Textbook of English for Class 1

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 0123 – Mridang
Textbook for Class I ISBN 978-93-5292-439-4

First Edition ALL RIGHTS RESERVED

May 2023  Jyestha 1945  No part of this publication may be reproduced, stored in a retrieval system
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 Foreword

India has a rich tradition of nurturing the holistic development of children

during their most formative years. These traditions provide for complementary
roles for the immediate family, the extended family, the community, and
formal institutions of care and learning. In addressing the first eight years
of a child’s life, this holistic approach — which includes the cultivation of
sanskar which are passed on from generation to generation — has a critical
and positive lifelong influence on every aspect of a child’s growth, health,
behaviour, and cognitive capabilities in the later years.
Considering the importance of the early years in a child’s lifelong
development, the National Education Policy 2020 (NEP 2020) envisioned a
5+3+3+4 curricular and pedagogical structure as providing a much needed
focus on formal education and childcare in the country during the first five
years corresponding to ages 3-8, naming it the Foundational Stage. Classes
1 and 2 form an integral part of this Foundational Stage, continuing from
the ages of 3-6 years, in which a child’s holistic growth is taken care of in
Balvatika. An individual’s lifelong learning, social and emotional behaviour,
and overall health depend deeply upon the experiences gained during this
critical Foundational Stage.
The Policy thus recommended developing a National Curriculum
Framework specifically for this Stage, which would comprehensively guide
the whole education system toward providing high-quality education
in children’s early years, thereby carrying this momentum forward to
the other later stages of school education. Based on the principles and
objectives enunciated under NEP 2020 — as well as on research from a
range of disciplines (including neuroscience and early childhood education),
on experiences and accumulated knowledge from the ground, and on the
aspirations and goals of our Nation — the National Curriculum Framework
for Foundational Stage (NCF-FS) was developed and released on 22 October
2022. Subsequently, textbooks have been developed to bring to life the
curricular approach of the NCF-FS. The textbooks attempt to connect to the
children’s real life by recognising their learning in the classroom and the
significant learning resources in the family and the community.
The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas
(the development of the five sheaths of human personality) as elucidated
in the Taittiriya Upanishad. The NCF-FS enunciates the five domains of
learning, i.e., physical and motor; socio-emotional; cognitive; language and
literacy; and cultural and aesthetic, which map to the Indian tradition of
Panchkosh consisting of five kosh viz. Annamaya, Pranmaya, Manomaya,
Vijnanmaya and Anandmaya. Besides, it also focuses on integrating a child’s
experiences at home with the knowledge, skills, and attitudes that would be
developed within the school’s precinct.

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 The NCF-FS, which covers Classes 1 and 2, also articulates a play-based
approach to learning. According to this approach, books form an essential
part of the learning process; however, it is also important to understand that
books are only one among many pedagogical tools and methods, including
activities, toys, games, conversation, discussion, and more. This marks a
departure from the prevailing system of merely learning from books to a
more congenial play-way and competency-based learning system, where
children’s engagement with what they do and learn becomes critical. Thus,
the book in hand must be seen as an instrument to promote a play-based
pedagogical approach in its entirety for this age group of children.
The present textbook attempts to provide competency-based content in
a simple, interesting, and engaging manner. The endeavour has been to
make it inclusive and progressive by breaking several stereotypes through
the presentation of text and illustrations. The child’s local context, which
includes traditions, culture, language usage, and rootedness in India and is
central to students’ holistic development, has been reflected in the books.
An effort has been made to make it engaging and joyful for the child. The
book integrates art and craft to help children appreciate the aesthetic sense
inherent in such activities. The textbook provides children with situational
awareness to understand the underlying concepts relating to them in their
own contexts. Though light in terms of content, this textbook is rich in
substance, providing varied experiences and integrating play-way methods
of learning through toys, games, and a variety of other activities. It includes
questions that will help children develop critical thinking and problem-
solving abilities. Besides, the textbook has rich subject matter and activities
to help children develop the necessary sensitivity towards our environment.
It also provides ample scope for our States/UTs to add/adapt content
with local perspectives in the versions that they may develop as per the
recommendations of NEP 2020.
NCERT appreciates the hard work done by the committee set up to develop
the syllabus and learning-teaching material for the foundational stage. I
thank the Chairperson of this committee, Professor Shashikala Wanjari, and
all other members for completing this task in time and in such an admirable
way. I am also thankful to all the institutions and organisations which have
generously extended their help and assistance in making this possible. I am
especially thankful to Dr. K. Kasturirangan, Chairperson of the National
Steering Committee, and its other members, including those of the Mandate
Group, its Chairperson Professor Manjul Bhargava, and members of the
Review Committee, for their timely and valuable suggestions.
As an organisation committed to reforming school education in Bharat
and continuously improving the quality of all learning and teaching material
that it develops, NCERT looks forward to critical comments and suggestions
from all its stakeholders to further improve upon this textbook.

