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YEAR PLAN UPTO QUARTERLY EXAMINATION

CLASS : IX SUBJECT: ENGLISH MEDIUM : TELUGU

Mon

th Period

Prose & Poetry

Supple-mentary Readers

Sup. Reader-

IIComprehension & Composition Grammar Evaluation ;Teaching Aids

June 16

1. An unwanted passenger

If mice could Roar

1. The little pencil

-- Personal letters & Exam model Q.No. 13 paper-I and Q.No. 12 story writing 7 paper II

Enough, too…. To exam model paper-I Q.Nos. 15, 19, 23, 26, 27 & 30.

1. Q&Ans. From unwanted passenger & grammar.

Prose1. Pictures of different types

of snakes, maps of Malaysia and Singapore.Grammar

2. Substitution tables for using too… to and flash cards for Q.No. 23 & 24 of Paper-I.

July 25

2. Keeping cool

3. A visit to the doctor

2. Diamonds

3. Two great painter

1. The wooden bowl

Letter writing (official)

Reported speech, phrasal vrbs, matching and alphabetical order of paper-I

1. Q & Ans from the leson ‘Keeping Cool’.

2. Poem3. Q & Ans. From

the lesson “A visit to the Doctor”

4. Grammar exercises

1. Maps of different countries with different climatic conditions.

2. Pictures of snowy lands, thick forest, deserts, shady, trees etc.

3. Picture of a hospital and a surgeon in his uniform, picture of an operation theatre etc.

4. Pictures showing tonsils.

Augu

st

25

4. My Dog Marcus 5. The poorest of the poor6. Intelligence Test7. The old field.

4. Ask the dog5. The dinner party

2. Rip van winkle3. A great Man

Story writing Q.No. 12 of paper-II

Combining sentences Q.No.19, phrasal verbs Q.No.16, relative pronounce Q.No.14, matching Q.No.15 of paper-I

1. Q&Ans from 4th lesson, My Dog Marcus

2. Q&Ans from 5th lesson, The poorest of the poor.

3. Poem the old field

4. Grammar

1. Picture of dog)2. Picture of Mother Teresa.3. Picture of a playground 4. Pictures of slum areas.

DAY-WISE PLAN

SUB: ENGLISH CLASS : IX TELUGU MEDIUM

JUNE – No. of working days - 16

Day Date Topic1. 15-06-2011 Recapitulation – VII Class syllabus

2. 16-06-2011 Introduction of parts of speech

3. 17-06-2011 Articles

4. 18-06-2011 Page No.1 of Reader. Listening passage-1 “The snake that became good”.

5. 20-06-2011 Comprehension questions from listening passage.

6. 21-06-2011 Introduction of the topic and presentation of new words from 1st lesson “An unwanted passenger” (1-3) paragraphs.

7. 22-06-2011 Paragraph (4-9) 1st lesson ‘An unwanted passanger’

8. 23-06-2011 Structure/grammar ‘enough’ “too…. To” Reader page No.3 (2R) paper-I Q.No. 15 & 19.

9. 24-06-2011 Poem If Mice could Roar

10. 25-06-2011 Q.No. 23, 26 & 27 of Paper-I

11. 26-06-2011 Reader page No. 7, (letter writing) Q.N. 13 of paper-II & letter to a friend about….

12. 28-06-2011 Work book exercise “The little pencil”

13. 29-06-2011 Work book exercises: 1.3 dictionary usage along with the Q.No. 30 of paper-I

14. 30-06-2011 Revision of lesson-I.

DAY-WISE PLAN

SUB: ENGLISH CLASS : IX ENGLISH MEDIUM

JULY – No. of working days - 25

Day Date Topic1. 01-07-2011 Practice of comprehension passages from Lesson-1,

Q.No.11 of paper-I

2. 02-07-2011 Practice of comprehension passages from Lesson-1, Q.No.11 of paper-I

3. 04-07-2011 Listening passage-2 “Plants and animals”

4. 05-07-2011 Unit:2 Introduction and explanation of lesson-2 of reader “Keeping Cool” (1-3 paragraphs)

5. 06-07-2011 Continuation of the lesson(2) 4-7 paragraphs.

6. 07-07-2011 Continuation of the Lesson(2) 8-10 paragraphs.

7. 08-07-2011 Textual grammar relative pronouns page, 12 & 13

8. 09-07-2011 Q.No. 14 of paper-I, Q.No. 23 page No.15 (TB)

9. 11-07-2011 Q.N. 16 – Phrasal verbs, text book page No.16

10. 12-07-2011 Fill in the blanks with right sentence 5(a) given in the text book page No. 17 & 18 Q.No. 12 of paper-II

11. 13-07-2011 Work Book Exercise-II Diamonds

12. 14-07-2011 Supplementary Reader Chapter-I “The wooden Bowl” page No. 193.

13. 15-07-2011 “The wooden Bowl” page-194.

14. 16-07-2011 Writing notes

15. 18-07-2011 Unit:3 “Listening passage – “Crocodile medicine” Page No. 19 in Reader.

16. 19-07-2011 “A visit to the Doctor” page No. 23, Paragraphs (1-8)

17. 20-07-2011 Continuation of the lesson-3 (9-17) page No.24.

18. 21-07-2011 Continuation of the lesson (18-23) page No.25, page No.26 matching Q.NO.15 and Q.No. 16, phrasal verbs

of paper-I.

19. 22-07-2011 Paper-I, Q.No. 21 (reported speech) Text Book page No. 21 2(9). Text book page No. 22 & 23 pair work (b) 1, 2 work book exercises page No. 131 of Unit-3.

20. 23-07-2011 Work book unit-3: “Two great painters” page No. 132 & 133, (Discussion). Work book exercises a, b, c, d, page No.135 & 136. Exam model Q.No. 30 alphabetical order.

21. 25-07-2011 Work book page No. 138, letter writing exam model Q.No. 13 of paper-II.

22. 26-07-2011 Revision for Unit Test-I

23. 27-02-2011 Revision for Unit Test-I

24. 28-07-2011UNIT TEST 25. 29-07-2011

26. 30-07-2011

27. 31-07-2011 Sunday

DAY-WISE PLAN

SUB: ENGLISH CLASS : IX ENGLISH MEDIUM

JULY – No. of working days - 24

Day Date Topic1. 01-08-2011 Poem “Intelligence Test”

2. 02-08-2011 Listening passage “The Oasis”

3. 03-08-2011 Lesson No. 4: “My Dog Marcus” (1-6)

4. 04-08-2011 Continuation of the lesson (7-16)

5. 05-08-2011 Comprehension questions “How well have you read”?

