report support material - wordpress.com & support material 12 day in‐service training course...

1

Report & Support Material

12 Day In‐service Training Course for PGTs [English] (First Spell) 17.05.2012 to 28.05.2012

Course & Venue Director

S.Selvaraj (Deputy Commissioner)

Director KVS, ZIET, Mysore

Venue

Kendriya Vidyalaya Sangathan Zonal Institute of Education & Training GITB Press Campus, Siddharthnagar

Mysore – 570011 Website: www.zietmysore.org

2

12 Day In‐Service Training Course (First Spell)

17.05.2012 to 28.05.2012 For

PGTs [English]

Course Director S.Selvaraj

(Deputy Commissioner) Director

KVS, ZIET, Mysore

Associate Course Director Ruby Huria

Vice ‐ Principal KV, MYSORE

Resource Persons

Mrs. Geetha Warrior PGT(Eng.) K.V. No.1 NB Kochi

Dr. (Mrs.) Reema Stella Jayachandran, PGT(Eng.), K.V. Bolarum

Supported By ZIET Staff

Shri. K. Arumugam, PGT(Phy.)Shri M. Govindu, PGT(Maths) Shri. U.P. Binoy, PGT(Eng)Smt. Sahaya Mary, H.M

Shri. V.L. Vernekar, Librarian Sri S.S.Samy, Steno. Gr.II,Sri N.S. Sanal Kumar, LDC, Shri Shekare Gowda and Sri Venkatarama, Sub Staff

3

OUR PATRONS

SHRI. AVINASH DIKSHIT

COMMISSIONER

SHRI. O. M. PRABHAKARAN ADDITIONAL COMMISSIONER (ADMN)

DR. DINESH KUMAR ADDITIONAL COMMISSIONER (ACAD)

DR. SACHI KANT JOINT COMMISSIONER (TRG)

SHRI. U.N.KHAWARE JOINT COMMISSIONER (ACAD)

DR. E. PRABHAKAR JOINT COMMISSIONER (PERS)

SHRI. S. VIJAYKUMAR JOINT COMMISSIONER (ADMN)

SHRI. M. ARUMUGAM JOINT COMMISSIONER (FIN)

4

FOREWORD

In‐service Course is an important academic activity carried out by Kendriya Vidyalaya Sangathan for the purpose of building up the competence of its teachers who are the vital human resource of the organization, which enjoys the Brand Equity for providing quality school education to more than a million students pursuing their studies in about 1087 Kendriya Vidyalayas across the country. Keeping this in view, the 1st spell In‐service Course for 12 days for PGTs (English) at ZIET Mysore from 17th to 28th May 2012 was carefully planned to update the subject knowledge and transactional skills of the participants as well as to bring about the desirable attitudinal change in them towards their profession.

As per the direction and guidance from the Senior Officers of KVS, during the 12‐day course, the general topics of crucial relevance to teachers such as NCF 2005, Inclusive Education, Guidance and Counselling, Life Skills, Value Education, Teaching High and Low Achievers, Innovation, Experimentation and Action Research, and Language Testing and Evaluation were dealt with extensively and effectively by inviting the specialists in the respective field. For enhancing the professional competence of the participants, necessary content enrichment inputs were provided on teaching Prose, Poetry, Drama, Grammars, Reading and Writing skills. The participants gained ample practical experience and exposure through the eight demo lesson sessions in which about 24 participants presented Demo‐cum‐Model lessons under the able guidance of the Resource Persons. The participants could further develop their ICT skills through the Computer Literacy Classes and the Oracle’s Technology Workshop and interactive session on e‐content development. Field experience was provided to the participants by way of organizing the Local Educational Tour to the Language Laboratory, Library and Studio of the Central Institute of Indian Languages, Mysore and the places of Historical and Cultural importance such as the Chamundi Hill, Mysore Palace, Tipu Sultan’s Palace and Fort, and Krishna Raja Sagar Dam.

Dr. G. Neetu’s session on Communication and Presentation skills was well appreciated by all participants. The rich variety of the course components helped in sustaining the enthusiastic involvement of the participants throughout the course.

The Associate Course Director, Smt. Ruby Huria, Vice‐Principal, K.V. Mysore, the learned Resource Persons, viz. Smt. Geetha Warrier, PGT (Eng.), K.V. No.1 NB Kochi and Dr. (Mrs.) Reema Stella Jayachandran, PGT (Eng.), K.V. Bolarum and Sh. U.P. Binoy, Faculty Member of ZIET Mysore played a commendable role in making the 12‐day Course highly successful by extending their valuable support and guidance to the participants.

As Course Director, I also feel indebted to the newly joined Faculty Members of ZIET Mysore namely, Shri. K. Arumugam, PGT (Phy.), Shri M. Govindu, PGT(Maths), Smt. Sahaya Mary, H.M, Shri. V.L.Vernekar, Librarian and the non‐teaching staff members namely, Shri S.S.Samy, Steno. Gr.II, Shri N.S. Sanal Kumar, LDC, Shri Shekare Gowda and Shri Venkatarama Sub‐Staff for wholeheartedly contributing their efforts for the over‐all success of the programme. I feel sure and confident that the participants will feel highly satisfied and immensely enriched professionally on the conclusion of the 12‐day 1st spell In‐service Course.

S. SELVARAJ

DIRECTOR

5

KENDRIYA VIDYALAYA SANGATHAN ZIET :: MYSORE

In‐service Course PGT (English) 1st spell 17th to 28th May, 2012 List of Participants

Sr. No. Name of Participant Name of Vidyalaya Name of Region

1. Mr.B. Venkateswarlu ASC Centre Bangalore Bangalore

2. Mrs. Sreedevi Warrier DRDO Bangalore Bangalore

3. Mrs.M.Kalashree Hebbal Bangalore Bangalore

4. Miss. Anu Susan Mathews NAL Bangalore Bangalore

5. Mr. Harilal A.U. RWF Yelahanka Bangalore

6. Smt. C. Kalaimathy AFS, Yelahanka Bangalore

7. Smt. Marjarry Devagnanam HVF Avadi Chennai

8. Ms. Mohana Sundari Coimbatore Chennai

9. Mrs. P.S. Bindu CRPF, Avadi Chennai

10. Mr.P.Kannan No.II, Pondicherry Chennai

11. Shri. K. Viswanathan No.I, Kalpakkam Chennai

12. Smt. P.G. Rohini Dindugal Chennai

13. Smt. Anita Cyriac Pangode Ernakulam

14. S.Jayaraman No.1 Calicut Ernakulam

15. Shri. Melbin Peter Pattom Ernakulam

16. Lilly Joseph Tirumalagiri Hyderabad

17. A Vijaya Manjula Hakimpet Hyderabad

18. Mercy Subhashini Eddumailaram Hyderabad

19. Shri. N. Mohan Kumar Reddy ONGC Rajahmundry Hyderabad

6

20. Smt. Sheeba Krishna R. Bilaspur Jabalpur

21. Mrs B.Mookarjee GCF No.1, Jabalpur Jabalpur

22. Sh P.K.Kori GCF No.1, Jabalpur Jabalpur

23. B.K. Mishra Ambikapur Jabalpur

24. Rosy Puniyani Jayant Colliery Jabalpur

25. Dr. Kalpana Chaturvedi VF Jabalpur Jabalpur

26. Sri.S.K.L.Varnwall OEF Kanpur Lucknow

27. Mr.Madhusoodanan N No.I, Colaba Mumbai

28. Alka Srivastava Mankhurd Mumbai

29. Mrs. V.S. Salve No.3, Colaba Mumbai

30. Mr. Raju.B.Gujar No.1 Dehu Road Mumbai

31. Mrs. Neelima Limaye BEG Pune Mumbai

32. Prakash Yashwant Medhekar Lonavla Mumbai

33. Miss Tara Daulatani Nasik Road Camp Mumbai

34. Smt. Kiran Arya IIT Powai Mumbai

35. Smt. Letha Sunukumar No.II, Colaba Mumbai

36. Sh. R. Sundar Jamuna Colliery Raipur

37. Mr. H. Kiro Raigarh Raipur

7

KENDRIYA VIDYALAYA SANGATHAN ZIET: MYSORE Participants E‐mail ID and Mob. No.

Sr. No.

Name of Participant Name of Vidyalaya

Name of Region

Mob. No. E‐mail ID

1 Mr.B.Venkateswarlu ASC Centre Bangalore 9986299716 [email protected]

2 Mrs.Sreedevi Warrier DRDO B'lore Bangalore 9986711546 [email protected]

3 Mrs.M.Kalashree Hebbal Bangalore 9739464393 [email protected]

4 Miss. Anu Susan

Mathews NAL Bangalore Bangalore 8762262486 [email protected]

5 Mr. Harilal A.U. RWF Yelahanka Bangalore 9482225018 [email protected]

6 Smt. C. Kalaimathy AFS, Yelahanka Bangalore 9739533106 [email protected]

7 Smt.Marjarry Devagnanam

HVF Avadi Chennai 9444828383 [email protected]

8 Ms. Mohana Sundari Coimbatore Chennai 8903671959 [email protected]

9 Mrs. P.S. Bindu CRPF, Avadi Chennai 9444522880 [email protected]

10 Mr.P.Kannan No.II,

Pondicherry Chennai 9176303187

[email protected] [email protected]

11 Shri. K. Viswanathan No.I,

Kalpakkam Chennai 9445268387 [email protected]

12 Smt. P.G. Rohini Dindugal Chennai 9441190241 [email protected]

13 Smt. Anita Cyriac Pangode Ernakulam 9400435467 [email protected]

14 S.Jayaraman No.1 Calicut Ernakulam 9446425486 [email protected]

15 Shri. Melbin Peter Pattom Ernakulam 9961212204 [email protected]

16 Lilly Joseph Tirumalagiri Hyderabad 9885139444 [email protected]

17 A Vijaya Manjula Hakimpet Hyderabad 9391088060 [email protected]

18 Mercy Subhashini Eddumailaram Hyderabad 9553920804 [email protected]

19 Shri. N. Mohan Kumar

Reddy ONGC

Rajahmundary Hyderabad 9494449983 [email protected]

20 Smt. Sheeba Krishna R. Bilaspur Jabalpur 9407960588 9446900097

[email protected]

21 Mrs. B.Mookarjee GCF No.1, Jabalpur

Jabalpur 7354849931 [email protected]

8

22 Sh P.K.Kori GCF No.1, Jabalpur

Jabalpur 9630441747 [email protected]

23 B.K. Mishra Ambikapur Jabalpur 9713356042 [email protected]

24 Rosy Puniyani Jayant Colliery Jabalpur 9425835585 [email protected]

25 Dr. Kalpana Chaturvedi VF Jabalpur Jabalpur 9907042888 [email protected]

26 Sri.S.K.L.Varnwall OEF Kanpur Lucknow 9424626671

[email protected]

27 Mr.Madhusoodanan N No.I, Colaba Mumbai 9404149877 [email protected]

28 Alka Srivastava Mankhurd Mumbai 9987174099 9969961306

[email protected] [email protected]

29 Mrs. V.S Salve No.3, Colaba Mumbai 9167466481 [email protected]

30 Mr.Raju.B.Gujar No.1 Dehu

Road Mumbai 8855873678 [email protected]

31 Mrs. Neelima Limaye BEG Pune Mumbai 9923768693 [email protected]

32 Prakash Yashwant

Medhekar Lonavla Mumbai 9552479728 [email protected]

33 Miss Tara Daulatani Nasik Road

Camp Mumbai 9890770495 [email protected]

34 Smt. Kiran Arya IIT Powai Mumbai 9930682130 [email protected]

35 Smt. Letha Sunukumar No.II, Colaba Mumbai 9869355101 [email protected]

36 Sh. R. Sundar Jamuna Colliery

Raipur 8817432868 [email protected]

37 Mr. H. Kiro Raigarh Raipur 9907906652 [email protected]

38 Dr. Reema Bolaram Hyderabad 98490942269 [email protected] [email protected]

39 Smt. Geetha Warrier No.I, Kochi Ernakulam 09447154515 [email protected]

40 Smt. Ruby Huria Mysore Bangalore 9900363336 [email protected]

41 Shri. S. Selvaraj ZIET, Mysore Mysore 9483530345 [email protected]

9

IN‐SERVICE COURSE FOR PGT – (ENGLISH) 17.05.2012 to 28.05.2012 Groups

Committees

MESS, HEALTH & HYGIENE

K VISWANATHAN CHENNAI

ANITA CYRIAC ERNAKULAM

TARA DAULATANI MUMBAI

P K KORI JABALPUR

EDUCATIONAL EXCURSION

SREEDEVI WARRIER BANGALORE

R B GUJAR MUMBAI

R SUNDAR RAIPUR

ROSY PUNIYANI JABALPUR

CULTURAL ACTIVITIES

M. KALASREE BANGALORE

MOHANASUNDARI CHENNAI

V.S SALVE MUMBAI

S K L VARNWALL LUCKNOW

ALKA SRIVASTAVA MUMBAI

EDITORIAL BOARD

ANU SUSAN MATHEWS BANGALORE

LILLY JOSEPH HYDERABAD

LATHA SUNUKUMAR MUMBAI

N MOHANKUMAR REDDY HYDERABAD

VENKATESWARULU BANGALORE

GROUP I SHAKESPEARE

GROUP II ELIOT GROUP III FROST GROUP IV KEATS GROUP V ADIGA GROUP VI TAGORE

P G ROHINI [L] MAHUSOODANAN [L] TARA

DAULATANI [L] S K L VARNWALL

[L] ANITA CYRIAC [L]

C KALAIMATHY [L]

MERCY SUBHASHINI

ROSY PUNIYANI K

VISWANATHAN KALPANA

CHATURVEDI SREEDEVI WARRIER B.VENKATESWARLU

SHEEBA KRISHNAN R

B K MISHRA LILLY JOSEPH ANU SUSAN MATHEWS

N MOHAN KUMAR REDDY

MELBIN PETERS

S JAYARAMAN P S BINDU LETHA

SUNUKUMAR H KIRO P K KORI

MARJARRY DEVAGNANAM

ALKA SRIVASTAVA

R SUNDAR M KALASREE KIRAN ARYA NILIMA LIMAYE A VIJAYA MANJULA

V S SALVE MOHANASUNDARI R B GUJAR PRAKASH MEDHEKAR

HARILAL A U B MOOKARJEE

10

12 DAY IN‐SERVICE COURSE FOR PGTs [ENGLISH] (1st Spell) 17.05.2012 ‐ 28.05.2012

Need Assessment/ Questionnaire

1. Personal Date:

(i) Name (Give full name in block letters) : _________________________

(ii) Date of joining as PGT(English): _________________________

(iii) K.V. where working: _________________________

(iv) Educational and professional qualification:

(v) Previous service Details

a) Worked as PRT from _________________ to ____________

b) Worked as TGT (English) ______________ to ____________

2. Professional Data:

(i) Classes allotted to you in 2011 – 2012 :

(ii) Difficult Prose lessons from teaching point of view. (state any three)

1. ____________________ of class _____________

2. ____________________ of class _____________

3. ____________________ of class ______________

(iii) Difficult Poetry lessons from teaching point of view. (state any three)

1. ____________________ of class _______________

2. ____________________ of class _______________

3. ____________________ of class _______________

(iv) Difficult topics in Grammar. (list out at least three)

(v) Difficult topics in “Advanced writing skills”. (list out at least three)

(vi) List out the class room teaching methodologies you followed. (any three)

(vii) List of any five assessment modes used by you for FA2 and FA4 under CCE for the students of class IX / X.

(viii) List out any specific topic(s) in which you need guidance during the In‐service Course.

(ix) Are you capable of using computers and internet sources for teaching learning? Specify the ways you use those sources.

(x) The topics chosen for demo during the In‐service Course (2012) and time required.

(xi) Practical problems in implementation of CCE, if any.

Date:

Place:

Signature of the Participant

11

Time table for In ‐ Service Course for PGTs English –First spell ‐ May 2012

Time/ Date

9.00‐ 9.30 ‐ 9.30 – 11‐00 hrs

11.00 ‐

11.30 hrs

11.30‐13.00 hrs 13.00‐14.00 hrs

14.00‐15.30 hrs 15.30 ‐16.00 hrs

16.00‐17.30 hrs

17.05.2012 Thursday

Ice Breaking Session

Inauguration & Guest Lecture on “Latest Trends in School Education” by

Dr.Premlata Sharma

Tea Break

Inclusive Education & sensitizing

teachers towards children with special needs‐

Guest Lecture by Dr.S.P.Goswami

Lunch Break

Group Distribution& Work allotment followed by Pre test

Tea Break

Pretest

18.05.2012 Friday

Morning assembly & Discussion

Testing and Evaluation‐

Guest Lecture by Dr.P.Subbiah

Formal Testing of Listening and Speaking skills‐ Guest Lecture by Dr.P.Subbiah

Sec.School&Sr.sec.. School Curriculum

2013/2014

Demo Lessons: Introduction &

allotment

19.05.2012 Saturday


Teaching Poetry & Drama‐ difficult content areas

E‐content development‐

Interactive session with

Prof.Md.Minhaj

Computer Literacy Computer Literacy

20.05.12 Sunday


Teaching Strategies(Pair work,

Group work, Individualized )

Life Skills Guest Lecture by Dr.G.Venkatesh

Kumar

Demo lesson session 1

Group Work 1

12

21.05.2012 Monday


Teaching Grammar & difficult content areas

Teaching Prose & difficult content

areas


Group Work 2

22.05.2012 Tuesday


Effective Communication & Presentation skills‐

Interactive session by Dr.Neetu Ganapathy

Teaching Writing skills & problem

areas


Mid test

23.05.2012 Wednesday

Local Educational

Tour Local Educational Tour

Local Educational Tour

Local Educational Tour

Local Educational

Tour

24.05.2012 Thursday


Life Skills & Integrated Value Education

Oracle’s Technololgy Workshop

Lunch Break


Tea Break


25.05.2012 Friday


Phonetics Spoken English & Conversation Skills


Group Work 3

26.05.2012 Saturday


Effective use of Activities given at the end of each lesson


Innovation & Experimentation/ Action Research

Dealing with High & Low Achievers

Group Work 4

27.05.2012 Sunday


Post Test Post Test Demo lesson session 6

Presentation of GW4

28.05.2012 Monday


Guidance & Counselling



Valediction

13

Write ups of Sessions LATEST TRENDS IN SCHOOL EDUCATION

( Dr.Premalatha Sharma)

A learner may have physical, genetic or social difficulties. It is the duty of the teacher, society and environment to facilitate the learner in the way he wants to learn. It is for this reason that in CCE every student’s portfolio is required. There is a difference between teaching English as medium of instruction and as a subject English Literature. The motto of a teacher should be “catch early, help early”. Dronacharya did not conduct any aptitude test for Pandavas and Kauravas. He used critical pedagogy and noticed individual differences, developed the interest required and adapted himself as per the talents of his disciples.

A teacher is the king in his class. He should neither be critical of under achievers

nor pamper the over achievers. To discourage rote learning he should devise multiple types of test. Every child is unique and together, with others he contributes to make this world colourful. Hence education reforms are being made. Language teaching is not how better we teach but how well we make a child express his ideas.

INCLUSIVE EDUCATION AND SENSITIZING TEACHERS TOWARDS CHILDREN WITH SPECIAL NEEDS

(Dr.S.P.Goswami)

It is our ignorance that forces us to marginalize special children. The ground for isolating such children can be poverty, gender, caste or physical disabilities. Disability can be visible like blindness or paralysis as well as invisible like speech and hearing disorder. These children need not be sent to separate schools. Rather they should be given a place in normal schools as they need only a little individualized support. Teachers should prepare Individualized Education Programme for such students with both long term and short term goals. As far as possible they should be tied up with general curriculum.

School should have infrastructure that are disabled friendly. Awareness about such students needs to be spread. Teachers should adjust the curriculum and modify grading system for the children. Schools should pay attention to giving preferential seat, providing wheel chair, teaching Braille, using gestures etc. Teachers, parents and other members of society should know and follow the acts given below:

1. PWD act 2. Consumer code 3. RTI 4. RTE 5. Rights of Disabled‐ Indian Constitution 6. National policy for PWD 7.UN (Prepared by group I: Shakespeare)

14

EFFECTIVE COMMUNICATION AND PRESENTATION SKILLS Dr.Neetu Ganapathy

Communication and its importance: Communication involves ( i) Process of

communication (ii)Communication channels (iii)Barriers to communication (iv)Presentation skills.

What is communication? Communication is the most important life skill. Communication is a process that involves the transmission of meaningful information from one party to another through the use of shared symbols. Communication is successful only when the communicator is understood. If it has to be acted upon, one should have:

A sender and a receiver. The sender has to encode the message and the receiver

has to decode the message.

Communication channels including email, face to face comm., phone, letters,

memos etc.

Have to decide whether to meet that person face to face or call him over the

phone.

Proper communication, not just noise.

The different ways in which we communicate are through Spoken word, written word, visual image, body language etc. Communication should be clear, concise, correct, courteous and complete. There should not be any ambiguity. There should not be aggression in one’s approach. Communication channels are ranked by information richness. Fact‐to‐face and meeting is the richest channel, best for non‐routine, ambiguous, difficult messages. Interactive channels ( telephone, electronic media, e‐mail).Personal static channels (memos, letters, reports tailored to the receiver).Leanest channels are the bulletins, generalized reports) (best for routine, clear, simple messages).

Channels of communication: There are several channels. It is important to know which

channel to use. Barriers to effective communication: Noise is something that makes communication ineffective. Empathy is very important. Barriers can disrupt the accurate transmission of information. There barriers take different forms Feedback barrier

Make sure a two way conversation exists.

Noise barrier

Perception barrier

Ensure a positive feedback to help students develop self‐esteem and become responsible members of the society.

The Mehrabian Model Proposed by Prof. Albert Menrabian states that 7% of meaning is in words spoken, 38% of meaning is paralinguistic (the manner in which the words are said and 55% of meaning is conveyed through facial expression/body language

15

Message sent Message implied by senders

Message inferred by receivers

BE ON TIME AN EARLY START IS THE BEST ONE

SHE THINKS I AM LATE

Underlines the importance of non‐verbal factors in communication

But cannot be used as a rule for any form of communication

Emphasizes the need for more care to be taken while communicating on

the phone or by email due to the absence of visual cues.

PRESENTATION SKILLS:

While preparing to present a topic, find answers to the following questions: What, Why, When, Where, Who‐ audience analysis (is very important) &How. VISUAL AIDS: i. Slides ii.Limit yourself to one idea per slide. Iii. Don’t put too many points on a slide

v. Follow 5 X 5 rule (five point and five words) vi. Can be in the form of tables, graphs, pictures etc. vi. Font size should be big enough for all to see. Vii. Don’t use capitals throughout (a slide is supposed to be a visual which aids an understanding) PRACTICE: i. Time your presentation ii. Involve family and friends iii. Use the mirror iv. Improve through self‐analysis. v. Best cure for nervousness vi. Practice makes you perfect. More practice makes you perfect. vi. Don’t’ underestimate the power of practice. Vii. Make your speech a conversation. Viii. be enthusiastic ix. Involve the audience x .Establish eye‐contact xi. Never show your back to the audience.

E‐CONTENT DEVELOPMENT (Prof.Minhaj)

Prof. Minhaj began his session stating that e‐learning encompasses all forms of

electronically supported learning and teaching. It implies any form of learning that involves electronic devices and electronic content. According to him e‐learning has transformed the landscape of the classroom. In the view of Prof. Minhaj, e‐learning harnesses computers and the internet to improve the efficiency and effectiveness of the present educational system. He discussed in detail about the recent advancements in the educational system such as Internet, Simulation and Smart Classrooms. It was followed by an elaborative discussion on the different formats of e‐content like .PDF .DOC .JPEG .GIF .WAV .MP3 .MOV .MPEG .PPT .FLV .SWF etc. He explained in detail about the various kinds of Operating Systems like Windows, Linux, Macintosh etc. The participants were elaborated on the methods of creating a.pdf file using Adobe Acrobat Software. They were further informed that browsers like Internet Explorer, Mozilla Firefox or Google Chrome are required to access a webpage.

16

Installation and usage of Modular Objective Dynamic Learning Environment (MOODLE) (Mrs. Leena, PGT (Comp) K.V.No.2 Jalahalli, Bangaluru )

The session dealt was on the use of the latest innovation in the field of learning and teaching through technology, called MOODLE ie Modular Objective Dynamic Learning Environment. It is a platform where teachers can put up their knowledge of their subject for the use of student community. The step by step processes involved in the installation of MOODLE was explained. Participants could thus get a hands‐on training on how to install and run MOODLE on their respective computers. The basic requirement for the installation of MOODLE software is a RAM with minimum 2 GB memory and a Windows based computer. The session saw the installation of WAMP server 2.1 from www.wampserver.com by all the participants. This was followed by the creation of a database, after which the latest MOODLE package was downloaded from www.moodle.org. The session concluded with the successful downloading of the software by each participant and an account in MOODLE was created by all.

Prepared by Anu Susan Mathews

PGT English, KV NAL, Bangalore

Testing and Evaluation & Formal Testing of Listening and Speaking skills Dr.P.Subbiah, Professor cum Deputy Director CIIL

Dr. P. Subbiah highlighted on Testing and Evaluation on the outset of his lecture.

He talked about the three pillars of education: teaching, Learning and Evaluation. ‘Systems Approach’ underlines the fact that everything in the universe whether physical or conceptual is a part of the system. Society has various needs and for the fulfillment of these needs, policies are framed, goal is set and for the materialization of the goal curriculum is prepared for the syllabus to be designed.

Evaluation is an in‐built mechanism to ensure that the need, the policy and the

goal have been achieved through syllabus. Evaluation is a systematic process of comparison, collection of data, consolidation and conclusion or value judgment. Evaluation is comprehensive whereas assessment is partial. He focused on what, how, and why to test and he answered the questions comprehensively.

Listening is a conceptual object. Listening skills can be developed through listening

comprehensions which involves receiving, analyzing, storing, recalling and producing. Speaking skills are productive in nature but like listening skills this also rests and grows on content inputs leading to consequential effects. Life Skills for an Effective Teacher (Dr. Venkatesh Kumar, Professor of Psychology & Director UGC‐ Academic Staff College, Mysore) Dr. G. Venkatesh started his lecture with the need of life skills to be adopted by a teacher while dealing with his students. According to him, a child is like dough which can be given any shape. Thus, it is the moral responsibility of a teacher to teach, shape and guide him in the best manner. Therefore a teacher needs to be well equipped with various life skills. He suggested the following life skills for an effective teacher – A teacher should know himself well and be consistent in his qualities.

17

Should have a healthy and realistic self‐image.

Must be disciplined in his thoughts as well as deeds.

Should be able to communicate effectively.

Must be a good listener and train his students to be the same.

Should be confident and consistent in his approach.

Should be self‐reliant and respect his profession.

Should be able to confront and conquer fear.

Should respond responsibly instead of reacting impatiently.

Must excel in common sense.

He emphasized on ‘empathy’ as the most important life skill to be adopted by a teacher in order to build a rapport with students towards various situations and circumstances. He concluded with the message for a teacher to be confident, self‐reliant, fearless and ready to take risk and challenges leaving his comfort zone. (Prepared by group IV: Keats)

LIFE SKILLS AND VALUE EDUCATION BY MRS.RUBY HURIA (ASSOCIATE COURSE DIRECTOR)

The session on Life skills and Value Education taken by Mrs. Huria proved to be very interesting and inspiring. She dealt in detail all the Core Life Skills and the Sub Life Skills. She emphasized the teachers as facilitators play a very pivotal role in molding the lives of teachers. When a teacher handles a class of forty students in effect, he handles 120 souls. Each individual is unique, different and complete. It is the duty of the teacher to instill self confidence in students. She pointed out that stress results due to the inability to handle problems. In order to reduce stress, a problem should be dealt with, without any delay. Very often, problem solving defies conventional thinking and demands out of box thinking. Delving deeper into the topic Mrs. Huria drove home the point that decision making is a very important life skill. It is important to train our students to develop confidence and take decisions. Once a decision is taken, one should own the responsibility of that. Lateral thinking, ability to build up and maintain interpersonal relationship, ability to show empathy, managing one’s feelings and emotions and coping with stress are the other important life skills. Report by Group 2‐ (T. S. Eliot)

Session by the RPs Smt. Geetha Warrier & Dr. Reema 1. The model teaching class handled by Dr. Reema focussed on integrating the

teaching of grammar into the teaching of the prose text. A paragraph from the

lesson “A Portrait of a Lady” was used for the purpose. She pointed out how

simple and interesting grammar teaching can be. Her demonstration class

focussed on the teaching of simple present, simple past and past continuous.

2. The second session of the day was taken up by Smt. Geetha Warrier. The objective

of the session was teaching of grammar. She introduced two field maps showing

the differences. She was successful in eliciting the right answers through questions

from the participants thus demonstrating how present progressive tense, present

perfect tense and future tense could be put across to the students. Next the

18

participants were introduced to simple yet novel ideas of teaching reported

speech. The teaching of modals was taken up next through signs and symbols.

The participants were asked to expand the signs and without being conscious they

could learn the syntax and usage of sentences with modals.

3. The third session of the day was an interesting and equally resourceful session by

the faculty member of the ZIET Mysore Mr. UP. Binoy. The most effective way of

teaching a prose passage and the objectives of teaching prose was successfully

demonstrated in the session. The lesson taken up for the session was “The

Interview” from “Flemingo” of class XII. Mr. Binoy allowed the class to interview

him and thereby gave a chance to the participants to be the interviewers. He

stressed the need to plan without diluting the instructional objectives to be

realized through the lesson. Since prose lesson has the pivotal objective of reading

comprehension, the nature of activities should be designed and arranged in

achieving it. The dramatization, vocabulary exercises and other techniques can be

used to supplement the learning.

SPOKEN ENGLISH

Language is a powerful means of communication. It is the medium by which thoughts are conveyed from one person to another. It’s a mean of social control. Each community is formed by the activity of language. No society can function without it. Nor is it possible to think without language. When we think of anything, we give shape to our thinking with the help of language.

English is one of the most important global languages spoken by over 700 million people in the world. English is the language of international politics, trade, commerce and industry so we must have command over English if we want to have our say in the world. English has been rightly described as the language of opportunity. Knowledge of English is successful passport to employment. Besides, English is a language of upward socio‐economic mobility and means of interstate communication.

Language is a skill subject, primarily, observed as speech. Speech is the fundamental thing in language learning: reading and writing are secondary. If a person has command over the spoken word, he has a sense of achievement which is an incentive for further progress. Language becomes real and meaningful for him. Moreover, it facilitates reading and writing. If the child knows the spoken language, he has only to learn the written symbols for reading, and only to learn spelling for writing.