Professor Dinesh Prasad Saklani

Director
27 January 2023 National Council of Educational
New Delhi Research and Training

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 About the Book

Language is not only a medium of communication but also a vehicle

for the continuous development of human beings. As per the National
Education Policy (NEP) 2020, language plays an important role in
promoting national development and contributes to the development of
a just society. This policy has given much importance to the development
of language and literacy in the education of children as these create
a foundation for the learning of other subjects. NEP 2020 focusses
on developing the skills of learning to learn, problem-solving, logical
reasoning, critical thinking and creative thinking along with language
development at the Foundational Stage.
In consonance with the approach advocated by the National
Curriculum Framework 2022 and for Language Education and Literacy
at the Foundational Stage, children learn concepts faster in their home
language. Therefore, the primary medium of instruction would optimally
be the child’s home language, mother tongue or familiar language.
Hence, here English is considered as second language (L2). Accordingly
a communication-focused approach has been adopted in the English
textbooks. The aim of this book is to enable the child to develop
strong oral language skills (adequate vocabulary and oral expression
skills) by the end of Foundational Stage. In addition to oral language
development, written language is also being introduced to the learner
in a gradual and sequential way. The textbook takes into consideration
the curricular goals, competencies and learning outcomes mentioned
in the NCF-FS 2022 and the syllabus developed for the Foundational
Stage.
Children learn through observation, imitation and collaboration.
They also learn through concrete experiences, using their senses
and acting upon the environment; this has been kept in mind while
developing the textbook. The content included in this book is drawn
from the experiences of children and is suitable for their developmental
needs as it provides ample opportunities for imagination, storytelling,
art, music and play. The content is also supported with art-integrated
and cross-curricular based activities which makes learning fun for the
child as well as reflects the life of and around the learner. Both prose
and poetry are centered around the themes of self and society, toys and
games, health and hygiene, cleanliness, environment, travel, culture,