6. 06-08-2011 Paragraph writing with hints page-38, Exam model story writing of paper-II.

7. 08-08-2011 Work book Unit:4 “Ask the dog” page-140.

8. 09-08-2011 Listening passage-5 “The pot of pearls” of Reader

9. 10-08-2011 Unit-5 of Reader “The poorest of the poor” (1-9) paragraphs.

10. 11-08-2011 Continuation of the lesson 10-16 paragraphs

11. 12-08-2011 Continuation of the lesson 17-20 paragraphs

12. 13-08-2011 Q & Ans How well have you read ?

13. 16-08-2011 Textual exercise page No. 42(1)&(b) so + sdj + hat. Exam model Q.No. 19 of Paper-I.

14. 17-08-2011 Textual exercises page No. 48, 4(a), (b) Exam model Q.No.16.

15. 18-08-2011 Role play pronouns page No.42 & 44 Exam model Q.No. 14 Paper-I

16. 19-08-2011 Non-detailed 2nd lesson Rip Van Winkle.

17. 20-08-2011 Work book Unit-5 “The Dinner Party”

18. 22-08-2011 Work book exercise 5A matching. Exam model Q.No.15 and Q.No. 19

19. 23-08-2011 Poem “The Old Field”

20. 24-08-2011 Non-detailed chapter-3 “A great Man”

21. 25-08-2011 Text book page No. 49, story writing Paper-II

22. 26-08-2011 Revision for II Unit Test.

23. 27-08-2011II Unit Test.24. 29-08-2011

25. 30-08-2011

LESSON PLANPERIOD NO: OF LESSON No.1 UNIT No. 1 No. of Periods:01Day;06 Date:21/6/ Class: IX: AN UNWANTED PASSENGER Sub: ENGLISH

Medium: TELUGU

Content By Teacher By Pupil Teaching Aids Black Board Method Evaluation

Introduction/Motivation of the topic (Prose)

Teacher asks a few questions to motivate the students towards the lesson.

1. When do you have holidays ?

2. How do you plan your holidays

3. What do you do if you come across a snake ?

Students answer the questions correctly.

A) In summer

A) Go to some other placeA) Frightened of it.

Comprehension questions.

Discussion

Declaration of the topic

The teacher announces the topic

Teacher writes the topic on the B/B

Students note down the topic

“An unwanted passenger” Interactive

Summary(1-3)Paragraphs an English businessman was on a trip for

holdings. He hired a car and was driving it from Singapore to Kota Bharu. On his way he faced a tropical storm. He waited by the side of the road until the rain had stopped. Soon he started driving. He felt something warm and smooth moving across his wrist. It was a python. He was terribly frightened. He cried for help.

Teacher explains the story given in the 3 paragraphs.

Students understand the story

Teacher shows different pictures of snakes, maps of Malaysia and Singapore.

Explanatory

Vocabulary Teacher presents new words by creating situations.

Pupils look at the situations and try to express the word.

Situations, context

Interactive

Active vocabulary:Decided, drive suddenly, pulled, smooth, wrist etc.

Teacher writes the words on the black board.

1. Decided=obvious2. Drive=to operate a

vehicle3. Suddenly=unexpected

ly4. Pulled=dragged5. Smooth=in an even

way6. Wrist=The joint

between the hand and arm.

Passive vocabulary:Now the teacher presents new words directly on the blackboard in their

7.

native language.

Trip, hired, perfectly, weather, storm, gear, floor board, squeezing.

Students take down the meanings in their notes.

Dictionary Teacher writes the meanings on the board.

Direct 1. Trip=tour2. Hire=rent3. Perfectly=excellently

without any mistake4. Weather=climate5. Storm=heavy rain6. Gear=tools7. Floorboard=lower

surfaced a car8. Squeezing=crush

Reading aloud by the teacher

Teacher reads the passage aloud

Pupils listen to the reading of the teacher.

Text book 9.

Silent reading Teacher supervises while they read

Students read the passage silently.

Text 10.

Assignment Based on the lesson taught, teacher gives assignment.Examination model question like, Q.No.19, 21 to 25, Q.No. 15 of Paper-I.

Pupils take down the assignment

Spellings:1. De c i ded (ci/si)2. Tropi cal (cal/kal)3. Immediately (ia, ai)

LESSON PLANPERIOD NO: OF LESSON No. UNIT No. No. of Periods:01Day07 Date: 22/6 Class: IX: AN UNWANTED PASSENGER Sub: ENGLISH

Medium: TELUGU


Recapitulation of the topic An unwanted passenger

Teacher asks a few questions from the last 3 paragraphs taught.

1. What did he decide ?

2. What happened suddenly ?

3. Where did he park his car ?

4. What was moving across his wrist ?

5. What is the complete spelling gear.

Students answer the questions

A) to take off and to go on a tripA) faced a tropical stormA) By the side of the roadA) A python

A) ea

Text book Comprehension questions.

Discussion

Summary (4-9)He cried out for help. A Malaysian driver heard the cries of the Englishman. He stopped his lorry by the side of the car of the Englishman. He

asked him to let the python go. The python came out. The Englishman was safe. The Malaysian driver cut his head off. He took the dead python with him to make a good super of it. Thus the python was an unwanted passenger.

Teacher explains the story given in 4-9 paragraphs.

Students understand the story.

A knife Explanatory

Vocabulary Active vocabularyTeacher presents new words by creating situations

Pupils look at the created situations and understand the meanings.

Terrified, smash, knife, wound, dead.

Situational/ contextual

1. Fearful2. To make into

paste3. A tool used to cut

things4. Injury5. Dead=lifeless.

Passive vocabularyTeacher presents new words directly on the blackboard in their native language.


Dictionary 1. Screech2. Axle

Direct 1. To make high unpleasant sound

2. A long straight piece of metal that connects a pair of wheels on a vehicle.


Teacher reads the paragraphs from 4-9 aloud.

Students listen to the reading of the teacher

Text book

Silent reading Teacher supervises Students read 3.

while students read. the passage silently.

Comprehension Teacher asks a few questions to test their comprehension.

Students answer Comprehension questions

Interactive 1. How did the Englishman try to get out of the car?

2. How did the Malaysian driver kill the python ?

3. What did the lorry driver want to do with the dad python ?

Assignment Based on the lesson taught teacher gives assignment.