The main purpose of language is communication. The pupil must therefore cultivate the ability to speak intelligibly using appropriate word stress, sentence and intonation patterns. He should be able to use appropriate words and structures and present his idea effectively. He should acquire the ability to narrate incidents and events in a logical sequence and to converse in English in familiar social situations. Speech

19

practice is not given due attention in our schools. It is mainly because the pupil’s ability to speak is not generally tested in examinations. WHAT IS INVOLVED IN SPEAKING ENGLISH? The following points are involved in speaking English:‐

i) The pupil should be able to produce meaningful sounds, that is to say, he should be understood by the listener. For this, the pupil’s pronunciation should be clear and his use of words should be proper.

ii) The pupil should be able to produce sounds in meaningful chunks. iii) He should produce language in syntactically acceptable pattern forms. iv) He should produce language using proper stress, rhythm and intonation. v) He should be able to convey information. vi) Lastly, the pupil should be able to convey his emotions or attitude to the

listener.

TECHNIQUES AND PROCEDURES TO DEVELOP SPEAKING SKILLS

1. At the early stage, the pupils speak after the teacher. They should be provided a lot of practice in speaking in chorus (the whole class together), in small groups or individually. It is important that the teacher’s own pronunciation is reasonably good because the pronunciation of a pupil cannot be better than that of his teacher.

2. Rhymes, chants and songs: An enjoyable way of learning to say English words and sentences are through rhymes chants and songs. This is especially so with children in the primary/upper primary classes.

3. The teacher should point out the mistakes made by a pupil in mispronouncing a sound or word. Pronunciation drills should be conducted in the class.

4. Special efforts should be made to teach sounds which do not occur in the mother tongue of the child.

5. The teacher should ensure that his pupils acquire correct stress and intonation patterns.

6. Drills: Drills held the pupil to form language habits. They help him to improve his pronunciation to speak English with proper stress and intonation, to practice the basic sentence patterns and vocabulary, and to speak the language fluently and confidently. The teacher should devote some time to do drill work in the class.

7. Reading aloud: An essential step in teaching prose intensively is reading aloud by the pupils. This helps them to speak with right stress and intonation. It also provides and opportunity to the teacher to correct their mistakes and drill the correct forms.

8. Using tape recorder: The tape recorder is of great use in acquiring correct pronunciation. The tape records the pupil’s voice and reproduces it before him. He gets the necessary shock when he hears his own speech with mistakes. The teacher points out the mistakes. Another recording is done and still another till the pupil is able to speak correctly.

20

9. Oral composition: Pictures are a useful aid to conduct oral composition. The teacher asks questions pertaining to a picture or a series of pictures and the pupils answer them. Thus, the oral composition is developed by question answer technique. After sufficient practice the pupils are able to reproduce the composition without the prompt of questions.

10. Using dialogues: The dialogue is the best type of text to teach the spoken language. It is because it presents the language directly in the contexts in which it is most commonly used. The pupils practice in the same way. Thus there is a link between language and situation. Moreover, the dialogue accommodates within its framework many features of the spoken language such as stress intonation, and key structures. The pupils participate actively in the lesson. The dialogue should be well constructed. The language should be relevant and appropriate. The situations should be realistic. The structural items should be limited to one or two main structures. The vocabulary items should be restricted. The dialogue should not be very long. Lastly, it must be interesting.

11. Role play activities: The teacher should organize role play activities, for example, one pupil imagines he is a farmer, the other pupils ask him questions on his daily routines. The situations for role play should be within the range of the pupil’s experience.

12. Other speaking activities: Pupils should be asked to narrate simple experiences such as “How I Spent Last Sunday”. They may be asked to describe some happening, for example. ‘An accident I saw yesterday’. They may be called upon to speak for two or three minutes on a topic or to take part in a debate. These speaking activities will enable them to organize their ideas in a sequence and to express them fluently.

Initiative as KVS Level: Though the KVS has made rapid strides in many areas a lot has to be done for improvement in level of spoken English. The KVS children lag behind in verbal presentation and communication which adversely affects their career prospect and up ward mobility. In order strengthen the status of spoken English in KVS following steps to be taken in time bond manner:

i) Developing minimum level of proficiency in Spoken English in all Principals of KVS‐ through training.

ii) After the training programme at Regional or Cluster Level Cascade training programme at the school level should be organized at regular interval to keep the inertial at bay. There should be no lecturing in the training programme organized for Principals and teachers.

iii) It should be ensured that the teachers teaching Maths, Science and EVS (Primary level) teach through English medium in consonance with the spirit of NCF 2005. It also needs to be ensured that Social Science or Humanities classes do not neutralize what has been done in other classes.

iii) The medium of conversation between RO and Principal, Principal and Teachers, Principal and Students, Teachers and Students should be English with room for flexibility in the beginning.

21

iv) School Assemblies should be conducted largely in English and speakers (teachers and students) will address the assemblies on rotation. Class level Programmes like literary meetings within the framework of the syllabus, debates, recitation, inter class drama, and school level drama should be organized on regular basis. Short speeches by teachers and students, dialogues, discussion and debates should be taken up in right earnest. The parents too, must be taken into confidence so that adequate cooperation is extended by them in this meaningful and useful pursuit. The Principal as an academic leader must play an effective role in this important exercise.

v) Small group instructional strategy should be adopted to develop spoken English skills.

vi) It is again stressed only suggestions and guidelines will not improve not will it make the programme a success. What is required is the will and zeal at all levels to overcome and improve. The school faculty as a team must find out the lacunae and take appropriate measures to improve the operationalization of the programme.

vii) In the ACR, the assessment under communication skill/bilingual competence should not be taken only as a technical formality. It should be on actual competence of the Principals and teachers.

viii) This programme should be taken as long term initiative and must be regularly monitored and enforced from all side.

ix) A record of activities undertaken must be kept in the school for monitoring by R.O. and KVS (HQ).

The co‐operation of Assistant Commissioner, Education Officers, Principals and Teachers as a team is imperative for the success of this noble mission.

Pre‐Test Paper No 1(First‐Spell)

Max. Marks‐ 100 Time‐3hours SECTION A‐20 MARKS

Q.1 Read the passage given below and answer the questions that follow

It is now globally recognised that punishment in any form or kind in school comes in the

way of the development of the full potential of children. When adults use corporal punishment it

teaches their children that hitting is an acceptable means of dealing with conflict. The more

children are hit, the more is the anger they report as adults and consequently the more they hit

their own children when they are parents, and the more likely they are to approve of hitting.

Corporal punishment leads to adverse physical, psychological and educational outcomes – including increased aggressive and destructive behaviour, increased disruptive behaviour in the classroom, vandalism, poor school achievement, poor attention span, increased drop‐out rate, school avoidance and school phobia, low self‐esteem, anxiety, somatic complaints, depression, suicide and retaliation against teachers – that emotionally scar the children for life. Children subjected to punishment prefer aggressive conflict resolution strategies with peers and siblings and they do not consider it a violation of their rights.

22

There is an association between corporal punishment meted out to children and maladaptive behavior patterns in later life, such as aggression and delinquency. The effects of various forms of mental harassment or psychological maltreatment have shown that (a) combinations of verbal abuse and emotional neglect tend to produce the most powerfully negative outcomes; (b) psychological maltreatment is a better predictor of detrimental developmental outcomes for young children than the severity of physical injury experienced by them; (c) it is the indicator most related to behaviour problems for children and adolescents; and (d) psychological abuse is a stronger predictor of both depression and low self‐esteem than physical abuse.

A chronic pattern of psychological maltreatment destroys a child’s sense of self and personal safety.

Subtle and overt forms of discrimination are also known to have a negative effect on the emotional and intellectual health of children. In recognition of the harmful consequences of corporal punishment on the child, the General Comment on corporal punishment stated that, “There is no ambiguity: ‘all forms of physical or mental violence’ does not leave room for any level of legalized violence against children. Corporal punishment and other cruel or degrading forms of punishment are forms of violence and States must take all appropriate legislative, administrative, social and educational measures to eliminate them.”

a). Based on your reading of the above passage, frame short answer questions to test local comprehension totaling 9 marks along with blueprint. [9] b) Frame three word attack questions to test vocabulary with relevant clues. [3]marks

Q.2 Read the following passage carefully and rate it on a scale of 1 to 5 for appropriateness for Note‐Making. Justify your answer. [8]

Lazy, underachiever, unmotivated, lack of desire to learn, fails to complete assignments, immature. Do these descriptions ring a bell? Living with an "invisible" disability can be extremely frustrating for a child and his parents. When a child is unable to meet educational expectations, typically, an emphasis may be first placed on the child's behaviors. Not every learning disability is readily apparent; some may be far more subtle and harder to diagnose. Unless a child shows clear‐cut delays in development, he may fall through the cracks.

Learning disabilities have a wide range of categories, even talented and gifted

children can have a learning disability in another area of learning. Learning disabilities are life long; however, they certainly do not hamper an individual's ability to become a valuable member of society. A learning disability does NOT mean that the person cannot learn. It simply means that modifications may need to be made to enhance learning.

The most common learning disabilities are: Dyslexia‐‐difficulties in the language

area, which may include reading, spelling, and understanding the concept or meaning of the message within the text. Dysgraphia‐‐difficulties in writing letters and/or keeping the written work within a confined space. Dyscalculia‐‐difficulties in the area of math, which include basic math facts and understanding math concepts. Auditory and Visual

23

Processing‐‐difficulties in sensory integration, although the child has normal vision and hearing, processing in the environment is overwhelming.

Approximately, 65% of our language is non‐verbal. Individuals are assessed by their language abilities, which include writing, speaking, spelling, and reading. Nonverbal learning disorders (NLD) are also called right‐hemisphere learning disorders. NLD is a neurological based learning disorder. This is a complicated learning disorder because it's hard to identify, it often remains undiagnosed, and the children who have it, tend to be misdiagnosed. Children with NLD possess strong skills particularly in the area of language development and rote memory. However, because of the child's inability to interpret non‐verbal cues in his environment, it is very difficult for him to understand and respond appropriately. Children who have NLD exhibit delays in the following areas: Motor‐‐difficulties in coordination and balance. Visual‐‐spatial‐organizational‐difficulties in visual‐spatial recall and perceptions. Social‐‐difficulties in recognizing non‐verbal cues and nuances, the inability to interact at an age‐appropriate social level, and immature reactions and judgments in comparison to peers. Coping‐‐difficulties in assimilating to new concepts and environments.

Central Auditory Processing Disorder (CAPD) has recently been renamed Auditory Processing Disorder(APD). Typically, the majority of us can learn and process despite background noise. APD is the inability to process language within our environment. Children who are at risk for APD are preemies, kids who have had chronic ear infections, those who are highly distractible and children diagnosed with ADD/ADHD, Asperger's Syndrome, and PDD( the autism spectrum).

If you suspect that your child has a learning disability, early intervention is essential. Talk to your child's physician. Contact an early intervention program in your area, or an education specialist. Head start is an excellent program that works with "at‐risk" preschool children. If you suspect that your school‐aged child is having difficulties, request an assessment by the school professionals. Empower yourself by researching learning disabilities and most importantly, don't be afraid to speak up on behalf of your child. You are the best advocate for your child, so don't get discouraged and by all means, be persistent.

SECTION B‐ 25 MARKS

3. Suggest five topics for Poster making for class XI. What criteria would you keep in mind while suggesting topics? Give any five criteria. [10]

4. What are the different types of letters prescribed for senior classes? How will you introduce the different types of letters in the class? [10]

5. How would you facilitate the students for organizing the points for effective article writing? [5]

24

SECTION C‐55 MARKS

6. Mention five most commonly found poetic devices in the poems taught by you and how will you make the students understand them?[5 ]

7. Suggest any two books you would recommend for the Reading Project in Class XI and reasons for choosing those books.[5 ]

8. What are the advantages of teaching integrated grammar? [ 5]

9. What are the five important components to be kept in mind while writing a lesson plan? [5]

10. What are the problems you face while teaching (a) Science Stream (b) Commerce Stream and (c) Humanities stream. How can they be successfully overcome? [5]

11. Mention any five ways in which you can integrate technology in a language classroom with special reference to Flamingo. [ 10 ]

12. Suggest five activities for FA‐2 and FA‐4 for class IX. Mention at least three evaluation criteria for each. [10]

13. How do lessons in the detailed text and the Supplementary Reader differ in their objectives? What are the different methodologies you adopt while teaching a detailed text and a Supplementary Reader? [10]

Mid‐Test Paper No 1(First‐Spell)

Max. Marks‐50 Time‐1hour I. Choose the correct option from the list given 1 x 5 = 5 1. IEP is‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ a. Individualized Education Programme b. Inclusive Education Programme c. Indian Education Programme d. None of the above. 2. LRE is ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ a. Learning through Research Education b. Learning Restricted Environment c. Least Restrictive Environment d. None of the above 3. UNCRPD expands to ‐‐‐‐‐‐‐‐‐‐‐‐ a. United Nation Child Rights Protection Department b. United Nation convention for Rights for Person with Disability c. United nation Commission for Rural programme Development d. None of the above.

25

4. SEN is‐‐‐‐‐‐‐‐‐‐‐‐‐ 1. Special Environment need 2. State Education Need 3. Special Education Need 4. None of the above. 5. NCTE means‐‐‐‐‐‐‐‐‐‐‐ 1. National Commission for Technical Education 2. National Council for Teacher Education 3. National Curriculum for Technology based Education 4. None of the above. II. Choose the correct option: 1 x 5 = 5 1. According to NCF 2005 teacher is a ‐‐‐‐‐‐‐‐‐‐‐‐‐‐ a. guide b. facilitator c. friend d. philosopher 2. We learn ‐‐‐‐‐‐‐‐% when we teach someone a.95 b.25 c.75 d.35 3. ‐‐‐‐‐‐‐is based on grouping the students with different levels of aptitude, verbal intelligence and performance. a. Multi level grouping b. Multi ability grouping c. Multi aptitude grouping d. Multi intelligence grouping 4. RTE was implemented on with effect from‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ a. 1st April 2010 b.1st November 2011 c.1st July 2008 d.1st Jan2012 5. Evaluation is an ‐‐‐‐‐‐‐‐ entity a. interdependent b. interdisciplinary c. independent d. interlinked III. Fill in the blanks: 1 x 5 = 5 1. Unknown part of a concept is called …………………………………………………. 2. The two types of disabilities are ……………………………..like blindness, loco motor problems and ………………………………….like speech & hearing disorders. 3.Listening is a ………………………………………object. 4. ‘Audacity’ is a soft ware for…………………………………. 5. NCF 2005 recommends ………………………………theory of teaching and learning. IV. Match the following: 1 x 5 = 5 1. Web browser a) Flash player 1. ……………….. 2. Text b) Picsearch 2. …………………

26

3. Image c) Nvu editor 3. ………………… 4. Multi media d) PDF file 4. ………………… 5. Webpage e) Firefox 5. ………………… V. Differentiate between 2 x 5 = 10

Over achiever Under achiever

Curriculum Syllabus

Formative assessment Summative assessment

Aims Objectives

Group work Pair work

VI. Answer the following: A. What are 3 kinds of the ‘knowledge of self’? (3)

1.

2.

3.

B. What are 3 components of listening? (3)

1) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 3)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

C. The four steps involved in learning are: (4)

1) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

D. The four components of evaluation are (4)

1) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

3) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

VII. What are the 6 steps to be followed by the teacher for ‘Teacher (6) Accommodation’ in ‘Inclusive Education’?

1)

27

KENDRIYA VIDYALAYA SANGATHAN ‐ ZIET MYSORE IN ‐ SERVICE COURSE FOR PGTs [ENGLISH] ‐ 1ST SPELL [May 2012]

POST ‐ TEST Marks: 100 Time allowed: 2

PART A

Q. I Choose the correct option & write it in the box provided: 1 x 5 = 5 1. ………………………………………is an MS tool for developing web pages. a] MS publisher b] MS excel c] MS Front page d] MS office 2. Computer uses the ……………………………………language of bits & bytes a] digital b] binary c] algorithmic d] html 3. PWD stands for ……………………………………….

[a] Persons With Disability [b]Persons Working on Disability [c] Persons Working with the Disabled [d] None of the above 4. CGPA is ………………………………………………….. a] Cumulative Grade Point Assessment b] Cumulative Grade Point Average c] Curricular Grade Point Assessment d] Curricular Grade Point Average 5. NCPCR is ……………………………….

[a] National Commission for Prevention of Children’s Renegade b] National Commission for Protection of Child Rights c] National Commission for Prevention of Child Revolt d] National Commission for Protection of Children’s Revival

Q.II Fill in the blanks appropriately: 2 x 5 = 10 1. URL expands to …………………………………………………………………………………….………………………… 2. ……………………………is the Indian language perfect for developing a computer programme. 3. While using Alice 3, the four tool handles on the top right hand side are: turn, ……………… vertical movement and …………………………………………… 4. …………………………………………………….. is the freeware used to convert ‘.mov’ files into ‘.avi’ format supported by the internet. 5………………............theory states that every object, whether physical or conceptual can be seen as part of a system.

28

Q.III Answer briefly: (ANY 5) 2 x 5 = 10

1. Define choral reading.

2. Differentiate between life skills and value education?

3. What is IP address? How can it be found out from the computer?

4. What is critical pedagogy?

5. What is ‘pack & go’ option?

6. Why should a teacher use Action Research?

Q.IV Answer briefly giving 3 points each: 3 x 10 = 30

1. Mention any 3 advantages of multiple textbook?

2. What are the 3 pillars of education?

3. What does the Mehrabian model say?

4. What is SWOT analysis?

5. Identify any 3 inbuilt obstacles in the system of school education which come in the

way of sustaining innovation.

6. Name 3 broad areas falling within the school system which have scope for innovation.

7. What are the steps involved in Decision Making?

8. List the precautions you would take while organizing a one day picnic for your class.*

9. What are the different barriers in communication?

10. Mention the peculiarities of the first paragraph of a newspaper report.

Q,V Give 5 points for each of the following: 5 x 9 = 45

1. Mention 5 advantages of team work?

2. Mention the methods of communication?

3. What are the five points to be kept in mind while preparing a slide?

4. Mention 5 channels of Communication.

5. Give a set of rubrics for role play.

6. What are the points to be kept in mind while summarizing a passage?

7. What is P.O.W.E.R model in problem solving?

8. Mention any five core Life Skills.

9. Make a Calligram for a Tree / Flower

OR

Give Kennings for all the 5 nouns given:

a] Moon b] Candle c] House d] Train e]Door

29

Day Wise Report

17th MAY 2012 REPORT ON THE OPENING DAY OF THE IN‐SERVICE COURSE

The first day twelve days in‐service course began with an invocation to the

Almighty Dr. Premlata Sharma, principal RIE Mysore, lighted the lamp and inaugurated the programme. Mrs. Ruby Huria Associate Course Director extended a warm welcome to all. An interesting Ice Breaking session was conducted which was enjoyed by all. Course Director Shri. S.Selvaraj, Deputy Commissioner and Director KVS ZIET, Mysore highlighted the aims and objectives of the first spell of In‐service Course organized for the PGTs of the five regions at ZIET, Mysore. His lecture gave a vivid orientation to the participants about the programme as a whole to be covered in the first spell of the twelve days. He added that KVS has the brand equity for providing national integration, communal harmony and social equality. Dr. Premlata Sharma took a session on ‘Latest Trends in School Education’.

The chief guest of the function spoke on critical pedagogy in school education emphasizing the role of the teacher as a facilitator. In her lecture she discouraged the practice of rote memory and emphasized on the correlation between classroom teaching and real life situations. The session had a lively discussion on the concepts of ‘Multi Ability Grouping’, ‘Over Achievers’ and ‘Under Achievers’.

After the tea break the participants assembled to listen to an informative as well as interesting lecture on ‘Inclusive Education and Sensitizing Teachers towards Children with Special Needs’ by Dr. S.P. Goswami, Reader Dept. of Medical Science and Head of Dept. of Speech Language Pathalogy, AIISH and JISHA. With his comprehensive power point presentation interspersed with humour he explained different types of disability stressing that inclusive education is an attitude. He further added that children with special needs should be partakers in general curriculum in the least restrictive environment. He urged the participants to sensitize the issues concerning the needs of the special children. He introduced to the laws in the constitution regarding the special children.

After a sumptuous lunch the participants gathered for the afternoon session. Madam Ruby Huria, Associate Course Director constituted various committees and participants were divided into six groups and were given instructions regarding their duties. The group work was allotted to all the groups.

The day’s programme came to an end with a challenging pre‐test for the participants which lasted for three hours. The day’s schedule came to an end by 6 PM.

18th MAY 2012

REPORT ON THE SECOND DAY OF THE IN‐SERVICE COURSE

The day began with the presentation of Morning Assembly activities by the

Shakespeare Group followed by a lecture by Dr. P. Subbiah, Professor cum Deputy Director CIIL (Retired) on Testing and Evaluation. He elaborated on ‘System Approach’ underlining the fact that everything in the universe is a part of the system. He also stated that society has various needs and for the fulfillment of these needs, policies are framed, goals are set and for materialization of these goals, curriculum is prepared for the syllabus to be designed.

30

After the tea break Prof. P.Subbiah highlighted on Formal Testing of Listening and Speaking skills. This session of lecture was also followed by an effective interactive session. At the end Mr. Jayaraman proposed the vote of thanks.

In the post lunch session Mrs. Geeta Warrior and Dr. Reema, the Resource persons, presented in detail, the changes made by C.B.S.E in Secondary and Senior Secondary School Curriculum. As the last activity of the day, allotment of Demo lessons to the participants was done keeping in view the coverage of all the skills of the language and this was followed by a Group work in the computer laboratory. 19th MAY 2012

REPORT ON THE THIRD DAY OF THE IN‐SERVICE COURSE

The day started with a wonderful Assembly programme presented by T.S. Eliot

group. This was followed by a briefing of the day’s activities by the Course Director Shri. S. Selvaraj.

The first session was taken by Mrs. Geetha Warrier on Teaching Poetry. The title of the poem was elicited from the participants very tactfully. The objectives of teaching poetry were successfully achieved by using participatory, interactive and constructive strategies. Extended activities for class XII were suggested. Suggestions for better loud reading, choral reading and types of choral reading were made.

This was followed by a session on Teaching Drama by Dr. Reema Stella. The demo class started with a humorous skit titled “A Sticky Problem” on the theme ‘Necessity is the mother of inventions’ presented by the participants – Mr. Venkateswarlu, Mrs. Lilly Joseph and Mrs. Anitha Cyriac( as the narrator).

Involvement of the participants was evident through their prompt answers and the lively drama raised debatable issues. Aims of teaching drama were achieved by following the methodologies of interactive, learner‐centered, co‐operative and whole language approach. A lively session concluded with discussion on extended activities for drama.

Post tea session was taken up by Prof. Mohd. Minhaz from SDM IMD. Prof. Minhaz gave an elaborate introduction to e‐learning and emphasized on changing the landscape of education through e‐learning. He dealt with the formats of e‐learning elaborately.

Elaborating on the recent developments in computer technology and guiding the participants on how to implement the knowledge at classroom level through easier means like Adobe acrobat reader, pack and go, Nvu editor, Google search and downloading from YouTube, Prof. Minhaz made the ‘monster computer’ – a’ friendly computer’. Prof. Minhaz concluded the session by advising the participants to be familiar with search techniques and to keep abreast of the recent developments in computer technology.

Post lunch session was again interactive by Mrs. Leena on Moodle educational software. The difference between web server and web browser was explained explicitly. She highlighted the use of web server and Moodle in the school and explained how it is teacher friendly, student friendly and eco‐friendly. Mrs. Leena also mentioned about front page and URL. The lecture cum demo class was peppered with humour and Mrs. Leena concluded by saying Moodle has replaced ‘Think Quest’ and is a futuristic e‐learning platform. It was a fruitful day though hectic with language and computer sessions.

31

20th MAY 2012

REPORT ON THE FOURTH DAY OF THE IN‐SERVICE COURSE

The 4th day of In‐service course unfolded into a spiritual morning with an effective morning assembly conducted by the Frost Group. Mrs. Mrs. Ruby Huria, Associate Course Director praised the group for giving a wonderful assembly programme. Further she briefed the participants with the schedule of the day.

Later Mrs. Geetha Warrier, resource person took an energetic class on ‘Teaching Strategies’ in order to manage class room situation competently. She provided the participants with individualized and pair work on Calligram practice and joey words respectively. She also suggested some more similar exercises through a Power Point Presentation. Dr. Reema, resource person introduced group activity as another teaching strategy. She suggested various group activities and presented a model group activity – a talk show on CCE with the help of group 2.

The post tea break session started with an interactive lecture on Life Skills delivered by Dr. G. Venkatesh Kumar, Prof. (Psy.), Univ. of Mysore. Through his effective Power Point Presentation and witty style, he discussed various life skills required for an effective teacher. In the post lunch session, 2 demo lessons were presented by Mr. B. K. Mishra and Mrs. Sridevi Warrier.

Finally the afternoon session came to an end with the allocation of 1st group activity. All the participants worked in groups enlisting the activities under FA2 & FA4 for classes IX & X. 21st MAY 2012

REPORT ON THE FIFTH DAY OF THE INSERVICE COURSE

The day began with the assembly programme which was followed by the instructions by Mrs. Ruby Huria, Associate Course director regarding the schedule of the day. The first session was a poem “An Elementary School Classroom in a Slum” presented by Mrs. Kalaimathy. This was followed by a session on teaching of integrated grammar through prose lessons by Dr. Reema, the resource person. Mrs. Geetha Warrier, resource person, demonstrated how grammar could be taught through pictures, worksheets and signs & symbols.

The post tea session was taken up by Mr. U.P Binoy, the faculty member of ZIET Mysore on teaching of prose keeping in mind the instructional objectives and developing reading with comprehension and understanding. The post lunch session was allotted to demonstration classes. Mrs. Mercy Subhashini, Mrs. Kiran Arya and Mrs. Tara Daulatani took classes of the lessons “Childhood”, “Browning Version” and “A Thing of Beauty” respectively. The day concluded with a group activity involving preparation of question bank for classes IX to XII.

32

22nd MAY 2012 REPORT ON THE SIXTH DAY OF THE IN‐SERVICE COURSE

The day began with the assembly programme which was followed by the

instructions by Mrs. Ruby Huria, Associate Course Director regarding the schedule of the day.

The first session was taken up by Madam Neetu Ganapathy Associate Professor SDMIMD on Effective Communication and presentation. Her session was very interesting and effective. She delved into many important factors which teachers must keep in mind for the effective communication.

The next session was taken up by the Rps on Teaching writing skills and problem areas. It was very interactive session. Post lunch session started with the demos of the participants. Very lively and interesting demos kept all active. During the post tea session the mid‐test was conducted successfully. 23rd MAY 2012

REPORT ON THE SEVENTH DAY OF THE IN‐SERVICE COURSE EDUCATIONAL TRIP

The schedule of the first spell of twelve day In‐Service course had in it, one day set

apart exclusively for local sightseeing with a view to dispelling the academic fatigue, an invariable concomitant of any educational programme running into days and also to reinvigorating all participants back to business. Our first place of visit was the temple of the Goddess Chamundeshwari. The vehicle, carrying the participants meandered its way up through the sloppy steeps of Chamudi Hills and finally reached the spot at a height of more than 3000 feet where the Chamundi Temple was located. Standing at the top of the hill, drowned in an air of sanctity and serenity, the temple of Goddess Chamundi was a spiritual sanctuary for all. Even though all reached the temple early in the morning, there was a throng of devotees making a beeline, braving the chill of climate, to get the glimpse of the deity there. After spending almost an hour in the edifying presence of the Goddess, all started journey back, sliding down the hilly trail that which gave a panoramic view of the entire ‘Palace City’ After taking the breakfast in a hurry back at ZIET, the second leg of the trip was resumed. The next stop was to a place of great interest for all teachers of language and it was the Central Institute of Indian Languages (CIIL). A premier and pioneering institute conducting extensive studies in all Indian languages; CIIL has become a place of great pride. This institution leaves no stone unturned to preserve, promote and contribute to the richness of every Indian language. One of the striking features of CIIL is its library with huge stockpile of books arranged very neatly and unobtrusively. It shows the fact that the study of any language and its various aspects can be very vast. While striding the passage between racks in the library, the epic battle fought between the ancients and the moderns in a great library as narrated by the famous writer Jonathan Swift in his satire “The Battle of the Books” was recalled. All could get opportunity to visit the TV studio and language laboratory. The next place of visit was the Mysore Palace, a historical marvel and an architectural beauty. All had a nice time there in the palace enjoying its mural paintings, exotic artifacts, wooden works, still burnishing imperial thrones etc. The church of St.

33

Philomena was the next place to be visited. The church with its two imposing minarets looked very serious, commanding respect and reverence. The atmosphere inside the church was also spiritually sublimating. On the way to Brindavan Garden, the historical city of Srirangapattanam was seen. The final destination of the local sightseeing was the Brindavan Garden. A cooling covert for myriad forms of flowers and flowering plants, this garden seemed to be the manifestation of Nature in Her blessedness. Adding to the visual ecstasy is the musical fountain. The whole stretch of the garden, illuminated at night against the backdrop of the Krishnasagar dam, was really a spectacular sight to be seen not to be reported.

After being in the lap of nature for two hours, all started return journey to ZIET. The local sightseeing was by large a refreshingly cooling experience.

Prepared by Group VI (Tagore Group)

24th MAY 2012

REPORT ON THE EIGHTH DAY OF THE IN‐SERVICE COURSE

The day began with the invocation of the Almighty by the sixth group i.e. Tagore. A very innovative special item was presented depicting scenes from the lessons which will be deleted from class XII textbooks from the sessions 2013‐14.

After the morning assembly mid test papers was distributed to the participants and

the answers were discussed. Participants were motivated to prepare well for the post test as the weightage is going to be 60%. Mrs. Ruby Huria, Associate Course Director took a comprehensive session on integrating value education with life skills. She stressed the need to inculcate life skills in the students to face the challenges of life. She also emphasized the role of the teachers as a facilitator in molding the child into a balanced, independent and successful person in his respective field. She also highlighted the importance of leading a contented life which is only possible through self realization. She also differentiated between life skills and value education. She defined life skills as abilities for adaptive and positive behaviour that enables an individual to deal effectively with demands and challenges. She also enlisted 10 core skills and discussed about the aims of self awareness. She enlightened all with a profound thought of Denis Waitley” Happiness cannot be travelled to, owned, earned one or consumed. Happiness is a spiritual experience of living every minute with love, grace and gratitude.”

The most exciting session of the day began at 11.30 am after the tea‐break and

lasted till 6.00 pm. It was about the use of technology in class room teaching. Mrs. Kamal Peter, Oracle Operation Manager conducted the class as well as workshop with ease and energy. She introduced the software called Alice through which she led the whole team into making animation and video films. Everybody actively participated and created interesting 1 to 2 minutes short films using Alice technology.

