Manual for PGT English In Service Course 2014-15

advertisement
1
2
केन्द्रीय लवद्यािय संगठन
KENDRIYA VIDYALAYA SANGATHAN
आंचलिक लिक्षा एं व प्रलिक्षण संस्थान, भव
ु नेश्वर
Zonal Institute of Education & Training,
bhubaneswar
In-Service Course for PGTs (English)
लिनांक :06 – 17 जून -2014
Date: 06 - 17 June 2014
Course Director
Ms. Usha Aswath Iyer
Associate Course Director
Director
Principal
ZIET, Bhubaneswar
Resource Person
Shri. Damodar Purohit
KV No3 Bhubaneswar
Resource Person
Mr.K.P. Dash
Mr. Eugin Dellas Leen
PGT English
PGT English
ZIET, Bhubaneswar
ZIET, Mumbai
3
Index
Sl.No
Areas
Page No.
1
Our Patrons
5
2
Acknowledgement
6
3
Director’s Message
7
4
Time Table
8-9
5
Participants’ Details
10
6
Group Division & Committees
11 - 13
7
Daily Reports – First Spell
14 - 30
8
Active Listening
31
9
Lesson Plans Of Demo Lessons
32 - 62
10
The Canterville Ghost - Worksheet
63 - 82
11
The Invisible Man- Worksheet
83 - 99
12
e Magazine
100 - 131
13
Creative Writing
132 - 158
14
Daily Reports – Second Spell
159 - 175
15
Phonetics
176 - 185
16
Lesson Plans
186 - 212
17
Worksheets ( Lessonwise)
213 - 293
18
Theory on Non-linguistic
representations
Stress & Intonation
294 - 302
19
303 - 310
4
Shri Avinash Dikshit, IADS
Commissioner KVS New Delhi
Shri G.K. Srivastava, IAS
Additional Commissioner (Admn) KVS New Delhi
Dr. DineshKumar
Additional Commissioner (Acad) KVS New Delhi
Dr. Shachikant
Joint Commissioner (Training) KVS New Delhi
Dr. Vijayalakshmi
Joint Commissioner (Acad.) KVS New Delhi
Dr.E. Prabhakar
Joint Commissioner (Pers.)KVS New Delhi
Shri M. Arumugam
Joint Commissioner (Fin.) KVS New Delhi
Shri U.N.Khaware
Joint Commissioner (Admn.) KVS New Delhi
5
Acknowledgement
Course Director
USHA ASWATHIYER
Deputy Commissioner & Director, ZIET Bhubaneswar
Associate Course Director
Shri Damodar Purohit
Principal, K.V.3, Bhubaneswar
Resource Persons
Kali P. Dash, PGT ( ENGLISH ), ZIET, BHUBANESWAR
Eugene D. Leen, PGT ( ENGLISH ), ZIET,MUMBAI
Supported by
ZIET,Bhubaneswar Staff
Mrs. Hajra Shaikh (PGT-Chem.), Mr. K.P.Dash (PGT-Eng.),
Dr.Abhijit Saha (PGT-Bio), Mr. Nabaghan Nayak (PGT-Math),
Mr.ParasuramShukla (PGT -Eco), Mrs. T. Samrajya Lakshmi (PGT-Phy.),
Dr.Santosh Gupta (Librarian),
Mrs. SantiLata Padhy (UDC), Mr.Srinibash Rao (LDC)
6
The 21 day in-service course, designed in two spells, was an enriching
experience. The first spell covered all the specific and general areas listed by
KVS. The second spell, however, focused on areas where teachers had asked
for our help and guidance. The texts for Class XI and XII were
discussed. More discussion on ASL was taken up, and it was emphasized
that training in listening and speaking activities should be promoted at least from
Class VI, if not earlier. Phonetics took up a lot of time as teachers need to
brush up their pronunciation and also have a tool which will help them to
overcome problems of English sounds and their mismatch with English
spellings.
My message to teachers of English is simple. Build an atmosphere where the
students are motivated to see English, hear English and use it. This can
happen only in the classroom where the teacher has full control. At home and
outside, the local language will dominate. It is the teacher’s duty to design
activities which will promote the use of the language in real life situationsthrough the morning assembly, through CCA activities, through judicious use
of the display boards, through projects which involve all the four skills of any
language, through reading clubs and the library and of course the TV at home.
Similarly, as language teachers, we need to hone our own skills in handling this
strange but influential language. Read more, listen to BBC or CNN
news, check up when in doubt, refer to the dictionary and make full use of the 40
minutes assigned each day for English. Happy Learning!
Usha Aswath Iyer
Deputy Commissioner & Director
Ziet Bhubaneswar
7
In-service Course for PGT(English)
2014-15 (Spell-1)
Time Table (06 to 17 June 2014)
3
4
5
6
7
8
9
10
11
12
6 June
(Fri)
7 June
(Sat)
Registration / Inauguration
8 June
(Sun)
9 June
(Mon)
10 June
(Tue)
11 June
(Wed)
12 June
(Thurs)
13 June
(Fri)
14 June
(Sat)
15 June
(Sun)
16 June
(Mon)
17 June
(Tue)
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
Session-2
15
min
Teaching Language
through Poetry-RK Mishra
(GL)Poetry-EL
Teaching Prose-GL
Writing Skills-DP
Listening Skills-UAI
Integrated Grammar
Teaching-Dr U Thakur (GL)
Teaching Long Text-UAI
11.00-12.30 Hrs
Session-3
1
Hr
13.30-15.00 Hrs
Session- 4
15
min
15.15-16.30
16.30-17.30
Constructivism & the
Teaching of English-GL 1
Personality Development-DP
Group Formation
Demo
PRE TEST
(14.30-17.30 Hrs)
ICT/Grp Work
ICT/Grp Work
Code of Conduct-UAI
Demo
Communicative Skills-EL
Demo
Audacity-SG
Service Matters-T Sahu (GL)
Disaster Management-Safe
Schools-KPD
MID TEST
(11.00-12.30)
Guidance and Counselling-PS
Demo
Demo
Tea Break
2
9.15-10.45 Hrs
Tea Break
1
9.00-9.15
Lunch Break
Session-1
Day
Demo
Grp Work
Communicative Skills-EL
Demo
e-CTLT-HS
Creative Writing-GL
Gender Sensitisation-UAI
Demo
Reading Skills-KPD
Teaching Poetry-EL
Demo
Study Skills for Students-HS
Grp Work
Communicative Skills-EL
Latest Syllabus in English
Core-KPD
Plenary Session
Valedictory Function
POST TEST
(9.30-11.30 Hrs)
Teaching Strategies-Ms
Sushila R-(GL)
Demo
Grp Work
Grp Work
Grp Work
8
In-service Course for PGT (English) 2014-15
(Spell-2)
Proposed Time Table (23 Dec 2014 to 01 Jan 2015)
9.15-10.45 Hrs
23 Dec
Tue
24 Dec
Wed
25 Dec
Thu
26 Dec
Fri
Registration / Inauguration
5
27 Dec
Sat
Prayer /
Report
6
28 Dec
Sun
Prayer /
Report
7
29 Dec
Mon
30 Dec
Tue
31 Dec
Wed
1 Jan
Thu
Prayer /
Report
Prayer /
Report
Prayer /
Report
Prayer /
Report
2
3
4
8
9
10
Prayer /
Report
Prayer /
Report
Prayer /
Report
Discussion on Text: Main
Reader-E LEEN (RP)
Discussion on Text: Poetry(E LEEN (RP) & UAI
Discussion on Text:
Supplementary ReaderKPDASH (RP)
VOCABULARY
DEVELOPMENT-DPUROHIT
(ACD)
Phonetics-UAI
ASL-E LEEN (RP)
ASL-KP DASH (RP)
Post TEST
(0930-1130 Hrs)
Language Games- D
PUROHIT (ACD)
15
min
11.00-12.30 Hrs
Session-3
1
Hr
13.30-15.00 Hrs
Discussion on Text: Main
Reader-E LEEN (RP)
Phonetics-UAI
GRP FORMATION
Phonetics-UAI
Demo
Phonetics-UAI
Demo
MID TEST
(11.00-12.30)
SERVICE MATTERS- T SAHU
(GL)
Session- 4
15
min
Demo
Demo
Demo
15.15-16.30
16.30-17.30
PRE TEST
(14.30-17.30 Hrs)
AUDACITY-SG
Tea Break
1
9.00-9.15
Tea Break
Day
Session-2
Lunch Break
Session-1
Demo
WORKSHEET
PREPARATION
Demo
WORKSHEET
PREPARATION
Demo
Demo
HOT
POTATOES-S
GUPTA
WORKSHEET PREPARATION
Demo
WORKSHEET PREPARATION
Hot Potatoes-SG
WORKSHEET FINALIZATION
Stress and Intonation-E LEEN
(RP)
STRESS MANAGEMENT-K P
DASH (RP)
FIRST AID-GL
Guidance and Counselling
PLENARY SESSION
9
S.No.
Name of the teacher
1
2
B LAVA KUMAR
JAGAT KRUSHNA
SISUGOSWAMI
S K SETHY
DIBYASINGHA BEHERA
N.APPA RAO
MANORAMA SAHOO
SAPTARSHI MAJUMDER
LIVIN LAKRA
MAHESH NAMDEORAO
GAKRE
MD AYYUB ALAM
VINAY KUMAR
MR. SATYA PRAKASH
SATYA
A C MANDAL
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
ANAND CHANDRA
DAYAL
KAM RAJU
P.P.BIJU
18
AKHILENDRA KUMAR
SINGH
NITYANANDA MONDAL
19
20
21
22
GINEESH KUMAR. N
R.N. CHAUDHARY
SAHDEO DAS
RAKA CHAKRABARTY
23
24
25
26
27
28
29
PARTHA PAUL
DEEPAK JUNEJA
PRABHU NATH
B. PRASAD
SUSHIL KUMAR
TRIPATHI
J.G.SHUKLA
K J SHUKLA
30
31
V. K. RAI
P. MAHAPATRA
32
33
N. SETHY
JAG MOHAN DAS
KENDRIYA
VIDYALAYA
VIJAYANAGARAM
INS CHILKA
REGION
eMail
BBSR
BBSR
[email protected]
[email protected]
KV NTPC KANIHA
KV BALASORE
INS KALINGA
BBSR
BBSR
BBSR
[email protected]
[email protected]
[email protected]
DHENKANAL
KV CRPF AMERIGOG
GUWAHATI
KV ALIPURDUAR JN
MISA CANTT.
GUWAHATI
GUWAHATI
BBSR
[email protected]
[email protected]
[email protected]
K V HASIMARA
GUWAHATI
SUKNA
COOCH BEHAR
GUWAHATI
GUWAHATI
[email protected]
[email protected]
[email protected]
EAC UPPER
SHILLONG
K.V. NO.1
BINNAGURI
DIGARU
K.V.ARC,DOOM
DOOMA
COSSIPORE
GUWAHATI
[email protected]
GUWAHATI
[email protected]
GUWAHATI
TINSUKIA
[email protected]
[email protected]
KOLKATA
[email protected]
KV BARRACKPORE(AFS)
KOLKATA
RAMGARH CANTT.
NAMKUM
MAITHON DAM
KV, ONGC,
AGARTALA
LOKRA
KV NAZIRA
KV,AZAMGARH
K.V. CHOPAN
COD, CHEOKI
RANCHI
RANCHI
RANCHI
SILCHAR
[email protected]
m
[email protected]
[email protected]
[email protected]
[email protected]
TINSUKIA
TINSUKIA
VARANASI
VARANASI
VARANASI
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
BALRAMPUR
NEW CANTT,
ALLAHABAD
VARANASI
VARANASI
[email protected]
[email protected]
BASTI
NEW CANTT,
ALLAHABAD
BARIPADA
SAMBALPUR
VARANASI
VARANASI
[email protected]
[email protected]
BBSR
BBSR
[email protected]
[email protected]
om
10
1. Resonance /ˈrez. ə n.ən t s/
a) Mr. Kam Raju (Group Leader)
b) Mr. Mahesh N. Gakre
c) Mr. N. A. Rao
d) Mr. S. Das
2. Assonance /ˈæs. ə n. ə n t s/
a) Mr. J. K. Sishugoswami (Group Leader)
b) Mr. J. M. Das
c) Mr. S. K. Sethi
d) Mrs. Manorama Sahoo
3. Chime /tʃaɪm/
a) Mr. M. A. Alam (Group Leader)
b) Mr. A. K. Singh
c) Mr. N. N. Mandal
d) Mr. S. K. Tripathi
4. Carillon /kəˈrɪl.jən/
a) Mr. Livin Lakra (Group Leader)
b) Mr. Gineesh Kumar N
c) Mr. S. P. Satya
d) Mr. Deepak Juneja
11
5. Euphony
/ ˈjuː.fᵊn.i/
a) Mr. D. Behera (Group Leader)
b) Mr. B. Prasad
c) Mr. Lava Kumar
d) Mr. S. Majumder
6. Diapason /ˌdaɪəˈpeɪ.zᵊn, -sᵊn/
a) Mr. Vinay Kumar (Group Leader)
b) Mr. A. C. Mandal
c) Mr. Partha Paul
d) Mr. A. C. Mandal
e) Mr. P. P. Biju
7. Descant /ˈdes.kænt/
a) Mrs. Pratima Mahapatra (Group Leader)
b) Mr. V. K. Rai
c) Mr. J. G. Shukla
d) Mrs. Raka Chakrabarty
8. Unison /ˈjuː.nɪ.s ə n/
a) Mrs. Nirupama Sethi (Group Leader)
b) Mr. K. J. Shukla
c) Mr. R. N. Chaudhary
d) Mr. P. Nath
12
Committees
LITERARY Committee
1. Mr. Mahesh N. Gakre
2. Mr. Saptarshi Majumder
3. Mr. Gireesh Kumar N.
4. Mr. Anand Chandra Dayal
5. Mr. Vinay Kumar
CULTURAL Committee
1. Mr. B. Prasad
2. Mr. K. J. Shukla
3. Mr. V. K. Rao
4. Mr. B. Lava Kumar
5. Mrs. Nirupama
TOUR Committee
1. Mr. A. C. Mandal
2. Mr. Partha Paul
3. Mr. P.P. Biju
4. Mrs. N. Sitti
5. Mr. N. A. Rao
13
In the morning the ambience of KV No.3 Bhubaneswar became vibrant with
the arrival of 33 worthy participants from seven different regions of KVS. The
chief guest of the occasion was Dr. Pramthesh Das. Mr. Damodar Purohit,
Associate Course Director, Mr. K P Dash from ZIET Bhubaneswar and Mr.
Eugin Dellas Leen from ZIET Mumbai were also present during the
inauguration of the course. The In-Service Course was inaugurated by
lighting the lamp to invoke the muse of learning. Ms Usha Aswath Iyer, the
course director was not able to attend the inauguration due to some prior
educational engagements in Mumbai.
Mr. KP Dash welcomed the chief guest, associate course director and other
resource persons along with the participating teachers. Then participating
teachers introduced themselves briefly. Mr. D Purohit emphasized the word
‘Capacity building’ rather than the word training in his inaugural address. He
explained the types of training and their needs. He added that teachers are to
be empowered in the ever changing world of education.
After the tea break Dr. P Das took up Constructive approach of teaching. He
analyzed critical pedagogy with lucid examples. He also elucidated the five
E’s- Engagement, exploration, explanation, elaboration and evaluation. He
construed the skill of Questioning too.
Thereafter it was time for lunch.
Post Lunch Session
After having a tasty and delicious lunch, the participants moved once again in
the library where the sessions were to be conducted.
The second session activities started with formation of participants into 8
groups of 4 participants each. This was done on the basis of shits prepared by
the two learned resource persons Mr. K. P. Dash and Mr. Ugine Dellas Leen.
Each group was then asked to select it’s leader. The groups were named
14
meaningfully after musical words. The names of the groups and their
significance were discussed by the group leaders.
This group formation activity was followed by pre-test for the participants of
the in-service course for 3 hours and comprising questions for 100 marks.
The eventful and fruitful day’s proceedings came to the end with briefing the
participants on the next day’s plan of activities and the duties and
responsibilities of the participants by the resource persons.
Day two of PGT (English) In-service training programme started with a
morning assembly conducted by Resonance group. After the morning
assembly, Mr.K.P.Dash (R.P) initiated a discussion on poetry. The discussion
ranged from the proper pronunciation of words, use of proper stress and
intonation, to meanings and rudiments of teaching poetry.Mr.D.Purohit, the
Associate Director of the Course analysed the concept of constructivism and
analysis and teaching of poetry with reference to NCF 2005. After a brief
discussion on constructivism, Mr.Ugin Dellas Leen (R.P) conducted a highly
lively interactive class on story formation based on charts and pictures. After
a short break, an enriching lesson on “Development of Writing Skills and
Creative Writing” was delivered by Mr.D.Purohit,Associate Course Director of
the programme. He gave an illuminating discourse on the purpose of creative
writing, process of writing, analysis of skills of writing and on types of writing.
The second session after the lunch was demo, lessons on different topics
presented by the participating teachers, Mr.K.J.Shukla, Mr.S.K.Tripathi, and
Mr.K.Raju. Honurable Course Director Ms Usha A. .Iyer enlightened the
gathering about the role of the teachers in the holistic development of the
child, the close bonding between teacher-student for enhancing child’s
confidence and self- esteem. An energetic interactive session then began
between the resource persons and the participating teachers. It was an
enriching experience for all. The last session included computer work where
all the participants were taught how to open the folder, save the text, etc.
under ICT. The day was full of ennobling experience for all.
15
We look forward to many more fruitful discussion and learning in the coming
days. We would like to end with the famous lines of Robert Frost: “The woods
are lovely dark and deep, But I have promises to keep
and miles to go before
I sleep and miles to go before I sleep”
Slot Report on day 02
Meanings and Rudiments of Teaching Poetry by Mr.K.P.Dash (R.P)
Model Demo Lesson by Mr. Eugin Dellas Leen (R.P)
Development of Writing Skills and Creative Writing by Mr.D.Purohit
(Associate Course Director)
Model Lessons by participants: .Mr.K.J.Shukla, Mr.S.K.Tripathi, and
Mr.K.Raju.
Role of teachers in the holistic development of the child byMsUsha A
.Iyer, Course Director
The day commenced with prayer by Assonance group followed by a thought
for the day.Mr. S, K Sethi from KV, NTPC, Kanhia, presented report on the
activities conducted on 7thJune 2014.Mr. D. Purohit, Associate Course
Director and venue principal took up the topic Personality Development for
discussion and covered all aspects of the subject with emphasis on the traits
which contribute to making of a positive personality. Every participant was
highly enlightened with the discussion.
After tea break, Director of the course and Deputy Commissioner, ZIET, BBSR
involved the participants in discussing the code of conduct for KV teachers. It
benefitted the participants a lot.
The pre-lunch session ended with this.
Post lunch session started with a highly interactive session on communicative
skills by the resource person Mr. Ugin Dellas.Leen to discuss all areas
concerning to communication. skills emphasizing its relevance in all spheres
of life and also the ingredients making communication very effective.
16
Now it was the turn of demo lessons which started under the guidance of the
resource person Mr. KP Dash, four participants presented their demo lessons:
 FIRST:”Article by AC Dayal from KV no 1 Binaguri
 Second:”My mother at Sixty Six “by J G Sukla from KV Balaram pur.
 Third: “Letter Writing: by Saptarshi Mazumdar from KV CRPF
Amerigog, Guwahati.
 Fourth: ”Mother’s Day by VK Rai from KV Basti
All the lessons went well as per the expectation. The day remained very
purposeful and full of learning activities.
SLOT REPORT-1
Hon’ble Associate Course Director and Venue Principal Sh. Damodar Purohit
took up the topic Personality Development with its most accepted definition,
“Personality devolvement is the sum total of way in which an individual reacts
to and interacts with others”.
In a very systematic way he discussed the subject and concluded that
heredity
and
environmental
factors
are
determinants
for
personality
development. Further he focused on its traits like shyness, aggressiveness,
submissiveness, laziness etc along with its following four categories:
1- Extroverted or Introverted (E or I)
2- Sensing or Intuitive (S or N).
3- Thinking or filing (T or F)
4- Judging or Perceiving (J or P)
He made us aware that the people with combination of different categories are
visionaries, organizers, conceptualize and intuitive thinkers .At last, he
completed his talk with discussion of various steps for building a positive
personality.
17
Slot no 2
Report on code of conduct
A special class was conducted by our honourable course director Ms U A
IYER on 9thJune before lunch break of the session. At first we were instructed
to divide into groups. After the formation of the groups the Xerox copy on
code of conduct for KV teachers was distributed amongst us. During her
discussions she explained all the 35 points involving all the participants. She
particularly stressed on some points like 10, 21,22,23,25.
In her discussion she emphasized on the role of a teacher with reference to
provision of the CCS (conduct) rules 1964 and CCS (CCA)rules 1965. She
also told
what a teacher should do and should not in his service period .If
the teacher violates it, action may be taken against him or her. In this way
her discussion was over.
Slot No -3
Report on Effective Communication Skills
Resource person Mr. EUGIN DELLAS LEEN took up the post lunch session on
effective communication skills .He motivated all the participants by giving
them communication Quiz .
Everybody was made to understand what really effective communication skill
is. By taking out all the participants, he divided them into 3 groups. It was
really interesting and enjoyable.
The 4th day started
with the assembly programme presented by the 3rd
Group, Chime. The session of the day started with an interesting topic
handled by Dr. Kalyani Samanthray, Deptt. of English, Uthkal University on
Teaching Reading. Before going to the topic, she also discussed the essential
18
components of a good lesson plan, viz. the activities taken up as Pre-stage,
While-stage and Post State of a lesson. Having cleared the concept of lesson
plan, the topic of Teaching Reading was taken up and explained with the
active feedback from the participants. The steps involved in the process of
reading, such as word –recognition, comprehension, fluency and motivation
were explained clearly. So were the levels of comprehension, namely factual,
inferential, applied and appreciative.
The concepts were made clear by
scientifically prepared hand-outs distributed among the participants.
The second session of the day, after the tea break, was handled by Mr. T.
Sahoo, a retired employee of KVS R.O Bhubaneswar. The session was on
service matters and the session was noted for the affective interaction
between the teachers and the speaker. Aspect of Service matters like different
allowances admissible, leave rules, HPL,CCL etc. were discussed to the
satisfaction of all the participants. The speaker clearly answered all the
questions posed by the teachers on the service matters. The Session that
lasted till lunch at was really informative.
The post lunch session began with the instructional talk of Resource Person
Mr. K.P Dash to boost up and energize the participants for the presentation of
the demo lessons. The demo lessons were presented by five participants on
different topics. First of all, Mr. R.N choudhary presented a demo lesson on ‘
The Lost Spring’. After the feedback Mr. Luv Kumar, Mr. GineeshKumar, Mr.
Vinay Kumar and Mr. LivinLakra presented their demonstration lessons on
‘Conditional Sentences’, ‘Classified Advt.’, Article Writing, and Father To Son,
respectively. All the demo lessons were presented in a befitting manner and
the feedback was given by the Resources Persons for better performance.
After the tea break, Mr. K.P Dash, the resource person came with a proposal
of an excursion and all the participants took great interest in it. He discussed
the itinerary in details. Everyone agreed upon the conditions put forward and
unanimously accepted the proposal.
Then it was the turn of Dr. Santosh Kumar Gupta, Librarian, ZIET
Bhubaneswar to introduce the Audacity Software which was presented in
detail and in a practical manner. The Participants found it very useful and
19
interesting for the academic purpose. Some of the participants were involved
in the practical application of the software. Finally, at half past five
it was
called a day.
The 5th day of the training started in a different note with a silent invocation
to the Almighty. Carillon group presented the morning assembly in a befitting
manner and Mr. B. Prasad entertained all with his meaningful song sung in a
melodious voice. That marked the beginning of the day which was filled with
many more melodies. Respected Mr. Eugin Dellas Leen, Resource Person,
ZIET Mumbai, introduced the participants to the world of karaoke and all
sang together the song, ‘My Bonnie Lies Over the Ocean’. Thus refreshed and
motivated, the participants eagerly desired to learn.
The first session was taken by Honourable Madam Usha A. Iyer, Deputy
Commissioner, ZIET Bhubaneswar. In her charismatic ways, she ushered in
one of the most basic skills of language learning, which is, listening. The
session started with a game of Chinese Whisper which served as an apt
listening activity thoroughly enjoyed by all the participants. The session
proved to the participants the importance and relevance of listening skills to
the teaching and learning of any language in general and English in
particular. The best thing about the session was the invaluable life centric
guidelines given by Respected Madam Deputy Commissioner. All the
participants could easily connect to her examples which were drawn from her
vast repository of experience and knowledge.
The next session was taken by Esteemed Mr. Kali P. Dash, Resource Person,
ZIET Bhubaneswar. He discussed in details with supportive data the topic ‘
Safe Schools and Disaster Management’. His session was pregnant with
pragmatic ideas. There was no dearth of apt and evocative examples taken
from his life. The participants were moved by his soul provoking uttering. He
emphasized the fact that with regard to the school the child must feel
belonged. He also threw light on Child Rights and NCPCR. He hammered
home the point that disaster stems from small unattended things and
20
teachers must have the Seeing Eye to be prepared for eventualities. He said
that there could not be any possible compromise when it comes to the safety
and security of the children.
The post lunch session consisted of demos, practice of singing and learning of
ICT by the participants. The first demo was by Mr. S. Das. He took up the
teaching of tense. He was followed by Mr. D. K. Juneja who discussed the
nitty-gritty of notice writing. Then under the able direction of Honourable Mr.
Eugin Dellas Leen, the participants sang with grace and gusto the song ‘500
miles’. The third demo was by Mr. N. A. Rao who taught poetry with the help
of a beautifully made PPT.
Next was ICT practice in the Computer Laboratory. The participants braved
the sultry suffocating heat and under the motivational leadership of the
Honourable Resource Persons learned new skills and sharpened the learned
skills in the use of technology for teaching. Thus, ended a day of learning that
taught to step toward the goal of becoming better teachers more curious,
more conscious and more capable.
The day’s activities set off with the invocation of the almighty God with the
melodious prayer presented by the Euphony Group. The prayer was followed
by news and a special item. The special item was a satirical lyric on the
contemporary social issues which touched everyone.
The resource person Mr. KP Dash introduced the participants with Dr. Udipt
Thakur, Reader of BJB College, Bhubaneswar, a renowned personality of
English Phonetics.
The session started with the enthralling and thought provoking lesson of Dr.
Udipt Thakur on the topic of teaching grammar. He categorically highlighted
the grammatical usage of ‘have’ and conditional sentences which very often
put the students on the slippery ground. As he proceeded with his lesson, the
21
concept and the methodology about the topic became crystal clear to all the
participants.
The next task was the Mid-Test of 1 hour and of 50 Marks. All the
participants righteously took part and followed the instruction of the resource
person. The Mid-Test was followed by a short discussion and planning
strategies of next day’s educational tour to Puri and the Sun Temple. This
was immediately followed by lunch break.
The second session of the day was flagged off with the demo lesson by the
participants Md. Ayub Alam on “Ranga’s Marriage”. Immediately after this,
resource Person, Mr. Eugin Dellas Leen involved everyone to practice a
beautiful English song in Unison--‘My bonnie lies over the ocean.
My bonnie lies over the sea.’
He also delineated the different components of Non- Verbal communication
with the help of voiceless video clipping followed by a voiced one. He also
described different kinds of body languages as the integral part of Non-Verbal
communication. It was followed by two more demo lessons after which all the
participants proceeded to the computer laboratory for ICT lesson. With this
the day’s proceeding came to an end.
The much awaited seventh day of the In-service course dawned bringing
excitement and joy to all the participants. There was a reason behind it and it
was nothing but the educational tour, organised under the aegis of our
Course director, Associate course director and the Resource persons
Braving the scorching heat of the sun, we began our journey at 9:00 a.m. All
were ready at the appointed time and we proceeded to our first destination,
Lord Jagannath Temple at Puri. Enjoying the cooling comfort of “Dildar”, the
A.C bus we reached this holy centre situated on the Bay of Bengal at around
11:00 a.m. The grandeur and majesty of this “Purusottam Kshetra” built in
the 12th century mesmerised everyone. Due to some ritualistic reasons we
22
could not have ‘darshan’. But Mr.K.P.Dash, the resource person compensated
everything by giving a vivid and detailed description of the things about this
‘Sankha Kshetra’. After seeking the blessings and paying obeisance to the
sub-deities we left the place by adding one more wonderful experience to the
treasure house of our memories.
Then we had our lunch in the form of sumptuous snacks which were packed
and carried.
Our next destination was the world famous Sun temple at Konark, the Black
Pagoda. But before proceeding to this world famous heritage centre, we had a
nice breath taking view of Puri beach. Sitting in the bus, we could see the
gentle waves caressing the golden sands of Puri beach. We sat in the bus and
enjoyed a nice ‘marine drive”
The distance to the next destination was covered in one hour and we reached
Konark by 3:00 p.m. There we were welcomed by two majestic lions in front of
the eastern door. Surprise and excitement reached its zenith when we came
to know that the entire block is made in a single stone. My joy knew no
bounds on looking at the stone chariot wheel the picture of which I have seen
only in history text books. It was learnt from the tourist guides over there that
the Sun temple was constructed as a chariot of the Sun god. 24 wheels have
been affixed to the platform and the entire wheel is full of fine art works. The
twenty four wheels signify 24 hours and the eight spokes the eight “prahars”
of a day. Everyone was really moved by this wonderful poetry in stone which
was built in the 13th century by the King Langula Narasinha Deva with the
help of 1200 architects in 12 years. Before leaving, we also had a look at the
war horse situated on the southern side of the temple and no wonder it has
been accepted as the symbol of Odissa government.
No one can gainsay what our national poet Tagore has said about this
monumental wonder, “here the language of man is defeated by the language
of the stone”
Our next spot was the Konark beach and we reached here by 5:30 a.m.,
keeping in view to have the beauty of the setting sun. There the gigantic
waves prevented us from enjoying a bath on the sand. We were on the safer
23
side and didn’t allow ourselves to be tempted by the sea. Like mute spectators
we enjoyed the roaring waves by standing on the shore. The photo session we
had on the golden sands deserves special mention. We left the place around
7:00 p.m. and reached safely by 8:030 p.m.
BY DESCANT GROUP
The day started with the Morning Prayer by the Diapason Group. The first
session started with Teaching of Poetry by our esteemed Resource Person Mr.
Eugin Dellas Leen, presenting various aspects and methodology of teaching
poetry in class. It was an interactive session which aroused keen interest in
the participants when they were asked to share their views and opinions on
how to start teaching a poem in class. Then the participants were made to
listen to audio tracks along with video clippings of pictures with reference to
the context of poems taught in classes XI & XII and thus relating them to the
previous experience of students. Sir emphasized on the fact that the purpose
of reading poetry is for enjoyment and appreciation. So one should be careful
enough not to preach, teach or describe it in anyway. Students should be
given exposure to develop the sense of appreciating its beauty. He also
suggested that there can be model reading by teacher followed by that of
students. Examples were given from The Voice of Rain by Walt Whitman, The
Seven Ages by William Shakespeare and Aunt Jennifer’s Tiger by Adrriene
Rich. Suggestions were also given on the ways of introducing a poem. It may
be in the form of a discussion on a relevant issue, a debate or by using
questioning techniques followed by student’s presentation of creative ideas,
going beyond the text and linking themselves with various social issues. This
was followed by yet another interesting and enriching session on the use of
dictionary for meaning, pronunciation practice, checking grammar exercise,
phonetics, pictures of relevant words, phrasal verbs etc. with special reference
to the Cambridge Advanced Learner’s Dictionary.
24
The next session began with a talk on Creative Writing by the renowned poet
and writer Prof. Dr. Soubhagya Mishra, who has also been conferred with the
Sahitya Academy Award. He enlightened the participants with his enriched
thoughts on poetry. He also categorically stressed on the fact that poetry
cannot be taught nor does it teach us anything. Poetry is a perennial source
of joy. So there are no specific rules for teaching creative writing. The
recitation of three poems by the author and poet kept the participants
spellbound for a while. He reiterated that it is the power of imagination and
inspiration that needs to be cultivated and moulded to create poetry. He
summed up with conviction that a creative writer needs to be very conscious,
should keep his eyes open, enrich with experience and also work hard to
capture and control his imagination to arouse the sense of surprise and
choose appropriate words to express his feelings and emotions. It was
followed by an interactive session inviting queries from participants. All the
participants were immensely inspired by his wisdom and knowledge on
creative writing with special reference to poetry. It indeed created an ever
lasting impact on the participants who were enthusiastic to get his suggestion
and appreciation for their creative efforts. It was indeed a great experience.
The post lunch session started with model teaching of lessons by Sri J.M
Dash, Sri Partha Paul and Smt. Nirupama Sethi followed by a short session
on distribution of chapters from Textbooks for preparing Question Bank.
Thereafter
the
participants
proceeded
for
ICT
lessons
and
content
preparation. Last but not the least, the post lunch session ended with a short
meeting on the preparation and planning for the following day.
The day began on the spiritual note with the presentation of assembly by the
Descant group. One of the resource persons Mr. Eugin D Leen brought us in
touch with ecstasy through an English melody which was enjoyed by all. Mrs.
Usha A Ayer dwelt at length on the various aspects of reading long text with
special reference to The Invisible Man. She imparted some valuable tips on
how to go about teaching the novel. The activity we were involved in during
the process was quite enriching. It provided us insight into the methodology
25
to be adopted during the class-room transaction. The learned lady highlighted
the fact that the teacher should not present the story of the novel at one go.
Rather, gradual approach is required through question and answer method.
Thereafter, taking tea, participants sat on computer to complete the groupwork.
The post lunch session was an experience in innovation and experimentation.
The demos presented by the learned colleagues enabled the participants to
add new dimensions to their teaching-learning process. Mr. S. K. Sethi took
the class by storm through the enactment of the lesson The Tale of Melon
City. The presentation ensured mass-participation. Subsequent to this was
presented the demo on the poem –Father to Son by Mr. B. Prasad. The way he
introduced the lesson was sure to make participants appreciate the
phenomenon of generation gap. The novel approach of Mrs. P Mahapatra in
the presentation of the lesson-The Ailing Planet was appreciated by all. Mr. P
Nath gave demo on Aunt Jenifer’s Tiger. Mrs. Hazira of ZIET Bhubaneswar
took a lesson on e-ctlt, a boon to the teacher in the modern era.
The close of the day witnessed the presence of the glowing constellation of
some great scholars. The occasion marked the release of the book—Meri Pyari
Madhubala composed by Mr .Rameshwar Dayal Sharma. Dr. Shankar Dayal
Purohit, the chief guest, presented an inspiring speech. The programme was
organized by Mr.K P. Das, one of the resource persons. His compeering was
an enthralling experience.
By this time, exhausted by day-long journey, the sun had begun his
movements to go back under the clouds in order to meet his beloved night.
This was the indication that we wrap up and depart. With the feeling on the
back of our mind that the time for us to rejoin our family was in the offing, we
left.
26
By: - Resonance Group
The proceedings of day ten (10) began with a devotional appeal to the
almighty, ‘Itni Shakti Hume Dena Data’ by the members of Unison group. The
prominent attraction of the assembly was a short piece of information
delivered on the topic of ‘Quality Circle in school administration’ by Mr. P.
Nath.
Mr. K. P. Dash, resource person began the first session of the day on ‘Reading
Skills’. He took to the discussion ‘Why’, ‘What’ and ‘How’ of the reading skill.
The differences between detailed and non-detailed reading were discussed
elaborately. The requirements for effective reading in the class to meet with
desired objectives were extracted through discussion and questioning very
skillfully by the resource person. Active engagement of the participants was
ensured by providing a worksheet and elucidating the importance of
understanding each and every word in a text with practical example. This first
slot of the day was followed by tea break.
It was the presence and active participation of the Course Director and the
DC Ms. Usha A. Iyer that graced the occasion of the session on Assessment of
Speaking and Listening (ASL) by one of the participants in the course Mr.
Saptarshi Majumder. The session went on very informative and educative.
Many uncertainties about conduct of ASL in appropriate way and the
methods to conduct it were clarified skillfully and stating appropriate
examples. The doubts in the minds of the participants regarding conduct of
ASL were adequately satisfied with reason and precision.
Post lunch session witnessed the presentation of demo lessons by the
following participants: Mr. J. K. Sishugoswami on ‘Formal Letter Writing’, Mr.
A. C. Mandal on ‘Father to Son’, Mr. D. Behera on ‘Aunt Jennifer’s Tigers’, Mr.
A. K. Singh on ’The Voice of the Rain’, Mr. P. P. Biju on ‘Active and Passive
Voice’, Mr. Mahesh Gakre on ‘Deep Water’ and Mrs. Manorama Sahoo on ‘An
27
Elementary School Classroom in a Slum’. The honourable resource persons
gave their feedback on the demo lessons.
The participants then engaged themselves in preparation of the group work
assigned to them. The eventful and educative day came to an end with
instructions for the next day by the resource persons.
Report – Assonance Group
The day started with the assembly programme by Resonance group members.
It was an impressive and informative.
The first slot of the day was devoted for the post-test. The participants
appeared for it with seriousness and diligence. The questions were pertaining
to the skills and techniques imparted during the previous 10 days training
periods.
After the tea break, the participants were energized by a song by the resource
person Mr. Eugine D. Leen. It followed a session that honed up the skills of
teacher-participants as effective testers of ASL. The techniques and strategies
of conducting ASL were discussed with active participation and input from
the participants. Every area of the test was covered and participants cleared
their doubts in conducting speaking skill test effectively.
This was followed by a sumptuous lunch.
The first session after lunch was devoted for phonetics in which the
participants were given phonetic exercises by the resource person Mr. Eugine
D. Leen. Ample exercises were given to the participants on pronunciation of
vowels and consonants. The participants participated in the activity
enthusiastically.
The participants were then relieved for final preparation of their group work
and assignments.
28
The proceedings of day twelve began with the invocation to the almighty by
the members of Assonance Group. Prayer was sung together along with day
11 report.
The first slot was a guest lecture by Mrs. Sushila Ramachandran, PGT
English, K. V. No. 1, Bhubaneswar on Teaching Strategies. The speaker
effectively elaborated the topic with help of power point presentation on the
stages and techniques involved in teaching-learning process. The techniques
of dealing with above achievers and under achievers and the average ones
were explained with example. There was an effective interaction between the
speaker and the participants. The participants were also involved in some
hands-on activities to feel the real class-room situation on the topic.
After the tea break resource person Mr. K. P. Dash elaborated on the latest
syllabus in English Core of Class XI and XII with a stress on the salient
features of it and question paper model. The blue print of the question paper
with value points and weightage was discussed threadbare. The speaker
stressed importance of discussing the syllabus in the first week of session in
the class so that the students get a clear idea about the task in hand. The
teacher should ensure that the students do not study only for exams but
incorporate the true spirit for CBSE syllabus in their
pursuit of the course and excel in the language after completing the course.
Lunch was served to the participants. After the lunch the slot was devoted for
Plenary Session. The resource persons interacted with the participants and
discussed the fine points of the training which were not covered in the
preceding days. There was active interaction in which the participants sought
clarification on the areas of difficulty. The session was noted for the active
interaction and exchanging of ideas between the participants and the
resource persons.
29
The final slot of the 12 days in-service course for PGT English was the
valedictory function which was attended by the Course Director and the DC
Ms. Usha A. Iyer, Associate Course Director and Venue Principal Mr.
Damodar Purohit, resource persons Mr. K. P. Dash and Mr.
Eugin Dallas
Leen apart from the participating teachers. The participants were given
opportunity to air their views and feedback on the training programme. One
participant from each region as well as a few volunteers shared their views
and everyone was unanimous in expressing their gratitude and happiness
with the outcome of the course. Certificates of participation were given away
in the function.
30
Chinese
Whisper
31
LESSON PLAN-1
1.NAME OF THE PARTICIPANT: Akhilendra Kumar Singh
2. CLASS
3.TIME
XI
: 20 Minutes
4. TOPIC/MACRO SKILLS: Theme (Sense) of the poem, Reading.
5. MICRO SKILLS: Vocabulary, Difficult Expressions
6. INSTRUCTIONAL OBJECTIVES: To enable the students to recite
and to enjoy the poem. To develop four skills LSRW of language.
7.TEACHING AIDS:PPT., Clue Cards, White board
8. PROCEDURES:
a. Testing of Previous Knowledge: Motivational questions will be
asked.
b. Introduction : loud reading, silent Reading
c. Methods of transaction: Interactive method.
RE-CAPITULATION:
Q.1 What are the two voices in the poem and of whom?
Q.2 What does the poet mean by,’ I am the poem of Earth’ and
Strange to tell.’
ASSIGNMENTS:
Q.1 Do question no 1,2&6 (For slow learners) and question no 3,4&6
(For Bright students) of Think it out from exercise.
32
LESSON PLAN-2
1. NAME OF THE PARTICIPANT:
ANAND CHANDRA DAYAL
2. CLASS:
XI
3. TIME:
20 Mnts
4. TOPIC/ MACRO SKILLS:
Determiners
5. MICRO SKILLS:
Article (A, An, The)
6. INSTRUCTIONAL OBJECTIVES: To make the students aware of the use
of A, An and The, and enable them to use it in English
7. TEACHING AIDS: White board, classroom objects, participants
8. PROCEDURES: testing of previous knowledge: Asking question related to
complete sentences without using determiners
 Introduction: by showing pictures and class room objects and asking
questions
 Methods of transaction: Interaction with class
9. RE-CAPITULATION: What is an Article? What are its conditions to use.
10. ASSIGNMENTS: Solve the sample questions on Articles.
33
LESSON PLAN-3
1. Name of the participant
: A C Mandal
2. Class
: XI
3. Time
: 20 Mins.
4. Topic/ Macro skills
: Father to Son (Poem)
5. Micro skills
1. Reading skill
2. Generation gap
6. Instructional objectives
: To enable the children to recite &
appreciate the beauty of the poem.
Making aware of the generation gap
Use of literary device
7. Teaching Aids
: Flash cards
8. Procedures
* Testing of previous knowledge :-Asking motivational questions
* Introduction :– Asking about their relation with father
* Method of transaction:- Interactive method
9. Recapitulation
: Asking question on the theme of the poem
10. Assignments
: Write a short paragraph on the mental state of the
father as described in the poem.
34
LESSON PLAN-4
1. NAME OF THE PARTICIPANT: B.PRASAD ( K V CHOPAN)
2. CLASS:
XI
3. TIME: 20 Minutes
4. TOPIC: Father to Son
5. MICRO SKILLS: Generation Gap
6. INSTUCTIONAL OBJECTIVES:
i) To enable the students to read and enjoy the poem.
ii) To enable the students to enrich their vocabulary.
iii) To enable the students to appreciate the ideas.
7. TEACHING AIDS:
i) text book (ii) white board (iii) pen (iv) duster.
8. PROCEDURES:
testing of previous knowledge: Thinking about the difference in
i)Dress
Ii) Respect
iii) Food
iv) Film
v) Song
Introduction: Talk on generation gap in whole class mode.
Methods of transaction: Loud reading by the teacher.
Loud reading by the students
35
9. RE-CAPITULATION:
1.What is the problem of the father?
2. “The seed I spent or sown” what is the literary device in the line.
3. Why is the father ready to forgive his son?
10. ASSIGNMENTS:
1.Find the rhyme scheme in first stanza.(Grp-1)
2. Write the gist of 2nd stanza.(Grp-II)
3. On which condition the father is ready to forgive his son?(Grp-III)
4. Write the idea inherent in the last stanza.(Grp—IV)
LESSON PLAN-5
1. Name of the participant
: B. Lava Kumar
2. Class
: XI
3. Time
: 20 minutes
4. Topic/ Macro skills
: Grammar (Conditionals)
5. Micro skills
: Unfulfilled Conditionals
6. Instructional objectives
:
(a) To enable the students understand the proper usage of unfulfilled
conditional.
(b) To make the students use unfulfilled conditional in real life situations.
7. Teaching Aids
: White Board, Marker, Placards, Hand-outs etc.
36
8. Procedures
:
* Testing of previous knowledge - Asking questions on the two other
conditionals.
* Introduction - Asking students to form a sentence on the given situation.
*Method of transaction - Eliciting answers from students, and making them
arrange the jumbled words of the sentence in a proper order in the form of a
group activity.
9. Recapitulation
: Students were asked to frame sentences on the
conditionals.
10. Assignments
: Write two sentences each on probable, improbable
and unfulfilled conditionals.
LESSON PLAN-6
1. NAME OF THE PARTICIPANT : GINEESH KUMAR.N
2. CLASS
: XII
3. TIME
: 20 Minutes
4. TOPIC/ MACRO SKILLS
: Classified Advertisement
5. MICRO SKILLS
: Advertisement for rental (To Let)
6. INSTUCTIONAL OBJECTIVES:
i) To familiarize the students with the ‘To Let’ advertisement.
ii) To train them to write an advertisement effectively, with economy of
words.
iii) To train them to draft a ‘To Let’ advertisement in life-situation in the
correct format.
7. TEACHING AIDS: Power Point Presentation, Blackboard
37
8. PROCEDURES:
Testing of previous knowledge: The teacher introduces the topic, discuss the
purpose of advertisement and different kind of advertisement.
Introduction: The discussion is brought to the topic of classified
advertisement. The important components of the advertisement are elicited
from the students like:
a) Title
b)`Starting
c) Points to incorporate into the advt. (e.g. a house) size in sq ft.,
proximity to famous landmark etc.
d) Special jargons, e. g BHK (Bedroom, Hall and Kitchen)
e) Language and style.
f) Conclusion, contact details etc.
g) Lay out
A model question is worked and shown in the form Power Point Presentation
9. RE-CAPITULATION: The teacher recapitulates with active feedback from
the students.
10. ASSIGNMENTS:
Draft a classified advertisement to be published in a local daily to leave
a commercial building on rent.
38
LESSON PLAN-7
1-NAME OF THE PARTICIPANT
:J G S HUKLA
2-CLASS
:XII
3-TIME
:20 MINUTES
4-TOPIC/MACRO SKILLS
MY MOTHER AT SIXTY –SIX -POEM BY KAMALA DAS
5-MICRO SKILLS—1-SIMILE,2-IMAGES OF A RUNNING CAR AND ANY OLD
PEOPLE
6-INSTRUCTIONAL OBJECTIVES-----TO ENABLE STUDENTS TO
UNDERSTAND POEM AND POETIC DEVICES
7-TEACHING AIDS—COMPUTER, A PICTURE OF A OLD LADY
8-PROCEDURES:
TESTING OF PREVIOUS KNOWLEDGE—QUESTIONING ABOUT GRAND
PARENTS
INTRODUCTION---INTRODUCING POETIC DEVICES AND IMAGES
METHODS OF TRANSACTION—INTERACTION AND NARRATION
9-RE- CAPITULATION - SUMMARISING THE POEM WITH NOTES AND
COMMENTS
10- ASSIGNMENTS—WRITE GIST OF THE POEM
39
LESSON PLAN-8
1. NAME OF THE PARTICIPANT:
Kam Raju, PGT Engl, KV AFS Digaru
2. CLASS
: XI
3. TIME
: 20 min
4. TOPIC/ MACRO SKILLS
: Grammar
5. MICRO SKILLS
:
6. INSTUCTIONAL OBJECTIVES:
modals, tenses,
Editing Task-(Omissions)
(a) To enable students use determiners,
clauses and voice correctly.
(b) To enable students to find out the mistakes in an integrated passage and
correct them.
(c) To acquaint students aware of Editing Task-Omission questions and how
to answer them.
7. TEACHING AIDS: PPT, Editing Task sheet, white-board, marker pen and
projector
8. PROCEDURES:
-testing of previous knowledge:
Questions related to tense, determiners ,
modals, tenses, clauses and voice are asked from students.
-introduction:
A PPT slide is shown for the directions of Editing Task-
Omission. Students are told how to find the error in the passage and how to
write the answer using preceding and succeeding words.
-methods of transaction:
Students are given an editing task sheet. A PPT
slide of the same is also shown on the screen. Teacher elicits answers from
students against each line. They are also encouraged to answer WHY and
HOW of the answers. Thereafter teacher corrects them, if needed with proper
explanation.
9. RE-CAPITULATION: (a) How should we find the missing word in each line?
(b) In what way the answer of such questions are done?
10. ASSIGNMENTS: A sheet of unedited passage is given as home
assignments to students.
40
LESSON PLAN-9
1. NAME OF THE PARTICIPANT : LIVIN LAKRA
2. CLASS
: XI
3. TIME
:20 MINUTES
4.TOPIC/ MACRO SKILLS
: FATHER TO SON( RELATIONS) BY
ELIZABETH JENNINGS
5. MICRO SKILLS
: ENABLE TO UNDERSTAND INTIMACY OR
CLOSENESS
6. INSTUCTIONAL OBJECTIVES: REALISE THE INTIMACY OF RELATIONS
AND ENJOY
7. TEACHING AIDS: TEXT BOOK, BOARD, CHALK AND DUSTER
8. PROCEDURES:
Testing of previous knowledge: LOVE RELATION WITH THEIR RESPECTIVE
FATHER
Introduction: BY A SHORT PARABLE
Method of transaction: NARRATION CUM INTERACTION
9. RE-CAPITULATION: REALISATION OF LOVE AND AFECTION
10. ASSIGNMENTS: READ THE POEM, ENJOY IT AND FROM EACH STANZA
MAKE TWO VERY SHORT ANSWER TYPE QUESTIONS.
41
LESSON PLAN-10
1.NAME OF THE PARTICIPANT: Md. Ayyub Alam
2. CLASS
: XI
3.TIME
: 20 Minutes
4. TOPIC/MACRO SKILLS
: RANGA’S MARRIAGE
5. MICRO SKILLS
:RANGA’S HOME COMING
6. INSTRUCTIONAL OBJECTIVES: To develop four skills LSRW of language.
Then make the students understand the content of the topic discussed.
7.TEACHINGAIDS : Clue cards, PPT, White board.
8. PROCEDURES: The children will be given clue cards and will be asked to
discuss in group and express their views.
INTRODUCTION –Then the lesson will be introduced and topic will be written
on the board.
Methods of transaction; Communicative
9.RE-CAPITULATION: Q1 Who was Ranga?
Q2What did people think about him when he went Bangalore?
Q3Where was he sent for English Education?
Q4When did Ranga return home from Bangalore?
Q5Why did people come to Ranga’s house in large number?
1. ASSIGNMENTS: Write an article on Evils Of Child Marriage.
42
LESSON PLAN-11
Name of the Participant: Mahesh Namdeorao Gakre (PGT English)
TOPIC
: DEEP WATER by William Douglas
MICRO SKILL:
Psychological analysis of fear.
AIM:
To be able to understand another person’s fear.
To make the students relate particular experience with
OBJECTIVE:
universal one.
Vocabulary building.
TEACHING AIDS:
1. A Power Point Presentation on the act of drowning.
2. Black board.
 The teacher would ask students few questions to test
their previous knowledge about the portion already
covered and would make them familiar with the
present part of the text.
 Students would be asked to read the portion of text by
MAIN ACTIVITY:
the teacher. To elucidate the same the teacher would
(PROCEDURE)
illustrate
{3+7+5=15 Min.}
Presentation.
the
same
through
a
Power
Point
 As individual activity the teacher would ask the
students to describe fear in their own words and
narrate their own experiences of fear and the efforts
undertaken by them to overcome it. The teacher would
also ask students to narrate different terms associated
with fear and write it on the board.
43
Teacher would ask students to recall the stages of
RECAPITULATION: William Douglas’s adventure at the YMCA swimming pool
{2 Min.}
and write the same on the board with help of the
important terms.
ASSESSMENT:
{2 Min.}
HOME WORK:
{1 Min.}
To assess the amount of understanding, the teacher
would orally ask some comprehension questions to the
students.
Write a letter to your friend about your personal
experience of some fear, the steps taken by you to
overcome it and the extent to which they were successful.
44
LESSON PLAN-12
1. NAME OF THE PARTICIPANT :N.A.RAO
2. CLASS
: XI
3. TIME
:20min
4. TOPIC/ MACRO SKILLS
:A THING OF BEAUTY
5. MICRO SKILLS
:Poetic Devices, images,
figures of speech, rhyming
scheme, word study .
6. INSTUCTIONAL OBJECTIVES :Enable the students to
appreciate and enjoy the poem
1. Illustrating the beauty from the natural world-trees, flowers, and from art.
2. External fountain which gives joy in sorrow.
3. Grandeur associated with mighty dead.
7. TEACHING AIDS : Black-Board, ohp pictures of beautiful things.
8. PROCEDURES:



Testing of previous knowledge: Poetic Devices ie simile, metaphore etc.
Introduction: asking general questions about beautiful things
and everlasting things which are a source of joy.
Methods of transaction: Interaction, ppt, and recitation.
9. RE-CAPITULATION: A discussion will take place on nature related poems
of John Keats.
10. ASSIGNMENTS
:Questions
1. Name the poem and poet of these lines:
2.How is a thing of beauty is a “joy for ever’’?
3.What do you understand by a ‘bower’? What kind of sleep does it provide?
4. List things of beauty mentioned in the poem.
5. List the things that cause suffering and pain?
6. Find words from the passage that mean:
a. beauty
b. of no value
c. still/silent.
45
LESSON PLAN-13
1. NAME OF THE PARTICIPANT : N.N Mondal
2. CLASS: XI
3. TIME: 20mins
4. TOPIC / MACRO SKILL : Tense
5. MICRO SKILL: Time & Tense (present perfect)
6. INSTUCTIONAL OBJECTIVES: To make the children understand the
structure of correct sentences and proper use of present perfect tense.
7. TEACHING AIDS: Tense chart, wide board
8. PROCEDURES: Students will be asked to describe some incidents in
present, past and future. Topics will be written in the board and time
reference will be discussed briefly.
-testing of previous knowledge:
-introduction:
-methods of transaction:
9. RE-CAPITULATION: Structure: sub + has / have + v3 + sentence comp.
They have finished the work.
He has completed his home work.
10. ASSIGNMENTS :
(1) Children are asked to frame sentences using present perfect tens
(2)They are also asked to convert perfect sentences into
interrogative sentences at least five.
46
LESSON PLAN-14
1. Name of the participant: Mrs. Pramila Mahapatra
2. Class: XI Science Stream
3. Time: 20 Mins.
4. Topic(Macro Skills): The Ailing Planet: the Green Movement’s Role.
- Nani Palkhivala
5. Macro Skills: Understanding the title.
6. Instructional Objectives: To make students understand the concept “the
Ailing Planet” & need for Green Movement.
7. Teaching Aids: White board, pens, charts will be prepared by students.
8. Procedures:
i) Testing of previous knowledge through question & answer method.
ii) Introduction: Through group activity.
iii) Methods of transaction: 1-Group activity &group discussion.2-Making
web chart by the use of placard and students.3-Brain storming
9. Re-Capitulation: The chart prepared by students will be used.
10. Assignments: i) Design a poster on the topic: ‘Save Environment’.
ii) Make a list of days celebrated by people worldwide to
protect our environment. Eg.The Earth Day.
47
LESSON PLAN-15
1. NAME OF THE PARTICIPANT: PRABHU NATH
2. 2. CLASS: -
12
3. TIME:
20 Minutes
4. TOPIC/ MACRO SKILLS:---AUNT JENNIFER`S TIGERS
5. MICRO SKILLS:--- GLOBAL COMPREHENSION OF POEM
6. INSTRUCTIONAL OBJECTIVES
To enable the students to understand text.
To enable students to develop good qualities in them.
To enable students to understand global comprehension of the poem.
7. TEACHING AIDS: -white board, marker and hand outs
8. PROCEDURES:
INTRODUCTION-: Topic will be introduced with the help of question answer.
Method of transaction;- Topic will be developed with the help of group
discussion and interaction.
9. RE-CAPITULATION: Learning will be tested with the help of comprehension
questions.
a) What quality of the tigers has been mentioned in the poem?
b) Why does she feel her work difficult?
c) What will go on ( continue) after the death of Aunt Jennifer?
d) What constraints of married life does a woman experience?
10. ASSIGNMENTS: Write an appreciation of the poem Aunt Jennifer’s
Tigers.
48
LESSON PLAN-16
NAME OF THE TEACHER: Mr.P.P.BIJU (A.R.C, DOOM DOOMA)
CLASS: XI
TIME: 20mts
TOPIC/ MACRO SKILLS: PASSIVE VOICE
MICRO SKILLS: SIMPLE PAST (PASSIVE VOICE)
INSTRUCTIONAL OBJECTIVES: To enable the students:
-
to understand English when spoken.
-
to speak English.
-
to read English with proper intonation, stress and rhythm
-
to write good English
TEACING AIDS: PPT, black board, books etc
PROCEDURES:
1) Testing of the previous knowledge: The teacher gives some sentences in
present for changing into passive voice.
2) Introduction:
The teacher asks some questions on the importance of
passive voice, why it is important in English. It is used when the object
becomes more important than the subject and when we have to report an
experiment conducted.
3) Methods of transaction: The teacher asks some questions on the things
that the students did on the previous day or the things their mothers have
done for them and elicits some sentences and they were written on the board.
The teacher also shows some books and asks about their authors. He also
asks the poet of the poems that they learnt in the previous classes. These
sentences are written on the black board.
Then the teacher gives the passive form of the sentences and asks the
students to find out the difference in structure and arrangement of words.
49
Then it is made clear that we have to find out the object of the verb in the
given sentence. That is made the subject in the passive. Then we have to use
one of the forms of “be” ie was/were according to the number of the subject.
Subject is made as the object of the preposition “by”
RECAPITULATION: The teacher asks some recapitulation questions:
1) Why do we use passive voice?
2) What is the first step involved in changing the sentence?
3) Which form of the verb is always used in passive?
4) Which are the forms of “be’ used in the passive of simple past?
ASSIGNMENTS: The teacher gives some questions as home assignment:
Lesson Plan-17
1. Name of the participant
: Partha Paul
2. Class
: XI
3. Time
: 20 Mins.
4. Topic/ Macro skills
: A Photograph (Theme)
5. Micro skills
:1. Reading skill
2. Vocabulary
6. Instructional objectives
: To enable the children to recite &
appreciate the beauty of the poem
7. Teaching Aids
: Flash cards
8. Procedures
:
* Testing of previous knowledge :- Asking motivational questions
* Introduction :– asking about memorable moments of one’s life
*Method of transaction:- Interactive method
50
9. Recapitulation
: Asking question on the theme of the poem
10. Assignments
:Write a short paragraph on the mental state of the
poet as described in the poem.
LESSON PLAN-18
1. NAME OF THE PARTICIPANT:
R.N Chaudhary .
2. CLASS:
12
3. TIME:
2nd period
4. TOPIC/ MACRO SKILLS:
LOST SPRING
5. MICRO SKILLS: Reading with focus about the life and living of the rag
pickers of Seemapuri
6. INSTUCTIONAL OBJECTIVES: Making them aware of causes and effects of
child labour
7. TEACHING AIDS: PPT, Marker and Blackboard.
8. PROCEDURES: Interactive Approach
 testing of previous knowledge: BY asking a few questions related to
season and stages of life
 introduction:
 methods of transaction:
9. RE-CAPITULATION: Through Q and A
10. ASSIGNMENTS: Write about the life and living of the rag-picker of
Seemapuri including those of barefoot of young scrounger.
51
Lesson Plan-19
1. Name of the participant
: Mrs. Raka Chakraborty
2. Class
: XI
3. Time
: 20 Mins.
4. Topic/ Macro skills
: 1. writing
: 2. Writing a speech
5. Micro skills
6. Instructional objectives:
: ‘Who you are writing your speech for
‘What it is going to be about
To make the students understand the
style &format writing a speech
7. Teaching Aids
: White board, Marker Pen, Flash cards and
hand-outs.
8. Procedures
:
 Testing of previous knowledge :-Asking motivational questions about
speech on different topics delivered during the schooling Morning
assembly .
 Introduction:– Asking the students to share their experience of
listening to speech delivered by great Leaders, Political personalities etc.
 Method of transaction:
(i)
Interactive method
(ii)
Brainstorming to start the topic by showing them
cards or writing in small pieces of paper.
CONCLUSION:A quotation, lines of poem and sentence to thank the
audience.
9. Recapitulation
: Revising the same by eliciting answers from
students about the form of greeting,
introduction and content of the speech by
following the CODER system.
10. Assignments
: Write a short paragraph on the mental state
of the father as described in the poem.
52
LESSON PLAN-20
1. NAME OF THE PARTICIPANT: Sahdeo Das P G.T (English)
2. CLASS: XII
3. TIME:20 mints
4. TOPIC/ MACRO SKILLS:Tense
5. MICRO SKILLS: Simple Present Tense
6. INSTUCTIONAL OBJECTIVES: To make the students aware about simple
present tense
7. TEACHING AIDS: Black board and chalk
8. PROCEDURES: Question asking methodology
 -testing of previous knowledge:
 -introduction:
 -methods of transaction:
9. RE-CAPITULATION: To ask some questions to the students to kwon
whether the students understood or not.
10. ASSIGNMENTS: Write five sentences of simple present tense.
53
Lesson Plan-21
1. Name of the participant
: S. K. Sethy
2. Class
: XI
3. Time
: 20 minutes
4. Topic/ Macro skills
: The Tale of Melon City
5. Micro skills
: Dramatization
6. Instructional objectives
:
(a) To generate knowledge in children by engaging with the information
passed On to them
(b) To bring out the hidden talent of students through dramatization
7. Teaching Aids
: Crown, dialogue chits, and name cards.
8. Procedures
:
Method of transaction –
Dramatization
9. Recapitulation
: Suggest a few instances in the poem which
highlight humour and irony.
10. Assignments
1) What impression do you gather about the King from “The Tale of Melon
City?
2) How did the accused try to shift the blame on other?How far did they
succeed?
54
LESSON PLAN - 22
1. NAME OF THE PARTICIPANT : SUSHIL KUMAR TRIPATHI
2. CLASS
: XII
3. TIME
: 20 Minutes
4. TOPIC/MACRO SKILLS
: Keeping Quiet
/Comprehension/Ideas/Concepts
5. MICRO SKILLS :1 Poetic devices 2 Images,Rhythm 3 Difficult
expressions/ phrases
6. INSTRUCTIONAL OBJECTIVES:1 Appreciation of the Poem
2 Relating ideas to real life experiences
7.TEACHING AIDS
: Black Board
8. PROCEDURES:
Testing of previous knowledge: 1 Thinking over the title of the poem
Introduction
: 2 Responses from the learners
Methods of transaction:
1 Question-answer
2 Interaction
RE-CAPITULATION:
1.What should we do when the poet counts upto twelve ?
2. How will keeping silence help us ?
10: ASSIGNMENT : Extracts followed by comprehension on questions and
answers.
55
Lesson Plan-23
1. Name of the participant
: Saptarshi Majumder
2. Class
: XI
3. Time
: 20 minutes
4. Topic/ Macro skills
: Formal Letter Writing
5. Micro skills
: Format Writing
6. Instructional objectives
: (a) Tomake the learner aware of the format of
a formal letter.
(b) To make the learner improve his or her
writing skill.
7. Teaching Aids: ICT Setup, White Board, Marker, Text Book, PPT, Pen drive,
Multimedia Device, Placards.
8. Procedures
:
* Testing of previous knowledge – Learners will be given a situation from real
life with which they could easily relate and asked how they would react in
such a situation. Three basic smileys will be shown to the learners and they
will be asked to identify the three emotions conveyed by the smileys.
* Introduction – The topic will be introduced by means of a series of questions
and answers based on the learners’ life experiences and previous knowledge
which is relevant to real life. The teacher will say that he had bought a mobile
phone a few days back and out of no reason suddenly it had stopped working.
The teacher will ask the learner to tell the teacher as to how the teacher was
feeling and what the teacher should do to get his mobile repaired or replaced.
56
*Method of transaction – Interactive learner centric method and group work
based on learner – learner interaction will be used to transact the lesson. The
format will be made into a formula or acronym by the teacher and presented
to the learners. The format shown in Hornbill, Page 109 will be shown to the
learners and different parts will be labelled by using a PPT animation. Groups
will be made and placards having one alphabet of the acronym will be
distributed among the learners in such a way that each group will have one
placard. The groups will discuss the part of the format that they get. 1 minute
will be given for the discussion. After that one learner from each group will
come and stand in front of the class and they will arrange and rearrange their
standing position so that the correct format is displayed to the other learners.
9. Recapitulation: VSA type questions will be asked through the PPT
animation and answers will be elicited from the students.
10. Assignments: Learners will be asked to make a chart based on the
content discussed in the lesson which would work as a visual aid as they
practice the format of formal letter .
57
LESSON PLAN-24
1. NAME OF THE PARTICIPANT : S P ‘SATYA’
2. CLASS
: XII
3. TIME
:20mts.
4. TOPIC/ MACRO SKILLS: MY MOTHER AT SIXTY- SIX
5. MICRO SKILLS: Ageing: a natural process yet creates fear of separation.
6. INSTUCTIONAL OBJECTIVES: Enable to understand the theme through
examples and the poem itself.
7. TEACHING AIDS: PPT, computer, pen drive, projector etc.
8. PROCEDURES:
 -testing of previous knowledge: How does one feel when separated from
the near and dear ones?
 -introduction: Today we are going to experience the fear of separation
of the poet in the poem ‘my mother at sixty- six’.
 -methods of transaction: Interactive method and ppt
9. RE-CAPITULATION: 1) Where was the poetess going to and with whom?
2) What did the daughter notice inside the car?
10. ASSIGNMENTS: Read the poem twice and write your feelings in five
sentences.
58
LESSON PLAN-25
1. NAME OF THE PARTICIPANT: J. K. SISUGOSWAMI
2. CLASS: XI/XII
3. TIME : ONE PERIOD/AS SPECIED
4. TOPIC /MACRO SKILL: LSRW(Writing Advanced skill: Letter)
5. MICRO SKILL:
WRITING (FORMAT OF LETTER TO EDITOR)
6. ELO /OBJECTIVE: sender’s add, date, address of Addressee, salutation,
subject, body of the letter, sender’s name
7. TEACHING AIDS: HANDOUTS OF LETTERS/PPT
8. PROCEDURE: Act.-Quiz, Questions, Interactive
9. RECAPITULATION: CHECKLIST-STUDENTS
10. ASSIGNMENT: Write a letter to the Editor of a newspaper regarding the
frequent power cut in your locality.
59
LESSON PLAN-26
1.NAME OF THE PARTICIPANT: V. K. RAI(K VBasti ) Descant Group
2. CLASS:
XI
3. TIME:
20 Minutes
4. TOPIC/ MACRO SKILLS:
Mother’s Day
5. MICRO SKILLS:
Mrs. Pearson’s Character
6. INSTRUCTIONAL OBJECTIVES:
1) To enable the students to assess the characters on the basis of their role in
the play and to identify them with suitable adjectives.
2) To be sensitive to the social issues as raised in the play.
3) To make them go beyond the text and express their views on the given
issues.
7. TEACHING AIDS: i) Text Book, ii) white board, pen and duster
PROCEDURES:
-testing of previous knowledge: Some questions to test the students’
familiarity with the characters in the play.
-introduction:
Instructions on how to assess the
characters in a drama
-methods of transaction:
Group work followed by review in the whole
class mode
Learning outcome:
The students are expected to find character- adjectives
for Mrs. Pearson. Some of them are(Worried, diffident, timid, weak-hearted, indecisive, submissive,
obedient, traditional wife and
60
Concerned mother –in the beginning and bold, decisive
confident, strict and commanding
housewife---by the end of the play)
9. RE-CAPITULATION: a) What picture of Mrs. Pearson emerges in the
opening part of the play?
b) What problem is she facing?
c) Who offers to help Mrs. Pearson and how?
d) What nature of Mrs. Pearson do we see by the end of the play?
e) Do you think Mrs. Pearson had to regret for the kind of treatment she did
with her husband and children? Give reason in support of your answer.
10. ASSIGNMENTS: (1) Using the characteristics as listed on the board
write the character-sketch of Mrs. Pearson in about 125 words.
HOTS Question: To realize the dream of empowerment of women, women
themselves must stand against the injustice done to them. Explain with
reference to J B Priestley’s play Mother’s Day.
61
LESSON PLAN-27
1. NAME OF THE PARTICIPANT: VINAY KUMAR
2. CLASS: XI
3. TIME: 20 Mnts
4. TOPIC/ MACRO SKILLS:Creative Writing (Advanced Writing)
5. MICRO SKILLS: Article Writing
6. INSTRUCTIONAL OBJECTIVES:
To make the students aware of Article Writing
to enable them to write good Article
7. TEACHING AIDS:
White board, newspapers, participants
8. PROCEDURES:
 -testing of previous knowledge: Asking question related to paragraph
and essay writing
 -introduction: by defining Article and distinguishing between Essay and
Article
 -methods of transaction: Interaction with class
9. RE-CAPITULATION: What is an Article? State the procedures in brief.
10. ASSIGNMENTS:
Write articles on Pollution, Deforestation.
62
THE CANTERVILLE GHOST
Oscar Wilde
Chapter 1
1. What is the relationship between Mr. Otis and Washington?
Father-son
2. Who wanted to purchase Canterville Chase ?
Mr. Hirm B. Otis
3. Which lady was frightened into a fit?
Dowager Duchess
4. Who were called “the stars and stripes”?
The twins of Otis family
QUIZ
Chapter 1
1. Who wrote a long letter to Messrs. Myers and Podmore?
Ans: Washington Otis
2. Which sound awakened Mr. Otis at one o’clock at night?
Ans: Clank of metal
3. Who was found choking in his dressing-room, with the knave of
diamonds half-way down his throat?
Ans: The wicked Lord Canterville
4. Who is referred to as ‘the United States Minister’ in the novel?
Ans: Mr. Hiram Otis
5. What was thrown at the ghost by the twins on their third night at the
Canterville Chase?
Ans: A pillow
6. At whose hands was the ghost insulted and humiliated?
Ans: The twins
63
7. Mention the years the ghost had the upper hand against his victims one
by one?
Ans: Three Hundred.
8. What is the meaning of ‘lubricator’?
Ans: A substance applied on the parts of something for its smooth moving.
9. What was the profession of Mr. Otis?
Ans: American Minister
10.
Who was dogmatic and judgmental?
Ans: Mr. Otis.
Chapter-1
1. Who is Mr. Hiram B. Otis ?
(a) a driver
(b) A clerk
(c) An American Minister
(d) A thief
2. Did Mr. Otis want to purchase Canterville chase ?
(a) No, he did not buy
(b) he believed in the ghost
(c) He is a timid man
(d) He wanted to buy Canterville chase
3. Who is Miss Virginia ?
(a) sister of Mr. Otis
(b) neice of Mr. Otis
(c) neighbor of Mr. Otis (d) daughter of Mr. Otis
4. Who is Washington?
(a) friend of Mr. Otis
(b) enemy of Mr. Otis
(c) son of Mr. Otis
(d) He is a broker
5. Who murdered Lady Eleanor de Canterville ?
(a) Mrs. Umney
(b) Mr. Otis
(c) Sir Simon de Canterville
(d) Washington
64
6. All English friends of Mr. Otis warned him because:
(a) He was going to settle in England
(b) He was going to buy a haunted house
(c) He was going to buy an old house
(d) He was going to buy the mansion from Lord Canterville
7. Who among Otis family was fond of visiting casinos?
(a) Virginia
(b) Washington
(c) Mr. Otis
(d) Mrs. Otis
8. Who was the house keeper of Canterville Chase ?
(a) Mrs. Otis
(b) Mrs. Umney
(c) Lord Canterville
(d) Lady Eleanor
9. What happened when the blood stain was scrubbed?
(a) The sky overcast with clouds
b) Rain started falling
c) There was thunder and lightning
d) Blood stains reappeared
10 . The nearest station to canteville chase is
a)
b)
c)
d)
Ascot
Canterville
London
Chesire
Chapter-1
1. The terrible blood stain on the floor of the library removed by
Washington ………
a) disappeared
b) was changed
c) reappeared
d) changed it’s colour
Ans: c) reappeared
2. On the second day, at dinner, the Otis family …………………….. the
Canterville ghost.
a) discussed b) made fun of c) made plan against
d) didn’t mention
65
Ans: d) didn’t mention
3. A bottle of the Tammany Rising Sun Lubricator was presented to
the ghost by ……
a) Washington
b) Mr. Otis
c) the twins
d) Mrs. Otis
Ans: b) Mr. Otis
4. The Canterville Ghost in his brilliant career of three hundred years
was …………
a) never insulted b) always good to all
c) respected
d) prayed
Ans: a) never insulted
5. The ghost …………. the bottle of the Tammany Rising Sun
Lubricator.
a) accepted
b) applied
c) dashed on the floor
d) returned
Ans: c) dashed on the floor
6. Who uttered the following words?
“for I have tried it with everything. It must be the ghost”
a) Mr. Otis
b) Mrs. Otis
c) Washington
Ans: c) Washington
7. The Otis family went out to drive:
a) to see a movie b) to avoid the thoughts of ghost c) to meet their friends
Ans: b) to avoid the thoughts of ghost
8. What did Mr. Otis see when he open the door?
a) an old man
b) an old woman
c) a young man
Ans: a) an old man
9. What is a common trait between a human being and a ghost when
humiliated or insulted?
a) love
b) revenge
c) happiness
66
Ans: b) Revenge
10. Who is the writer of The Canterville Ghost?
a) W. B. Yeats
b) T. S. Eliot
c) Oscar Wilde
Ans: c) Oscar Wilde
Chapter-1
1. Who is Mr. Otis? Why did he want to buy Canterville Chase?
3
Otis an American-not superstitious –bought a haunted house
2. What was the history behind the blood-stain as it was given by
Mrs.Umney ?
3
Sir Simon Canterville murdered his wife-his wife’s brothers starved sir Simon
to death-since then his soul wandered-blood of his wife remained since then
3. How did blood stain prove to be persistent?
Blood of Eleanor de Canterville-after scrubbing it appeared again & again-it
was supernatural act
4. What warning was given by Mrs Umney to Otis Family?
She warned of some trouble-it’s disturbing to the mansion-she had seen some
mysterious things on many occasions
Long Answer Question
1. Give the character sketch of Mr. Otis.
Otis is an American minister-not believe in superstition-man of principlesnot fiddle minded –not influenced by others-faces lots of challengesfighting with ghost-not loses patience-ultimately got victory-ghost accepted
defeat-moral lesson-not lose confidence & patience under any
circumstances.
67
2. Discuss the circumstances that led
Umney.
to the fainting fits of Mrs
Mrs. Umney told the story of blood of Mrs Eleanor de Canterville- it could
not be removed-Washington scrubbed with stain remover & detergent-it
was before Mrs Umney could stop him-thunder & lightning strangely-she
fainted in fear
3. Give the character sketch of Mr. Otis.
Otis is an American minister-not believe in superstition-man of principlesnot fiddle minded –not influenced by others-faces lots of challengesfighting with ghost-not loses patience-ultimately got victory-ghost accepted
defeat-moral lesson-not lose confidence & patience under any
circumstances.
4. Discuss the circumstances that led
Umney.
to the fainting fits of Mrs
Mrs. Umney told the story of blood of Mrs Eleanor de Canterville-it could
not be removed-Washington scrubbed with stain remover & detergent-it
was before Mrs Umney could stop him-thunder & lightning strangely-she
fainted in fear
Chapter-2
1. What made the members of the Otis family to start believing on
existence of ghost in the Canterville Chase?
Ans: The reappearance of the blood stains on the floor of the library which
was removed by Washington completely made the members of the Otis
family to start believing on existence of ghost in the Canterville Chase.
2. Why did the ghost stand angry outside the closed door of Mr. Otis’
bedroom?
Ans: The ghost stood angry outside the closed door of Mr. Otis’ bedroom
because instead of being frightened, Mr. Otis had advised him on applying
lubricator to his clinking chains and had also presented a bottle of the
Tamany Rising Sun Lubricator.
68
3. What did the twins do to the ghost?
Ans: The twins flung open the door of their bedroom and quickly flung a
large pillow towards the ghost which narrowly missed the ghost’s head.
4. What was the immediate effect on the ghost of the treatment given
to him by Mr. Otis and the twins, on the night of his first
appearance?
Ans: The ghost was surprised and unnerved at the treatment given to him
by Mr. Otis and the twins and recounted of all his past encounters in
which he had been successful in frightening many people with his ghastly
appearances.
5. What did the Otis family do to keep themselves from the thoughts
of the ghost?
Ans: The Otis family went out to drive in the cool of the evening and
returned late. They also didn’t mention of the ghost at all at the dinner
table.
6. “For I have tried it with everything. It must be the ghost”. Who
uttered these words and why? What conclusion can you draw from
this statement?
Ans: Suggested points:
- Washington Otis
- sees the ghost
- becomes supernatural
- Mr. Otis believes in ghost
7. Why did the whole family of the Otis go out to drive?
Ans: Suggested points:
-
Just for some distraction
-
To divert their minds
-
It is psychological
8. What did Mr. Otis see when he opened the door?
Ans: Suggested points:
-
Mr. Otis gets up due to disturbance by the clank of the metal
-
Hears the sound and footsteps
69
-
Mr. Otis sees an old man of terrible aspect
-
Eyes red burning coals, hair in matted coils
-
Antique garments- soiled and ragged
-
Hung heavy chains from wrists
-
Mr. Otis not frightened
9. How did Mr. Otis face the ghost?
Ans: Suggested points:
-
Mr. Otis brings a bottle of lubricator
-
Handed it over to the ghost
-
To make chimes less noisy
-
Goes back to take rest
-
The ghost dashes the bottle to the polished floor
10.
What is a common trait between a human being and a ghost?
Ans: Suggested points:
-
Both plan to take revenge to get peace of mind
-
The vile feeling of taking revenge is found in both.
11.
What made the members of the Otis family to start believing
on existence of ghost in the Canterville Chase?
Ans: The reappearance of the blood stains on the floor of the library which
was removed by Washington completely made the members of the Otis
family to start believing on existence of ghost in the Canterville Chase.
12.
Why did the ghost stand angry outside the closed door of Mr.
Otis’ bedroom?
Ans: The ghost stood angry outside the closed door of Mr. Otis’ bedroom
because instead of being frightened, Mr. Otis had advised him on applying
lubricator to his clinking chains and had also presented a bottle of the
Tamany Rising Sun Lubricator.
70
13.
What did the twins do to the ghost?
Ans: The twins flung open the door of their bedroom and quickly flung a
large pillow towards the ghost which narrowly missed the ghost’s head.
14.
What was the immediate effect on the ghost of the treatment
given to him by Mr. Otis and the twins, on the night of his first
appearance?
Ans: The ghost was surprised and unnerved at the treatment given to him
by Mr. Otis and the twins and recounted of all his past encounters in
which he had been successful in frightening many people with his ghastly
appearances.
15.
What did the Otis family do to keep themselves from the
thoughts of the ghost?
Ans: The Otis family went out to drive in the cool of the evening and
returned late. They also didn’t mention of the ghost at all at the dinner
table.
16.
“For I have tried it with everything. It must be the ghost”.
Who uttered these words and why? What conclusion can you draw
from this statement?
Ans: Suggested points:
- Washington Otis
- sees the ghost
- becomes supernatural
- Mr. Otis believes in ghost
17.
Why did the whole family of the Otis go out to drive?
Ans: Suggested points:
-
Just for some distraction
-
To divert their minds
-
It is psychological
71
18.
What did Mr. Otis see when he opened the door?
Ans: Suggested points:
-
Mr. Otis gets up due to disturbance by the clank of the metal
-
Hears the sound and footsteps
-
Mr. Otis sees an old man of terrible aspect
-
Eyes red burning coals, hair in matted coils
-
Antique garments- soiled and ragged
-
Hung heavy chains from wrists
-
Mr. Otis not frightened
19.
How did Mr. Otis face the ghost?
Ans: Suggested points:
-
Mr. Otis brings a bottle of lubricator
-
Handed it over to the ghost
-
To make chimes less noisy
-
Goes back to take rest
-
The ghost dashes the bottle to the polished floor
20.
What is a common trait between a human being and a ghost?
Ans: Suggested points:
-
Both plan to take revenge to get peace of mind
-
The vile feeling of taking revenge is found in both.
LONG ANSWER QUESTIONS
Chapter 2
1. Which incident made the members of the Otis family to believe the
existence of the ghost in the Canterville Chase? How did each
family member react to the fact?
72
Ans: The reappearance of the blood stain on the library floor removed by
Washington on the next morning made the members of the Otis family to
believe the existence of the ghost in the Canterville Chase.
Washington Otis again and again tried his level best to rub the stain with
the Paragon Detergent and ultimately prepared a long letter of complaint
to be sent to the manufacturer of the detergent. Mr. Otis thought that he
perhaps was more rigid in his denial of the existence of ghosts. Mrs. Otis
decided to join Psychical Society.
2. Give a pen-portrait of Mr. Otis.
Ans: Suggested points:
-
Modern, materialistic, scientific approach
-
No belief in ghosts
-
Bold and fearless
-
Buys the mansion and ignores the plain talk of Lord Canterville
-
Looks dogmatic
-
But made of flesh and blood
-
Persistent appearance of the blood stain makes him change
-
Loving and affectionate father
-
Clever man
-
Threatens the ghost with his revolver, but does not harm
-
Memorable character
Chapter 3
1. The second appearance of the ghost……………………….. rubbing his
knees with an expression of acute agony oh his face
Q. What sort of fearful crash they found in the hall?
a) a strong iron blade
b) a large suit of old armour
c) a piece of stone
d) none of the above
73
2. On reaching his room he entirely brokedown ____________________ he
had been unable to wear the suit mail.
Q. The ghost was shattered and annoyed because of
a) mischief of twins
b) changing of colour of blood stain
c) able to wear the suit of mail
d) none of the above
3. For some days after this he was extremely ill _____________________ a
winding- sheet frilled/ at the wrist and neck and a nasty dagger
Q. After his recovery, what did he resolve to do to the United States
minister and his family
a) go frighten
b) go murder
c) to help
d) none of the above
4. At half- past ten he heard the family going to bed
______________________ as midnight sounded, he allied forth.
Q. Why was he disturbed after half- past ten
a) gossiping of the parents
b) family maid’s voice
c)wild shrieks of laughter from the twins
d) none of the above
5. He bore Washington a special grudge ______________________________
by means of Pinkerton’s Paragon Detergent
Q. The ghost had a special grudge withwhom for removing the blood
stain by means of paragon detergent
a) Mr. Otis
b) Mrs. Otis
c) The twins
d) Mr. Washington
74
6. Some mornings it was a dull(almost Indian) red _____________________
they found it a bright emerald green.
Q. How the colour of the blood were changing from time to time?
a) Red to purple and blue
b) Red to purple and green
c) Red to purple and yellow
d) None of the above
7. The only person who did not enter_______________________ and very
nearly cried the morning it was emerald green.
Q. Who never played joke in Otis family with the ghost?
a) Virginia
b) twins
c) Mr. Washington
d) none of the above
8. Never having seen a ghost before he naturally was terrible
__________________ where it was found in the morning by the butler.
Q. What was his reaction after seeing the second ghost?
a) terribly happy
b) terribly frightened
c) terribly sorry
d) none of the above
9. He then retired to _______________________ till evening
Q. Where did he go & stay till evening?
a) lead coffin
b) Attic chamber
c) Bedroom
d) None of the above
75
10. For the rest of the week __________________________ blood stain on
the library floor.
Q. What was the cause of their excitement for the rest of the week?
a) renewal of the blood-stain
b) appearance of the ghost frequently
c) the jokes and turns made by the twins
Chapter – 4
(1)Which word best explains ghost a changed ghost?
a) Exhausted
b) Stirred
c) Excited
d) Serious
(2)The twins activity made the ghost
a) Excited
b) Irritated
c) Annoyed
d) Surprised
(3)The ghost was successful in taking revenge,the statement is :a) True
b) False
c) Unbelievable
d) Possible
(4)The ghost decided to put the blood stain again.Name the place ?
a) on the table
b) on the floor of the library
c) on the corridor
d) on the dining hall
76
(5)Finally what did the ghost discover ?
a) A relationship
b) A fear
c) He was invalid
6. Mr. Otis consequently resumed his great work_____________________
to spend the last week of his holidays at canterville chase.
Q. Virgia rode about the lanes on her pony accompanied by
a) young Duke of Hamilton
b) young Duke of canterville
c) young duke of Cheshire
d) None of the above
7. At the last moment however his terror of twins ____________________
dreamed of Virginia
Q. Where did the little Duke sleep in peace?
a) In the royal bed chamber
b) In the entrance hall
c) On the canterville hall
d) None of the above
8. Seized with a panic _______________________ ran room in a terrible
state of dirt, disorder and despair
Q. When the ghost saw big surrounding with enemies on every side he
vanished into the _________________
a) secret chamber
b) the garden
c) the royal bed chamber
d) iron stove
9. It was however an extremely difficult make up _____________________
he was very pleased with his appearance.
Q. How many hours dis he take to make his preparations?
77
a) 3 hours
b) 5 hours
c) 6 hours
d) 10 hours
10. He removed his boots, trod as lightly as possible on the old worn
eaten boards, wore a large black velvet cloak, and was careful to use
the rising Sua Lubricator oiling his chains
Q. What did he wear after removing his boots?
a) A long suit
b) A large black velvet cloak
c) A silk cap
d) None of the above
Short Answer Question
1. The ghost decided to dress himself up in the antique suit of armour.
What made him decide that?
2. How do the colours of the changing blood stain change the belief of the
Otis family?
3. What was the reason that the ghost in Canterville castle was exhausted
and tired?
4. Bring out element of humour.
5. Draw a Pen-Picture of ghost.
Chapter V &VI
MCQ
1. Why did Virginia choose to enter the home by the back staircase?
(a) She was late
(c) The front doors were closed
(b) She had torn her clothes
(d) None of the above
78
2. Why did Virginia take pity on the ghost?
(a) She was innocent
(c) She was not sure if he was ghost
(b) She was kind to all
(d) The ghost was depressed and alone
3. Why was the ghost astonished to see Virginia?
(a) By her sudden appearance
(c) As she was a pretty girl
(b) By her behavior towards the ghost (d) By her advice to the ghost to mend his ways
4. Why did the ghost suffer?
(a) He killed his wife
(c) Earlier he remained very rude
(b) He killed his neighbour
(d) None of the above
5. How does the ghost take death to be beautiful?
(a) He will get peace
(c) His sufferings will end
(b) He will be at rest
(d) All of the above
6. Whom was Virginia in love with
(a) Duke of Willington
(c) Duke of Cheshire
(b) Duke of Edenbera
(d) Duke of Canterville
7. How did the ghost anger Virginia?
(a) By calling her name
(c) By talking ill of her family
(b) By expressing his love for her
(d) By kidnapping her brother
8. Where did the ghost get colour from to make blood stain?
(a) From the painting box
(c) From the kitchen
(b) From the pencil box of twins
(d) From paint shop
9. What advice did Virginia give to the ghost?
(a) To emigrate to America
(c) To go to forest
(b) To visit England
(d) None of the above
10.What did the ghost do reaching at the end of the room
Virginia?
with
(a) He asked her to sit
(c) He muttered some words
(b) He asked her to sing a song
(d) None of the above
79
11.Why was Mrs. Otis agitated when Virginia did not come down for tea?
(a) She did not return till six O’ clock
(b) She had been missing for the past three days
(c) All feared that the ghost had played some mischief
(d) Virginia often left home at this time
12.Whom did Mr. Otis suspect of kidnapping Virginia?
(a) The ghost
(c) The gipsies
(b) The neighbours
(d) All the above
13. Who were notified of Virginia’s disappearance
(a) A band of gipsies
(c) All the nearby railway station masters
(b) Mr. Otis’ best friends in America (d) All the above
14.Whice of the following was a well – known haunt of the gipsies ?
(a) Bexley
(c) Brockley meadows
(b) Canterville Chase
(d) Scotland yard
15. Where has Virginia been really ?
(a) Ascotroad with her friend
(c) With duke of Cheshire
(b) In the garden
(d) With the ghost
16. What plan did Mr. Otis have to trace her daughter apart from informing
police and railways?
(a) Detectives
(c) Friends
(b) Relations
(d) Seers
17.What did the ghost give Virginia before his death?
(a) Some letters
(c) Jewels
(b) Some gold
(d) His will
18. How did Mr. Otis react on seeing Virginia ?
(a) Embracing her
(c) By asking her angrily where she had been
(b) Kissing her
(d) All of the above
80
19.What happens to the ghost at the end of the chapter –VI
(a) He went away
(c) Died
(b) He started living with the family
(d) Noneof the above
20.Where did the ghost go with Virginia ?
(a) On the roof
(c) To his room
(b) In the garden
(d) Tapestry Chamber
II. Short Answer Type Question
1. How did Virginia come to meet Sir Simon Canterville?
2. Why did Virginia help the ghost ? Was it right for her to do
so?
3. How had Sir Simon created the blood stain in the library ? Why had
Virginia been upset about it?
4. When did the family realize Virginia was missing? What did they do to
search Virginia.
5. How does this chapter show the Duke’s love for Virginia?
III. Long question
1. What do the Otis family learn about Sir Simon’s death as they stand in
the secret room behind the panelling?
IV. Quiz
1.Why did Sir Simon kill his wife?
2.Who murdered Sir Simon?
3.What did the ghost present Virginia?
4.Where did the ghost meet Virginia?
5.Whom did Virginia marry at last?
Chapter -7
1. Who played the vital role to initiate the funeral procession of Sir Simon?