Pupils take down Exam model Q.NosQ.NO.15 (matching) of paper=IQ.No. 13 (letter writing) of paper-II.

Day-09Date-24/6

LESSON PLAN FOR POEM

CLASS : IX SUB: ENGLISH MEDIUM: TELUGU

NAME OF THE POEM : IF MICE COULD ROARNAME OF THE POET : RUSKIN BOND REFERENCE MATERIAL: TE01XT BOOK, DICTIONARYTEACHING AIDS : PICTURE OF DIFFERENT TYPES OF ANIMALS

TEACHING POINTS

Difficult words: (1) Roar (2) Soar (3) Pebbles (4) Bullies (5) Buttered (6) Shower

AIMS AND OBJECTIVES

1. Poems are for reading, understanding, enjoyment, recitation etc.2. The inculcation of literary skills such as the ability to understand, interpret and enjoy poems, plays etc.3. The development of study skills such as the ability to use a dictionary, reference book etc.

THE CENTRAL IDEA OF THE POEM

1. Some peculiar things, which will never happens are mentioned above by the poet, Ruskin Bond.2. This world will be nicer and finer if those things happen.3. If the mice roar and elephants to up into the sky and if trees take their roots in the sky, it will be a spectacular

sight.4. Similarly if tigers feed themselves on biscuits and wine, if the fattest and bulky men fly high, if pebbles could

sing melodious songs and if the bells stop ringing it will be nicer than ever before.5. If teacher forget and neglect their duties, tortoise run instead of creeping slowly it will be a great wonder.

But one thing will the above such things are possible ? It is a thousand dollar question. These are only its and buts.

PERIOD NO:UNIT :

Content By Teacher By Pupil Teaching Aids Black Board Method Evaluation Information about the poet

The teacher introduces the poet to the students.

This poem is written by Ruskin Bond.

Students listen and know about the poet


The teacher reads the poem with rhyme and rhythm.

Students listen to the teacher with their books shut.

Reading aloud by the teacher with book open

Teacher reads the poem for the second time.

Pupils follow the poem in their text book.

Reading aloud by the pupil

Teacher asks a few students to read the poem aloud and correct the mistakes in their pronunciation.

Students read the poem aloud.

Silent reading by the pupil.

The teacher asks the students to read the poem silently and supervises their reading.

Students read the poem silently.

Comprehension questions

The teacher asks the following questions on each and every line of

Pupil give expected answers

the poem.

Question for Appreciation of the poem.

The teacher asks the students to pick out the rhyming words.

Pupil pick out the rhyming words.

Appreciating the poem:1. What usually comes out of a gun?2. What does the poet say should be done to bullies ?

Rhyming words:Roar-soar, dine-wine, sky-fly, sing-ring, run-won, toast-most

Recapitulation The teacher asks the following questions so as to elicit the summary of the poem.

1. What does a mice do?

2. Who soars ?3. What do tigers dine

on ?4. Who will fly high to

the sky ? etc.

Reading aloud by the pupil.

The teacher asks a group of students to read the poem aloud.


Assignment The teacher asks the students to narrate the summary of the poem briefly. Then she writes the summary of the poem on the B/B.

Pupil write down the assignment.

Assignment:1. What difference

would it make if flowers came out fro guns instead of bullets ?

2. Find atleast one word in the poem that rhymes with

‘post’.

Day 04 Date: 5/7/ Class: IX, KEEPING COOL Sub: ENGLISH Medium: TELUGU

Content Analysis/

Concepts/Sub concepts

Activities including behavioural/learning outcomes Teaching Aids Black Board Method Evaluation

By Teacher By PupilMotivation of the topic


1. What do you wear in winter to protect yourself from cold ?

2. What do you do when you feel sultry ?

3. Why do we feel hot ?


Discussion


The teacher announces the topic.

Teacher writes the topic on the black board.

Students under-stand.

Keeping cool

Interactive

Summary(1-5)People living in cold countries have to keep

themselves warm.They wear warm clothes. They live in houses where there are facilities for heating system. They shiver to make their bodies warm. People living in hot countries have to keep their bodies cool.

Teacher explains the passages (3)

Students understand the content.

Maps of different countries with different climatic conditions, pictures of snowy lands, thick forest and deserts, pictures of houses, shady trees and animals.

Explanatory

Vocabulary Teacher will present new words by creating situations.

Active vocabulary:Warm, weather, hiver, shady, sunshine, ill.

Now the teacher will present new words directly on the black board in their native language.

Passive VocabularyWhisking, patiently, sensible, muscle, temperature.


Dictionary 1. Whisking2. Patiently3. Sensible4. Muscle

Direct

1. Speak very softly.

2. Showing patience.

3. Having common sense

4. A strip of fibrous tissues.

5. The degree of heat or cold.

5. Temperature

Reading aloud by the teacher.

The teacher reads the passage aloud.

Pupils listen to the reading of the teacher.

Text book Comprehension

Silent reading The teacher supervises while they read.


Comprehension The teacher asks a few questions to test their comprehension.

Students answer the questions.

Comprehension questions

Interactive 1. What do people do, who live in cold countries, try to do?

2. What happens if we don’t lose excess heat ?

3. Why do we feel hot ?

4. When do we fall ill?

Assignment Based on the lesson taught, teacher gives assignment. Also examination model questions like Q.No. 22, 23, 24, 25, 28 & 30 of Paper I Part-B.

Pupils take down the assignment.

Choosing the correct answer.1. I called my friends for lunch (cold, called, invited)2. The weather is good for agricultural operations (wind, air,

weather).

LESSON PLANPERIOD NO: UNIT : NO. OF PERIODS:Day 05 Date:6/7/ Class: IX, KEEPING COOL Sub: ENGLISH Medium: TELUGU

Content Analysis/ Concepts/Sub

concepts

Activities including behavioural/learning outcomes Teaching Aids Black Board Method Evaluation By Teacher By Pupil

“Keeping Cool”(G-10)

Recapitulation of the topic

The teacher asks a few questions from the passage 1-5 taught on the previous day.

1. What do people wear in cold countries ?2. What places are the best in hot weather ?3. How does the heat escape from our body ?4. When do we feel hot ?

5. What type of clothes do we wear on a hot day?


A) Warn clothes

A) Shady places

A) Through our skinA) The warm blood warms our skin.A) Light clothes

Text book

Interactive

Summary(6-10)When the heat in our body exceeds

37 degrees Celsius we fall ill. When the water content in our body goes through the skin, we feel hot. We have to replace the lost water in the form of sweat by drinking a lot of salt liquids. Thus people adjust themselves to the changing conditions of the climate.

