Ms. Sheetal likes to use stories and poems in primary classes to explain…

Concept

EVS teaching at the primary stage follows a child-centred, constructivist approach: stories, poems and rhymes are used as narrative tools that make abstract environmental and social ideas concrete, connect the classroom to the child's own lived and cultural context, and turn the lesson into a joyful, participatory experience — not as a shortcut to finish content that children are assumed to already know.

Application to this item

• Statement A ("complete the EVS syllabus... students have heard them before") treats stories and poems as a way to cover content quickly on the assumption that children already know it — this is a syllabus-management justification, not a pedagogical one.

• Statement B ("encourage students to write their own poems and stories") is a genuine pedagogical gain: hearing a story or poem models a form the child can imitate and extend, nurturing creative and expressive skills.

• Statement C ("make students aware of diversity in language and culture") also holds: stories and poems typically carry region-specific idiom, custom and dialect, so using them builds the appreciation for linguistic and cultural plurality that EVS aims for.

• Statement D ("make lessons more interactive, enjoyable and interesting") holds too: narrative and rhyme naturally invite recitation, dramatization and discussion, turning an EVS concept into an engaging classroom activity rather than a lecture.

Cross-check

Since B, C and D each describe a sound pedagogical reason and A describes only a content-coverage assumption, the combination that keeps every genuine pedagogical reason while dropping the non-pedagogical one is B, C and D.