To conclude Oracle and Alice dominated the day that left us wondering when Alice

and her gallery of characters would become a regular feature of our day to day life.

34

25th May 2012 REPORT ON THE NINTH DAY OF THE IN‐SERVICE COURSE

The day unraveled with a well‐ crafted morning assembly programme presented by

the Shakespeare Group. After the assembly the Director, Mr. S. Selvaraj urged the participants to use Alice 3 in the classrooms to make classes more effective.

The next session was taken up by the Associate Course Director Mrs. Ruby Huria. The session proved to be very interesting and inspiring. When a teacher handles a class of forty students in effect, he handles 120 souls. Each individual is unique, different and complete. It is the duty of the teacher to instill self confidence in students. She pointed out that stress results from the inability to handle problems. In order to reduce stress, a problem should be dealt with, without delay. Very often, problem solving defies conventional thinking and demands out of box thinking. Delving deeper into the topic Mrs. Huria drove home the point that decision making is a very important life skill. It is important to train our students to decide for themselves. Once a decision is taken, one should own the responsibility of that. Lateral thinking, ability to build up and maintain interpersonal relationship, ability to show empathy, managing one’s feelings and emotions and coping with stress is one of the most important life skills.

The post tea session was taken up by the Associate Course Director Mrs. Ruby Huria and was devoted to improving the Spoken English of the participants. Each group was given a situation for the presentation of a role play. Time was given to the participants to prepare and present the role pray in a group. All the groups prepared the scripts, assigned roles and dramatized the situation. It was a wonderful experience as all the groups came up with amazing talents. The critical analysis was also done by each group. The afternoon session started with a Demo lesson presented by Mr. S.K.L. Varnwall on Summarizing. The next demo lesson on Note Making was taken up by Mrs. Anita Cyriac. The last demo of the day was presented by Mrs. P.G. Rohini, based on the lesson Lost Spring.

The day’s activities culminated in a Group Activity with the Groups 1,2,3 preparing a list of Reading projects for class IX and Groups 4, 5, 6 doing the same for class XI 26th MAY 2012

REPORT ON THE TENTH DAY OF THE INSERVICE COURSE

The day began with a well planned and comprehensive assembly programme presented by T.S. Eliot Group. The special item by was presented by Mrs. Bindu and Mr. Madhusoodanan on errors in spoken English in a classroom situation received a big roulnd of applause. The Course Director Shri Selvaraj appreciated all the items presented in the morning assembly A PPT on a tribute to mothers was presented by the Course Director and he further briefed with the days programme.

The first session of the day was taken up by the Resource Person Mr.B.Binoy regarding the effective use of activities given at the end of the lessons in the detailed text. These activities help the students to develop their language skills and make them aware of the world outside.

The demo sessions were taken up by Mr. Vishwanathan, Mr. Venkateshwarlu and Mrs. Nilima. All the three session were marked by group activities facilitating child centered education.

35

Post morning tea session was taken up the Shri s. Selvaraj on Innovation & Experimentation, Action Research. He stressed the need for the teachers to be innovative in their teaching Learning approach. The session was very interesting and motivating.

Post lunch started with a Fish Bowl activity session under the direction of Shri S.Selvaraj, Mrs. Ruby Huria and Shri P.C. Raju. The discussion dealt with high achievers and low achievers and. teachers deliberated upon various aspects like sympathy, empathy, realizing the social background etc. Shri P.C. Raju was very impressed by the variety of ideas expressed by the teachers for slow and high achievers. He reiterated the ideas discussed by the participants. He finally presented a PPT on Father to Son.

During the last session a demo was given by Mr. Reddy followed by Mr. Govindoo who gave the information to the queries on salary calculation, TA, DA, Half Pay Leave CCL rules etc. Vote of thanks was given by Mr. Madhusoodanan by 27TH MAY 2012

REPORT ON THE ELEVENTH DAY OF THE INSERVICE COURSE

The penultimate day of the first spell of the in service course at KVS ZIET, MYSORE began with a wonderful morning assembly by the Frost group adorned by a beautiful article by Mr. Gujar on how the people of the global village just a mouse away are miles away from their next door neighbours and how information revolution and the idiot box are playing with our health. Mrs. Tara Daulatani presented a comprehensive report of the previous day’s proceedings whereas the news was presented by Mrs. Lata and Mr. Vishwanathan.

Our Course Director. Mr. S. Selvaraj was full of praise for their commendable job inspite of the tension and pressure of the post‐test. As soon as the assembly was over the Director apprised the glum looking participants with the items scheduled for the day. All the participants reflected anxiety of the posttest but as soon as they got the papers lines on their foreheads faded since they felt that they would be able to perform reasonably well. The two hour’s test began at 9:20 am and all got busy in writing their tests. They were quiet satisfied and relieved after the test had been over at 11:20 am.

The test was followed by tea break and five demo classes. The first one was taken by Mr. Kannan on Formal Invitation which was a comprehensive one. He covered all the aspects of a formal invitation with the help of a P.Pt. presentation and interaction with the participation. He also told its historical background which gave his lesson an extra edge. It was liked and appreciated by the resource persons as well as the participants.

Next demo class was taken by Mrs. Lily Joseph to whom it came as a sigh of relief to her as her class had been postponed so many dimes due to unavoidable reasons. But ultimately she had her class on Indigo with the help of a beautiful PPt showing a sketch of Rajkumar Shukla the peasant who had persuaded Gandhi to help out the Champaran tenant farmers from the clutches of the British landlords, Kasturba Gandhi, his younger son Devadas etc. and a brief summary of the whole episode with touching musical effect in the background. It’s worth mentioning here that her beginning the lesson with rapid fire questions took the whole class by storm. She also included role play by Mr. Harilal as Mahatma Gandhi, various quite effective activities involving all the participants and extended activity. Thus it was a brilliant demo class appreciated by resource persons and the participants too.

36

It was followed by Mrs. Bindu’s demo class on Albert Einstein at School from XI class. She started her lesson with a warm up exercise seeking ideas on education through a pair activity. She took her class in a very lively manner connecting English to Science and children’s class room learning with their life. Her class also included role play by Mr. Sunder and Mr. Varnwall. Besides it kept the participants involved in different activities in pairs and groups. Thus it proved to be a marvelous amalgamation of all the skills viz LSRW in the lesson which was much applauded be the Course Director, resource persons and the participants.

After two demo classes on literature the participants had a nice break in the form of Mr. Melbin’s demo class on a grammatical topic Noun Clauses. He introduced the lesson through question answer method and explained the topic with a power point presentation and the white board through 3 examples on different types of noun clauses. He had a lively thorough discussion over the clause with the participants which made his class quite effective and appreciated by the Course Director, resource persons and all others as well.

Finally the participants had an extra ordinary demo class by Mrs. Alka Srivastava on Reading Comprehension. She started with 2 glamorous visual advertisements often shown on tv. Based on the passage she included a no. of activities like jumbled paragraphs exercise open vocabulary exercise competition, flow chart, note making, background m7usic paired dictation etc. involving the participants in pairs, groups and individually too. She gave even extended activities to be done through alice – 3 software and the class XII text book. Her class was declared the best of all the demo classes finished till then by the Course Director Mr. S. Selvaraj and the other resource persons and participants also found it quite impressive.

Thus the penultimate day concluded in a fruitful manner. 28TH MAY 2012

REPORT ON THE CLOSING DAY OF THE INSERVICE COURSE

The day began with an effective assembly programme which was followed by the instructions and briefing by the Course Director Shri S. Selvaraj. The morning session dealt with the presentation of the group work. The next session started with the Demo session of the participants. All the sessions were very interesting and interactive. During the post lunch session valedictory function was conducted and few participants gave their impressions regarding the course. The consolidated report was read by Dr Reema. Mrs Geetha Warrior and Madam Ruby Huria also addressed the participants. Shri S.Selvaraj, Director gave away the certificates and and addressed the participants expressing the satisfaction of completion of first spell of PGTs English In‐service with great success and congratulated all the participants for their overwhelming participation. During his valedictory speech he motivated the participants to work with the zeal and vigour and be effective and efficient teachers.

37

Let’s Have Some FUN Speech of a Principal at a Graduation Function From A School Principal's speech at a graduation He said "Doctor wants his child to become a doctor Engineer wants his child to become engineer...... Businessman wants his ward to become CEO..... BUT a teacher also wants his child to become one of them..!!!! Nobody wants to become a teacher BY CHOICE" ....Very sad but that's the truth.....!!! The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest. What do you make?" Teacher Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, and then began...) "Well, I make kids work harder than they ever thought they could. I make a C+ feel like the Congressional Medal of Honor winner. I make kids sit through 40 minutes of class time when their parents can't Make them sit for 5 min. without an I Pod, Game Cube or movie rental. You want to know what I make? (She paused again and looked at each and every person at the table) I make kids wonder. I make them question. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them how to write and then I make them write. Keyboarding isn't everything. I make them read, read, read. I make them show all their work in math. They use their God given brain, not the man‐made calculator. I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe. Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life ( Bonnie paused one last time and then continued.) Then, when people try to judge me by what I make, with me knowing money isn't everything, I can hold my head up high and pay no attention because they are ignorant. You want to know what I make? I MAKE A DIFFERENCE IN ALL YOUR LIVES, EDUCATING KIDS AND PREPARING THEM TO BECOME CEO's, AND DOCTORS AND ENGINEERS.......... What do you make Mr. CEO? His jaw dropped; he went silent.

Presented by V Jaya S Salve Group‐1(SHAKESPEARE GROUP) Special Item, presented in the Morning Assembly of 18 May 2012.

38

A TEACHER’S LIFE

A teacher teaches and a student learns

This is the way he earns Not only money But all the respect and name Which is not a child’s game. Work of a teacher is not so easy It keeps him totally busy Taking all the classes one by one in the school Not only to cover the course But with a lot of correction work to be completed with a force. He inculcates in his students Good manners and values He encourages them To express their views He corrects them, enlightens them and motivates them Above all helps them to solve their problematic issues. He tries to present himself as a model He prepares them to fight the life’s battle He preaches them the worth of all Whether it is holy Ramayana or Bible. He teaches them how to walk, talk, laugh or smile He trains them a proper style He walks with them several miles He understands at what steps he is fragile. Students come and students go But the teacher continues with the show He continues coming to school Throughout his life Even when he has children and a wife. When the teacher was a child He had been going to school Woken up early by his mother To learn grammar and its rule. Now he is quite grownup and turned old Face is full of skin fold But his school has not left him for a while He has to go there with a smile He has to go there with a smile.

Composed by:Mrs. Rosy Puniyani PGT English, Special Item by Group II (Eliot Group)

39

ACROSTIC QUIZ 1. A word that reads the same from left to right and right to left.

2. To reduce or to decrease.

3. Deserving blame or punishment for having done something wrong.

4. To take away from somebody so that they cannot use it.

5. Something that does not succeed a disaster.

6. A strong desire, longing or craving.

7. Fighting against the government, to rebel.

8. Very faint or distant, vague.

9. Very rich and tasty food.

Answers 1. Palindrome

2. Alleviate

3. Culpable

4. Impound

5. Fiasco

6. Yearning

7. Insurgency

8. Nebulous

9. Gourmet

(When we join the first letters, we get the word PACIFYING)

MRS. LETHA SUNUKUMAR PGT ENGLISH, KV NO. 2 COLABA, MUMBAI

SPECIAL ITEM PRESENTED BY GROUP III (FROST GROUP)

Quiz on Poets of the Romantic Age Participants were to name the poet based on the four cues given about the respective poet.

A 1. His first eye catching poetical work “Pastorals” was published in 1709.

2. His careful workmanship often makes his satirical touches more attractive

3. One of his remarkable couplet is “ to err is human, to forgive is divine”

4. He is the chief representative poet of his period which is known as “Augustan Age”

or “Age of reasoning and good sense.”

Ans : Alexander Pope B 1. His wife was a Gothic Novelist who wrote Frankenstein.

2. His poems end with a note of optimism

3. His earliest work “Queen Mab” was published in 1813.

4. His famous optimistic saying is “If winter comes, can spring be far behind”?

40

Ans : P.B.Shelley C 1. He was born on 31 October 1795 and his first poem was “ Sleep and poetry I’

2. He coined the term “Negative capability”

3. Although trained to be a surgeon, he decided to devote himself wholly to poetry.

4. He composed the ode , “Ode to a Nightingale”

Ans : John Keats D 1. He was born at Cocker mouth in the Lake District on 7th April 1770.

2. As a university student his work “Descriptive Sketches” appeared in 1793.

3. He became Poet Laureate in 1843 and in 1839he was honored by Oxford University

with the degree of Doctor of civil law.

4. “The Prelude” is an autobiographical poem consisting of fourteen books.

Ans: William Wordsworth E

1. He preached the gospel of love to all God’s creatures by telling us: ”He prayeth

best , who loveth best”

2. One of his poems is only an exquisite dream fragment.

3. His most important prose work “The Biographia Literaria”appeared in 1817

4. He added a sense of strangeness and wonder mystery.

Ans: S.T.Coleridge SPECIAL ITEM:

By GROUP 4 (Keats Group)

SPECIAL ITEM PRESENTED BY GROUP: V (ARVIND ADIGA) By Harilal A U, KV RWF Yelahanka

Here are some quotations taken from different literary works. Mention the name of the work and its author:

1. “To strive to seek and to find not to yield. “

Ans: “Ulysses by Alfred Lord Tennyson

2. “Some are born great, some achieve greatness, some have greatness thrust up on

them!”

Ans: “Twelfth Night” by William Shakespeare

3. “Was this the face that launched thousands of ships and burned the topless towers

of Illium? O sweet Helen, make me immortal with a kiss. “

Ans: “Dr. Faustus” by Christopher Marlowe

4. “Child is the father of the man” Ans: “Rainbow” by William Wordsworth

5. “The path of glory leads, but to grave.”

Ans: “The Elegy written on a Country Churchyard” by Thomas Gray

41

6. “A quibble was to Shakespeare the fatal Cleopatra for whom he lost the world and

was content to lose it.”

Ans: “Criticism on Shakespeare” by Dr. Samuel Johnson

7. “Fame is the last infirmity of the noble mind.”

Ans: “Lycidas “by John Milton

8. “And fools rush in where angels fear to tread.”

Ans: “Rape of the Lock” by Alexander Pope

9. “It is not through the envy of thy happiness

But being too happy in thy happiness”

Ans: “Ode to Nightingale” by John Keats.

10. “Turning and turning in the widening gyre The falcon cannot hear the falconer”

Ans: “The Second Coming” by W.B Yeats

Self‐ Composed Poem V S Salve (Group 1)

Dancing in the rain! Oh! those hot summer days! And that midday butterfly chase Hide and seek, skip‐rope were such craze! Then the abrupt thunder The fresh breeze, the lightening was a wonder. Rushed in the heavy droplets with a zap, The dust settling down with every rap! The amazing aroma of soil, a pleasant tap. Standing at the window Peering through the iron bars We would look up, with eyes full of stars, Suddenly, brothers, sisters, cousins and all Yelled in unison—the cry, the ultimate call. Let us out! Let us out! The rains calling With laughter, we jumped out rolling The first touch of rain was truly thrilling! Drenched and soaked, our teeth chattering We jumped and splashed in puddles quivering Even today I recall my heart trilling.

42

Having frolicked to our hearts content, We were called back to our homes and concrete tents. Today the summer goes, the thunder heralds the rain But the silvery lightning runs in vain As, it falls on empty streets No children to play in the rain sheets. Watching on TV or movie the beautiful rain? Cumbered by work or study for some future gain? Dancing to the DJ, the MP3‐aguised bane? How can they neglect the swooshing rain? The monsoon is making its yearly rounds Unraveling the sweetest musical sounds. Oh! Common, children and teachers Lets dance in the rain! Without it life’s a pain. Simply come, and dance in the rain! Dance in the rain!

A SOLITARY POETESS Mrs. Neelima Limaye

(A parody on Wordsworth’s A Solitary Reaper) Behold her single in the class That solitary fashionable lass Alone she sits and writes a poem Stop here or gently pass. Alone she bears the terrible pain And tries to write a melancholy strain O, listen for the school and ground Has fallen silent due to her crying sound. No Shakespeare did ever try No Wordsworth had to so much cry To please their readers far and wide One can’t imagine how much she cried. No Picasso had ever painted With exertion he never fainted No Michael Angelo worked so hard As much as this so‐called bard. Will no one tell me what she writes? Ceaselessly with words she fights Perhaps her plaintive lines show Some senseless matters long ago Or recent breakup patch up in love Or bickering with her latest lover.

43

Whatever may be the theme of her poem She goes on writing, writing and writing Tearing the pages one after another And with the words ever fighting I watched till my legs did pain

GROUP WORK

CLASS IX FORMATIVE ASSESSMENT‐4

Max.Marks:100 LISTENING

Instructional Objectives: To enable the students to 1) process utterances spoken at different speeds 2) be aware of cohesive devices used in speech 3) distinguish between literal and implied meaning 4) use different strategies to decipher meanings LISTENING PASSAGE ‐1 MARKS:5 CYCLING

You will listen to a passage on cycling as a way of remaining fit. As you listen to the passage, complete the worksheet by ticking the correct option.

The good thing about staying fit is that there are countless ways to do it. Cycling tones up all parts of your body from ankle to neck. Cycling exercises your entire body. Resting your body weight on your hands with the front bent forward builds up your biceps, shoulders, chest and strengthens your backbone. A cycling coach draws a parallel between cycling and swimming as both sports demand total mobilization of the body. These games require heavy use of ankles, legs, abdomen, hips and arm muscles, thereby tightening them up and streamlining the body.

Not only does cycling take care of the extra flesh, but it also strengthens the heart.

A cycling coach explains how it happens. "To begin with, cycle at a constant speed, to stabilise the heart's pumping rate. Once you are through with this stage, sprint or cycle fast over short distances asthis quickens the heart's functioning and makes it stronger. “Cycling stimulates you mentally. As the coach says, "Cycling early in the morning refreshes you. Although cycling does not involve too many technicalities, it's important to get the basics right."

As you listen to the passage, complete the following tasks as directed. 1. Cycling is a good way of exercising one's ____________.

(Tick the correct option) a) ankles b) neck c) entire body d) hands

44

2. The biceps, shoulders, chest and backbone are strengthened as one cycles with the front bent forward and resting on the hands. (True/ False)

3. Unlike swimming, cycling as a sport does not demand total mobilization of only the lower body. (True/ False)

4. Cycling quickens the heart's functioning by ____________________ . (Tick the correct option)

a) getting the heart to maintain a constant pace b) stabilizing the heart's pumping rate c) straining the heart muscles d) strengthening the heart muscles

5. Cycling stimulates you mentally as It involves many technicalities. (True/ False) LISTENIG ACTIVITIES ‐2 Marks‐5 Note: Listening based on recorded one like speech, news and interview may be tested here. Speaking Activities‐1(Individual) M.M : 5 Instructional Objectives: To provide opportunities to students 1) to use language effectively 2) to develop confidence in spoken skills 3) to express their ideas/opinions coherently 4) to understand and produce basic pronunciation patterns 5) to understand and report the main ideas in short listening tasks 6) to present information/instructions about defined topics to others in a clear, organized way

7) to participate constructively in complete conversations in different circumstances 8) to participate constructively in group discussion 9) to give clear oral presentations in front of the class Suggested Topics: Task‐1 a) Will the grading system and CCE remove stress from a student's life? b) Are social networking sites good? c) Should students start carrying mobile phones to school? d) Should there be uniform in schools? Task‐2 Enact an Advertisement Procedure Imagine yourself as one of the listed products. Make a conversation with a prospective buyer. Try to sell yourself as best as possible /convince the buyer why he should buy you. Suggested Topics for advertisements a) A luxury soap b) A shampoo c) A talcum powder d) A pen

45

e) A tiffin box f) A school bag g) A washing machine h) A cell phone i) A toothpaste j) A fairness cream g) A washing machine h) A cell phone i) A toothpaste j) A fairness cream Speaking Activities ‐2 (GROUP) Task 1 ‐ Group Discussion Procedure: Give them one of the topics from the list given below. Each of them should note the topic. Ask them to build up their arguments/opinion. Suggested Topics: Ask them to start a discussion. Each member should participate in the discussion. a) Will the grading system and CCE remove stress from a student's life? b) Are social networking sites good? c) Should students start carrying mobile phones to school? d) Should there be uniform in schools? e) Parents' time or expensive gizmos ‐What do children want? f) A good school teacher should have the following qualities: Enthusiasm for teaching Pleasant appearance Intelligence Fairness Sense of humour Ability to create interest Honesty Affectionate and caring attitude Knowledge of subject Correct accent and audibility Flexibility Can your group agree together in what order of priority you would put them? Give reasons for your choice. This is a form of debate where the speaker literally debates against himself. The speaker starts by taking a stance on the topic and switches sides after a specific duration of time.

46

SUGGESTED READING FOR READING LONG READING TEXT Name OF the BOOK: TOM SAWYER

Author: MARK TWAIN Activities:

1) Objective: To develop interest in students in Extensive Reading. 2) Activity: “A roll play” on the Scene of White Washing.

3) Sub Activities: a) Assigning rolls

b) Supply of cue cards. c) Giving Direction.

4) Describe the character “Tom Sawyer” in the light of his ability to turn problems

to his advantage.

5) List some of the adventurous deeds of Tom Sawyer

Marking scheme 5+5=10 Write a character sketch of Tom sawyer. Describe the activities of Tom Sawyer and justify the reason why you like them/why not. Evaluation Understanding of the content of the novel Room on the roof by Ruskin Bond Suggested reading for class‐9 Group 1 Activity‐ 1 Dramatize or Role‐play any small scene of the story (.time for Presentation‐10 minutes). 2. Narrate the story in your words. Marking scheme (5+5=10) Activity 1 Role play (5 marks) A‐selection of the scene.‐2 B‐writing a script‐2 C‐use of props and background‐2 D‐acting, expression, dialogue‐4 2‐Talk about the relationship of Rusty with Somi and Ranbir.OR Rusty with Mr.and Mrs Kapoor. 5 Marks Evaluation

1. Understanding the content of the text

47

SUGGESTED READING FOR READING LONG READING TEXT Name OF the BOOK: TOM SAWYER

Author: MARK TWAIN Activities:

6) Objective: To develop interest in students in Extensive Reading. 7) Activity: “A roll play” on the Scene of White Washing.

8) Sub Activities: d) Assigning rolls e) Supply of cue cards. f) Giving Direction.

9) Describe the character “Tom Sawyer” in the light of his ability to turn problems

to his advantage.

10) List some of the adventurous deeds of Tom Sawyer

READING PROJECT FOR CLASS 9 BOOK SUGESTED; A PAIR OF BLUEST EYES

BY :TONNY MORISSON ACTIVITIES SUGGESTED: 1. The change of environment from north to south plays a key role in the loss of communal ties. Discuss this in group and the group leader come out with points. 2. Discuss the problem of identity crisis in the novel. Group leader come out with points? 3. Pecola is a victim of Racism in the novel. Conduct a debate on this ? 4. Make a write up on the family background of pecola . 5. Make a project on the universality of the identity crisis of Pecola Breedlove. EVALUATION CRITERIA : EACH QUESTION CARRIES 10 MARKS

CONTENT:3, EXPRESSION:3 , COHERENCE:2,LOGICAL SEQUENCE:2 PREPARED BY:SHEEBA KRISHNA R.

KV BILASPU

Little Women‐ LOUIDA MAY ALCOTT.

ACTIVITY: 1. Comment on the characters of ‐ Joe,Meg,Amyand Laurie 2. Write a short summary of any one chapter of the novel. 3. Dramatize any part of the novel. Marking scheme 10 any one

1. a‐Introduction of characters‐2 .b‐description‐ physical appearance‐ 2 c. Qualities‐ 3 relationship with other characters‐3 2‐a.Introduction, development, conclusion. ‐5 b‐Inclusion of important points.‐‐‐ 3 c. Expression and accuracy‐‐‐‐‐‐‐‐‐‐2

48

3.Role Play. a.content ‐4 b.dialogue and expression‐3 c.stage setting props.‐ 3 Evaluation Understanding the content of the novel Speaking skills

Reading

Objectives: To help the learners:

1) to read independently. 2) to develop the skill to scan for specific information. 3) to test the students' ability to comprehend. Passage 1 5 Marks

ADVENTURE SPORTS

Indian thrill seekers are rushing into adventure sports full throttle. Mountain hiking, kayaking on the Beas river, hot air ballooning in Jaipur and Delhi, camel safari in Jaisalmer…these are just a few of the exciting activities to offer. According to Alok Bajpai, CEO, The Explorers, an organization that specializes in catering to adventure and nature travel, needs the rising popularity of adventure tourism is a direct result of satellite television beaming in exciting activities into people's homes. "The Indian tendency to lie safe has changed over the last 10 years. When we started in 1995, adventure travel was considered something that only the tourists indulged in. Today, people have a higher disposable income to spend on such activities. Besides, adventure travel is now considered glamorous and every one wants to talk about their experiences," he observes Capt. Saurabh Mahajan of Colonel's Camps & Tours, which offers adventure travel options in and around Rishikesh agrees: "Since we started in 2000, there has been a steady increase in the number of adventure seekers. The adventurous streak is not limited to one group of people. Students, executives, housewives, senior citizens, everyone enjoys river rafting, rock climbing etc. and several corporate offices send their executives to us for team building, adventure‐oriented activities." He attributes the escalating numbers to people getting adventure‐oriented and schools realizing the importance of adventure sports and love for flora and fauna. Explains psychoanalyst Dr. Harish Shetty: "A passion for adventure stems from the need to experiment, to enjoy the thrills of difficult encounters. Also, these activities are easily available for the youth today. Earlier, those who would go to the clubs and play games, now engage in adventure sports."

49

On the basis of your reading of the above passage, complete the following statements by choosing the correct option from those given below: 1) The recent change in the attitude of Indians is that _____________________________.

a) They are showing an inclination towards adventure tourism b) Schools have realized the importance of adventure sports c) Corporates are using adventure sports for team building d) They enjoy mountain hiking, kayaking, hot air, camel safari

2) This change is due to the fact that ___________________________________________. a) They have more free time b) They have a higher disposable income c) Satellite television has exposed the people to adventure sports d) They are looking for glamour

3) The people interested in these sports are _____________________________________. a) Tourists b) Students c) Adventure seekers d) Everyone

4) To lie safe means _______________________________________________________. a) To lie in a safe place b) To safely tell a lie c) To be cautious d) To remain safe

5) The phrase 'full throttle' means ____________________________________________. a) In a big way b) With complete power c) In full gear d) whole‐hearted

READING COMPREHENSION‐2 5 M THE VILLAGE SCHOOLMASTER

A man severe he was, and stern to view, I knew him well, and every truant knew; Well had the boding tremblers learn'd to trace The days disasters in his morning face; Full well they laugh'd with counterfeited glee, At all his jokes, for many a joke had he: Full well the busy whisper, circling round, Convey'd the dismal tidings when he frown'd: Yet he was kind; or if severe in aught, The love he bore to learning was in fault. The village all declar'd how much he knew; 'Twas certain he could write, and cipher too: Lands he could measure, terms and tides presage, And e'en the story ran that he could gauge.

50

In arguing too, the parson own'd his skill, For e'en though vanquish'd he could argue still; While words of learned length and thund'ring sound Amazed the gazing rustics rang'd around; And still they gaz'd and still the wonder grew, That one small head could carry all he knew. But past is all his fame. The very spot Where many a time he triumph'd is forgot. On the basis of your reading of the above poem, complete the statements that follow by choosing the correct option from those given below: 1) The school master ran his school in __________________________________ a) a palace b) a garden c) a village d) a fort49 2) The school master can be best described as __________________________________ a) autocratic and grumpy b) learned and strict c) knowledgeable and funny d) stubborn and unhappy 3) "The day's disaster" refers to __________________________________ a) a natural calamity b) a mischief played by students c) the mood of the master d) the wishes of the master 4) The only skill where he could be defeated was _________________________________

a) numerical b) written c) arguing d) reasoning

5) Which line suggests that the schoolmaster was respected ________________________ a) "…they laughed, with counterfeited glee," b) "…they gazed, and still the wonder grew" c) "…all declared how much he knew" d) "…he bore to learning was in fault"

WRITING Objectives: To enable students to 1) write factual description of a place, object, person or process. 2) narrate events, trends, cause and effect relationships. 3) present arguments and opinions. 4) express themselves through letters (formal and informal) articles, diary entries, e‐mails.

51

5) expand notes into a piece of writing. 6) transcode information from a diagram, table, picture to a written form. 7) transcribe information from one text type to another. 1. Write a bio sketch of Sachin Tendulkar on the basis of the notes given below. You may also add any information that you have gathered about him. (word limit: 80) 1973 born on April 24 in Mumbai. 1975 at age 2 ½ , begins hitting ball with a broomstick in his backyard. 1983 watches World Cup cricket match on television and becomes seriously interested in the game. 1986 scores first century in school. 1988 sets world record of 664 runs for Shardashram School at inter‐school tournament with Vinod Kambli, At 16 selected to play against Pakistan, makes his international debut in One‐Day Internationals (ODIs) and Test matches. 1990 tours England and scores 119 in a match. 2001 becomes first batsman to score 10,000 runs in one‐day cricket. 2. You have just been elected a Prefect/member of the Prefectorial board. Your Principal announced your name in the school assembly today. Write a diary entry describing your feelings/ reaction as you heard your name being called. Do not exceed 150 words. LITERACY CLASSES FOR UNDERPRIVILEGED STUDENTS

The Social Service Club of the school (a) are launching a Cleanliness Drive to clean the surroundings near the school in a fortnight from 19th March. The activities for the Drive (b) included (c) to cleaning the area and starting an awareness campaign through talks and skits etc. Students of senior wing who wish (d) to participates in the drive may give their names to the undersigned during Break today in Room No. 102.