The teacher explains the content given in the paragraphs from 6-10.


Pictures of cold blooded animals like snake, lizard, etc.

Explanatory

Vocabulary Active Vocabulary

Teacher presents new words by creating situations.

Pupil understand the situations and try to know the meanings.

Dictionary 1. blow2. comfortable 3. sweet or perspire.4. wind5. thirsty6. necessary


1. Send out the breathe.2. physically secured.3. moisture given off by the body.4. heavy air5. feeling caused by a desire to drink.6. need.

Passive vocabularyTeacher presents the new words directly on the black board in their native language.


Black board. Glands complicated chemistry proof.

Direct 1. an organ2. difficult3. reaction with each other4. evidence.

Reading aloud by The teacher reads the Students listen to Text book

the teacher paragraphs from (6-10) the teacher’s reading.

Silent reading by the students

Teacher supervises while students read.

Students read the passage silently

Text book Indirect.

LESSON PLANPERIOD NO: of Lesson No.2 UNIT No. 2Day 06 Date: 7/7 Class: IX, KEEPING COOL Sub: ENGLISH Medium: TELUGU


Recapitulation Comprehension

Teacher asks some questions from the lesson done earlier.



Interactive 1. What does the air do to our body?2. When do we begin to sweat ?3. Why do we feel thirsty on a hot day ?4. Name some cold-blood animals.

Grammar The teacher teaches the textual exercises page No. 16, 17, 18 along with the Q.Nos. 15, 16 and 21-25, of paper-I and story writing Q.No. 12 of Paper-II.

Students understand the grammar exercises.

Blackboard and previous papers

Discussion Matching tests, Q.No.15, opposites, Q.No. 231. Usually X unusually2. Remember x forget.3. Tiny x big4. Wet x dryPhrasal VertsMake trouble, make a cake, make mistake.


Pupils take down. Textual exercisePage No. 17 completing the passage.

LESSON PLANPERIOD NO: UNIT : NO. OF PERIODS:Day16 Date:19/7 Class: IX, A VISIT TO THE DOCTOR Sub: ENGLISH

Medium: TELUGU

Content Analysis/

Concepts/Sub concepts

Activities including behavioural/learning outcomes Teaching Aids Black Board Method Evaluation

By Teacher By PupilMotivation of the topic


1. Who is the sick leader in your class.2. Where does she take the sick students ?3. If a girl is severely sick where does she be taken ?4. Who will treat her there ?

A) Sarala

A) Staff Nurse

A) Hospital

A) A Doctor.

Discussion



Students understand

“A visit to the Doctor”

and she writes the topic on the BB

Summary (1-8)The writer was just eight years old. He had adenoids. He was to be operated upon. It all happened.

A picture of a doctor, A picture showing adenoids, a picture of a surgery room.

Explanatory

In 1924. His mother took him to a doctor. The doctor examined the boy’s mouth. He told the boy’s mother that the boy would need an operation. All was set for the operation. The doctor sterilized the operation needle. A nurse tied an apron round the neck of the boy.

Teacher explains the passage


Vocabulary Teacher presents new words by creating situations.

Passive vocabulary:


Dictionary Memory, adenoids, dentist, surgery, conversation,

Direct 1. The ability to remember.2. Tonsils. 3. Who treats the

Memory, adenoids, dentist, surgery, conversation, instrument, realize.

instrument, realize.

diseases of teeth.4. Operation5. Discussion between two people.6. A tool7. To know.

Active Vocabulary:Unpleasant, mirror, forehead, strapped, whispered, nodded, teacher presents these words by creating situations.

Pupils lok at the situation and try to express the correct meaning.

Unpleasant mirror forehead, strapped, whispered, nodded.

Situational 1. unhappy2. reflect3. brow4. material using for fastering.5. talking in a low voice.6. Moving head.


The teacher reads the passage aloud.

Pupil listen to the reading of the teacher.

Text book Comprehension.

Silent reading The teacher supervises while they read.



Students answer the questions.


Interactive 1. where did the writer’s mother wish to take him.2. What was the problem with the writer?3. How did the doctor sterilize the

operation needle ?

Assignment Based on the lesson taught, teacher gives assignment. Also examination model Q.No. 22 to 28 & 30 of Paper-I.

Pupils take down the assignment.

Spellings:Unpl _ _ sant (ea/ae)Doct _ _ (or/er)Surg _ _ y (er/ar)

LESSON PLANPERIOD NO: UNIT No. 3 No. of Periods:Day-17 Date: 20/7/ Class: IX, A VISIT TO THE DOCT-OR Sub: ENGLISH

Medium: TELUGU


“A Visit to the Doctor”Recapitulation of the topic.

Teacher asks a few questions from the paragraphs 1-8, taught on the previous day.

1. What did the doctor have to his forehead ?

2. What was going to happen to the boy ?


A) a mirror

A) A surgery for adenoids.


Interactive 1. What does the air do to our body?2. When do we begin to sweat ?3. Why do we feel thirsty on a hot day ?4. Name some cold-blood animals.

Summary:(9-17) Paragraphs

The doctor asked the boy to open his mouth. He trust the needle into the boy’s mouth. He twisted it four or five times. A huge lump of adenoids came out of the mouth of the boy. He was shocked to find such a lump. The operation lasted for a few seconds. The boy got rid of the adenoids.

The teacher explains the content given in the paragraphs from (9-17).

Students understand the contact.

A blade, a picture shown adenoids, aluminium mug.

Explanatory

Vocabulary Active vocabulary:Teacher presents new words by creating situations. Painful, disappeared, twist, shocked, horrified.

Pupils understand the situations and try to know the meanings.

Dictionary Painful, disappeared twist, shocked, homified.

Situational Soreness vanished, mishape, surprised, fearful.

Passive vocabulary:Teacher presents the new words directly on the black board, in their native


Blackboard Metal, flashed, tumbling gasping grabbed

1. Mineral substance2. sudden bright light3. lose the footing 4. draw in breath sharply.5. take greedly.

language.


Teacher reads the paragraphs from 9-17.

Students listen to the teacher’s reading.

Text book


Teacher supervises while students read

Students read the paragraphs silently

Text Indirect. Opposites:Dryx Wet remember x forget.