i) Mr. Hiram B. Otis ii) Mrs. Otis iii) Ms. Virginia iv) Mr. Washington Otis.
2. Where did the funeral procession begin from?
i) Canterville garden ii) ) Canterville chase iii)Canterville courtyard iv) Graveyard
3. The coffin carrying carriage was drawn by-
i) 8 black horses ii) 8 white horses iii) 6 black horses iv) 4 men
81
4. Where were Sir Simon’s remains buried?
i) Graveyard ii) Churchyard iii) Canterville Chase iv) Church garden.
5. What did the atmosphere give to Virginia?
i) a replica of the garden of death.
ii) a replica of the garden of life.
iii) a replica of the garden of paradise
iv) a replica of the garden of heaven
Answer key
1.-
iii
2—ii
3- I
4- iv 5- i
MCQ
Q.1 Who was the chief mourner in the funeral of the Canterville ghost?
(a) Victoria
(c) Lord Canterville
(b) Mr. Otis
(d) Mrs. Otis
Q.2 Who laid a large cross on the coffin of the canterville ghost?
(a) Victoria
(b) Mr. Otis
(c) Lord Canterville
(d) Mrs. Otis
Q.3 The next morning after the funeral, Lord Canterville had a discussion with
Mr. Otis on the topic of:(a) Canterville Ghost
(c) jewels left by the ghost
(b) jewels left by Mrs. Otis
(d) jewels left by Mrs. Umney
82
H. G. Wells
CHAPTER 1
MCQ
1) Bramblehurst is the name of
a) Airport
c) bus stand
b) Railway station
d) mall
2) What is the other name for “port manteau”?
a) Bag
c) suitcase
b) Luggage
d) sac
3) What was prominent of the stranger?
a) Whiskers
c) nose
b) Tummy
d) cheek
4) “Coach and Horse” is a/an
a) Shop
c) cab
b) Carriage
d) inn
5) The name of the maid- servant was
a) Liza
c) Daisi
b) Millie
d) Rosy
QUIZ
1) Who managed the inn efficiently?
2) Where was the luggage of the guest?
3) Who did not want to reveal his identity?
4) After finding a customer who feels lucky?
5) What does ‘scythe’ mean?
MCQ Answers
1)
2)
3)
4)
5)
b
c
c
d
b
QUIZ Answers
1) Mrs. Hall
2) railway station
3) the stranger
4) Mrs. Hall
5) a tool
83
CHAPTER 2
MCQ’s
1) Teddy was asked to repair
a) The pocker
c) clock
b) Wrist watch
d) tap
2) When Mrs. Hall went to the room to get the clock repaired, she
found the stranger
a) Sleeping on the sofa
b) Eating his food
c) dozing in the armchair
d) washing his bandages
3) The visitor was a
a) Teacher
c) investigator
b) Scholar
d) experimenter
4) What stirred the fancy of the stranger in Iping?
a) Solitude
c) a laboratory
b) Hustle and bustle
d) a clinic
5) When the clock is repaired, what did the stranger demand?
a) An omelette
c) lunch
b) A tea
d) complete rest
QUIZ
1)
2)
3)
4)
5)
Who is a credulous fellow?
Whom does Mrs. Hall use as a tool to know about the stranger?
Who formed a negative view about the stranger?
Who is Mr. Teddy?
What does “humbugging” mean?
MCQ ANSWERS
1)
2)
3)
4)
5)
C
C
C
D
B
QUIZ ANSWERS
1) Mr. Hall
2) Teddy
3) Teddy
4) clock repairer
5) deceiving
84
CHAPTER 3
MCQ
1. When did the stranger come to Iping village?
(a) 28 Feb
(b) 29 Feb
(c) 30 Feb
(d) None of the above
2. How did Fearenside’s dog react on seeing the stranger?
(a) It ran away
(c) It barked loudly
(b) It licked his hand
(d)It bit the stranger
3.”Carriers’s darg,” he said “bit en.” Who said that to whom?
(a) Fearenside to Mr. Hall
(b) Mr. Hall to Mrs. Hall
(c) Mrs. Hall to the Stranger
(d) Fearenside to the Stranger
4. What came out of the crates?
(a) Bottles, Books, Utensils
(b) Bottles, Books, Test tubes
(c) Bandages, Books, Boots
(d)Bandages, Bottles, Test tubes
5. How much did the stranger pay Mrs. Hall for making the room dirty
by carelessly littering straw?
(a) Two Shillings
(b) One Shilling
(c) No Shilling
(d) Three Shilling
Answer Key 1 (b) 2 (d) 3 (b) 4 (b) 5 (b)
Quiz
1. What was strange about the stranger’s luggage?
2. Whose dog bit the stranger?
3. How was Mr. Hall received when he entered the stranger’s room without
knocking?
4. What did the stranger give Mrs. Hall when she protested the straw?
5. What reason did Mr. Hall give for the stranger being all covered up?
85
Quiz Answers
1. Contained many glass bottles
2. Fearenside’s dog
3. Kicked out
4. A shilling
5. He is piebald
SA
1. How did the stranger react when Fearenside’s dog bit him?
2. How can you say that Mr. Hall was an uneducated countryman
having very limited knowledge?
3.How could Mrs. Hall say that the stranger was busy with himself
and at times frustrated and at times self absorbed.
CHAPTER 4
MCQ
1. How did the stranger spend his Sunday?
(a) He went to Church
(b) He changed his dress or costume
(c) He did not go to Church
(d) None of the above.
2. When did the stranger go out for a stroll?
(a) Twilight
(b) Dawn
(c) Afternoon
(d)Night
3.Who put forward the idea of the stranger being a criminal?
(a) Mrs. Hall
(b) Mr. Silas Durgan
(c) Mr. Gould
(d) Mr. Teddy Henfrey
4. How did the people in Iping feel about the stranger?
(a) They loved him
(b) They feared him
(c) They disliked him
(d)They worshipped him
86
5. “Do I look like an insane person?” Who said that to whom?
(a) Cuss to Bunting
(b) Bunting to Cuss
(c) Cuss to Hall
(d) Hall to Teddy
Answer Key 1 (a) 2 (a) 3(d) 4 (c) 5 (a)
Quiz
1. Who is Bunting?
2. Who is Cuss?
3. What did Cuss see when he went to meet Invisible Man?
4. What did the stranger do to Cuss’s nose?
5. What did Cuss demand from the invisible man?
Quiz Answer
1. Vicar
2. General Practitioner
3. An empty sleeve
4. Nipped it
5. Subscription for the Nurse Fund
CHAPTER 5
MULTIPLE CHOICE QUESTUIONS:1. To what thing was the Whit-Monday devoted in Iping?
a) Church prayers
b) Club festivities
c) Drinking and merry making
d) Playing outside
87
2. What did Mr and Mrs Bunting see in the study early morning?
a)
The drawer was opened.
b)
c)
A match was struck and a candle lit on the desk d)
3. At what time did Bunting wake
There was rustle of paper
all of these.
up suddenly hearing the door of their
bed room open and close?
a)
4: oo pm
b) 4: oo am
c) 10: oo pm
d) 1:00 am
4. What was Mr Bunting holding in his hand for their safety?
a)
Pistol
b) Hammer
c) Poker
d) Axe
5. What was surprising for Mr and Mrs Bunting in the whole episode of
robbery?
a)
No money was gone
b)
Money was taken out from the drawer but no one was found in the
house
c)
Doors were not at all opened and closed.
d)
None of these.
Answer Key 1 (b) 2 (d) 3 (a) 4 (c) 5 (b)
SHORT ANSWER QUESTIONS
1.What did Mr Bunting see through the crack of the door?
2.What did Mr Bunting observe when he opened the kitchen door?
QUIZ
1. What was the medium of burglary?
2. When was it occurred?
3. What did Mr Bunting hear?
4. What was the fear for Mrs Bunting Mr Bunting?
5. When Mr Bunting opened the kitchen what did he find out?
88
Quiz Answer
1. Vicar and his wife
2. In the small hour of the whit Monday
3 Fumbling in the study desk.
4. Burning of the candle
5. The back door was opening
CHAPTER 6
MCQ
1. What made Mr. Hall surprised on the landing?
a) The stranger’s room was closed.
b) The stranger’s room was opened wide.
c) The stranger’s room was lit in white light.
d) All of these.
2. On entering the stranger’s guest room Mr. Hall observed that the
(a) Bed and room were empty
b) Garments and bandage lay strewn all around
c) Guest’s big slouch hat was cocked over the bedpost
d) All of the above
3. What pushed the Hall couple out of the guest’s room?
a) Chair
b) The visitor himself
c) Sneeze of the ghost
d) None of these
4. Mr and Mrs Hall sent Millie across the street to call Mr Sandywadgers,
who was a _________
a) Priest
b) Blacksmith
c) Doctor
d) None of these
89
5. When Mr Hall knocked the door of the stranger and got as far as ,
“Excuse me-“ the reply he got was __________
a) Go to the church!
b) Go back to your room!
c) Go to the devil
d) Go to the doctor
Quiz
1. Where did Mr Hall and Mrs Hall go in the early hours of Whit-Monday?
2. By what name did Mr Hall address Mrs Hall?
3. Who said to whom "I'd go in and ask'n 'bout it"?
4. What did Mrs. Hall hear close behind her as she went out of the cellar?
5. Why was Mrs. Hall in fainting position?
Quiz Answer
1. Cellar
2. Janny
3. Wadgers, to Mr. Hall
4. Sniff
5. She thought she saw a ghost
CHAPTER 7
MCQ Questions
1. Who were arguing about money?
(a) Mrs Hall and Stranger
(b) Mrs Hall and Mr Hall
(c) Mr Hall and Stranger
(d) None of the above
2. What was the stranger waiting for since last three days at the inn
of Mrs Hall?
(a) His bills (b) His remittance
(c) His luggage
(d)All of these
90
3. Who came to arrest the stranger?
(a) Constable Jaffers
(b) A police man
(c) Superintendent of Police
(d) None of the above
4. The Invisible Man starts to beat ________ and they all panic
(a) People
(b) Boys and girls (c) Crowd
(d)All animals
5. Finally what did the invisible man take off?
(a) His boot
(b) His hat (c) His clothes
(d) All the above
Answer Key 1() 2 () 3 () 4() 5()
Quiz
1. Who was Mr. Bobby Jaffers?
2. Who was Mr. Shuckleforth?
3. What was the colour of the jersey’s worn by the gentlemen?
4. What did the invisible man give to Mrs. Hall?
5. Who said, ‘Why that’s not a man at all! It’s just empty clothes. Look!’
Quiz Answer
1. The Head Constable
2. The Magistrate
3. Blue
4. His plastic nose
5. Huxter
LA
Describe the escape of the stranger from Coach and Horses Inn.
Ans: Value Points
Mr Bobby Jaffers tries to arrest the invisible man.
The stranger sat down and slipped out of his clothes.
The invisible man thrashed the crowd.
Mr. Jaffers was hit, he fell and became unconscious.
The invisible escaped unseen in the ensuing commotion.
91
CHAPTER 7 to 9
Short Answer type questions:
1. Why did Mrs. Hall not respond to the Bells of the stranger?
2. How did Marvel first react to the invisible man?
3. Whose sounds were Gibbons listening?
MCQ
1. Mrs. Hall refers to accept the excuse that the stranger is waiting
for a remittance because:
a. He rings his bells for Mrs. Hall several times without getting any
answer.
b. He demands to know why his meals In the parlour
c. In the attic
2. Who was Bobby Jaffers?
a. A peasant
b. An artisan
c. A shop owner have not been brought to him
d. She didn’t believe him.
e. None of the above.
3. Where did the stranger remain locked all the morning in Sussex?
a. In a shop
b. In the inn
c. The village constable
4. “I will surrender”- Who said this to whom?
a. The stranger said this to Mr. Jaffers
b. Mr Jaffers said top Mr. Hall
c. The stranger said to Mr. Hall
d. The stranger said to Mr. Huxter
5. Who was Mr. Gibbons?
a. A doctor
b. A teacher
c. An amateur naturalist
d. A cultivator
92
6. Why did he hurry down to the steepness of the hill towards the
village?
a. In search of unusual insects
b. To meet the villagers
c. To inform the villagers about experiencing the sound of a man
coughing and sneezing from an invisible figure.
d. None of the above.
7. Mr. Thomas Marvel has been described as a person having ------------a. Cylindrical protruding nose
b. Fluctuating mouth
c. A beard of bristling eccentricities
d. All the above
8. What did Mr. Thomas Marvel find in a ditch?
a. A pair of shoes
b. A sharp knife
c. A pair boots
d. None of the above
9. What was the help demanded by the Invisible man from Mr.
Marvel?
a. To get clothes
b. To get shelter
c. Both (a) & (b)
d. None of the above
10.
Why did Marvel agree to help the Invisible Man?
a. To get a great things from the invisible man in return
b. He got afraid of the invisible man
c. He liked the invisible man
d. The Invisible man praised him
ANSWER KEYS
MCQs
1
(b)
He demands to know why his meals have not been brought to
him
2.
(c)
In the parlour
93
3.
(d)
The village constable
4.
(a)
The stranger said this to Mr. Jaffers
5.
(c)
An amateur naturalist
6.
(c)
To inform the villagers about experiencing the sound of a man
coughing and sneezing from an invisible figure.
7.
(d)
All the above
8.
(c)
A pair boots
9.
(c)
Both (a) & (b)
10.
(b)
He got afraid of the invisible man
CHAPTER 11
Name the inn in which the incident happened?
Ans:Coach and Horses
2) Who went through the belongings of the invisible man?
Ans: Mr.Cus and Mr.Bunting
3) Who entered when they examined the invisible man’s belongings?
Ans: Mr.Marvel
4) What did the invisible man demand?
Ans: His belongings books and some clothes
5) Why had Jeffers gone home?
Ans: because he was partially recovered from his fall
6) What did Mr. Cuss find on the table near the window?
Ans: Three big manuscripts labelled as diary
7) Who is the Vicar mentioned in the story?
Ans: Mr.Bunting
8) According to Mr.Cuss, in which language was the manuscripts
written?
Ans: Russian and Greek.
94
9)Why was Mr.Bunting nervous when Mr. Cuss told him to check the
Greek language?
Ans: He had forgotten Greek.
10) What was Mr. Bunting credited with by everyone outside the church?
Ans: Knowing Greek and Hebrew
11) What did Mr. Bunting feel when he was about to confess that he
didn’t know Greek?
Ans: He felt the grip of a heavy firm hand on his neck
12) “The Vicar and the doctor looked at one another.”- Who is the doctor
and the Vicar?
Ans: Mr.Cuss is the doctor and Mr. Bunting is the Vicar.
CHAPTER 12 to 14
1.Huxter called the running man
(a) A loafer
(b) A rascal
(c) A thief
(d) An intruder
2.Windows in the “Coach and houses” was broken by
(a) The Invisible Man
(b) A burglar
(c) Mr. Marvel
(d) Mr. Teddy
3.Who vanished near the church wall
(a) Mrs. Hall
(b) Mrs. Huxter
(c) Mr. Hall
(d) Mr. Marvel
4. Who was the burly man thrown down by the invisible man?
(a) Mr. Hall
(b) The owner of the shop
(c) The owner of the coconut shy
(d) None
5. Who shouted---
“ He is coming back, save yourself”
(a) Mr. Hall
(b) Mr. Bunting
(c ) Mr. Marvell
(d) Mr. Cuss
95
MCQ
1. Mr. Marvel was going towards _________ .
a. Iping
b. Bumblehurst
c. Adderdean
d. Weekly market
2. Who was with Mr. Marvel?
a. Mr. Hall
b. Mrs. Hall
c. Mr. Cuss
d. The Invisible man
3. Who threatened Mr. Marvel all the time?
a. Mr. Hall
b. Dr. Cuss
c. The invisible man
d. Mr. Teddy
4. Outskirt mean ________ .
a. outfits
b. robes
c. borders
d. away
5. Who was watching Mr. Marvel?
a. Mr. Hall
b. Mr. Teddy
c. Mr. Cuss
d. Griffin
Short ANSWER TYPE Question:
Q1. What were the excuses of Mr. Marvel for resignation?
LONG ANSWER TYPE QUESTION
How did Mr. Marvel upset Mr. Mariner?
96
Ans:
Talked about the Invisible man between the two------ news related to the
Invisible man and his daring appeared in newspaper------- Marvel got
convinced with details------- Mariner speaks uninterrupted--- felt a grip and
physical suffering --------- Marvel opined Invisible Man as a hoax -------Mariner felt be fooled by Marvel.
CHAPTER 15 to 21
1. Who rushed in and gripped the invisible hands that collared
marvel?
a) A policeman
b) The barman
c) The black bearded man
Ans.(b)
2. For how many days had the Invisible man not slept?
a) nearly one week
b) nearly 5days
c) nearly 3 days
Ans. (c)
3. To whom did Dr. Kemp write the notes in the morning ?
a) To Col. Adye
b) To Dr. Cuss
c) To constable Jaffers
Ans. (a)
4. The Invisible man was awarded a medal ina) Chemistry
b) Medicine
c) Physics
97
5. After giving shelter to the Invisible man Dr. Kemp decidedto –
a) Kill him
b) Join in the plan of the Invisible man
c) Inform Col. Adye
Ans.(c)
MCQ (Ch. 15—21)
Answer these questions by choosing the correct options from those
given.
1) By his scientific works DR. Kemp wanted to earn
a) Money
b) Fame
c) Fellowship of the Royal Society
2.) Who helped Marvel to escape from the Invisible man at the Jolly
Cricketers?
a) The Barman
b) Dr. Kemp
c) The policeman
3) Griffin gave up the study of medicine and opted to Physics
because of his fascination fora) Light
b) Magic
c) Chemistry
4) When Griffin robbed his dad, what did his dad do?
a) Committed suicide
b) Handed Griffin to police
c) Expelled Griffin from his house
5) Who was Oliver?
a) A police officer
b) A doctor
c) A professor
Answers: 1. (c) 2 (a) 3. (a) 4. (a) 5. (c)
98
S. A. Type questions
Answer the given questions in about 30 words each
1. Who was Dr. Kemp?
2. What did Dr. Kemp think when he saw someone running down
Into the town with a shabby hat?
3. What strange thing did Dr.Kemp see on his way to bed?
4. What did the invisible man tell Dr.Kemp about himself?
5. Why was Dr.Kemp not able to sleep after invisible man shelter in his
room ?
HINTS to answers:
1. A philosopher,scientist,pursuing research to earn Fellowship of Royal
Society.man of scientific temperament,
2. That it might be another fool running out of the fear of the Invisible man
3.
Blood stream on door handle and floor, blood bandages, hears a
movement in room but sees none there
4. That he was Griffin of University College, Kemp’s junior, gave up study
of medicine, now fascinated in Physics and laws of light
5. Because he was worried about his sanity and also because Griffin had
taken his room
Q.3. LONG ANSWER TYPE QUESTION
Write in about 125 words how Griffin, initially a man of medicine, was
fascinated by the phenomenon of visibility and invisibility?
Hints to AnswerGave up medicine, switched over to Physics, his fascination for the laws
of light with wonderful characteristics, miracles of Physics attracted him
curious to change the colour of substances without changing their basic
properties, curious to carry out research on new ideas –i.e. Reflection
and refraction, enchanted by phenomenon of visibility and invisibility
wanted to prove his loose theory of invisibility.
99
E- MAGAZINE
By Chime Group
Editorial Board
1.
2.
3.
4.
MR.
MR.
MR.
MR.
M.A. ALAM
S.K. TRIPATHI
A.K. SINGH
N.N. MANDAL
Evolution and Implementation
AE FRAMEWORK
SKILL CONTEXTCONTENT
APPLICATION
ABILITY
PROCESS
ACTIVITIES
The Realities of Youth in India Today
o India has 243 million young people (10-19) as per 2011 Census. •
Adverse Sex Ratio (0-6 years): 914 females per 1000 males.
Sex Ratio is 940.
o Gender role attitudes still conservative
o Both tobacco and alcohol consumption more prevalent in rural
married youth with less/no education
One in every 1000 youth is HIV positive (prevalence of 0.1%
in females and 0.09% in males) (NFHS 3)
Only 28% of young women and 54% of young men in the age
group of 15-24 had comprehensive knowledge about HIV/AIDS
Over
35%
of all reported AIDS cases in India occur among young people in the age
group of 15-24 years and more than 50% of the new HIV infections occur also
among young people (NACO, 2005).
100
Needs and Concerns of Adolescents
Eighty three percent young men and 78% young women
in the age group 15-24 expressed that they perceived family life education to
be important (IIPS: Pop Council Youth survey, 2006-07)
Young people (45% boys and 27% girls) voted for
teacher as the most appropriate person to transact education on family
life matters (IIPS: Pop Council Youth survey, 2006-07)
What do Adolescents Require?
Education in Process of Growing
up, Substance Abuse and HIV and AIDS;
Life Skills for self protection:
(Risky behavior: Substance abuse,
early
sexual
debut,
conflict
resolution, violence);
Safe and Supportive Environment;
Better communication with adults
and society at large.
AdolescentFriendlyHealth
Services (AFHS) - easily accessible and “barrier free”;
Evolution of Adolescence Education Programme
Project (NPEP) initiated in
Aspects and Family Life Education with support from UNFPA and
Technical Assistance from UNESCO
1986) identified NPEP as a
thrust area with 6 major themes.
101
National Seminar on Adolescence Education in
1993 to respond to this need
-96,
Educational Response
Urgent need was felt for incorporating the critical concerns related to
Educational Response
of NPEP
during 1998-2004
NCERT developed the General Framework and Materials (A Package on
Adolescence Education)
during 1998-2002 under National Population Education Project.
elements in the Syllabi and Textbooks, Co-curricular Activities focused on Life
Skills Development have been organized in Schools in different States/UTs.
MAJOR COMPONENTS OF AE
Roles
Adolescent Girls: Specific Issues - Concepts of
gender and sexuality, Irrationality of roles, and stereotypes related to
gender and sexuality, Myths related to gender and sexuality
II. Prevention of HIV and AIDS
Major Routes of HIV Infection and its consequences
102
respect of HIV+/ AIDS patients
III. Prevention of SUBSTANCE/DRUG ABUSE
Drug Use, Misuse and Abuse: Types, Factors for Drug Abuse; Drug
Dependence
-addiction Rehabilitation, Personal and Social
Responsibilities
Life Skills Development and Education
• Life
skills
are
psycho-social
abilities
that
enable individuals to
respond to real-life situations in positive and responsible ways
• Education and particularly school education plays a vital role in life skills
development:
• Exposes learners to varied experiences in their formative years,
• Has abundant potential to provide them with relevant simulated situations
to learn and practice
• The purpose of life skills development is in alignment with the larger
goals of education
NIOS
Current Partnerships for Reaching Young People in Educational Institutions
The
Adolescence
Education
Program (AEP) Implemented with the
Ministry of Human Resource Development (MHRD)
Co-ordinating agency: National Council of Educational Research and
Training (NCERT)
103
Implementing agencies: Kendriya Vidyalaya Sangathan (KVS),
(CBSE),
Navodaya Vidyalaya Samiti (NVS), Central Board of Secondary
Education
National Institute of Open Schooling
(NIOS)
and
Council of Boards for School Education (COBSE)
E - MAGAZINE
CREATED BY CARILLON GROUP
OUR MEMBERS:1.
2.
3.
4.
Mr.
Mr.
Mr.
Mr.
Livin Lakra, KV Alipurduar
S. P. Satya, KV Cooch-Behar
Gineesh Navath KV Ramgarh
Deepak Juneja KV Nazira
GENDER SENSITIZATION
“You are a woman and you are beautiful, remember that you are
worth loving. Not a girl and a doll to be played with.”
Let me live……………by Deepak Juneja PGT English KV Nazira
It is a strong promise to you,
Star shine I will bring to your house,
Work like anything
See the Sun even before you
Want to sit with Raju and eat leaves and stars
Let me be another Kalpana.
You say life is like a buuble,
Temporary, transient………
OK..allow me to live at least that
Want to cage myself in that bubble
But to fly in the sky
Don’t kill me ‘Ma’ in this darkness
Let me come out and feel
the warmth of the sun
let me live Ma…..
let me live……….
104
What are some of the situations in which we see gender differences?
Social: Different perceptions of women's and men's social roles: the man seen
as head of the household and chief bread-winner; the woman seen as urturer
and care-giver.
Political: Differences in the ways in which women and men assume and share
power and authority: men more involved in national- and higher-level politics;
women more involved at the local level in activities linked to their domestic
roles.
Educational: Differences in educational opportunities and expectations of
girls and boys: family resources directed to boy's rather than girl's education;
girls streamed into less-challenging academic tracks.
Economic: Differences in women's and men's access to lucrative careers and
control of financial and other productive resources: credit and loans; land
ownership.
COMMON GENDER STEREOTYPES
Below are lists of common female and male stereotypes.
Women are:-
Men are:
Dependent -
Independent
Weak Incompetent Less important Emotional -
Powerful
Competent
More important
Logical
Implementers -
Decision-makers
Housekeepers -
Breadwinners
Supporters Fearful Peace-makers -
Leaders
Brave
Aggressive
105
Cautious Flexible Warm -
Adventurous
Focused
Self-reliant
Passive -
Active
Followers -
Leaders
Spectators -
Doers
Modest -
Ambitious
Subjective -
Objective
Soft-spoken -
Out-spoken
Secretaries -
Bosses
Nurturing -
Assertive
Gentle -
Strong
Cheerful -
Forceful
Caretakers -
Achievers
GENDER-ROLES
The biological differences between men and women do not normally change;
people are either male or female. However, the characteristics they are
perceived to have, and the roles and responsibilities assigned to them, differ
among societies, cultures, and historical periods.
Gender roles are the activities ascribed to men and women on the basis of
perceived differences. "Division of labor" is a term used in gender literature to
mean the roles and tasks assigned to women and men on the basis of
perceived gender characteristics and attributes, instead of ability and skills.
Men's-Roles
Today, in the world's more industrialized countries there are few lines of
demarcation between men's and women's occupations. However, in many less
industrialized societies men have more visible and recognized roles than
women, largely because men are paid for their productive work and women
are not. In these societies, men's roles usually involve jobs which are
106
assessed and counted in national censuses and accounting systems. Men do
not usually perform domestic or household tasks.
If they have community management roles, these tend to involve political
organization and leadership. Women handle community organization and
hands-on activities.
Women's Roles
Women's roles in most societies fall into three categories: productive (relating
to production of goods for consumption or income through work in or outside
the home), reproductive (relating to domestic or household tasks associated
with creating and sustaining children and family), and community
management (relating to tasks and responsibilities carried out for the benefit
of the community). Women must balance the demands of these three different
roles and should be recognized for their contributions.
The tasks women usually perform in carrying out their different roles do not
generally earn them an income. Women are often defined exclusively in terms
of their reproductive roles, which largely concern activities associated with
their reproductive functions. These reproductive roles, together with their
community management roles, are perceived as natural. But because these
roles do not earn income, they are not recognized and valued as economically
productive. Women's contributions to national economic development are,
therefore, often not quantified and invisible.
In many societies, women also carry out productive activities such as
maintaining smallholder agricultural plots in farming systems. These tasks
are often not considered work and are often unpaid. Women may also perform
many roles which attract wages in both the formal and informal economic
sectors. But women's economically productive roles,
in contrast to men's, are often undervalued or given relatively little
recognition.
Gender roles and responsibilities vary among cultures and can change over
time. For example, in India, unskilled labor is considered "women's work"
107
while in Africa it is "men's work." In Europe and the United States, the
contribution men make to domestic activities is becoming increasingly
important and visible.
GENDER EQUITY & EQUALITY
Gender Equity is the process of being fair to men and women. To ensure
fairness, measures must often be put in place to compensate for the historical
and social disadvantages that prevent women and men from operating on a
level playing field.
Equity is a means. Equality is the result.
Equity: The distribution of rewards in society according to some criterion of
merit, i.e., procedural justice and fairness. Outcomes reflect individual
contributions.
Equality: Giving the same reward to all, regardless of their contributions.
Gender inequality is still very evident in this respect, as indicated by the
following United Nations statistics:
Women perform 2/3 of the world's work
Women earn 1/10 of the world's income
Women are 2/3 of the world's illiterates
Women own less than 1/100 of the world's property
Constitution of India
Article 14 Ensures gender equality.
Article 15 Prohibits discrimination on grounds of sex.
Article 16 Provides for equality of opportunity in public employment.
Article 15 (3) Permits the State to make special provisions for women and
children.
Article 39 Enjoins the State to provide an adequate means of livelihood to
men and women.
Article 51 A (e) Makes it a duty of every citizen to renounce practices
derogatory to the dignity of women
108
SOME FAMOUS QUOTES
“Gender equality is more than a goal in itself. It is a
precondition for meeting the challenge of reducing poverty,
promoting
sustainable
development
and
building
good
governance.”
Kofi Annan
“There's a gender in your brain and a gender in your body. For
99 percent of people, those things are in alignment. For
transgender people, they're mismatched. That's all it is. It's
not complicated, it's not a neurosis. It's a mix-up. It's a birth
defect, like a cleft palate.”
Chaz Bono
“One of the factors a country's economy depends on is human
capital. If you don't provide women with adequate access to
healthcare, education and employment, you lose at least half
of
your
potential.
So,
gender
equality
and
women's
empowerment bring huge economic benefits.”
Michelle Bachelet
“Love is pure and true; love knows no gender.”
Tori Spelling
109
E-MAGAZINE
ON
SAFE SCHOOL
BY
Members:
MR.VINAY KUMAR (K.V.SUKNA)
MR.A.C.MANDAL (K.V.EAC, UPPER SHILLONG
MR.P.P.BIJU (K.V.A.R.C,DOOM DOOMA)
MR.PARTHA PAUL (K.V.LOKRA)
MR.A.C.DAYAL (K.V.NO.1BINAGURI)
In the Classroom
Kids need a safe and comfortable environment to learn to the best of their
capabilities. This means they have to feel safe in their school and be able to
positively interact with their teachers and classmates. By doing the following,
parents and other adults can help make sure children have a positive school
experience.
>Talk to your children about their day. Sometimes children won’t tell you
right away if they are having problems at school. Ask your children if they see
anyone bullied, if they are bullied, or if anything else makes them feel
uncomfortable. Look for warning signs, such as a sudden drop in grades, loss
of friends, or torn clothing.
>Teach children to resolve problems without fighting. Explain that fighting
could lead to them getting hurt, hurting someone else, or earning a reputation
as a bully. Talk to them about other ways they can work out a problem, such
as talking it out, walking away, sticking with friends, or telling a trusted
adult.
110
>Keep an eye on your children’s Internet use. Many elementary schools have
computers with Internet access. Ask your children’s school if students are
monitored when they use the Internet or if there is a blocking device installed
to prevent children from finding explicit websites. Talk to your children about
what they do online – what sites they visit, who they email, and who they chat
with. Let them know they can talk to you if anything they see online makes
them uncomfortable, whether it’s an explicit website or a classmate bullying
them or someone else through email, chat, or websites.
>Ask about the safety and emergency plans for your children’s school. How
are local police involved? How are students and parents involved? What
emergencies have been considered and planned for?
CHENNAI: KendriyaVidyalaya schools, long known for quality education at
affordable cost, will be offering accident and life insurance cover for all its
students from the coming academic year.
Sources said the KendriyaVidyalayaSangathan (KVS) will set apart Rs 4 crore
as annual premium for its 11 lakh-odd students in the 1,086 schools across
the country. Each student will have a cover of Rs 2 lakh in case of an
accident and Rs 3 lakh in case of death.
"We may charge Rs 70 to Rs100 per student per year towards premium. The
111
exact amount will be decided after we get expressions of interest from
insurance companies," said a KVS official.
KV school heads are as excited as the parents. In Tamil Nadu, there are 40
KV schools and each class has 40-45 students. "We've received the
notification and it's a fantastic initiative," said PrasannaKumari, principal of
KV, Ashok Nagar. "It will encourage students and parents to be associated
with KV schools."
With students spending most of their time in school, their safety has become
a big concern for school managements. Some private schools in cities have
introduced accident and illness insurance cover for students with a ceiling of
up to Rs 10,000, but none covers life and for such an amount as KVS
proposes to do.
"Every parent is worried about children running into some trouble," said
MeenaKumari, the mother of class 9 student. "An insurance cover is a
financial solace," she said, for middle-class families as hers. Her son had met
with an accident recently and she had to foot a hefty bill.
An insurance company official said his firm has got inquiries from private
schools, too. "So far we have been tying up with schools for medical checkups and insurance. Life insurance for school students is an emerging trend,"
he said.
Safe, Caring and Orderly Schools
The BC Safe Schools Strategy
British Columbia schools are striving to develop positive and welcoming
school cultures, and are committed to fostering optimal environments for
learning. Members of these school communities share a commitment to
maintaining safe, caring and orderly schools. They focus on prevention of
problems and use school-wide efforts to build “community,” fostering respect,
112
inclusion, fairness and equity. They set, communicate and consistently
reinforce clear expectations of acceptable conduct. They teach, model and
encourage socially responsible behaviours that contribute to the school
community, solve problems in peaceful ways, value diversity and defend
human rights.
 Good preparation is the key to prevent accidents at school and on the
school bus. However, despite the best intentions and training, accidents
still occasionally happen. Schools are generally safe and wellsupervised places, and according to the Ontario School Bus Safety
Guide, a child on the school bus is 16 times less likely to have an
accident than when riding in the family car. All schools will have a
policy on dealing with accidents. Staff should be familiar with this and
should participate in training to deal with emergencies. It is important
that the staff member should remain calm in an emergency.
School Bus Safety
o If you ride a school bus, make sure that you remember the
following rules: Street Smarts
o Never run into the street.
o Look and listen for cars and trucks to the left, then to the right,
and then to the left again.
o Never go between parked cars to cross the street.
o Always walk with a friend or a parent.
o Don’t talk to strangers. If a stranger comes up to you, yell as loud
as you can.
o Never get into a stranger’s car.
o The Danger Zone
o There is a 10-foot area around the bus known as the Danger
Zone.
o The bus driver is not able to see anything in this area. The
Danger Zone is
o right in front of the bus and the area all around the rear wheels
and the back of the bus. Waiting for the Bus
113
o Be at the bus stop 5 minutes early.
o Stay away from the curb.
o Be quiet while you wait for the bus.
o Don’t get on the bus until it stops.
o Don’t push getting on or off the bus.
The most common types of accident at school include:
1. Accident involving your child using equipment in the
playground
The equipment provided by a school must take into account the age of your
child and the risk of injury.
For example: imagine your son is using the climbing frame at school and slips
landing badly breaking his arm. The school argues that children must be able
to play, there are unavoidable dangers of providing equipment like climbing
frames and no amount of supervision could protect have protected your son
from this fall.
Albeit the points made by the school are valid - we all want our children to be
able to have fun, but we also want them to be as safe as possible. The
climbing frame should not be too high and very importantly the surface under
the climbing frame should be able to cushion the fall of your child.
Modern surfaces include a kind of rubber which will cushion the fall of a child
- previously bark was used to have the same effect.
The fact that you son broke his arm in the fall suggests that the climbing
frame was too tall and the surface under the climbing frame was inadequate it would seem the school did not take the proper child accident prevention
precautions.
2. A slip or trip on the school premises
The school must be careful to look after the welfare of their children who are
considered lawful visitors on the premises. They must keep the premises safe
from defect.
114
If a child falls because there is a hole in the ground or a floor in the school is
wet or slippery it is likely that the school will have to pay compensation.
To prevent injury to adults a cone is normally sufficient to warn of a slippery
surface. For a young child a warning cone may not be sufficient - perhaps
some form of shield to bar a child's access would be better.
3. Accident on the school playing fields
A school should take proper precautions to ensure the playing fields are safe
and free from danger.
A case I had some years ago involved a child who was cut by glass whilst
playing rugby. Vandals were known to enter the school after hours and
maliciously embed glass into the grass on the rugby pitch close to the
touchline. My client was scoring a try when he was badly cut.
The school knew of the problem with the vandals and should have checked
the rugby pitch properly before playing a rugby game to avoid an accident
occurring.
Are there any other common school accidents which happen outside the
school premises?
"Yes" - two other types of accident are quite common which happen outside
the school premises:
1. Accident during a school trip
Even though children are not on the school premises they should be
supervised properly and kept safe from danger.
2. School bus accident
A school bus driver must take extra care with young passengers. For
example: if a bus driver applies the brakes suddenly a child who is not
correctly seated may fall and injure himself.
If a vehicle collides with the bus - the rules of the road apply equally to a
school bus as it does to any other motor vehicle.
115