For details contact Shubha Das Head Girl

(a) (i) have launched (ii) is launching (iii) is launched (iv)have been launching (b) (i) would include (ii) are including (iii) including (iv) will include (c) (i) cleaning (ii) were cleaned (iii) are cleaning (iv) to clean (d) (i) in participating (ii) participating (iii) to participate (iv) are participated Task‐2 Sentence completion

Read the dialogue and complete the passage given below by choosing the correct option from those given. Manu: Is there any problem with the car? Woman: I've a flat tyre. But I just don't know how to change the tyre. Manu: Let me give you a helping hand. Woman: Oh, that's very nice of you. Thanks so much indeed. You were a great help. Manu: It was my pleasure. Manu saw a woman standing near her car by the road. He asked her (a) ___________ _____________________ . The woman replied (b) ___________________________ but (c) _____________________________. Manu offered to the lady a helping hand. The

52

woman thanked him and said (d) ___________________________. Manu replied that it was his pleasure to be of help. (a) (i) is there any problem with the car. (ii) that there was any problem with the car (iii) if there was any problem with the car (iv) if there is any problem with the car (b) (i) that she had a flat tyre (ii) she had a flat tyre (iii) she has had a flat tyre (iv) that she is having a flat tyre (c) (i) she is not knowing how to change it (ii) that she doesn't know how to change it (iii) she just hadn't known how to change it (iv) she just didn't know how to change it (d) (i) that he had been a great help (ii) that he has been a great help (iii) that he is a great help (iv) that he was a great help

PROJECT Suggested Topics:

1) Survey of school dropouts and the reasons for discontinuing school. 2) How education can be a tool for progress. 3) “If you educate a girl, you educate a nation”‐Write an article on it. 4) Book review on Alice in Wonderland by Lewis Caroll

SUMMATIVE ASSESSMENT ‐ I CLASS‐IX ENGLISH This Paper: 80 Marks TIME‐3HRS. Listening & Speaking: 10 Marks Total Maximum Marks:90

The question paper is divided into five sections. Section A: Reading 15 Marks Section B: Writing 20 Marks Section C: Grammar 15 Marks Section D: Literature 20 Marks Section E: Long Reading Text 10 Marks

Section A: Reading – 15 Marks

Q1. Read the following passage carefully: (8 Marks)

The Case of the Disappearing Sparrows The common house sparrows, once seen everywhere in large numbers in Mumbai has become scarce in many areas, and this is causing concern not only to bird lovers but also to scientist. Formerly miners used to carry canaries down into the mines with them. If the canary showed the signs of distress it indicated that there were poisonous gases in the air, and the miners would immediately leave the mine. Today, if the sparrows of Mumbai are in distress it could be a warning to human residents. The declining bird population could mean that air pollution levels in the metropolis are rising dangerously; or, since sparrows are grain eaters, it could indicate that the grains that the people are consuming contain higher dosages of pesticides than before. In some countries like Britain, the quality of the environment is graded according to the number of bird species found in the locality.

53

(a) A bird named canaries was used by miners __________ . (i) to tell the pollution level (ii) to make holes in the stones (iii) to entertain them in the mines (iv) to detect poisonous gases

(b) If the sparrows of Mumbai are in distress __________ . (i) the residents must take it as a warning (ii) human residents must leave the mines (iii) the Mumbaikars must leave Mumbai (iv) the residents must warn the authorities

(c) The declining bird population could mean that the air pollution levels: (i) in the mines are raising dangerously (ii) in the metropolis are decreasing dangerously (iii) in the metropolis are rising dangerously (iv) in the metropolis are rising safely

(d) The grains that the people are consuming contain: (i) higher dosages of pesticides than before (ii) higher number of pests than before (iii) higher dosages of medicines than before (iv) higher dosages of insecticides than before

(e) In some countries like Britain the number of bird species found in the locality is used to show:

(i) the quality of the living standard (ii) the quality of the food (iii) the quality of the environment (iv) the quality of the habitat

(f) Find the word which has the similar meaning as “suffering” from the passage (i) distress (ii) concern (iii) poisonous (iv) cruel (g) Find the word from the passage which has similar meaning as “diminishing” (i) oscillating (ii) declining (iii) leaving (iv) rising (h) Find the antonym of the word “common” from the passage. (i) dosage (ii) consume (iii) quality (iv) scarce Q2. Read the following poem carefully:‐ (7 Marks)

A White Wedding card The simple white card said Deepthy weds Sreekumar, Means nothing at all to you I know. Just a card That might come handy As a scoop at cleaning time On a Sunday morning To scrape out obstinate dust Swept out from under carpets. To me it means The girl I had piggy‐backed

54

Carried around as a poodle, Chased, caught doodling on my papers Would take off on an October morning To return perhaps three years later With a Texan air and accent To extend a pink or blue bundle And sit under a mango tree To tell me all about Wild West And like the Kabuliwallah; I’d see only her tiny fingers Prising open the plastic petal, Opaque banana flower petal, Rounding pink mouth, drawing out That single droplet of honey ‐‐‐ The tendril fingers frost out To be dabbed a deep red At the tiny tips ‐‐‐ The card meant‐ Her curly hair dripping Her long skirt dragging She would not come any more To sit at the foot of my bed And break up my noon nap Next summer break. (a) A white wedding card to others means __________ .

(i) just a card (ii) a card for picking up dust (iii) a card for sweeping under the carpet (iv) a card for scratching

(b) The girl would bring back ‘pink or blue bundle’ means __________ . (i) she would come back with loads of money (ii) colourful gifts for the poet (iii) a grandchild (iv) a grand gift (c) The poetess and the girl are _________ .

(i) neighbours (ii) friends (iii) mother‐daughter (iv) aunt‐niece

(d) Identify the figure of speech used in line 3 of second stanza __________ . (i) Personification (ii) simile (iii) Imagery (iv) metaphor

(e) The tone of the poet in the poem is expressive of _____________ . (i) Regret (ii) joy (iii) Nostalgia (iv) dissatisfaction

(f) The White card is a _____________________. (i) Notice (ii) invitation (iii) Letter (iv) pamphlet (g) The word ___________ from the poem means stubborn. (i) Obstinate (ii) poodle (iii) Scoop (iv) dab

55

SECTION B:WRITING – 20MARKS

Q3. You are the Secretary of the Eco Club of your school. The club is organising a Symposium on “Protecting the Earth and Wild life”. Write a notice giving all necessary details on the programme in 50 words. (3marks)

Q4. A middle aged woman was seen complaining about an event of pick pocketing of her by another woman of around 35 years. To help the woman to file complaint you make a description of the woman who pick pocketed in about 100 words after getting detail (5marks)

Q5. You are Sonu/Sunita. You undertook a five day trekking programme to Kulu Manli. Write an e‐mail to a friend in about 120 words describing your experience. (6 marks)

From: To: Subject:

Q6. In about 150 words, write a story. Using some of the phrases given below.

An old man is walking through the street. It appears that he is hungry and… (6 marks) torn clothes bare footed

driven from home children refuse to look after heading to?

SECTION C GRAMMAR – 15 MARKS

Q7. Complete the passage by choosing the correct option from those given in brackets: (1/2 x 6 = 3marks)

The city police (a) ________ decided to (b) ________ stern action against drivers (c) _________ attempt to overtake (d) _____________ the left (e) _____________ city roads. All drivers who (f) _________ this rule will be punished.

a. (i) had (ii) has (iii) have (iv) is (i) take (ii) taking (iii) too (iv) taken b. (i) whose (ii) who (iii) which (iv) those c. (i) in (ii) to (iii) over (iv) from d. (i) in (ii) over (iii) on (iv) by e. (i) vitiate (ii) violate (iii) violent (iv) violence f. (i) inviting (ii) invitation (iii) invite (iv) invited

Q8. Complete the conversation by choosing the correct option from those given below: (3 marks)

56

Tourist: Hello. I wish to know the tours your company offers. Travel agent: Hello, Sir. Could you tell me which (a) _____________________? Tourist: Bangalore and Mysore.

Travel agent: (b) _________________________________ Sir? Tourist: No, I prefer a 3 ‐ 4 day trip. Travel agent: Please go through this brochure and see what you like. Tourist: Thank you. (He goes through the brochure and asks) (c) ________?

Travel agent: Rupees eight thousand, Sir.

a. (i) places you would like to visit. (ii) places you are liking to visit.

(iii) places you are likely to visit. (iv) places you are to visit.

b. (i) For a week (ii) From a week (iii) for how long (iv) For how many days

c. (i) Tell me the cost of the trip (ii) What should be the cost of the trip

(iii) What would be the cost of the trip (iv) Cost please

Q9. The following passage has not been edited. There is ONE error in each of the first nine lines. Write the incorrect word and the correction as given in the example against the correct blank number in your answer sheets. Also underline the correct word you have supplied. (1/2 x 6 = 3marks)

Error Correction

Singapore is located in a highest strategic Eg:‐ highest highly area in South‐East Asia. It lay on an a. …………… ………….. important trade route. Trade was its life b …………… …………

line. It is a major port. Goods from every c …………… …………...

East Asian countries flow in Singapore d …………… …………...

on their way for ports in Western Asia, e …………... …………...

Africa and Europe on sea route. f …………... …………..

Q10. Read the headlines to make meaningful reports by choosing the most correct options from those given below : (3 Marks)

(2) R.B.I. LIKELY TO RAISE RATES RBI __________ to hike key policy rates in view of high food inflation and uncertain crude oil prices.

57

(i) has been deciding (ii) had decided (iii) will be deciding (iv) has decided

(3) COMET COLLIDES WITH THE SUN

Solar physicist of the university of Brooklyn have captured for the first time the __________ of a comet with the sun. (i) colliding (ii) collision (iii) colloidal (iv) collide

(4) AUTO DRIVER ROBS MAN OF TWENTY LAKHS

An auto driver who picked up a passenger from the entrance of the ICICI bank at New Delhi airport __________ him and left him unconscious near the Ring Road. (i) was robbed (ii) rob (iii) robbed (iv) is robbed

Q11. Rearrange the following words and phrases to make meaningful sentences. (3 Marks)

eg: old people / we / a feeling / should / acceptability / give / of Ans: We should give old people a feeling of acceptability. (a) are not / citizens / respected / senior / or cared for (b) ill‐equipped / are not only / insufficient / old age homes / also / but (c) must / anyone else’s / place them / the society / before / interest

LITERATURE ‐20 MARKS

Q 12 Read the extracts and answer the following questions by choosing the most appropriate options. Attempt any two: (1X 3 =3 Marks) (i) And by my word! the bonny bride in danger shall not tarry so, though the waves are raging white I’ll row you over the ferry 1) And by my word is indicative of the speaker being a) a man who can ferry his boat confidently b) a man who knew the bonny bride c) a man who honoured his word d) a man full of fake promises 2) The speaker promises to row accross a) the chief of Ulva and Lord Ullin’s daughter b) the chief of Ulva and his wife c) Lord Ullin and his daughter d) Lord Ullin and chief of Ulva 3) Waves are raging white –the imagery used here is a) simile b) personification c) metaphor d) alliteration

58

OR (ii) “Two roads diverged in a yellow wood, And sorry I could nor travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth: 1) ‘A yellow wood’ denotes………………… a) A wood painted yellow b) Autumn season c) Trees with yellow flowers d) Dried leaves on the forest flower 2) The poet regrets……………………………… a) He could nor travel on both the roads simultaneously b) He has become old c) The roads were covered with thick undergrowth d) The paths were not clearly visible 3) He chooses…………………………… a) The road which has been traveled by many b) The road which looks more attractive c) The road which very few have tread upon d) The road which has less grass Q. 13 Gaston: Certainly not…………just as a souvenir (1 x 3 = 3 marks) 1) The line is being addressed to _______________. a) Gaston b) Juliette c) Maid d) Jeanne 2) The souvenir is important because a) Gaston wished to buy the villa b) Julliette was emotionally attached to it c) It was a witness to the deal Gaston struck with Mrs. AL Smith d) Gaston’s wife had developed a fancy towards it 3) Jeanne was surprised as a) Gaston was ready to buy the villa b) Julliette decided to strike a deal with them c) Julliette’s parents were allowed to stay in the villa d) Mr. Al. Smith helped to strike a deal Q14. Answer any three of the following questions. (30‐40 words each) (3x3= 9Marks) a) Why does Frost choose the road less travelled? b) ‘Kashi Yatre’ was grandmother’s favorite novel. Why? Give two reasons. c) What are the two ways in which the Brook is similar to life? d) Mention any two characteristics of Gaston’s personality that make him a better businessman than Juliette.

59

Q 15. As the author of ‘How I Taught My Grandmother to Read’ , write a letter to your grandmother appreciating her determination and strength of character. (5 Marks)

OR As a reader, make a diary entry discussing your reaction to the relationship shared between Charles and Duke.

Section: E Long Reading Task Answer any one of the following questions: (2x5=10) Q. 16. a. Describe the experience of Gulliver at Lilliput. b. How did Gulliver reach the land of Lilliput? OR Q. 17 . a. Why did the three friends decide to go on a boat trip? b. What is your opinion about the author of the book?

FORMATIVE ASSESSMENT 2

ACTIVITIES FOR CLASS X TOTAL MARKS 100 i) Listening : 20 Marks { 2 Activities 10+10} ii) Speaking : 20 Marks{ 2 Activities 10+10} iii) Reading : 20 Marks { 2 Activities 10+10} iv) Writing : 20 Marks{ 2 Activities 10+10}

v) Project 20 Marks { 2 Activities 10+10}

TASK OBJECTIVES

Listening Task ‐1

The teacher reads out a passage (of 250

words) and students complete the

worksheet on the basis of their listening

comprehension.

1. Listen to a talk or conversation and understand the topic and main points; 2. Distinguish main points from supporting details, and relevant from irrelevant information; 3. Understand and interpret spontaneous spoken discourse in familiar social situations.

Listening Task ‐2

The teacher plays an audio CD(containing

an interview) and students complete the

worksheet on the basis of their listening

comprehension.

1. Listen to a talk or conversation and understand the topic and main points; 2. Distinguish main points from supporting details, and relevant from irrelevant information; 3. Understand and interpret spontaneous spoken discourse in familiar social situations.

60

TASK OBJECTIVES

Reading Task‐1 Students read the given passage and answer the comprehension questions within the stipulated time.

1. Recognise the organization of a text;

2. Identify the main points of a text; 3. Understand relations between different parts of a text through lexical and grammatical cohesion devices.

Reading Task‐2 Students read the given passage and answer the Multiple Choice Questions within the stipulated time.

1. Recognise the organization of a text; 2. Identify the main points of a text; 3. Understand relations between different parts of a text through lexical and grammatical cohesion devices.

TASK OBJECTIVES

Writing Task‐1 Diary Entry

1 Express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices; 2. write in a style appropriate for communicative purposes; 3 plan, organise and present ideas coherently by introducing, developing and concluding a topic.

TASK OBJECTIVES

Speaking Task‐1 Group Discussion

1. Speak intelligibly using appropriate word stress, sentence stress and intonation patterns;

2. Adopt different strategies to convey ideas effectively according to purpose, topic and audience

3. Express and argue a point of view clearly and effectively;

4. Take active part in group discussions, showing ability to express agreement or disagreement, to summarise ideas, to elicit the views of others, and to present own ideas;

Speaking Task‐2 Debate

1. Express and argue a point of view clearly and effectively; 2. Take active part in debate, showing ability to express agreement or disagreement, to summarise ideas, to elicit the views of others, and to present own ideas.

61

Writing Task‐2 Letter Writing

1 Express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices; 2. write in a style appropriate for communicative purposes; 3 plan, organise and present ideas coherently by introducing, developing and concluding a topic.

TASK OBJECTIVES

Project‐1 Investigatory

1. Collecting, analyzing and interpreting the data.

2. Organising the data 3. Making a fair draft in a suitable

format in appropriate language

Project‐2 Creative

1. To develop imaginary and creative urge and abilities.

2. To develop the reading habit.

Formative Assessment‐IV Class – X (English)

A) Listening Activities: (5X4=20 Marks) Objectives

To enable the students to: process utterances spoken at different speeds be aware of cohesive devices used in speech distinguish between literal and implied meaning use different strategies to decipher meanings

Procedure

On the day of the listening activity, the teacher can first inform students about

what they are going to listen The teacher can read the passage once. Thereafter, He/she can distribute the worksheets to the students. He/ She can then read out the passage again. Students can be instructed to complete the worksheet while listening to the

passage. If required, the passage can be read a third time by the teacher. Once the students complete the worksheet, they can be asked to exchange it with

their partner. The teacher can read aloud the answers and peer correction can be done.

62

LISTENING PASSAGE‐ 1 1.You will listen to a passage on Mob Fury. As you listen, complete the

worksheet by choosing the correct options. The crowd surged forward through the narrow streets of Paris. There was a clatter

of shutters being closed hastily by trembling hands ‐ the citizens of Paris knew that once the fury of the people was excited there was no telling what they might do. They came to an old house which had a workshop on the ground floor. A head popped out of the door to see what it was all about.

"Get him! Get Thimonier! Smash his devilish machines!" yelled the crowd. They found the workshop without its owner. M.Thimonier had escaped by the back

door. Now the fury of the demonstrators turned against the machines that were standing in the shop, ready to be delivered to buyers. They were systematically broken up and destroyed‐ dozens of only when the last wheel and the spindle had been trampled under the foot did the infuriated crowd recover their senses.

"That is the end of M'sieur Thimonier and his sewing machines", they said to one another and went home satisfied. Perhaps now they would find work, for they were all unemployed tailors and seamstresses who believed that their livelihood was threatened by that new invention.

LISTENING PASSAGE 1: WORKSHEET You will listen to a passage about mob‐fury. As you listen to the passage, complete the following sentences by ticking the correct option. 1. The passage throws light on _______________. a) why inventions should be avoided altogether b) how a well‐meant invention can be misunderstood c) how dangerous an invention can prove to be d) the reaction of a crowd to every new invention 2. The crowd was protesting against _____________________. a) the closing of the workshops b) the misdoings of Thimonier c) the newly invented sewing machine d) Thimonier's destruction of wheels and spindles 3. The aim of the crowd was to ________________. a) kill Thimonier b) drive Thimonier away c) bring discredit to Thimonier d) break all wheels and spindles in the city 4. The people thought that ________________. a) Thimonier's sewing machine was exciting b) Thimonier was mad c) the sewing machine was dangerous d) Thimonier was depriving them of their livelihood 5. Shutters were being closed hastily because the shopkeepers________________. a) wanted to join the mob attacking Thimonier b) wanted to attack the crowd c) wanted to protect Thimonier d) were scared that their shops would be destroyed

63

LISTENING PASSAGE‐ 2 12

2.You will listen to a passage on Parachute Jumping. As you listen, complete the worksheet as directed.

It requires a cool head rather than great skill to make a successful parachute jump. When you leave the plane you have to remain cool enough to remember not to pull the ripcord till you have counted three quite slowly. Then, during the descent, it is no use getting into a panic when the parachute develops a rapid pendulum motion. You must remain calm and pull a few of the cords to let out some of the air. Even in landing, it is a cool head that will enable you to think quickly and act quickly so that no accident may occur, for none need occur as it is only like jumping from a thirteen feet wall.

LISTENING PASSAGE 2: WORKSHEET You will listen to a passage on Parachute Jumping. As you listen, complete the following tasks as directed. 1. Skill is more important than a cool head in parachute jumping. (True/ False) 2. After leaving the plane, you must remember to _________________. (Tick the correct option) a) pull the ripcord as soon as you leave the plane b) wait till you've counted till three before pulling the ripcord c) descend slowly without opening the parachute d) get into a panic as you leave the plane 3. The parachute moves in a rapid pendulum motion if ________________. (Tick the correct option) a) the air in the parachute has been let out b) you pulled the ripcord too soon c) you did not pull the ripcord soon enough d) there is excess air in the parachute 4. You can let out air from the parachute by pulling a few cords. (True/ False) 5. While descending, you may land on a thirteen feet wall. (True/ False)

LISTENING PASSAGE‐ 3 3.You will listen to an extract from the novel "Born Free". As you listen, complete the worksheet by choosing the correct option.

It was both an exciting and an anxious moment when the lion cub met her first elephant, for poor Elsa had no mother to warn her against these elephants who regard lions as the only enemies of their young and therefore, sometimes, kill them. One day, Nuru, who had taken her out for her morning walk came back panting to say that Elsa was "playing with an elephant". We took our rifles and he guided us to the scene. There we saw a great old elephant, his head buried in a bush, enjoying his breakfast. Suddenly, Elsa, who had crept up from behind, took a playful swipe at one of his hind legs. A scream of shocked surprise and injured dignity followed this piece of impertinence. Then, the elephant backed from the bush and charged. Elsa hopped nimbly out of his way and quite unimpressed, began to stalk him. It was a very funny but alarming sight and we could only hope that we should not need to use our guns. Luckily, after a time, both became bored with the game, the old elephant went back to his meal and Elsa lay down, close by and went to sleep.

64

LISTENING PASSAGE 3: WORKSHEET

Based on your listening of the passage Born Free, complete the following

sentences by choosing the correct option. 1. Elsa was ______________________ a) a lion cub b) a lioness c) a baby elephant d) an adult elephant 2. Elsa should have been afraid of the elephant because ___________________ a) an elephant can easily trample over a lion. b) elephants regard lions as enemies of their young. c) elephants do not like lions as they are playful. d) an elephant is very playful and could take a swipe at Elsa. 3. The author and his friends picked up their rifles and rushed out as __________ a) they were afraid Elsa would kill the elephant. b) they wanted to kill the elephant. c) they were afraid the elephant would harm Elsa. d) they wanted to hunt the lion. 4. The elephant screamed because ______________________ a) Elsa had hurt it. b) its dignity was hurt. c) it was angry. d) it was scared. 5. The encounter between Elsa and the elephant ended when ________________ a) Elsa was hurt by the elephant and so went away. b) the elephant was scared of the author and his friends. c) Elsa was feeling sleepy and she went off to sleep. d) both the elephant and Elsa became bored with the game. 14 LISTENING PASSAGE ‐4

4.You will listen to the story of an inventor called Griffin. Listen carefully to the story and as you listen, answer the questions by ticking the correct option.

The two boys started in surprise at the fresh muddy imprints of a pair of bare feet.

What was a barefooted man doing on the steps of a house, in the middle of London? And where was the man? As they gazed, a remarkable sight met their eyes. A fresh footmark appeared from nowhere! Further footprints followed, one after another, descending the steps and progressing down the street. The explanation of the mystery was really simple enough. The bewildered boys had been following a scientist who had just discovered how to make the human body transparent. Griffin, the scientist, had carried out experiment after experiment to prove that the human body could become invisible. Finally, he swallowed certain rare drugs and his body became as transparent as a sheet of glass ‐ though it also remained as solid as glass.

65

He escaped easily enough from the boys who followed his footprints in London. But he had chosen a bad time of the year to wander about London without clothes. It was mid‐winter. The air was bitterly cold and he could not do without clothes. So he decided to slip into a big London store for warmth. He soon found a suitable shop. He made his way, invisible, upstairs and came out a little later, wearing bandages round his forehead, dark glasses, false nose, big bushy side whiskers and a large hat. To escape without being seen, he callously at attacked the shopkeeper from behind, after which he robbed him of all the money he could find.

LISTENING PASSAGE 4 : WORKSHEET

Based on your listening of the passage The Story of Griffin, complete the following sentences by choosing the correct option. 1. The boys were surprised as they looked at the footsteps because ______________. a) the footprints were muddy b) the footprints were imprints of a pair of bare feet c) the boys could not see the man who was making the footprints d) the boys had not seen a man roaming barefoot in London 2. Griffin decided to get clothes as _____________ a) some boys were following him b) it was bitterly cold in London c) his body was transparent d) he could not run away without clothes 3. Griffin got some money by ________________________ . a) robbing the store b) selling his inventions c) becoming invisible d) robbing the shopkeeper 4. Griffin revealed himself as a /an ________________ person. a) ingenious b) upright c) dishonest d) sensible 5. The boys realized the footprints were being made by an invisible man as fresh footmarks appeared, one after another and they could see the person who was leaving the footprints. (True/ False) Criteria For Assessment ‐Listening Activities :

Understanding of the text Communication in response to listening to a text. Exhibit comprehension of oral texts by recording main or supporting ideas. Listen critically for specific information. Follow instructions and directions.

66

Distinguish between facts and opinions. Clarity of concepts/thematic thread Coherence of ideas One mark may be awarded for each correct response

B) Speaking Activities: ( 10X2=20 Marks) Objectives

To provide opportunities to students to use language effectively to develop confidence in spoken skills to express their ideas/opinions coherently to understand and produce basic pronunciation patterns to understand and report the main ideas in short listening tasks to present information/instructions about defined topics to others in a clear,

organized way to participate constructively in complete conversations in different circumstances to participate constructively in group discussion to give clear oral presentations in front of the class 1. Task‐ Just a Minute (J.A.M.) ‐ (Individual Activity)

This task requires the students to think quickly and organize their thoughts in the most concise manner so as to put their ideas across in a minute. Procedure The students could be asked to bring one object/ article they like much. Each student will be given a minute to speak on the object/ article they,have

brought.

2. Task ‐ Group Discussion Procedure

Divide the class into groups of 5‐6 students each. Give them one of the topics from the list given below. Explain that each of them should note the topic. Ask them to build up their arguments/opinion. Ask them to start a discussion. Each member should participate in the discussion.

Suggested Topics:

a) Will the grading system and CCE remove stress from a student's life? b) Are social networking sites good? c) Should students start carrying mobile phones to school? d) Should there be uniform in schools?

67

Criteria For Assessment –Speaking Activities:

Be able to communicate confidently and effectively. Speak confidently in public and participate appropriately and effectively with

others in a conversation Exhibit skills of making oral presentations. Be able to prepare, organize and deliver an engaging oral presentation. Use the appropriate tone, posture, gestures, pause and maintain eye contact while

speaking Relevance to the theme Coherence of ideas Appropriate and accurate language Creative use of language

C)Reading Skills (5X4=20 Marks) Objectives To enable the learners to read independently. To develop the skill to scan for specific information. To test the students' ability to comprehend

Procedure

The teacher will distribute a printout / copy of the worksheet to every student. Students are instructed to complete the task in 15 minutes. Then the students exchange the completed worksheets. The teacher reads out the correct answers and students mark the worksheets. 1 mark to be awarded for each correct answer.

READING COMPREHENSION: WORKSHEET 1

LIONEL

Lionel was in bad shape. He was bloodied and beaten. He was too weak to haul his poor, broken little body inside the house. By the time Nola saw him; his battered body had already lost too much blood. Lionel the duck, died a few minutes later.

When Nola broke the news to her customers, they were devastated. One elderly

gentleman was especially heart‐broken. He used to feed Lionel a slice of bread or a biscuit which he kept in his pocket especially for the occasion. They would spend an hour every weeks like that, enjoying each other's company. When he heard about Lionel's death, the old man sat down on the same bench and let the tears run freely down his cheeks. Two weeks later, he was dead.

Nola also had to tell the children who used to play with Lionel on their way to

school. Lionel waddled around them, muttering and letting them feel his soft white feathers while they waited for the bus. Some of the children made sympathy cards for

68

Nola. She also received many condolences‐a few from friends and many from strangers. It was only then that we realized how many friends Lionel had made; how many hearts he had touched. It seemed as if the whole town was mourning his death.

On the basis of your reading of the above passage, complete the following statements by choosing the correct option from those given below: 1) Lionel could not be saved as ________________________________________________ . a) he was too weak to haul his poor broken body inside b) he was bloodied and beaten. c) he had lost too much blood d) he was in bad shape 2) One elderly gentleman was especially heart‐broken because ___________ . a) he could no longer enjoy Lionel's company b) he could not longer feed Lionel a slice of bread or a biscuit c) he could not longer spend an hour every week with him d) two weeks later, he was dead 3) The school children were devastated because ______________________ . a) Lionel waddled along with them to school b) Lionel waited for the bus along with them c) Lionel played with them while they waited for the bus d) Lionel allowed them to feel his soft white feathers 4) Nola received many condolences from friends and strangers. She felt _________ . a) proud b) sympathetic c) angry d) touched 5) The word closest in meaning to condolence is __________________________________. a) memorable b) valuable c) sympathy d) personal

READING COMPREHENSION: WORKSHEET 2 ADVENTURE SPORTS

Indian thrill seekers are rushing into adventure sports full throttle. Mountain

biking, kayaking on the Beas river, hot air ballooning in Jaipur and Delhi, camel safari in Jaisalmer…these are just a few of the exciting activities to offer. According to Alok Bajpai, CEO, The Explorers, an organization that specializes in catering to adventure and nature travel needs, the rising popularity of adventure tourism is a direct result of satellite television beaming in exciting activities into people's homes. "The Indian tendency to lie safe has changed over the last 10 years. When we started in 1995, adventure travel was considered something that only the tourists indulged in. Today, people have a higher disposable income to spend on such activities. Besides, adventure travel is now

69

considered glamorous and every one wants to talk about their experiences," he observes. Capt. Saurabh Mahajan of Colonel's Camps & Tours, which offers adventure travel options in and around Rishikesh agrees: "Since we started in 2000, there has been a steady increase in the number of adventure seekers. The adventurous streak is not limited to one group of people. Students, executives, housewives, senior citizens, everyone enjoys river rafting, rock climbing etc. and several corporates send their executives to us for team building, adventure‐oriented activities." He attributes the escalating numbers to people getting adventure‐oriented and schools realizing the importance of adventure sports and love for flora and fauna. Explains psychoanalyst Dr. Harish Shetty: "A passion for adventure stems from the need to experiment, to enjoy the thrills of difficult encounters. Also, these activities are easily available for the youth today. Earlier, those who would go to the clubs and play games, now engage in adventure sports."

On the basis of your reading of the above passage, complete the following statements by choosing the correct option from those given below: 1) The recent change in the attitude of Indians is that _______________________________. a) they are showing an inclination towards adventure tourism b) schools have realized the importance of adventure sports c) corporates are using adventure sports for team building d) they enjoy mountain biking, kayaking, hot air, camel safari 2) This change is due to the fact that ___________________________________________. a) they have more free time b) they have a higher disposable income c) satellite television has exposed the people to adventure sports d) they are looking for glamour 3) The people interested in these sports are _____________________________________. a) tourists b) students c) adventure seekers d) everyone 4) To lie safe means _______________________________________________________. a) to lie in a safe place b) to safely tell a lie c) to be cautious d) to remain safe 5) The phrase 'full throttle' means ____________________________________________. a) in a big way b) with complete power c) in full gear d) whole‐heartedly

70

READING COMPREHENSION: WORKSHEET 3 WHITEWASHING A FENCE

Tom appeared with a bucket of whitewash and a long‐handled brush. He surveyed

the fence. All gladness left him and a deep melancholy settled down upon his spirit. Thirty yards of board fence, nine feet high. Life to him seemed hollow and existence but a burden. Sighing, he dipped his brush and passed it along the topmost plank; repeated the operation; compared the insignificant whitewashed streak with the far‐reaching continent of unwhitewashed fence and sat down on a tree‐box, discouraged. Jim came skipping out at the gate carrying a pail and singing. Bringing water from the town pump had always been a hateful work in Tom's eyes before, but now it did not strike him so. He remembered that there was company at the pump. Boys and girls were always there waiting their turns, resting, trading playthings, quarrelling, fighting. And he remembered that although the pump was only a hundred and fifty yards off, Jim never got back with a bucket of water before an hour‐and even then somebody generally had to go after him. Tom said: "Say, Jim, I'll fetch the water if you'll whitewash some. I'll give you a marble." Jim shook his head fearing Aunt Polly's slipper.

