Appendix - A

ENGLISH LESSON TRANSCRIP'TS

IN

INTERACTIVE APPROACH MODEL

Bsbitha Suresh

School o f Pedagogical Sciences

k l i ~ h a t n ~ a Galidhi llniversity

1999

Guided by: Dr. K. H. Sivaclasal~, Professo~. (Kctd.),

Uepartn~ent of Educr tion,

l i niversity of Kerala.

O V E R V I E W

This book provides English lesson transcripts prepared in the Interactive Approach

Modt:l for the students of Standard V I l l It contains 5 strategy lesson transcripts and 7

language lesson transcripts, which will he1 p learners to learn , particular languaye

learrling strategies directly as in Lessons 1 - 5 and indirectly as in Lessons 6 to 12.

The lesson transcripts are based on Interactive Approach Model, which focuses

on both content knowledge and strategic knowledge The model is based on cognitive

information processing theory and the research with second language learning

strategies Language is a complex cognitive skill, developing through a series of

stages, which requires extensive practice and feedback in order to operate at an

autono~nous level Language proficiencv can be described as a procedural knowledge

and the use of learning strateyies i s also a part of' procedural knowledge (Ande~.sotl

1 983.1 985). Learning is an active and in fact an interactive process. Second Language

acquisition can be understood adequately only with reference to the interaction

between language and, cognition. "Effective learning occurs when students are active1 y

involved in organizing and finding relationships in the information they

encounter."(Eggen and Kauchak. 1990). The strategies enable the learner to interact

with the learning material and structure his experiences. Learning strategies are

special ways of processing informat ion that enhance coniprehension, learning or

retention of information.

I n these lesson transcripts. the itlvestigator has incorporated certain language

learning strategies. which were already identified by experts in the tield of strategy - -

research The instructional material is designed with direct and embedded i~lstruction

CONTENTS

LESSON TRANSCRlPTS

Section I - Strategy Lessons

I . Selective Attention.

2 lnferenciny

3 , Elaboration

4. Note taking

5 . Sumrnarizit~g

Section 11 - Language Lessons with Embedded Strategies

6 Con~prehe~>sion

7. Pricis Writing

8 . Paraphrasing a Poem

' 9. WritingConversation

10. 111formal Letter Writirlg

1 1 . Pa la~~qu in Bearers (Poem)

12. Bharatha Has Bad Dreanns (Prose)

Strateey - Selective Attention

Selective Attention: This strategy involves teaching to attend selectively ro key

worcis or ideas in order to understand the information they hear or read.

1 i~truduction

Tr: 111 dailv life we do hear and read a lot ol'facts and ideas. i t is not possible

for us to remember each and evely word in the passage that we hear or read Today

we will learn to attend selectively to keywords and ideas Being able to attend

selectively to the main ideas is important because it will help you understand the

gist of the conversations that you hear and passages that you read.

Tr: displays a chart where a poem is \vrirteli with blanks in between and

verbally explains the process of selective attention. Tr. models and makes use of

oral think aloud,

'Teacher recites the poem

In the 4 and fiery 2

In the narrow 6

How 7 i s the rain.

( 1 . Kain 2 . Dust 3 . Heat 4. Broad

5 . Street 6. Lane 7. Beautiful)

Pupils pain guided practice in the use of strategy

r Provides addirional nla~erial for application of strategy ilsiny the following steps

* I . Determine what you need to li~ic,\v

*7. Attend to the key words. which tell you about \$.hat you need to know

Evaluatiorr -- I - TI?. to selectively attend to the tl~airi ideas when you want to understand

rhc gist o f a ?assage. First determine what you need to know and then listell to or

locz t 2 t tle Ley words, which will provide you the infor~natio~l,

Tr: "Sl~ei la is an Indian, but she lived in China most of her life". What r- 1

nationality is Sheila?

1 1': Indian. [Selective attention]

I -Tr "I thought Rani was going to Madras last week. But she was sick. So

1 she stayed at home". What did Rani do?

P: Rani stayed at home. [[Selective attention] - - -.., - .. -"-

Exp:~nsion 1

'Teacher provides similar lanyuage learning materials so that the students can

practise the strateyy.

Lesson - 2

Strate~y - lnferencing

Inferencing. This strategy involves teaching students to infer t lle unstated but

implied information in texts they read.

Introdlrctiorl

TI.: When writers write, though they give us a lot of ideas and facts, they

son~e t i~~ le s leave out some ideas. It is the job of the reader to figure out these

unstated ideas. ~ o d a ; we will learn how to figure out those unstated ideas i n order

to understand and enjos the reading passage better we must be able to figure out

unstated ideas to fill in the missing ideas.

Implementation

Tr. displays passages with unstated inforrnation

1 . I.r --h,lr. Jacob bougtlt some paints. papers and brushes to use them

at school. What does he teach at s c h c ~ o l ~

P He teaches painti~lg. 1 L---. -.-,- - --- -. -- 1

r So here the writer has-left out the information about people.

* I . F i ~ u r e out the unstated informatior1 by reading t h e given facts

* 2 Thinkiny about these clues

*3 Then 111ake a guess about the unstated ideas.

Evaluation

Figure out unstated ideas.

, "1 don't want ice creams. Just bring m e the bill , " Where is he?

He is at a hotel. [Inferencing]

, Tr: "Raju pushed the roaring machine all over the lawn. When he finished

the grass looked beautiful". What is the roaring machine?

P: lawn mower. [ In ferencing]

Tr : "Rachel was walking ho~nc: liom school She saw a large puddle. When

Rachael got home her n~other ~nade her put her wet shoes on the back

porch" How did Rachel yet her shoes wet'?

P: She stepped into the puddle and g o t her shoes wet. [ Inferencing ]

Expansion

Teacher provides similar lanpuage learning materials so that the students can

practise the strategy.

l,essot~-3

Stratepy - Elaboration

Elaboration. This stratesy involves teaching students to relate new

inforn~ation to prior knowledge gained from experience in the world or academic

situations.

Introductior~

Tr: The prose and poems are written on the assumption that the readers have

certain previous knowledge required for understanding it. So today we will learn

how to make use of our previous knowledge to understand the reading material

beti.er To understand the reading material better we have to relate our previous

knowledge sained from worldly or acader~ric experience to the new learning

material The title. advance oryanisers, preface, topic or int roduct 0 0 7 sentences yive

a clue to the previous knorvledge.

Tr. displays passages or poems, which require previous knowledge for better

understanding.

1 Queen Elizabeth participated in a long-delayed ceremony ! in 1 I Clydebank. Scotland yesterday. On this occassion a crowd of shipyard I 1 workers numbering in hundreds joined dignitaries in cheering as the

1 HMS Pinafore slipped into water.

What is the ceremony?

What is the role of Queen Elizabeth in this ceretnony?

WII;,! did the shipvard workers cheer?

What is HMS Pinafore'?

Tr: rrplains the 'Ship christening' ceremony as the pupils f i ~ ~ d it dinicult to

unc e rsrand t l:e passage.

The pupils relate the various activities associated with the ship christening

cercrnony to ihe various activities in the new material.

Students practice the strategy using the following steps.

* I They identify the previous knowledye by reaclhg the title or the topic sentence

of the rnaterial

* 2 Then they t r y to recollect their wot-Idly or academic experiences in co~~ l l ec t i o~~

with the new topic.

* - 3 'They rekd the new material and relate it to their previous knowledge for better

comprehension.

E V ~ ~ U H t io 11

T r : provides other similar situations that require previous knowledge for better

comprehension,

Palanquin Bearers

Lightly 0 lightly we bear her along

She sways like a tlower ill the wind of our sons

She skims like a bird on the bat31 of'a stream

She floats like a laugh from the lips of a dl.ram

Ciaily O'paily we glide and we sing

We bear her alorls like a pearl on a stl-ing.

Who is carrying''

What are they carrying?

Who is cornpared to tlower, bird and laugh?

Where are they yoiny?

Tr activates their previous knowledge about the palanquin bearers and the way in

which they carried the brides in olden days,

Pupil:, now relate the poem to their previous knowledge and answer the questiolis.

[Elaboratio~~]

Esl~a~lsion

Teacher yro\,ides siniila~ la~~guage learnins illaterials so that tllr s ~ u d c t ~ t s call

practise the st!-atcgv.

Lessor1 - 4.

Stratepy - Note tnki~lg

Note [akin%. This strategy involves teaching students to identi@ the main

ideas and its details and to note tllerli dow 11 i~sing sllot-t sentences or phrases.

111 trod uct io11

T r 111 the passages that we lister] 01- read illere are iuanv llew ideas aild

detail:; that we have to learn for future reference i t is our job as leartler to note

d o ~ v * ~ these ideas and details. 'Today w e will learn how to take dowrl these 11otes

Heillg ahle tc llote down i~llporra~~l poinls and details is i ~ ~ l p o r t a ~ l t because i t

i l~l l ) i - iws 0111- co111pt-e\1etlsio11 and sl~nlt~~arizcs 1l1c detiiils gi\~etl ill the passaye.

C~n~;en~e[r tation

'f1- displays passages atid demolist rates note takins and gives verhal

esy laraittion of I lle procedure

1 -- -

i Musical Instrunlents

There are different kit~ds of mtlsical instruments They arc

; divided into three main classes accordirlg to the way it1 which they are

1 played The wind instrume~~ts are played bv blowing air into them. So111e

instruments are played by banging or striking them. They are called

percussion instruments. The last group of musical instruments are ones, 1 I which have strings. They are called stringed instruments.

* I !;electiveiy attend to the i~nponat~t points,

* 2 h'ote them down by means of keywords or phrases. * 7 - . Arrange the information in some way that relates one to another,

T r F rovides yuided practice in note taking Pupils prepare notes by following the

three steps n~er~tioned above.

h.lusical lnst run~cnts

Pla:ird bv blowing air By banging or striking them By plucking the strings

E v i l l ~ f i t io 11

Teacher pro-brides similar language learning inaterials so that the students can

prac~ise the slrategv.