LESSON PLANPERIOD NO: UNIT No. 3 No. of Periods:Day18 Date: 21/7/ Class: IX, A VISIT TO THE DOCTOR Sub: ENGLISH

Medium: TELUGU


“A Visit to the Doctor”(18-23 paragraphs)

Teacher asks a few questions from the paragraphs 9-17, taught on the previous day.

1. What horrified the boy ?



Interactive

2. What did the nurse do before the operation ?

Summary:The boy and his mother slowly walked home. He was able to breath freely through his nose after the operation. The visit to the doctor ended in a successful operation.

Vocabulary Active vocabularyTeacher creates new words by creating situations.

Pupils understand the situations and try to know the meanings, lifted, shaky, stairs, arm chair.

Dictionary Lifted, shaky, stairs, arm chair.

Situational Move upwards trembling. A set of fixed steps. An upholstered chair with supports.

Passive VocabularyDripping anaesthetic teacher presents the new words directly on the black board in

Students take down the meanings in their notes

Blackboard Dripping, anaesthetic

1. fat melted from roast meat.

their native language.


Teacher reads the paragraphs from 18-23.

Students listen to the teacher’s reading.

Text book



Students read the paragraphs silently.

Text Indirect

Assignment Teacher gives the assignment.

Q.No. 15 matching exam model text book page No. 27.


Recapitulation comprehension

Teacher asks some questions from the lesson done earlier.



Interactive 1. What was the problem with the writer ?2. How long did the operation last ?3. In which year did the writer undergo the operation?

Grammar The teacher teaches the textual exercises page No. 26 along with the

Students understand the grammar exercises.

Black board and previous papers

Discussion


Pupils take down Exam model:Paper-I,Q.No. 15, 16, 17, 23, 24 etc.

PLAN FOR POEM

CLASS : IX SUB: ENGLISH MEDIUM: TELUGUDay:1 Date: 1/8/NAME OF THE POEM : INTELLIGENCE TESTNAME OF THE POET : VERNON SCANNELLREFERENCE MATERIAL: TEXT BOOK, DICTIONARYTEACHING AIDS : PICTURE OF A MAN IN WHITE COAT

TEACHING POINTS

Difficult words: White – coated, enquired, tired, observed, designed, expert.

AIMS AND OBJECTIVES



An expert meets a boy called Toby. He wears a white coat. He wants to examine the intelligence of the boy. He starts putting questions.

First the expert asks Toby to tell him now he makes use of his eyes. The boy answers that he makes use of his eyes to see unless he is tired of seeing. The expert seems to be satisfied with the answer. The so called expert puts the second question about the nose. Toby replies that he uses the nose for smelling things. He hopes that the expert also will do the same. Finally he puts the last question about the function of the ears. Toby is not at all pleased with these questions. They are silly and meaningless. They are not intelligent tests. To teach a lesson to the expert, Toby says that the ears are meant for washing. The expert is dumb founded the is given a suitable silly answer to his crazy question.

PERIOD NO:UNIT :



Students listen about the poet.

Vocabulary Reading aloud by the teacher

The Teacher signs the poem with rhyme and rhythm.

Students listen to the teacher with their books shut.


Teacher reads the poem again for the second time.

Students follow the poem in their text book.

Vernon Scannel


Teacher asks a few students to read the poem aloud and corrects the mistakes and checks the pronunciation.


Silent reading by the pupil

The teacher supervises while the students read the poem.


Comprehension Questions

The teacher asks the following questions on each and every line of the poem.

Students give expected answers.

Questions for appreciation of the poem

The teacher asks the students to pick out the rhyming words.

Pupil pick out the rhyming words.

Appreciating the poem:1. Who is Toby ?2. Why does the poet use ‘white-

coated’ man ?

Ryming wordsYou – tooHead – said

3. What is the last question put by the expert to Toby ?

Recapitulation Teacher asks the following questions so as to elicit the summary of the poem.

1. Who is Toby ?2. Who puts the

questions to Toby ?3. What do we use our

eyes for ?4. What do we use our

nose for ?5. What does Toby

answer to the last question ?


Teacher asks the students to read the poem aloud again.

Students read the poem aloud with correct stress, intonation and pronunciation.

Assignment The teacher asks the students to narrate the summary of the poem briefly. She writes the summary on the board.

Pupil write down the assignment.

Assignment:1. What does Toby do

why he is tired of looking ?

2. Do you think the expert’s questions really test the intelligence of Toby ?

LESSON PLANPERIOD NO: OF LESSON No. UNIT No. No. of Periods:Day 3 Date: 3/8/ Class: IX: MY DOG MARCU’S Sub: ENGLISH

Medium: TELUGU


Motivation of the topic

Teacher asks a few questions to motivate the pupil.

1. Do you love animals ?

2. Which pet animals do you like the most ?

3. What is the name of your dog ?

4. Is active or lazy?

Yes

Dog, cat, rabbit.

Johny

ActiveDeclaration of the topic (1-6)

The teacher announces the topic and write it on the BB

My dog Marcus

Summary:Marcus was a huge pet dog. He becomes lazy. To take a walk with his master was Slavery to him. So he got an idea to escape the

Teacher explains the passages

Pupil understands the content

Bernard

Explanatory

work. He decided to pretend to be deaf. When his master asked Marcus for a walk he pretended that he was deaf.Vocabulary Teacher presents

new words by creating situations.

Passive Vocabulary:Certainly, intensive, slavery, recently, recognize, address

Active Vocabulary:Huge, handsome, perfect, pretend, disturb, deaf.

Pupil take down the meanings in their note books.

Dictionary

1. Intensive2. Recognize3. Slavery4. Certainly5. Perfect6. Deaf

Direct

Situational

1. Vigorous2. Identifying 3. Hard work4. Flat is certain 5. Ideal6. Who can’t hear.


The teacher reads the passage loudly.

Pupil listen to the reading of the teacher.

Text book Comprehension

Silent reading Teacher supervises while they lead.

Pupil lead the passage silently.




Interactive Opposites :Q.No.23Perfect x imperfectNear x farHuge x smallAble x unable


Pupil take down 1. Marcus is different from other dogs in several ways,

what are they ?2. In what way was

Marcus only partly deaf.

3. What was the plan for curing marcus.

LESSON PLANPERIOD NO: OF LESSON No. UNIT No. 4 No. of Periods:Day 4 Date: 4/8/ Class: IX: MY DOG MARCUS Sub: ENGLISH Medium: TELUGU


Recapitulation of the topic “My Dog Marcus” (7-16) paragraphs.