On the basis of your reading of the above passage, complete the following statements by choosing the correct option from those given below: 1) All gladness had left Tom because _____________________________ a) a deep melancholy had settled down upon his spirit. b) life to him seemed hollow. c) he had to whitewash a fence. d) he had to repeat the operation again. 2) Tom sighed because _____________________________ a) he had dipped his brush and passed it along the topmost plank. b) he had to repeat the operation. c) the fence had an insignificant whitewashed streak on it. d) of the large area of the unwhitewashed fence. 3) Tom offers Jim a marble because _____________________________ a) he wants Jim to whitewash the fence. b) he wants to go and fetch the water. c) he wants to meet the other children. d) he prefers fetching water to whitewashing. 4) Bringing water had always been a hateful work in Tom's eyes because ________________ a) there was always company at the pump. b) boys and girls had to wait their turn. c) the pump was a hundred an fifty yards off. d) he was too lazy to work. 5) Jim shook his head fearing Aunt Polly's slipper because __________________________ a) he could see Aunt Polly running behind him with her slipper. b) he had run away with her slipper. c) if he gave in to Tom, Aunt Polly would have been very angry with him. d) if he let Tom fetch the water, Aunt Polly would have hit him with her slipper.

71

READING COMPREHENSION: WORKSHEET 4 A GREEN CORNFIELD The earth was green, the sky was blue; I saw and heard one sunny morn A skylark hang between the two, A singing speck above the corn. A stage below in gay accord, White butterflies danced on wing, And still the singing skylark soared, And silent sank and soared to sing. The cornfield stretched a tender green To right and left between my walks; I knew he had a nest unseen Somewhere among the million stalks. And as I paused to hear his song While swift the sunny moments slid, Perhaps his mate sat listening long, And listened longer than I did.

On the basis of your reading of the poem, complete the given summary by writing the correct word from the options provided The poet's intense (1) ___________________________(love, liking, indifference, feeling) for nature is (2) ___________________ (described, explained, shown, portrayed) in the poem. She looked (3) __________________(below, down, up, left) from a cornfield and (4) _____________________________________(located, sighted, found, placed) a skylark (5) __________________ (up, hanging, floating, falling) in the sky. It was singing happily as it (6) ___________________(flu, flewed, flew, flowed). The butterflies (7) _____________________________ (fluttered, floated, glided, slided) about in the cornfield. The poet knew that the skylark's nest was (8) ______________________________ (located, safe, hidden, placed) among the stalks. She (9) _________________ (imagined, assumed, thought, knew) that its companion too was (10) _____________________ (hearing, singing, listening, feeling) intently to the song Criteria For Assessment –reading Activities: Understanding of the text Identify rhetorical devices, figures of speech and explain them. Infer meaning of the ideas presented and of difficult /unfamiliar vocabulary from

the context. Summarize main and supporting ideas in the form of notes/points Recognize the socio‐political and cultural background of texts. Deduce the meaning of graphic texts. One mark may be awarded for each correct response for worksheets of passages‐

1 to3 Half mark may be awarded for each correct response for worksheet of passages‐4

72

D) WRITING SKILLS ( 04+08+08=20 Marks) Objectives

To enable students to write factual description of a place, object, person or process narrate events, trends, cause and effect relationships. present arguments and opinions. express themselves through letters (formal and informal) articles, diary entries, e‐

mails. expand notes into a piece of writing. transcode information from a diagram, table, picture to a written form. transcribe information from one text type to another.

Effective Writing

Focused, relevant and Clear organization Original content Clear purpose depending on the audience one is writing for Correct spelling Legible handwriting Proper punctuation Grammatical Accuracy Final draft written after going through the process of writing Systematic presentation of ideas with a beginning, middle And end Suitable style format (according to task) Choice of appropriate

SHORT WRITING TASKS: 4 MARKS 1. Describe a famous sports person in about 80 words. You may use the following points for writing the description:

a) nationality b) height c) body d) age e) face f) famous for_________ g) hair h) colour i) achievements

73

LONG WRITING TASKS: ( 8X2=16 MARKS) 2. The School Annual fete was recently organized in your school. As the school correspondent, you have been asked to write a report about it for the school newspaper in about 150‐175 words.

a) Answer the wh questions – What (activity), when (date and time), where (venue), by whom (organizer), for whom (students, parents / outsiders)

b) Activities ‐ games, eats, rides, stalls c) Ambience and atmosphere ‐ festive, colourful, fun and frolic d) How the funds generated will be used e) Write the report using your creativity and the hints provided.

3. The instances of student violence have been on the increase with students killing their peers and frequently indulging in violence etc. This gives rise to tragic and untimely deaths and a feeling of insecurity in the society. Write an article in about 150 words, analyzing the causes and give suggestions how this tendency can be curbed. In addition to your own ideas, you may use the input given below:

a) emulate TV, films social differences b) too much stress to perform less importance to values c) energies misdirected d) stress on moral values‐inculcate positive life skills. e) stress on outdoor /sporting activities. f) parents need to spend more time with children.

Criteria For Assessment‐Writing Activities : Be able to write different kinds of factual and imaginative texts for a wide range of

purposes. Demonstrate planning skills for writing for a specific purpose, audience and

context. Write in the appropriate style and format. Develop coherent ideas and organize them into main and supporting ideas. Use a variety of sentence types and sentences of different lengths and structures

appropriately. Clarity of concepts/thematic thread Relevance to the theme Coherence of ideas Appropriate and accurate language Creative use of language

PROJECT WORK (ANY TWO) (10X2=20 Marks) Objectives

To make students think imaginatively and creatively To motivate students to composed calligram. To motivate students to collect Latin words. To make students to refer and collect Kangaroo words.

PROJECT NO‐01 Collect 20 Kangaroo Words.

74

PROJECT NO‐02

Write Calligram ( Two‐One word & One Poem). PROJECT NO‐03

Collect 20 Latin words which are borrowed in English Criteria For Assessment ‐Projects:

Clarity of concepts/thematic thread Relevance to the theme Coherence of ideas Appropriate and accurate language Creative use of language Novel ideas Collection of Latin words /Kangaroo words from various sources/ references.

Summative Assessment – I

SAMPLE QUESTION PAPER

CLASS X

English – Communicative

Maximum Marks: 90 Time Allowed‐3 hours

The question paper is divided into four sections. Section A: Reading comprehension 20 marks Section B: Writing 20 marks Section C: Grammar 20 marks Section D: Literature 20 marks

SECTION‐ A

(Reading ‐20 Marks) Q. 1. Read the following passage carefully: (10 Marks) Over the last fifty years, millions of rupees have undoubtedly been spent on childcare in this country. Yet, it is not Sub‐Saharan Africa that is the home of the malnutrition child but India where, according to UNICEF statistics, 53% of all children are malnourished. The reasons for malnutrition among Indian children are not far to seek. It is a multi‐sectarian, multi‐level problem that involves not just the availability but also adequate mother and child care in terms of easy access to health facilities, safe drinking water, environmental sanitation and, of course, literacy. Neither the setting up of the national nutrition council in 1994, under the chairmanship of the Prime Minister, nor the integrated child

75

development scheme launched in 1975 to promote the holistic development of the child under 6 years of age, have made any visible or vocal difference or improvement in the sordid situation. Unfortunately, the purpose of strengthening the capacities of the community and of those who care has failed to deliver the goods because the schemes envisaged have had only marginal impact in the area of nutrition where it is most wanted and woeful. On paper we have plenty of policies and programmes, but as far as performance is concerned we have earned enough notoriety. The need of the hour is to translate them into deeds and results, what we have tried to sell in the form of promises and populist pronouncements. The most urgent of attention and immediate actions are ‘nutrition, health and education’ of children, whose well‐being reflects the health of society and caring out look of polity. Since the causes of malnutrition of children are many, like exploding population, bias against female child, weak and suffering mothers, the remedy calls for “care of the mother and care of the mother”. Besides an effective control over population explosion, ignorance on what foods should be taken is another contributory factor that malnutrition among children and women. The implementation of various schemes to fight the menace of malnutrition and under nourishment of requires planning, co‐ordination and monitoring by high power bodies right down to the village level. Complete the following supplying the necessary information. 1(a) Since the last fifty years, our country has been focusing on the area of childcare spending …………….. … But all these efforts have run into rough waters as the statistics shows that………….. of children in India are malnourished. The reasons attributed to the failure of many projects initiated in this direction are …………….. and…………….. The two major initiatives launched to promote the holistic development of children are ……….. and…………. The need of the hour is to translate the programmes and policies on paper into………… and …………….. (1\2 x 8 =4) 1(b) Complete the following sentences supplying information from the passage. UNICEF reports states that Many of the initiatives introduced by the Govt. have not made any A contributory factor for malnutrition among children and women is that The most ironical aspect about the problem of malnutrition is that (1x4=4) 1C Find out words from the passage that convey almost that same meaning:

(a) Sorrowful ( para 1) (b) Contributing to a cause (2) (1x2=2)

Q. 2. Read the following passage carefully: (5 Marks)

The kingdom of books is vast as the universe, for there is no corner of it which they have left unexplored. There is no dearth of books on any topic, be it as simple as the composition of sodium nitrate as the mechanism of a spacecraft rocketing towards Mars. We make use of books for the dissemination of useful ideas, for popularizing the fruits of our research in various fields of knowledge, and for spreading our progressive views on

76

matters which are of vital concern to our fellow beings. In fact, no single product of human labour has been as helpful to the advancement of civilization as books which are written in all languages of the world and which are decoratively placed in bookshelves in our homes and tastefully displayed in bookstalls and libraries. If to Keats, works of ancient poets like Homer were realms of gold from which he derived much joy as well as inspiration, to the modern lover of books, the labours of all geniuses, including those of Keats, are mines of inestimable intellectual wealth which he goes on exploring for the sake of his mental and spiritual advancement. There was a time some five centuries back when books, as we know them today, did not exist, and when there were few people who could read things written on stuff, there certainly was not paper. At that time our ancestors used rocks, pillars and parchment with a view to recording and perpetuating their most important thoughts and achievements in the language they then understood. Now‐a‐days the book‐producing machinery gives to the work of every great scientific thinker, poet or philosopher the character of permanence, reproduces in attractive forms old and rare manuscripts and caters to the differing tastes of millions of people for whom book‐reading is an extremely pleasant, intellectual exercise. Moreover, the high percentage of literacy, the growth of libraries in towns and villages and the tendency of birth to a number of big publishing houses with branches in many parts of the world and publications numbering thousands. In recent years, paperbacks have not completely thrown into neglect the hardcover market; they have appeared to people who would not have thought of buying books not so very long ago. These paperbacks are generally reprints of popular fiction or of established classics or translations from foreign works, which are in constant demand at all bookstalls. Fill in the blanks with the right option given. Write the right answer in your answer paper. 5 marks

1. The kingdom of books is ______________as the universe. a. Vast b. confined c. real d. imaginative.

2. We make use of books for _____________ ideas. a. useful b. funny c. unproductive d. unrealistic

3. The ancestors used ____________ for writing. a. parchment b. paper c. pen d. pencil 4. The paperbacks are______________ . a. reprints reports c. poems letters 5. The meaning of tendency is _____________. a. opinion b. comparison c. convenience d. trend Q.3. Read the following passage carefully: (5 Marks)

If you put your heart in work, you will enjoy doing it. If work becomes monotonous, there is something wrong with the worker but not with the work. Even a difficult work becomes less difficult, if it is tackled in the right spirit.

Some persons attend to work surrounded by a mass of papers. They work in a crowded environment and find it difficult to concentrate on one job at a time. Others, who are more methodical, keep the tables neat and devote their attention to the job in hand. A methodical worker always leaves a favourable impression on the boss.

77

Ask yourself few questions. Compared to the work you have done a year ago, has your present work brought to you a reward or earned a promotion? Or just remained static making no progress and not found worthy to be singled out for promotion. Have you learned new methods and systems to improve the quality of your work? Or have you remained content to do what you always have been doing?

To influence senior executives, it is important to improve the quality and output of your work. That may necessitate not being rigid by looking at the clock or calendar for leaving the office and for getting the pay packet. Working for a little more time than the routine, enables you to keep things orderly and up to date. Whatever may be the nature of your, try for perfection and to increase the quantum of work. It does require earnest effort and single‐minded concentration to be free from all external thoughts and sounds but only think solely about the work on hand.

To avoid boredom, change your work as much as possible. Devise new and more interesting methods of doing your work. For the work well done, there may not be a handshake or an expression of thanks but there will be inner satisfaction for you that you have done well.

If you read the biographies of distinguished men and women in any walk of life you will find that their ultimate success has been the result of quality work. Their achievements are certainly not by aspirations alone. For a change, try doing something really useful and progressive. Take on additional responsibilities. Accept a challenge. Carve your own career, work smarter and wait for greater opportunities. Never mind waiting for something higher and greater to come along but accept what comes on your way and turn it to your advantage. Fill in the blanks with the right option given. Write the right answer in your answer paper.

5 marks 3. Work becomes monotonous when the worker is _______________in the work.

a .interested b. uninterested c. d. imaginative d. burdened 4. A desirable worker leaves a _____________ on the boss.

b. useful b. favourable c. unproductive d. unrealistic 3. The quality of work can be improved if one looks for ____________ . a. pay packet b. importance c. fame d. perfection 4. The nature of one’s work can be changed when ______________ . a. reprints reports c. poems letters 5. The meaning of aspiration is _____________. a. ambition b. save c. instruction d. quality SECTION‐B WRITING 25 MARKS 4. Your school is organizing a Blood Donation Camp. As the President of the Health club write a notice in 50 words urging your locality people to come in large numbers for this noble cause. Mention date, time and venue. 4MARKS 5. Given below is a profile of your grandfather. Using the clues given below write a short bio‐sketch of your grandfather, Mr. Peter Samraj. 6 MARKS *age‐80 years *Physical appearance *early years, education, career

78

*family, children, grandchildren *hobbies, likes/dislikes *his life in later years. 6. You are David Mathews residing at G‐block, Amethi Apartments, Gwalior. Write a letter to your friend Manoj telling him about your new school. Make use of the following notes:

7 MARKS Building: nice, airy, big classrooms. Furniture: decent, sufficient and comfortable. Surroundings: neat, noiseless, greenery. Education: able teachers, capable Principal, good technology. 7. You have been awarded the best outgoing student (class x). Prepare a talk to be presented in the morning assembly. Use the given input. 8 MARKS *Importance to different aspects namely academics, CA, sports. *Right attitude towards teachers, fellow students, school authorities, society etc. *Perseverance towards the goals set by you. SECTION‐C (Grammar) 20 Marks 7. Mr. M. Sharma is the owner of K.P. Bakeries. He has made the following notes about a wedding cake to be delivered to one Mr. John. Write a brief note to Mr. John, using the informationfrom the note pad given below. Do not add any new information. Write the correct answering your answer sheet against the correct blank number. Do not copy the whole sentence.

(4 marks) Mr. John ‐ Cake ready ‐ weighs 10 kg, thick layer of chocolate ‐ names of bride and groom written ‐ request‐collect by 5 p.m. Dear Mr. John, We are pleased to a) ...................................................................................is ready. It is a cake b) ................................................................................................on it. The names of the bride c) ............................................................................on the top. Since it is a perishable item, d) .....................................................................this evening. Yours truly, M. Sharma Proprietor (K.P. Bakeries) 8. Given below is a conversation between David and his friend, Meenu. Complete the dialogue in any suitable way. Write the correct answer in your answer sheet against the correct blank number. Do not copy the whole sentence. (4 marks) David : Hello. Is this 26897367? Meenu : Yes. (a) _________________________________________________? David : To Meenu. I am her friend, David. Meenu : David! It’s Meenu. (b) ______________________________________? David : I’m calling from Indira Gandhi International airport. I’m here for a visit. Meenu : That’s great. (c)____________________________________________? David : I wanted to give you a surprise. Meenu : When did you arrive? (d) ____________________________________? David : I just got here and I’m alone.

79

9. The following passage has not been edited. There is one error in each of the lines. Write the incorrect word and the correction in your answer sheet as given below against the correct blank number. Remember to underline the word that you have supplied.

(½ x 8 = 4 marks) Children love picnics and outings of their parents e.g. of with though they are equally happier doing things with a) them around the house. A parent may make b) his child feels special by following some simple c) rituals. Bedtime stories, the game of cards or d) simply talking and laugh together before going to e) bed some give children a wonderful sense f) of well‐being. They hardly ever forgot these moments, g) and cherish them throughout these lives. h) 10. Look at the words and phrases below. Rearrange them to form meaningful sentences. The first one has been done as an example. Write the correct sentences in your answer sheet against the correct blank number.

(1/2 X 8 =4 marks) And a very / the king / named Acanthus / talented sculptor / Pygmalion was /of Cyprus /of a village. Pygmalion was the king of Cyprus and a very talented sculptor of a village named Acanthus A. had finished/he smiled/when he / the ivory statue / of a beautiful woman/one day. B. smile /at having found/it was/ the innocent/new and unique / of a child/ something C. by the beauty/ that/to worship it /he was / falling down / he felt like / so impressed / on his knees/ of the statue. D. that he / a masterpiece / and called / he realized / this beauty, / had created / Galatea. E. was a devoted / to the goddess / he prayed / to breathe life / into it / of Aphrodite,/ since he / follower. F. to life and / married her / after the goddess/ his wish, / Pygmalion / Galatea came / granted him G therefore/life/the/a lesson/of/is/Pygmallion/ H guided /passion/ our/ by/ be/ we/ not 11. Look at the newspaper items below. Then use the information in the headlines to complete the paragraphs. Write the answers in your answer sheets against the correct blank number. Do not copy the whole sentence. (4 marks) (a) BLASTS OUTSIDE ATHENS POLICE STATION Three bombs___________________________________________________ on Wednesday in a series of timed blasts, causing serious damage and rattling security forces just 100 days before the Olympic Games. :

80

(b) SECURITY SYSTEM AT SHANTINIKETAN TO BE ‘REDESIGNED’ The Vishwa‐Bharti University authorities ______________________________________ __________________________ at Shantiniketan in the wake of last week’s theft at Tagore’s Memorial Museum. (c) FAKE DOCUMENTS RACKET BUSTED A racket in printing and selling of ___________________________________________ Police. One person has been arrested in this connection. (d) “5 LAKH JOBS TO BE CREATED BY 2010” ‐‐‐‐‐PLANNING COMMISSION Mr. Naresh Mathur, member of the planning commission said yesterday that __________ __________________________________________________________by the year 2010.

SECTION D (Literature ‐25 Marks)

Q. 13. A. Read the extract and answer the following questions by choosing the most appropriate options. (3 Marks)

(a) Now the nightingale, inspired Flushed with confidence, and fired With both art and adoration, Sang ‐ and was a huge sensation. (i) What inspired the nightingale to sing? a) The appreciation of the audience b) The frog’s censure c) The frog’s praise and appreciation d) The fact that it was in Bingle Bog (ii) Explain ' fired With both art and adoration' a) The nightingale was unhappy because the frog had sharply rebuked her b) The nightingale was filled with adoration for the frog who was a great artist c) The frog was filled with admiration and adoration for the melodious song of the nightingale d) The nightingale was elated because the frog and the public had appreciated her singing. (iii) The poetic device used in the above lines is

a) simile b) personification c) alliteration d) metaphor

13B. Read the following extract and answer the questions that follow: (3Marks She'll come fast enough after her share of what grandfather's left. You know how hard she can be when she likes. Where she gets it from I can't tell.

(i)Who speaks these lines and about whom? (ii) The speaker implies that ‘she’ is …………………………… (iii) The literary device used in the above lines is …………

81

Q 13 C. Read the extract given below and answer the questions that follow. Write each answer in your answer sheet in one or two sentences only. (3 Marks) “She rewards me with tears and an agitation of hands. I am important to her. She comes and goes. Each morning it is her face that replaces the darkness.”

(a) Who is the speaker and who is ‘She’? 1 (b) Why does she come there often? 1 (c) What is her reaction on seeing her image? 1

Q. 14. Answer any four of the following questions in 30‐40 words each (2x4=8 )

a) Although Nicola and Jacobi are young boys, the author refers to them as

gentlemen. Why does he do so?

b) Tortured by doubt and remorse, he sat down in the glow of the charcoal sigri to

wait. Who is tortured by doubt and remorse? Why? What is he waiting for?

c) How did the Frog scheme to break the nightingale’s spirit and destroy her?

d) The poet says that neither forces of nature nor wars can destroy his poetry. What

quality of the poet is revealed through these lines?

e) In what way is the play The Dear Departed a satirical comment on the nature of

human beings?

Q 15 Answer any one of the following in about 150 words (1x8=8) Miss Mebbin shifts into her week‐end cottage near Darking. She writes to her friend telling her how she came by the cottage. As Miss Mebbin write the letter.

OR Victoria in ‘’The Dear Departed” is very upset by the behaviour of her parents. She expresses her feelings in a diary entry. As Victoria write a diary entry.

QUESTION BANK FOR CLASS XI HORNBILL

1. THE PORTRAIT OF A LADY:

Short answer type questions :(for average students)

(1) Which thought of grandmother was revolting for Khushwant Singh?

(2) Why would Khushwant Singh listen to the prayers recited by his grandmother?

(3) Which act of grandmother shows she is kind to animals and birds?

(4) What were the moments best enjoyed by the grandmother after Khushwant

Singh went up to University?

(5) How did grandmother react when Khushwant Singh was going abroad?

(6) How did she express her happiness on author’s coming home from abroad?

(7) Why the sparrows did not eat the bread crumbs given by Khushwant Singh’s

mother?

(8) Why was grandmother disturbed with the music lessons taught in the school?

Long answer type questions: (for average students)

2

~

82

(1) Describe the character sketch of grandmother.

(2) Describe why grandmother preferred village environment to the city

environment.

Short answer type questions: (for bright students) (1) Why is grandmother described as ‘an expanse of pure white serenity?’

(2) What do you understand about the grandmother in the way she accepted her

seclusion.

(3) ‘nature mourns the death of pure’ Describe in the light of grandmother.

(4) How did grandmother accept her death?

(5) Grandmother is a mentally strong lady. Explain.

Long answer type questions: (for bright students) (1) Compare and contrast village education with city education.

(2) ‘Respecting old age is respecting traditions’. Elaborate. 2. “We’re Not Afraid to Die ….. if We Can All Be Together”

Short answer questions (for Average students) Q.1.From where did the narrator set sail and what was the purpose of his journey? Q.2. Describe the Wavewaker. 3) What was special about December 25? 4) Describe the journey of the narrator with his family on Jan 2. 5) Describe the gigantic wave that dropped the narrator overboard. 6) What injuries were sustained by Sue? 7) How does Jon try to comfort his father? 8) What surprise did the narrator receive when he woke up at 6 p.m.? Long answer questions for Average Students

1) Describe the courage shown by children when they faced danger during their voyage.

2) What was the scenario experienced by the voyagers on Jan 3?

Short answer Questions for Bright students 1) What was the dream of the narrator and how did he try to achieve it? 2) What were the indications of the impending disaster? 3) Describe the narrator’s mental condition when he was thrown overboard? 3) What happened to the boat after the narrator was thrown overboard? 4) Describe the grit exhibited by children during the journey. 5) Describe the card made by Sue. 6) Why does the narrator call Ile Amsterdam –the most beautiful island in the world? 7) Why does the narrator say that their respite was short lived? 8) What was the only hope left with the Captain before reaching Australia? Long Answer questions for Bright students:‐

1) Justify the title of the story. 2) “Staying together in times of direst of situation helps”. Describe in light of the

story.

83

3. DISCOVERING TUT: THE SAGA CONTINUES: Short answer type questions:(for average students)

(1) How old was Tut when he died? (2) When was Tut’s tomb discovered?

(3) Where was Tut laid to rest?

(4) What were the funerary treasures found in the first coffin?

(5) What efforts were made by Carter and his team to separate Tut from the

golden coffin?

(6) How does Carter justify his act of causing damage to Tut while separating the

body from the coffin?

(7) Why was Tut’s demise considered a big event by royal standards?

(8) Why is Akhinaten’s rule described as strangest periods in the history of ancient Egypt?

Long answer type questions: (for average students)

(1) What is the significance of funerary treasures in Egyptian’s civilization.

(2) Describe the role of science in unearthing the secrets of long dead.

Short answer type questions: (for bright students) (1) Describe the funerary traditions in Indian context. (2) Describe the purpose of keeping riches along with the dead as per Egyptian’s

civilization.

(3) Tut’s death was a death rattle to his dynasty. Explain. (4) What were the various difficulties faced by Zahi Hawass while taking CT Scan of

Tut?

(5) What is your opinion about “curse of the pharaoh”

Long answer type questions:(for bright students) (1) Forensic reconstruction helps us to know the traditions, culture and civilization

of our past. Enumerate in the light of Discovering Tut.

(2) How did Archeology change substantially? Describe its role in Discovering Tut.

4. The Ailing Planet: the Green Movement’s Role

Short answer questions for average students:‐

1) When did the Green Movement start? What was its purpose?

2) What is the present condition of earth?

3) What do you understand by sustainable development?

4) What is the new awareness dawned upon man?

5) “ Are we to leave our successors a scorched planet of advancing deserts, impoverished landscapes and ailing environment” Explain.

84

6) How is man exploiting forests?

7) How are fisheries being collapsed? 8) What does Article 48A of the constitution state?

Long answers questions for Average students:‐

1) What are the four principal Biological systems of the earth? What is their

condition?

2) How is the growth of world population affecting the future of mankind?

Short Answer questions for Bright students:‐ 1) What do you understand by a holistic and ecological view of the earth?

2) What are our ethical obligations towards earth?

3) Have scientists been able to catalogue all the living species? What does it indicate

about man’s potential?

4) What was the question raised by the First Brandt Report? Why?

5) “What goes under the pot now costs more than what goes inside it” Explain.

Long answer questions for Bright Students

1) Development is the best contraceptive. Elaborate upon the statement.

2) Population explosion is a serious issue in India. How does it affect the environment?

5. The Browning Version

Short answer type questions: (for average students)

(1) For whom was Taplow waiting?

(2) Why was Taplow called for extra work?

(3) What were Frank’s feelings towards Crocker Harris?

(4) What was the suggestion given by Frank to Taplow?

(5) What did Taplow think of Crocker Harris?

(6) Why does Taplow call Agamemnon a ‘muck’?

(7) Why was Taplow not sure of his remove?

(8) Where does Millie send Taplow?

Long answer type questions :(for average students)

(1) Compare and contrast the characters of Frank and Crocker Harris.

(2) Describe why Taplow respects Crocker Harris inspite of his strict behaviour.

Short answer type questions: (for bright students) (1) Taplow displays more maturity when compared to Frank. Do you agree

with this statement?

(2) When Crocker Harris cracked a joke, Taplow laughed. Was it a genuine

laughter? Discuss.

(3) Why doesn’t Taplow call Crocker Harris ‘a sadist’?

(4) Why was Frank envious of Crocker Harris?

85

(5) Crocker Harris was an introvert. Justify. Long answer type questions:(for bright students)

(1) There is a drastic shift in teacher‐student relationship from past to

present. Elucidate.

(2) Do you agree with Frank’s act of instigating Taplow to imitate Crocker

Harris. Why or why not. Justify your answer.

A Photograph Poet: Shirley Toulson

Short questions for average students:‐ Q.1 Where was the photograph captured? Who were the persons in the photograph? Q.2)Who captured the photograph? How did the cousins pose for the photograph? Q.3. How many years have passed for the mother’s death? Q,4. How old is mother in the photograph? Who are standing on either side of her? Read the following extract and answer the questions:

The cardboard shows me how it was When the two girl cousins went paddling Each one holding one of my mother’s hands, And she the big girl – some twelve years or so

Q.1. What does the cardboard show Q.2. Who was the big girl? Q.3 What do you understand by paddling?

Short Answer questions for Bright students:‐ Q.1) What does the poet mean by “terribly transient feet”. Q.2. Is the poet able to cope up with the loss of her mother? Q.3. Has time healed the poet’s wounded feelings? Q.4 What makes the mother laugh when she sees the photograph?

Read the following extract and answer the questions that follow: The sea holiday was her past,mine is her laughter. Both wry With the labored ease of loss

Q.1. Who are “her’ and “ mine” in the above lines? Q.3 Explain‐‘ Both wry‐‐‐‐‐‐‐‐‐‐ ease of loss’.

2. The Voice of the Rain Poet: Walt Whitman Short answer type questions (for average students)

(1) Why does the rain call itself ‘the Poem of the Earth’?

(2) Where does rain originate from?

(3) How does rain help the unborn seeds? (4) How is the journey of music cyclic?

Short answer type questions:(for bright students)

86

(5) Explain the scientific process being described in the poem.

(6) Draw a parallel between rain and music.

(7) What is rain symbolic of?

(8) What does ‘eternal’ refer to?

Extract: Read the following stanza and answer the questions that follow:(for average students) Eternal I rise impalpable out of the land and the bottomless sea, Upward to heaven, whence vaguely form’d altogether changed, and yet the same. (a) Which word indicates continuity of the process?

(b) Find pairs of opposites from the extract.

(c) What does the phrase ‘vaguely formed’ indicate here?

Read the following extract and answer the questions that follow :(for bright students) (for song, issuing from its birth‐place, after fulfillment, wandering Reck’d or unreck’d, duly with love returns.) (a) Where does the song go after its origin?

(b) What does the poet mean by ‘reck’d or unreck’d’?

(c) Which phrase indicates that song like rain is imperishable?

3. Childhood Poet: Markus Natten Read the extract given below and answer the questions that follow :(For average students)

When did my childhood go?

Was it the day I ceased to be eleven,

Was it the time I realized that Hell and Heaven,

Could not be found in Geography,

And therefore could not be,

Was that the day!

1. When did the poet stop being a child?

2. Where did he search for Hell and Heaven?

3. Give the antonym of ‘cease’.

II. Short answer type questions (For average students)

1.What did the child realize about Hell and Heaven?

2.As a child, what did he think about adults ?

3.What kind of thoughts did his mind produce as an adult?

4. What did he find on ‘an infant’s face?

Short Answer questions for Bright students:‐

1. What do you mean by ‘Hypocrisy’? why does he think adults are hypocrites?

2. What statement shows that he had developed independent thinking?

87

3. Where does he find his childhood in the end?

4. What different kinds of thinking does a child develop as he grows?

Read the extract given below and answer the questions that follow for Bright students: Where did my childhood It went to some forgotten place That is hidden in an infant’s face And that is all I know.