Lessorr - 5

Sunln~ariziny involves teaching students to sinlplify and recapitulate ~ v h a t

the! ha\.e listened or read. It is making a n oral or written summary of language and

illfurrna~ion presented in a task,

Introductior! -- T r The ideas contained in the passages that we listen and read should be

11ladt: a part of our kl~owlttdge. I t is diAicult and ilot ~~ecessal-?~ to ~.e~l~t.~nber. \'esbatilii

all that we \;sten and read. So preparing a gist of what we listell and read will help us

assimilate it Being able to sum~narize the intbl-mation presented in a task will

improve conlprehension and production of'languaye tasks.

Tr displays a passage and demonstrates 11ow i t is sutl~marized Verbally evplairls

an,J scaffolds the use of strategy.

* 1 Read the passage.

* 2 . Selectively attend to the main points and important details.

* 3 . Jot it down in brief ~lotes.

* ? Prepare a rough draft in vour own words.

* 5 -4void quotations, illustration etc. but the gist must be self-contained and a

connected whole.

Different steps it1 the process of nutrition -- -,.. .... -- - A-

You may know ilor4- tlir ]nodes of petting food vary i l l tiature. i 1 The acts of getting and eating food are the first two steps of the process

I of nutrition in animals. This i s called insestion. But to get energy for tllr

1 life processes this bulk food is to be then converted into smaller

1 i~~olt:culer. ?his process is known as digestion Mort anilnals rise both

I physical and chemical methods for breakir~g up the food molecules. The

i digested nutrients are then taken into different parts of the body by the

blood circulatory system The cells ill the bodv then absorb these I ' digested food molecules The diyested absorbed material is used in the I

: cells for. producing etlersy and for go\+-t l l This process is Lllow11 as

1 assirnilat ion. Tl le l.ernait~i~lg urldigested substances are escrcted by t llc I

i 1 process of eyestiotl. . - - - - - . , - -. - - - - - - - . . - ---- --- _ i

I ' r provides guided practice in summarizing,

Steps in the process of diyestion.

I lr~gestiorl getting and eating food.

2 Digestion conversion of food into strlal l n~olecules.

3 . :Issin~ilation absorption and producing energy.

4 Egestion excretion of undigested substances.

The four steps in the process of nutrition are ingestion, diyestioll.

assitnilation and egestion The act of petting and eating food is known as inyestion

The <.onversion of food into small nlolecules is digestion. Assimilation is the process

of absorbing digested molecules and producing energy. Egestion is the removal of

undigested substances.

Evaluatiar~

Teacher provides similar language learning materials so that the students can

practise the strategy.

Kead the followit~y passage and answer the questions given at the end,

i There was once a man who had t w o sons. The younger son said I

1 to him. "Father, give me my share of the property ilow". So the man

: divided his property between his sons. .\titie a f e~v days the younger son

1 sold his share of 11; property and lrli tmnle i v i ~ i ~ tile n~o~ley , He went to I 1 a country faraway and wasted his money in reckless living. He spent

j everything he had. Then a severe faniine spread over that country and he

1 was left without R thing. So he went to work for one of the citizens of

I that a,untry who sent hiln out to his farm to take care of the pigs.

1 ) How many sons did the man have?

2) What did the younger son ask his father to do?

3 ) M1t.at did the father do'?

4) What did the younger son do atier a feb days '

5 ) WI.:at did he do in the far away country?

6) What happened w h e ~ ~ fanline spread over that country'?

7 ) What work did the cirizen assign to the younger soil'?

Pupils tnust have already read simple stories i n Erlglish. They require the

kncwledge of N ords like 'famine', and 'reckless' Pupils must kno~b- the

orgarlizational pattern of the passage. The strategies that are taught are selective

attention and note taking.

Preparation

Dia~rloses pupil's backgro~i~rd knowledge Sr activates it.

[ T r asks pupils about the strategies that they use while they listen or read English

passkges and checks the awareness of strategies] .

The o biectives are explained,

'To help piipils selectively attend to the maill idcas in the yassaye and arlswcl tllc

given questions [Tr. Provides the ratiorlale for using the strategies] C

Presentation

listen in^ task.

Tr: provides the questions and then reads out the passage part by part [n~odels the

strategy use] Pupils selectively attend to keywords and make notes of i t .

Tr: \Vhat is this story about?

A: The story i s about a lost sori.

Tr . Who are the characters in the story?

.A : T he man and his sons. [Selective atte~ition]

Practice

Reading & speaking tasks,

[Pupils practlce the strategy and answer the questions]

Tr: How many sons did the man have?

A: l 'he man had two sons.

TI-: What did the younger son ask his father to do'?

A The younger son asked h i s fathel- to dividc his property between the sons.

Tr What did the father do?

A : 7-he hther divided his property and gave him his share,

Tr \\'hat did the youn3t.r son do after a f e ~ r days''

.A .Alier a fen days the young son sold his share of the property and left horlie with

t hc molley

Tr \\'l~at did he do in the far w a y country''

A: 118 spent all the money

Tr: What happened when famine spread over that cout~try?

.A: He had no money so he had to work for a citizen of the country

Tr: What work did the citizen assign to the younger son'?

A: 'Tne citizen sent him out to the farm to take care of his pigs.

Evaluation -- Writing task.

PupiLs w-rite down the answers, which they \lave already practised orally

[Teacher and students discuss the strategy use and its effect.]

Expansioo activities

l ' r . plaovides another conlprehension passage that requires the application of

similar strategies. [Pupils transfer the use of the strategies on similar language tasks

and :;el additional practice in the strategy use.]

- - - - - - .4eroplanes have the reputation of being dangerous. They also

1 have the disadvantage of being the most expensive form of transport. But

, nothilly can match them ibr speed and con~fort Travelling at a height of

; 30,OCO feet far above the clouds. at over 500 ~niles per hour is an i

I exhilarating experience An aeroplane gets you to your destination

1 rapidly; for a few hours you settle back in a deep armchair to enjoy the I . I il~yht The real escapist can watch a free film sho\i and sip chanlpagne

; on s c n e services. But everl \vhet~ such rcfrest~~t~ents are not available. !

there is plenty to keep you occupied An aeroplane oiTers you an usual

1 and breathtaking view of' the world. You soar effonlessly. over hiyh I

mou~;tains and deep valleys; you really see the shape of the land

( I -3 words) . . .- - . . . .-----.-.A -- . -. - - - - - - . -. . . - - - -. - . . . . . - . -. . - - - - . . -. .

For bottom u p processing pilpils require the knowledge of \!ocabulaty like

exhilarating. destination, and champagne,

For top down processing pupils require the knowledge of the standards of precis

writing.

1 There should be clarity of thought and brevity of expression.

2. lr aids memory and i~nproves concentration.

3 . It contains only the main ideas.

1. The unnecessary details are left out,

5 The sequence of ideas is in the original order.

6 . The same tense is maint aitied.

7 . It is written in the writer's own words.

8 The vocabulary of the original is as far as possible avoided.

In this particular passage pupils require the previous knowledge of an aeroplane.

Prenaration

Diagnoses pupils backwound knowledge.

T r Have you ever travelled in at1 aeroplal~e?

P: Yzs/no.

T r T3ll rne about trave'lling in a n ael-oplane.

I-': You can travel fast/ it is expensive/ you are served food and drinks/ Air crash is

disastrous

Requisite vocabulary is taught.

T r What do you like most to do''

P: song I dance / play

Tr: So i t will f i l l you with llappiness or for you dancing is an eshilaratit~g

experience. What does 'ex hilarate' mean'?

P: fill \k - i th happiness, [ I I I~~I -e r~c iny]

T r .+!ftes school. where will you go?

I : To our- house. I So vour destination is your house. What does 'desti~~a~ioil ' tilean'?

P t t~ ry l ace towl~ icho r~cyoes [ I nferenci a!]

'Tr: champagne is a drink for ladies. ,

0 biectives are explained.

To help pupils: locate the main ideas.

: sequence the ideas in the original order

: express the ideas in their own words.

avoid unnecessary details

maintain the sanle tense.

[TI-: Checks the awareness of strategies and PI-ovides the rationale for using the

strategies]

Presentation

Listening task.

Tr reads out the passage.

Tr: Whatisthispassayeabout?

P : Trave!ling in an aeroplane.

I s : Give a title to this passage.

P: Journey by an aeroplane1Travel by an aeroplane. [Previewing]

Practice

Reading and speakine tasks.

[Tr. 'Models strategies and thitiks aloud]

T r : Ask pupils to read the passage and make a note of the ideas.

'fravel by an Aeroplane

Disatlvantages - dangerous

- expensive form of transport

- speed atrd comfort

- esl~ilarating experience ,

- reaches quickly

- entertainments

-breath taki~ig viewshape of' larid.

[Selective attention. note taking]

Tr .Ask pupils to orally summarize the m a i n poitits

P oral presentation. [summarizing]

Tr: evaluates the work and focusses attention o11 the standards of

precis writing.

Evaluation

W riting task.

Travel by an Aeroplane

Journey by aeroplane, though expensive and dangerous, is the fastest and the

mos; comfortable The entertainments inside and the breadth taking view out side

will keep you pleasantly occupied. To see the shape o f the land below, frorn the

clouds above is a delighthl experience. [Functional planning, substitution transfer,

skirnrning]

[ T r discusses the use of strategy with students]

Expansiotr

Assign men t.

Tr: gives a passage and asks pupils to write the precis.

[Pupils get additional practice in the use and transfer. of strategies. j

Lesso 11-8

Paraphrasing a Poeril

Lives of great men remind us

We can make o u r lives sublitne,

And, departing leaves behind us

Footprints on the sands o f Time.

F o o t p r i ~ ~ t s that perhaps another.

Saililly over lit'c's solcmr~ inai 11

A forlorr~ a11d shipwrecked brother.

Seeing, shall take hean again,

For top d o w n processing pupils require the knowledge that paraphrase is an

exercise in translation; the words of the writer are translated into different words in

the same language,

1 111 a paraphrase the tllougl~t must remain t l ~ e same

3 . It must reproduce the idea in the original it1 their el-itirety.

