PSEB Class 5 English Syllabus 2024-25 at pseb.ac.in Download PDF Here

PSEB Class 5 English Syllabus 2024-25 at pseb.ac.in

The Punjab School Education Board has published the latest syllabus for all grades. If your child is in class 5 and you are a parent or teacher seeking the complete syllabus, you are in the right place. The Punjab board updates and releases the revised curriculum annually. For the academic session 2024-25, here is the latest syllabus for class 5 English.

Check - PSEB Class 5 English Syllabus 2024-25

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Details Mentioned in PSEB Class 5th Date Sheet 2024

The following information is included in the online PSEB date sheet for class 5:

• Board name

• Examination name

• Subjects

• PSEB Class 5 exam date 2024

• Exam time

• Important instruction

PSEB Class 5 English Syllabus 2024-25

1. The Elves and the Shoemaker
2. Two Frogs
3. Child and Grandma
4. The Flying Sikh –Milkha Singh
5. Raja Birbal
6. Bank – Our Need
7. Global Warming
8. A Glimpse from History
9. Safe Circle

Learning Outcomes

The learner–

• answers coherently in written or oral form to questions in English based on day-to-day life experiences, unfamiliar stories, and poems heard or read.
• recites and shares English songs, poems, games, riddles, stories, tongue twisters etc., and recites and shares with peers and family members.
• acts according to instructions given in English, in games/sports, such as ‘Hit the ball!’ ‘Throw the ring.’ ‘Run to the finish line!’ etc.
• reads independently in English storybooks, news items/ headlines, advertisements etc. talks about them, and composes short paragraphs
• Conduct short interviews of people around him e.g. interviewing parents, teachers, school librarians, gardeners etc.
• uses meaningful grammatically correct sentences to describe and narrate incidents; and for framing questions
• uses synonyms such as ‘big/large’, ‘shut/ close’, and antonyms like inside/outside, light/dark from clues in context
• reads the text with comprehension, locates details and sequence of events
• connects ideas that he/she has inferred, through reading and interaction, with his/ her personal experiences
• takes dictation for different purposes, such as lists, paragraphs, dialogues etc.
• uses the dictionary for reference
• identifies kinds of nouns, and adverbs; differentiates between simple past and simple present verbs
• writes paragraphs in English from verbal, and visual clues, with appropriate punctuation marks and linkers
• writes a ‘mini biography’ and ‘mini autobiography’
• writes informal letters, messages and e-mails
• reads print in the surroundings (advertisements, directions, names of places etc.), understands and answers queries attempts to write creatively (stories, poems, posters, etc.)
• writes and speaks on peace, equality etc. suggesting personal views
• appreciates either verbally / in writing the variety in food, dress, customs and festivals as read/heard in his/her day-to-day life, in storybooks/ heard in narratives/ seen in videos, films etc.

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Suggested Pedagogical Processes

The learner may be provided opportunities in pairs/groups/ individually and encouraged to–

• discuss and present orally, and then write answers to text-based questions, short descriptive paragraphs
• participate in activities which involve English language use, such as role-play, enactment, dialogue and dramatization of stories read and heard
• look at print-rich environments such as newspapers, signs and directions in public places, pamphlets, and suggested websites for language learning
• prepare a speech for morning assemblies, group discussions, debates on selected topics, etc.
• infer the meaning of unfamiliar words from the context while reading a variety of texts
• Refer to the dictionary, for spelling, and meaning and to find out synonyms and antonyms
• Understand the use of synonyms, such as ‘big/large’, ‘shut/ close’, and antonyms like inside/outside, light/dark from clues in the context
• relate ideas, proverbs and expressions in the stories that they have heard, to those in their mother tongue/surroundings/cultural context
• Read independently and silently in English/ Braille, adventure stories, travelogues, folk/ fairy tales etc.
• find out different forms of writing (informal letters, lists, stories leave applications, notices etc.)
• learn grammar in a context and integrated manner (such as use of nouns, and adverbs; differentiate between simple past and simple present verbs.)
• use linkers to indicate connections between words and sentences such as ‘Then’, ‘After that’, etc.
• take dictation of short texts such as lists, paragraphs and dialogues.
• enrich vocabulary through crossword puzzles, word chains etc.