 Body parts of pet animals. on environment and  Visit to
 Life cycle of butterfly. conducting activities.  Videos showing compassion to
 Care and compassion for pets  Encouraging children to show street animals.
and other animals. compassion towards animals  Flash cards on animals
 Animal characteristics: move, by writing stories, poems,  Picture cards on life cycle of
grow, eat food. songs. through stories, butterfly.
 Animal houses/habitats- live poems, songs.
underground, in the trees,  Organizing a pet show in
near water, under water. school to encourage children
 Need of shelter for animals. to reflect on what they have
 Relationship of human beings observed.
with animals.  Sorting activity in small
groups.
 Classify animals on the basis
of their habits.
 Classify on the basis of
characteristics of animals.
 Classify animals on the basis
of food habits.
 Organising a visit to poultry
farm/bird sanctuary/zoo

Integration: Languages
Note: This theme can be continued in a project mode.

147
 Theme 12: Transport

The theme, ‘Transport’ is aimed to provide information on modes of transport, traffic

rules and need for emergency vehicles. It would also generate an awareness on various
issues related to transport. A number of skills such as exploration, explanation and
clarification skills would be developed from this theme. The theme would also discuss
ways to save petrol/diesel.

Learning Outcomes:
Children will be able to:
discuss uses of transport in the surroundings;
identify various kind of transport;
compare traffic seen in cities/villages;
give reasons of traffic jam and suggest ways to reduce it;
discuss cause of air and noise pollution;
stick/draw pictures of various kind of vehicles.

Transport
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Revision work of Class 1  Providing opportunities to  Pictures 2D Model-Paint a
concepts observe and discuss various city/village
 Need for various kind of kinds of transport used in the  Plastic toy models of
transport: some examples, neighbourhood. transport.
visuals.  Organising a visit to public places  Models of various modes of
 Vehicles driven by use of to observe different modes of Transport.
petrol, diesel, CNG, electricity. transport.  Class discussions.
 Various modes of transport  Discussing the importance of  e- material.
used in big cities (metro, local wheelchairs and ramps in schools  Visit to a Railway Station/
train, cab bus, auto rickshaw) and in public places. Airport
 Causes of traffic jams,  Focusing on activities of walking,
pollution (air, noise) cycling at home, travelling in the
 Ways of checking noise bus or metro and sharing of
pollution and its effect experiences.
 Ways to save petrol/diesel.  Organising discussions in the
class on how to minimize noise
pollution.
 Assigning projects individually or
in groups.
 Facilitating Model making on
different modes of transport.

Integration: Languages, Health and Physical Education

Life Skills: Sensitivity towards judicious use of petrol

148
 Theme 13: Communication

The theme ‘Communication’ provides information on various means of communication in

children’s’ surroundings. The positive and negative aspects are highlighted to make
children aware of the various modes of communication in daily life activities.

Learning Outcomes:
Children will be able to:
discuss the need and importance of communication in day to day life;
identify and list out various modes of communication;
discuss the positive and negative use of some modes of communication;
identify different ways of communication used in big / metro cities;
demonstrate the use of some modes of communication.

Communication
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Need for communication.  Providing opportunities to  Children’s own experiences.
 Ways of communication listen to children’s personal  Interaction between teacher
available in cities/public experiences. and children on
places.  Organizing discussions on communication.
 Use of ICT (email, SMS, uses and misuses of different  Various modes of
internet) ways of communication. communication.
 Communication for  Providing opportunities to  Demonstrate use of
recreation. observe and solve modes of communication in daily life.
 Ways to check misuse of communication.  Discussion on letters,
communication devices.  Asking children to explore computer, laptop, mobiles, e-
ways of communication mails.
commonly used in big cities.

Integration: Languages, Computer Studies

149
 Theme 14: The World Around Me: Sun, Moon, Sky and Stars

The theme ‘The World Around Me’ is aimed at developing an awareness about the sky
and the sun, moon, stars amongst children and their own ideas about these heavenly
bodies. Simple information on these heavenly bodies would be provided in an interesting
manner.

Learning Outcomes:
Children will be able to:
identify the different heavenly bodies seen in day and at night;
distinguish between different heavenly bodies based on some observable features;
describe various heavenly bodies seen in the day/afternoon and at night;
draw pictures of the heavenly bodies;
create / write/collect poems and songs on this theme;
collect pictures/information on this theme;
read symbolic maps/route maps.