I. All the ideas trlust be sequenced in the most- elkctive

order.

5 . [lo not introduce your own thoughts into paraphrase. Do not try to explain

the ideas oft he author.

For bottom-up processing pupils require the knowledge of vocabulary-sublilt~e,

departing. solemn, forlorn, shipwrecked, take heart.

Sutdin~e - of greatest and highest sort. noble

llepart - leave, here it means die.

Sol :mn - causing deep thought and respect.

Forlorti - unhappy.

Take heart - feel good.

Y reparation. - Diagnoses backwound kllowledge.

Tr. asks pupils about the lives of great inen like Gat~dlli, Subhash Cllandra Bose.

Mother. Theresa.

What do y o u feel when yo11 read about such great men?

F We feel happy.-Their stories give us courage. [Elaboration]

Requisite vocabulary is taupht.

[Advanced y reparat ion]

l ' r : Ask pupils to read rile poem and guess the meaning of the underlined words,

F Depart - leave.

Take heart - feel happy [Inferenci ny]

' l ' r Ask pupils to consult a dict io~~ary 10 tiild the illcanirlg of the f'ollowir~g words.

F'. Solet-nrl - $rave

Sublime - noble

Forlorn - urlhapyy

Obiectives are explained ,

1.0 help pupils: paraphrase the poem

reproduce the ideas in Ole poe,nl

sequence the ideas in order

[-TI Checks the awareness of strategies and provides the I-atiollale for t~si~lg tlie

strategies.]

Preser~tation

listen in^ task.

[ T r Models the strategies and thinks aloud]

T r recites the poem.

What is this poem about?

1': Lives of great men.

Tr How do wecome to know about thelivesofgreat men?

P: Throuyhtheirbiographies.

Practice

Readinp and speaking tasks.

[ScatToldiny instruction and cooperative learniogl

Tr How is the knowledge of the lives of ~ r e a t men useful?

P: I t reminds us that cve car1 also 111ake our lives noble.

r What do we leave behind us atier our death0

P Footprints on the sands ol'time,

T r What does footprints stand for?

[lnferencing]

[Selective attentio~~]

P: Our marks of success.

1 - r What is the use of our records of success to others?

P : I t will be a guideline for our predecessors who face ditficulties in life.

[Infel-encing]

I Asks pupils to orally sunl~i~arizc the poem a~ld evaluate i t with the standal-ds of

paraphrasing in mind.

Evatuation

W ritirrp task.

P: Froni the lives of great men we learn that we can also niake our lives noble

The records of acllieveme~lts and good deeds left behind us will inotivate tllose

\vllo fnllou us. at the time of unhappiness and danger [Su~nmarizing]

Tr asks questions so as to elicit the standards of paraphrasing.

What (lo we do while pa~~apl~rasi~ig?

P: We translate the thoughts of the poet in si~nyle words.

Tr How are the ideas sequenced?

P Ideas are sequenced in an effective order.

Tr is it proper to add explanatory words?

Pm ho. [Inferencing, induction]

[ T r discusc,es the uses of strategies with students]

Expa~~sior~ - Assignment.

Paraphrase the poem.

"How happy is he born and bred

That serveth not another's will;

Whose armour is his honest tl~ought?

And si~nple truth his utmost skill".

[Additional practice in the iise and transfer of strategies]

Lessor1 - 9

CV riting Conversation

" I am stronger than you", said the wind to the S u n "I car1 prove i t , too," 1 --How is that?** inquired the Sun. I I The Wind replied. "Do you see that man down there? 1 can make him shed

I his coat"

: '-So can 1," answered the Sun. "but you try i t first." ! ----- - .- -. -. -- 1

For bottom u p processit~y pupil should k~iow the requisite vocabula~y and

ditferent types of sentences like 1 . Declarative sentelices

2 Interrogative senlences

.? Imperative sentences

4 Exclamatory sentences and the use of punctuation,

For top down processing pupils should know the background or sitiiatiotl in which

the conversation is taking, place and the participants in the conversation.

Preparation

Diagnoses pupils backeround knowledge. - 'Tr. Ask pupils to compare the strength of the sun and the wind.

Tr: M'ho is strong,? The Sun or the Wind.

P The Sun / The Wind.

Tr- divides pupils into the Sun group & the Wind group and ask them to talk about

what they can do. [Cooperation]

Sun group - The Sun can burn you.

- The Sun makes you hot.

- The Sun makes you take OR clothes.

Wind group - The Wind can blow you off

- The Wind can make you shiver.

-The Wind can tear off your clothes [Elaboration]

Requisite vocabulary and structure.

1 ' r displays a chair.

Time. The morning bell has just rung

Setting: Tom is standing in the front of the roonl holding a pigeon basket : - - --.-- - , .--------.

T r "Tom has brought a visitor to the school. Present your guest. Ton?"' -l ! Tom: "May 1 present Mercury. my prize homing yiyeoli". 1

I Bob: "How his features glisten! Where did you get a homing pigeon?"

i T o m " I raise t h e m Homing pigeons are my hobby". I ----- --- _-__I

Tr Ask students to pick up-various types of sentences used in the above

conversation.

P: Points out declarative. imperative. interrogative and exclamator). sentences it1

tile given conversation,

Tr \+'hat i s the hnction of each type of setltence''

1'. 11 cieclarativtt sentcrlce inakes a statement.

4 n intet-royatice sentence asks a quest ion.

An irnprrative sentence n~akes a polite request

.AII exclamatory sentence shows surprise, esci t elllent or other st ronp e~not ion

[ I nduction & Deduction]

Tr: .Ask pupils to write two sentences each for the different types of sentences,

T r focussei the attention of the pupils on the use of punctuation masks.

1 4 period marks the end of a statement, request or command.

2 4 question mark shows the end of a question.

3 -\n exclamation mark shows end of an exclamatory sentence.

4 4 new paragraph is begun for each speaker,

5 Each quotation is enclosed in quotat ion marks.

6 The first word in a quotation i s capitalized

7 When the last part of a divided quotation is not the beginning of a sentence. it is

begun with a sn~all letter.

8 The quotation is separated from the rest of the sentence by some mark of

punctuation. [Selective attention]

A iorlversation has two parts - direct quotation and explanatory words.

Direct quotation i ~ ~ ~ l c l o s e d in quotation nia1-ks ( " . , , . , . . , . , :').

Expla~latorf words may. follow, preceed or divide the quotationmark

Objectives are explained.

To help pupils: write diKerent kinds of sentences.

: use quotations correctly.

[ t~lakes at1 assessment of tlie strategies used b!, pupils and osplai~ls the ratiotlalt.

for using strategies]

Presentation -

Listenin? to coeversation.

[hlodelliny. Verbal Explanation]

-1 r plays the audiotape and the pupils listen

T \5'hal are they talking about'?

I' The>* are talking about their strength.

Tr M'l~o are the pal-ticipa~lts?

P The Sun and the Wind.

Practice

Readi~rg and speaking tasks.

[Scaffofolding and cooperative learr~ing]

Pupils read the conversation.

Tr: Ho\r is the wind going to prove his strength?

P I h e Wind is going to prove his stre~~yth by nlaki~lg the Illan shed his coat

[Inferencing]

-1-r .Asks pupils to analyse the passage.

I Ii'llat p~irlctuatioll mark i s used with q~~otilriol~s'?

P Quotation illarks are placed before and afier the exact words o f the

speaker, [Selective attentio~~]

Tr Wllat pul~ctuatiot~ 111ark i s used to set oft' the espla~~atory words fro111 the direct

quotation?

P. cornma. [Selective atte~~tio~i]

T r M'here are the explanatory words placed?

P At the beginning. end or by dividing quotation,

-1-r U'hich are the di tferent espla~lat or-y words ~ ~ s e d ' '

I' itlquir-ed, said. replied. answered (Elabot.ation Cr: selective attention]

Ev;tluation

iVritin2 task.

T: sllo\r,s ;I picture that gi\rcs n clire to ttlr t inlc illld sitilat ion of' cot l \c~.sat io t~ and

asks tl le~~l to \\site a co~~ver sa t io~~ hetween the ? \ lo characturs a i d assigns role to

studerlts.

[ I - r discusses on the use of strategies]

[coo yeratio111

Espansiorl

' I I j r ov ide a ciialo~ue ~ v i t l l blanks to he filled in

[.-Itidi~io~~al practice in the use arid t rat1sfc.r of strategies ]

Lesson - 10

lrlfornial Letter W'riting - - , ,.

py;iat hy N agar*

rook Street.

l ~ o t t a ~ a m .

I Dear M anoj.

1 hope you have enjoyed the holidays. Here. I attended a summer

/camp and it was fun. I am longing to go for a picnic. I I My father has agreed to take us to Thekkady next week It will be l

a one-day picnic. I wish you could also join us for the picnic. Please get

Ithe permission from your parents and do come If you are willing to

come we will come and pick you u p We are going by car.

Bring your camera also, so that we can take a few pliotos Please

subscription. salutation. sender, receiver, etc,, and in the use of purlctuat ions i n

I ! d o come.

I Yours lovingly.

letter

For top-down process ill^ pupils require rlie previous kt~owledse about infot-nlal

Binu.

i I 1

I 1 I

I

let !ers in their mot her-tonyue. lahey should be briefed about the str-uctul-al outlillr of

! L -- - 2

For bottom-lip processing pupils require advance preparation in vocabulat-y

Manoj Jacob.

'M ano~livas',

Arpoo kara,

Kottayam.

a n infor-rnal letter.

I . Heading

1. Greeting or Salutation

3 . Content or Body of the letter

-I. Subscription R:

5. Superscription

Preparation

Diapnoses the pupil's background knowledge.

'1'1- asks pupils questions about the letters thev have received

Tr Do vou all receive letters?

P : Yes

T r From whom do you receive letters?

P: friends1 relatives.