Enforce zero-tolerance policies toward the presence of
weapons, alcohol, and illegal drugs.

Establish and enforce drug- and gun-free zones.

Establish policies that declare that anything that is
illegal off campus is illegal on campus.

Engage students in maintaining a good learning
environment by establishing a teen court.

Develop protocols between law enforcement and the
school about ways to share information on at-risk
youth.

Develop resource lists that provide referral services for
students who are depressed or otherwise under stress.

Involve teens in designing and running programs such
as mediation, mentoring, peer assistance, School
Crime Watch, and graffiti removal programs.

Insist that all students put outerwear in their lockers
during school hours.

Require all students to tuck in their shirts to keep
them from hiding weapons.

Develop and enforce dress codes that ban gang-related
and gang-style clothing.
116

Establish a policy of positive identification such as ID
badges for administrators, staff, students, and visitors.

Deny students permission to leave school for lunch
and other non-school-related activities during school
hours.
For most of the year, children spend more time at school than anywhere else
other than their own home. At school, children need a secure, positive, and
comfortable environment to help them learn.
Overall, schools are one of the safest places children can be. However, some
schools have problems, such as bullying and theft, which make them less
secure. These problems make students and educators feel less safe, and it
makes it harder for students to learn and for teachers to do their jobs.
But there are specific ways that parents can make going to school a safer and
more valuable learning experience for their children.
In the Classroom
Kids need a safe and comfortable environment to learn to the best of their
capabilities. This means they have to feel safe in their school and be able to
positively interact with their teachers and classmates. By doing the following,
parents and other adults can help make sure children have a positive school
experience.

Talk to your children about their day. Sometimes
children won’t tell you right away if they are having
problems at school. Ask your children if they see
anyone bullied, if they are bullied, or if anything else
makes them feel uncomfortable. Look for warning
signs, such as a sudden drop in grades, loss of friends,
or torn clothing.

Teach children to resolve problems without fighting.
Explain that fighting could lead to them getting hurt,
hurting someone else, or earning a reputation as a
117
bully. Talk to them about other ways they can work
out a problem, such as talking it out, walking away,
sticking with friends, or telling a trusted adult.

Keep an eye on your children’s Internet use. Many
elementary schools have computers with Internet
access. Ask your children’s school if students are
monitored when they use the Internet or if there is a
blocking device installed to prevent children from
finding explicit websites. Talk to your children about
what they do online – what sites they visit, who they
email, and who they chat with. Let them know they
can talk to you if anything they see online makes them
uncomfortable, whether it’s an explicit website or a
classmate bullying them or someone else through
email, chat, or websites.

Ask about the safety and emergency plans for your
children’s school. How are local police involved? How
are students and parents involved? What emergencies
have been considered and planned for?
Traveling To and From School

Map out with your children a safe way for them to
walk to school or to the bus stop. Avoid busy roads
and intersections. Do a trial run with them to point
out places they should avoid along the way, such as
vacant lots, construction areas, and parks where there
aren’t many people.

Teach children to follow traffic signals and rules when
walking or biking. Stress that they should cross the
street at crosswalks or intersections with crossing
guards when they can.
118

Encourage children to walk to school or the bus stop
with a sibling or friend, and to wait at bus stops with
other children.

Teach children not to talk to strangers, go anywhere
with them, or accept gifts from them without your
permission. Tell them that if they see a suspicious
stranger hanging around or in their school they should
tell an adult.

Help children memorize their phone number and full
address, including area code and zip code. Write down
other important phone numbers such as your work
and cell phone on a card for your children to carry
with them.
On the bus

Have your children arrive at the bus stop at least five
minutes before the bus is scheduled to pick them up.

Make sure children know to stand on the sidewalk or
on the grass while waiting for the bus.

Teach children to make sure they can see the bus
driver and the bus driver can see them before crossing
in front of the bus. Tell them to never walk behind the
bus.