The World around Me: Sun, Moon, Sky and Stars

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 (Revision of class 1  Building on previous learning.  Sky observation at night
concepts).  Exploring children’s ideas about the and day time
 Changes seen in sky in sun, moon, stars, day (morning,  Pictures/photos of night
day, afternoon, night. afternoon and night. and day time of the sky.
 Sky in rainy days.  Facilitating observation of the sky in  Visit to the Planetarium.
 Various seasons and sky. the day and at night by children and  Visual discrimination
 Symbolic and route map. discussing the differences. cards.
 Solar system and other  Providing opportunities to draw  Stories/poems/narratives.
heavenly bodies. pictures of a rainy/sunny/cloudy day  Worksheets/activity
 Day & Night formation and discussing the same with peers. sheets.
(through picture only).  Showing films, e-material on heavenly  Children’s drawings.
bodies and discussing it with the  Models made by children.
children.  Film on heavenly bodies.
 Planetarium visit.
 Providing opportunities to draw
pictures of the heavenly bodies.
 Assigning project work
(group/individual),
 Making models of the heavenly
bodies.
 Collecting pictures of the heavenly
bodies.

Integration: Languages, Arts Education, Mathematics (Patterns)

150
 Theme 15: Time, Space, Direction

This theme aims to create an awareness regarding the concept of time, space and
direction. This will enable children to talk about time in terms of day and night as well
as today, tomorrow etc.

Learning Outcomes:
Children will be able to:
distinguish the different times in the one full day (24 hours) - morning, afternoon, evening,
night;
discuss and list out the activities done in the morning, afternoon, evening and night;
talk about activities done today and yesterday and to be done tomorrow;
distinguish between left/right, above/below, near/far; up/down, etc.
give and follow simple directions
discriminate between location of various objects (on, in, below, above);
locate objects and places in the surroundings;
identify directions with the support of elders.

Time, Space, Direction

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Time: Concept of day,  Asking children to enlist activities  Children’s own
week, month, and year. done during various points of time in experiences related to
Yesterday, tomorrow and the day/at night. morning, afternoon,
today.  Facilitating making of puzzles and /or evening and night time.
 Direction: Left/right, poems on time, direction and  Puzzles and riddles.
above/below, four discussing the same in the class.  Poems and songs.
directions, near/far.  Facilitating making of a scrap book by  Time concept cards.
 Space: Location of places children individually on the activities  Some visuals depicting
in the surroundings. done in the morning, afternoon, places and things (location
 Location of objects. (on. evening, night. of place, on, in, etc.)
in, below, above)  Involving children in drawing pictures  Picture maps.
of maps.
 Involving children to locate places on
the picture map.
 Encouraging children to create songs
and rhymes on the theme.

Integration: Languages, Arts Education

151
CLASS - II

Computer
COMPUTER
Topic 1: Computer – An Electronic Device

Studies
STUDIES
A computer is an electronic device that works on IPO cycle (Input-Process-Output). It
is primarily used to input data, process it to produce the required final output.

Learning Outcomes:
Children will be able to:
List out how computers are an electronic device;
compare a human and a computer in their ways of working;
list the advantages and disadvantages of using computer.

Computer – An Electronic Device

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Computer, an electronic device  Discussing how a computer is  Computers/ IWB with
 Functions / working of a an electronic device which presentation software and
computer processes information based on internet facility
 Advantages (Speed, storage given instructions.  Videos/pictures to explain
capacity, electronic  Explaining the working of input, process and output.
presentation, automation, computer and comparing it  Posters/charts on healthy
calculation, teaching, learning with the way humans work. practices while working on the
etc.) and disadvantages (impact  Discussing the advantages and computer.
on environment, health, virus disadvantages of a computer.
attacks, computer
/cybercrimes) of a computer

Integration: Languages, EVS

Life Skills: General awareness

235
 Topic 2: Role of Computers

A computer is a multitasking device that performs various tasks. It plays a vital role in
the learning and teaching process.

Learning Outcomes:
Children will be able to:
recall the uses of computer;
specify computer’s integration in classroom activities;
correlate computer use with topics they study in other subjects.

Role of Computers
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Role of computers in enhancing  Discussing and identifying uses  Computers/ IWB with internet
the learning and teaching of computers at various places facility
process. i.e. classroom, office, home etc.  Animated stories, videos, etc.
 Impact of computers  Interacting with and explaining
to the children about the
effectiveness of using
computers in the classroom,
office, home etc.