T r Do you reply to these letters'?

1': Yes

T r . Asks pupils about the various parts of the letter.

P: address, name, news, date, etc. [Elaboi-ation]

Requisite vocabalary for effective comprehension and ~roduction.

Tr, Rani sends a letter to Beena.

Tr Who sends the letter?

P: Rani

Tr So Rani is the sender. %'hat does sender tilean"

P 'one who sends sol.nethingt.

T r Who gets the letter?

P Beena.

Tr: So Beetla is the receiver What docs receiver tnean''

I' 'one wllo gets sometlling', [ I l l fercnci~lg]

Tr: Ask pupils to look up a dictionary to find the meaning of 'salutation' &

'subscription',

I) 'salutation' means 'yreetiny'

'subscription' means 'ending'

Obiectives are explained.

Instructiol~al objectives:

To help pupils : write personal letters;

: organise their ideas;

: use correct structure and appropriate words;

: use the punctuation correctly.

['Fr, checks the awareness of strategies and provides the rationale for the use of

strategies. J

Presentation

Listening task.

[Tr verballv explains how to use strategies]

T r reads out the letter to the pupils & asks a few yeneral questions,

r Who wrote the letter?

P : Binu.

Tr: To whom did Ile write the letter?

P: Manoj.

-1 r What is the news in the letter?

P: I t is ar. invitation.

Tr Where is Binu planning to go?

P: Thekkady. - . [Selective attention. note-t aking]

Practice

Readirlp & speak in^ tasks.

[Tr: models the use of strategies C pupils practise.]

T r points to the address of the sender on the top left hand corner of the itlland and

asks

TI. U'l~oso address is tl~is"

P : Binu's address.

T r Yes. Binu's or sender's address is written here

T r What i s written after the address?

P: Date, I st May. 199-3.

I If vo~i are writing a letter where will you write your address''

[Transfer]

P 0 1 1 r h e toy left hand corner ol'tlle inland [Elaboration]

Tr:

P

Tr:

Tr:

P

Tr:

P

This pan of the letter (sliowiny the sende14's address and date) is called the

'heading'.

What are the details included in the 'heading'?

Sender's address and date. [Scannin y ]

focusses the attention of the pupils oo the use of punctuation marks.

How does Binu greet Manoj?

Dear hlanoj. [Selective attention]

Tell me some other ways of greeting your friend?

Mv dear friend. dear. my dear. dearest, etc, [Elaboratio~~]

l ' r Asks questions on the corltent o f t he letter

Tr: Where are they planning to go'?

P Thekkady.

Tr: With whom are they yoing?

P I am going with Binu's family,

T r Wher~ are they yoiny?

P At 6 arn on Monday, 17th May.

Tr: How are they going?

P. They are going by car,

Tr: What does Binu ask Marlo; to take with him?

P Camera. [Inferencing. selective at tention]

Tr: How does Binu subscribe or end his letter?

P By writing 'yours lovinylv'.

Tr: Tell me some other wavs of ending the letter9

P 'Yourssi~~cerely,'yoursaffectionatelv'.'witlilove'.'yoiirsfricndly'.etc.

[Elaboration]

T r \+'hat is the ending of the letter called?

P Subscriptiol~. [Substitution]

Evaluation

Tr: After subscription, what is written?

[Transfer]

Tr U'hen you are writing a letter whose signature will you use?

P: Mine.

7 r Whose address is written on the super scrip ti or^‘?

P: The address of the person to whot~l we are sending the letter,

Tr: If you are writiny a letter to a friend whose address will you write?

P: My friend's address. [Transfer]

T'r: Which are the different pans of the letter?

P: I . Heading

2 . Greeting

3 . Body

4. Subscription &

5 . Superscription [Repet it ion & infererlcing]

[Tr and pupils discuss about strategy use and evaluates its use.]

Writinp task.

J ' r asks. pupils to write a letter to their friend inviting him to go for a picnic during

the holidays.

P: writes the letter and reads out.

Tr: corrects the rough draft and gives the assignment to write the fair draft.

[Organisat ional planning, deduct ion, transfer, substitution, elaboration]

Expansion activitv - Tr Asks pupils to write a letter to their friend inviting him / her for your birthday

party.

[Pupils practise the lanyuage tasks and strategies on similar language learning

nlaterial]

Lesson - l l

Pali-trrquirr Bearers

" Lightly, 0 lightly, we bear her along.

She sways like a flower in the wind of our song;

She skims like a bird on the foam of a stream,

She floats like a laugh from the lips,of a dream.

Gaily. 0 gaily. we glide and we ring.

1 We bear her along like a pearl on a string.

Softly, 0 softly. we bear her along,

She hangs like a star in the dew of our song;

She springs like a beam on the brow of the tide.

She falls like the tear from the eyes of a bride.

Lightly, 0 lightly, we glide and we ring. ! 1

We bear her along like a pearl on a string. I For top-down processing pupils require the previous knowledge about

I . Th ing that make social occasions joyous and moving.

2 The right atmosphere for celebrations and festivities,

3 The role of music in enlivening the occasion of a marriage.

4 The manner in which a bride or bridegroorll travels to the place of

ceremony.

For bottom-up processing pupils require the knowledge about

1 A few words like sway. skim. foam, glide. pearl, spring. beam and b r a \

2 , And certain figures of speech like simile and rhyme and rhythtn.

Preparation

Tr: Name some functions associated with marriage ceremonies of various religions?

P: Muslims have 'oppana',

Christians have songs.

Hindus also have songs and mehandi ceremotgV.

[Elaboration]

1 : What is the role of music in a marriage ceremony.

F : I t makes the occasion joyous and lively,

I ' r How do bride and bridegrootr~ travel?

P : In decorated cars.

7 ' r Yes, can you tell me about the ancient days?

P They were carried in palanquins.

Requisite vocabulary for effective comprehension.

1 ' . shows the model of a palanquin and explains palanquin

P: Palanquin is a couch or bed in which four or six men carry a person. [Imagery]

T r demonstrates swaying.

P: Sway means to move from one side to another, ~]ma!4er~ 1 T r (draws a blackboard sketch.)

The bird flies, touching the surface lightly or i t skinls, So what does skim

mean'?

P: Fly. touching the surface lightly [ I m%er~ 1 r shows the picture of 'foanl'.

What is foam?

P: White mass of-air bubbles formed on the surface of water. [ Imagery 1 T r shows a pearl.

P: pearlisasilverywhitegem. [ Imagery 1 Pupils consult a dictionary.

Springs - moves rapidly or suddenly.

Beain - bright light

Urow - toy [Resourciny]

Obiectives are explained.

Instructional objectives-To help pupils: read and understand and simple poems

: develop power of imagination;

:appreciate the beauty of the poem through rhyme, rhythm and

simile;

t ~ ~ e ~ ~ l o r i z e a poem.

[Tr Checks the awareness of strategies and pr-ovides the rationale for using the

strategies]

Presentation

Listeninp task.

Tr: distributes copies of poems with gaps to be filled in, provides opportunity

to the pupils to listen to the poem two times and asks them to f i l l in the gay. [Models

straregies & thinks aloud. Tr-asks students to selectively attend to the words that

describe the movement of the bride and the palanquin bearers]

eg ; Lightly, 0 ------------- we ---------------------- her along.

She ------- - -------- like a ----------- ---- in the wind of our song.

[Selective attention. inferenciny]

T r checks the score by means of group correction.

T r reads out the poem with proper stress, intonation and rhythm and asks some

general questions

[ T r asks pupils to make guesses 011 the basis of the information]

Tr: Who is singing in this poem?

P: Palanquin Bearers.

Tr What are they carrying?

P: The bride.

T r How do they carry her?

P: They carry her lightly and softly as a precious thing.

[Inferencing. previewing, elaboration]

Reading and speaking tasks.

scaffoldi in^ instruction Rr cooperative learniny]

[laderstanding the poem

T r asks pupils to read the poem silently and then asks conlprehension questions.

'I-r %/hat does a flower do il l the wind?

P The flower w a y s .

Tr: Where does the bird skirn?

P The bird skims on the foam of a stream.

T'r Where does the laugh float?

P: The laugh floats from the tips of a dream.

TI-: Where does the star hang?

P: The star hangs in the dew of their song.

Tr What does she spring like and where?

P: She springs like a beam on the brow of the tide

[Co-operation. imapery, selective attention. suinmariziny]

Appreciating the poem

7.1- asks some thought provoking questions to kindle intelligent enjoyment.

7'1: Do the palanquin bearers carry the bride as tiresome burden?

P: No.

7'r. Which lines tell you so?

P: Lines 1,2,5,6,7,12. [ Inferencing]

r Why do bearers sing?

P: The bearers sing so that they won't feel the difficulty of their job - heavit~ess.

distance, etc. [Elaboration]

T'r: What is suggested by the lines 2.3 BL J?

P: Lightness. light heartedness % dreaminess, [Imagery]

l r What is suggested by the image of pearl on a string?

P Preciousness. [Inferencin y]

T'r: When does a dewdrop reflect a star?

P: In the evening [Elaboration BL inferencing]

T Why does the poet compare the bride to a beam of light and then at once lo a

tear?

P Because brides are happy R: sad at the same time, [Elaboration & it~ferencinp]

T r Do brides weep? Do they weep out ofjoy or sorrow or both?

P. Thev weep out ofjoy 8i sorrow, [Elaboration]

T r Recites rhe poem accompanied by beats,

t lo \c Inany beats are there in each line'?

P: Four [Selective attention]

Rhythm is the regular successioli of beats in poetry.

Tr What are the images used by the poet to convey lightness, gaiety and speed?

P: The images of flower, bird, laugh, star, beam of light, tear and pearl.

[Selective attention]

Tr Ask pupils to paraphrase the poem orally. [Sum~narizing]

Evaluation

Writinp task.

Tr: Ask pupils to write a paraphrase of the poem as assignment.