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 national identity and patriotism and the values pertaining to Global
Citizenship Education (GCED). Further, the textbooks also encourage
the teachers to go beyond the content and use a variety of relevant
learning–teaching material depending on the context and the cognitive
appropriateness of their learners.
Illustrations are of primary importance and more so in a second
language textbook, they are not mere add-ons to the textbooks, but are
integral to it. Through this book, the learners are given ample exposure
to the alphabet (both small and capital letters). Gradual progression in
writing from drawing and labelling, simple words to simple phrases and
then to simple sentences has been followed. Plenty of picture-stories
as well as colourful and relevant illustrations support all the texts
throughout the book to augment their comprehension. In addition to
that, illustrations also provoke the learner’s critical thinking.
An effort is made to present language-learning as a holistic process
of thinking, listening, observing, speaking, reading, imagining and
writing. So, a reading activity may be followed by a drawing task or an
oral discussion or could be preceded by a discussion on a picture and
so on. A variety of activities, tasks, songs, poems and stories help the
learner comprehend and practice the concepts. These are done through
various sections, like ‘Let us sing’, ‘Let us speak’, ‘Let us read’, ‘Let us
draw’, and ‘Let us write’. This not only helps the learner in the process
of language acquisition but also builds up their confidence level.
The curricular goals (CG as mentioned in NCF-FS) have been
addressed in the textbook. CG 9.1 ‘listens to and appreciates simple
songs, rhymes and poems’ finds ample reflection in the action
songs and engaging short poems in every unit. Young learners are
encouraged to think of rhyming words, which addresses CG 9.2.
Words related to familiar objects and events from day-to-day life are
found in all the lessons in this textbook. This is related to CG 9.7—
‘knows and uses enough words to carry out day-to-day interactions
effectively and can guess the meaning of new words by using existing
vocabulary’. Further, there are exercises provided for young learners
to engage in meaningful conversation, which is very important in L2.
CG 9.3 rightly addresses ‘converses fluently and can hold a meaningful
conversation’.
One of the highlights of the book is the focus on communication in
each unit, in the subsection titled ‘Let us speak’. The objective of the
activities is to encourage conversation and develop the child’s confidence
in speaking in English, so that the child will move progressively towards
independent engagement with English language.
Activities such as ‘Join the dots in alphabetical order’ is an example
of an instruction that the child needs to understand to complete a given
task, as indicated in CG 9.4. Interesting stories in simple language
are provided in the textbook in accordance with CG 9.5 and CG 9.6
which covers comprehension and narration of stories and identification
of characters. A lot of exercises related to phonological awareness have

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 been introduced at regular intervals throughout the book, to address
CG 11.1. Phonological awareness is the ability to discriminate between
similar sounding words. Since a child who is phonologically aware is
more likely to become a successful reader, it was important to find
ways of developing this awareness through tasks given in the textbook.
Most importantly, children are encouraged to have fun and play with
words.
One of the major recommendations of NCF-FS 2022 is the
inclusion of knowledge of India. Indian values and traditions have been
presented to the learner in an easily comprehensible and acceptable
way. This has been achieved through aptly placed illustrations, Indian
ways of greetings like ‘Namaste’ in ‘Greetings’, exposure to a variety of
Indian foods from across the country in the lesson ‘Eating Together’,
exposure to a variety of fruits and vegetables found in India in the
lesson ‘A Visit to the Market’, and so on.
Chapter 1 of Unit 1 titled ‘My Family and Me’, talks of parts of the
body with an emphasis on hygiene; it also helps children to associate
actions with words. Chapter 2 inculcates politeness by introducing
the various ways of greeting others, including ‘Namaste’. Chapter 3
introduces young learners to the concept of family, through a story
of a sparrow family, enabling them to learn words related to family
members.
Unit 2 titled ‘Life Around Us’, introduces children to the animals and
birds in the surroundings. In Chapter 2, children learn the prepositions
‘up’ and ‘down’ through the familiar Indian folktale ‘The Cap-seller and
the Monkeys’. Chapter 3 emphasises rhyming words, throught the
comic strip ‘Catch me if you can’. Chapter 4 introduces young learners
in the farm and around the home.
Unit 3 titled ‘Food’ in Chapter 1, provides a glimpse of the variety
of fruits, vegetables and flowers found in our country. Chapter 2 titled
‘The Food we Eat’ emphasises having respect for food, importance of
saying a short prayer before eating meals, and addresses the diversity
of food in our country.
Unit 4 titled ‘Seasons’ in Chapter 1 discusses the various seasons,
and the changes in temperature, items of clothing, etc. Chapter 2 has
a beautiful story on the colours of the rainbow. The chapter ends with
the colouring of the national flag.
Multilingualism has been interwoven into the tasks and activities
with specific guidelines to the teacher, wherever required. This facilitates
the learner to move progressively from the home language to English.
It also helps to shift from teacher-driven classroom to learner-centric
classroom.
This book aids in the holistic development of the learner. The chapters
aim at stimulating development of socio-emotional domain of children,
through poems and narratives related to their family, neighbourhood
and community.
Language and literacy, physical, socio-emotional, aesthetic and