1. What is the change in thought of the poet in the last stanza?

2. Where does he find his childhood?

3. How does the poet try to comfort himself in the end?

4. Why does a person cherish his childhood?

4.Father to Son Poet: Elizabeth Jennings II. Short answer type questions (For average students)

1. How long have the father and son lived together?

2. What kind of relationship do they share?

3. What is the father’s desire?

4. Why is there silence between father and son?

Read the extract given below and answer the questions that follow for Average students: I know nothing of him, So try to build up a relationship from how He was when small .

1. Who are referred to “I” and “he” in the poem.

2. Why does the father want to build up a relationship once again?

3. What is the father’s plight?

Short answer type questions (For bright students)

1. What is the meaning of prodigal son? Explain it in the context of the poem ‘Father

to Son’

2. ‘Silence surrounds us’. Explain. 3. ‘I would forgive him too, shaping from sorrow a new love’. Explain.

4. How does the father bring out his helplessness.

Read the extract given below and answer the questions that follow for Bright students: He speaks: I cannot understand Myself, why anger grows from grief. We each put out an empty hand, Longing for something to forgive. 1. Why does the father say ‘anger grows from grief’?

2. What is the desire of father and son?

3. How can the generation gap between father and son be bridged?

****************************************************************

88

QUESTION BANK FOR CLASS XI (SNAP SHOTS)

1. Summer of the Beautiful White Horse

Short Answer Type Questions 1. Who were Aram and Mourad?

2. What did Aram think of the world when he was nine?

3. What did everybody think about Mourad?

4. Why did Mourad steal the horse?

5. What did the narrator see when he looked out of the window?

6. How does the narrator describe the tribe to which he belonged?

7. How does the narrator feel when he realized that his cousin had stolen the horse?

8. The narrator was proud of his tribe’s honesty then why did he agree to enjoy

riding a stolen horse?

9. What do you learn about the narrator’s uncle Khosrove?

10. What did uncle Khosrove say when his son told him that their house was on fire?

Long Ans Type Questions 1. This lesson doesn’t have breathless adventure and exciting action then what in

your opinion makes it interesting?

2. 2Write a brief character‐sketch of uncle Khosrove?

3. Did the boys return the horse because they were conscience‐stricken or because

they were afraid?

4. Describe how the narrator and his cousin enjoyed horse riding?

5. You lost your cycle a day before. Write a notice for the school notice Board about

it and announce a suitable reward for it.

6. Draft a Poster with the message—SAVE ANIMALS.

2. The Address

Short Answer Type Questions

1. What was the address referred in the story? How did the narrator get it?

2. Who was Mrs. Dorling? Why did she deny to recognize the narrator?

3. Why did the narrator want her mother’s belongings?

4. Briefly enlist the articles the narrator recognized as her own in Mrs. Dorling’s

house?

5. What was the attitude of Mrs. Dorling’s daughter towards the belongings of the

narrator’s mother?

6. How did the narrator recognize that the cutlery was her own?

7. “Bread was getting to be a lighter colour,…”Explain it.

89

Long answer type questions 1. Compare and contrast the life of common people during pre‐war, during the war

and post war times. Substantiate your answer illustrating the relevant information

from the story.

2. Comment on the significance of the title –The Address. Discuss the irony implied in

the title.

3. Describe the second visit of the narrator to Mrs. Dorling’s house? Why did she

suddenly decide to leave?

4. Write an article on the curse of war.

3.Ranga’s Marriage Short Answer Type Questions

1. Why does Iyenger not give the story a fancy title?

2. How does he describe his village in a humorous manner?

3. What is the priceless commodity? Why does he call it priceless?

4. Did Ranga change after he had education in the city? Give reasons.

5. Do you think Ranga got married according to his views on marriage? Prove your

point in brief?

6. Who was Shyama? Why was he named Shyama?

LONG ANSWER TYPE QUESTIONS 1. How does the narrator bring Ranga to marry Ratna? Do you think it was right on

his part to do so?

2. Give a character sketch of the narrator Shyama.

3. With reference to the story write when a boy should be married and when a girl.

Justify your answer with suitable reasons.

4. Albert Einstein at school

Short Answer Type Questions

1. Why do Einstein and his teacher have an argument?

2. Why does Einstein ay that he doesn’t see any point in learning dates?

3. Why couldn’t Einstein leave school and go home?

4. How does Elsa comfort Albert?

5. What does Albert plan to do after reaching Milan?

6. Give a brief account of Albert’s encounter with the Principal of his school?

Long Answer Type Questions

1. Why does Einstein feel miserable while staying in Munich?

2. How does Einstein succeed in getting a medical certificate for nervous breakdown?

3. Imagine that you are Albert Einstein .Write a letter to a college in Italy enquiring

about the courses that are taught there.

90

4. “Mother’s Day”

Short answer type questions:

1. What happened to Mrs. Pearson after the change of personalities?

2. Who was Doris? What was it that surprised her about her mother?

3. What did Doris want her mother to do and why?

4. Why was Cyril annoyed with his mother?

5. Who was George Pearson? What did people say about him at the club?

6. Who was Charlie? What did Mrs. Pearson say about him?

Long answer type questions: 1. How did Mrs. Fitzgerald help Mrs. Pearson to be the boss of her family?

2. Compare and contrast the character of Mrs. Fitzgerald and Mrs. Pearson?

3. Bring out the theme of the play ‘Mother’s Day’.

7. BIRTH Short Answer Type Questions

1. When did Andrew Manson reach Bryngower? What did he find there?

2. What do you know about his evening that day?

3. Why did Morgan’s mother‐in‐law offer Andrew a cup of tea?

4. How were Andrew’s thoughts on marriage that night and why?

5. ‘The dilemma was so urgent he did not solve it consciously’. Explain.

6. Describe the doctor’s state of mind and heart after his miraculous success.

LONG ANSWER TYPE QUESTIONS 1. Trace the emotional and mental state form of Dr. Andrew from the beginning to

the end.

2. What is the significance of the title ‘Birth’?

3. Write an article on the qualities of a good doctor.

4. Make a comparison between Andrew Manson and general doctors.

8. The Tale of Melon City Short Answer Questions

1. 1 What did the king order to do and what happened after that?

2. 2 What was the king’s reaction after that?

3. 3What argument did the architect give in his self‐defence?

4. 4Why was it that the king was finally hanged?

5. 5 What decision did the ministers take after the death of the king?

6. 6How was a melon chosen to be the king?

Long Answer Questions 1. How did the accused in the construction of the faulty arch defend themselves from

being hanged?

2. What happened after all the accused put defence in their favour?

3. Suppose you are the resident of the same state.Write a letter to your mother

stating how a melon was chosen to be the king of your State.

91

QUESTION BANK ‐ CLASS XII (VISTAS) THE THIRD LEVEL

SAQ FOR Average students 1. How was the third level different from the second level? 2. How does the narrator describe Galesburg, Illinois? 3. What did the narrator do the next day when the clerk in third level warned him? 4. Why was his psychiatrist friend worried over his action? 5 What could Sams‘old business be? 6. What is a first‐day cover? 7. What did Charley find among his oldest first‐day cover? 8. Did Charley find the third level again?

HOTS 1. ”The modern world is full of insecurity, fear, war, worry and stress” What are the

ways in which we attempt to overcome them?

2. How is hope an integral part of man’s psychology‐ Explain briefly with reference to

the lesson The Third Level.

3. How is the intersection of time and space woven in the Third Level?

4. It is the human tendency to be fascinated by some surprise element. Does it hold true for the story The Third Level?

5. What does the Third level refer to?

Long answer type questions For Average Students

1. Do you think that The Third Level was a medium of escape for Charley? Why/Why

not?

2. Describe Charley’s character with special reference to his escapist tendency.

For Gifted Children

3. “Times don’t change. Men do”. Elucidate in context of the scene at The Level

Station.

4. It is the human tendency to be fascinated by some surprise element. Does it hold

true for the story?

THE TIGER KING SAQ for Average Students

1. How did the chief astrologer react to the tiger king’s question about the manner

of his death? How did the tiger king take it?

2. What did the Maharaja do when he stood in danger of losing his kingdom?

3. What plan did the Maharaja think of to fulfill his vow to kill hundred tigers after

the tiger population became extinct in his state?

4. What caused the death of the Maharaja?

92

5. Who is the tiger king? How did the Tiger King acquire his name?

6. Why was the Maharaja in danger of losing his throne?

7. Where the hundredth tiger was finally found?

8. What was the special gift the Maharaja gave his son on his birthday?

SAQ HOTS 1. Why is there no chance of fulfillment of meeting the man of indomitable courage

face to face?

2. What will now happen to the astrologer? Do you think the prophecy was

indisputably disapproved?

3. How did the Maharaja celebrate his victory over the killing of the 100th tiger?

4. Elucidate any two humorous or comic elements in the story.

5. Why did the British officer wish to hunt a tiger? How did the tiger king deal with

the problem?

6. What exactly did the crown princess of all the other Indian states do?

LAQ for Average students

1. An interesting conversation took place between Crown prince Jung Jung

Bahadur and the astrologers. What was it about? How did they react to each

other?

2. How did the Dewan take his tiger into the forest?

LAQ‐ HOTS 1. What is the author’s indirect comment on subjecting innocent animals to the

willfulness of human beings?

2. Fear or conviction sometimes is our ruling passion. Discuss how the driving force which governed the Maharaja’s life, enabled him to acquire his name as Tiger King.

JOURNEY TO THE END OF THE EARTH

SAQ for Average Students 1. What is that thing that can happen in a million years and would be ‘mind‐

boggling’?

2. What, according the author, did exist in place of Antarctica six hundred and fifty

million years ago?

3. What are the ‘visual scales’ one sees in Antarctica?

4. How is the global temperature increasing?”

5. How is Antarctica a crucial element in the debate of climate change?

6. What are the microscopic phytoplanktons? How are they important in the food

chain and photosynthesis?

7. What is the programme student on ice all about?

8. What was Gondwana? What happened to it?

93

HOTS 1. Why was the programme “Student on ice “such a success?

2. ‘A lot can happen in a million years, what a difference a day makes’ Explain

3. ‘It is like walking into giant ping pong ball’ Elucidate.

4. What are the indications for the future of humankind?

LAQ for Average students. 1.Why is Antarctica the place to go to understand the Earth’s present, past and future? 2. What geographical frontier did the author travel through to reach the destination?

LAQ‐ HOTS 1, In the parable of the phytoplankton , there is a great metaphor for existence . Take care of the small things and the bigthings will fall into place. Explain. 2.“It was nothing short of revelation :everything does indeed connect. Elucidiate with reference to Journey to the end of the Earth.

THE ENEMY

SAQ for Average Students 1. How did Dr. Sadao tend the wound of the man?

2. Who was the white man whom Dr. Sadao and Hana found?

3. Why didn’t Dr Sadao put the wounded man back in the sea even though he was his

enemy?

4. What did Dr Sadao do to send off the man?

5. How did Hana show her great human sight to the soldier after the operation?

6. Why did the General not send the assassins to kill the soldier as he promised?

7. How did Hana help the wounded man?

8. What message does ‘The Enemy’ give?

HOTS 1. What did Hana wonder about the cruelty of people in power?

2. What kind of relationship did Sadao share with his father?

3. A mature understanding is reflected in the relationship between Hanna and Dr.

Sadao. Why does Dr. Sadao say they were perfectly happy?

4. What did Hana and Dr Sadao contemplate first?

LAQ for Average students

1. While hatred against a member of the enemy race is justifiable, especially during war time, what makes a human being rise above narrow prejudices? 2. Dr. Sadao was compelled by his duty as a doctor to help the enemy soldier . What made Hana , his wife sympathetic to him in the face of defiance from the domestic staff?

94

LAQ HOTS 1. What explains the attitude of the General in the matter of the enemy soldier? Was it human consideration, lack of nation loyalty, neglecting of duty or simply self absorption? There are moments in life when we have to make hard choices between our roles as private individuals and as citizens with the sense of national loyalty. Discuss with the story.

SHOULD WIZARD HIT MOMMY SAQ for Average Students 1. Who is Jo? How does she respond to her father’s story‐telling? 2. For how long Jack been narrating the stories to his daughter? 3. Why did Roger Skunk go to the Wizard? 4. What did he want to smell like? 5. What is the moral issue the story raises?

6. What was usually the basic storyline of the tale that Jack told Jo almost daily? 7. Describe the wizard’s room. 8. What does Jack actually want Jo to know and understand in the story?

HOTS 1. What is your opinion about the two endings to the Roger Skunk story?

2. Do you think the slip of tongue of Roger Fish was due to some particular reason?

3. Why is an adult’s perspective on life different from that of a child?

4. What was Jack’s justification for the ending of the story?

LAQ‐for Average students

1. What happened when Roger Skunk returned home What is your opinion of the

mother?

2. What makes Jack feel caught in an ugly middle position?

LAQ_HOTS

1. Though Jack appeared to be concerned about his wife do you think he really cared?

2. Your parents, they give you your life, but they try to give you their life. What is your

opinion to the Quote?

95

ON THE FACE OF IT

SAQ for Average students

1. What does Mr. Lamb tell about himself? 2. What is it that draws Derry towards Mr. Lamb? 3. Why did not Mr Lamb have any curtains at his windows? 4. Why has Derry developed a negative attitude? 5. What did kids call Derry? Did it trouble him? 6. Why didn’t Derry like being kissed by his mother? 7. How does Derry’s attitude change after meeting Mr. Lamb? 8. What do you think the play ‘On the Face of It’ is all about?

HOTS 1. The actual pain or inconvenience caused by a physical impairment often much

than the sense of alienation felt by the person with disabilities. What is kind of

behavior that the person expects from others?

2. Will Derry get back to his old seclusion or will Mr. Lamb’s brief association effect a

change in the kind of life he will lead in the future?

3. Do you think there is an element of subtle irony in the story?

4. The world has got a whole face, and the world and the world there to be looked at.

What is Mr. Lamb trying to say?

LAQ for average children

1. What lesson of life does Mr. Lamb teach Derry when he comes to his garden?

How has it affected him?

2. What is the initial attitude of Derry towards one and all? Why is it so?

LAQ_ Hots

1. Both Mr. Lamb and Derry represent two serious aspects of life though their

origin can be called the same. Explain the statement.

2. Mr. Lamb has a different perspective of life. How does he explain there are other important to stare at?

EVANS TRIES O LEVEL SAQ FOR Average children 1. Why did Jackson visit Evan’s cell? 2. How did Mclerry made the Governor think as a security lapse in Evan’s trying to escape? 3. What irregularity did Stephens see about Evans when he frowned slightly seeing him wrapped under a blanket? 4. What instructions were given to Evans through the German correction slip that was smuggled into his cell? 5. What kind of a person Evans was?

96

6. What were the precautions taken for the smooth conduct of the examination? 7. Why was the sigh of relief short lived after the examination? 8.What did the Governor do to find out about the correction slip? Why? SAQ ‐ HOTS

1. A call was made during the exam regarding a correction in the question paper.

Who made the call and why?

2. Why did the Governor himself take a keen interest in the security arrangements of

Evan’s examination?

3. Was Evans a hard core criminal? Justify your answer.

4. What was the Governor’s apprehension about McLeery?

LAQ for average children

1. Describe how Evans was recaptured after his escape from Oxford prison.

2. What did Oxford prison do to ensure the smooth conduct of Evan’s O Level

German Examination so that he did not escape as he was notorious to do?

LAQ –HOTS 1. Do you agree that between crime and punishment it is mainly a battle of wits? 2. Write the character sketch of Governor as given in ‘Evans Tries O Level’

MEMORIES OF MY CHILDHOOD SAQ FOR AVERAGE 1.How did the author pass her first day in the land of apples ? 2. How were the Indian girls including the author herself led it to the dining hall ? 3. What emotional trauma did the author undergo when her hair was being cut ? 4.Why was the narrator taking an hour or half to reach home instead of ten minutes? 5 What did Judewin tell the narrator? What was the effect? 6 How did Bama come to know about untouchability? 7. Why did Bama study so hard? 8. How did the author follow her elder brother’s advice that could reduce untouchability ? HOTS 1.What lesson is learnt from the episode ‘We too are Human beings ‘? 2. What trials were in store for the new girls at the Carlisle Indian School? 3. What advice did Annan give to Bama to get better results and to get result? 4. ‘I felt like sinking to the floor’ what was the humiliation faced by the Native Americans? LAQ FOR AVERAGE 1. Describe the breakfast episode that made Zitkala‐Sa cry and not venture anything more ?

97

2. What proved to be fun‐giving and entertaining to the author on the way when she returned home from school ? LAQ FOR GIFTED 1. The two accounts of the story ‘On The Face Of It’ are based in two different cultures. What is the commonality found in both of them ? 2. The same incident that makes Bama laugh makes her feel, ‘so provoked and angry.’ Explain.

WRITING SKILLS‐CLASS‐XII

NOTICES 1. You lost your pen drive in the school. Draft a notice to be put up on the school notice board. You are Pallavi/Piyush of Bal Nivas Vidyalaya. 2. You are the literary captain of Vivekanda school. Your school is celebrating grandparents’ day. Draft a notice to be put up on the notice board asking the students to invite their grandparents. Invent all the details. 3.The Students council has organized an excursion to Darjeeling and Sikkim. Write a notice informing the students of class 11 and 12 about the trip. Invent all the details. 4.You are Rema/Rajan the cultural captain of St.Thomas Public School. An inter school orchestra competition has been organized on the occasion of the Silver jubilee of your school. Draft a notice informing the students to give their names. 5. You are the school pupil leader of Little flower school. Prepare a notice for your school notice board Informing the students of class 12 about a career counseling workshop to be held at your school from 18 may to 24 may. 6. You are Anita Desai/ Anup Sharma, the Sports secretary of St. Paul public school, Ahmadabad. Your school has decided to host the regional Level Basket Ball Tournament. Draft a notice for your school Notice Board inviting all the school children to attend the Tournament and cheer the participants. 7. You are Vipin Dogra /Vibhuti Sharma, The Student Editor of the magazine of Gandhi Memorial Senior secondary school. Draft a suitable notice for your school Notice Board inviting articles, poems, etc. for the forthcoming edition of the magazine. 8. You are Ashwin/ Ashwini the secretary of Cultural club of your school. Your school has decided to organize instrumental music competition soon. Write a notice for the same for your school notice board.

POSTER WRITING

1. Prepare the poster to create awareness among awareness about eve teasers on behalf of Karnataka police.

2. You are Chandan / Chandrika a social activist .Design a poster for conservation of tiger.

3. Your school plans to spread the message of the harmful effects of smoking to be put up in the school premises. Draft a poster.

4. Design a poster to be put up in the school library on the value of books. 5. Design a poster for a school fete. 6. Design a poster against exploitation of children as labourers in harmful industries

like cracker factories.

98

7. You are going to contest the elections for the post of school pupil leader. Draft a poster in about 50 words impressing the students upon why they should vote for you.

8. .Draft a poster to create awareness about the need to donate your eyes for the blind.

CLASSIFIED ADVERTISEMENT

1. You wish to let out your flat on rent. Draft an advertisement to be inserted in the classified columns of a newspaper. Invent all the necessary details. 2. You are going abroad. You wish to sell your Fiat Linea car. Draft a suitable advertisement to be published in the classified columns. 3. You have lost your brief case while travelling to Chennai by bus. Draft an advertisement to be given in the local daily. Invent all the details.You are Shalini/Sunder. 4. You are setting up crèche in your area. You need a trained nurse for the crèche. Draft a suitable advertisement inventing all the details.You are Ashok/ Ashoka of Belgaum. 5. You are saju/Vasant of No‐26 Vasant Vihar Trissur. You wish to sell your plot. Draft an advertisement to be inserted in the newspaper. 6.Kendriya vidyalaya Mysore need contractual teachers in English .Draft an advertisement on behalf of the principal in the classified columns of the local newspaper. 7. You have been transferred from Hyderabad to Kolkata.You wish to hire a house in salt lake. Draft a suitable advertisement to be inserted in the local daily. 8. You are the manager of Care Travels and Tours. You have an attractive package to Kulu Manali. Draft a classified advertisement to be inserted in the local daily.

COMMERCIAL ADVERTISEMENT. 1. You are the Marketing Manager of Hindustan Lever. You have introduced a new

health drink in the market. Draft an attractive advertisement. 2. Max Mart is having its annual clearance sale of garments. Draft an attractive

advertisement. 3. Kala Niketan is staging a drama on Child Labour. As the manager of the publicity

department draft an attractive advertisement to be circulated to all. 4. You have opened a new kindergarten school in your area. Draft a commercial

advertisement to be circulated in all the residences of your locality. 5. Titan has brought into the market a watch. Draft an advertisement. 6. Reebok Shoe Company has designed a new sports shoe for sports people. Draft an

advertisement informing the public. You are the marketing manager of the company. 7. You are working for an advertising agency. Draft an advertisement for a company

called Comfortable Electonics for marketing their new refrigerator ‘Eco Cold’.

8. Draft an advertisement for Solar Cooker launched by Surya Pvt. Ltd .

99

REPORT WRITING.

1. Inter School Regional Level Science exhibition was held in your school. As the science captain of your school you have been asked to write a report for the newspaper.

2. Your school has taken up various steps to eradicate smoking as initiated by the Govt. of India. Write a report for your school magazine.

3. You are Usha/Umesh . An Education Fair was organized in your city .As a newspaper correspondent of “The Hindu” write an article for the newspaper.

4. You are Preeti the secretary of the literary club of the Vidyalaya. Write a report for the school magazine on the activities of the club during the current year.

5. You are Suresh/Shalini, special correspondent of “The Times of India”. You have visited a place which was recently affected by a natural calamity. Write a report.

6. You are Anil/Anita of class IX. Your school has organized a musical concert in the school auditorium on the occasion of the foundation day of the school. Write a report for the school magazine.

7. You are Ram/Ravina, a reporter of “Decan Herald”. Recently the President of India visited Bangalore to inaugurate Cancer Research Institute. Write a factual report for the newspaper.

8. You are Anirudh/ Reema. Write a report for the school magazine on the Annual Day celebration of the Vidyalaya.

ARTICLES

1) Recently you have witnessed a program ‘Satyamev Jayate’ on T.V. It shows that

how the people in India are crazy about the birth of a son in the family. Think of

the effects of female infanticide and its effects on the future of India. Write an

article on the same.

2) We find many children working in factories, fields, as waiters in hotels and

domestic servants. As a result of this they are deprived of their right to education.

Write an article bringing the same to the notice of the people and the efforts

government as well as society at large can do in this regard.

3) The C.B.S.E. Board has decided to implement Continuous comprehensive

evaluation for all its classes however it is leading to the deterioration of standard

of education and increase in indiscipline in the schools. Write an article expressing

your views on the same.

4) Write an article expressing your views about ‘Right to education’ recently

introduced by the government. Discuss the merits and demerit of it in an article

5) The movies and the internet has caused havoc in the life of the young generation.

Write an article about the destructive effects of the same and what steps can be

taken to improve the existing situation.

6) The problem of ‘generation gap’ has been responsible for the disintegration of the

families in modern era. Write an article about what measures can be taken by the

grown‐ups as well as the young people to check this phenomena .

100

7) You notice that even school going children are found busy with their mobiles . You

feel that it has spoilt their relationship with the family members. It has also led to

some undesirable developments in their life. Write an article on the same

discussing the measures against the same practice.

8) Computer literacy has become the need of the hour. Write an article about the need of

the same and what steps can be taken by government in this regard.

INVITATIONS 1. Write a formal reply to your neighbour accepting the invitation to his cousin’s

birthday party. Invent name, date, time, place etc. 2. Write an informal invitation to your friend inviting her to the Golden Jubilee

celebrations of your School. 3. For the Birthday Celebrations, you plan to invite your friends, relatives and

colleagues. You are Ramani. Write out the invitation. 4. You have requested Mr. K.D.S.Rao to inaugurate your School Fete. As the Principal

of Santhi Public School, draft an invitation card. 5. You are Ruby. You have been invited to attend the Family get together party of

your friend’s sister during summer vacation. Respond to the invitation accepting the invitation.

6. You have received an invitation to attend the Award giving‐ ceremony on the occasion of the Regional Social Science Exhibition. Write a letter to the Secretary of ‘The Global Creator’ (the organiser of the exhibition) informing him about your inability to attend. Give three reasons.

7. You are Sajjanraj, S/o Sh. Dharmaraj of Greater Kailash, New Delhi. Your father wants you to draft a formal invitation to be sent on the occasion of your sister, Anita Raj’s marriage. Prepare the invitation.

8. You are Mohan/Molly. You have been invited by the Lions Club to act as one of the judges for a fancy dress competition for children. But due to a previous engagement you cannot accept this invitation. Write a formal reply to the President of the Club regretting your inability to accept the invitation. (Word input ‐50 words)

LETTER WRITING 1. You are John/Urmila, the Tour in charge of Grant Public School, Agra. During the summer break, you are planning to organize a tour to a place of historical importance. Write a letter to The National Travel Agency, Agra enquiring about the charges, facilities and all the other necessary details. 10 2.You are John/Urmila, Staff Secretary, Grant Public School, Agra. The state Transport bus which is playing in your route at 8 a.m. has become irregular, putting a large number of students and office‐goers in great difficulty. Write a letter to the Bus Depot in charge complaining about it and requesting him to send the bus regularly. 3. Write a letter to the Editor of ‘The Times of India’, Delhi, expressing your concern over the increase in the rate of road accidents, rash driving, and suggesting ways to curb the accidents. You are Nandita/Naveen of Jawahar Nagar, Delhi (Invent details) 10

101

4.Write a letter to M/s P. Orr & Sons, Chennai, complaining about the quality of the computers received in response to your order. Sign as Ramesh, No.18, Hudson Colony, Coimbatore. (Invent details) 5. Write a letter to the Editor of Deccan Herald, Bangalore, regarding many unlawful activities going on in your area. You are of Kalyanpur, Shimoga. Also give your suggestions to curb such activities. (Word limit: 150 words). 10 6.You purchased an L.G. Air‐conditioner 3 months ago. It ’was working well initially and suddenly the cooling effect has reduced and also there is a rattling sound. Write a letter to the Regional Manager, L.G; Electronics, New Delhi, asking for the repair/replacement of the A.C. unit. You are Suneet Arora/Suneeta of 182, Greater Kailash, New Delhi. (Word limit: 150 words). 7. Your younger brother, Suresh, needs your advice for the preparation of his Secondary School Examination. Write a letter to him giving some tips in brief. You are Ramesh / Reena staying at kotagiri Public School Hostel, Kotagiri. 10 8.Write a letter to the Editor, ‘The New Indian Express’ drawing attention of the concerned authorities to the misused and poorly maintained subways in Chennai. Give your suggestions You are Ram / Rani living at 10, Kamraj Street, Chennai 9. You are Karthik / Krithika of Chennai. Of late, chain‐snatching incidents are Increasing in the city Write a letter to the Editor of The New Indian Express drawing the attention of the concerned authorities Also give suggestions 10 10.You could not visit your sister at Nepal due to certain unavoidable circumstances. Write a letter to your sister explaining and regretting your inability; you are Madhavan / Madhavi of Kochi, Kerala. 11. You are Rama residing at 75 A, Nehru Nagar, Bhopal Write a letter to the editor of a national daily highlighting the seriousness of drunken driving, requesting him to publish articles, cartoons and slogans against drunken driving and also urging the government to take severe action against those who drive in drunken state. 10 12.You are Rama residing at 75 A, Nehru Nagai Bhopal. An open and well maintained park meant for the residents and children of your area will‐soon be converted into a shopping complex. Write a letter to the Commissioner of Municipal Corporation, Bhopal requesting him not to disturb the park which is the only open space in your area. Also suggest alternate space for the shopping complex away from the residential area, giving suitable reasons. 13. You are Kamala/Rajan, President of the Youth Club, Kanpur . You are organizing a Chess Tournament for the youth of the age group 15‐ 18 in Kanpur . Write a letter to the Minister for Youth and Sports requesting him or her to be the Chief Guest and inaugurate the tournament. Do not forget the mention the activities of your club. 10 14.You are Kamala/Rajan. You have seen an advertisement for the post of an English Teacher in Rani Public School , Kolkata. Write a letter in response to the advertisement applying for the post. Give your detailed bio‐data also. 10

102

Lesson Plan Class XII

Topic : My Mother At Sixty six Name of the Teacher : B K Mishra KV Ambikapur (CG) Instructional objectives :

To comprehend and enjoy and appreciate the poem.

To be able to recite the poem with correct stress, intonation and

pronunciation.

To be able to speak about their real life experiences.

To appreciate relationship and to empathize with the poet.

To understand the use of poetic devices i.e. Simile, visual images

To sensitize the students about the poet’s love for her mother.

Teaching Methodology /Strategies followed

Constructivism

Interactive

Teaching Aids used

Computer

LCD Projector

PPT

STEPS CONTENT TEACHER’S ACTIVITY STUDENT’S

ACTIVITY

LEARNING

OUTCOME

INTRODUCTION

Relationship is the

nucleus of the poem.

To be happy and

successful in life, we

need to balance

between the

expectations of

parents and the

responsibilities, we

shall have to

discharge for a

progressive career.

Kamala Das, the

poetess, is taking

leave of her mother,

who is 66 years old,

to develop her career

wings.

Will put a few questions : •How many of you have elderly parents or grand parents? •How do they look like? •What are the things they expect from you? •In what ways do you

take care of them?

Students will

respond to the

questions with

clarity.

Students will

speak about

their real life

experiences.

103

DEVELOPMENT

AND PRACTICE

GIST

‐‐In this poem, Kamala Das explores the theme of ageing and death and isolation through a narration involving her mother. ‐‐While driving from

her mother’s home

to Cochin airport

,Kamala Das, the

poetess had a glance

on her mother who

was sitting beside her

in the car. To her

dismay and worry,

her mouth was open

and her pale face was

as lifeless as a dead

body. The scene

brings back her

childhood fear of

losing her mother. In

a bid to drive away

that fear, she looks

through the widow

of the car. She sees

the young trees

running behind and

the children rushing

out of their homes

into the street

merrily.

‐‐ Meanwhile she

reaches the airport.

After the security

check is over, she

once again looks at

her mother’s face.

She is still motionless

and her face

resembles the late

winter’s moon. The

.Will read the poem aloud .Will play the slides through PPT

Will read the

poem in groups.

They will also

work in pairs to

find out the

contrasting

images.

Students will understand and appreciate the poem

104

childhood agony of a

mysterious

premonition, that is,

losing her mother,

once again seizes

her. She is not able

to say anything more

than that she would

meet her soon.

Hiding her own grief

and fear she just

smiled and smiled.

EVALUATION Student’s

understanding of the

poem will be

evaluated through

evaluator questions.

1. Describe the contrast

of the scene inside the

car with the activities

going on outside.