The palanquin bearers are carrying the bride lightly. The bride sways like a

flowel- in the wind of their sot~y. She skims like a bird o n the foam of a stream. She

floats like a laugh from the lips of a dream. The palanquin bearers move along

s~noothly and happily. They carry her as if she is a pearl on a string.

The palanquin bearers carry her softly. She hangs like a star in the dew of

their song and springs like a beam of light on the top of the tide She falls like a tear

from the eyes of the bride. The bearers s i o ~ and move alony lightly and carry the

bride as if she is a pearl on a string,

[Transfer, substitution. functional planning. inferencing, skimming. scanning]

Eapslr~siotl

Tr Ask pupils to paraphrase a simple poem

I Additional practice & transfer of strateyies]

Lesson - 12

Bharatha Has Bad Drean~s . - kor top-down processing pupils require the previous knowled ye about

1 . 'The story of Ramayana.

2 The situation in which Rama loses the kingdom and ~haratha'becornes

the lung.

3 . The dreams and their relevance.

For bottom-up processing pupils require the knowledge about.

I , A few words like horror, nightmare, bother, lessen, soiled, smeared,

crimson, vivid, vapue, shed, funeral pyre, choke. lustre, wilful outskirts.

departure, abrupt and immense and the phrase 'with open arms'.

2 . And certain structures like 'would not + passive construction', 'seems to

have + past participle' and 'It seems'.

Preparatio~~

Diagnoses pupils background klrowledee

TI :Discusses about the story 'Ramayana'. the main characters and about the dreams

and their relevance. [Elaboration]

Tr:Do you &earn while you sleep?

P: Yes.

Tr: What kinds of dream have you seen?

P: Good dreamst bad dreams1 sad dreams1 scary dreams,

Tr: Do you believe that dreams seer1 early in the morning will come true?

P: Yes/ No.

'Tr Do you worry about the dreams that you h a w seen?

P: Yes. [Elaboration]

Tr Today we will learn a lesson that describes a bad dream that Bharatha saw.

Requisite structures are taught.

I . Structure: would not + passive construction.

[-Would not gives an idea of refusal]

Presentation:

1 : Tell me a few things, which you will refuse to do

P: r I refused to stay in a boarding.

I rehsed to see a dentist.

I rehsed to join the football team.

He refused to drink cof'tee.

She refused to go away from home

Establishment

Tr: Rewrites these sentences using 'would not + passive' and asks students to

analyse the two groups of sentences.

I would not be persuaded to stay in a boarding.

I would not be tbrced to see a dentist

I I would not be compelled to join a football teatn.

He would not be forced to drink cofTee.

1 She would not be persuaded to yo away from home - -

F: Point out the similarities and difYerences and form their own adhoc rules.

P Both sentences express the idea of refusal. The second set of sentences use

would not + passive cor~struction for expressing rehsal. [Induction]

Practice

Tr: gives additional sentences to provide opportunity for practice.

1 Rani did not like seeing a doctor. She rehsed to see a doctor.

2 Katnu was sad about his mot l~er's demise. His tiier~ds could not cor~sole h i t l ~ .

3 Ravi was a chain smoker His friends advised llini to stop smoking. But he did not

listen

4. Rahi111 played tricks on others. His father forced him not to do this. But he did not

obey

Pupils apply the rule.

Ravi would not be persuaded to see a doctor,

Ramu would not be consoled.

Ravi wot~ld not be advised.

Rahim would not be forced. [Deduction]

Evaluation

Tr. presents additional sentences to evaluate the pupils. [Language Exercise - I ]

2 Structure: seem to have + past participle. refers to a situation that has probably

arisen.

Prssentation:

T r shows relevant pictures and elicits the sentences from the pupils.

( Abbas must have lost something He looks worried.

Reena must have won a prize. She looks happy.

Mrs. Mary has a guest. She prepared coffee.

Raju has .hen the nlatch. He has a trophy on his hands.

Abbas seems to have lost sometl~iny.

Reena seems to have won a prize.

Mrs. Mary seems to have a guest.

Raju seems to have won the 111atch.

T r focusses the pupils attention on the usage of seems to have.

Tr When do we use 'seems to have'.

P: We use seems to have to refer to a situation that has probably arisen, but one is

still uncertain about i t . [Induction]

l'rirct ice

T r provides more situations of similar nature.

Rani is covered with a blanket. She has fever.

Raju has a headache He looks sick,

Rohit is dressed like a cricketer, He tnust have joined the school cricket team

Prakash is riding a cycle He must have mastered cycling,

P Rani seerns to have fever.

Raju seems to have a headache.

Rohit seems to have joind the cricket team.

Prakash seems to have mastered cycling.

Evaluatior~

E.rercise I1 (Language Exercise).

3.Structure - It seems.

F'resentntion

1 r sllows relevant pictures and elicits sentences fro111 pupils

-

They appear to have bought a car.

She appears t o be happy.

She appears to like the ornaments.

The ornaments appear to be expensive.

- ~ - - - - - -

It seemsthey have bought a car.

I t seems she is happy.

l t seems she likes the ortlarnents.

It seems the ornaments are expensive.

Establishmer~t [Imagery]

T. Asks pupils to focus their attention on the similarities and dissimilarities of the

above pairs of sentences. [Selective attention]

P 'It seems' means 'appears to be', and it is used at the beyinning of the sentences.

[Induction]

Practice

'rr Shows more pictures to create situations to use ' i t seems'.

He appears to be rich.

She appears to be a model.

She appears to like the toy.

They appear to be discussing.

He appears to play the piano well.

Pupils transform the sentences using 'it seems'

It seems he is rich.

It seems she is a model.

It seems she likes the toy.

I t seems they are discussing,

I t seerns he plays the piano well.

Evaluatiorr

E sercise 1 (:Language Exercise)

Requisite vocabulary is t au~ht .

l r Have you seen very bad dreams?

P : Yes.

l ' r : Ask students to describe their drearns.

P: narrates their experiences

Tr . These terrible frightening dreams are called niehtlnares, [Elaboration]

T r What do you feel when you have seer] a nightn1at-e

P: We dislike nightn~ares, we feel very scared.

l ' r : Yes. you will be horrified, So what is horror?

F : Horror -- feeling of fear and dislike.

1 ' Do you think about your dreams later?

P: Yes. we worry about it.

7'r: You worry or you bother about your dreams. What does 'bother' mean?

P: Bother -- to worry. , [Selective attention]

Tr if your dreams are worrying you a great deal then your dreams are haunting you.

What does 'haunt ' mean?

P : I-launt means cause a great deal of worry [Selective attention R: inferencing]

Tr: What would you do if you have a headache?

P: Take medicine/ Rub Vicks.

Tr: Why do you do so?

P. To reduce headache.

Tr: So. Vicks will lessen your headache. What does 'lessen' mean?

P: To make less or reduce. [Inferencing]

Tr: shows a dirty cloth and asks. What kind of a cloth is it?

P I t is a dirry cloth.

Tr: Yes, it is a soiled cloth. What does soiled mean? [ I mage~y]

P: Soiled means dirty.

Tr: .4sk pupils to make a list of few soiled things. [Elaboration]

Tr: demonstrates (cups the palms). What have I done?

P You put your hands into the shape of a cup.

Tr: 1 have cupped my hands. [Imagery]

T r Ask pupils to de~noristrate the action and repeat the sentence [Repetition]

T r shows a piece of paper sirleared with oil. What i s this'?

P [his paper is covered with oil.

Tr: This paper is covered or smeared with oil. [Imagery]

Tr: Ask pupils to smear a small piece of paper with ink or paints.

P perform the action. [Repet it ion]

Tr: shows a ribbon. What is the colour of this ribbon?

P deep red

l ' r : Yes i t is deep red or crin~son on colour. u n l a g e ~ l

Tr: .Ask pupils to name a few things that are crirnsor~ in colour.

P evening sky, blood, rose. shoe flower [Elaboration]

Tr shows a clear picture and another picture, which is not clear.

Tr Which picture is clear?

P: identify the clear picture.

Tr Yes this picture is vivid. But the other picture is vague.

Tr What does 'vivid' mean?

P: vivid - clear vague - not clear.

Tr asks pupils to draw a vivid and a vasue picture

P performs the actions.

Tr Is i t good to bite nails?

P: No

T r if YOU bite nails you must shed that habit or get rid of that habit?

P: shed - get rid of [Selective attention]

T r shows the picture of an accident. This is a very dreadfill event or calamity.

'I'r Give one word for dreadful event.

P: calamity. [Imagery]

T r These people have met with misfortune or we can say they have come to grief

T'r How d o Hindus lay the dead bodies to rest?

P: They bu-;y/ burn dead bodies.

Tr How do they burn the dead bodies?

P: They use a large pile of wood to burn the bodies,

1 Yes. The larye pile of wood for burning the dead body is called a fiincral pyre,

[Elaboration]

7 r M'ill you be able to talk fluently when you are very sad7

P: Y o

T r You will stop for want of breath or you will choke.

Give cne word t'or stop talkins for want of b r e a ~ h .

1'. choke.

Tr: Tell me certain situations when you choke?

P We choke when the room is filled with smoke or after running for a long time.

[Elaboration]

Tr: shows a shining stone.

P This stone is shining brightly.

Tr: Yes i t has lustre.

P lustre - brightly, shine

Tr: Name a few things, which have lusture.

P: Pearl. gold. steel. [Imagery & elaboration]

Tim: shows the picture of Mother Theresa. What kind of a feeling do we have for her'?

P: W e respect her. We love her. We hotlour her.

Tr: Yes she is a revered person. Who is a revered person?

P: One who is respected and honoured by others,

Tr: Name a few revered people.

P: Mahathma Gandhi, Abraham Lincoln. [ I nferencing 8: elaboration]

Tr: Sarath, where dd you come from?

P: Vadavathoor.

T r is this place in the town'?

P. No. it is in the outer pans ot'the town.

T 1.: So Vadavathoor is in the neighbourhood or outskirts of Kottayam town.

Gwe one word for outer parts of town or city. [Selective attention & inferencing]

P: outskirts.