Teacher asks a few questions from the last paragraphs (1-6) taught.

1. What was Marcus? How was he ?

2. What was the idea of Marcus ?

3. What is slavery according to Marcus ?

Students answer the question

A) Pet dog it was huge.

A) To make life easy.

A) Taking a walk

Text Book Comprehension questions

Discussion

Summary:

The master and

the mistress realized this. They wished to teach a lesson to Marcus. They did not speak before the dog. They did not cal it for food for several days.

Marcus felt hungry. He was starved. He realized his folly. After a few days, the master took pity on the dog. He called him for a walk. Immediately he obliged his master. Marcus was cured of his pretentions deafness. The story underlines the moral “Don’t cheat others lest you should be cheated”.

Teacher explains the story given in the 7-16 paragraphs.


Explanatory

Vocabulary Active VocabularyTeacher presents new words by creating situations.

Students look at the created situations and understand the meanings.

Dictionary, situations/ contexts.

Deaf, tiny, scrap, slipped, butcher.


1. Deaf=unable to hear2. Tiny=very small3. Scarp=piece4. Slipped=falling

something.5. Butcher=person who

cuts and sells meat.

Passive VocabularyTeacher writes new words & their meanings directly on the BB


Dictionary Cured, puzzled. 1. Cured = treatment2. Puzzled = confuse

Reading aloud Teacher reads the paragraphs from 7-16 aloud.

Students listen to the reading of the teacher.

Text Book

Silent reading Teacher supervises while students read.

Students read the passages silently.



Interactive 1. What was the idea of Marcus ?

2. Why did Marcus want to pretend to be deaf?

3. How did the master find out that Marcus was not deaf ?

4. How did the writer and his wife cure Marcus ?


Students take down.

Q.No. 12 of Paper-II story writing.

LESSON PLANPERIOD NO: OF LESSON No. UNIT No. No. of Periods:Day 9 Date: 10/8/ Class: IX: THE POOREST OF THE POOR Sub: ENGLISH Medium: TELUGU


Introduction/ Motivation of the topic “The poorest of the poor” (1-9)


1. Where is the famous temple of “Kali”?

2. Name some important people of India ?

3. Who is the person worked for the poor people ?

4. Where do poor people live.


A) Kolkata

A) Gandhi, Nehru

A) Mother Teresa

A) In slums/huts

Discussion

Declaration of the topic“The poorest of the poor” (1-9)


1. Picture of “Mother Teresa”

2. Picture of a slum area

“The poorest of the Poor”

3. Picture of dying people.

Summary: Calcutta which is now called as Kolkata is a crowded city full of slums and slums and poor people.

Teresa was born in Yugoslavia in 1910. When she was twelve, she came to know of the pathetic conditions of India. She became a nun and came to Kolkata to teach in St. Marry’s School. Teresa started a school in a poor locality. Next the started a training school for girls. One day she heard a cell from God to serve the poor.

Teacher explains the story given in the 9 paragraphs.


Explanatory

Vocabulary Active VocabularyTeacher presents new words by

Students look at the created situations and

1) Huge2) Crowded3) Diseases

Interactive 1. Very big2. Large group of

people

creating situations.1. Huge2. Crowded3. Diseases

understand the meanings.

3. Illness

Passive VocabularyTeacher presents new words directly on the black board in their native language.


Dictionary 1) Population2) Excitement3) Organization

s4) Missionaries

1. The inhabitants of an area

2. Thrill3. Coordination4. A person sent to

spread religious faith.


Teacher reads the paragraphs from (1-9) aloud.


Text book

Silent reading by the students.





1. Where do many people live in Kolkata ?

2. Where and won was Mother Teresa born?

3. Who is called a nun?

4. When did Teresa hear a call from God ?

Interactive

Assignment Based on the lesson taught teacher gives assignment Q.No. 19, 22, 23, 24, 26-29 & 30 of Paper-I.

Q.No. 19, 22-24, 26-29 & 30 of Paper-I



Recapitulation of the topic “The poorest of the poor” (1-9)

Teacher asks a few questions from the last 9 paragraphs.

1. Where do many people live in Kolkata.

2. Where and won as Mother Teresa born ?

3. Who is called a men ?

4. When did Teresa hear a call from God ?


A) In Kolkata

A) In Yugoslavia in 1910

A) Who is unmarried until her deathA) In 1946

Text bookDiscussion

Summary (10-16)Another incident touched her heart. She found a sick woman lying by the side of the road. The woman

Teacher explains the story given in 10-17 paragraphs.


Picture of a slum area. Picture of an old temple. Picture of patients.

was half eaten by rats and insects. Teresa took her to hospitals. No hospital admitted that dying patient. Somehow she got her admitted in a hospital.She started a “Home for the Dying”. It was a noble cause. She served the uncared, dying poor people.Vocabulary: Active Vocabulary

Teacher presents new words by creating situations.

Pupils look at the created situations and understand the nearing.

1. Permission2. Generous3. Gather4. Choose5. Cross

Discussion 1. To allow2. kind3. collect4. Select

Passive vocabularyTeacher presents new words directly on the B/B in their native language


Dictionary 1. Accept2. Include3. Leprosy4. Unwanted5. Nun

Direct 1. Agree2. Remain as part of

something3. Infections disease

affecting the skin4. Helpless5. An unmarried

woman.Reading aloud by the teacher

Teacher reads the passages from (10-16) aloud.


Text book 6.



Student read the passage silently.

Comprehension Teacher asks a few questions to test


Discussion 1. How did Mother Teresa dress?

their comprehension 2. What did she teach the school children?

3. When did she start first home for the dying ?

4. What do you mean by leprosy?


Pupils take down Exam mode:Q.No.23, 24, 21-25, Q.No. 16 of Paper-I

Q.No. 12 of Paper-II story with tints.



Recapitulation of the topic “The poorest of the poor” (10-16)

Teacher asks a few questions from the last 17 paragraphs.

1. What kind of city is Kolkata ?

2. Who is the woman took care of sick people ?

3. When and where was Mother Teresa born?

4. When did she start her first home for dying ?


A) Huge and populated.A) Mother Teresa

A) In 1990 in Yugoslavia

A) In 1952

Discussion

Summary (17-20)Mother Teresa won many National and in International Awards. She says that a human being should be a living expression of

Teacher explains the story given in 17-20 paras.


A chart shaving the sayings of Mother Teresa.

Exlanatory

God.

Vocabulary Active Vocabulary:Teacher creates some situations to present the new words.