2.Describe the use of

images that the poet

employs to strike that

contrast.

3. What do the parting

words of the poet and

her smile signify?

4. Express your feeling

and reaction to the

poet’s situation in the

poem.

Students will

answer the

questions

comprehensivel

y.

They will develop aesthetic sensibility through a) Simile : Example— a) ‘…her face ashen like that of a corpse…’ b) ‘…wan, pale as a late winter’s moon…’ b) Imagery : Example-- The vividly colorless image of an ashen corpse & a pale winter moon are what the poet has used to signify her ageing mother.

RECAPITULATION Through questions

the recapitulation of

the poem will be

done.

1. When did the poet see her mother? 2. How did the poet’s mother appear to her then? Why? 3. What was her ‘thought’ which she put away soon? 4. What do young sprinting trees signify? 5. What is ‘that old

Students will

answer the

questions.

Students will

learn the

value of

relationship.

Students will feel and experience

105

familiar ache, my childhood’s fear’? 6. How does the poet describe her mother’s face? 7. Why does the poet use the word ‘smile’ three times ? 8. Why has the poet bought in the image of the merry children spilling out of their homes? • Why has the mother been compared to the late winter’s moon? • What poetic devices has the poet used in 'my mother at sixty‐six'?

the anguish of separation. They will also realize the importance of mother in

one’s life.

FURTHER

ACTIVITIES

Diary entry

Article writing

Poster

1. In the light of the poem quote some instances where children have deserted their parents to make their careers?

2. Imagine that you are going abroad for good. Your mother comes to see you often. You notice that she is frail and weak. Express your feelings in the form of a Diary entry.

3. Write an article on ‘Old age home’.

4. The Cultural Club of your school is going to celebrate Mother’s Day. Prepare a poster for the occasion.

5. The poet feels guilty and painful learning her mother’s situation. Can the situation be changed?

The writing

activities will be

done by the

students as a

part of

assignment.

Students will

realize the

importance of

mother.

They will

connect the

ideas of the

poem to their

own situation

and the world

outside.

They will also

develop logic

and

coherence in

their writing

skills.

106

DEMO LESSON NAME OF THE TOPIC:TENSES

‐ BY B.Venkateswarlu, KVASC, Bangalore I. INST RUCTIONAL OBJECTIVES:

To identify tenses ‐simple present, simple past, simple future, present

perfect, past perfect and future perfect.

To comprehend the use of the use of the selective tenses in different

contexts.

To enable the use of tenses in context appropriately and meaningfully.

II. TEACHING METHODS/STRATEGIES FOLLOWED:

Constructivism: The students will be able to arrive at understanding of the

use of the tenses and their functions through a series exercises.

E‐ Learning: learning takes place through e‐content supplied. Role Play Group work Interactive Session

III. TEACHING AIDS/ICT USED: PPT

LCD PROJECTOR

IV. STEPS OF TEACHING: 1. Introduction: Role play as an introduction to the topic

2. Development: On the basis of the previous knowledge of the students,

the tenses used in the role play will be identified and their use in

different contexts discussed.

3. Evaluation: Identification and use of tenses in different contexts as part

of group activities.

4. Recapitulation: An exercise will be given for identification and

reinforcement of the tenses taught.

5. Further activities: Two exercises for identification and use of the tenses

taught will be given.

6. TEACHING PLAN:

CONTENT TEACHER’S ACTIVITY

STUDENT’S ACTIVITY LEARNING OUTCOMES

1.Introduction: Role Play on simple present, simple past, simple future, present perfect, past perfect and future perfect 2. Evaluation: Identification& use of

The teacher conducts activities with the help of PPT in:

1. Role play 2. Group

activity 3. Whole class

interactive

The students participate in:

1. Role play 2. Group activity 3. Whole class

interactive session

The students will be assigned the following on the basis of their learning outcomes:

1. A letter 2. A telephone

conversation using the

107

tenses in group activity followed by whole class discussion.

session4. Home

assignments

tenses taught.

Lesson Plan

Class: XII Subject: English Time: 25 minutes I. Name of the Topic: “We Too Are Human Being”, Part II, Paragraph: 1‐3. II. Objectives: * Enable to read and comprehend the social evil ‘untouchability’

*To create realization that all are one and equal.

*Attitudinal change towards the marginalized in the society.

*To develop vocabulary, suitable expression etc.

III. Teaching Method: Interaction or question – answer IV. Teaching Aids: Computer, LCD, Slides etc. V. Steps of Teaching:

A. Introduction: Showing the slides the teacher will ask questions and draw

the attention of the learners towards the ‘untouchability’

B. Presentation: Teacher reads the passage hurriedly and students just pay

attention to it.

Activity I Based on the reading, now answer the given questions:

1. Who is the speaker? 2. In which class is studying?

3. When did she experience untouchability? 4. What is the passage all about? 5. Have you ever undergone this experience? If yes, what is that? Activity II Say: True or False:‐

1. She was walking home from her school. ( ) 2. She had a new bag on her shoulder. ( )

3. She covered the distance in 10 minutes. ( ) 4. She always wasted her time on the way. ( ) 5. She was attracted by fun and games. ( )

Activity III

Complete the following with the things that attracted the author: 1. The p……………….. m……………………… .

108

2. Display of …………………………. . 3. The …………………… who had not got off for the three days.

4. The ……………………… wheels. 5. The ………………………temple. 6. The ………………….. …………………….. . 7. The dried fish stall by the statue of …………………….. . 8. The changing from ……………………….. to ……………………. . 9. The wild ………………….. in the cages. 10. The clay ………………….. and …………………….for cleaning our ears.

C. Evaluation:

1. Why Bama, the narrator, reach home late? 2. What lesson is learnt from this extract?

3. How can we eradicate ‘untouchability? VI. Recapitulation:

Complete the summary of the extract / passage by filling in the blanks: The author describes the bitter experience on ……………………. Which she herself and her whole ……………….. had to undergo just because they happened to be the …………….. class.

She experienced it right from her ………………… . She used to walk her school which hardly took …………………… minutes. But she was attracted by ……………….. and ……………… on her way home and took ……………………………. to …………………….. time.

In order to eradicate ……………………… we need to change our ………………….. and develop the feelings of being ……………… VII. Home Work:

Talk to your parents or grand‐ parents and find out whether they were ever the victims of untouchability. Write their experience on it, or any other such discrimination. VIII. Extended Activity:

Draft a poster against the social evil “untouchability”. IX. Teaching Plan:

Content Teacher’s activity Students’ activity Learning output

Introduction to the concept of ‘untouchability’

Showing slides and asking questions like: What do you see here?

Watching slides and responding the questions: A man and a woman.

Learn about discrimination.

Development Reads aloud the passage Listen the passage carefully

Recognizing theme, enhancing vocabulary, Pronunciations.

Development Instruct for silence reading

Go through the passage silently

Read and comprehend the content

Development Teacher asks questions as: 1. What is the passage all about? 2. How much time does the author take to reach

Answer the questions as: 1……. untouchability. 2…….half an hour to an hour time.

Come to know the central ideas

Of the passage. They are able to interpret it.

109

Prepared By Hermon Kiro.

LESSON PLAN

A. Name of the topic: Article writing‐The Uses and Misuses of Mobile phones. B. Instructional Objectives: General‐To develop advanced writing skills Specific: 1.To acquaint the students with the technique of article writing and the format of an article. 2. To familiarize the students with the use of sentence markers. C. Teaching methodology: Activity based constructivist approach. D. Teaching Aids: Video clipping, PPT, props.

Content Teacher’s activities Students’ activities Learning outcome

1. Introduction: visual input‐impact of mobiles phones in life.

1. Introduces the topic by showing a video.

1. Watch the video. 1. Interest is generated in the topic.

home?

Development Activity I Teacher asks questions based on the reading, as: 1. Who is the speaker? 2. In which class is he studying?

Answer the given questions, as: 1. The author, Bama. 2. Third class.

Comprehension

Development Activity II Say , True or False: 1. She was walking home from school. 2. She had a new bag… .

Students answer in true or false: 1.True 2. False.

Comprehension

Development Activity III Filling in the blanks, as: 1. Display of …………… . 2. The …………….. wheels.

Fill the blanks: 1. snake 2. Spinning

Comprehension

Evaluation Teacher ‐ asking questions, as: 1. Why did the narrator delay to reach home? 2. What lesion is learnt from this extract?

Answer the questions, as: 1. … enjoying fun and games. 2. … all are equal.

Understanding the theme.

Recapitulation Exercise is given to complete the summary by filling in the blanks.

Read and fill the blanks one by one.

Learn the passage

Home Work Talk to your parents or grand‐ parents and find out about untouchability and write down.

Students note it down and answer it at home.

They are able to interpret. Writing skill is developed.

Extra activity Draft a poster on the social evil ‘untouchability’.

They note down and prepare a poster on it.

Writing skill is developed.

110

2. Development/Practice: Brainstorming session based on visual input‐collection of ideas‐uses and misuses of mobile phones‐activity method are used. Organisation of ideas into the frame of an article‐discussion of format. Discussion and illustration of sentence markers.

2. Facilitates the brainstorming session‐elicits the uses and misuses of mobile phone from students.

2. Participate actively in the brainstorming session‐come up with the uses and misuses of mobile phones‐collect and organize ideas.

2. Students learn the techniques of writing articles

3. Evaluation: The various steps involved in article writing.

3. Facilitates the discussion on the various steps involved.

3. Students actively participate in the discussion.

3.learn the various steps involved in article writing

4.Recapitulation: Steps of article writing and useful sentence markers with the help of PPT.

4. Shows PPT and elicits answers from students.

4. Recollect all the steps.

4. The various steps of article writing and the use of appropriate sentence‐ markers are reinforced.

5.Assignment in the class: Article on The Uses and Misuses of Mobile Phones

5.Gives the assignment

5. Write the assignment

5The article on The Uses and Misuses of Mobile Phones is written by the students

Madhusoodanan.N PGT(English).K.V.NO.1,Colaba LESSON PLAN NAME OF THE TOPIC :CHILDHOOD CLASS:XI DEMO LESSON: Mrs . Mercy Subhashini INSTRUCTIONAL OBJECTIVES:

1. To enjoy the rhyme and rhythm of the poem.

2. To comprehend and appreciate the poem.

3. To be able to recite the poem with proper stress and intonation.

4. To appreciate the beauty of childhood.

5. To solve crossword puzzle.

TEACHING STRATEGIES

1.Interactive and participatory

2.Constructivicm

3.Group activity

TEACHING AIDS

111

1.Power Point Presentation

2.White Board

3. Work Sheet

TEACHING

METHOLOGY CONTENT

TEACHER’S

ACTIVITY

STUDENT’S

ACTIVITY

LEARNING

OUTCOME

INTRODUCTION Show a few

power point

presentation on

children playing

and pose some

questions.

The teacher ask a

few questions to

motivate the

students to elicit

the topic.

Students

watch the

PPTS and

respond to

the questions.

Students answer

the questions.

DEVELOPMENT Gist :The speaker

pondered deeply

upon the

philosophical

questions of life

and ultimately

realized the fact

that his

childhood days

were finally gone

down into the

past of eternity

for good and

would never

return.

Will read the

poem with proper

stress and

intonation.

Read the poem

for the second

time giving

importance to the

content.

Students will

close the text

book and

listen to the

poem.

Students

comprehend

the central

idea of the

poem.

Students try to

comprehend the

poem.

Students

comprehend the

poem and

identify the

central idea of

the poem.

3.EVALUTION 1. At what age did

the speaker

realize that he

was no longer a

child?

2. What does the

child say about

adults ?

The teacher will

ask questions to

evaluate the

comprehension of

the students.

Students

answer the

questions.

Read the poem

with proper

stress and

intonation.

4.

RECAPITULATION

4.Questions were

asked as a part of

recapitulation

1.Where does the

poet search for

hell and

heaven?

2.What do the

Students

recall and

answer the

questions.

Learn to write

answers on

their own.

112

adults preach

of?

5.HOME

ASSIGNMENTS

An extract of the

poem the first

stanza is given as

comprehension.

Enables the

students to

answer the

comprehension

questions.

Students

answer the

questions.

Learn to identify

the specific

answers.

EXTENDED

ACTIVITY

Diary entry

2. article writing

Write a diary

entry on the day

you realize that

you were no

longer treated as

a child.

2.Write an article

on childhood

memories

Students

attempt diary

entry and

article

writing.

Learn to write

article writing

and diary entry.

LESSON PLAN NAME OF THE UNIT: AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM. BY STEPHEN SPENDER. DATE:21ST MAY, 2012. 1ST HOUR. DEMO LESSON BY MRS. C. KALAIMATHY. INSTRUCTIONAL OBJECTIVES:

1. To listen and enjoy the poem.

2. To read and understand the theme of the poem.

3. To appreciate the poem.

4. To read the poem with proper stress and intonation.

5. To develop the language skills‐LSRW.

METHODOLOGY 1.INTRODUCTION 2. DEVELOPMENT

CONTENT Pre‐listening questions The poem is about the plight of the slum children. It also brings to light the responsibility

TEACHER’S ACTIVITY The teacher poses interesting question to motivate the children. Initiates an interactive session.

STUDENTS’ ACTIVITY Student’s respond and whole‐class discussion goes on. Reacts and responds to the pictures shown in ppt.

LEARNING OUTCOMES Students become receptive to learn the poem. Gets sensitized to the issue‐ the theme of the poem.

113

3. EVALUATION 4.Recapitulation 5.Homework 6.Extended Activity

of the Govt. to uplift the status of these children. Loud Reading‐1 Loud Reading‐ 2 While‐listening activity Silent‐reading Comprehension question on the text. 1.How do the slum children look like? 2.Why the boy is called paper‐seeming boy? 3.What is the unlucky heir doing? 4.Pick out a few positive words from this stanza. 5.Identify one figure of speech and explain. Loud reading, Choral Reading An extract from the 1st stanza with questions. Speech writing

Reads the poem with proper stress and intonation. Reads the poem giving importance to content. Enables the students to recollect and do the exercise. Observes and guides. Facilitates the children to answer. Helps the students to read correctly. Gives tips to answer the questions. Gives the question and guides the students.

Listens to the poem and be ready for the further activities. Listens to understand the content. Attempts while‐listening activity. Reads silently to know the importance of the theme. Answers the comprehension questions. Individual, group work as a whole class. Individual work at home. Does time bound individual work.

Develops listening to comprehend any poem for style, form and mood. Hones listening skills. Learns to locate correct answers. Learns to identify the message and correlate with the real life experience. Develops interest to read more poems on such themes in any language. Understands the importance of punctuations, stress and intonation. Knows to identify specific answer and writes briefly. Learns to survey, compare and speak.

114

TEACHING STRATEGIES: 1. Inter‐active and participatory

2. Individual work

3. PPT

4. Constructivism

TEACHING AIDS: 1. PPT

2. White board

LESSON PLAN Class‐XII ‐ English Name of the unit‐An Elementary school Classroom in a Slum ‐ Stephen Spender

Gist of the poem‐The poet throws light on the schooling, subhuman living conditions of the undernourished, sickly, diseased and disabled students of the slum area and thus brings to forefront the urgent need to remove the social injustice and inequality rendered to them by society at large as well as the indifference of government, educational authorities and lack of sympathy ,failure to do sincere efforts for bringing about their upliftment and real progress in life. Teaching methodology‐ Introduction with the help of a hand‐out containing questions related to the topic. Loud reading by the teacher while students listen with closed eyes. Silent reading by students Comprehension questions involving pair work, group work. Use of P.P.T. for further activities like dialogue, interview, group‐work,class‐

discussion. OBJECTIVES‐ General objectives‐ To enable the students to have local and global comprehension of the poem. To enable students to appreciate and enjoy the poem.

Specfic objectives‐ To create awareness about the social disparity between the students’ life

and their own life. Creating awareness about the social injustice and inequality that prevails in

the society. To make students understand their duty towards the upliftment and

betterment of the downtrodden people. To bring to the notice how education has to be made more meaningful,

purposeful, the need to improve the educational infrastructure with special reference to N.C.F. and C.C.E.

Teaching –learning activities‐ Pair work Group work Dialogue between teacher and his students about problems faced by them

Interview by a reporter about the teacher’s expectation frm government, educational authorities and society at large.

115

Teaching aids‐1)small handouts 2) P.P.T HOME ASSIGNMENTS‐

Answer the given questions in 30‐40 words

.e.g Why does the poet poet compare a boy with a starved rat?

Explain ‘recites a father’s gnarled disease?’

Read the given extract and answer the questions that follow.

Write your comments on the significance of new framework of education and C.C.E. the present era..

Prepared by Mrs Neelima Limaye, K.V. B.E.G. Pune

LESSON PLAN NAME OF THE LESSON: GOING PLACES BY A R BARTON

AIMS AND OBJECTIVES: INSTRUCTIONAL OBJECTIVES:

1. To read and comprehend the central theme.

2. To associate/organize ideas with the real life situations.

3. To develop vocabulary, expression, phrases etc.

4. To help the students realize the danger of fantasizing and to help them develop

positive attitude to life setting realistic goals in our life.

5. To develop LSRW skills through classroom activities.

TEACHING METHODOLOGY/ TECHNIQUES: 1. Interactive

2. Role play

3. Group Work

TEACHIND AIDS USED: 1. Text Book (Flamingo)

2. PPT

TEACHING PLAN:

Steps Content Teacher activity Student activity

Learning Outcome

Introduction Development (Loud reading & Silent reading)

The futility of adolescent fantasizing. Sophie’s character is further developed through a strong contrast

Through interaction in the class the teacher elicit words/ ideas/ concept of hero‐worship, day dreaming, fantasizing The teacher directs/ silently. The students read aloud with small global

participating actively in the interaction Reading the passage loud by part comprehending the two characters

Students listen, think and respond. They will try to come out with the desired words. Student comprehends the theme of the passage and forms general ideas

116

Evaluation Recapitulation Extended Activities

offered by Jansie who is down to earth and realistic. Questions checking comprehension:. Role Play A debate based on the topic dealt with.

and local questions asked. Activities: 1. MCQ 2. Fill in the blanks questions on slides

3. Writing of human qualities/adjectives by the children on a piece of paper for either Jansie or Sophie.

Teacher asking questions: What does Sophie want to do after she passes out of school? Who is Derek? What was he doing? Etc. Plays the role of a facilitator and director 1. It is natural for teenagers to have unrealistic dreams. What would you say, are the benefits and disadvantages of such fantasizing.

2. Draft a poster on a play to be staged in your school on Adolescent fantasy.

to answer the MCQ and yes/no questions Answer the questions correctly Play the roles of various characters effectively The students actively participate in the debate and give their views.

and develops reading skills getting specific information. Comprehended the passage. Listening and speaking skills are enhanced. Ability to transcode the text into a role play. Apply knowledge of the theme .The students develop speaking and communicative skills. Youths develop positive attitudes to life setting. Realistic goals preaching that wild fantasy may damage one’s own life.

Prepared by: Rosy Puniyani PGT English, KV Jayant Colliery

117

LESSON PLAN NAME OF THE LESSON‐ON THE FACE OF IT SUSAN HILL

DEMO LESSON‐ BY SREEDEVI WARRIER I. INSRUCTIONAL OBJECTIVES:

1. To enable the students to think laterally.

2. To enable the students to emote and act.

3. To enable the students to listen and comprehend.

4. To enable the students to differentiate between prose and drama.

5. To enable the students to understand that physically challenged persons are also

normal citizens.

6. To enable the students to develop the 4 skills. LSRW.

II. TEACHING METHODOLOGY. 1. Role Play 2. Power point presentation 3. Group Work 4. Interactive and Participatory 5. Constructivism III. Teaching Aids: 1. Internet 2. Computer 3. Black Board/ White board

METHODOLOGY CONTENT TEACHER’SACTIVITY STUDENT’S ACTIVITY

LEARNING OUTCOMES

Introduction Pictures of physically challenged persons Title of the play

To show the pictures and ask them to interpret the pictures To show the title of the lesson and ask them to interpret the title

To look at the picture and speak out their opinion Students to voice out their opinion on the title.

Recall, think laterally and speak.

Development and Practice

The play features Derry a boy of 14 with a burnt face and Lamb with a tin leg. Derry is withdrawn ,defiant and sour to people and life. Lamb through a conversation

To abridge the play and facilitate and guide the students to act.

Students to enact the role play. Other students to listen.

Act with emotions and speak with clarity.

118

strikes a friendship with him. We see a slight change in him.

Evaluation Short Answer Questions Long Answer questions.

How and why does Derry enter Mr. Lamb’s garden? Why does he enter? Why is he in panic? What explanation does he give? Derry says ‘People are afraid of me ’Why? How did Derry get his face burnt? How did Lamb get one of his legs blown off? What do children call him? How does he react? What remarks and comments do people on Derry’s face? How does he react? Is there a change in Derry at the end? Lamb’s Character Derry’s character.

To ask short questions. If necessary give leading clues. To divide the students into groups and to give each group a question. Tr. To ask one student from each group to put forth their idea.

Students to recall and answer the questions. To discuss and write the answer. Students in turn to present their idea for a whole class review.

Understand the theme of the plot of the play. Discussion, inference and write in a logical manner.

119

Recapitulation. Main Points of the play. (Could be as Fill in the blanks)

To show the slide with the key points or in the form of fill in the blanks.

Students to read the main points.

Recall the key points of the play.

Extended Activity and Assignments.

To write an article on the attitude of the society towards physically challenged people and the steps to be taken with reference to the lesson. Draft a poster on the occasion of world disabled day to convey that they are part of the society. Short answer questions Derry says ‘People are afraid of me ’Why? What do children call him? How does he react? What remarks and comments do people on Derry’s face? How does he react?

To ask the students to read the play at home.

To read the play and write the answers

write the answers with appropriate language.

Topic – SUMMARIZATION

INSTRUCTIONAL OBJECTIVES 1. To help the students learn to select and extract all the important information from

a text.

2. To enable them to learn what a summary is and how to write it.

TEACHING METHODOLOGY Question answer method, interactive method, group word, pair work.

120

TEACHING AIDS – P.Pt. presentation, paper hand‐outs etc. STEPS OF TEACHING –

1. INTRODUCTION – The teacher will present the following sentences in two columns

and ask the students to read them.

COLUMN A

1. Soy beans belong to the legume

family and the beans are the seeds

of the leguminous soybean plant.

2. They can be grown on a variety of

soils and in a wide range of

climates.

3. Soybeans are versatile as they can

be used as whole beans, soy‐

sprouts or processed as a variety of

food items such as soy milk, tofu,

tempeh, textured vegetable

protein, miso, soy oil and

margarine, and soy dairy

alternatives.

COLUMN B

1. Soybeans are the seeds of the soybean plant of the legume family.

2. They grow on different soils and climates.

3. They can be used in various forms – beans, sprouts and a variety of food items.

The teacher will ask the following questions 1. Which column sentences are longer?

2. How are the sentences of the two columns similar / same?

3. How are they different?

4. What do we call this process?

DEVELOPMENT OF THE CONCEPT – The teacher will develop the concept with the help of the following questions – 1. What is a summary?

2. How can we find the main ideas of a passage?

3. What do we do with the examples etc.?

4. How can we make them coherent?

5. Do we repeat any ideas?

6. What do we finally do?

EVALUATION – For the purpose of evaluation the teacher will ask the students to do the following exercise – Fill up the blanks with suitable words: Summary is the (1) ‐‐‐‐‐‐‐ of the passage. Its normal length is (2) _____ of the passage. We include only the (3) _____ ______ and exclude things like examples, explanations,

121

(4) _____, _____, etc. Next we have to (5) _____ the main ideas in a (6)_____ order and write them in full (7)_____ using suitable (8)_____. Lastly we should (9) _____ the draft for any (10)______. RECAPITULATION – The teacher will ask them to read the following passage and summarize in about 35 words. Read the following passage and summarize it in about 35 words: Soy is an excellent source of high quality protein; is low in saturated fats and is cholesterol‐free. It is also rich in vitamins, especially vitamin B complex, minerals such as magnesium, calcium, iron, potassium and copper and also fibers. In recent times it has been highly recommended because of its ability to lower the levels of Low Density Lipoprotein, bad cholesterol. The Food and Drug Administration (FDA) has confirmed that food containing soy proteins are likely to reduce the risk of coronary heart disease. HOME ASSIGNMENT – All of you are being given a passage (Xerox copy). Summarize it and submit tomorrow. TEACHING PLAN

CONTENT TEACHER’S ACTIVITY

STUDENTS’ ACTIVITY

LEARNING OUT COME

INTRODUCTION DEVELOPMENT OF THE TOPIC EVALUATION RECAPITULATION

A) The teacher divides the students in groups of 6 each. B) The teacher displays a slide with 3 long sentences and their summarized forms and asks the students to read them and disuss among themselves what’s happening there. C)The teacher asks introductory questions to reach the topic. The teacher asks different questions to form the concept in the students’ minds. The teacher displays a paragraph on summarization,

They get divided. They follow the teacher’s instructions. They try to answer. They try to answer the questions. They make pairs and discuss the Para and blanks to get the answers.

‐‐‐‐‐‐‐‐ Silent reading with understanding.

Concept of summarization formed Learning evaluated. Learning

122

HOME ASSIGNMENT

with blanks to be completed in pairs. The teacher gives a hand out of a paragraph and asks the students to summarize it. The teacher checks their summaries after 7 min. The teacher gives a handout of a passage and asks the students to do it at home and submit their summaries the next day.

They follow the teacher’ instructions. They get their summaries checked. They follow the instruction.

reinforced. Practice of the skill.

LESSON PLAN

Mrs.P.G.Rohini.P.G.T English,K.V. Dindugal NAME OF THE LESSON: Lost Spring by Anees Jung

INSTRUCTIONAL OBJECTIVES 1. To enhance reading comprehension, identifies the central theme. 2. To develop L S R W Skills through Interaction. 3. To develop vocabulary and expressions. 4. To associate and organize ideas with the real life situations 5. To understand the evils of child labour and to create attitudinal changes regarding child labour. TEACHING METHODOLOGY / TECHNIQUES 1) Interactive 2) Role play 3) Group work 4) Class discussion TEACHING AIDS USED 1) Text book 2) P P T

123

TEACHING PLAN

STEPS CONTENT TEACHER ACTIVITY STUDENT ACTIVITY LEARNING OUT COME

Introduction Development

Talk about carsYouth and the fascination for cars. Remains dream for the Poor. Content Beauty of the glass bangles a paradox to the living conditions of bangle sellers. 20000 children engaged in bangle making. Lose eyesight Mukesh wants to be a car mechanic. He is content to dream of cars. Vocabulary items. Words in active vocabulary and words in passive vocabulary. Usage. Questions asked in between activities 1. Yes/No Ans 2.Antonyms 3.Gap filling 4. Match the following. 5. One sentence questions.

Initiates students to discuss about cars Elicit ideas words concepts of privileged and under privileged. Loud reading by the teacher to develop the theme. Initiates silent readingElicits gist of pages 17and 18 The students are introduced to vocabulary. Sizzling, Platter, Insist, Impoverished, Lineage, Shanty. Usage: More adjusted to, looms like mirage. Asks different types of questions to test/ enhance comprehension

Take active participation in the interaction. Silent reading and Loud reading Silent reading Group A:Page17 Group B: Page18 Later a student from group A and B reads aloud a few lines with key points. A student from each to presents the gist of page 17and18 Familiarize themselves with new words, meanings and usage. Students answer the questions correctly, comprehending the content.

Respond with understanding. Compare and contrast the lives of the Rich and the Poor. Students comprehend the theme of the content. They develop reading skills. Fluency. Usage: Vocabulary items and phrases in sentences of their own. The student comprehends the content. Familiarize themselves with content taught.

124

Evaluation Recapitulation Extended Activity Things to do textual

Questions to check comprehension. Role play. Three students take the role of Mukesh’s grandmother and author. Power point presentation. 1.Discussion on the topic Is R T E a boon to child labourers. 2. Power point presentation.

1) What does Mukesh want to become? 2) What makes Firozabad famous? 3)What does Mukesh’s grandmother tell about their plight? 4) What does the author say about Mukesh’s father? Plays the role of a facilitator and director. 1. Bangle sellers of Firozabad. 2. Child labour. Tests recall ability. The students are encouraged to present their ideas, opinions. Child labour

Students answer the questions correctly. Plays the role of various characters effectively. The students recall the textual content. The students express themselves with apt statements. Articles related to child labour. The students are initiated to write articles

Comprehend the given text and respond in the form of opinion comparison, conclusion etc. 1. Speaking and communicative skills. 2. Recollect assimilates the content. The students communicate effectively. The students develop writing skill.

LESSON PLAN

By MRS. LETHA SUNUKUMAR, PGT ENGLISH, KV NO.2 COLABA, MUMBAI RGN Topic—Father to Son

Instructional Objectives: General

1. To comprehend the theme of the poem

2. To read the poem with correct intonation & stress.

3. To appreciate the beauty of the poem

Specific 1. To make the learners dwell upon seriously the issue of generation gap and

communication gap.

2. To motivate the learners to form strong bonds of love and understanding with their

parents.

125

3. To enable the students to appreciate the agrarian imagery used in the poem.

4. To reinforce the theme with the help of parallel poems.

5. To understand the larger meaning of the poem‐‐‐‐the conflict between the Creator

and the Creation.

TEACHING METHODOLOGY/STRATEGY 1. participatory and interactive

2. constructivism

3. Integration of skills.

4. self‐analysis

5. pair work

6. Group work

TEACHING AIDS 1. ICT

2. The novel, Frankenstein by Mary Shelley

TEACHING PLAN

STEPS CONTENT TEACHER ACTIVITY STUDENT ACTIVITY

LEARNING OUTCOME


Questionnaire LCD(poem reading) Practice reading by the students.Comprehension questions (constructivist method).

Teacher motivates the students to answer the questions through soul‐searching. Teacher plays the poem reading through LCD and asks the students to focus on the stress and intonation. Teacher makes a few students read the poem aloud. The teacher asks a few questions to bring out the meaning of the lines. Teacher motivates the students to

Students try to find out the answers Students listen to the audio and go through the poem silently as they listen. . Students read the poem loudly Students try to answer the questions. Students try to explain

Students analyse their own relationship with their father and develop a desire to strengthen the bond of love. Students appreciate the theme of the poem and learn to read with correct intonation and stress. Students get more practice to read the poem with correct intonation and stress Students understand the theme of the poem. Students appreciate the agrarian imagery used in the poem. Students understand that at a deeper level the poem deals with the conflict between the Creator and the Creation. Students understand the meaning of the poem clearly.