T r Name some places on the outskins of our town? .

P: ('hungam. Nat t a k o n ~ , [Elaboration]

Tr - What kind of a lady was Kaikeyi?

P. She wanted to have her ~ K I I \&lay..

T r She is a wilful lady What does .\\ilkl' 1nea11''

Tr shows n chart of railway timing.

At what time does Island Express leave Kottayam. ?

P: Island Express leaves at 3 p.m.

T r The departure of the train is at 3 p.m.

Give another word for leave or going away.

P: Departure.

Tr Ho* will you welcome your friends when they come home?

P: Verv warmly.

T r So you welcome them with open arms.

What dc,es the phrase 'with open arms' mean?

P: It means warmly wi th love',

[Inferencing]

T r How do our soldiers attack our enemies during war?

P: They make sudden attacks.

Tr The attacks are-sudden or abrupt.

Give another word for abrupt'?

P: 'sudden' [Selective attention]

Tr Tata and Birla are very rich, They have immense wealth.

P: 'very largeb/ 'lot of [Inferencing]

Tr Name a few people who have immense wealth.

P: The King of Borneo. Queen Elizabeth. [Elaboration]

Obiectives are ex~lairred.

The objectives are : to listen to the story with understanding:

to read and understand the story;

to speak about the story in sitnple English,

to write about the story in siinple English.

Prt.,!se~~taticjn -- Listeninp task.

T r discusres with students about the strategies tliat they should use for effective

listening,

[l'r. explains selective attention and elaboration..(

Tr: Predicr about the happenings in the story on the basis of the title 'Bharatha Has

Bad 3.-earns' .

?: The story is about Uharatha. He has a bad dream. He is worried that the

iren~n may come true [Students uses whal they already know about Ramayana to

~ r e d i c t ]

Tr asks s t ~ ~ d e n t s to selectively attend to the setting in which the story takes place

and then reads out the first paragraph.

Tr Why bere the people of Ayodhya kingdo111 sad?

P Icaikeyi forced Dasaratha to send Ranla to the jungle for fourteen years and to

install Bharatha as the king. So they were sad

Tr Where .Nas Bharatha then''

P: Bharath;: was away in the kingdom of Kekaya. [selective attetltio~l]

T r reads out the paragraph and students selectively attend to know what

happened to Bharatha.

P: Bharath;~ saw a bad drearn. So Ire was sad.

P: Reed the first two paragraphs silently.

TI- provides r he following questions,

1 Li'hich drealns are said to cottle true?

7 LVhy was Prince Bharatha ~vorried'?

3 Hou did his friends t ry to cheer i ~ i l ~ ~ ?

J Did .:hey succeed?

T r helps pupils locate the keywords on the questions from the passage

P: 1 T h e clreams seen early in the morning are said to come true.

3. I'rtncr: Mharat ha was worried because he saw a bad dream.

-:. Hi:; li-.e!lds tried to comfort iiiln \\it11 light \\:ords iltld pleasing sports

4.-l'hey did tlot succeed.

Tr: Ask pupils to note the main poir~ts in the passage while she reads the passage,

P reads out the main points.

P 'Then the pupils silently read the passage and supplement their notes,

T r W llv did the messengers of .\vodhya come or1 tired horses''

P The messengers were travelling on the horses during the night. So they were tired.

[Elaboration & i~lferencing]

Tr: How d ~ e s the prince show his anxiety when he questions the messengers?

P He keep on inquiring about each and everyone in Ayodhya. This shows that he is

anxious [Predictillg]

Tr: Why wzs the old grandfat her of B haratha disappointed?

P Old grandfather was disappoi~~ted because his grandson was leaving sudden1 y ,

[Selective attention]

Tr: Why is it said 011 the story that Bharat haws mind was elsewhere?

Bharatha didnot notice the trlany rare gifts giver] to h i m This shows that his mind

was elsewhere. [I nferencing]

Tr . What had unnerved Bharatha?

Bhaiaatha's dream during the night, the arrival of messengers and their vague

message unnerved Bharat ha , [Selective attention]

Writing task.

Tr asks pupils to read the second paragraph and make a note of the inlportant

poii~t s

Drean~ about his father.

Fat her- -soiled clothes. hair tlying in the breeze. fell into dirty pit,

drank oil, body smeared with oil.

Sea -dried up

b l OOII -fell on the y r o u ~ ~ d

I~lepllant -tusk was broken

Father -black clothes. red garland. and sandalwood paste.

riding a cart drawn bk donkeys.

TI.: Describe briefly the dream that Bharatha saw

P i r l Bhat-atha's dream he sat$- h i s father- dressed in soilecl clotlles. His hair* was

tl>*ir\g in !he breeze. He fell fro111 a nlountaintop into a dirty pit. He drank oil

\i.itll his hands cupped together His body was also covered with oil The sea

had dried u p arld the moon had fallen 011 the ground Tlle elepliant's tusk was

tlroken. His father was wearins black clothes and he was sittiny on a seat

r~lade of iron I le wore a r-ed gasla~ld and his body h a s s~neat-cd wit11 I-cd

ratldalwood paste. He was ~.idillg a cart dra\ r~l by donkeys Tllis \%.as lllc

dreadful nightmare that Bharatl~a saw. ( Summarizing)

Evaluation_ - T-: asks review questions f ro~n Con~prehension Exercise A and B given in the

textbook

Ext~;~r~siutl ---- 13rcpare a brief sumniary of paragraph 6.7 and 8 of the story

Appendix-B

TEACHING ANALYSIS GUIDE

FOR

THE INTERACTIVE APPROACH MODEL.

This guide is designed to help you analyse the process of teaching as the interactive

Approach Mode is practised. The analysis focusses on aspects of teaching that are

important to the syntax of the model, the teacher's role and specific teaching skills.

The guide consists of a series of questions and phrases. As you observe a

practice session, analyse the teachiny using the rating scale that appears opposite

elch question and statement. This scale uses the following items:

Thoroughly: This item signifies that the teacher engaged in the behaviour to the

point where students were responding comfortably and fluently.

Partially: This item signifies that the teacher engaged in appropriate behaviour, but

not as thoroughly as possible. There is some doubt about whether the students are

responding fully.

Missing: The teacher did not engage in the behaviour and there appears a loss in

student response. - ,

Not needed: The teacher did not explicitly manifest the behaviour, but there is no

loss. Eithe~ the behaviour was included in others or the students began to respond

wit-hout being led to. For each question or statement in the guide, circle the term that

best descrit~es the teacher's behaviour.

Thoroughly Partially Missing Not Needed

Phase One : Planning

I FIas the teacher identified 0 0 0 0

all the goals & objectives?

2 Is the chosen learning material suitable'? 0 0

3 . Has the teacher listed all the strategies 0 0

for interaction?

P base 'I'wcj: Implementation

4. Did the teacher diagnose the pupils 0

background knowledge?

5 . Were the requisite structures and 0

vocabulary taught?

6. Were the objectives explained clearly? 0

7. Was the learning material presented? 0

8 . If so, did the teacher prompt awareness

of relevant background knowledge

and experience? 0

9. Did the teacher give opportut~ity to 0

practice all the four iznguage skills?

10 Was the practice stage learner centred? 0

I I Were the various strategies made use 0

of at the practice stage?

12. Did the students make use of the

strategies to interact with the

learning material? 0

Phase Three : Evaluation.

13 Was there formative evaluation? 0

1 4 . Was there summative evaluation? 0

15 Were the activities for evaluation 0

suitable?

16 Did the students attain the

objectives7 0

Phase Four: Expansion activities

17 Were efpansion activities given'? 0

18 If so were they appropriate? 0

Appendix- C

Rough Draft of the Test

MAHATHMA GANDHI UNIVERSITY

SCHOOL OF PEDAGOGlCAL SCIENCES

TEST OF ENGLISH AS A SECOND LANGUAGE

1999

Standard V11 I

BY

R;~bit t~a Suresh

Questions

Time Allowed:

Mark your answers on the answer sheet only

Use a 2 8 or B pencil,

Do NOT use a pen.

Rub out any mistakes conlpletely.

Section I Listening Comprehension Test

Section ZI Reading Comprehension Test

Section iI1 Vocabulary, Structure and

Written Expression .- - ----.

Re3d the irlstructions on the Answer sheet and f i l l in your Name, School level and

S e x Use the information provided to choose the BEST answer for each question.

Ycur score will be the number of correct answers. Marks are NOI' deducted for

inc-orrect answers. On your Answer Sheet blacken the circle that matches the answer

you choose. Mark only one answer for each question.

TEST OF ENGLISH AS A SECOND LANGUAGE

SECTION - I

Listening Comprehension Test

In this section of the test, you will have an opportunity to demonstrate your

ability to understand spoken English. I t is in three pans, and there are special

directiorls for each part .

PART - A

Directions: For each problern in part A, you will hear a word or a short statement.

The word or statement will be spoken just one time. They will not be written out for

yo^. and you must tisten carefully in order to understand what the speaker says.

1 . Choose the letter of the most appropriate picture about which you hear.

Spoken: (pain)

Each of these sentences has two words in italics, which sounds similar. Listen and

choose the word that your teacher calls out.

Spoken: (key)

2. She gave me the key .fee

Spoken: (glass)

3 What is in t he,jllr.sk pltrs.s3

Spoken: (bend)

4 . There is a htr/,d held in the middle of the road.

5 . Choose the written word that corresponds to the spoken word.

Spoken (prays)

A . Plays B. Prays C. Brays D Pays

6 Zhoose the correct definition for the word you hear

Spokm (bud)

14. Part of a flower or tree C. Not good

B. Something to sleep on D. Creature with wings

7. Listen to the sentence and choose the letter that corresponds to the stressed

syllable. (I have given him three books)

A B c D

{ I have) (yiven) (him) (three books).

8. Select the correct response

Spoken. (Why are you going home?)

14. At six O'clock C. To help my mother

H.Yes, I am D. By bus

9. What type of sentence is this?

Spoken ( What a nice photograph!)