Be aware that often bullying takes place on the school
bus. Ask children about their bus - who they sit with,
who they talk to, and what the other kids do. Let them
know that if they see someone being bullied, or are
bullied themselves, they can talk to you, the bus
driver, or another trusted adult.
If you'd like to work towards making your children's schools safer on a larger
scale, consider implementing Be Safe and Sound. This campaign provides a
model for how parents, students, and school staff can work together to make
schools safer and more secure.
119
Key Components
Some schools permit children to arrive early, when parents must leave for
work, and stay late in the afternoon to take advantage of tutoring, athletics,
supervised programs, or playtime. Before-and after-school programs can be
run by neighborhood volunteers, school staff, or organizations willing to
conduct programs at schools. They can also be based at community centers
or church buildings. It is important that the program not be viewed as a
baby-sitting service or an extension of school time, but rather a time during
which children's developmental needs are served. Successful programs
provide opportunities for play, creativity, companionship, and relaxation.
Key Partnerships
School-based programs for latchkey youths can involve schools, churches or
other religious organizations, neighborhood groups, volunteers, teens who are
trained (and sometimes hired) to supervise young children, or parents who
share in the responsibility of supervising youths. The municipal department
of parks and recreation can also sponsor an after-school program.
Potential Obstacles
Child-care providers must comply with local and state regulations, including
TB screenings and possible background checks. In addition, caring for
children requires commitment and responsibility; supervisors must embody
the substance-free message.
Signs of Success
Anecdotal evidence suggests that providing latchkey children with before-and
after-school safe havens decreases their exposure to neighborhood drug or
other criminal activity.
Applying the Strategy
A Hartford, Connecticut, school stays open before and after class hours
because parents and others in the community identified the need for a safe,
supervised place for children.
120
In Trenton, New Jersey, four schools have become Safe Havens from 3 to 9
p.m., providing positive recreational and other opportunities for youths who
want to stay drug-and gang-free. The program, which also provides activities
for adults, is funded through the city's Weed and Seed grant from the U.S.
Department of Justice (DOJ).
Gaining Realization of Worth, a YMCA program in Phoenix, Arizona, is an
activity-based after-school program that helps youth resist alcohol and other
drugs by increasing their decision-making and survival skills, giving them
healthy values, enhancing their self-esteem, and offering them positive group
membership.
Acknowledgement:www.google.com
121
E Magazine
EUPHONY GROUP
Group Members
D Bahera
B Prasad
B Lava Kumar
Saptarshi Majumder
In-Service Course for PGT English 2014
ZIET Bhubaneswar
William Blake, the English poet, talked about Child Rights in his Songs of
Experience, long before Child Rights were recognized by others.
THE CHIMNEY SWEEPER
A little black thing among the snow,
Crying "'weep! 'weep!" in notes of woe!
"Where are thy father and mother, say?"
"They are both gone up to the church to pray.
"Because I was happy upon the heath,
And smiled among the
winter's snow,
They clothed me in the
clothes of death,
And taught me to sing the
notes of woe.
"And because I am happy and dance and sing,
They think they have done me no injury,
And are gone to praise God and his Priest and
King,
Who make up a heaven of our misery."
WILLIAM BLAKE
122
CHILD LABOUR
Joys of childhood faded away
The treasured memories stolen away
The wings of childhood fasten tight
The grace and grandeur totally lost
The divinity of childhood thrown to winds
The loveliness and charisma engaged in workplaces
Their tenderness worn out in rag picking
The delicacy damaged in cleansing
Where are those joys and smiles gone?
When is the deity and divinity seen?
Is it a hope against hope?
Or a dream in a cozy bed!
Recent UNICEF (2005) report on the state of the world’s children under the
title “Childhood Under Threat” , speaking about India, states that millions
of Indian children are equally deprived of their rights to survival, health,
nutrition, education and safe drinking water. It is reported that 63 per cent
of them go to bed hungry and 53 per centsuffer from chronic malnutrition.
The report says that 147 million children live in kuchcha houses, 77 million
do not use drinking water from a tap, 85 million are not being immunized, 27
million are severely underweight and 33 million have never been to school. It
estimates that 72 million children in India between five and 14 years do not
have access to basic education. A girl child is the worst victim as she is often
neglected and is discriminated against because of the preference for a boy
child. Source www.smilefoundationindia.org
123
What are Child Rights?
Children have two types of human rights under international human rights
law. Firstly, they have the same fundamental general human rights as
adults, although some human rights, such as the right to marry, are dormant
until they are of age, Secondly, they have special human rights that are
necessary
to
protect
them
during
their
minority.
Source
-
en.wikipedia.org/wiki/Children's_rights Child Rights in India Indi a is a part
y t o the UN declaration on the Rights of t he Child 1959. Accordingly, it
adopted a National Policy on Children in 1974. The policy reaffirmed the
constitutional provisions for adequate services t o children, both before and
after birth and through the period of growth to ensure their full physical ,
mental and social development .
Source - www.smilefoundationindia.org
Children in India
The Statistics
India has 440 million children. That's more than theentire population of
North America (USA,
Mexicoand Canada put together). Every fifth child in
theworld is Indian. Health for Children in IndiaAbout 27 million children are
born each year in India. But nearly 2 million of them do not live to the age of
five. Much of this is due to malnourishment. India has over 200 million
people in hunger, and over 40% of the children who do live till 5 are
malnourished. Children's Education in India The majority of children are
enrolled in school, but up to half don't attend regularly. Many are pressured
to work andearn money for their families.
Child Labour in India
Official figures indicate that there are over 12 million child workers in India,
but many NGOs reckon the real figure is up to 60 million. The number of girls
involved is not much lower than the boys. The largest numbers work in places
like textile factories, dhabas (roadside restaurants) and hotels, or as domestic
workers. Much of the work, such as in firecracker or matchstick factories, can
124
be hazardous; even if not, conditions are often appalling and simply rob kids
of their childhood.
By a law introduced in 2006, no child under 14 should work. But like many
laws in India, the problem is enforcement. 2 years after the ban, the Labour
Ministry had carried out 12,000 operations but only made 211 prosecutions.
Child Abuse in India In 2007 the Indian Government published the results of
one of the world's largest and most sophisticated studies on child abuse,
carried out in conjunction with Unicef and Save the Children. Two thirds of
children are victims of physical abuse. The majority are beaten in school, and
over half have to work seven days a week.Over 50% have faced some kind of
sexual abuse, and over 20% of them severe abuse. Half of children also face
emotional abuse.
The problem of child labour continues to pose a challenge before the nation.
Government has been taking various pro-active measures to tackle this
problem. However, considering the magnitude and extent of the problem and
that it is essentially a socio-economic problem inextricably linked to poverty
and illiteracy, it requires concerted efforts from all sections of the society to
make a dent in the problem.
Source - www.friendsofsbt.org/
The National Commission for Protection of Child Rights was set up in March
2007. The Commission’s Mandate is to ensure that all Laws, Policies,
Programmes, and Administrative Mechanisms are in consonance with the
Child Rights perspective as enshrined in the Constitution of India and also
the UN Convention on the Rights of the Child. The Child is defined as a
person in the 0 to 18 years age group. Right of Children to Free and Compulsory
Education (RTE) Act, 2009 The Constitution (Eighty-sixth Amendment) Act,
2002 inserted Article 21-A in the Constitution of India to provide free and
compulsory education of all children in the age group of six to fourteen years
as a Fundamental Right in such a manner as the State may, by law,
determine. The Right of Children to Free and Compulsory Education (RTE)
Act, 2009, which represents the consequential legislation envisaged under
Article 21-A, means that every child has a right to full time elementary
125
education of satisfactory and equitable quality in a formal school which
satisfies certain essential norms and standards. Article 21-A and the RTE Act
came into effect on 1 April 2010. The title of the RTE Act incorporates the
words ‘free and compulsory’. ‘Free education’ means that no child, other than
a child who has been admitted by his or her parents to a school which is not
supported by the appropriate Government, shall be liable to pay any kind of
fee or charges or expenses which may prevent him or her from pursuing and
completing elementary education. ‘Compulsory education’ casts an obligation
on the appropriate Government and local authorities to provide and ensure
admission, attendance and completion of elementary education by all children
in the 6-14 age group. With this, India has moved forward to a rights based
framework that casts a legal obligation on the Central and State Governments
to implement this fundamental child right as enshrined in the Article 21A of
the Constitution, in accordance with the provisions of the RTE Act.
UNICEF – Children’s Rights
United Nations Convention on Rights of the Child
has 54 Articles and a Preamble
www.unicef.org
Lessons in the English textbook
1. Children at Work, It so happened, Class VIII
2. Two Gentlemen of Verona, Literature Reader, Class X
3. Lost Spring, Flamingo, Class XII
4. An Elementary School Classroom in a Slum, Flamingo, Class XII
These lessons emphasize upon child rights and introduce the children to
others like them who live a life very different from them. These lessons
attempt to sensitize children towards child rights.
The above images bring to light the monster of child abuse in its various
forms. The first image refers to the pedophilia. The second image is about
126
the child sexual abuse in tourism. The third refers to the war. The fourth
image refers to trafficking in organs on the black market, where most of the
victims are children of poor countries. The fifth refers to gun culture and the
resultant violence. The sixth image refers to obesity, blaming the big fast
food companies. The photograph is taken from the World Wide Web.
Mercy, Pity, Peace and Love Many people have said a lot many things about
child rights. But the question remains, are we able to do justice to all the
children who grow up in our society? Yes, we do take care of our own children
but should it be the end of the matter. We take pride of being branded as
social animals. We speak about eons of civilization and the taming of
savagery. We talk about the welfare state. We sing about the benevolent God.
But all that seems like building castles in the air because idealistic talk does
not go hand-in-hand with the living reality. I have seen and I am seeing the
reek of a civilization which is nothing but being hypocrite.
I have seen toddlers crawling on the floor of AC compartments of trains
crisscrossing the country. With a broom, the urchin cleans the dirt strewn by
the well to do passengers. The passengers look at the children, they look at
their young age and then they direct those dirty angels to clean the dirt
properly; and then clear their conscience by giving them a few bucks. They
are educated, they know the law, they are blessed with ample yet they treat
their own species with such cruelty that even wild animals would be ashamed
of. We hire domestic help. We repair our big and small cars in garages. We
relish tea served by small hands. We grossly overlook child rights and we
proclaim proudly that we are human and we are civilized. We pamper our
offspring with KFCs and Dominos and make obese monsters but we shrink
from parting a bit of our wealth that coulddo immense good to the improvised
children. How empty! How shallow! How insensitive! How cruel!
How uncivilized! How inhuman! How selfish! That is what child rights is all
about. It is not about acts and amendments but about changing the way we
feel about the children who are not our own flesh and blood, and who have no
one to ensure their childhood joys.
127
We need to change our mindset. We need to see God in those dirty angels. We
need to embrace them. We need to awaken the God within and then we will
be able to see the chained angel cleaning our garbage, doing out petty chores,
waiting upon us. All I am reminded of are the words of William Blake when he
stressed on the four virtues of mercy, pity, peace and love. Yes, we need all
those values, we need ample amount of those values, we need generous
amount of those values to make us humane and to make us aware of the
rights of all the children and think of those rights as our sacred duty towards
the angels of God.
Well, we must remember that if we do not or rather if we fail to see the angel,
then we will make ourselves demons and will transform the angels into
demons. The choice is ours as are the children. To conclude a word of
caution, if we abandon the children of today then a time will come when these
children would abandon all the values that society, that humanity is based on
and that would be the end of the world as we know it.
SAPTARSHI MAJUMDER
Child labour and poverty are inevitably bound together and if you continue to
use the labour of children as the treatment for the social disease of poverty,
you will have both poverty and child labour to the end of time.
Grace Abbott, Social Worker
Designed by Saptarshi Majumder & B Lava Kumar
PGT Eng In-service Course 2014 , ZIET BBSR
128
KVS IN-SERVICE COURSE(1ST SPELL,ZIET/BBSR)
Resonance Group
Tourism
An e-magazine on tourism in India.
Group Members
Mr. N. Appa Rao
Mr. Sahadeo Das
Mr. Mahesh N. Gakre
Mr. Kam Raju
Little Andaman, a mesmerizing island
Kam Raju/PGT/Engl/KV AFS Digaru
While most of the Andaman Islands escaped major damage from the 2004
tsunami, Little Andaman wasn't quite so lucky. Almost the entire island was
ravaged, though it has since bounced back.Of the islands open to tourism it's
one of the largest, yet its remote location makes it the least visited.
Little
Andaman island is 120 km south of Port Blair, the capital of Andaman and
Nicobar Islands and the nearest airport from where regular flights to Kolkata
and Chennai are available. Hut Bay on the east coast of the island is the
entry point of Little Andaman Island.Daily boat services connect Hut Bay jetty
with Port Blair in seven hours voyage. Little Andaman has an evergreen rain
forest which paves way for a very rich biodiversity. There are two waterfalls in
the island – White Surf waterfall which is 6.5 kms from Hut Bay Jetty and the
Whisper Wave which is 20 kms from the same. It also involves a 4 km trek
through the rain forest. On the way to White Surf waterfalls, elephant safari
can be enjoyed. One can also visit the Elephant lumbering sites and the
elephant calves training sites. Also, Little Andaman is famous for Red Oil
Palm Plantation and has a large area under the plantation regime. Both these
places can be visited on the way to White Surf and Butler Bay.
129
The most famous and beautiful beach on Little Andamans is the Butler Bay
Beach. It lies at a distance of 14 kms from the Hut Bay Jetty. Accommodation
is offered in the form of small tourist huts right at the sea front lined by
coconut plantation. This provides a surreal feel to the whole experience at
night when one can listen to the waves crashing right at their feet.Boating
facility is available in the creek near to the Butler Bay
beach resort. The
northern side of the Butler Bay beach is a popular surfing site. Coral can be
seen on the nearby areas.
Activities at the island also involve snorkelling,
Diving, Swimming, Game Fishing, Coral watching, Sun Basing etc. The
Northern side of the beach is a popular surfing site.
Tourists can go surfing in the sea. Boating at the creek near Butler Bay gives
a chance to the bird watchers to catch a glimpse of species like Hawabill and
Nicobarese pigeon. Butler Bay is also home to some of the rarest marine
turtles. There are beaches like Netaji Nagar and Harminder Bay Beach. Netaji
Nagar Beach is good for a visit but not for activities like Snorkelling. Too
many reasons for which we can claim that these islands are literally
untouched by the human hand!
Those that do make the journey will stumble across pristine beaches,
aterfalls, astonishingly cheap food, alcohol and accommodation, locals so
friendly they feel like family, oil palm plantations and legendary waves that
few surfers seem to make it to.
***
Do's and Don'ts While Travelling
1. At the hotel: Ask about environmental policies and practices. Talk with
staff about working conditions. Does the hotel support community projects?
2. Language: Learn a few words of the local language and use them.
3. Dress: Read up on local conventions and dress appropriately. In many
countries, modest dress is important.
4. Behavior: Be respectful of local citizens’ privacy. Ask permission before
entering sacred places, homes, or private land.
5. Photos: Be sensitive to when and where you take photos/video of people.
Always ask first.
6. Environment: Respect the natural environment. Never touch or harass
130
animals. Always follow designated trails. Support conservation by paying
entrance fees to parks and protected sites.
7. Animal products:Never buy crafts or products made from protected or
endangered animals.
8. Pay the fair price: Don’t engage in overly aggressive bargaining for
souvenirs. Don’t short-change on tips for services.
9. Buy local: Choose locally-owned lodges, hotels, and B&Bs. Use local
buses, car rental agencies, and airlines. Eat in local restaurants, shop in local
markets, and attend local festivals/events.
10. Hire local guides: Enrich your experience and support the local
economy. Ask guides if they are licensed and live locally. Are they
ecommended by tour operators?
Mr. Mahesh N. Gakre, PGT English, KV Misa Cantt.
The Taj Mahal
Sahdeo Das PGT (English) K V Maithon Dam Dhanbad
Tajmahal was built by Shahjahan on the of his wife Bagam Mumtaj as a
memory It shows
that Shahjahan had deep love for his wife .Tajmahal is one of the seven
wonders in the world .It is
situated on the bank of river Jamuna in fact it is a historical place in India
where a lot of tourists
come from different parts of the world to visit this tourist place.
Now a days foreign tourists are not coming to visit this place due to
the people of this
place because the local people cheat and deceive them or in other words we
can say that the
atmosphere surrounding the Tajmahal is very dirty which has been made by
the local people only.
So the Government should take drastic action against
those people who are creating problems for the tourists and
making dirty around the Tajmahal only then the importance and
dignity of the Tajmahal can be saved in fact Tajmahal looks as it
has been built recently and its decency gets increased in the
moonlight, virtually we can say that it is a source of income by
keeping in that in view Tajmahal has to be protected in all
respects. It was built in a more than a decade ago.
I am Ocean
***
O listen! O Mankind, I am Ocean
Weigh me not with your fragile strength
Even if you wish, you can not
131
I am eternal, time and ages
Have, fallen behind my waves,
Perpetual I am, mortal you are,
Wars and envy shall engulf your being
I see it all, for times unknown.
Yet, some men have me within them, it was their depth of heart
And, panoramic vision of humanity, I feel defeated.
Its only the greatness, that I salute to the sons of earth
My waves go still , when I adore in silence
Gandhi, Nelson, Jesus, Muhammad, Buddha and Mahavira
Yet, I am huge, and immortal, to mortal love and greed.
By - Anand Chandra Dayal
Land of Temple Beckons:Where are you?
(A Photo Feature on Tourist Places in Odisha)
KONARK – SUN TEMPLE
One of the Wheels of the Sun Temple
and Minute Carving
Carvings at the walls of the Sun Temple
Beautiful
PURI – SEA BEACH
PURI – SRI JAGANNATH RATH YATRA
Preparations at their peak at Puri to mark Sri Jagannath Yatra to be started
soon.
Photo courtesy: Mr. Saptarshi Majumder, PGT Engliksh, CRPF Amerigog, Guwahati.
CREATIVE WRITING
THE SOLDIER
I saw a soldier,
Watching steadily with his stony eyes,
Through the hole of his guard room,
Pointing his gun towards the bus-window,
Through which I happened to see him.
I felt his eyes had become two marbles,
Sheltered in two sockets of his stony face
132
His eyes driedout guarding his Saheeb.
His face reflects his agony,
His unfeeling face makes me feel—
May be his old parents are ill,
His newly married wife is impatiently,
Longing for him.
But alas! He is without his annual leave.
His home is far away….
Perhaps in a remote corner of
Punjab or Haryana.
He guards his boss,
What about his own home!
His lands are barren,
The home is unprotected.
Yet, he is to perform his duties assigned,
Because he is a true undefeated soldier,
Dedicated to the great Nation.
A.C. MANDAL, PGT English KV, EAC,UPPER SHILLONG
JUNE IN BHUBANESHWAR
got up early, faded moon
much heat, month of june,
morning, evening or noon
come out, feel it soon.
fifteen days, full moon
fifteen days, new moon,
jan. feb ………..or june
neither late nor soon.
133
june night !the knight.
morning steps, whole night fight
sun rays, what a sight!
look at all. his might.
birds chirp, prayer sing.
bells ring,time flings
day comes, night goes,
make me always doze
morning, evening or noon,
come it very soon.jan, feb or june
morning, evening or noon,
come it very soon.
jan, feb or june
i remember full moon
A.K.SINGH PGT(ENG) KV COSSIPORE
I am ocean
O listen! O Mankind, I am Ocean
Weigh me not with your fragile strength
Even if you wish, you can not
I am eternal, time and ages
Have, fallen behind my waves,
Perpetual I am, mortal you are,
Wars and envy shall engulf your being
I see it all, for times unknown.
134
Yet, some men have me within them, it was their depth of heart
And, panoramic vision of humanity, I feel defeated.
Its only the greatness, that I salute to the sons of earth
My waves go still , when I adore in silence
Gandhi, Nelson, Jesus, Muhammad, Buddha and Mahavira
Yet, I am huge, and immortal, to mortal love and greed.
By - Anand Chandra Dayal
Ah! Tsunami
Swirling with full gyrations, devoured waves
Vanquished through the plains and islands,
Uprooted the tiny huts and the sturdy structures.
The killer waves flattened everything here
Scattered the families hither and thither
Leaving the people in tears and trauma,
Death waves gulped hundreds and thousands
Heartbroken parents lamented the death of kids.
Black waters robbed the land on islands,
Deserted kids screaming for help with frantic looks
Gigantic waves dragged them into the sea.
The Almighty might be furious, intended
To drive them away from His abode,
Tired grave diggers sighed a sigh, Ah! Tsunami.
Composed by B. Lava Kumar P.G.T (Eng) K.V, Vijayanagaram
135
BETTER COMMUNICATION SKILLS AND
BETTER UNDERSTANDING THROUGH EMPATHY
Communication skills of students can be improved through empathy.
Empathy is nothing but identifying with another’s feelings. With empathy we
feel ‘for’ somebody and with empathy we feel ‘with’ some body. Children who
are empathetic can do better in any aspect and in every situation. Empathy
can make students able to face challenges in the future. The more the
empathy the more the information, the more likely they are to understand it
and do well in their exams and activities. The president of U.S.A, Barack
Obama stated recently that empathy can bring a positive change in the
society and it begins with awareness of another person’s feelings. In every
lesson of textbook, we come across different people with different nature.
Every paragraph touches upon a value to imbibe. These values bring out the
best modalities in every student and it helps to make a better citizen in
future. Class room transactions can be made interesting and everlasting by
bringing up or extracting feelings and emotions from the students.
Gone are those days where students used to mug up answers and get
through the exams. The new method of assessment in Continuous
Comprehensive Evaluation (CCE) highlights the importance of all round
development as well as communication skills. Now students are assessed in
all the aspects. As far as the assessment of English subject is concerned, the
students need to take part in role plays, group discussions, debates,
interviews, dramatization, declamation etc. While conducting these activities,
teachers observe whether the children have proper communication skills with
proper diction, whether the children exhibit proper body language or not etc.
Teachers are also to observe whether the children are able to understand and
provide suitable solutions to the related problems.
For all these empathy is the key to success. Through empathy, children can
put up the best show and they can do wonders in all the activities. Empathy
can reap the desired results in fostering values unconsciously among the
136
students.
Empathy
is
a
platform
for
effective
communication
and
understanding. Now a days, everyone needs to be an effective communicator
to be successful in life. Students who are taught in that way can gain a great
deal of knowledge and can satisfy the demands of the present society.
Students should be praised by the teachers when the empathetic behaviour is
observed in them.
This can be done in the following way. In every class students are divided
into three or four groups. Each group is given the following tasks.
1. Reporting the natural calamities by seeing the video clips
2. Discussing/reporting the burning topics like terrorism, price-rise,
global warming etc.
3. Role play/Dramatization etc. related to the topics given in the text.
How to organize
One of the groups is assigned the task on natural calamities. Students are
shown the video clippings like the tsunami in Japan. Students of that
particular group will be assigned various roles like reporting the incident by
viewing the video clips, interviewing the people who witnessed the calamity
and how the Japanese could maintain serenity and calmness and what the
people of the rest of the world can learn from them etc. can be highlighted.
Another group is assigned the task on burning topics like terrorism. Students
are shown the video clipping of the terrorists attack on Taj Hotel. Students
are asked to report the incident in the same way as the media people would
do. Some conduct interview with the victims and some others talk on the
steps to be taken by the Government to curb this kind of activities.
The other group is assigned the activities concerned to the topics given in the
text.
B. Lava Kumar, PGT English
K. V. Vijayanagaram
137
Let me live…………..
It is a strong promise to you,
star-shine I will bring to your home,
work like anything,
see the Sun even before you every day,
sit with Raju and eat leaves and stars,
let me another Kalpana
you say life is like a bubble
temporary, transient
allow me to live at least that
want to cage myself in that bubble
but to fly in the sky and roam like a cloud
don’t kill me in this darkness Ma
let me come out and feel
the warmth of the Sun
let me live Ma……..
let me live………….. by Deepak Juneja (PGT English) KV Nazira
138
PrabhuNath
PGT – English
K.V. Aziamgarh
Years ago, there was a hermit in a village. He was famous for his
honesty and devotion. People respected him a lot. He became popular in
neighbouring villages. Apart from his routine work, he used to see his
neighbouring villages occasionally. Thus not only adults but children
also used to join him for his preaching and moral teaching.
Some other saints of the neighbouring villages became jealous of his
popularity. They made plan to defame the popularity of the hermit.
They spread a rumour that the hermit had killed and eaten a few of
their children.
The people of the locality gathered at hermit’s hut to kill him. When the
hermit came to know the fact, he was surprised. He said, “Please tell me
whose children I have killed?” The villagers found their children with
them. None was missing. The villagers fell on the feet of the hermit and
requested to forgive them.
The hermit forgave them and said, “You must not believe the rumors.
139
Growing Importance of Students in Teaching
Kam Raju, PGT/Engl, KV AFS Digaru
The days are gone when teachers could take any blended lesson plan.
Coming up with such a lesson plan and flushing ideas are no more
acceptable. It is the age of internet and children have more access to accurate
sites to get the information. Just conveying or passing information is just not
enough. Of course, a teacher should know how to use the site himself. He
may tailor a lesson plan and construct a rubric around the information he
finds. He may teach his students how to use the website in question and
finally may get around actually explaining and assigning the lesson. These are
the days of assessments, pacing charts and the assigning projects. But do
students have time to do all these?
It is time teachers must accept the fact that they should eliminate or at
least significantly limit these kinds of activities. Students have become
accustomed to process, think and learn through technological means. It acts
as a disservice to students. What can a teacher do then?
How if teachers design their lesson, create a rubric and turn the rest
over to students? It is not short of myriad of pitfalls and multiple steps. It is
reverting back to ‘old way’ of doing things.
Students are the ones responsible for figuring out delivery system of
teachers’ assignment. Teachers may use a program the students have used in
other classes or one that they would like to try. The activities planned may be
distributed among students. He may go over the lesson plan and set them to
expectations and guidelines. The start of project or assignment should begin
in the class and then pass over to their homes.
Teachers should only see if they are on the right track. Providing class
time is entirely at teacher’s discretion. This method places the students in
charge of their learning. Many teachers complain that even the brightest
students today are lost without explicit direction. As they move on in life,
teachers will need these students to become capable adults. Just making
140
them follow a listed set of activities to achieve a pre-planned end goal, they
are not towards a successful future.
Keeping students upfront in teaching requires a certain amount of
bravery. Students may seek assistance every moment from teachers. Teachers
will have to say the dreaded ‘I don’t know’. If his classmate knows the answer,
he can step into the role of teacher.
It shall boost the confidence and
leadership skills are learned. Even the most reserved boy enjoys teaching if
allowed. If no one knows the answer, they can collaborate to find the solution.
Teachers should take such activities that provide important life skills
with many real world applications. Teachers should keep initiative, process
development and ownership of learning with them and the rest of teaching
should go into the hands of the learners only.
***
MAMA ! LEAVE ME TO PLAY……….
Mama! Leave me to play
When to play Mama….
You are sending to school to read but
All the time you say
Whole day I am playing in the school.
No mama my teacher is very caring,
She is not leaving us to play
In afternoon you call tutor
Evening Papa ask me to
Go with the computer
Morning cab, breathless to
141
Take me to school
Cab-helper throw me inside
The cab as I am a fool.
MAMA! Leave me to play.
Otherwise when to play………..
BY
Nirupama Sethi
PGT. Eng
Education of the Girl Child
R. N .Chaudhary,KV, Namkum
In every country there is always a suitable number of discussions
and deliberations over making changes in the society for the
development of the nation. But many do not contribute because of the
social constraints and old traditions that girls need not be sent outside
the four walls of the house to get education. In other words, we can say
that there are many sections in India which still discourage girls from
going to school consequently, a sizeable section of the population is
deprived of education. Many girls remain illiterate when they grow up.
They they become subordinate to men and remain oblivious of their
rights and privileges. They are deprived of the finer aspects of life
sometimes they are subtly treated by their husbands and men folk in
general. They develop a sense of inferiority and lead a life of dependence
on others. They are fit only to domestic chores. They lead a dull,
monotonous
and uninteresting life. They neither
grow
intellectually nor aesthetically.
142
In order to encourage the education of the girl child, education of girls
must be given the top priority. We need to change our attitudes for
education of the girl child. The government must find out ways
&
means to promote education of girls in the country. No doubt govt. of
India has introduced several schemes like ‘Sarva Shiksha Abhiyan’
betiBachao, BetiParahao, CBSE scholarship to girl child and free
education to girls. They are a boon to our society but the people of the
country need to be aware of the schemes of the govt. and cooperate and
send their girl child for education.
Some people do not give education to their girls because they are
traditionally against it. Poor parents often
send their girl child to
richman’s house/ serving class people to work as a maid to earn
money. Many girls work as rag pickers in big cities. In rural areas girls
work in the fields. In fact poverty is the main factor which prevents the
girls from going to school. In addition to the several schemes for
encouraging the child to get education govt has to take tangible steps to
remoove poverty from the country. Only then the scheme will yield good
results.
CELEBRATION OF DREAMS
Arise, awake and stir my friends
To execute your dreams,
Explore the world and find way
Through meadows, hills and streams.
Often it may seem bleak
Dark, eerie and uncertain.
143
Let your thoughts flow free
Over the sea and mountain.
Be brave to face the oddities,
Clashes and constraints.
Set your goal and stand firmly
Amidst all actions or restraints.
Destination may be yet too far,
Don’t be sad and lose your heart.
You can make it to the doorstepLike the dart aiming the target.
Endeavour for what you aspire,
And chase the dreams to reality.
You can win over the world with
Your strength, zeal and ability.
Smt. Raka Chakrabarty
PGT (English)
K.V. ONGC, Agartala
CONSCIOUS SOCIETY
By
L. Lakra
Today, we, the so called the educated people claim to bring equality between
two genders. It is sarcastic to note that we, ourselves fall the victims on
account of our innate attitude. Besides, this our personal weakness
strengthens the animalistic behavior and attitude. We tend to think very
positive and ideal in principles. We fail to claim in deed authoritatively before
144
the external forces which close the window of our action. We the persons who
high light the issues of discrimination, report the matters to different forums
and further there is no hand of ours. We had thought of in principle to make
an ideal society fails miserably. The external constraints which come from the
society itself, sometimes from our own clan, own culture and we are taken
aback instantly.
Further analysis could lead us to more complicated matters. We have our
constitution in the one hand and the other our cultural aspects, norms,
rituals, traditions etc. which seem to be more powerful than the constitution
itself in a disguised form. The matters of discrimination come up to a high
level and justice is awarded but the percentage of it is nominal. It does not
make an impact or the lasting effect
and impression in the society. Our
vibrant inner forces of orthodox mentality continue to be ahead of the
constitution .
We do utter resoundingly in different forums of the gender discrimination
and gender sensitization. We do speak out the social evils which discriminate
one sex or the other. But unfortunately again in a disguised form , we are the
losers, we fail miserably. we seem to stand as gallant soldiers for our culture,
religious faith etc, which are not so positive and encouraging for the wellbeing
of humanity. Let us ponder upon this statement—“I” is the least important
word in the world. Let us think of “YOU” and “WE” to make a better society.
AT THE RAILWAY STATION
P.P.BIJU
When you are at a station
You find the people of the nation
You find a total commotion;
When the train comes in: that is the preparation
But when the train leaves
You find only the people whom none loves
145
They are the people who make you think
This world is full of suffering..........
They are the ones left without caring.
They are our brothers, sisters, parents
They are our children: the future of our nation.
There is much suffering in this world..........
Don’t be a Budha: but do something for them
But who will come for their aid
It is I, it is I, it is I...................
TRAINING & GAINING
B PRASAD K V CHOPAN, SONEBHADRA
Came by train to train my profession
To keep our knowledge in updation.
We received here so many solutions
It depends on our classification.
Most loving person is Mr. Purohit
He always looks keep and quiet.
Very humorous is Mr K P Dash
Too much active is Mr Dellas.
Much more soft and gentle Mam Iyer
We feel with her very near and dear.
Dr Santosh Gupta is a man of Computer
146
He bursts every application like a cracker.
Very neat and clean the city Bhubaneswar
It is near by the place Mancheswar.
Hoping to come here again and again
Applying in our life what we gain.
*****************
AUTUMN
Autumn is the queen of seasons
Comes once in every year.
When the summer gone beyond
And winter not yet here.
When autumn comes calling,
The leaves are still falling.
They are very proud to hum the
Green to prawn and rust gold
When autumn leaves go rustling –
They sing the autumn song.
Tell the trees to wait a while,
For spring to come along.
BY: N N MONDAL
KV BKP AFS KOLKATA
147
A Difficult Journey
by.S.K.Sethy PGT English KV NTPC Kaniha
The sensitive behavior of my mind
A perpetual memory of loss, anarchy of self
Reflect what I am.
A childhood memory, an introspection
A tribute to my fellow beings
Address the experience of outer world.
God’s grace and mother’s love
A strong impression of conscience
Conscious contribution to mankind
Sympathise the complex world.
A sane approach to life and livelihood
Collective efforts for brotherhood
Tell the story of an exhausted world.
GRAMMATICALITY AND ACCEPTABILITY
By GINEESH KUMAR.N
PGT (ENGLISH) KV RAMGARH CANTT (RANCHI REGION)
“This is an insult up with which I can’t put” jotted down Winston Churchill,
the renowned litterateur and statesman of Britain, on one of the files put
before him. In fact he was driving a valid point home for making the
pontificating
assistant see reason. The assisttiant had, in fact
‘corrected’
one of his sentences for, the Premier had committed the ‘sin’ of ending a
sentence with a preposition .
Those were the days of strict grammar and they believed that only
sentences which conformed
to
the
the set- down grammar rules only were
correct. In this attempt they insisted that no sentence should end with a
preposition or start with a conjunction. The sentence ‘the end that was aimed
at’ was rewritten as ‘ the end
at which it was aimed’ etc. It was also
suggested that never a sentence should start with conjunction. ( We have the
classic example ‘We can’t begin a sentence with because because because is
148
a conjunction’ ! ) In fact, Churchill was religiously ‘following’ the assistant’s so
called grammar rule to express his displeasure with the note that meant ‘This
is an insult that I can’t put up with’
Grammaticality and acceptability are two approaches to language learning.
Some people maintain that only sentences which stand the rigorous test of
grammar rules only are correct and should be used as the standard form,
even in spoken form. On the other hand, the opposition camp is of the
opinion that acceptability should be the touchstone to validate an expression
in a given language. They point out that the native speakers use a lot of
expressions as the accepted one even though they are grammatically wrong.
They also maintain that it is the native speakers who should have the final
say in the matter, after all, it is their language!
In the case of English, it is comparatively
young in comparison with Greek
or Latin. In the formative stage of it, many grammar rules of the latter were
applied in English too. The ‘ cases’ ( dative, reflexive case etc) is the example.
The present
orientation is towards acceptability as people think that a
language is a living entity and the changes that the native speakers suggest
should find a place in the language rules. There are a few expressions, though
grammatically wrong are in currency among the native users. We may come
across sentence like ‘ The concerned people should attend the meeting’
instead of ‘
People concerned should attend the meeting’ ( strict grammar
says ‘ concerned people’ means ‘worried people’). When we accept the
sentence ‘ Humans are different from animals’ as correct, we actually mean
‘Human beings’ ( Nobody complains that the word ‘human’ is an adjective
and an adjective can’t be used in plural form !)
Many of the strict grammar rules
are being mellowed down lately. Before
some 20 years, the sentence ‘ I will go’ was unacceptable as a sentence to
show immediate future, because ‘shall’ was the auxiliary verb prescribed with
First
and Second Person Personal Pronouns. Nowadays, we use ‘will’ and
‘shall’ almost interchangeably .Many a word which were frowned upon as
unacceptable have found a place in dictionaries, at least as a Indian English
entry. The word ‘prepone’ is an example which means the opposite of
postpone.
149
The question remains, as to whether should go for grammaticality or
acceptability. There may be many arguments in favour of both group. It is a
matter of one’s perception and idea that determines the final opinion. But it
should be borne in mind that it is the native speakers should decide the
validity of an expression or term. If they insist something as acceptable, no
harm in agreeing with it. At the same time, acceptability should not be
misconstrued as a license to flout or grammar rules to run riot. One may go
for a via media and adopt a bit of acceptability for effective communication.
After all, language is for communication!
****************
A Short
Story
Mrs. P.Mahapatra PGT English KV New Cantt. Allahabad
WORDS.MERE.
WORDS
From my childhood till today I have experienced many ordinary as well as
extraordinary things around me some of which I felt like writing. But I never
dared to write. Still one incident really touched the core of my heart which I
want to share with all and that's the reason I am writing this story.
Once in a big city there was a BLIND beggar, we know that all sort of beggars
are there in almost all cities, who use to sit at one corner of a street. He had a
card by his side on which these words were written "I am blind, please help
me."
Few people passing through that place use to throw coins in his box. One day
a beautiful girl happen to pass from there. She saw him and went ahead but
after pacing few steps she came back to the blond beggar and sat near him.
She took the card he had placed near him and turned it over. On the other
side of the card she wrote something in bold letters and kept it back on the
same place. In the meantime the beggar touched her hands and feet to know
her. Soon after that many passer by started putting coins in his box
respectfully. He was surprised at all this.
In the evening the same girl returned and went near the beggar. The beggar
touched her hands and recognized her to be the same girl who wrote
150
something on his card. The surprised beggar asked her what she wrote on the
card. She read out the words "ITS A BEAUTIFUL DAY AND I CAN'T SEE IT."
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Moral of the story 'Change your words.'
'Change your world.'
A MESSAGE TO MY STUDENTS
By V K RAI PGT K V BASTI
The moments fleeting
But not in vain.
They sleet a message
Like desert’s rain.
What is gone is gone
For that never cry.
Squeeze the essence
And for future try.
The hours, days, months
And the years are rags of time.
Your job is universal
Above place and clime.
The future looks at you
With expectations and hope.
To rise against the wrongs
With courage and cope.
With a dream for future
151
And firm determination.
You’ll succeed ultimately
In shaping the nation.
Never blame others
For opportunities lost.
Grab them yourself
At your own coat.
Learn from the past
And proceed on your goal.
God is there with you
To bless your soul.
Future is theirs
Who dare alone and dream.
Forgotten are those
Who wait for a team.
Just take one right step
And the world will join you.
To bring your goal nearer
You will enjoy it too.
The buds of today
The blossoms in due.
May God bless you!
May God bless you!
152
The Characteristics of Anger and Pride
Anger is equivalent to fire and pride is the food of Almighty. It is known to all
that fire burns all things to ashes as a result nothing is left at all in other
words we can say that everything comes to an end and gets dismantled,
similarly pride is real food of God. The person who is proud of anything in bad
sense and egoist one day one has to come to the end.
Now a days there is disparity, casteism, violence and malpractices everywhere
in the society that is why at present scenario the people are fighting on the
name of caste, religion and province. Consequently there is no peace, stability
and harmony in the society. Its impact falls on election also in fact factual,
honest and sincere leaders are not elected by the people because of their
malicious attitude in such case taunted MLAs and MPs are elected by those
prejudiced people that are why there is no fair, healthy and strong
government. But the fact is that those persons who violate rules and
regulations, they are ministers and make rules and laws for the country. We
are really becoming victims to those people who are themselves corrupted and
moral less but we people are responsible for that. A particular class of people
spreading casteism and polluting the healthy environment at this juncture.
Eventually it is appealed to all human beings to please inculcate good habits,
feelings, and thoughts and develop positive thinking and remove negativity
and learn how to live in the society and spread the feelings brotherhood.
We should not preserve anger and pride in our mind and heart at all.
Naturally these two things are main root of all decay and destructions.
S. Das
PGT (Eng)
153
TRAINS
Sushil Kumar Tripathi KV COD Chheoki, Allahabad
Trains Are Wonderful Carriers
In Different Forms.
Make Our Jobs Easier
By Keeping Us Fast And Smooth.
Some Are Swift
Some Are Slow
Some glide
Their movements bind.
Trains know no barriers
Coming across boundries of states.
Roaring over bridges
Breaking monotony of deserts forests .
They make no distinctions
Carry all alike.
Bear everthing
But never deflect from destination.
Whistle blows
Alertness arises.
Movement takes place
Worry goes.
Let us board a train
Make a journey
Only to reach the goal
154
The Blue Hills
I see the far-off blue hills
Decked in puffs of white cloud,
The rainbow beads, the red coloured cloths, the robust barrel beats;
Mother Nature is still there in the Naga spear and rice bear.
The story of man and mother together
The food, the fashion, the very fulcrum of the misty mountains,
The pristine glory of human civilisationThe splendour of the sunshine,
The grandeur of the ethereal clouds,
And the mystic of the blue hills,
Blooms in the cradle of Naga life.
But then in the scope of my vision
I also see a microwave tower
Rearing its head like the skeletal remains of a hunted Jurassic animal,
A symbol of our civilization
That has endeavoured to decorate
The blue hills and the white clouds not with flowers and foliage,
But with steel and iron;
And then I also see the AK-47
Making a hell out of heaven,
The devil’s brush that paints the white clouds dark and blue hills red
And we all wait for the return of the dead;
And behind the mask we see the glaring teeth and dried tear,
And then we realise all is not well when peace is ruled by fear.
(This poem I wrote during my stay in Nagaland, the hotbed of political turmoil
since independence. It was judged as one of the ten best entries in a state level
competition organised by Poetry Society India)
155
REMEMBER
My dear Kevians,
I want to express my desire
Through this page
regarding your future days..
You are the buds of Present Days
Soon you will bloom to adoloscence
and reach your adult stage
But remember one thing---To cross the untrodden path & violent sea
You need to have determination
Like that of Grandmother & Bee.
Remember the old saying,"Work is Worship'"
And go on your journey like that of Ultimate Safari
Even if there are lions,tigers& West Wind
Always remember the famous lines of Shelley
"If Winter comes can Spring be far behind ".
Beware of the sugar coated talk of Frog
Lest you will meet the tragic fate
As mentioned by Vikram Seth.
Finally I would like tol call it a day
With my best wishes,-to the the ideal citizens of future days
Remember the famous lines of Frost---" The woods are lovely, dark and deep
And I have promises to keep
And miles to go before I sleep
And miles to go before I sleep."
By- J.K.Sisugoswami, PGT(ENGLISH),K.V.INS, Chilka
156
Wait and Watch----A Poem by K. J Shukla
Disappear trees
Stretch deserts
Star-deprived sky,---The earth
Greed of man devastates the life,
Hapless, hopeless what do we do?
Wait and watch!
Graft smiles,
Cries the craft,
Doomed to despair,
Honesty,
But, what do we do?
Wait and watch!
Train derails,
Perish people,
Bodies thrown apart,
Injustice stares, The destitute moan
What do we do?
Wait and watch!
Truth bewails,
Perched at the power,
Laughs immorality;
Helpless, dejected
157
What do we do?
Wait and watch
Fearful women
Teary eyed
Throwing questions far and wide,
Why—Me victim?
Of the beast in man
Wait---wait
But, what do we do?
Wait and Watch!!
--------------
158
159
160
161
By: - Resonance Group
The proceedings of the day began with lighting the auspicious lamp at
the hands of the Honourable Course Director and DC Ms. Usha A. Iyer,
Associate Course Director and Principal Mr. J. Purohit, Resource Persons Mr.
K. P. Dash and Mr. Eugin Leen.
This invocation to the almighty and giving thanks for sending back all
the 33 participants from the first spell was followed by the presentation of the
statement of purpose by the Course Director Ms. Usha A. Iyer. She stated
that this spell of the course would have its focus on two thrust areas: (a)
Content Enrichment and (b) Pronunciation.
She points out that the aim
behind group demo lesions being asked to be prepared by the participants is
to develop collaboration and communication which are most important.
After tea and breakfast, the proceedings started with the resource
person Mr. Eugin Leen taking up the difficulties raised by the participants in
their text book teaching. All took active part in the discussion which turns to
be the most fruitful.
This was followed by group formation in which it was unanimously
decided to keep the already formed groups. Duties were assigned to the
groups by the Resource Persons. The participants were also assigned some
lessons from the text books of Class XI and XII and asked to prepare
worksheets on the same. The contents of the worksheets were discussed to be
:
Fill
in
the
blanks,
Words/Sentences,
True
or
Vocabulary,
False,
mcqs,
Matching,
Cloze
Test,
Jumbled
Crosswords,
Mind-
mapping/Graphic Organisers, etc. All went to take their lunch after this.
162
Post lunch session began with Mr. Eugin Leen taking up the topic of
the ASL as some of the participants seem to have some confusion on its
conduct. He stressed on the availability of the recommended voice recorder
for the test of speaking of the students.
Then the participants appeared for a pre-test in which the participants
practically understood the difficulties being faced by the students. The
eventful day concluded with the end of this test.
By: - Assonance Group
The day 2 of In-service Course for pgts (English) started with an invocation to
the Almighty by the Resonance Group. Morning assembly comprised of
Pledge, Thought, News, Report presentation, Special Items and National
Anthem was presented beautifully and appreciated by Madam Usha A. Iyer,
the Course Director. She further gave instructions to make the morning
assembly more attractive and innovative. The first session of the day was
taken by Mr.Eugin D. Leen, a Resource Person of the Programme. He
discussed about various doubts raised by the participants regarding teaching
of prose. The session was highly interactive and helped all the participants to
make all their doubts clear. Post tea session was taken by Madam Usha
A.Iyer who talked about Rudiments of Phonetics. She dealt with the
consonant sounds by giving various examples. The participants were put to a
gruelling session wherein they were given an activity on consonant sounds.
After that Mr. Eugin D. Leen talked about patterns of non-linguistic
representation with a link to various chapters of class xi and xii. He gave
example from ‘Indigo’ where descriptive pattern organisation can be used.
Besides these he also highlighted on the various innovative projects which
can be given to class ix to xii. Post lunch session was the time for group work
activity. The participants prepared worksheets under the active guidance of
163
Mr K.P. Dash and Mr Eugin D. Leen. Later one hour of the day was all about
the teaching of Audacity, a good software for voice recording which can prove
of utmost value for ASL and other classroom activities by Mr.Santosh Gupta.
He taught how to create new folder and collect different data from different
drive which can be shared. He also narrated the various steps to be followed
in working with the Audacity software and Installing LADSPA software.
By: - Chime Group
A Report on the Activities of the Third Day i.e. 25th December 2014 of InService Course for PGT (English)- Second Spell