Students understand the created situations and know their meanings.

1. Freedom2. Need

Situational 1. Being free2. Want

Passive VocabularyTeacher presents new words directly on the B/B in their native language.


Dictionary 1. Poverty2. Necessary3. Complain4. Rescue

1. Being poor2. Need3. Expressing

dissatisfaction of pain.

4. SaveReading aloud by the teacher

Teacher reads the passages from (17-20) paragraphs


Text book




Compression Teacher asks a few questions to test their comprehension

Students Answer Compression questions

1. Why was Teresa sent to India ?

2. How did Teresa start a training school for the girls?

3. Who were taken into the “Home for the Dying”?


Students take down

Exam Model:Q.No. 16, 21 to 25 and 30 of Paper-I.

LESSON PLAN FOR POEM

CLASS : IX SUB: ENGLISH MEDIUM: TELUGUDay : 19 DATE: 23/8/NAME OF THE POEM : THE OLD FIELDNAME OF THE POET : D.J. ENRIGHTREFERENCE MATERIAL: TEXT BOOK, DICTIONARYTEACHING AIDS : PICTURE OF A PLAYGROUND

TEACHING POINTS

Difficult words: tickle, nasty, sneaky, warn

AIMS AND OBJECTIVES



1. The poet calls the playing field an old field. The personifies it. The names it ‘he’2. The old field is sad. The children who have played there all through the afternoon have gone home. They

have played with the ball kicking it to field.3. The old field recollects the day’s events. The feels the warm breath of the players.4. The old field remains there in his place. The faces the darkness as well as the cold weather with a hope that

the children will come to play again the next day.

PERIOD NO:UNIT :



Students listen about the poet.

D.J. Enright

The Old Field

Presentation of different words

Teacher will present difficult words and meanings

Pupil note down the words.

D.J. Enright

Reading aloud by the Teacher

The teacher sings the poem with rhyme and rhythm.

Students listen to the teacher written their books shut.

Difficult words1. Tickle2. Nasty3. Sneaky4. Warm


Teacher reads the poem again for the second time.

Students follow the poem in their text book.

Old Field

Meanings:1. Tickle2. Nasty: horrible,

disgusting3. Sneaky: move,

convey4. Warm: tepid, luke

warm, kind

Reading aloud by the pupil.

Teacher asks a few students to read the poem aloud and corrects the mistakes and checks the pronunciation.

Students read the poem.

Silent reading by the pupil

The teacher supervises the students read the poem.



The teacher asks the following questions on

Pupil give expected and

http://www.google.co.in/imgres?imgurl=http://www.singapedia.com.sg/entries/e/imgs/enright_dj.jpg&imgrefurl=http://www.singapedia.com.sg/entries/e/enright_dj.html&usg=__vuVKC5F-yFkixhRBKUBe70pvgV8=&h=200&w=178&sz=9&hl=en&start=2&zoom=1&tbnid=OEwKnpPPAHKgbM:&tbnh=104&tbnw=93&ei=fgsxTqnGN4XemAX-y_mtCQ&prev=/search?q=d.j.+enright&hl=en&sa=N&tbm=isch&prmd=ivnsm&itbs=1

http://www.google.co.in/imgres?imgurl=http://www.mafacademy.com/gallery/images/Play-Ground.jpg&imgrefurl=http://www.mafacademy.com/gallery/pages/Play-Ground.htm&usg=__0nQ8PijkhMp5X1D5jQdIzQFVFdw=&h=329&w=500&sz=16&hl=en&start=64&zoom=0&tbnid=z5dDZImSGMIcoM:&tbnh=86&tbnw=130&ei=PgsxTqW3D-7RmAXy3oWwCQ&prev=/search?q=play+ground&start=60&hl=en&sa=N&tbm=isch&prmd=ivnsm&itbs=1

the poem.1. How is the old field?2. Why is the field sad?3. How long have the

children played with the old field?

4. What have the children done with the ball ?

relevant answers.

Questions for appreciation of the poem.

Teacher asks a few questions.1. Do the children treat

the field gently and carefully ?

2. Why do you think the poet calls the field an old field?

Recapitulation The following questions so as to elicit the summary of the poem.


The teacher asks a few students to read the poem aloud.


Assignment The teacher asks the students to narrate the summary of the poem. “The old field” the teacher writes the summary of the poem on the black board.

Assignment:1. In what way does

the field miss the children.

2. What does the poet compare the children’s feet to ?

3. Learn the poem by heart and recite it.

LESSON PLANPERIOD NO: 2 UNIT : 2 NO. OF PERIODS:

Paper-IIIX Class, Telugu Medium Supplementary Reader-II

I. The wooden Bowl

1. Robertino spent a lot of time with his grandfather, what did they do together ?

2. What happened one night at supper ?

3. Why could not Robertino eat any more supper that night ?

4. How was grandfather punished for breaking the coffee cup ?

5. What happened to the bowl of porridge ?

6. Why did Roberts no try to make a wooden bowl ?

7. What did Robertino’s mother say when grandfather dropped the bowl of porridge ?

II. Practice of comprehension passages – Paper II Part-A Q.No. 11

2. Rip Van Winkle

1. Where did Rip Van Winkle live ?

2. What kind of a man was Rip Van Winkle ?

3. Why was Rip’s wife angry with him ?

4. Why did the neighbours like Rip Van Wrinkle ?

5. What did Rip do when his wife scolded him ?

Q.No. 14 Paper-II Part-B

Comprehension passages from work book1. The little pencil2. The diamonds

Story writing – using hints 1.2.

LESSON – 1 – AN UNWANTED PASSENGERPaper – I

Q.No. 261. De __ __ ded (ci/si)

2. W __ __ ther (ca/al)

3. Tropi __ __ (cal/kal)

4. R o a d (oa, ao)

5. G e a r (ea/ae)

6. Tr I ed (ie/ei)

7. Ag a inst (ai/ia)

8. D I e (ei/ie)

9. Scr __ __ (ee/ea)

10. Ax l e (le/el)

11. Oft en (en/an)

12. Bu si ness (si/ci)

13. Repl __ __ d (ie/ei)

Q.No. 271. Impossib l e (le/el)

2. Possib l e (le/el)

3. Sudden __ __ (ly/lly)Q.No. 23 - Opposites

1. A few x many2. Perfectly x imperfectly 3. Suddenly x gradually4. Impossible x possible5. Pulled x pushed6. Warm x cold7. Sharp x blunt

8. Dead x alive

Q.No. 19 Too…. To

1. It is very hot here, I cannot stay 2. It is too hot for me to stay here3. The tea is very hot, I cannot drink4. Tea is too hot to drink5. The cupboard is very high, I cannot read6. This shirt is very big, I cannot wear7. This colour is very bright, I cannot use.