.4 Statement C . Request

B. Question D Expression of feeling

10 Select the appropriate picture being described.

Spoker:: (The'man is lying under the car. The girI is standing beside the car.

The doors are open but the headlights are off.)

I I Choose the appropriate picture beiny described.

Spoken: (There is a black circle inside the square and white circle above the

square )

I I. Choose the appropriate figure.

Spoken: ('The sir1 is running faster than the boy.)

I3 Choose the appropriate figure. B

Spoken: (The thick black line is longer than the other two lines.

A B - C D - - - - - PART - B

Directions: I n Part B you will hear a sentence or a short conversation. At the end

of rhe sentence another voice will ask you a question. Afier heariny the sentence

or conversation and the question. read the four possible answers and choose the

best answer. Mark your answer on the answer sheet

14 Spoken: { I want a bottle of vicks, iodine and some crocins, besides what i s in

the list. Whert: i s he?)

A . He is at a medical shop. C . He is at a doctor's office.

B He is at a department store. 0. He i s at home

1 5 Spoken: (You have only five minutes to tinish your tests. Please write your

rcanles on the answer sheet. Who is she?)

A. She is a doctor. C. She is a teacher.

B. She is an engineer. D. She is a lawyer.

16 Spoken: (1 thought he was the secretary, but he was the president. Who is he?)

A. He was the secretary. C. He was not the secretary or president.

B. He was the president. D He was not the president.

1 7. Spoken: (She planned to write a poem, but she wrote a novel. What did

she write?)

A. She wrote a novel. C . She wrote a short story.

B. She wrote a poem. D. She wrote a drama.

1 8. Spoken: Man: Mr. Jacob bought some papers, paints and brushes.

Woman: He will use them at school.

Third Voice: What does he teach at school?)

A Mr. Jacob teaches painting.

B. Mr. Jacob teaches English.

C . Mr. Jacob does not teach.

D. Mr. Jacob does not know to paint.

19 Spoken: (Man: Are you coming for a movie?

Woman: No, L have to go to the class as I have a test.

Third Voice: Where is the woman soing?)

A. To the class. C. To the library.

B. To the movie. D. To the ofice.

20 Spoken: (Man: I need six inlands and ten stamps.

Woman: Here i t is. it costs fifteen rupees.

Third Voice: Where is he?)

A. At a library C. At a post ofice

R. At a railway station D. At school

2 I Spoken: (Bcjy Do we have a homework for Monday?

Gir:: Nothing to read from the text. But we have to see a movie and write a

paragraph on it.

Thi rd Voice: What is their homework?)

A. Nothing.

£3. To check out a book from the library.

C. See a movie and write a paragraph on it.

E. Read a book and write a paragraph on it.

2 2 . Spoken: (Man: Could you please tell me the homework for Monday?

Woman: Read the next chapter in your textbook.

Third Voice: What is the relationship between the two speakers?)

A. Nurse - Doctor. C. Student - Teacher.

B. Client - Lawyer. D. Secretary - Boss.

PART - C

Directions: In Part - C listen to the passage carefully and mark your answer to

the following questions on the answer sheet.

Spoken: (The life styles of desert Arabs are vely interesting. They do not live in

houses like us. They live in tents in the deserts. The desert Arabs eat fresh fruits

as well as dry fiuits. They love animals. The horse is the animal, which is most

loved by them. They use camels to carry heavy loads through the deserts and so

the camel is very useful to the desert Arabs. The camel is known as the ship of

the desert. )

I!:!. Where do desert Arabs live?

.4. In houses C. In hostels

B. In rooms D. I n tents

24. What do they eat?

A , Rice C , bleat

B. Only Fresh fruits D. Fresh and dry fruits

25 Which animal do they love most?

A. I-Iorse C. Elephant

U. Camel D. Pig

26. Which animal is most useful to them?

A. Horse C. Camel

B. Pig D Elephant

27. Label the diagram as the teacher describes it,.

2 . E . Conlplete the picture as the teacher describes it

[Spoken: The outer skin of the onion is called scales. Inside the scales lies the fleshy part. They are arranged in layers. The small flower like parts at the end are the buds. Hair like structures grow out o f the buds.]

[Spoken: There is a Inan sitting on the chair. A ball is lying under the chair. There is a picture on the wall behind the chair and a door on the wall opposite the cl~air. A rug i s spread on the floor.]

Listen to the poem and select the best word. Mark your answer on answer sheet.

Spoken: (Teacher reads the poem)

An emerald i s as ------- (29) -- as ----- (30)--- ----- --- A ruby A m - - - - - ( ~ 1 I----- ----- - as blood

A sapphire shines as ------(32)------------- as heaven

A flint lies i n the -------(33)-----------

A diamond is a brilliant ----434)------------

To catch the worlds1----- (3 5)-----------

An opal holds a fiery -------06)------------

But a - ----- (3 7) - holds ------(3 8)----------

A. clean B. green C. seen D, been

A. brass B. glass C. gas D. grass

A. read B. bed C. red D. said

A. bright B. height C. light D. night

A. bad B, bud C. mad D, mud

A. storm B. storle C, store D. stole

)I. design B messiah C. desire D. siren

A. night . . B. light C . sight D, bite

A . flint B. fling C, flea D. tleet

A. hire B .fire C. higher D. f i r

SECTION - 11

Reading Comprehe~lsior~ Test

PART - A

Choose the word that is the same as the word given on the lefi.

1 Sheep A. Shop B. Shape C. Sleep D. Sheep

2 'Has gorir: A is gone B. has won C. has gone D had gone

3 . Most pleasant A. more pleasant C most present

B.most pleasant D. not plesant

4.Choose the sentence that is exactly the same as the given sentence.

Tom is not going to your school.

A. Tom is not going to your pool.

B. Tom is going to your school.

C . Tom is not coming to your school.

D Tom is not going to your school.

Read the :-entences and study the pictures carehlly. Then choose the appropriate

answer and mark your answer on your answer sheet.

5 . C h ~ o s e the appropriate picture

The car is going t o crash into a tree.

6.Choose the appropriate sentence.

r\. A man under the tree is reading his book.

f+ A man restiny under the trce is looking at his b ~ o k

C. The man with the book is sleepiny under the tree.

D. The man with the book is goiny to sit down under the tree.

7. Choose the sentence that matches the picture

A. 'The baby has just broken a toy car.

B. The dog on the floor is asleep.

C . The baby is playing with the dog.

D. 'The dog is watching the baby play.

For each of the'se questions, choose the answer that is 1

iginal sentences.

The coffee is too hot for me to drink

A. The cofTee is very hot, but I can drink i t .

B. The coffee is so hot, that 1 can drink it.

C The coffee is not hot, so 1 can drink it

D. The coffee is so hot. that 1 cannot drink it

9 This is no small matter.

A This is a small mat ter

B. This is a big matter

C. This is no matter

D. This i s not a biy matter

closest in meaning to the

13 The Ganges is the longest river in lndia

A. No other river in lndia is as long as the Ganges

B. Some Rivers in lndia are as long as the Ganges

C. The Ganges is longer than some other rivers in lndia

D. The Ganges is a long river.

I I How good he is!

A. How is he noble?

, B. He is very noble

C. Is he noble?

D. How did he become noble?

1 2 Not one of the 100 passengers in the bus was injured.

A. All but one of the passengers in the bus was injured

B. Only one passenger in the bus was injured

C. None of the passengers in the bus was injured

D. The bus did not meet with an accident, so nobody was injured.

PART - B

Choose the best words to complete the passage.

Astrbology is an ancient . . . ( 13). . . of telling what will . . ( I 4) . . in the future by

studying the.. . ( l5) . . . of the stars and planets. , . . ( 1 6 ) . . . . astrologers thought the

stars and planets influenced the., .( 17). . .of men, they claimed they could tell

. . . ( 18) . . .

I . .A. custom B. art C. magic D. business

14. A. happen B. cotne C. foretell D. chance

1 5 .A. places B. shapes C positions . D, times 7

16. A. However B. For C , While D. Because

17. A . chances B. matters C affairs D. times

18. .A. luck B, fortunes C. hture D. advice

lvlaldives got its name.. . . .(19).. ... it is a string of tiny ..... . (20) . ..... The islands are

. , . . . . ( 3 1 ) . , . . . with lagoons surrounding them. The beautifbl beaches . . . . . . (22) , . , , .

holiday resorts are famous tourist . . . . ( 2 3 ) . . . . . .

19. A. because B, although C . while D, when

2 0 A. peninsulas B. islands C. Continents D. gulf

2 1 . A, beautihl B. nice C , dirty D. good

2 2 . A. but B. as C. and D, of

3 . A. spots B. spot C , location D. place

PART C

Refer the following index and choose the best answer. Mark the answers on your

answer sheet.

Chapter - lndex Page

1 Harvest Festivals of India I

2 Songs for special occasions 4

3 Seasons Greetings! 1 deas for making cards 8

4 Christmas Carols 13

5. Recipes for tnaking biriyanies and pudding 19

6 ' . Games for 1 4t h N oven~ber 29

7, New ways to make decorative lamps 3 5

2.4 On which pages of the magazines would you find songs for Christmas?

A. 4 - 8 C. 13 - 19

B, 8 - 13 D. 19- 29

2 5 . Which of the following pages would contain ideas for making Christmas cards?

A . 28 C . 10

B. 14 D. 15

261. In which chapter will you find games?

.4.. 3 c.a 5

B. 4 D. 6

27 Which chapter will tell you about Children's Day celebrations?

A. 6 C. 4

B. 5 D. 3

28. The longest chapter in this book is about

A. Cards C. Songs

B. Games D. Recipes

Read the following passage and answer the questions given below.

Ozone is a gas, which is present at 20 - 25 km above the ground. It forms a

pro~ective layer around the earth. Ozone layer protects us from the ultra-violet rays.

If too much ultra-violet rays filter through, it will cause eye and skin diseases and

will damage crops, fish and the plankton they feed on. Holes are made in the ozone

layer by the chemicals known as chlorofluorocarbons. They are used in fridges and

spray cans and to make plastic items such as fast food boxes.