126

Evaluation Recapitulation Extended activity

Evaluation questions A cloze passage based on the theme of the poems. Two parallel poems. Talk show

explain the imagery used in the poem. Teacher further tries to elicit the larger meaning of the poem by referring to the novel Frankenstein by Mary Shelley. Teacher takes the feedback through evaluation questions. Teacher asks the students to work in pairs to complete the cloze passage. Teacher gives two parallel poems and asks the students to compare and contrast them with the prescribed poem. Teacher divides the class into groups and asks each group to organize a talk show on the changing relationship between teen agers and parents and present it in the class.

the imagery with the help of the teacher. Students try to interpret the lines in a philosophical way. Students answer the questions individually. Students work in pairs and find out the answers Students compare and contrast the parallel poems with the prescribed poem and present it in the form of a critical appreciation. Students work in groups to organize a talk show on the given topic.

Students assimilate the theme correctly and gain the ability to reproduce it. Students learn to compare and contrast two poems. They also develop their writing skills. Students gain the ability to express their views confidently and analyse their relationship with their parents and endeavour to nurture it. They develop their speaking skills.

127

Lesson Plan Class XII Topic :A ROADSIDE STAND

Name of the Teacher : N. MOHAN KUMAR REDDY, KV ONGC RAJAHMUNDRY Instructional objectives :

To enjoy the rhyme and rhythm

To comprehend, enjoy & appreciate the poem.

To be able to recite the poem with correct stress, intonation and

pronunciation.

To understand the use of poetic devices i.e. Metaphor & Personification

To sensitize the students about the rural‐urban divide.

Teaching Methodology /Strategies followed

Constructivism

Interactive

Participatory

Role‐play

Teaching Aids used

Computer

LCD Projector

PPT

Question Writer Software

STEPS CONTENT TEACHER’S ACTIVITY STUDENT’S

ACTIVITY

LEARNING

OUTCOME

INTRODUCTION

Pictures of a few

road side

eateries

followed by the

title of the play.

The teacher will put forth a few questions : •How many of you have performed long journeys by road in your life? •Sometimes in haste, we often forget to pack food during such journeys. How can you quench your hunger then? • Have you ever stopped at any roadside eatery or dhaba? •What do you usually expect from a roadside dhaba or eatery?

Students will

respond to

the

questions

with clarity.

Recall, think

and speak.

128

DEVELOPMENT AND

PRACTICE

GIST

‐‐The proportionate economic growth in the standard of living of the people speaks of the economic well‐being of the country. A small old house on the side‐line of the road comes out with a tiny new shed. The city folk pass on the highway in sophisticated cars. But none of them care to stop in front of the shed to buy something. Even if they stop it is to hurt the sentiments of the poor village folk by saying that they mar the beauty of the landscape with the inelegant house.

.The teacher will facilitate the students to enact a play in front of the class. The Tr will then read the poem aloud .The Tr will play the slides through the projector

Students will enact the role play. Rest of them will listen.

Will read the

poem in

groups.

They will also

work in pairs

to find out

the

contrasting

images.

Students will act with emotions and speak with clarity. Students will understand and appreciate the poem

EVALUATION 1. Where was the little new shed put up?

2. What did it plead for?

3. What is it that supports the

Teacher will test the

student’s understanding

of the poem by means of

a series of questions

displayed on the

projector.

Students will

answer the

questions

comprehensi

vely.

They will develop aesthetic sensibility through a) Personification : Example— a) “A roadside stand that too pathetically pled”

129

cities?4. What do

you understand by polished traffic?

5. Which word in the stanza means “fading”?

b) Metaphor: Example—“The flower of cities”.

RECAPITULATION 1. The small old house stood on one side of the road set up by village folk.

2. A tiny new shelter was constructed in front of it to do some business and earn financial assistance.

3. Heavy traffic sped on the road but none of them care to stop in front of the

Recapitulation of the poem will be done by the teacher through questions displayed on the projector.

Students will

answer the

questions.

Recall the key

information of

the poem.

130

newly built shelter.

4. Even though the city dwellers had all the money, they were never willing to part with it.

5. On the contrary, they complained about the damage to the aesthetic beauty.

Home Assignment Write down the

indifference of

cityfolk towards

the roadside

stand owners.

What things

irritated the city

dwellers?

The teacher will ask the students to read the poem once again at home and do the assignments.

Students will

do the

assignment

part at

home.

The writing

skills of the

students are

put to test.

EXTENDED

ACTIVITIES

Article writing:

Write an article

in about 150 ‐

200 words on

the balanced

development of

the villages and

The teacher will ask the students to read the poem once again at home and do the assignments.

Students will

do the

assignment

part at

home.

The writing

skills of the

students are

put to test.

131

LESSON PLAN BY: P S BINDU K V CRPF AVADI, CHENNAI RGN NAME OF THE LESSON: ALBERT EINSTEIN ATSCHOOL

INSTRUCTIONAL OBJECTIVES: 1. To understand and appreciate others point of view and thinking critically

2. To associate/organize ideas and comprehend the central theme.

3. To enhance vocabulary expression, accuracy and fluency.

4. To understand and develop idea s about the concept of education.

5. To develop LSRW skills through interaction and activities in the course of learning

the lesson.

TEACHING METHODOLOGY/ TECHNIQUES: 4. Interactive

5. Role play

6. Group Work

7. Pair

TEACHIND AIDS USED: 3. E content material/handouts,

4. Blackboard

5. PPT

cities with

reference to the

poem.

Notice

Your school is

going to conduct

a symposium as

part of the CCA

activities on the

issue “rural‐

urban divide” for

students of Class

XII. Write a

notice on this

occasion for the

school notice

board.

132

TEACHING PLAN:

Steps Content Teacher activity Student activity Learning Outcome

INTRODUCTION (stage1) DEVELOPMENT (stage2) Stage3 EVALUATION Stage4 Stage5 Stage6

The aims of education. (general statements) Picture of Albert Einstein as a teenager Albert Einstein and his History teacher (passage) Comprehension questions Role play Group discussion .

The teacher ask the students to read the statements about the aims of education and say whether they agree or disagree The teacher asks to identify the picture Asks to read the given part of the passage silently The teacher asks comprehension questions. The teacher motivates and directs to present a role play. Divides students into group of four and gives

The students read and discuss in pairs and come to conclusions Identifies the picture The students read the part of the lesson silently Students answer the questions correctly Play the roles of various characters in the story The students will actively discuss in groups and

Students get opportunity for contemplation on the aims (of education and express. Ideas ,creating situation to the present lesson Gets a visual image of Albert Einstein as a teenager Students read with comprehension and enhance their reading skills and gather information Comprehension of the content and its expression in spoken form Comprehending the content and transacting it into a skit. Learn to enact with voice modulation and proper gestures Students get opportunity to contemplate

133

Recapitulation (stage7) Project (Stage8) 1. Do you think that Einstein’s concept of education is very relevant even today? How far is it materialized in the form of present CCE? 2. Prepare PPT on the achievements of Albert Einstein

Exercise

one question to each group. The teacher asks each group leader to come forward to speak Gives a close exercise

come forward to speak Students give the answers using appropriate words

discusses and acquire power of expression and speaking skills. Draws attention to the summary Relating with other subjects

Prepared by: P.S.BINDU KVCRPF AVADI CHENNAI

134

LESSON PLAN NAME OF THE UNIT : KEEPING QUIET. By PABLO NERUDA

DATE: 26 MAY, 2012. 1ST HOUR. DEMO LESSON BY MR. K. VISWANATHAN

INSTRUCTIONAL OBJECTIVES: 6. To listen and enjoy the poem.

7. To read and understand the theme of the poem.

8. To appreciate the poem.

9. To read the poem with proper stress and intonation.

10. To develop the language skills‐LSRW.

TEACHING STRATEGIES: 5. Inter‐active and participatory

6. Individual work

7. Group work

8. PPT

9. Constructivism

TEACHING AIDS: 1 PPT 2. Handouts 3. White board

METHODOLOGY CONTENT

TEACHER’S ACTIVITY

STUDENTS’ ACTIVITY

LEARNING OUTCOMES

1.Introduction 2. Development

Pre‐listening questions 1.What are the occasions when we keep quiet? 2.Why do we keep Quiet? The poem is about the necessity of keeping quiet and introspection. Loud Reading‐1 Loud Reading‐ 2 While‐listening activity

The teacher asks about the occasion when they are silent & elicit responses. Asks students to observe silence for a minute Initiates an interactive session. Reads the poem with proper stress and intonation. Reads the poem giving importance to content. Facilitates the students to recollect and do the exercise. Observes and guides. Facilitates children to read

Students respond and whole‐class discussion goes on. Observes silence & share their experiences. Reacts and responds to the pictures shown in ppt. Listens to the poem and be ready for the further activities. Listens to

Students become receptive to learn the poem. Gets sensitized to the issue‐ the theme of the poem. Develops listening to comprehend any poem for style, form and mood. Hones listening skills. Learns to

135

3.Evaluation 4.Recapitulation 5.Homework 6.Extended Activity

Silent‐reading Comprehension question on the text. 1. What is the poem about? 2. What does the poet mean by ”one second”? 3. Why does the poet not want us to move our arms? 4. Pick out a few positive words from this stanza. 5. Identify one figure of speech and explain. Loud reading, Choral Reading An extract from the 1st stanza with questions. Speech writing/Collecting poems on similar themes

silently. Facilitates the children to answer. Helps the students to read correctly. Gives tips to answer the questions. Gives the question and guides the students.

understand the content. Attempts while‐listening activity. Reads silently to know the importance of the theme. Answers the comprehension questions. Individual, group work Individual work at home. Children collect similar poems

locate correct answers. Learns to identify the message and correlate with the real life experience. Develops interest to read more poems on such themes in any language. Understands the importance of punctuations, stress and intonation. Develops interest towards reading poems Knows to identify specific answer and writes briefly. Learns to speak and organize the ideas.

136

LESSON PLAN MAME OF THE TOPIC: FORMAL INVITATION AIMS AND ABJECTIVES INSTRUCTIONAL OBJECTIVES

1. To promote advanced writing skills with an aim to develop syntax.

2. To make them familiar with expressions, words, sentences, phrases used in

drafting of a Formal Invitations.

3. To develop ability and knowledge required in order to engage them in

independent thinking through meaningful activities.

4. To generate ideas and organize them in real life situations.

5. To develop LSRW activities with available resources.

TEACHING METHODOLOGY 1. PARTICIPATORY

2. Group work

3. Role play

4. Interactive

TEACHING AIDS 1. Black board

2. PPT

STEPS CONTENT TEACHER ACTIVITY STUDENT ACTIVITY

LEARNING OUTCOME

introduction The importance of functions organized at homes and the preparatory measures to see them flawless.

Through interaction the teacher would arrive at points/ideas from students on family functions. The preparatory measures listed by the students will be taken on the blackboard.

To participate in interactive session of the class.

Students are engaged in independent thinking.

Development of content

The need for proper arrangement of function or event is developed here which includes invitation etiquette.

The teacher will show 2 models of formal invitation on slides and help the children to come out with the sentence, phrase used in the invitation. This will enable children to understand the lay out, content and expressions of a formal invitation.

To take part in the interaction and involve in the activities.

Students are made familiar with the expressions, words and sentences, phrases used in drafting of a formal invitation.

Evaluation 1. Editing errors in

The teacher facilitates activities such as true or

To answer the questions

Understanding of concept is

137

the invitation

2. True or false questions.

false editing errors in the invitations shown on slides.

appropriately. achieved and LSRW skills are developed.

Recapitulation Listing the rules of formal invitations will be done after a role play is enacted.

A role play will be organized between a printer and a planner of wedding or function.

To generate ideas and organize them in real life situations.

Understand the concept with clarity. The LSRW skills are promptly achieved.

Extended activitie Collection of evidence.

The teacher would ask students to collect invitations of different occasions with a purpose.

Students practically understand the layout, content and expressions of Formal Invitation and compare them with informal/ semi‐formal invitations.

Get the complete knowledge of drafting invitations.

Prepared by ‐ P.Kannan, PGT English, KV 2, Pondicherry.

LESSON PLAN Name of the Teacher: MELBIN P Name of the lesson: CLAUSES Name of the topic: Noun clause Date: 28.05.2012 Duration: 25 Min. Instructional Objectives: To understand the use and application of noun clause To identify it from other clauses etc Methodology: Interactive Aids Used: White Board, Text Book, PPT etc.

Testing Previous Knowledge

Teacher Activity Student Activity Objectives realized

Recapitulation of the topic previously taught and discussed in the class (Subject, Predicate, simple compound and complex sentences)

Asks the students to write on the board examples of simple compound and complex sentences and underline the subject and predicate.

Write examples and underline.

Recall their previous knowledge

138

Quotes sentences from the lessons previously taught and asks the students to identify the students the lessons from which these lesson have been taken. Also asks them to write these sentences.

Identify the lessons and write the sentences on the board.

Recall their previous knowledge of the lessons learned.

Asks students to identify whether is quoted and written on the board are examples of simple/compound/complex sentence.

Students identify them as complex sentences.

Recall their previous knowledge of complex sentence.

Introducing noun clause

Underlines the subordinate parts of the sentences written on the board and shows how they differ from one another.

Observe and understand the different functions of noun clause.

Understand noun clause

Asks students to supply examples of different types of noun clause

Give examples Applying knowledge

Evaluation Gives hand outs and asks them to answer the questions given on them

Do the answer.

Recapitulation Asks students to mention different kinds of noun clauses and give examples Asks students to compare noun clause with simple and compound sentences

Give examples and distinguish noun clause from compound sentences.

Instructional objectives realised.

Home Assignments:

1. Find out examples of noun clause from the lessons you have studied.

139

DEMO LESSON PLAN 1.Name of the topic : The Browning Version By Terence Rattigan Concept of the lesson: Character portrayal of two teachers – Mr.Frank and Mr.Crocker‐ Harris 2.Instructional Objectives :

a) Understanding drama – theme, setting, plot and characterization.

b) Attempting character sketches.

c) Understanding personality traits and supporting evidence.

d) Delivering dialogues of a play using appropriate stress, intonation and modulation

of words.

e) Development of four language skills

f) To appreciate the play

g) To connect knowledge outside the classroom.

3. Teaching Methodology/ Strategies followed: a) Role –play

b) Interactive c) Participatory

d) E‐learning e) Peer teaching f) Constructivism

4.Teaching Aids: a) Audio – Visual Aids: Clipping of the movie : ” The Browning Version “

b) Interview with Mr. Crocker –Harris

c) White board marker

d) Power point presentation

5 .Steps of teaching

Content Teacher’s Activity

Student’s Activity

Learning Outcome

Introduction

1. What do the students observe about the teachers?

2. Do you like all the teachers in this school?

3. What kind of teachers do you like?

4. Do you like disciplined teachers?

5. Do you like sincere teacher?

6. Do you like teacher when they are strict?

To ask meaningful questions.

Power point presentation.

To listen to the teacher and respires to the questions.

To watch PPT

To answer the questions in correct English.

Grasping vividly from PPT.

140

Development and Practice

Role‐play by the students. The teacher facilitates the students to perform the play.

Performance of the role play.

To comprehend the play .

To deliver the dialogues with correct intonation and stress.

To raise the level of confidence.

Evaluation

1. Who was waiting and why?

2. What kind of a person was Crocker‐Harris according to Taplow?

3. What kind of feeling did Frank have for Crocker‐Harris?

4. Who is a Sadist? 5. What kind of teachers was

Mr.Frank?

Teacher asks relevant questions appropriate to the context with the help of PPT.

To put the ideas in logical order and answer the questions.

To understand drama‐ theme, setting and characterization.

Attempting character sketches.

To appreciate the play.

141

Recapitulation

1. Taplow was studying in ‐‐‐‐‐‐‐‐ grade.

2. Taplow met ‐‐‐‐‐‐‐ in the school.

3. Crocker‐Harris had called Taplow for ‐‐‐‐‐‐‐.

4. Taplow calls “Aeschylus “ as ‐‐‐‐‐‐.

5. Frank was ‐‐‐‐‐‐‐‐ of Crocker‐Harris.

6. A person who gets pleasure out of giving pain is called a ‐‐‐‐‐‐‐.

Teacher frames gap filling exercise for Recapitulation on PPT.

Children recall and answer the question in correct English.

To be able to recapitulate the events and personality traits of the characters.

Further Activity / Extended Activity

Class‐ Work Interview with Crocker‐ Harris in class.

Home – Assignment Write a speech to be given in the morning assembly on the occasion of the retirement of your Class Teacher. On behalf of your principal for the school Notice Board about the declaration of Annual Result.

Facilitates the students to conduct the Interview. Gives the exercises for Home assignment with the help of PPT.

One of the students plays the part of Mr. Crocker‐ Harris while other students ask meaningful questions to take Interview. To note down the Home Assignment in the Note Books.

Development of four learning skills – listening, speaking, reading and writing. To connect knowledge outside the classroom.

For enjoyment

Video clipping from the movie “The Browning Version”

The teachers plays the clipping from the movie “The Browning Version”

The children enjoy the movie clipping.

To enjoy the movie based on the play “The Browning Version”. Listening Skills.

Mrs.Kiran Arya KV IIT Powai Mumbai

142

LESSON PLAN

Name of the teacher: Sheeba Krishna R. Name of the School: K V Bilaspur, (C G)

Name of the poem: Aunt Jennifer’s Tigers

Instructional objectives: 1. To enjoy the rhyme and rhythm 2. To recite the poem with stress and intonation 3. To comprehend the theme 4. To appreciate the poem

Teaching Methodology: 1. Participatory 2. Interactive 3. Constructivist

Teaching aids: 1. PPT 2. Whiteboard & markers

Steps Content Teacher Activity Student Activity

Learning Outcome

Introduction Development and practice

Slide show on feminist demonstrations against oppression of women. Adrienne Rich as an American Feminist theorist and poet. Model reading by the Teacher Discussion on the salient features of the poem Questions on global comprehension

Ask students some question to elicit the ideas like female oppression, various modes of expressions.

1. What do you get from the slides?

2. Is it the only way of expressing one’s feelings?

Loud reading with correct pronunciation, accent, intonation and rhythm.

1. What is the poem about?

2. Where are

Responds positively. Gives answers. Listens carefully and answers the questions.

Student gets the idea of the theme of the poem. Pen is mightier than the sword. Development of the listening skills. Understands the theme of the poem.

143

Evaluation

Recapitulation Extended activity Home assignment

Loud reading by the Student Questions and word power Group Work Slide show Debate Compose a poem using symbols

the tigers?3. What are

the symbols used in the poem?

Ask the students to read aloud Teacher shows slides containing questions & word power Question

1. Why do you think Aunt Jennifer created tigers?

Displays the slides Women empowerment is the need of the hour. Do you agree? Teacher gives them guide lines

Reads the poem aloud Comes out with correct answers

Does the work in the group Reads the contents of the slides loudly Participates actively Gets an opportunity to express their creative talents

Gets the rhythm, rhyme etc. Better comprehension Collaborative learning

Appreciation

Application of the knowledge of the contemporary , social issues Creativity gets developed.

144

Lesson Plan Topic:‐ Poem: A Thing of Beauty

Poet:‐ John Keats Instructional Objectives:‐ 1) To enjoy rhyme and rhythm 2) To comprehend the theme 3) To appreciate the theme Teaching Methodology;

1) Participatory 2) Interactive 3) Constructivist

Teaching Aid:‐ Computer

Steps of teaching

Content Teacher’s activity Student’s

activity

Learning Outcome

Introduction Slides of beautiful

pictures.

Name some beautiful

things.

Are some works of

literature beautiful?

Name a few. What do

we get by seeing

beautiful things? Are

beautiful things worth

treasuring?

Teacher shows

slides of beautiful

pictures followed

by questions

Students

watch the

pictures

They give

suitable

answers

An interest is

developed

Development

and Practice

lines of the poem

1)What is the poem

about?

2)Name some beautiful

things mentioned in the

poem.3)Why are they

considered beautiful?

Teacher reads the

poem aloud

Students

listen

carefully

Students get

familiar with

correct

pronunciation and

rhythm

Development First 5 lines of the poem

followed by questions:‐

Teacher asks

students to read

Students Students develop

an understanding

145

and practice 1) What is the poet’s

opinion about a thing of

beauty?Q.2 What is the

meaning of the second

line? Q.3) What is a

bower?Q.4 What does a

bower give us?Q.5 What

is the rhyme scheme?

the first 5 lines

silently.

Then she/he asks

a few questions

read silently.

Students

answer

questions.

of the poem.

Parallel

poem

Lines Written in Early

Spring‐Wordsworth.

I heard a thousand

blended notes .While in

a grove I sat reclined in

that sweet mood when

pleasant thoughts bring

sad thoughts to the

mind. Message of the

poems

Teacher asked the

students to read

the lines

Teacher asks the

students about

message of the

poem

Students

read the

lines

Students

give

appropriate

answer

Students compare

the two poems;

students

understand the

importance of

conservation of

trees.

Home work Write a paragraph of

about 75 words on

i) Nature the Best Healer

ii) Conservation of trees

2. Compose 5 lines on nature.

3. Write two quotations on ‘Beauty’

Teacher gives

home work

Students

note down

the home

work

Students develop

writing skills.

146

LESSON PLAN

TOPIC: READING COMPREHENSIONCLASS: XI PRESENTED BY: ALKA V. SHRIVASTAVAPGT ENGLISHK V MANKHURD

INSTRUCTIONAL OBJECTIVES:

1. Comprehension of the given passage 2. Develop the skill of skimming, scanning, titling, subtitling 3. Develop the understanding of the key points and the theme of the passage. 4. Develop the ability to summarize 5. Vocabulary building 6. Make students use ‘Alice 3’ technology to make small videos

TEACHING METHODOLOGY:

1. PPT 2. Group work 3. Pair work 4. Activity based 5. Interaction 6. Participatory 7. Short note making 8. Give opportunity to enhance LSRW.

AUDIO VISUAL TEACHING AIDS:

1. PPTs 2. Xerox copies of comprehension passage 3. Xerox copies of work sheets 4. Xerox copies of pair dictation passage 5. Blank papers 6. Fevisticks

TEACHING PLAN:

STEPS CONTENT TEACHER ACTIVITY

STUDENT ACTIVITY

LEARNING OUTCOME


Warm up Whole class review (WCR) Prepare the passage (pair work)

Shows PPT on anti‐ageing creams and other products Gives to each pair Xerox copies of paragraphs in jumbled order and asks to arrange them in the order of the

Watch the presentation Arrange the paragraphs in the required order and paste them on the big blank sheet.

A proper mood is created. Students are motivated to read the passage. Develop the skill of subtitling

147

Activities Evaluation

Whole class

1. Flow chart(PW)

2. Fill in the blanks (PW)

3. Note

making (PW)

4. MCQ (PW)

5. Vocabulary questions (quiz) Group work

Questions to check comprehension

subtitles shown on the slides. Ask to give a title to the whole passage Present slide & worksheet ‐‐‐do‐‐‐ ‐‐‐do‐‐‐ ‐‐‐do‐‐‐

1. Forms the group of six students each

2. Presents a short quiz open to all groups

Asks questions through slides

1. What should one do to be slim and slow down the process of

Give a title suitable to the whole passage Read the passage and complete the flow chart Read the passage and find the answers ‐‐‐do‐‐‐ ‐‐‐do‐‐‐ Enthusiastically participate in the quiz and search for the answers Answer the questions correctly

Develop the skill of titling Develop the skill of Skimming and scanning. ‐‐‐do‐‐‐ ‐‐‐do‐‐‐ ‐‐‐do‐‐‐ Vocabulary enhanced

1. Comprehends the passage

2. Skimming and scanning skills enhanced.

148

Recapitulation Extended activity/ HW

Pair dictation

1. Debate

2. Presentation in the class

3. Use of technology Alice3

ageing? (para1)

2. What is the beautifying benefit of low or nonfat dairy products? (para 4)

3. How is garlic an anti‐ageing agent? (para5)

Gives Xerox copies A & B for pair dictation Gives the topic Asks the students to collect one such article and present its view before the class

Student A reads out the passage A to student B and student B reads out the passage B to student A; simultaneously they go on completing the passage by filling in the blanks. Actively participate in the debate and give their views. Go through newspaper, prepare and present their views in the class Use the latest technology and express their ideas in the most innovative

Develop the activity of summarizing. (speaking, listening and writing skills also taken care of ) Students further think on the problem and learn to present their / writers views forcefully. ‐‐‐do‐‐‐ Technology and students views are blended together.

149

4. Comparison

Asks to prepare a video on a related topic of their choice. Ask the students to compare the ideas given in the passage with those in the poem , “Mirror” std. X

ways Read both – this passage and the given poem and express their ideas about similarities in both of them.

Learn to use the language of comparison.

PREPARED BY: ALKA V. SHRIVASTAV PGT ENGLISH KV MANKHURD, MUMBAI RGN. Lesson Plan A )Name of the Topic : POSTER ( Advance Writing Skills) B) Instructional Objectives:

1) To sensitize the pupils about POSTERS. 2) To develop an understanding of ‘Theme Points’ which are to be followed while

designing/drafting POSTERS.

3) To enable the pupils to express their ideas/opinions in a logical & coherent manner by using correct linguistic material.

4) To make the pupils to think & write imaginatively and creatively.

5) To enable the pupils to design/draft POSTERS to make appeal or to create

awareness in public interest.

6) To enhance the skills of designing/drafting POSTERS.

C) Teaching Methodology & Strategies: Interactive Group Work/Pair Work Participatory Constructivism

D) Teaching Aids: PPT Flash Cards

150

Steps of Teaching

Content Teacher’s Activity Pupils’ Activity Learning Out Comes

1.Introduction General idea about Posters Posters as

means of communication

Posters as means of public appeal

Teacher will ask the pupils to close their eyes for 20‐30 seconds. Teacher will ask the Following questions:

1) Would it be possible for you to find out something/ someone when your eyes are closed?

2) How did you feel when your eyes are closed?

3) Can you name the people who are in such condition?

4) Name some means of communication, used to persuade people.

Pupils follow. Pupils answer/ express personal opinions/offer ideas.

No. Not able to manage.

Helpless/complete darkness.

Blind people.

Skit, Street Play ,Advertisement,

Pamphlet, Poster etc.

The pupils will explore/exhibit own experience when eyes are closed. The pupils will offer own opinions about Poster.

2.Developmentof concept/Practice

Posters: Part

notices& part advertisements.

Placards meant for public display.

Theme points: Theme/To

Teacher will distribute hand outs to the pupils. Teacher will interact with the pupils regarding Posters. Teacher will explain ‘what Poster is’. Teacher will interact with the pupils regarding theme points

Pupils respond. Pupils answer/ express personal opinions/offer ideas. Pupils respond/understand.

The pupils will express ‘Theme Points’ to be followed while designing/drafting POSTERS. The pupils will organize and analyse the relevant

151

pic/ Event

Purpose/occasion

Date,Time and Place

A message of appeal,awareness and invitation

Catchy slogans/ captions/phrases

Name of the organization/ department issuing it

to be followed while designing/drafting POSTERS. Teacher will explain theme points & illustrate further by giving examples. Teacher will show complete Poster on ‘ Eye Donation’.

Pupils respond by answering questions & offering opinions. Pupils listen and understand. Pupils respond/understand.

content keeping in mind the Theme Points.

3.Evaluation Topics for writing slogans / title/catchy phrases: Blood

Donation Drug

Addiction

Teacher will ask the pupils to be in two groups. Teacher will ask one of the pupils of each group to come over to select Topic from the box. Teacher will give one minute time duration to write the slogans / title/catchy phrases on the black board.

Pupils follow. Pupils work on task. Pupils comprehend the theme and present it effectively. ( The representative will write & others can help/ support him/her)

Pupils will work in group and will write slogans / title/catchy phrases. Pupils will think & write imaginatively

4.Recaptulation Flash Cards on which ‘Theme Pionts’ are

Teacher will ask six pupils to come over.

Pupils follow.

Pupils will identify and justify

152

written. Teacher will ask each pupil to pick one Flash Card , kept on table and will tell them to explain purpose of each theme point.

Pupils pick the flash cards and offer ideas about the purpose of each theme point.

appropriately the use of each theme points.

Extended Activities/ Further Activities

Slide on which extended activities are mentioned.

Teacher will briefly mention what pupils will have to do with the help of PPT. Teacher will tell the students to write down the following Activities.

1. Write script on the same topic to enact the play

2. Draft / Design poster on –

a) Female foeticide & infanticide.

b) Inclusive Education

Pupils write.

Pupil will write in appropriate style and format. Pupil will draft the poster to create awareness in Public interest.

Name of the teacher: Prakash Y Medhekar PGT (ENG) K V Lonavla (Mumbai Region)

LESSON PLAN Name of Teacher: LILLY JOSEPH Name of the lesson Indio by Louis Fisher Instructional Objectives: Enhance listening comprehension Infer meanings of different lexical items and associate them to the context. Develop reading skills, skimming and scanning and comprehend the ideas in the text. To express one’s opinions in cohesive and grammatically correct Englsh To gather and transcode information from the passage in a form of an article. Teaching methodology: PPT, Participatory and interactive approach, constructivism

Steps Content Teaching activity Learning activity Learning outcome

Testing previous knowledge

Raj Kumar Shukla seeks Gandhi’s help to alleviate the sufferings of the

Shows PPT to recall the previous part of the lesson and Gandhi’s role in

Students watch the PPT and respond to the questions.

Students are able to recall the previous sections of the texts. They realize the

153

Champaranshare croppers who were exploited by the British land lords. This was the beginning of the first civil disobedience movement.

the Champaran episode.

major role played by Gandhi in the Champaran episode.

Development

The Champaran episode was a turning point in Gandhi’s life. He emerged a leader of the masses. Gandhi’s politics was intertwined with the problems of the poor in India. He preached practiced self reliance and courage.

Reads the first part of the text. Asks students to read silently and infers meanings of lexical items from the context. Instructs students to fill in the blanks with the appropriate words.

Listen to the loud reading. Read the passage silently. Choose the correct meaning of words from the bubbles. Read the passage and fill in the gaps

Students identify the meanings of difficult lexical items from the context. Students associate ideas and situations and answer questions. Comprehend the text and content.

Evaluation

What message does Gandhi convey to the British through the Champaran episode? What was the Gandhian pattern of politics.

Asks comprehension questions.

Locate relevant answers and express their views and opinions.

Students comprehend the Gandhian model of politics and its importance.

Recapitulation Quality of Gandhi as a leader.

Asks to students to recall qualities of Gandhi as a leader

Able to recall the noble qualities of Gandhi.

Students enlist qualities of Gandhi.

Extended Activities

Debate: Is Gandhi’s pattern of politics relevant today? Write an article comparing present day politicians with Gandhiji.

Asks the students to prepare a debate and write an article

Students note down the topics.

Students are able to apply their knowledge and come to the right conclusions as Gandhi as a leader and trans coding them into an article.

report support material - wordpress.com & support material 12 day in‐service training course...

Documents