Part-IIPersonal letter, Page No.11

1. Write a letter to your friend about your hostel life.

LESSON – 2 Paper - I

Q.No. 23 : Opposite Words

1. Warm x cool2. Hot x cold 3. Same x different 4. Many x a few5. Best x worst6. More x less7. Completely x incompletely 8. Normal x abnormal9. Wanted x unwanted10. Usually x unusually11. Wet x dry12. Remember x forget13. Easy x difficult14. Quick x slow15. Right x wrong16. Necessary x unnecessary17. Light x heavy18. Tiny x large19. Comportable x uncomfortable20. Large x small

Q.No. 26 – Complete the following words using ia, ie., ea, ei, and ee

1. Counter __ __ s

2. H __ __ t

3. Bod __ __ s

4. W __ __ ther

5. FIL __ __ s

6. Pat __ __ ntly

7. Rad __ __ tor

8. Ind __ __ d

9. Expec __ __ lly

10. D __ __ l’

11. Sw __ __ t

12. Eas __ __ r

13. Sp __ __ d

Q.No. 24 Paper – I, Part-B, Right forms

1. Warm – Warmth2. Different – Difference3. Shade – Shady4. Difficult – Difficulty5. Comfort – Comfortably 6. Fortunate – Fortunately7. Certain – Certainly8. Remember – Remembrance 9. Patient – patiently 10. Thirst – Thirty11. Important – Importance12. Wonder - Wonderful

Q.No. 21: Choosing the right words – PrepositionsFill in the blanks choosing the right words from those given in the brackets.

1. People prefer to ________ sit under a tree or in a cool room (in, to, on)

2. It is cooler ________the shade than in the sunshine (on, at in)

3. Millions ________ tiny glands pour out a watering salty liquid (with, of, for)

4. Even when we are completely still, some ________ our muscles still work inside our bodies (off, of ion).

5. People who live ________ cold countries keep themselves warm by wearing warm clothes (in, on, at).

Paper-B, Part-B Q.No. 14Practice TestComplete the following passage with appropriate words. Each blank is numbered. Choose the correct answers from those given. Put a, b, c or d in the blank.

Now the air that ___ on the skin is usually ___ than the blood in the skin. The air can therefore ___ the blood so that it returns to the inside ___ the body ___ a lower temperature.

1. (a) blew (b) blow (c) blows (d) blowing 2. (a) cool (b) cooler (c) cold (d) cooling 3. (a) cool (b) warm (c) hot (d) cold4. (a) in (b) on (c) of (d) at5. (a) of (b) with (c) at (d) in

Part-BQ.No. 28 – Wrongly spelt word1. Differance - difference 2. Wether - weather3. Mussles - muscles4. Importent - important5. Necesary - necessary6. Radiatar - radiator7. Sensibble - sensible8. Techer - teacher9. Elephent - elephant10. Shover - shower11. Confortible - comfortable 12. Millians - millions13. Complikated - complicated14. Wonderfull - wonderful15. Persppire - perspire

LESSON – 3Paper – I, Part - B

Q.No. 28 : Opposite Words

1. Pleasent - pleasant2. Memmory - memory3. Adenaids - adenoids4. Surjery - surgery5. Alluminium - aluminium6. Wispered - whispered7. Conversasion - conversation8. Instrumant - instrument 9. Steem - steam10. Apear - appear11. Horified - horrified12. Beleeve - believe13. Driping - dripping 14. Anasthetic - anaesthetic15. Operasion - operation16. Apran - Apron

Q.No.26

1. App __ __ r

2. An __ __ sthetic

3. Bel __ __ ve

4. Pl __ __ sant

5. Horrif __ __ d

6. St __ __ m

7. P __ __ red

8. Foreh __ __ d

9. St __ __ l

10. R ea lize

11. T __ __ th

12. Disapp __ __ red

13. Cl __ __ rly

14. R __ __ ched

15. F __ __ t

16. Ch __ __ r

17. Norweg __ __ n

18. B __ __ the

RIGHT FORMS1. zppear – appearance2. Describe – description3. Believe – belief4. Remember – remembrance5. Converse – conversation6. Perfect – perfectly7. Strong - strengthREPORTED SPEECH Q.No. 20 PAPER-I, PART-B1. “Get some sleep”, his father said, Page No. 23, reader2. “I am writing a letter” brother said3. “I am watching TV” sister said4. “Get up early” his father said5. “Answer every question” his mother said Q.No. 25Putting the words under the correct headings:

Things Related words1.2.3.4.5.

Apron, doctors, dentists, mirror, nurse, blade, patient, bowl. Things Related words

1.2.3.4.5.

Q.No. 27Complete the words with the letters given in brackets

1. Necess ________ (ary/ery)2. Opera ________ (sion/tion)3. Import ________ (ent/ant)4. Conversa________ (tion/sion)5. Orderin ________ (ory/ary)6. Aden ________ (oids/aids)7. Differ ________ (ent/ant)8. Profession ________ (al/el)9. Rememb ________ (er/ar)10. Surg ________ ary/ery

Opposite:

1. Dry x wet2. Sharp x blunt3. Shiny x dull4. Long x short5. Quick x slow6. Belief x unbelief7. Appear x disappear8. Perfectly x imperfectly9. Gently x harshly10. High x low 11. Remember x forget12. Kind x cruel13. Pleasant x unpleasant14. Big x small15. Open x close

OBJECTIVES

1. To help students enjoy the learning of English.

2. To help them listen to English spoken by the teachers, classmates and understand it.

3. To help them speak English with their teacher and classmates.

4. To train them to read and understand the given reading material.

5. To help them write simple and appropriate English in answering questions and doing language exercises.

6. To help them learn elements of language such as sounds, words, spellings, phrases, sentences and their structuring.

7. The development of language skills viz., listening, speaking, reading and writing.

8. The development of communication skills involving accuracy, fluency, appropriacy etc.

LEARNER’S OUTCOME

1. When the teaching is finished students will be able to use different vocabulary.

2. They will differentiate among various structures.

3. They will get prepared to write different substitution tables, for different grammatical items.

4. They will collect examples from other reference books.

5. They will be able to frame their own sentences.

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