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 cognitive domains have been integrated along with the development of
positive habits to create a learning impression in totality for children.
Development of Annamaya, Pranamaya, Manomaya, and Vignyanmaya
kosha is an ongoing process which leads to the manifestation of
Anandmaya kosha. The present textbook is a step in this direction.
In addition to the material provided in the textbook, teachers may
also use the matter embedded in the QR code. Further, as suggested in
‘Note to the teacher’ sections given throughout the book, teachers are
encouraged to use local stories, proverbs and objects in the classroom,
as well as audio and video support from DIKSHA platform. The textbook
is only one tool, learning needs many resources.
This textbook is not the only source of learning. Children learn
much more while observing the environment around them, talking
to peers and elders including grandparents, making things of their
interest, watching TV, playing with mobile, toys and games, listening
stories, poems, doing projects, visiting places of cultural importance
and travelling. Therefore, we, as teachers or parents, need to value this
learning which goes beyond the textbook and try to map it with the
competencies and curricular goals identified for this stage. Education
of our children is seen as our collective responsibility.

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 Development Team
Advisor
Dinesh Prasad Saklani, Director, NCERT, New Delhi
Guidance
Shashikala Wanjari, Professor (Retd.) and Former VC, SNDT Women’s
University, Mumbai (Chairperson, Syllabus and Learning-Teaching
Material Development Committee)
Suniti Sanwal, Professor and Head, Department of Elementary
Education, NCERT, New Delhi (Member Convenor, Syllabus and
Learning-Teaching Material Development Committee)
Contributors
R. Savitha, Coordinator, Samvit Research Foundation, Bengaluru
Ganga Mahato, Assistant Professor, Regional Institute of Education,
NCERT, Bhopal
Reviewers
Manjul Bhargava, Member, National Steering Committee and
Chairperson, Mandate Group
Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru
Sandhya Sahoo, Professor, Regional Institute of Education, NCERT,
Bhubaneswar
Ranjana Arora, Professor and Head, Department of Curriculum
Studies and Development, NCERT, New Delhi
Jyotsna Tiwari, Professor and Head, Department of Gender Studies
and Department of Education in Arts and Aesthetics, NCERT, New
Delhi
K.V. Sridevi, Assistant Professor, Department of Curriculum Studies
and Development, NCERT, New Delhi
Academic Coordinator
Varada Mohan Nikalje, Professor, Department of Elementary
Education, NCERT, New Delhi

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 Acknowledgements

The Council is grateful to Bharat P., Nagalingappa R. Badiger, Henu

Mehtani, Sanya Jain, Freelance Artists; Neetu and Amandeep Singh,
Artists and graphic designers of CIET for providing the illustrations
for the textbook; Bharatheesha P., Graphic Designer, and Joel Gill for
creating the layout of the textbook. The efforts of Kalpana Manwal,
SRA (Contractual), Onshangla Zimik, Shivangi Lohumi, Vidhi Joon,
JPFs (Contractual), Department of Elementary Education, NCERT,
Ilma Nasir, Editor (Contractual), and Chanchal Chauhan, Assistant
Editor (Contactual), are appreciated for providing support in the
development of the textbook.
The Council gratefully acknowledges the efforts of Soumma
Chandra, Editor (Contractual), Publication Division, NCERT, for
editing the handbook. The Council is thankful to Pawan Kumar Barriar,
In charge, DTP Cell, Publication Division, NCERT; DTP Operators
(Contractual) Upasana, Publication Division; Kishore Singhal, Rohit
Kumar, Department of Elementary Education, NCERT, for giving
this document its final shape.

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 Contents

Foreword iii
About the Book vii

Unit 1: My Family and Me

Two Little Hands 01
Greetings 15

Unit 2: Life Around Us

Picture Time 47
The Cap-seller 54
and the Monkeys
A Farm 75

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 Unit 3: Food
Fun with Pictures 84
The Food we Eat 98

Unit 4: Seasons
The Four Seasons 106
Anandi’s Rainbow 115

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