The Assonance group conducted the Morning Assembly.
They commenced with a prayer to the motherland followed by: “Dayakar Dan
Vidya Ka”
(i)
Pledge
(ii)
Thought of the Day
“In small proportion just beauty we see,
In short measures life may perfect be”. - By Ben Johnson
(iii)
News: covering major
National and international events, games and weather
(iv)
Report for the Second Day of the Course
(v)
Special item: story telling- the story related to Indra, the king of
Gods, and his wife Sachi.
The message of the story: Pride Knows fall only
(iv) The word for the day was “Smile”.
Yesterday was the auspicious occasion of Christmas and we felt enlightened
with the views of Esteemed Resource Person Mr. K.P. Dash conveying that:
(i)
Jesus taught us not to call anyone guilty.
(ii)
Let left hand not know what right hand does while extending alms to
the needy.
164
(iii)
Even at the Crucifixion he prayed to God to forgive those who were
doing it as they did not know what was right and what was wrong.
Hon’ble Associate Course Director Sh. D. Purohit quoted Jesus’
teaching that the meek will inherit the earth and added that Jesus
felt sufferings of humanity and deeply suffered for its redemption.
Hon’ble
Course
Director
and
Deputy
Commissioner,
ZIET,
Bhubaneswar, Madam Usha A. Iyer expressed that Jesus taught us
to practice love, tolerance and respect for every religion and we as
teachers have to teach our children similarities of religions, not
differences as all religions teach the same basic principles.
Madam Iyer suggested that planning and preparation must be in
place to make any presentation effective and this applies to Morning
Assembly also.
A very interactive session started with the Course Director, Madam
Iyer’s
deliberations
on
doubts
and
problems
raised
by
the
participants in regard to the poems of class –XII (English Core).
She dealt with all the five poems one by one and discussed main
concepts, ideas and the portions the participants found difficult. An
intense discussion took place on ‘Gender Sensitization’ while going
through the poem ‘Aunt Jennifer’s Tigers’.
The session switched over to the celebration of the glorious day –
‘The Christmas. It started with a prayer to Jesus Christ followed by a
beautiful melodious song. Hon’ble Course Director, Madam Iyer
lighted the candles and cut the cake. Everyone wished merry
Christmas and enjoyed delicious dishes. Respected Resource Person
Mr.Eugene D.Leen presented a poem on love.The session offered
grateful
thanks
to
him
for
taking
the
responsibility
of
all
arrangements.
Our Resource Person Mr.K.P.Dash sang the verse-‘liberation’ and
every participant joined the chorus in the afternoon session.
165
Dr. Santosh Gupta Librarian and Mr. S.K Biswas dealt with all ins
and outs of creating a blog- both offline and online. Every detail was
on the projector to facilitate the learning of creating a blog. It is
easier to create a blog – online. Several examples of blogs were also
shown to arouse the participants’ interest. Dr. Gupta showed how
Hot Potatoes may be used for making work sheets.
The last session ended with group work for preparing work sheets on
the lessons assigned to all groups.
By: - Carillon Group
166
By: - Euphony Group
The 6th day of the In-service Course began with the Morning Assembly
presented by the Diapason Group. It began with an invocation to Lord Shiva.
Mr. A. C. Mandal presented detailed news. In the special item Mr. Partha Paul
recited an evocative and awe inspiring poem entitled ‘Where the Mind is
Without Fear’ by Rabindranath Tagore. The second special item was a story
advocating self-reliance. The third special item was presented by Mr. P. P.
Biju and it was apt for the purpose of language teaching as it involved a
vocabulary building exercise. Ms. Usha A. Iyer, Highly Honourable Deputy
Commissioner, ZIET Bhubaneswar and the Course Director praised the
assembly programme saying that the wonderful presentation ‘made Sunday
seem like a wonderful day’. She added that full concentration and patience
are needed for success. She also highlighted the need for synchronizing the
report presentation with the photo story being shown in the form of a PPT
about the events of the previous day.
The first session of the day was taken by Highly Esteemed Ms Usha A. Iyer,
the Course Director. Her effervescent personality and inspired teaching
transported with ease and élan, the participants to a world of Received
Pronunciation. She said that as Indians our spoken English has mother
tongue inflection, but if we are going to use English and if we are going to
move around the country, then we need to be careful about how we
pronounce. She took a session on the correct pronunciation of diphthongs.
The eight diphthongs were dealt with in detail by means of a session
beautifully crafted to be simple yet effective. The session ended with the
participants enthusiastically taking part in oral drill and then completing a
worksheet to master their command over the diphthongs.
This was followed by the tea break and all the participants enjoyed snacks
with tea. Soon after the tea break, the participants were blessed by the
presence of Honourable Mr. A. K. Gupta, Assistant Commissioner, Jaipur
Region. He was accompanied by Respected Mr. A. K. Mishra, Principal from
Jaipur Region.
Mr. A. K. Mishra addressed the participants and informed
167
them about his mammoth book of 1200 pages on English grammar and
phonetics and welcomed suggestions about his book from the participants.
The next session was taken by Highly Esteemed Mr. Trinath Shahoo,
Assistant (Rtd.). It was an extremely interactive session and many eager
participants clarified many doubts regarding service matters. He elaborated
the difference between different kinds of leaves. He also pointed out welfare
measures taken by the Sangathan for the employees. He emphasized that all
employees should regularly check the details entered in their Service Book.
Then the lunch was served. The participants had a splendid lunch comprising
of delicious mouth-watering curries and delicacies. Post-lunch session with
Mr. Trinath Shahoo continued and many more questions and queries were
answered by him. It was a wonderful learning experience for the participants
empowering them and enabling them to be better employees aware of their
rights and duties.
The first Demo lesson was done by Mr. Kam Raju , Mr. A. C. Mandal and Mr.
A. C. Dayal and it was a continuation of the lesson done the previous day.
They took up Letter Writing. It was an interactive demo lesson and all the
participants participated enthusiastically in the teaching-learning process.
Then Mr. K. P. Dash initiated a discussion on English usage and grammar
and there was a heated discussion on the correctness of ‘Who should I talk
to?’ and ‘Whom should I talk to?’
The second demo lesson was taken up by Mr. Partha Paul, Mrs. Raka
Chakrabarty and Mr. Deepak Juneja. They taught The Mother’s Day, a prose
lesson. Their demo lesson engaged all the participants in many activities
aimed at improving the LSRW skills in the context of the lesson taught. Their
class was very interactive and they conducted activities like role play and
match the following. It was pointed out by Mr. K. P. Dash that preplanning is
better than post planning and the demo lessons should be planned properly
before presentation.
After the demo lesson, as per the schedule decided earlier all the participants
visited the ZIET building and had tea there. This was followed by hands-on
training session on computer by all the participants in the computer lab in
168
ZIET Bhubaneswar. Worksheets were prepared and then the participants
were taught the use of Hot Potato Software for making MCQs and crosswords
by the vibrant and erudite Mr. Santosh Gupta, Librarian, ZIET Bhubaneswar.
He also taught the uses of Glarysoft Quick Search and in his vivacious
manner injected inspiration and influenced the participants to excel in the
use of technology in teaching. In the ZIET Conference Hall, the participants
also
experienced
state-of-the-art
PA
system
and
excellent
seating
arrangement having spacious desks and very comfortable chairs.
In this way the 6th day of the in-service course came to an end at 5 p.m.
By: - Diapson Group
Here is report on the proceedings of the 05th day of the second spell of Inservice course for PGT English. The 05th Day of the Course began with a
wonderful assembly programme by the Carillon group. It became all the more
impressive when each member of the group presented their items to the
expectations of the Course Director and Resource persons. The noteworthy
things were the special items presented by Mr.Dipak Juneja and Mr.Gineesh
Kumar. Thus we began the day by praising and thanking our protector and
Saviour.
The day came on to its wheels when the Associate Couse Director came up
with a Session on “Enrichment of Vocabulary.” The Associate Course Director,
Shri Damodhar Purohit, delved deep into the ocean of vocabulary and came
up with some 13 strategies for teaching vocabulary. He began in a simple way
by classifying our vocabulary into friends, acquaintances and strangers.
“Right words at the right time is the feature of effective communication,” he
added. He also reminded us of the role of a teacher in identifying the limited
vocabulary of the child and enriching it. One has to master the three aspects
169
of vocabulary i.e., to say spelling, pronunciation and usage. This Session
concluded by equipping the participants to adopt the different strategies of
teaching vocabulary. All were reminded of the role that extensive reading
plays in the enrichment of vocabulary.
The post tea session witnessed an assessment of what we have learnt on all
the four days. The mid test as it is called, was conducted in two sessions. One
objective type covering the grammar areas where one may commit mistakes.
After this session that tested the grammar competencies, the participants had
to tackle questions on note making, listening and speaking skills, ASL and
phonetics.
After a sumptuous lunch, Mr.K.P.Dash, our Resource Person took us to the
world of Shiv Khera. Sharing noble thoughts and becoming part of the change
that we want to see, instilling positive and noble ideas, we can work together
for a better nation- the video exhorted each one
Then we had a short session on computers which was followed by demo
lessons in which the participants showed their talents in implementing
different class room techniques on teaching prose and letter writing.
The wonderful day came to an end when the participants parted in groups to
explore the untraveled world of Bhubanehwar.
By: - Descant Group
The day began with the morning assembly presented by Euphony group
which was indeed praiseworthy. It was indeed an e-morning assembly with
the use of technology from the beginning till end. It also gave scope to other
participants to learn the innovative ideas of using technology. The selfcomposed poem recited by Shri B. Lava Kumar was appreciated by one and
all.
The first session of the day started with the address of Shri D. Purohit
Hon’ble Associate Director who rightly said that nature is the best healer and
170
also the best killer. He also gave suggestions on the correct articulation of
Diphthongs, usage of words and phrases and language conventions to
develop confidence and feel rejuvenated while learning. It was followed by an
enriched session on stress and intonation taken up by esteemed resource
person Mr. Eugine Dellas Leen. He said English is a stress timed language
and emphasized on developing the habit of pronouncing the words with
proper stress on the syllables for effective communication. The participants
were given enough scope to articulate and practise different words with
proper stress, followed by an activity for the participants to find out the no. of
syllables in their respective names and pronounce them accordingly. The
session was indeed very interactive, informative, interesting and entertaining.
This was followed by a session on First Aid by Dr. B. K. Prasad with live
demonstrations of various situations when someone may need first aid like
breathing problem, bleeding, sprain, fracture, drowning etc. Dr. Prasad
guided the participants about incident management, by being able to assess
the situation quickly, reassuring the casualty and obtaining medical aid as
soon as possible. The participants were also informed about the procedures of
providing first aid to the injured in different situation by demonstrating the
recovery position, providing CPR and applying RICE as the case may be.
The post lunch session began with demo lessons presented by two groups.
The first group prepared the lesson on Technical aspects of writing a speech
with group activities supported by visual inputs and video clippings. The
other demo lesson was presented on Drafting of Posters by using visual
images, providing posters to students on different topics for ready reference
and also highlighting the main aspects for creating awareness with catchy
phrases and attractive slogans. Hon’ble Course director Smt. Usha. A. Iyer
appreciated the team coordination of both groups and their presentation with
sincere effort and meticulous planning. Thereafter the participants proceeded
to ZIET Computer lab for preparation of worksheets on the assigned lessons.
The day came to an end with a hope for better days ahead.
171
By: - Unison Group
The penultimate day of the second spell of PGT ENGLISH commenced with
the elegant morning assembly by the Descant group. The thought, an extract
from the work of Tennyson reminded us of the significance of keeping pace
with time. The report was presented effectively including all the necessary
details. Special programme was a treat to the urge for values and creativity in
us. The prudent observation by Sh.D Purohit dwelt on the spiritual evaluation
by developing harmony between higher mind and lower mind. His thought—If
we focus on the problem we shall find more problem; if we focus on the
possibility, we shall find the solution. He also recommended the reading of
ONE-MINUTE MANAGER, a brilliant work on management.
The first session was academically as well as psychologically instructive.
While ASL was an academic exploration, a scholarly lecture on the stressmanagement was a flight into within propelling self-introspection
In the session handled dexteriously by Mr. K P Dash, the learned resource
person, many doubts were cleared. He discussed various nitty-gritty of ASL.
Inter-active competence was its focal area. The presentation on stressmanagement was peppered with several anecdots and real-life experiences.
Meanwhile, participants were instructed to display the work-sheets prepared
by their groups. Mr. Eugine leen was a major support in this regard. His
guidance enabled everyone to complete the assigned work successfully on
time.
The post lunch session was graced by the august presence of Mrs. U.A.I., The
esteemed course director. It witnessed two demo classes. The first one-on
report-writing was presented by Mr PP VIJU, N. MANDAL and A. k. singh
whereas the second one ---on advertisement-writing by Mr.M.A.Alam, S.P
Satya and Mr. Vinay Kumar. Both presentations were great from all
perspectives and hence were appreciated by all. We cherish the memories left
by the day.
172
By: - Resonance Group
Unison group presented the Morning Assembly of the day. It started with
wonderful prayer ‘It’s so wonderful love’. Mr. Prabhu Nath said the word of
the day ‘SUBLIME’ with its meaning, pronunciation and usage. Mr R N
Chodhury brought out the news of the day in a very delightful manner. First
special item was motivational talk by Mr P Nath where he narrated a Greek
legend of Phoenix. He urged all the teachers to shed woes of the outgoing year
and live the new year with rejuvenated spirit and objectives. Report of the
previous day was read out by Mr K J Shukla studded with charming pictures.
The highlight of the assembly was mesmerizing Mono Act by Mr K J Shukla
which was on an episode from The Ramayana.
Honourable madam Usha Aswath Iyer appreciated the assembly and advised
the participants to be careful while delivering the word of the day.
POST-TEST
Then the Post-Test commenced where participants were actively busy at
writing the best answers. Tea and snacks were served inside the hall. The
participants were quite happy and confident during the Test.
Treat by Mr D Purohit
Soon after the Test was over Mr D Purohit, Associate course Director
pleasantly surprised us by throwing a delicious treat on the last day of the
year. This was a token of love and humanity that he radiates by mere his
presence. All the participants were grateful to him and thanked him from the
core of their heart.
Session on STRESS & INTONATION by Mr Eugin D Leen
Mr Eugin D Leen began the lesson mentioning that Mr KP Das had taught us
the techniques to overcome STRESS the previous day but he would bring
STRESS back to the class. He made the complications of Stress and
Intonation light with his ever-pleasing and cheerful way of interaction. We all
enjoyed the drills he practiced. The pitch and stress on different words in a
173
sentence conveys different meanings. Intonation is about how we say rather
than what we say. Intonation is the way we speak using pitches. It is
absolutely necessary to teach intonation to students for improving the
speaking and listening skills of students. Awareness to intonation is
necessary for correct expression and understanding. He suggested activities
like miming, greeting, and group talk to make his point home.
LUNCH-BREAK
As usual we had a delicious lunch. After having some rest Participants
discussed plans for the new year day activities.
POST LUNCH SESSION
Post lunch session began with a lesson demonstrated by Mrs P Mahapatra
and Mr J M Das. She taught the prose lesson ‘The Lost Spring’. This was a
well-planned class supplemented with lively pictures. She was appreciated by
Mr KP Das for her efforts to introduce the lesson so well but urged to include
all the group members in teaching.
Then Mr D Behera, Mrs Monorama Sahoo and Mr N A Rao demonstrated the
poem ‘Childhood’. This was a nice example of collaborative teaching. They
also used worksheets in the class effectively.
Mr KP Das advised us to learn correct pronunciation of certain common
words like ‘Heaven’ where we tend to make mistakes unconsciously. He
emphasized on sharpening and updating ourselves to cope up with ever
changing world of Pedagogy.
To ZIET
Participants marched to ZIET campus for the final session activities. We all
had tea first then we were busy in miscellaneous activities like completing
lesson plans, modifying and correcting them. Lesson Plans, reports, PPTs etc
were collected and compiled.
At 5 pm the activities of the 9th Day came to an end.
174
By Unison
The last day of the second spell of PGT ENGLISH commenced with the vibrant
morning assembly by a team representing all groups. The thought was an
experience in nobility with special emphasis on The importance of hard work
and marshalling of resources in conformity with the aspired goal.The report
was elaborate containing all necessary points beautifully buttressed by
visuals. The two Special programmes presented on the occasion---by Mr.
Juneja and S P Satya were beautifully planned and won the admiration of all.
The birth day of three participants namely Mr. Vinay Kumar, Mr.
Shishugoshwami and Mr Mandal was celebrated with great fervour.
Honourable course director blessed them on the occasion and wished all a
very happy new year.
The first session taken by Mr. D Purohit enriched us on the entertainment
quotient in language-teaching. The innovative games suggested by the erudite
associate course director gave the participants a novel insight into the
teaching and learning of the language. He concluded the session with a
beautiful thought---Some people are always grumbling that roses have
thorns, but some people think thorns have roses.
A productive session was conducted on guidance and counseling by Mr.G K
Nawath and Mr. Shishugoswami. It took us into several areas unexplored
thitherto.
The post lunch session began with valedictory function. Mrs. Usha A. Iyer,
the course director presided over the function. Mr D Purohit, the associate
course director was the guest of honour. In his address he laid emphasis on
the importance of the correct use of language. He linked it with the
professional growth of the teacher. Mrs.Iyer stressed upon the importance of
English language. She wished the participants a very good life ahead. The
learned resource persons-Mr.K P Dash and Eugin D leen also wished us good
luck. Thus wound up the academic voyage of ten days!!!
175
Usha Aswath Iyer
Deputy Commissioner & Director
ZIET Bhubaneswar
English, everybody says, is a funny language.
Why is ‘p-u-t’ pronounced
differently from ‘b-u-t’? And why is the ‘k’ silent in ‘knight’ and ‘know’? And
who put the idea that ‘pare’ and pair’ as well as ‘peel’ and ‘peal’ were
pronounced the same?
Well the main problem is that the written script has only five vowel lettersa,e,i,o,u but when pronouncing, they work out into 12 vowel sounds and 8
diphthongs. There are 21 consonant letters in the English alphabet, but 24
sounds.
The basis for this total of 44 sounds is R.P or Received
Pronunciation. Indian English is an attempt to make the different influences
of various Indian languages and the myriad dialects of each language, as
minimal as possible.
Teachers must drill those words where there are chances of communication
breaking down due to differences in pronunciation. Focus on the commonly
used words, rather than on ‘new’ or ‘difficult’ words. Design exercise drills
and also develop listening skills, so that the spoken language improves.
As teachers of English, an awareness of the different sounds of English, and a
constant effort to improve one’ spoken English is a must. The teacher is the
only source of spoken English in the normal Indian educational scenario.
Hence it is the duty of the teacher to be a role model. After all the main use
of language is communication, and in order to be mutually intelligible, the
spoken language has to be smoothened and polished, so that regional
variations are got rid of.
And in the burgeoning global job market, our
students should get a fair chance to compete.
176
CONSONANTS
Consonants are described by the following features:
Place of articulation- bilabial, labio-dental, alveolar, palato-alveolar, retroflex,
palatal, velar and glottal.
Manner of articulation- whether the air is released with full closure, partial
closure or a narrow opening for air to pass.
The nature of the air stream- is air released from the lungs, air is egressive or
ingressive; whether the sound is voiced or voiceless (that is- the vocal cords
vibrate or not.
VOWELS
Vowels are produced with the continuous release of air.
The sound is
modified by the changes in the raising of the soft palate, and in the shape of
the lips.
DIPHTHONGS
Diphthongs are vowel glides, but are counted as one syllable. There are eight
of them in R.P.
Minimal Pairs
Minimal pairs establish that the different sounds are meaning making- that is
the change of one sound will lead to a change in meaning. Some examples
are ‘sit’ and seat’ /sit/ and /si:t/ where the length of the vowel sound
changes the meaning of the word. Other examples are
Pill and peal- /pil/ and /pi:l/
Full and fool- /ful/ and /fu:l/
Pat and part- /pt/ and /pa:t/
Met and mutt- /met/ and mt/
(Please refer to Spoken English by R K Bansal and J B Harrison for detailed
reading on English speech sounds.)
177
VOWELS
1. Arrange the words in the correct column as per their pronunciation- /i/ or /i:/:a) Feel; fill; ship; sheep; pith; peat; eat; it; eel; ill; shin; sheen
/i/
/i:/
2. Arrange the words in the correct column as per their pronunciation- /u/ or /u:/:a) Put; pull; fool; food; wolf; bush; boot; moon; foot; rule; room; hood; would;
/u/
/u:/
3. Which vowel will fit?
Meat
Mat
munch
mall
Moth
Myth
mart
Mirth
Men
Mammal
Mammoth
marsh
Mean
mule
4. Transcribe the following words: (remember to use slash brackets!)
Cat
Shut
Cut
Sham
Curt
Shirt
Kit
Shop
Keel
Short
Kill
Shook
Ken
Shoot
car
shark
Cushion
Shelf
cool
shocker
178
DIPHTHONGS
1. Arrange the following words in the correct column:
May; my; moist; mount; moat; mare; mere; mind; make;
Jay; joy; join; jibe; joke; jeer; jade; joan; joint; joust;
They; thy; there; their;
/ei/
/ai/
/ɔ i/
/ a u/
/ ǝ u/
/e ǝ /
/u ǝ/
/I ǝ/
2. Transcribe the following words:
Cape
Kind
Boy
Clear
Bare
Player
Sure
Share
lout
sheer
3. Write the correct word against the transcription:
/m^st/
/bleid/
/ha:m/
/taim
/tri:/
/tǝuz/
/net/
/riǝl/
179
/fu:li∫ /
/nɔiz/
/bǝ :dz/
/puǝ /
/wɔkd/
/piǝ /
/k ɔ:t/
/peǝ /
/k ɔt/
/bǝun/
/k^lǝ /
/braun/
DIPHTHONGS
4. Arrange the following words in the correct column:
May; my; moist; mount; moat; mare; mere; mind; make;
Jay; joy; join; jibe; joke; jeer; jade; joan; joint; joust;
They; thy; there; their;
/ei/
/ai/
/ɔ i/
/ a u/
/ ǝ u/
/e ǝ /
May
My
Moist
Mount
Moat
mare
Make
Mind
Joy
joust
Joke
there
Jade
jibe
Join
joan
their
they
thy
joint
/u ǝ/
/I ǝ/
jeer
jay
180
5. Transcribe the following words:
Cape
Kind
Boy
Clear
Bare
Player
Sure
Share
lout
sheer
6. Write the correct word against the transcription:
blade
/m^st/
must
time
/ha:m/
harm
toes
/tri:/
tree
real
/net/
net
noise
/fu:li∫ /
foolish
poor
/bǝ :dz/
birds
Peer, pier
/wɔkd/
walked
Pair, pare
/k ɔ:t/
caught
bone
/k ɔt/
cot
brown
/k^lǝ /
colour
/bleid/
/taim
/tǝuz/
/riǝl/
/nɔiz/
/puǝ /
/piǝ /
/peǝ /
/bǝun/
/braun/
181
7. The following words are from the poem ‘An Elementary School
Classroom in a Slum’ by Stephen Spender. List the words under ‘vowel’
or ‘Diphthong as per the pronunciation.
Gusty; waves; faces; weeds; hair; their; tall; head; paper; heir; bones;
gnarled; lesson; desk; class; young; game; dome; ride; world; painted;
sky; capes; steel; wear; stones; time; space; slum; map; lives; shut; town;
show; green; fields; books; white; whose; sun
Word
Vowel
Word
Diphthong-
gusty
/^/ and /i/
waves
/ei/
faces
/ei/
weeds
/i:/
hair
/eǝ/
their
/eǝ/
tall
/ɔ:/
head
/e/
paper
/ei/ and / ǝ/
heir
/eǝ/
bones
/ǝu/
gnarled
/a:/
lesson
/e/
desk
/e/
class
/a:/
young
/^/
game
/ei/
dome
/ǝu/
ride
/ai/
world
/ǝ :/
painted
/ei/
sky
/ai/
182
capes
/ei/
steel
/i:/
wear
/eǝ/
stones
/ǝu/
time
/ai/
space
/ei/
slum
/^/
map
/æ/
/ai/
shut
/^/
/au/
show
/ǝu/
/i:/
fields
/i:/
books
/u/
white
/ai/
whose
/u:/
sun
/^/
lives
town
green
183
/p/
/b/
/t/
/d/
/k/
/g/
Bilabial
Bilabial
Alveolar
Alveolar
Velar plosive Velar plosive
plosive
plosive
plosive
plosive
voiceless
voiced
voiceless
voiced
voiceless
voiced
Play; Patrick
Believe;
True; tall
Doll; double
Kick; curse
Guide; grab
bleary;
books
/t∫ /
/d Ȝ /
/f/
/v/
//
/ð/
Palate-
Palate-
Labio-dental
Labio-dental
Dental
Dental
alveolar
alveolar
fricative
fricative
fricative
fricative
affricate
affricate
voiceless
voiced
voiceless
voiced
voiceless
voiced
Chores;
jump
Feel; found
elves
Thing; think; Then; there;
glitch
with
they; the
/s/
/z/
/∫/
/ Ȝ/
/h/
/m/
Alveolar
Alveolar
Palate-
Palate-
Glottal
Bilabial
fricative
fricative
alveolar
alveolar
fricative
nasal voiced
voiceless
voiced
voiceless
voiceless
voiceless
Save; secret
amazed
Shirt;
Pleasure;
Hamper;
shrieked
measure
hockey
/l/
/r/
/j/
/w/
Frictionless
Unrounded
Labio-velar
lateral
palatal semi- semi
/n/
/ŋ/
Alveolar
Velar
nasal voiced
voiced
Never; nag
Boring;
playing
nasal lateral
Leg; little
Read;
maths
vowel
vowel voiced
voiced
You; yell
When; what
wrinkled
184
185
LESSON PLAN-1
Name of the Participants: Mr. Sisugoswami, Mr. B. Lava kumar,
Mr. S.K.Sethy
Class: XI
Time: 25Mnts.
TOPIC: Ailing Planet
Objectives:
1) To enable students familiarize with unfamiliar words
2) To enable students comprehend the given paragraphs by deducing
the meanings of unfamiliar words
3) To enable them get acquainted with the feeling of concern towards
the planet Earth and understand their duties
4) To enable students understand new Latin phrases & words
Warm up (Pre) Activity:
Teacher elicits answers from the students for the following questions as
warmup activity.
How planets are there and what are they?
Name the planet on which that we are living?
Teacher shows a video about the selfish nature of man who causes problem to
the Earth.
Thereafter teacher shows the images of Pollution, Deforestation, Global
Warming etc and elicits answers to his/her questions
Teacher gives chits contacting combination of words to students and asks
them find out their match or partner.
While Activity:
Teacher asks students a particular paragraph to read and answer the given
work sheets.
Post Activity:
Teacher gives assignment related to the topic and makes them answer the
questions.
Teaching Aids:
186
LCD projector, computer, work sheets etc
5 E’s of constructivism:
Reading and discussion
Analysing
Creating ideas & information using what has been learnt already
Grasping the meanings by recalling and restarting
Method of Teaching:
Collaborative teaching
Teacher 1 takes up Pre Activity
Teacher 2 takes up While Activity
Teacher 3 takes up Post Activity
Home Assignment:
Design a poster on the topic “Save Mother Earth to
saveyourselves/Humanity”
WORK SHEET - 1 (GROUP 1)
Answer the following questions with the correct options given below
1) In which year was the concept of ‘sustainable development’
popularized?
a) 1887 b)1987 c) 1897
d) 1787
(
2) The world’s most dangerous animal is _________
a) Lion
b) Tiger
c) Man
d) Elephant
(
)
)
3) The ‘sustainable development’ means
a) the development which continued for long time
b) the development which continued for short time
c) no development at all
d) none of these(
)
4) According to the scientists, there are about ________million living
species sharing the earth
a) 1.2 b)4.1 c) 4.2
d) 1.4
(
)
5) Which one among the following is one of the earth’s biological systems
a) Wastelandsb) wetlandsc) croplandsd) Drylands
(
)
187
WORK SHEET - 2(GROUP 2)
Fill in the blanks withappropriate form of the words given below in the
brackets suggesting literal/figurative sense
(Grip,Dawn,Passport,Coin)
1) a)She ________ on to the railing with both the hands.
b)Terrorism has ______ the country for the last five years.
2) a) A new technological age has already __________.
b) It _______ on me that they couldn’t possibly have met before.
3) a)Every _______ has two sides.
b)Geeta _______ a phrase to explain it in a different way
4) a) I showedmy ________ to the American police
b) Hard work alone is the ______ of my success
WORK SHEET -3 (GROUP 3)
Match the following words with their meanings
(A)Sustainable development
(i) Get weaker
(B) Ecology
(ii) Development continue for a long time
(C) Awareness
(iii) Relationship
(D) Domination
(iv) Control
(E) Catalogued
(v) Made poor
(F) Ignominious
(vi) The study of relation of plants with
living creatures
(G) Languish
(vii) Disgraceful/Humiliating
(H) Impoverished
(viii) Among other things
(I) Inter-alia
(ix) Consciousness
(J) Partnership
(x) Arranged in a list
188
LESSON PLAN-2
Name of the Participants:
1. Saptarshi Majumder ([email protected])
2. Mahesh Gakre ([email protected])
3. Livin Lakra ([email protected])
Class: XII
Time: 25 minutes
Topic: Article Writing
Roles played by three different group members
1. Member 1 will be the technology expert and help in operating the LCD
projector.
2. Member 2 will be distributing the worksheets, keeping time and giving
away the chocolates.
3. Member 3 will impart the lesson, elicit student responses and interact
with the students. In the explanation part Member 1 will talk about the
heading, Member 2 will talk about the introduction and Member 3
about the by line.
Objectives
To make them understand the format and content of Article Writing
To make the students capable of framing a suitably attractive heading
To make the students write an opening paragraph or an introduction
To make the students think about differing viewpoints and then to arrive at a
golden mean
To make the students capable of expression of ideas in a coherent manner
To improve the LSRW skills of the students
References
1. Downloaded and edited Youtube videos
2. Research in the World Wide Web and Goggle Search
3. Recollection from previous experience and discussion with colleagues
https://www.youtube.com/watch?v=q2197KT1iNE
https://www.youtube.com/watch?v=M5atebvIuYk
189
https://www.google.co.in/webhp?sourceid=chromeinstant&ion=1&espv=2&es_th=1&ie=UTF-8#q=article%20meaning
Warm up activity (ENGAGE)
Teacher will come to the class with an open packet of potato chips. The
teacher will eat a chip and tell the students that that day he missed his
breakfast and therefore had two packets of potato chips. The teacher will say
that it is so tasty but then he does not know whether it is also healthy. He
will ask the students the following questions
Teacher - Do you find potato chips/ junk food/ fast food tasty?
The students will answer in the affirmative
Teacher – Is it ok to eat potato chips/ junk food/ fast food?
Some students will say ok while some may disagree.
Teacher will then show a video clip made from two commercials and two
youtube videos.
The teacher will then divide the class in two groups. One group will be asked
to write about the advantages of fast food and the other group about the
disadvantages. Each group will have to come up with at least 10 points. The
students will have 2 minutes times to complete the exercise.
Then students will be asked to come to the front of the class and write down
the different points for and against fast food.
Potato Chips/ Pizza/ KFC Bucket/ Subway Sandwich/ Fast Food/ Junk
Food
Advantages
1. Yammy / Tasty
2. Easily Available
3. Seal Packed
4. Pre-Cooked/ Ready to eat
5. Better than starving
6. Liked by all
7. Saves Time
8. Does not perish or rot easily
9. Light weight
10. Fashion statement KFC, Pizzahut etc.
Disadvantages
1. Unhealthy Fat
2. Easy Irresponsible Life
3. Packet causes pollution
4. Not Fresh
5. Does more harm than good
6. Kills hunger
7. Costly
8. Salty and spicy
9. Loose interest from regular food
10. Hollow show-off
Once the list is complete the teacher will announce the lesson which is article
writing.
190
Introduction (EXPLORE)
The teacher will tell them that in grammar articles are ‘a’ and ‘and’ but they
will not be talking about that but about “a piece of writing included with
others in a newspaper, magazine, or other publication”.
Explanation (EXPLAIN)
The teacher will then show the students a video about the format of the
article.
The teacher will explain that the title should be eye catching and
encapsulating the main or central theme of the article.
The teacher will point out that in the language of journalism by line is the line
in which the name of the writer is written.
The teacher will also explain how to write an introduction. The teacher will
point out that the introduction should cater to the following points
It must tell what the article is about.
It must catch attention
It is the opening paragraph.
It must arouse interest.
It should have interesting statements.
It should have thought provoking questions.
The teacher will also elucidate the following
We read articles but after reading the first paragraph we do not continue.
Why? It is because the writer is unable to catch attention of the reader. It is
because the opening paragraph or the introduction is uninteresting and does
not make us curious to know more about what the writer wants to say. The
heading and the introduction together creates the first impression.
The teacher will also help the students in framing a strategy by means of an
acronym. The acronym is C.O.D.E.R.
C- Collect and Write the Ideas, O- Organise the Ideas, D- Make a Rough Draft,
E- Edit the Draft, R- Write and Revise.
Practice (ELABORATE)
The teacher will give the students the topic of the article.
The students will be divided into groups and given worksheets in which they
will fill the gaps and come up with the heading and the introduction of the
191
article. They will have 5 minutes to complete the exercise. In the background
light instrumental music will be played as the students complete their
worksheet.
Worksheet
Frame a suitable heading by filling in the blank
1. Fast Food – The Highway
To_______________________________________________
2. __________________________________________________ Results From Junk
Food
3. Live
Healthy_______________________________________________________________
4. Avoid Fast Food
And______________________________________________________
5. ____________________________________________________________Say Yes To
Life
You may also write a heading without using any prompt in the space given
below
Heading ___________________________________________________________________
By________________________________________________________________
Introduction (Write a brief introduction of not more than 30 words)
_____________________________________________________________________
_____________________________________________________________
_________________________________________________________________
____________________________________________________________________
__________________________________________________________________________
The teacher will call one student from each group and ask him/her to write a
heading of the given topic on the white board. Another student would read
out loudly the introduction.
Five/ Six best Headings will be selected and the students who farmed the
heading will be given a chocolate. Chocolates will also be given to the
two/three best introductions.
192
Recapitulation (EVALUATE)
Is it correct to write the ‘By line’ before the ‘Heading’ while writing an article?
A Heading should be c_________ and c_________.
In the introduction we should ______________________________________.
What is C.O.D.E.R?
Homework
Write the middle part of the article based on the two differing views about
junk food as discussed in the beginning of the class. Explain the various
aspects of the topic in details; discuss the merits and demerits, cause and
effects, advantages and disadvantages; use facts to support your views; give
views contrary to yours; argue as to why your views are better; give examples
to support your views.
Also arrive at an open ended conclusion using words like ‘perhaps’, ‘hopefully’
and balancing two differing points of views and giving a viable solution as a
suggestion. Middle word limit 100 words. Conclusion word limit 30 words.
Feedback by the Students
(At the end of the class students will give feedback by filling up a
questionnaire by using pen and paper or from the convenience of their
home by means of Google Forms which will be sent to their or their
parent’s email ids)
Was the class
effective?______________________________________________________
Was there use of technology and
kinesthetic?_________________________________
What have you learnt?______________________________________________________
What are we going to learn
tomorrow?________________________________________
How can the class be better? Only constructive and positive suggestions are
welcomed
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______
193
LESSON PLAN-3
NAME OF PARTICIPANT:
K J SHUKLA, MR VK RAI AND MR JG SHUKLA
CLASS:
XI
TIME:
25 minutes
Topic
Macro Skills:
CHILDHOOD: A poem by Markus Natten
1-Critical and creative thinking.
2-Reciting poem and appreciation of ideas in it
3-To develop language skills
Micro Skills:
Understanding physical, emotional and psychological
changes related to age
Instructional Objectives:
1. To identify and analyse the age related
characteristics and to match them with
related age/stage of life
2. To go beyond the given text and find out
other age related
changes/characteristics.
3. Expressing opinion on the given subject
4. To enrich oneself with real life
experience
5. To lead from confusion to clarity.
Teaching Aids:
PROCEDURES:
multidisciplinary app.
Text Book, white / green board, P.P.T, worksheets
Based
on NCF(2005) and
1. Introduction(warming activity) a short
talk and reference to Shakespeare’s ‘The
Seven Ages’
2. Through 5 Es of Constructivist approach.
3. Correlation with Psychology and AEP.
4. Reading and recitation of the whole poem
5. Q & A method.
6. Stanza wise appreciation of ideas
7. Recapitulation
8. Assignment
194
RECAPITULATION:
Some Model Questions:
1. What is the poet’s dilemma?
2. What is the most important
characteristic of childhood?
3. Why does the poet think that he is no
more a child?
4. Find out one characteristic that the poet
reflects in the first stanza.
5. What ‘hypocrisy’ of the grown ups is
revealed in the second stanza?
6. Which quality of the poet (in 3rd stanza)
makes him think that his childhood has
gone?
7. How is the last stanza different from the
first three stanzas?
ASSIGNMENT:
questions:
Some innovative and creative
1. What is the poet trying to discover in the
poem? What significant occasions has he
mentioned?
2. How far do you agree that confusion
leads to clarity through exploration
3. Loss of faith towards elders in a growing
child is cause of societal chaos? Discuss
in a group of 4
4. What did the poet notice about his mind?
How important was his discovery?
5-What is the moral issue that the poem
raises?
6-Do you experience such kind of situation
at home? What is your reaction?
7-Make a table dividing human life in three
stages with characteristics of each stage?
WORKSHEET 1
On the basis of stanza 1 below, complete the given sentences:
When did my childhood go?
195
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!
i.
ii.
iii.
The poet realizes that hell and heaven are _____________________ and
not real because ___________________________.
The poet is now able to differentiate between ________________________
and fiction.
The poet has developed _______________ thinking.
WORKSHEET 2
On the basis of stanza 2 below, complete the given sentences:
When did my childhood go?
Was it the time I realized that adults were not
all they seemed to be,
They talked of love and preached of love,
But did not act so lovingly,
Was that the day!
i.
ii.
In this stanza the poet talks about the __________________ of adults who
give the lessons of __________________________ but do not reflect love in
their ________________________.
The poet feels his childhood is over because now he can differentiate
between ____________ and reality of adults.
WORKSHEET 3
On the basis of stanza 3 below, complete the given sentences:
When did my childhood go?
Was it when I found my mind was really mine,
To use whichever way I choose,
Producing thoughts that were not those of other people
But my own, and mine alone
196
Was that the day!
i.
ii.
iii.
In this stanza, the poet is talking about his ability to
________________________________.
He does not depend on
_______________________________________________________.
He takes one step ____________________ towards ___________________.
WORKSHEET 4
On the basis of stanza 4 below, complete the given sentences:
Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.
i.
ii.
iii.
Here the poet questions not about the __________________________ of loss
of childhood but about the ________________________.
Finally he finds the answer to his question and the answer is that his
childhood can be traced in _____________________________.
The poet feels ________________________________ about the loss of the
innocence of his childhood.
LESSON PLAN-4
Name of the Participants: 1 Mrs. Manorama Sahoo . 2. D. Behera 3. N.A.
Rao
CLASS : XI
Time: 25 minutes
TOPIC : CHILDHOOD (Poem)
Objectives:
(a) To enjoy &appreciate the beauty of the poem .
(b) To enable the students to recite the poem with proper stress& intonation.
(c) To make the students learn the poetic devices used by the poet to add
colour and arouse interest in them.
(d) To comprehend the poem to deduce the meanings of the difficult words.
197
Warm up activity: Teachers elicit answers from the students on some
general questions.
Teaching Aids: ppt, worksheet, AV Aides and handouts.
Incorporation of the 5 Es of Constructivism : By, Silent &Loud Reading by
engaging students, exploring ideas from them, giving explanation ,
elaborating their knowledge, explaining the beauty of the poem and finally
evaluating their understanding of the poem by asking meanings for the
difficult words.
Method of Teaching &Group Activities: Collaborative Teaching
Teacher 1 will take up
Pre- Activity.
Teacher 2 will take up
While -Activity
Teacher 3 will take - up
Post - Activity.
Home- Assignments:
1. What does the child think about the adults in the poem?
2. Why does the poet feel that heaven and hell are not real places?
3. What does the poet observe in the behaviour of adults? Does he
approve of it?
4. What did the poet notice about his mind? How important was this
discovery?
5. What is the poet trying to discover in the poem? What significant
occasion has he mentioned?
WORKSHEET -1
Say whether the following it is True or False:
(a)According to the poet the childhood is ceased after eleven
(b) In the poem, “Childhood” the concept ‘’Heaven & Hell’’ is found in
Geography.
(c) William Wordsworth is the poet of this poem.
(d)They talked of love &preached of love but also act so lovingly.
(e)In the ‘childhood’ he used to choose his mind which is his only.
(f) The childhood went to some forgotten place.
(g)It is hidden in infant’s face.
198
(h)The adults are not hypocrites.
(i)The child does all the act lovingly.
(j)Heaven is a good place &Hell is a bad place.
WORKSHEET-2
FILL IN THE BLANKS:
1. The childhood went to some _______________
2. The adults do not act ------------------------------3. They talked of love& -------------------------4. Was it the day I ________________to be eleven.
5. Hell & Heaven can’t be found in ___________________.
WORKSHEET - 3
MATCH “A” WITH “B”
A
Childhood
B
Individualism
Adulthood
Hypocrisy
Mind was really mine
Hell &Heaven
Geography
Hidden in infant’ s face
WORKSHEET 4
Read the given stanza and answer the questions that follow by choosing the
most appropriate option :
When did my childhood go?
Was It the day I ceased to be eleven,
Was it the time I realised that Hell & Heaven ,
Could not be found in Geography,
And therefore could not be,
Was that the day!
(a) What does the question in line 1 mean?
(1)The poet did not have a happy childhood.
(2)The poet lost his parents in his childhood.
(3) The poet wonders when he stopped being a child and become grown
up.
199
(4) The poet got lost when he was a child.
(b)Which two occasions come to his mind as an answer?
(1) His 12th birthday and when he understood that Hell &Heaven do not
exist in reality.
(2)When he studied geography and when he understood about Hell
&Heaven.
(3) When he was older than eleven and when he understood his
geography lesson.
(4)None of the above.
(C) How does the line “And therefore could not be” relate to the end of
childhood?
(1) The poet understood that the real meaning of Heaven &Hell.
(2) He started applying reason to what , heard or was told.
(3) He could relate Geography book lessons to real life.
(4) All the above.
(D) Name the poem &and the poet.
(1) The voice of the Rain by Walt Whitman
2) A Photograph by Shirley Toulson.
(3)Childhood by Markus Natten.
LESSON PLAN-5
NAME OF THE PARTICIPANTS -
Mr. VINAY KUMAR
Mr. Md. AYYUB ALAM
Mr.S P SATYA
CLASS XII
Time 25 mts
Topic - Classified Advertisements
Macro Skill - Advertisement writing
Micro Skill - Format, simple,concise,less words, use of words , phrases
200
Teaching Aids - White board , ppt, hand outs, newspaper cuttings, computer
etc
Warm up activities - To motivate students some short questions will be
asked regarding kinds of advertisementsand purpose.eg. To Let, Situation
Vacant, Lost and found etc
Objectives - To make children able to write classified advertisements in
proper format following all the characteristics of advertisement
Activities Planned- Students will be divided into groups and they will be
given points or hints to write four different kinds of advertisements based on
those points and each group will present the final advertisement and the
same will be discussed by them.
Finally ppt will be shown to the children by giving the exact examples of
different kinds of advertisements and children will be asked to note down and
check their own written advertisements
Home Work - Write two classified advertisements on each kind that we
discussed today.
Project - Collect 20 classified advertisements from different English
newspapers and paste them in your note-book.
LESSON PLAN-6
1. Name of the participants : Kam Raju, AC Dayal, AC Mandal
2. Class
: XI
3. Time
: 25 minutes
4. Topic/ Macro skills
: Letter Writing
5. Micro skills
: Format of Formal Letters
6. Instructional objectives
: (a) To make learners know the general format
of a formal letter.
(b) To develop learners’ writing skills.
(c) To enable learners apply the art of letter
writing in their day to
7. Teaching Aids
8. Procedures
day life.
: White Board, Marker, PPT
( Interaction with students ) :
201
* Testing of previous knowledge –(a) What are the ways to communicate?
(b ) How do you communicate to school authority for leave of absence ? (
Emphasis on real life situations )
(c) What do you mean by formal Letters ?
(d) Which of the letters are formal ? ( PPT shown )
* Introduction – The teacher asks students why formal letters should be
written with a strict format. He elicits answers from them and then tells them
about importance of Format of a formal letter. He announces that they will
discuss about the Format of a Formal Letter.
*Method of transaction – Students shall be asked what the important
components of a letter are. Students shall reply. Now they will be shown a
PPT where the various components are jumbled. They will reorder them in
their notebooks. Then the teacher will show the PPT slide with correct order.
Teacher shall ask samples of writing various parts of Letter and then show
them on PPT.
9. Recapitulation
: VSA type questions will be asked through PPT and
answers will be elicited from the students.
10. Assignments
: You have not received your Roll Number card for the
Class XII examination. Write a letter to the Registrar,
Examination Branch, CBSE asking for it.
LESSON PLAN-7
1: Name : Mrs. Pramila Mahapatra, Mrs. Nirupama Sethi
2: Class : 12th
3: Time : 25 minutes
4: Topic/Micro Skills : Lost Spring-Stories Of Stolen Childhood
5: Micro Skills
: [1]Understanding the title
[2]Relevance between SPRING and CHILDHOOD
202
6: Instructional Objectives:
[1]Develop communication skills
[2]To give students opportunity to
Speak through enactment of the
Story
7: Teaching Aid:
[1]Placards
[2]Use of ICT
[3]Dialogues written by the teacher
[4]Worksheets
8: Procedure: [1]Activity-students will be given placard and will be asked to
find there match.[based on their previous knowledge]
[2]Explanation of the topic by the help of first activity.
[3]Enactment of the first meeting between Anees Jung and
Saheb-a-alam.
9: Recapitulation: Worksheet based on vocabulary exercises.
10: Assignment: Answer the following questions briefly:
[1]-Who was Saheb-a-alam ?
[2]Was the writer serious about opening a school in
Seemapuri?
Pick a word from the text to support your answer.
11: Suggested Reading: An Elementary School Classroom In A Slum.
ACTIVITY
RECAPITULATION:
MULTIPLE CHOICE QUESTION:
Choose the most appropriate meaning of the words given below according to
their use in the text:
A:-Encounter
203
1:a minor short term fight
2:a casual meeting with a person
3:a hostile disagreement face to face
B:-Scrounging
1:to give away generously
2:look around for something
3:selecting the right thing
C:-Glibly
1:laughing away
2:working globally
3:with superficial presentation
LESSON PLAN-8
1.
2.
3.
4.
5.
Name:--- Partha Paul, Raka Chakrabarty ,Deepak Juneja
Class:-- XI
Time:-- 25 minutes
Topic/Macro skills:-- Mother’s Day (Speaking skills)
Micro skills:-- Delivering the dialogues with proper pronunciation,
intonation and stress
6. Instructional Objectives:--- (i) To enable the students to speak with
proper expression
(ii) To enable them develop respect love &
affection for mother
(iii) To enable them realize the plight of
women in society
7. Teaching Aid:--- Video, worksheets & blackboard
8. Procedure
(i)
Testing of previous knowledge:---(A) How many members are there in your family?
(B) Who is the head of your family?
(C) What does your mother do at home?
(D) What comes to your mind when you hear the word ‘mother’?
(ii)
Introduction:---
204
(iii)
(iv)
Introduction of the lesson with video
Method of transaction:---Question –answer method, interactive
method
Recapitulation:--- After the conversation in two situations
among Mrs. Pearson & other characters students will be
asked about the difference of Mrs. Pearson’s behavior in two
situations. They will be asked to write the difference points
on the blackboard.
After that following questions will be discussed :-(A) What does Dorris ask her mother to do?
(B) What does Cyril ask his mother to do?
(C) How does Mrs. Pearson react to their demands?
(D) What is the difference between the personality of Mrs.
Fitzgerald & Mrs. Pearson?
(E) What does Mrs. Fitzgerald tell Mrs. Pearson to do?
After that students will be solving various questions of
worksheet.
9. Assignment:--- Following questions will be assigned as the part of home
assignment:-(A) Describe the character-sketch of Mrs. Pearson.
(B) Describe the character-sketch of Mrs. Fitzgerald.
(C) What changes did Mrs. Fitzgerald want in Mrs. Pearson?
(D) How did both the ladies interchange their personalities?
(E) What changes came into Mrs. Pearson when she became ‘Mrs.
Fitzgerald’? How did her son and daughter react for the same?
10.
Project:-(A) Do women enjoy equal rights as men? Express your views in a
paragraph on the topic ’women empowerment is becoming reality’.
(B) Had you been in place of Mrs. Pearson how would you have got rid of
the problem?
Work-sheet
Q.1 Answer the questions given below by choosing the most appropriate
option:--(A) “ I am much obliged. I am sure. It is wonderful having a real future teller
living next door.” Who is the fortune teller referred to?
(i) Mrs. Pearson
(ii) Mrs. Fitzgerald
(iii) Mr. Fitzgerald
(iv)Mr. Pearson
205
(B)Who said to whom:---“Be a mistress of your own house and the boss of your own family.”
(i)
(ii)
(iii)
(iv)
Mrs.
Mrs.
Mrs.
Mrs.
Fitzgerald to Mrs. Pearson
Pearson to Mrs. Fitzgerald
Pearson to Dorris
Pearson to Cyril
Q.2 Match the speakers with their statements:--(i) Dorris
the bag?
(A) Did you put my things out in
(ii) Cyril
kitchen?
(B) Is the tea ready in the
(iii) Mrs. Pearson
the office?
(c) Really you were working hard in
Q.3 Pick characters-traits of Mrs. Pearson from the list given below:--(i) Innocent (ii) cunning (iii) Very demanding (iv) Meek (v) Very dominating
LESSON PLAN-9
Members of the Group
1. Prabhu Nath
2. B. Prasad
3. Sushil Kumar Tripathi
Class-XI and XII
Time – 25 mts
Topic: Poster
Objective: To facilitate learning of designing/ drafting a poster
Motivation/ Warn up activity: Through PPT/ Interaction with students
1. Need for A poster: Providing wider and effective publicity to:
(i)
An idea
(ii)
A message
2. Creating awareness of:
(i)
Certain government policies
(ii)
Laws
(iii) New schemes and announcements etc.
Areas where posters are common
206
1.
2.
3.
4.
5.
6.
7.
Health
Environment
Security
Traffic
Education
Water and Energy
Finance
Characteristics of Good Poster