Integration: EVS
Life Skills: General Awareness

236
 Topic 3: Input and Output Devices

Input devices are used to enter text/data whereas output devices are used to display
desired result. In some cases, output devices may function as storage devices. For
example – CD, pen drive.

Learning Outcomes:
Children will be able to:
identify the input and output devices;
state the functions of each device.

Input and Output Devices

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Input and output devices  Identifying that keyboard and mouse  Computer system along
and their functions are input devices whereas printer, with other peripheral
 Output devices as storage monitor are output devices. devices.
devices  Showing physically the input/output  Visuals/videos on Input
devices and explaining their functions. and Output devices.
 Explaining how certain output devices  Classroom discussions.
function as storage devices. Ex – CD,  Children’s drawings on
pen drives etc. devices.
 Hands-on activity through worksheets,
quiz etc., to identify input/output
devices and their functions.
 Helping children in drawing of devices
and naming them.
 Providing hands-on experience
through group work (4/6 children in
each group) working with one
computer. Each child will explain the
different devices and the functions to
others in the team.

Life Skills: Technical awareness, handling/sharing resources

237
 Topic 4: Keyboard – Special Keys

The keyboard has special keys to perform specific tasks, along with alphanumeric keys.
Children will identify the uses of key combinations when using the keyboard.

Learning Outcomes:
Children will be able to:
identify and use the special and punctuation keys;
recall that certain keys are used in combinations;
describe the functions of the different types of keys.

Keyboard – Special Keys

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Special keys and  Discussing uses of alphanumeric keys  Computer system/IWB
punctuation keys. in performing task. with keyboard, software
 Key combinations on a  Explaining the various types of special like Tux-type/ Typing Tutor
keyboard. and punctuation keys on the keyboard  Visual charts
and their functions.  Group discussions
 Hands-on experience through  Worksheets
worksheets and quiz on the computer.
 Explaining and demonstrating and
show that certain keys work in
combinations.
 E.g. 1. shift + alphabets/symbols
2. Ctrl+alt+del

238
 Topic 5: Mouse – an Input Device

A Mouse serves as an input device to type text, play games, draw pictures, watch
videos etc.

Learning Outcomes:
Children will be able to:
identify different activities performed on a mouse;
use the mouse to perform drag and drop activities.

Mouse – an Input Device

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Application of a mouse for  Identifying and listing out activities  Computer system,
dragging and dropping done through the use of mouse  Educational games
objects. buttons. integrated with the
 Demonstrating the use of a mouse for curriculum of Computer
dragging and dropping objects. studies.
 Flipping the right and left button of the
mouse as per requirement.
 Conducting hands on activity through
individual usage of the mouse.

Skills: fine motor skills

239
 Topic 6: Introduction to Paint

Paint software is a utility software used to transform ideas into picture using various
tools.

Learning Outcomes:
Children will be able to:
use shape tools to draw pictures;
open, minimize, maximize and close the paint window;
open and save a file.

Introduction to Paint
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Introduction to Paint  Explaining the purpose and usage of a  Computer / IWB with any
software paint software. Paint software.
 Opening, minimising,  Demonstrating the activities related to  show demo / pictures on
maximising and closing  Opening, minimising, maximising and the Internet.
Paint window closing Paint window
 Saving the file at the  Saving the file at the desired location
desired location  Opening/editing the existing file
 Opening/editing the  Showing of shape tools to draw
existing file pictures
 Paint window  Demonstrating some examples of paint
 Open and save a file activities on the computer such as:
 Shape tools  Birthday cards
 Pictures to illustrate Children’s
Day, Environment Day, Sports
Day, Fancy dress etc.
 Topic based posters etc.
 Providing Hands-on experience in
groups to children on the computer.

Life Skills: Creative Thinking

Integration: Arts Education

240
 Topic 7: File Management – An Introduction

Files are pictures, documents, presentations etc. created using a software. File
management helps us to organise files in the computer.

Learning Outcomes:
Children will be able to:
Develop an awareness on the importance of file management;
save a file in the specified path.

File Management – An Introduction

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Introduction to the concept of  Explaining the concept of a file  Computers/ IWB
saving a file and its purpose and the need for saving it.  File making activities.
 Saving a file in the specified  Hands-on activities (individual  Worksheet activities
path. or group) on the Computer.

Life Skills: Organisational skills, Working together

241