Current issues
A specific message to convey
Convincing language
Attractive slogans
Effective visuals: emblem, logo, diagrams sketches, drawing etc.
Brief and to the point
Ends with the name of Agency
Examples: Posters related to:
(i)
(ii)
(iii)
(iv)
(v)
Diabetes
Save the Earth
Water Conservation
Conserve Energy
Smoking
Teaching Aid: A variety of posters distributed among students
Instant diagnosis: 1. Why a poster?
2. Components of a Good Poster
3. Drafting a poster through collaborative efforts of
students
Assignment: Draft posters in respect of the following in about 50 words.
(i)
(ii)
Start a campaign to save trees to save earth.
Raise voice against abuse of child labour and need to assure bright
future for them.
207
LESSON PLAN-10
NAME OF THE TEACHER: Mr.P.P.BIJU,A,K,SINGH & N.N.MANDAL
CLASS: XI/XII
TIME: 25 Mts.
TOPIC/MACRO SKILLS: ADVANCED WRITING SKILLS (WRITING)
MICRO SKILLS: REPORT WRITING
INSRUCTIONAL OBJECTIVES: To enable the students
a) To understand English when spoken
b) To speak English
b) To speak English with proper intonation, stress and rhythm d)To write
good English
TEACHING AIDS: PPT, BLACK BOARD, CHALK, PICTURES etc….
PROCEDURE: 1) Testing of the Previous Knowledge: The teacher asks the
students about some of the programmes / events celebrated
in the
Vidyalaya. Like when it was celebrated. What events were organized in
connection with that., Who the chief guest was, What was noteworthy about
that event, whether any prize was distributed or not. Etc….
2) Introduction: Then the teacher asks the students how they can keep a
record of this programme. (by taking photographs or by keeping a written
record. ) for keeping a written record we need to know the steps involved in
that.
3) Methods of transaction: The teacher shows some of the photos taken in
connection with the Swatchh Bharath Abhiyan and instructs one group to
frame as many questions as possible on them. Then tells the other group to
answer and simultaneously write the answer on the B.B
1) What was the Programme ?
2) When was it celebrated?
3) What events were organized in connection with that?
participated in that?
5) Who was the chief guest?
incident?
4) Who all
6) Was anything noteworthy about the
6) When did the programme come to an end?
The teacher tells the students to write these sentences on the black board
and then tells them the steps involved in writing report.
Recapitulation: What are the steps involved in writing a report?
208
Assignment: Prepare a report on the “National Unity Day” held in our
Vidyalaya.
LESSON PLAN-11
NAME OF THE TEACHER: Mr. Gineesh Kumar. N, Mr. R. N Chaudhari, Mr. S Das
CLASS: XI/XII
TIME: 25 Mts.
TOPIC/MACRO SKILLS: ADVANCED WRITING SKILLS (WRITING)
MICRO SKILLS: SPEECH WRITING
INSRUCTIONAL OBJECTIVES: To train the students:
c) To write a speech in the correct format b) To write a speech in the
specific style
d) To writean impressive and effective speech.
TEACHING AIDS: PPT, BLACK BOARD, CHALK, PICTURES etc….
PROCEDURE:
1) Testing of the Previous Knowledge:
The teacher asks the students about some of the programmes/ events
celebrated in the Vidyalaya. The
teacher also encourages the
students to recollects some of the items presented in the programme,
either by students or teacher. In every programme, there will be at
least one speech or public addressing.
2) Introduction: Then the teacher asks the students as to what is the
purpose of a speech delivered in the morning assembly or elsewhere.
Feedback from the students is collected on the purpose of speech
3) Methods of transaction: The teacher
proceeds further with the
discussion as to what are the essential components of speech, in structure,
style , language and components and jots them down on the blackboard. It
can be done by asking brief questions like:
1) How do we start a speech?(with addressing the audience)
2) What should be mentioned at the out set?(topic or theme)
3) What are the styles possible to start?
4) What kind of language/style?
209
5) How to conclude? Etc.
Activity 1. The teacher invites themes for speech writing, from the students
like ‘Pollution’, ‘Students and Discipline’ etc.
2. The second step is inviting points to be invited in the speech
and jotted down on the black board.
3. At the third stage, volunteers are invited to make oral speech
on the topic based on the points on the board.
4. The final stage is to draft the original speech as per the
format and structure discussed.
Activity 2.
displayed.
Instant speech based on the photos/ pictures/ cartoon s
Based on the inputs, the teacher drafts a speech/rough outline of a speech.
Recapitulation: What are the steps involved in writing a r speech?
Assignment: Draft a speech to be delivered in the School Morning assembly
on the topic “Importance of outdoor games for students”.
WORKSHEETS ON TEXT BOOKS
CLASS XI
THE SUMMER OF THE BEAUTIFUL WHITE HORSE
1. Match the comments under ‘B’ pertaining to the item under ‘A’
A
Aram
B
has a simple heart and avoids to
hurt anyone’s feelings.
Garoghlanian family
enjoyed being alive more than
anybody else.
John Byro
brought the news that the house
was on fire.
Khosrove
was known for truth and honesty.
Khosrove’s son
was a crazy streak in his family .
Mourad
was not well versed in riding a
horse.
210
2.‘stealing a horse for a ride’ is the main episode of the story. Read the
story carefully and complete the bubbles given below :
out of a longing
to ride a horse
John Byro
makes sure that
the horse was
his
stealing a horse for a ride
hid the horse in the
barn of deserted
vineyard
2. Pick out the suitable words /phrases from the story and fill in the
blanks given below:
1. Aram feels life
a dream.
2. A man may be
3. ‘It is no harm; pay no attention to it’
but not
.
used
to stop anyone from talking.
211
4. When Mourad says that he knows
where the
horse, Aram comes to know that he
5. John Byro was
for some time.
who
had learned
.
6. The farmer looked into
to make sure that the horse
belonged to him.
7. The story contains to prove that Mourad had
with
animals.
8. Mourad did not steal the horse because stealing a horse
different from stealing
4.Choose the correct option from the
is
.
choices given below:
(i) The story is about two
boys who belong to a tribe
whose hallmarks are trust and honesty.
a). rich Armenian
b). poor Russian
c). poor Armenian
d). none of the above
(ii) The narrator, Aram refused to believe that Mourad had
horse.
the
a) borrowed
b) stolen
c) bought
d) owned
(iii) Which bird’s wing was Mourad trying to repair?
a) Parrot
b) Sparrow
c) Robin
212
d) Pigeon
(iv) Mourad wanted that horse should be kept only for
.
a) one year
b) six month
c) eight month
d) one month
(v) ‘’ John Byro had bought the horse at
a) sixty-dollars
b) fifty –dollars
c) eighty-dollars
d) hundred-dollars
*****************
Q.1. Re- arrange the following statements as per their occurring in the
play:
a) Taplow goes to school to do extra work for missing one day class.
b) Toplow waits for Crocker Harris.
c)Frank meets Taplow.
d) Next day would be the day of result.
e) Taplow is still in lower fifth class.
f) Mrs. Crocker Harris enters and watches Taplow and Frank.
g)Taplow is very unhappy.
h) Millie asks him to go to a chemist with prescription to make it up.
i) Taplow wanted to play golf.
j)Mrs. Harris asks Taplow to run away for a quarter of hour.
213
Q2. State whether the following statements are true or false.
a. Frank is a teacher of English.
b. Taplow is a student of lower fifth standard.
c. Crocker Harris is very friendly to students.
d. Frank incites Taplow to speak against Crocker Harris
e. Frank is jealous of Taplow.
f. Taplow is interested in Arts only.
g. Taplow is not a bright student.
h. Mr. Crocker Harris is a sadist.
i. Mrs. Crocker Harris is as harsh as her husband is.
j. Frank has no love for the subject he teaches.
Q3. Multiple choice questions-----------------------Choose the correct option from choices given for each questions------a. Talplow is a boy of -----i. fourteen years
ii. ten years
iii. sixteen years
iv. twelve years
b. Taplow meets Frank
i. at Frank's house
ii. in a classroom
iii. while he was going to market
iv. he is was waiting for Crocker Harris
c. Taplow wanted to take extra work, so that
i. he might learn more
ii. he might please Crocker Harris
iii. both a and b
214
iv. none of the above
d. Taplow is scared of Crocker Harris,because
i Crocker Harris beats students
ii he complains to their parents
iii he will spoil Taplow's career
iv none of the above
e Crocker Harris was different from other masters, as
i. he is a strict teacher
ii. he follows rules in letter and spirit
iii. he doesn't like to be liked
iv. all of the above.
Q 4. Match the words under column (a) with their meanings under
column
Column A Column B
(i)remove
(a) dried
(ii)slacker
(b) diverted
(iii)muck
(c) degree
(iv)sadist
(d) detained
(v)prescription
(e) nonsense
(vi)kept in
medicines
(f) doctor's advice for use of
(vii)shrivelled up
(g) not hardworking
(viii)got carried away
(h) someone who gets
pleasures out of giving
pain to others
215
Q. 1. Complete the following flow chart filling in the boxes with stages in
relationship between the grandmother and the author and important points of
the same.
1.
1st Stage
In Village
2.
3.
2nd Stage
__________________
__________________
1.
2. Learnt English, Science and Music
3.
3rd Stage
Author went to
University
1.
2.
3.
4th
Stage
____________________
____________________
__
1.Grandmother in Jubilant mood
2.
3.
216
Q. 2. Rearrange the following events in the proper order as they took place in
the story and write the same in the boxes provided in front of them:
a. The grandmother spent her afternoon feeding sparrow.
b. She used to feed stale chapattis to the village dogs.
c. She ignored the protests of the family members and kept mum.
d. Grandmother accompanied the author to the school.
e. She thumped the sagging skins of dilapidated drum throughout the
evening.
f. The sparrows did not take any notice of the bread crumbs.
g. She could not help the author in studies.
h. The author didn’t know whether he would be able to see his
grandmother alive when he would come back.
Q. 3. Complete the given pattern with the character-traits of the grandmother:
PIOUS
GRANDMOTHER
217
ANSWER KEY
Q. 1. Answers
1st Stage (In Village) – 1. Accompanied the author to school, 2. Close bonding,
3. Fed village dogs
2nd Stage ( Shifted to City) – 1. Grandmother could not accompany, 2. Unable
to help him in studies, 3. Wanted teaching about God and scriptures
3rd Stage (Author in University) – 1. Common link snapped, 2. Accepted her
seclusion with resignation, 3. Feeding sparrows-favourate pastime
4th Stage (Author’s Return) – 1. Grandmother in jubilant mood, 2. Beat the
skins of the dilapidated drum, 3. Sang songs of warriors homecoming
Q. 2. The sequence: - 1-d, 2-b, 3-g, 4-a, 5-h, 6-e, 7-c, 8-f
Q. 3. Pious, Animal Lover, Kind, Sympathetic, Caring, Brave, Strong Willed,
Old Fashion, etc.
***********
218
Q. 1. Read the following statements and put a tick mark against the correct
option:
1. The narrator along with his wife, son and daughter set sail from the
following place:
a) Plymouth
b) Cape Town
c) London
2. What was the name of the ship in which the narrator set sail to duplicate
the round the world voyage?
a) Wavewalker
b) INS Vikram
c) INS Vikrant
3. Who were Larry Vigil and Herb Seigler?
a) passengers
b) ministers
c) crewmen
4. ‘May Day Calls’ are:
a) International Radio Distress Signals
b) Sea waves
c) Movie Songs
5. The message of the lesson ‘We’re not….. together’ is –
a) not do any adventures
b) teamwork wins any crisis
c) to live always in a comfortable zone
6. Jonathan and Suzanne are:
a) crewmen
b) the narrator’s niece and nephew
c) the narrator’s son and daughter
7. Where did they celebrate Christmas?
a) East of Cape Town
b) West of Cape Town
c) North-West of Cape Town
8. Captain James Cook whom the narrator wanted to duplicate the round the
world voyage made 200 years earlier, was ..
a) famous businessman b) famous leader c) famous explorer
9. Ile-Amsterdam, where the narrator landed his boat, had _____ number of
inhabitants.
a) 30
b) 29
c) 28
10. Who is the writer of the lesson ‘We’re not…… together’?
a) James Cook
b) Gordon Cook and Alan East c) G. B. Shaw
219
Q. 2. Fill in the following blanks with appropriate prepositions given in the
box:
of,
about,
at,
on, with,
to
(a) We took ……… two crewmen.
(b) I had no time to worry…….bumped heads.
(c) I tried to get a reading ……… the sextant.
(e) He could expect to see the island ………about 5 p.m.
(i) The great wave had put our auxiliary engine out …….. action.
(l) I told him …… a connection.
Q. 3. Match the phrases in column A with their meanings in Column B:
Column A
A. honing seafaring skills
B. ominous silence
Column B
(a) international radio distress
signal
(b) untidy hair
(c) threatening calmness
C. Mayday calls
D. pinpricks in the vast ocean
E. a tousled head
(d) sharpening skills in rough
waters
(e) very difficult task
Q. 4. Replace the ‘?’ mark in the following question with either date or event:
S/N
(i)
(ii)
(iii)
(iv)
Date
?
4 January
July,1976
?
Events
a gigantic wave hit the Wavewalker
?
?
the wind ceased
220
Q. 5. The box given below contains various parts of a boat. Write them
against the proper number shown in the diagram.
221
ANSWER KEY
Q. 1. Read the following statements and put a tick mark against the correct
option:
1. (a)
5. (b)
9. (c)
2. (a)
6. (c)
10. (b)
3. (c)
7. (a)
4. (a)
8. (c)
Q. 2. Fill in the following blanks with appropriate prepositions given in the
box:
(a) on
(c) to
(e) of
(b) about
(d) at
(f) with
Q. 3. Match the phrases in column A with their meanings in Column B:
A---d
B-------c
C------a
D-----e
E-------b
Q. 4. Replace the ‘?’ mark in the following question with either date or event:
(i) ------ 2 January
(ii) --------continuous pumping stopped
(iii) --------the voyage started
(iv) -------- 6 January
Q. 5. The box given below contains various parts of a boat. Write them
against the proper number shown in the diagram.
Ans:
1. Smokestack
2. Stern
3. Rudder
4. Keel
5. Anchor
6. Bulbous Bow
7. Bow
8. Deck
9. Cabin
222
QI.WHO SPOKE TO WHOM:
A. “I been back and forward here this last hour. The missus wants ye-----before time too.”
a. Joe to Andrew
b. Andrew to Joe
c. Christine to Joe
B. “Let me make a cup of tea Doctor, bach”
a. Mrs. Morgan’s mother to Doctor
b. The midwife to Doctor
c. Doctor to midwife
C. ‘It won’t do any harm, the anesthetic.”
a. Doctor to Susan
b. Doctor to Susan’s mother
c. Midwife to Doctor
D. “Get me hot water and cold water “
a. Doctor to Susan’s mother
b. Doctor to midwife
c. Doctor to Joe Morgan
E. “Dear father in heaven, it’s come—it’s come alive”
a. Mid wife to Doctor
b. Doctor to midwife
c. Midwife to Susan’s mother
223
Q.2 COMPLETE THE FOLLOWING WORDS BY SUPPLYING THE
CORRECT
LETTERS IN THE BLANKS: (Follow the hints given)
a.
b.
c.
d.
e.
R__SUSCI__AT__(to bring back to life again)
D__L__MMA (a difficult position)
ID__LL__C(simple and pleasant)
PR__MONI__ION(forewarning)
CONST__,__NA__ION(alarm)
Q3. COMPLETE THE FOLLOWING TABLE WITH THE HELP OF THE
FOLLOWING PHRASES (FOLLOW THE ORDER OF EVENTS) :
A night call, at the patient’s house, A long wait, Andrew’s dilemma, A
miracle, Sigh of relief
A night call
Andrew’s dilemma
A sigh of relief
Q.4 FILL IN THE BLANKS WITH THE WORDS GIVEN IN THE BOX:
Waiting,
waiting,
overflowing,
broodingly
disappointing,
expecting,
a. Dr. Andrew Manson was returning home after a --------------------------evening
with his girlfriend Christine.
b. Joe and his wife are married for twenty years and they are ---------------------their first baby.
c. Though it was nearly midnight Andrew found Joe --------------------- for
him.
224
d. Mrs. Morgan’s mother was ------------------ Andrew’s expression, as he
moved
about the room.
e. Dr. Andrew stretched out his legs, stared --------------------------- into the
fire.
Q5. Put the jumbled sentences in the correct order.
a. Andrew was offered a cup of tea by Susan’s mother
b. Andrew started his work around three O’ clock
c. Andrew was coming home after meeting Susan
d. Andrew frantically hurried the child between two basins of cold and
hot water
e. Jo Morgan was waiting for Dr. Andrew at his clinic cum home
f. The midwife placed the child under the bed
g. Dr. Andrew attended the mother
/Diapason/
h. The newborn child was lifeless
i. The child resumed his lost breath
j. Andrew said, Oh God! I have done something real at last
VI. Match the following words with their correct meanings:
Word
Meaning
Lethargy
flabby
Resuscitate
difficult position
Muddled
drowsiness
Dilemma
confused
Flaccid
to bring to life again
225
BIRTH(Crossword)
1
P
2
R
3
4
I
5
6
O
7
B
8
D
9
10
L
11
T
12
Across:
1
FOREWARNING
3
ALARM
5
INATTENTIVE
6
FORGETFUL
8
DIFFICULT POSITION
10
DROWSINESS
11
HARD FAT OF
ANIMALS
12
CONFUSED
Down:
2
TO BRING BACK TO LIFE
AGAIN
4
SIMPLE AND PLEASANT
7
STURDY
9
WILD LOOKING
226
Q.1 MULTIPLE CHOICE QUESTION
1. Who was Mrs. Pearson’s neighbour?
a) Mrs. Fitzgerald
b) Mrs. Philip
c) Mrs. Walter
d. None of these
2. From where did Fitzgerald learnt ‘telling the future of people’?
a) Middle-east
b) The West
c) The east
d) The South
3. " Nothing ready and will be home any minute and probably all in a
hurry to go out again" ---Who said to whom?
a) Mrs. Fitzgerald/ aggressive
b) Mrs. Pearson / concerned
c) Doris / scornful
d) None of these
Q.2.State whether the following statements are TRUE or FALSE
1. Mr. George Pearson wanted to have tea just before going to the club.
2. Doris needed the yellow silk to be ironed.
3. Mrs. Pearson called Charlie Spencer buck-teeth and half-witted.
4. Nobody called George Pompy-Ompy George.
227
Q 3 WHO SAID TO WHOM
1. "Be the mistress of your own house on the boss of your own family."
2. "Husbands, sons, daughters should be taking notice of wives an' mothers,
not
giving 'em orders
and treating 'em like dirt."
3. "Don't look at me. I give it up. I just give it up."
4. "Because this has gone far enough. I can see they are all miserable - and I
can't bear it".
Q4. EXPRESSION AND PHRASES
Choose the correct word from the option given below for substituting
the underlined words:
1. So now Mrs. Pearson is bold and dominating and Mrs. Fitzgerald or
nervous and fluttering.
a. Confused
b. Walking
c. Hiding
d. Sitting
2. He could not realise the grim situation that it could him into trouble.
a. Tensed
228
b. Gloomy
c. Happy
d. Surprising
3. He was complacent with all he already had.
a. Feeling
b. Grasped
c. Discouraged
d. Feeling contented
Q. 5 CHARACTERISTIC TRAITS
Fill in the bubbles with the suitable characteristic traits given in the box:
Concerned, bold, dominating, affectionate, tolerant, submissive, tactful, argumentative,
outspoken, fretful, meek, protective, caring, unyielding, overbearing
MRS. PEARSON
229
MRS. FITZGERALD
Q6. SEQUENCING OF EVENTS
Rewrite the following events in the order they occur in the play
MOTHET'S DAY:
Doris demanded her yellow silk to be ironed
Entry of Mrs. Pearson (with the personality of Mrs. Fitzgerald).
Mrs. Fitzgerald suggested her not to explain or apologize for her unusual
.
behaviour.
Doris was humiliated and George was insulted
.
Exchange of personalities between Mrs. Pearson and Mrs. Fitzgerald
230
Q1/Match The Following Statements With Appropriate Latin Phrases
COLUMN-ACOLUMN-B1) a smooth tablet
1) prima facie
2) on the first view
2) ad hoc
3)for special aim
3) ad infinitum
4) up to infinity
4) mutatis mutandis
5)with necessary changes
5) caveat
6) a warning that particular things
6) tabula rasa
need to be considered before something
can be done
Q2.Fill In The Blanks With Appropriate Words Suggesting Literal And
Figurative Meaning/ Sense.
(Grip , Dawn, Passport, Coin )
A)She--------------- onto the railing with both hands. Terrorism has------- the country for the past five years.
B) A new technological age has---------- .It --------- on me that they
could not possibly have met before.
C) Every ------------- has two sides. Baibhav ---------- a phrase to
explain his meaning.
D) I showed my---------- to the Japanese authority. Hard work alone
is the -------of my success
Q3.MCQ
Chose the correct option and answer the question1. In which year was the concept of Sustainable Development
popularized?
a)1887, b) 1987, C)1897 D)1787
2-The world’s most dangerous animal is----------------a) Lion b) Tiger c)Man d)Elephant
231
3)The sustainable development means
a)the development which continued for a long time
b)the development which continued for a short time
c) no development at all
d) none of these
4) According to the scientists, there are about---------million living
species
sharing the earth
a)1.2 b)4.3 c)4.2 d)1.4
5)Which one among the following is one of the earth’s biological
system?
a)wasteland b)barren land c) wet lands d)grass lands
Q4.Re arrange the words and phrases into meaningful sentences
a) By excessive use/ biological systems/the earth’s principal/are being
depleted
b) Destruction of/forests/environment/wild life/is harmful to
c) Population/ at a rapid rate/is/ increasing/of /the world
232
Q.1 Fill in the blanks :----(i) Ranga was the son of an……………………
(ii) Ranga was reluctant to get married in the beginning because he
was an…………… .
(iii) Ranga’s son was named after…………the narrator.
(iv) ……….was Ranga’s wife.
(v) Ranga and the narrator belonged to…………village.
Q.2 Choose the correct from the options given :-(i) The word Ratna literally means:
(a)Pearl
(b) Stone
(c) gold
(d) Ornament
(ii) Who was Ratna’s uncle?
(a) Ranga
(b) The narrator (c) Rama Rao (d) Krishna Rao
(iii) The narrator was Ranga’s………….
(a) father (b) brother (c) uncle (d) father’s friend
(iv) Ranga went for higher education to:-(a) Bengaluru (b) Mumbai (c ) Delhi (d) Chennai
(v) Hoshahali, the village of the narrator belongs to the Indian state …
(A) Madras (b) Mysore (c) Travancore (d) Delhi
Q.3 Match the following
1. Ranga’s higher studies
(a) Ratna before marriage
2. Orphan
(b) Bengaluru
3. Shyama
(c )Ranga’s father
4. Accountant
(d) The name of the narrator
5. Ratna
( e) Ranga’s wife
233
Q.4 State whether following statements are True or False
(i) Ranga fell in love with Ratna at first sight.
(ii) The narrator had very high regards for astrology.
(iii) Ratna was the victim of child marriage.
(iv) Ranga was not grateful to the narrator for helping him marry Ratna.
(v) Ranga’s son was named in the name of the narrator.
Q.5 Arrange the following happenings of the story in correct sequence
(a) Ranga, the son of village accountant returned to his village after
education in Bengaluru.
(b) The narrator was disappointed to hear his views of marriage.
(c) The narrator wanted Ranga to get married.
(d) The narrator set an opportunity for the young couple to meet at Rama
Rao’s home.
(e )Ranga was married to Ratna and he named his first child after the
narrator Shyama.
(f) Ranga admitted that he was in love with Ratna and was ready to marry
her.
(g) The narrator thought that Ranga should be married as planned scheme.
(h) Ranga fell in love with Ratna at first sight.
(i) Ranga was surprised to hear that he was mentally motivated for
thinking of the girl.
(j) The narrator took him to an astrologer and the astrologer predicted the
things as tutored.
(k) He thought Ratna , Rama Rao’s niece would be a suitable match for
Ratna.
234
ANSWER-KEY
Ans. 1 (i) accountant
(ii) Idealist
(iii) Shyama
(iv) Ratna
(v) Hosahali
Ans. 2 (i) a
(ii) c
(iii) d
(iv) a
(v) b
Ans.3 (i)---(b)
(ii)—(a)
(iii)—(d)
(iv)---(c )
(v)--- (e)
Ans. 4 (i) True
(ii) False
(iii) True
(iv) False
(v) True
Ans.5 a, c, b, f, k, j, d, g, I, h, e
235
Q.1 Fill in the blanks with proper words
(i) ………………………… is the narrator of the story.
(ii) The narrator’s mother left all her household articles with her
friend,…………
(iii) Mrs. Dorling lived at No.46…………….street.
(iv) The narrator wanted to get the mother’s articles from the woman as she
had an emotional……. for them.
(v) The narrator recognized Mrs. Dorling by her…….. ………….
Q.2 State whether the following statements are true/false:-(i) Mrs. Dorling recognized the narrator immediately.
(ii) The narrator wanted to get back her mother’s household articles.
(iii) Mrs. Dorling took all the belongings from the narrator’s mother with her
consent.
(iv) The narrator visited Mrs. Dorling thrice.
(v) The narrator met Mrs. Dorling on her second visit.
Q.3 Choose the correct option:-(i) Mrs. Dorling’s behavior towards narrator was:-(A) very sweet (B) very threatening (C) very harsh (D) very descent
(ii)When the narrator visited Mrs. Dorling’s home for the second time,
she found:--(A) Mrs. Dorling (B) Mrs. Dorling and her daughter (C) Mrs. Dorling’s
daughter (D)None of them
(iii) The narrator of the story wanted to forget the address because:--(A) Mrs. Dorling was very harsh in her behavior.
(B) The address made her recall her mother’s memories.
(C) Mrs. Dorling lived far away.
(D) None of these
236
(iv) Mrs. Dorling’s harsh behavior shows that she is:-(A) an unfriendly lady
extrovert lady
(B) an ungrateful lady (C) A quarrelsome lady (D) an
Q.4 Arrange following happenings from the lesson in proper sequence
(A) As she was returning to the station she was lost in the memories of days
gone by.
(B) The woman didn’t allow her to enter into the house.
(C ) She resolved to forget the address and move on.
(D) The narrator went to her native place in Poland after the war in search of
her mother’s belongings.
(E ) All those things painfully reminded her of her former life.
(F) The narrator introduced herself as Mrs. S.’s daughter.
(G) A girl of about fifteen opened the door to her.
(H) She found herself in the midst of familiar things which she longed to see
again.
(I) She saw the woman was wearing her mother’s green knitted cardigan.
Q.5 Match following words with their meanings in the context of the
lesson
(i) Musty
(a) Pieces
(ii) Crick
(b) Stale
(iii) Cumbersome
(c ) Humid
(iv)Muggy
(d) Strain
(v) Shreds
(e )Awkward & burdensome
………….
237
ANSWER-KEY
Q.1 (i) Marga Minco
(ii) Mrs. Dorling
(iii) Marconi
(iv) Attachment
(v) Knitted Cardigan
Q.2 (i) False
(ii) True
(iii) True
(iv) False
(v) False
Q.3 (i) (C) very harsh
(ii) (C) Mrs. Dorling’s daughter
(iii) (B) The address made her recall her mother’s memories
(iv) (B) an ungrateful lady
Q.4 D F I B A G H E C
Q.5 (i) –(b)
(ii)—(d)
(iii)—(e)
(iv)—(c )
(v)—(a)
238
Q1. Say whether it is True or false.
(a) In 2005 Tut’s body was removed from his tomb for CT Scan.
(b) The atmosphere was very fine at the time of removal of Tut’s
body fromhis tomb.
(c) The ritual resins had become quite soft so it was melted under the
sun.
(d) The CT scan revealed Neck Vertebrae.
(e) Tut’s body was buried in the month of January.
Q2.
MCQs.
1.King Tut was murdered at his
(a) Teens
(b) Adulthood
(c) Old age
(d)
Childhood
2. Tut’s grandfather was
(a) Tutankhamun
Carter
(b) Amun
(c) Amenhotep IV
(d)
3. Tut’s adornments were consisted of
(a) Precious collars, inlaid necklaces and bracelets.
(b) Knife, sword, arrow and bow.
(c) Bible,photographs and writing equipments.
(d) X- ray machine, CT scanner, Ultrasound machine etc.
4. The constellation Orion is associated with the legend of
……………, the god of the afterlife.
(a) Osiris
(b) Cynthia
(c) Ate
(d) Helen
5. A medical examination of the body of a dead person in order to
find out how he died is known as
(a) MRI
(b) CT Scan
(c) Post mortem
(d) ECG
Q3.Fill in the blanks with suitable words or phrases.
A. Howard Carter was a …………. Who discovered Tut’s tomb in
1922.
B. Among the three nested coffin in the first coffin there was
garlands of …………. and ……………
239
C. In 1968, an anatomy Professor X- rayed the mummy. He
revealed a startling fact. Tut’s ……………. and …………… were
missing beneath the resin.
D. Two questions still remain unanswered. Those are …………and
……………. regarding death of king Tut.
E. King Tut’s body was taken from tomb and lifted to the Scanner
by a ……………
Q4.Match A with B.
A
(a) Amenhotep IV
(b) Ray Johnson
(c) Carter
(d) Amun
(e) Akhenaten
B
(i) Servant of Aten.
(ii) British archaeologist.
(iii) A major God in Egypt.
(iv) The other name of Akhenaten.
(v) Director of the University of
Chicago’s research centre in Luxor.
Q5.Who said this
(a) I didn’t sleep last night, not for a second. I was so worried. But
now I think I’ll go and sleep.
(b) The mummy is in very bad condition because of what Carter did
in the 1920s.
(c) No amount of legitimate force could move them.
(d) The family that had ruled for centuries was coming to an end,
and then Akhenaten went a little wacky.
Q.6 Tut’s scanning procedure is given disorderly. Arrange them in
proper sequence.
(a) Workmen carried Tut’s body from the tomb.
(b) Rose on a hydraulic lift into the trailer.
(c) There was swirling sand outside.
(d) Put Tut’s body into the scanner.
(e) Due to sand swirling scanner stopped functioning.
(f) Eventually machine functioned and the scanning procedure
completed
Answer keys
I. (a) True
(b) False (c) false
(d) True (e) False
II. (a) Teens (b) Amenhotep IV
(c) Precious collars, inlaid necklaces and
bracelets
(d) Osiris
(e) Post mortem
III.(a) British archaeologist (b) willow, olive leaves, wild celery, lotus
petals.(any two)c) breast bone, front ribs (d) how did he died, how old
was he at the time death(e) hydraulic lift
IV. (a) iv, (b) v, (c) ii, (d) iii, (e) i
V. (a) Zahi Hawass
(b) ZahiHawass
(c) Carter (d) Ray Johnson
VI.1. (a)
2. (c)
3. (b)
4. (d)
5. (e)
6. (f)
240
1. Fill in the following blanks with appropriate phrases/ words from the
text
A. Albert Einstein can’t see any point in learning dates because one can
always ____________ in a book.
B. His teacher wanted him to stay in for an extra period although he did
not imagine it would __________
C. Albert Einstein did not like his rented rooms in Munich. Going back to
his lodgings did not ___________
D. Albert Einstein lived in ________ quarters of Munich.
E. Albert Einstein studied Geology because he liked it and that was a
____________ for him.
F. “I must get away from here,” Einstein told Yuri after ______ months
alone in Munich.
G. Yuri cautioned Einstein not to __________ over the eyes of the doctor.
H. Einstein’s mathematics teacher said that Einstein would be able to
_________ him.
I. Einstein’s head teacher wanted him to _________ the school.
J. Einstein’s head teacher wanted him to leave the school because his
work was ___________.
2. Write ‘True’ or ‘False’ for the following
a. Albert Einstein loves his history teacher.
b. Albert Einstein in his leisure loves to play violin.
c. Albert Einstein’s land lady did not like the sound of violin.
d. Dr. Ernst Weil qualified as a doctor two years ago.
e. Every Saturday Albert Einstein’s Land Lord took his wife out for
dinner.
3. Answer the following with correct options
A) Dr. Ernst Weil is a specialist in
a) Heart problems
b) Lung problems
c) Nerve problems
d) None of the above
241
B) When Albert Einstein meets Elsa, he was reading a book on
a) Geology
b) Biology
c) Zoology
d) Astrology
C) Before leaving Munich, the last person he met was –
a) Elsa
b) Mr. Braun
c) Mr. Koch
d) Yuri
4. Who said to whom –
a) I don’t know sir.
b) I suppose you don’t see my point in learning facts.
c) But it won’t help with your diploma.
d) Nothing if you have anything to spare, invite Yuri to a meal.
5. Non-linguistic project
a) Make a photo story on the life of Albert Einstein.
b) Make a PPT highlighting how your school is different from the school of
Albert Einstein.
6. Fill up the gaps with the correct option
He (a)_____________ (walk/ walked/ walking/ walks) straight on, out of the
(b)__________ (school/college/hospital/theatre) where he had spent
(c)____________ (five/six/seven/eight) miserable years, without turning his
head to give it a last look. He could not think of (d)__________
(anyone/someone/no one/ none) he wanted to say goodbye to.
242
7. Arrange the statements according to chronology
a. Einstein goes to meet Dr.Ernst Weil.
b. Mr. Koch scolds Einstein goes.
c. Elsa advises Einstein to concentrate in his study.
d. Yuri arranges a meeting between Einstein and Dr.Ernst Weil.
e. Einstein’s head teacher asks him to leave the school.
f. Mr. Koch gives Einstein a certificate.
Answer Key
1A. look them up
1B. do him much good
1C. cheer him up
1D. one of the poorest
1E. good enough reason
1F. six
1G. pull the wool
1H. teach
1I. leave
1J. terrible
2a. False
2b. True
2c. True
2d. False
2e. False
3A. d) None of the above
3B. a) Geology
3C. d) Yuri
243
4a. Albert Einstein
4b. Mr. Braun
4c. Elsa
4d. Dr. Ernst Weil
5a. Use the World Wide Web and the printed books in the school library
for reference and for collecting your pictures. You may photocopy or scan
or download the pictures.
5b. Identify the differences and the similarities and then make slides on
those.
6a. walked
6b. school
6c. five
6d. anyone
7. b. c. d. a. f. e.
244
1. Fill in the following blanks with appropriate phrases/ words from the
text
A. When the architect said that the King had amended the plan, the King
saw _________________.
B. When the chief of builders passed the King, he ___________ a shout.
C. After the noose was set, each men was measured _________________.
D. After the King was hung, the unruly town might have ____________ the
Crown.
E. An Idiot ______________ the city gate.
F. The Melon was reverently _____________.
G. ‘Long live the King! The King is __________’.
H. The wisest man was carried to the Royal Court because he neither
could __________ nor could see.
I. A _________ appeared on the King’s placid face.
J. The principle of _________________ was well-established in that
country.
2. Write ‘True’ or ‘False’ for the following
a. The King was vain.
b. The King wanted to edify the spectators.
c. The arch was built too high.
d. First the King wanted to hang the workmen.
e. The King changed the height of the arch.
3. Answer the following with correct options
A) What did the King wish to build?
a) A Palace
b) A Wall
c) An Arch
d) None of the above
B) Who did the King wish to edify?
a) Subjects
b) Spectators
245
c) Onlookers
d) All the above
C) Why the workmen build the arch?
a) King ordered the workmen
b) Workmen loved to build arch
c) Workmen were given a lot of money
d) Workmen loved the King
4. Who said to whom –
a). I do ordain that you shall be hanged.
b). The culprit must be punished.
c). Thank Goodness we found someone.
d). Wait! Who is to be the King?
5. Non-linguistic project
a). Make a PPT on famous archs or gates made by Kings in our country
or by the government of independent India.
b). Make a photo story based on the life of Adolf Hitler.
6. Fill up the gaps with the correct option
The rope and gallows (a) _____________ (was/were/ being/ had) arranged.
The chief of builders (b) _____________ (was/ were/ have/ had) led out.
He (c) _______________ (pass/ passing/ passed/ was passing) the King. He
gave
a (d) ______________(shout/ shouting/ shouted/ had shouted).
.7. Arrange the statements according to chronology
a. King wanted to get an arch built.
b. The King wanted to hang the workmen.
c. The King was hung.
d. The arch was built too low.
e. When the King was passing under the arch, his crown fell.
f. The King wanted to hang the chief of builders.
246
8. Complete the crossword using the clues given below
247
Answer Key
1A. red
1B. gave
1C. by and by
1D. turned against
1E. passed by
1F. set down
1G. dead
1H. walk
1I. frown
1J. laissez faire
2a. True
2b. True
2c. False
2d. False
2e. True
3A. d) An Arch
3B. a) All the above
3C. d) King ordered the workmen
4a. King
4b. Old Man
4c. Minister
4d. Guard
5a. Collect information (what, why, when, where, how) about India Gate.
5b. Collect relevant pictures of the life of Adolf Hitler and arrange the
pictures in a chronological order.
6a. were
248
6b. was
6c. passed
6d. shout
7. a. d. e. f. b. c.
8.
WORKSHEETS ON TEXT BOOKSCLASS XII :
A.
Multiple Choice Questions;--
1. Select the appropriate option from the alternatives that follow the
question1.As soon the tiger king was born the astrologer foretold that-(a) the new born child would become a great king.
(b) He would do justice with all.
(c) He would actually die.
249
(d) None of the above
2.An astonishing remark emerged from the lips of the boy when he was(a) One day old
(b) Five days old
(c) Fifteen days old
(d) Ten days old
3.The tiger king occupied the throne when he was-(a) Ten years old
(b) fifteen years old
(c) Twenty years old
(d) Twenty five years old
4.The Maharaja was in danger of losing his throne because-(a) He did not allow a British Officer to hunt a tiger
(b) He allowed the British Officer
(C) He killed all the tigers
(d) None of the above
5.The last tiger was killed by-(a) The British Officer
(b) The Diwan
(c) The hunter
(d) None of the above
Q2,
Identify the following statements whether True or False--
(a) The day the king occupied the throne he killed a tiger
(b) The boy king was brought up by english housekeeper
(c) At Pratibandhpuram there was only one forest
(d) Theb king married the princess from the state where there was no tiger
(e) The king gifted his son a wooden tiger on his birth day
250
(F) Three surgons were called for the king's treatment
(g) In the forest the bull and tigers are friends
(h) The astrologers said that the hundredth tiger would be the reason for
king's death
(i) One of the silvers pierced the left hand of the king
Q.3
Fill up the gaps using suitable words/phrases-
(a) The chief astrologer put his fingers------------------ hearing the words
came out of the mouth of the ten day old baby.
(b) The king was born in the hour of---------------(c) A British Officer wanted to hunt a tiger at-----------------------(d) For purchasing jewelleries for the wife of the British Officer the king had
to pay a bill worth Rs.--------------------- lakh.
(e)On his son's---------------------------------- birthday maharaja had gifted a
wooden tiger.
Q4.Match the following statement/words/sentences given in column A
with the characters in column B
A
(a) "O, wise prophets! I it was I who spoke"
(b)' Thank you very much for your gifts"
(c) " you must be very careful with hundredth tiger"
(d) The hundred tiger was killed by
(e) Avery old tiger was brought for the king to shoot by
B
(a) Dewan
(b) Tiger king
(c) Duraisani
(d) Astrologer
251
(e) One of the hunter
Q.5Rearrange the statements given below as they occur in the story in
chronological order
a.
When the 10 days old tiger king asked the astrologer to tell the
manner of the death.
b.
The tiger king was the king of Pratibandhapuram.
c.
He bought a toy tiger as birth day gift for his son.
d.
When the king occupied the throne he first killed a tiger.
e.
Astrologers foretold that one day the tiger king would die.
f.
He married princes of state having more numbers of tigers.
g.
h.
The astrologer said that the 100th tiger would be the reason of his
death.
He refused the British officer's permission for shooting a tiger.
i.
When he was born astrologers were called to tell about his future.
j.
The king started killing the tiger in his kingdom.
k.
The tiger would be reason of his death.
l.
He got injured due to toy tiger and died at last.
m.
He failed to kill the hundredth tiger
252
----------------------------------------------------------------------------------------------------------------------------- ---------
Q. 1. Complete the crossword with help of the clues given below it.
Crossword
253
Across:
1 to press something very hard
4 a legal representative in a court of law
to order someone to come to or be
6
present at a particular place
7 extreme surprise
one or more reasons for believing that
something is or is not true
to refuse to do something that you are
10
told to do
the particular type of character which
11
a person naturally has
a person who pays rent for the use of
13
land or a building
14 made from artificial substances
agree about one particular matter by
15
everyone or in a group
17 impossible to persuade
18 a question
involved in or connected with
19 improving people's lives and reducing
suffering
expressing strong feelings by great
20
energy or force
8
Down:
a title for a priest of the
2
Christian church
respect and admiration given
3
to someone or something
very likelihood of something
5
happening
money that is paid to
9 someone in exchange for
something
a person who owns or rents a
12
small piece of land
the top of a person's legs and
16
their bottom
254
Q. 2. Write the names of the places in sequential order (CLOCKWISE) that
Mahatma Gandhi was followed by Rajkumar Shukla to take him to
Champaran with help of the clues given below:
Calcutta,
Lucknow, Patna,
Champaran,
Cawnpore,
Other Parte of India,
Muzaffarpur,
Ahmedabad
Q.3. Fill in the four corners of the crosses with the names of the people who
help Mahatma Gandhi in his Political Campaign and Social Campaign at
Champaran. Take help from the clues given in the box:
Rajendra Prasad, Kasturbai, Prof. Malkani,
Narhari Parikh,
Kishore Babu,
Mahadev Desai, Maulana Mazharul Huq,
Brij
Devadas
255
Political
Campaign
Social
Campaign
Q. 4. Identify the personalities in the figures and write their names against
the picture. The box given below lists the names.
Rajendra Prasad, JB Kripalani, Kasturbabai, Devadas, Charles Freer
Andrews
256
____________________________
_
____________________________
__
____________________________
_
____________________________
__
____________________________
_
____________________________
__
____________________________
_
____________________________
__
____________________________
_
____________________________
__
257
ANSWER KEY
Q. 1. Complete the crossword with help of the clues given below it.
Q. 2. Write the names of the places in sequential order (CLOCKWISE) that
Mahatma Gandhi was followed by Rajkumar Shukla to take him to
Champaran with help of the clues given below:
Ans: Lucknow , Cawnpore, Other Parts of India, Ahmedabad, Calcutta,
Patna, Muzaffarpur, Champaran
Q. 3. Fill in the four corners of the crosses with the names of the people who
help Mahatma Gandhi in his Political Campaign and Social Campaign at
Champaran. Take help from the clues given in the box:
258
Ans: Political Campaign - Rajendra Prasad, Prof. Malkani, Brij Kishore
Babu, Maulana Mazharul Huq
Social Campaign: Devadas, Kasturbai, Mahadev Desai, Narhari Parikh
Q. 4. (a) Charles Freer Andrews
(b) Devadas
(c) JB Kripalani
(d) Kasturbabai
(e) Rajendra Prasad
*********************
259
Q1.Fill in the blank by writing name or post
(i)
James Roderick Evans
(ii)
(iii)
(iv)
(v)
(vi)
---------------a prisoner
Mr. Jackson ---------a prison officer
Mr.Stephens --------a prison officer
Reverend Stuart Mc Leery------------ the invigilator
--------------------------Detective Superintendent
Mr. Bell
-------------------------(Objective-familiarization of characters)
Q2.Mark the right optionA—Evans The Break Wanted to appear in an o level examination inI-English
Ii-French
Iii-German
B—who was friend of Evans –
I-the invigilator ii-the detective officer
iii-the security officer
C-The Real Mcleery was hosted --I)inchurch
ii)at his home
iii)in hospital
D—who has the last laugh—
I-the governor ii-the secretary of board iii-evans the break
(Objective-understanding of facts )
Q3 Find out the words from the lesson, which mean the following—
I-a serious sin /illegal activity
Ii-one who commits crime
---------------------------------------------------
Iii-feeling of kindness after getting someone in trouble -------------------------Iv-going away/ saving himself secretly -------------------------------------(Objective-enrichment of vocabulary.)
260
Q4 Rearrange the following sentences in proper sequence of events
A-the prison authorities arranged the test of German for Evans in his
cell.
B- evans befooled the governor.
C- Mc.Leery went out of the prison in safety.
D-Evans was brought out for treatment.
E-Evans was arrested in the hotel.
F-Evans the Break; wished to appear in an o level examination of
German.
G- Evans’ cell was checked and chaos spread.
(Objective-understanding events of the story)
Q5 Write ‘True, or ‘False for each statement
i.
it is mainly a battle of wits between crime and punishment.
ii.
Evans was arrested at the Golden Lion s hotel in Chipping Norton
by the real police officers.
iii.
The prisoner was smarter than the governor.
iv.
Mc.Leery the invigilator wa s wounded in the cell of Evans.
v.
Mr. Jackson was invigilator of Evans ‘cell in D; Wing.
(Objective-understanding story clearly)
************
261
Q.1 On the basis of your reading of the story of saheb-e-Alam complete
the following sentences with correct information:
1.The family of Saheb migrated from Dhaka looking
for………………………………………………………………………………………..
2. One explanation given by the poor people for walking barefoot is that it is
not because of the lack of money but because
of…………………………………………………………………………………………….
3.Rag- picking in Seemapuri has acquired the proportion of a fine arts
because……………………………………………………………………………..
4.For elders, garbage is a means of survival but for children
it……………………………………………………………………………………………….
5.By changing the nature of his work , from rag-picking to work at a milk
booth, Saheb feels he is no more…………….............................
Objective:
i) To test the main points in the story
ii) To use appropriate language & vocabulary as in guided writing.
Q.2. On the basis of the second part of the story ‘I want to drive a car’
re-arrange the jumbled words and phrases bellow correctly in the
cause-effect table. One has been done for you as an example.
(work in groups of four)
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
Loosing brightness of eyes
Lack of education
Years of mind-numbing toil
Firozabad is a famous city
Humans and animals living together
Poverty
Perpetuation of poverty
Working in high temperature &flickering light
Policemen hand in gloves with exploiters
Inability to dream and take indicatives
Poor workers can’t organize against exploitation
Bangle industries
262
Q.3 Complete the following suitably.
Cause
Example: bangle industries
1
2
3
4
5
Effect
Firozabad is a famous city
Objective:
To test analytical ability and appreciation of values as incorporated in the
text. (a mind-mapping activity)
Q4.Working in pairs match the words /phrases in column a with their
meanings in column b writing the correct number of words/phrases
for each given meaning. One has been done as an example.
A
1. Mind –numbing
2.looking for
3.perpetuation
4 .desolation
5. Squatters
6. Survival
7. Wobbly
8.co-existing
9. Impoverished
10. Apathy
11. Lament
B
Weak and wavering
( )
Living together
( )
Absolutely poor
( )
Expressing grief passionately (11)
Never ending
( )
Lack of interest
( )
In search of
( )
Loneliness
( )
Existence
( )
Illegal settlers
( )
Deprived of feelings
( )
Objective: i) enrichment of vocabulary.
ii) to familiarize with the key words helpful
expression of ideas contained in the text
in
263
Q.1 Fill in the blanks using suitable words and phrases from the
lesson’ The Last Lesson’.
i)
ii)
iii)
iv)
v)
vi)
The order has come from berlin to teach only german in the
schools of -----------and------------.
Franz is afraid of going to school as he has not learnt--------------.
Franz wants to enjoy beauty of nature and the bright----------- but
he---------------.
M. Hamel realizes that all three, he himself, the children and the ------ are to be--------- for losing respect for the Mother tongue.
According to m. Hamel, french language was the most------------, -----------and--------language.
The last words written on the board by M. Hamel were----------------
Q.2 find words from the lesson which mean the same as:
i)
ii)
iii)
iv)
v)
vi)
occurring together all simultaneously. --------------(page 3, para 2)
confused moment.
----------------- (page 3, para 2)
make slave for.
---------------- (page 7, para 1)
a brass musical instrument.
---------------- (page 8, para 3)
a non finite form of the verb.
---------------- (page 1, para 1)
to blame or condemn
---------------- ( page 5, para 3)
Q.3 write True or False giving reasons wherever necessary:
i)
Franz started for school very early that morning and was very
happy.
i)
The villagers were very eager to have their children learn their
mother tongue and study well in school.
On the last day in school, M. Hamel taught them literature,
mathematics and German.
The villagers were occupying the last benches to learn a lesson in
history.
Instead of noisy classrooms everything was as quiet as Sunday
morning and m. Hamel was dressed in his Sunday best on that
day.
When a people are enslaved, as long as they hold fast to their
language it is as if they had the key to prison.
ii)
iii)
iv)
v)
264
Q.4( Multiple choice questions). Choose the most appropriate option
from the options given below for the questions that follow.
I) when I passed the town hall there was a crowd in front of the bulletin
board. What was it about?
a)to teach German in schools of Alsace and Lorraine.
b) to teach French in the schools of Alsace and Lorraine.
c) to inform people that they should learn their mother tongue.
II) The people in the story suddenly realize how precious their
language is to them . What makes them feel so?
a)
b)
c)
d)
M.Hamel’s motivating words.
They realize that their language has been taken away from them.
They also realize the importance of their mother tongue.
All the above.
III) How it must have broken his heart to leave it all. Who has been
referred to as a poor man? Why ?
a) M.Hamel as he has to leave the country the next day.
b) The postmaster as he has come to pay tribute to m. Hamel.
c) The mayor as he has to move from France to Germany.
IV) Franz’s feeling about M. Hamel changes because:
a) M. Hamel blames his parents for not sending him to school.
b) Hamel teaches the last lesson with sincerity, emotion and patience.
c) M. Hamel punished him as he was late.
V) What happened when the church clock struck 12?
a) The villagers gathered near the bulletin board.
b) M. Hamel left the class and went fishing.
c) The Prussian army came to take over Alsace and Lorraine.
WORK SHEETQ1.Find out whether the following sentences are true or false.
i-The writer was afraid of water during his childhood only.
(
)
ii-The writer enjoyed swimming with the bully boy.
(
)
iii-The writer made two attempts at coming out.
(
)
265
iv-The writer decided that he would continue with fear of water
(
)
v- His first experience of horrors of water was in the sea
(
)
vi-The writer overcame the fear by confronting it.
(
)
vii-He hired a coach to help himself.
(
)
viii-Nothing helped him finally.
(
)
Q2.Match the words on the left side with those on the right.
i-Beach
i-devoid
ii-Wobbly
ii-tiring
iii-Appreciate
iii-sea-shore
iv-Deprived
iv-unstable
v-Exertion
v-praise
Q-3 MIND-MAPPING
Results?
Childhood encounters of William Douglas
The bruiser
In
In the sea
266
Q4.Fill in the blanks with events mentioned in the text .Attempts made
by the writer at coming out of the water
FIRST ATTEMPT
SECOND ATTEMPT?
THIRD ATTEMPT?
• His lungs were
ready to burst---slow motion
downwards-----water -dirty and
yellow-soffocating
situation ----Eyes
and nose came
out of water but
not the head.
Q5.Choose the correct options.
1-from the YMCA pool, the writer returned----i-pained ii-weak iii-coward iv-strong
2-finally he was saved by---i-himself ii-the bruiser iii-his mother iv-his elder brother
3-He hired a coach to learn-----i-driving ii-horse-riding iii-business-subtleties iv-swimming.
4-He wanted to overcome his--i-worries ii-anxieties iii-fear iv-none of these.
5-What sums up the lesson best?
i-The writer had residual doubts
ii-His childhood experiences were nightmarish
iii-All we have to fear is the fear itself.
iv-We cannot overcome our fears, come what may
Q6.The other words expressing fear used in the lesson
i-horror ii- ---------------- iii ----------------- iv ----------------Q7.Re arrange the sentences and put them in order.
i-went/the pool/to/when/was/i/there/else/no one.
ii-Aversion/had/i/an/the/to/water.
iii-sensation/in/old/the/miniature/returned.
Iv- went/ to Lake/ in Hampshire/i/Wentworth.
267
Q8.How are the following things used in the story.
i-Belt-----put around the writer
ii-Rope-- __________________
iii-pulley--- _________________
iv-Overhead cable- ___________
Q9.What are the types of swimming mentioned in the text.
i-The crawl
ii- _______
iii-_______
Q10.CROSSWORD PUZZLE
Complete the crossword, then click on "Check" to check your answer. If you
are stuck, you can click on "Hint" to get a free letter. Click on a number in
the grid to see the clue or clues for that number.
1
2
3
4
5
6
7
8
9
10
12
11
13
14
15
16
17
18
19
Check
Across:
3. Not clearly perceptible
4. Opposite of bottom
6. To creep
9. Essential body function
11. To ponder
14. Mistake
15. It grows with age
17. To yield
18. To walk unsteadily
19. Slow
Down:
1. Bad dream
2. Very Small
4. To decrease
5. The loveliest relation on the earth
7. You can find water here
8. Acute
10. To win
12. Devoid
13. A kind of season
16. A colour
268
ACTIVITY-1
Part-1
1. Tick whether the following statements are true or false.
a) The first day of Zitkala sa was pleasant.
(
)
b) The language used by people was unfamiliar. (
)
c) Treatment of Indian girls was nice.
(
)
d) The narrator comfortably sat on the seat.
(
)
e) The narrator refused to submit to the oppressive authority. (
)
Part-2
a) The lesson deals with untouchability.
(
)
b) Bama laughed at the strange sight as the old man carrying the bag
from it lachases.
(
)
c) The bag contents some edibles.
(
)
d) She shared the story with her father.
(
)
e) The episode had no effect on her.
(
)
ACTIVITY-2
Cont
COMPARISON
Comp-2
andCONTRASTbetween two writers
Comp -
c
Both
faced
discrimi
niation
269
2-ACTIVITY---MIND MAPPING
3. Vocabulary: make word by placing them in right order.
(i)
i s r d h c i m e a t i i n
(ii)
h c a h e c
(iii)
e
(IV)
l b u h t k a n
i c v o
ACTIVITY
4. Cloze-Test . Fill in the blanks with most appropriate word from those
given below
.
Bama features in we Too Are- ----1----------- Her experiences as a child were
---2-- She faced -------3-------- which Led to self-----4----- . Her brother
brought her-- 5
---------To the ground realities in the --6----India.
She learnt lessons on-----7----and ---8------from the ---9--of the
tall old man. She --10------ to be a great ----11--Q.1 (i) Men (ii) People (iii) Animals (iv) Human-beings
Q.2 (i) good (ii) acceptable (iii) nightmarish (iv) satisfactory
Q.3 (i) discrimination (ii) accident (iii) tiger (iv) justice
Q.4 (i) awareness (ii) reality (iii) success (iv) hard-work
Q.5 (i) closure (ii) touch (iii) effect (iv) away
Q.6 (i) her (ii) contemporary (iii) old (iv) real
Q.7 (i) Determination (ii) laziness (iii) neutrality (iv) good behaviors
Q.8 (i) tolerance (ii) commitment (iii) failure (iv) laxity
Q.9 (i) tale (ii) sight (iii) episode (iv) account
Q.10 (i) became (ii) grew (iii) was (iv) wanted
Q.11 (i) Doctor (ii) Scholar (iii) Writer (iv) Engineer
270
Q1.MULTIPLE CHOICE QUESTION
Choose the most appropriate answer form the given options:
1. Derry entered into the garden of Mr. Lamb thinking _____________ .
a) People occasionally visit the place.
b) It is empty
c) It is crowded
d) It is noisy
2. Derry thinks that Mr. Lamb is in a better position because _______ .
a) He could cover up his tin leg
b) People don’t notice his legs
c) He need not have to cover his face
d) All the above
3. The moral of the fairy tale ‘Beauty and the Beast’ is ____________ .
a) A kiss of a princess can change any devil
b) We should not hate monsters
c) Outward look is less important than the inside beauty
d) None of the above
4. Derry hated that _______________________ .
a) People don’t kiss his face
b) People got afraid of looking at his face
c) People don’t get afraid of his face
d) None of the above
5. Mr. Lamb lost one of his legs in _____________ .
a) An accident
b) War
c) Playing
d) Falling from a tree
271
6. Derry believes that his mother loves him because _______ .
a) She is his mother
b) She really loves him
c) People will criticize her
d) All the above
7. According to Mr. Lamb Derry could get on better than all the rest
because he has _______________________ .
a) Two arms
b) Two ears
c) Two eyes
d) All the above
8. Derry informs his mother that he likes Mr. Lamb because __________ .
a) He is cripple
b) He keeps his door always open
c) He talks about things nobody else ever has said
d) He is lonely
Q2.Fill In The Blanks:
Fill in the blanks with suitable words/ phrases from the lesson ‘On the
face of it
PESSIMIST, OPTIMIST, LONELY, HAD MANY FRIENDS, ISOLATED, IMMATURE, ACCEPTED PHYSICAL
DEFORMITY , TIN-LEGGED, ACID BURNED FACE
1.
2.
3.
4.
5.
6.
Derry wanted the kind of a world where _____________ his face.
Derry’s house was ____________ away from the garden of Mr. Lamb.
Derry had ________________ face.
Mr. Lamb convinced Derry to overcome ____________ .
Children used to call Mr. Lamb _____________________ .
According to Derry Mr. Lamb was better of because ______________ .
272
Q3 CLOZE TEST:
Complete the passage with one suitable word in each blank:
1. Derry was a teenager, highly _______(i)_______ and withdrawn from main
stream society. He developed this _______(ii)________ after one side of his
face was disfigured by acid. He _______(iii)______ company of others and
remained lonely. He believed that no one _____(iv)_____ him and his
mother loved him because she was supposed to. Derry had this
pessimistic and ______(v)______ attitude because once he heard two
women ______(vi)_____about his ugly face. He heard his parents’
____(vii)______ about him.
Q.4 Characteristic Traits
Fill in the bubbles with appropriate character traits given in the box:
MR. LAMB
273
DERRY
DERRY
Q5.Crossword
ON THE FACE OF IT
1
2
3
4
5
6
7
8
9
10
11
12
274
Across:
Down:
1
Unhappy state on mind
2
encourage
3
a quick breathing
4
a wild species of apple
5
wooden frame used for ascending
or descending
6
unhappy state of mind
10
full name of Derry
11
a blow that produces
muffle sound
7
uncertain
8
humming noise of bees
9
walking on private property
12
hideous or frightful
Q1.State whether the following statements are True ,False or Not Sure
:Give reasons for all)
a) Sophie was a manager in a boutique.
b) Jansie,her friend,shared Sophie’s ideas.
c) Jansie would soon be working in the biscuit factory.
d) Sophie and her family lived in a big house.
e) Geoff,Sophie’s brother,was an engineer.
f) Geoff worked in a foreign country.
g) Geoff was shy.
h) Sophie loved her brother the most and admired him.
i) Danny Casey was a famous cricketer.
275
j) Danny fell in love with Sophie when he met her at the arcade.
k) Sophie collected Danny’s autograph for her brother.
l) Danny could not meet Sophie as planned as he had to play a match.
Q2.Rearrange the following statements as per the order of events in the
text.
a) She asked him for an autograph.
b) Sophie waited for Danny near the canal.
c) Danny promised to give Sophie an autograph if she met him the next
week.
d) Sophie met Danny Casey at the arcade.
e) He could not give her one as both of them had no paper or pen.
f) Danny however did not come to meet her.
Q3.What kind of a person is Sophie ,according to:
a) Her friend,Jansie
b) Her father
c) Her brother Geoff
d) Herself
e) You (the reader) (Pick out the statements from the text to prove your point.)
Q4.What do the following statements tell us about Sophie ?
a) I’ll be natural.
b) Something a bit sophisticated.
c) She was jealous of his silence.
d) There was the sound of applause as the world rose to greet them.
276
e) Promise you’ll tell no one.(Sophie said to Geoff)
f) So Geoff hadn’t let her down after all.
g) I feel the pangs of doubt stirring inside me.
Q5.If a friend of yours wants to join the film, television or fashion
industry, what advice would you give her/him ?
(Tips:looks,talent,contacts to help,portfolio..)
KEY TO ANSWER:
Q1.
a)False
e)False
i)False
b)True
f)False
j)False
c)True
g)True
k)True
d)False
h)True
l)True
Q2.
a) Sophie met Danny Casey at the arcade.
b) She asked him for an autograph.
c) He could not give her one as both of them had no Paper or Pen.
d) Danny promised to give Sophie an autograph if she met him the
e) Sophie waited for Danny near the canal.
f) Danny however did not come to meet her.
Q3.
a) A day-dreamer
b)Liar,always makes stories
c)Disbelieving
d)Over-confident
e)Statements:
277
i)Day-dreamer-“I will be like Mary Quant “
ii)Liar-always makes stories-“I met Danny Casey”
iii)Dis-believing-“Geoff had never expressed an opinion”
iv)Over-confident-“next week he would give me an autograph then”
Q. 4.a) Wanted to fulfil her dream.
b) Sophie was interested to work as fashion designer.
c) According to her,brother Geoff was so shy that he can’t be able to adjust
in the outside world.
d) When Danny won the match Sophie was excited.
e) Her brother should not expose to other.
f) Geoff had told to Jansie about Danny’s meeting with Sophie.
g) She was sceptical about Danny.
Q.1 Fill in the blanks with proper words:---(i) The enmity of two countries namely…………and…….. have been talked about
in the lesson.
(ii) Dr. Sadao first met Hana in………………
(iii) Dr. Sadao returned from America after his education at the age of………..
(iv) Dr. Sadao the ……….. Surgeon finds a wounded American soldier near his
house.
(v) Dr. Sadao married to Hana in …………..
Q.2Say whether following statements are true or false
(A) The lesson ‘The Enemy’ gives the message of humanity.
(B) Dr. Sadao was arrested on the charge of harbouring the enemy soldier.
278
(C) After the soldier was out of danger, Dr. Sadao helped him escape from his
home to safety.
(D) Hana did not arrest Dr. Sadao in operating the soldier.
(E) Dr. Sadao and Hana were not in agreement to keep the prisoner in their
house.
Q.3 Choose the most appropriate option from the options given below:--(i) The chief concern of Sadao’s father towards his son was:--(A) Marriage
(B) Education
(C) Job
(D) Both B & C
(ii) Dr. Sadao stayed in ………………during his study in America.
(A) A doctor’s house
(c) A Professor’s house
(B) Hostel
(D) A paying guest room
(iii) The General did not send Sadao with the troop because:-(A) He was an expert physician
(B) The General needed him
(C ) Hana did not want so
(D) None of these
(iv) Dr. Sadao revealed the secret of housing the injured American soldier
in his house to:-(A) Relatives
(B) Japanese police
(C ) The General
(D) Neighbours
(v) Dr. Sadao guided the injured soldier after treatment to wait for ………..
in the lonely deserted island.
(A) An American warship
(B) A German warship
(C ) A Japanese fishing boat
(D) A Korean fishing boat
279
Q.4 Find the meaning of the bold words with reference to the text from
the options given:--(i) Sadao drew his Kimono round his weary body.
(A Special dress of Japanese
(B) Outer garment
(C ) Belt
(D) Japanese shoes
(ii) “………the rooms were so small, the food so bad, the Professor’s wife so
voluble.
(A) Loud
(B) Talkative
(C ) Melodious
(D) Harsh
(iii) ‘But you understand it was not lack of patriotism or dereliction of duty.
(A) Patriotism
(B) Negligence
(C) Honest
(D) Responsible
(iv) ‘Here he was her enemy, a menace living or dead’
(A) Burden
(B) Danger
(C) Problem
(D) Damage
(v) ‘Ignorance of human body is the surgeon’s cardinal sin’
(A) Minor
(C) Unpardonable
(B) Silly Mistake
(D) Guilt
Q5. Arrange the following events of the story in the proper order.
(i)
Dr.Sadao met Hana
(ii)
Dr. Sadao became a surgeon
(iii)
Dr.Sadao and Hana were in a fix
(iv)
Dr.Sadao found a wounded American soldier in the beach
(v)
They wanted to take the wounded man into their home but were afraid of
police
(vi)
They brought him home
(viii) Dr. Sadao operated on the the wounded man and cured him
280
(ix)
After the wounded man recovered from the injury, Dr.Sadao met the
General
(x)
The servants protested and left the home.
(xi)
The Genral agreed to send assassins to kill the American.
CROSS WORD ON VOCABULARY- THE ENEMY
Crossword
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
281
Across:
Down:
2
AT THE SPUR OF THE MOMENT
4
AN EXTREME DISLIKE OF SOMETHING
8
OF FUNDAMENTAL IMPORTANCE
10
FLUENT OR HAVING A READY FLOW
OF SPEECH
11
A POETIC LANGUAGE INDICATING
DIRECTION
12
A STATE IN WHICH ONE HAS
DIFFICULTY IN THINKING
14
A BED COVERING
15
A LOOSE OUTER GARMENT WORN BY
JAPANESE
1
CAPACITY TO LIVE AND
DEVELOP
3
OUT OF THE BLOOM
5
A PERSEIVED THREAT OR
DANGER
6
A JAPANESE ROBE WORN
OVER HAORI
7
TO BECOME COMPLETELY
SOAK
9
A FIRMLY HELD BELIEF
13
WANT OF COLOUR
****************
ANSWER KEY:
Q.No.1
(I) America and
Japan
(ii) America
(iv)
Japanese
(iii) 30 Years
(v)
Japan
Q No.2
(ii) False
(iv) False
(i)True
(iii) True
(v) True
Q.No.3
(ii) C
(iv) C
(i) B
(iii) B
(v) D
Q.No.4
(i) A (ii) B (iii) B (iv) B
(v) C
282
Q.No.5
(i) ii, i, iv,iii,v, vi,vii,ix,viii and x
1. Fill in the following blanks with appropriate phrases/ words from the
text
A. Jack told Joe a story out _____________.
B. There was a big wise old owl in the __________ of the tree.
C. The wizard did his magic and all _____________ the Skunk started
smelling like rose.
D. Wizard asked the Skunk to ___________ the well.
E. Joe looked out of the window at ________________ of day that showed
under the shade.
F. Joe was afraid and her hands were _________________ in he air.
G. Jack did not like women when they took ________________.
H. Joe asked Jack whether the friends of Skunk _____________ from him
after he started to smell bad.
I. When Joe asked her father about the reality of magic spells, Jack missed
______________ in the narrative.
J. Joe was sad to know that Skunk was all alone and the corners of her
mouth _______________.
2. Write ‘True’ or ‘False’ for the following
a. All animals ran away from the Skunk because he smelt of roses.
b. Jack has been telling stories to his daughter since she is two years old.
c. Mommy of Skunk hated the new rose like smell of the Skunk .
d. The Skunk gave the Wizard four pennies.
e. Joe knew how to play pick-up-sticks
3. Answer the following with correct options
A) Jack told Joe stories about
a) Roger Fish
283
b) Roger Skunk
c) Roger Owl
d) All the above
B) Jack was irritated with Joe because
a) Joe questioned his story
b) Joe did not accept his story
c) Joe was going out of his control
d) All the above
C) Roger Skunk went to the wizard because
a) he hated his mother
b) he wanted to find the pennies
c) he did not love his mother
d) None of the above
4. Who said to whom –
a). What's that awful smell?
b). What's evenshiladee?
c). Get under the covers and fall fast asleep.
d). That was a long story.
5. Non-linguistic project
a). Make a photo story of all those things that your parents force you to
do.
b). Make a chart of all those things that you would like to do and your
parents do not agree to.
6. Fill up the gaps with the correct option
So Roger Skunk (a) ____________ (go/went/gone/going) to the end of the lane
and turned around three times and there in the magic well (b) __________
(were/was/is/has) three pennies! So he (c) _____________ (take/ took/ taken/
taking) them back to the wizard and was very happy and (d) _______________
(ran/ run/running/ was running) out into the woods and all the other little
animals gathered around him because he smelled so good.
284
.7. Arrange the statements according to chronology
a. Jack felt caught in an ugly middle position.
b. Jack told a story about Roger Skunk to Joe.
c. Wizard told him to get the pennies from the well.
d. Joe wanted the story to end in a different way.
e. Mommy of Roger Skunk hit the wizard.
f. Skunk went to meet the Owl.
8. Read the general statement and then answer the questions given in the
boxes below in the context of the lesson and the general statement.
Parents often impose their opinion on their children.
Parents fail to look at the world from their children’s
point of view.
How does Skunk’s mother react to the change?
Why Joe does not accept her father’s story?
What does Jack force Joe to accept?
285
9. Complete the crossword using the clues given below
286
287
Answer Key
1A. of his head
1B. tiptop
1C. of a sudden
1D. look down
1E. crack
1F. dabbling
1G. for granted
1H. ran away
1I. a beat.
1J. dropped down
2a. False
2b. True
2c. True
2d. False
2e. False
3A. b) Roger Skunk
3B. d) All the above
3C. d) None of the above
4a. Mommy of Skunk to Skunk
4b. Joe to Jack/ her father
4c. Jack to Joe/ his daughter
4d. Clare to Jack
5a. First identify the things and then get pictures of those things. The
point of difference might be in food, cloths, career, life style etc.
288
5b.Think of how you are different from your parents. Ask whether you
like all those things that they like. Highlight the differences in choices,
in likes and dislikes, in point of view.
6a. went
6b. were
6c. took
6d. ran
7. b. f. c. e. d. a.
8. How does Skunk’s mother react to the change?
She becomes angry and forces the wizard to change the smell of the Skunk
from that of roses to the earlier bad smell.
Why Joe does not accept her father’s story?
Joe does not accept her father’s story because she did not like the mother of
Skunk interfering in the life of Skunk and making him lose his newly acquired
friends.
What does Jack force Joe to accept?
Jack forced Joe to accept his conclusion. Jack wanted Joe to accept parental
authority and not to question his control over her life.
289
9.
290
1. State whether the following statements are True, False or Not Sure:
(Give reasons for ALL)
a) Sophie was a manager in a boutique.
b) Jansie, her friend, shared Sophie’s ideas.
c) Jansie would soon be working in the biscuit factory.
d) Sophie and her family lived in a big house.
e) Geoff, Sophie’s brother, was an engineer.
f) Geoff worked in a foreign country.
g) Geoff was shy.
h) Sophie loved her brother the most and admired him.
i) Danny Casey was a famous cricketer.
j) Danny fell in love with Sophie when he met her at the arcade.
k) Sophie collected Danny’s autograph for her brother.
l) Danny could not meet Sophie as planned as he had to play a match.
2. Rearrange the following statements as per the order of events in the text.
a) She asked him for an autograph.
b) Sophie waited for Danny near the canal.
c) Danny promised to give Sophie an autograph if she met him the next
week.
d) Sophie met Danny Casey at the arcade.
e) He could not give her one as both of them had no paper or pen.
f) Danny however did not come to meet her.
3. What kind of a person is Sophie, according to:
a) Her friend, Jansie
b) Her father
c) Her brother Geoff
d) Herself
e) You (the reader) (Pick out statements from the text to prove your
point.)
291
GOING PLACES
Crossword
M
E
3
C L
A
5
U N
C
H
7
V O
L
Y
J
E
U T T E R E D
E
4
G L A R E
C E A S I N G
A
W
6
A
K
L U N T A R I L Y
T
O
8
9
G R I M Y
R
10
S C O O P I N G
R
11
I N A U D I B L E
W
P
C
H
R
12
B L E N D
T
1
E L O D I O U S
2
292
Across:
Down:
1
sweet sounding, musical
1
sad, gloomy
3
untidy
2
make fun of
4
harsh light
4
awkward in looks, behaviour
5
without stopping
6
signature
7
of one's own free will
9
argument, fuss
8
dirty
10
confidential
10
eating quickly
11
not heard
smooth mix
12
293
Many psychologists adhere to what has been called the “dual-coding” theory of
information storage (see Paivio, 1969, 1971,1990). This theory postulates that
knowledge is stored in two forms—a linguistic form and an imagery form. The
linguistic mode is semantic in nature. As a metaphor, one might think of the
linguistic mode as containing actual statements in long-term memory. The
imagery mode, in contrast, is
expressed as mental pictures or even physical sensations, such as smell, taste,
touch, kinesthetic association, and sound (Richardson, 1983). In this book, the
imagery mode of representation is referred to as a nonlinguistic representation.
The more we use both systems of representation—linguistic and on linguistic—
the better we are able to think about and recall knowledge.
Nonlinguistic representations should elaborate on knowledge.
Creating Graphic Organizers
Descriptive Patterns.
Time Patterns –Sequence
Process /Cause-Effect
Patterns
.
294
Time sequence patterns organize events in a specific chronological order. For
example, information about the development of the Apollo space program can
be organized as a sequence pattern. Figure 6.3 shows how you might represent
a time-sequence pattern graphically.
Process/cause-effect patterns organize information into a causal network
leading to a specific outcome or into a sequence of steps leading to a specific
product. For example, information about the factors that typically lead to the
development of a healthy body might be organized as a process/cause-effect
pattern. Figure 6.4 shows a graphic representation of a process/cause-effect
pattern.
Episode Patterns. Episode patterns organize information about specific
events, including (1) a setting (time and place),(2) specific people, (3) a specific
duration,(4) a specific sequence of events, and (5) a
particular cause and effect. For example, students might organize information
about the French Revolution into an episode pattern using a graphic like that
shown in Figure 6.5.
Episode Patterns.
Generalization / Principle Patterns.
Generalization/principle
patterns
organize
information into general statements with supporting
examples.
For
instance,
for
the
statement,
“A
mathematics function is a relationship where the value of one variable depends
on the value of another variable,” students can provide and represent examples
in a graphic like that shown in Figure 6.6.
295
Generalization / Principle Patterns
Concept Patterns.
Concept Patterns. Concept patterns, the most general of all patterns,
organize information around a word or phrase that represents entire
classes or categories of persons, places, things, and events. The
characteristics or attributes of the concept, along with examples of each,
should be included in this pattern. For example, students could use a
graphic like the one in Figure 6.7 to organize the concept of fables, along
with examples and characteristics.
Using Other Nonlinguistic Representations
Making Physical Models. As the name implies, physical models are
concrete representations
of the knowledge that is being learned. Mathematics and science
teachers commonly refer to the use of concrete representations as
“manipulatives.” The very act of generating a concrete representation
establishes an “image” of the knowledge in students’ minds. The
following example illustrates this process in the context of a science
class.
Generating Mental Pictures. The most direct way to generate
nonlinguistic representations is to simply construct (i.e., imagine) a
mental picture of knowledge being learned. For abstract content, these
mental
pictures might be highly symbolic.
Drawing Pictures and Pictographs.
Drawing pictures or pictographs (i.e., symbolic pictures) to represent
knowledge is a powerful way to generate nonlinguistic representations in
the mind. For example, most students have either drawn or colored the
296
human skeletal system or have seen a picture of one in the classroom.
Similarly, most
students have drawn or colored a representation of the solar system. A
variation of a picture is the pictograph, which is a drawing that uses
symbols or symbolic pictures to represent information. The following
example shows how a 1st grade teacher uses symbolic pictures in a
geography lesson.
Engaging in Kinesthetic Activity.
Kinesthetic activities are those that involve physical movement. By
definition, physical movement associated with specific knowledge
generates a mental image of the knowledge in the mind of the learner.
(Recall from the previous discussion that mental images include physical
sensations.)
Most children find this both a natural and enjoyable way to express their
knowledge.
Source: ‘Classroom instruction that works’
297
Language Exercises using Nonlinguistic
Representations.
Compiled by Mr. Eugene, ZIET, Mumbai
Vocabulary
Name the numbered items on the picture (eg. mirror, hair dryer)
Grammar: Add plural forms to the numbered items (eg. a Christmas tree –
Christmas trees, a knife –knives)
298
Coloring:Color the items correctly (eg. color the lamp blue, color all the pillows
in the picture yellow)
Grammar: point out/write prepositions found in the picture (eg. The towel is
laying on the chair. The cat is under the table,. The girl is between the two
boys).
299
“What is wrong”?

Circle the “wrongs” in the picture.

Write sentences on what should be changed to correct the picture.

Explain why certain things are wrong.
300
“What is wrong”?

Circle the “wrongs” in the picture.

Write sentences on what should be changed to correct the picture.

Explain why certain things are wrong.
301
Vocabulary:
Pair-work: hand each student one picture and ask them to find similarities by
asking questions, but not revealing their picture. Ask the students to write
down their answers:
eg. a) Do you have a woman in your picture?
b) Yes I do. The woman has long hair and glasses.
a) The woman on my picture has short hair and no glasses.
b) Is there any animal in the picture?
a) Yes, there is a dog in the picture.
302
303
304
305
306
307
308
309
310
311
312
Download