29. Ozone is a . . . . . . . . . . . .

A. solid C. gas

6. liquid D. none of these

30. ozone layer protects us from . . . . . . . . . . . . . . . .

A. infra red rays C gama rays

B. ultra violet rays D. sun rays

. . . . . . . . . . . . . . 3 I Too rnuch ultra violet rays damage

A. eyes and nose C. only eyes

B. only skin D. eyes and skin

. . . . . . . . . . . . . . 32 Holes are made in the ozone layer by the chemicals known as . .

A. fluoro-chloro carbons C. czrbon chloride a

B. chloro-fluoro carbons D. carbon fluoride

. . . . . . . . . . . . . . . . 3 3 , Cholro-fluoro carbons are found in .

A . fridges C , plastic i tems

B. spray cans . D. all the above

Read the following passage and answer the questions given below.

Most animals can move their whole body. Plants can move only certain parts.

Animals move from place to place to find food, water, and mate and to avoid

danger. This movement is called locomotion.

The leaves of touch-me-not are very sensitive. A touch will make them close

up. Birds and insects move by flapping their wings. A fish uses it head, body, fins

and tail to push water aside. A snake moves by making loops that travel the length

of its body The leech contracts its muscles to move along in loops.

34. The best title for this passage is.. . . . . . . . . . . . . . .

.A. Growth C. Loconlotion

B. Development D. Dispersion

3 5, Plants can . . . . . . . . . . . . . . . . . . . .

A, move their whole body B, move certain parts

C. not move. D. move their whole body and parts.

36. Locomotion is moving from place to place for

A, food and water C.fighting enemies

B. finding mate D. food, water, mate and to avoid danger

3 7. Leaves of touchrme-not are

A. full of thorns C. not sensitive

B, sensitive D irritating

3% Animal that uses its head. body and fins to move

A. Leech C. fish

B. Snake D. Penguin

Section-Ill

Test of Structure and Written Expression

Part-A

Vocabuiary

Directions: Read each of the following sentences, paying special attention to the

underlined word. Choose one word or phrase which best keep the meaning of the

seotence. if it were substituted for the underlined word.

1 Diamond and ruby are precious stones

.4. coins C getns

B. shells D. stones

?.She is a merry person. She always smiles.

'4 happy C. gloomy

B. sad D. moody

3 . The examination will begin precisely aat eight thirty

A. usually C. monthly

B. exactly . D. occasionally

4. When you blow a balloon, it expands.

A. getting smaller C. getting faster

B. getting laryer D. getting slower

5. In the nursery rhyme 'Jack and Jill ' , Jack tumbled down the hill

A. called C. ran

B. fell D. flew

6 Do not make blunders while you write a test.

A. an enemy C. a mistake

B. an injury D, a commitment

' 7 I t i s difficult to find a vacant house in town.

A. empty C. clean

B. good D. large

8 if you go out in the rain without an umbrella you will get drenched.

A. fever C. wet

B , cold D. sick

9 I enjoy watching movies, so 1 watch T.V. frecluenr\y

A. Occasionally C. constantly

B. Immediately D, often

10 1 am frightened of ghosts.

A . friendly with C , thankhl

B. scared of D. aware of

PART €3

Structure

Directions: Choose the appropriate word to f i l l in the blanks. Mark the answers on

the answer sheet.

1 I . The bigger the diomond is, . . . . . . . . . . . . . . . .the price.

.4, higher C. high

B, the higher D the high

12. In many ways driving a bicycle is similar to . . . . . . . . . . . . . . . . . . . .

A. when you drive a car C. driving a car

B. the driving a car D, when driving a car

1 3 . If you go now, 1 . . . . . . . . . . . . . . . also come.

A , would have C. will not

B. will D. would

14. She went out in rain, . . . . . . . . . . . . she is sick.

.4. but C, if

B, because D. so

1 5. 1 . . . . . music 1 listen to it every day.

A. love C.Ioved

B. loves

16 Sita i s . . . . . . . . . . . . . than Ram.

A. tall C. not tall

B. taller D. tallest

17 Reena is not only a sinyer, . . . . . . a dancer. . .

A. but C. but also

B. also D. and

18. Be careful or you will hurt ................

A. you C. to you

B. yourself D. your

19. What a ............. idea!

A. interested

B. interest

30. We travel . . . . . car.

A. by

B. in

C . interestirlz

D. interests

C . on

D. within

PA RT-C

2 1 . Describe Ramu's dream in 50 words

Ramu was sleeping in his rickshaw.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22. Write the conversatiorl between the man. woman and the child.

The Man

Appendix- D

DIFFICULTY INDEX & DTSCRIMINATING POWER

Table Dl

SI.No. Listening SI.No Reading S1.No Vocabulary &

Comprehension Comprehension Structure

Test Test

1 0,94 0.13

2.* 0.87 0.20

3 . * 0.88 0.23

4.* 0.78 0.28

5. 0.63 0.38

6.* 0.79 0.26

7. 0.59 0.39

8. 0.53 0.69

9. 0.47 0.74

10. 0.42 0.74

1 1 . 0.59 0.56

12. 0.35 0.39

13.' 0.23 0.15

14. 0.46 0.62

I S . 0.5 1 0.82

16." 0.44 0.26

17. 0.37 0..39

18. 0.47 0.64

19. 0.50 0.49

20. 0.60 0.64

21. 0.54 0.67

22. 0.46 0.39

24. 0.59 0.81

25. 0.67 0.59

26 0 . 7 3 0.4 1

27." 0.59 0.20

28. * 0.22 0.07

3 0. 0,70 0.60

3 1. 0.53 0.95

3 1 . 0.55 0.80

32. 0.65 0.70

3 3 . 0.53 0.95

34. 0.53 0.95

3 5. 0.53 0.95

36. 0.63 0.75

37 . 0.50 0.90

38. 0.48 0.95

* These items are rejected.

Appendix - E

MAHATHMA GANDHI UNIVERSlTY

SCHOOL OF PEDAGOGICAL SCIENCES

TEST OF ENGLISH AS A SECOND LANGUAGE

1999

Standard VIllf

BY

Ba bitha Sures h

Questions

Time Allowed:

Mark your answers on the answer sheet on ly .

Use a 2B or B . pencil.

Do NOT use a pen.

Rub out any mistakes completely.

Section I Listening Comprehension Test 25 Questions (30 minutes)

Section 11 Reading Comprehension Test 25 Questions (3Ominutes)

Section 111 Vocabulary, Structure and 17 Questions (30 minutes)

Written Expression

Read the instructions on the Answer sheet and f i l l in your Name, School level and

Sex. Use the information provided to choose the BEST answer for each question.

Your score will be the number of correct answers. Marks are NOT deducted for

incorrect answers. On your Answer Sheet blacken the circle that matches the answer

you choose. Mark only one answer for each question.

TEST OF ENGLISH AS A SECOND LANGUAGE

SECTION - I

Liste~ling Comprehe~lsior~ Test

Maximum Marks: 25 Time: 30 minutes

In this section of the test, you will have an opportunity. to demonstrate your

ability to understand spoken English. It is in three parts. and there are special

directions for each part.

PART - A

Directions: For each problem in pan A, you will hear a word or a short statement.

The word or statement will be spoken just one time. They will not be written out for

you, and you must listen carehtly in order to understand what the speaker says.

1 . Choose the letter of the most appropriate picture about which you hear.

Spoken:

2 Choose the written word that corresponds to the spokeri word.

Spoken:

A. Plays B. Prays C. Brays D. Pays

3 . Choose the correct definition for the word you hear

Spoken:

A Part of a flower or tree C. Not good

B. Somethins to sleep on D. Creatuie with winys

4. Select the correct response

Spoken:

A At six O'clock C. To help my mother

B. Yes. I am D By bus

5. What type of sentence is this?

Spoken.

A. Statement

B. Question

C. Request

D. Expression of feeling

6,Choose the appropriate figure

Spoken:

PART - 8

Directions: In Parl B you will hear a sentence or a short conversation. At the end

of the sentence another voice will ask you a question. Afier hearing the sentence

or conversation and the question, read the four possible answers and choose the

best answer. Mark your answer on the answer sheet.

'7 Spoken:

A. He is at a medical shop C. He is at a doctor's ofice

B. He is at a department storeD. He is at home

8 Spoken:

A. He was the secretary C. He was not the secretary or president

B. He was the president D. He was not the president

9 Spoken:

A She wrote a t~ovel C. She wrote a short story

B. She wrote a poem D. She wrote a drama

10. Spoken.

A. At a library . C. At a post ofice

B. At a railway station D At school

1 1 . Spoken:

A. Nothiny

B. To check out a book from the library

C. See a movie and write a paragraph on it

D. Read a book and write a paragraph on it

PART - C

Directions: in Part - C listen to the passage carefu\ly and mark your answer to

the following questions on the answer sheet.

12. Where do desert Arabs live?

A. In houses C . In hostels

B. In rooms D. In tents

13. What do they eat?

A . Rice C. Meat

B. Only fresh fruits D. Fresh and dry fruits

14. Which animal do they love most?

A. Horse C. Elephant

B. Camel . . D. Pig

15. Which animal is most useful to the~rl?

A. Horse C. Canlel

B. Pig D. Elephant

Directions: Listen to the poem and select the best word. Mark your answer on

answer sheet.

Spoken

An emerald is as ------- ( 16) ------------ as ----- ( 1 7 ) --------- --

A ruby ------- ( 1 8 ) ----------- as blood

A sapphire shines as - - - - - - ( I 9)------------- as heaven

A flint lies i n the ------- (20) -----------

A diamond is a brilliant -----(2 I)------------

To catch the worlds1----- (22)-----------

An opal holds a fiery -------(23)------------

But a ------ (24) ------------ holds ------ (25) ----------

A. clean B. green C, seen D. been

A. brass B. glass C. gas D. grass

A. read B. bed C. red D. said

A. bright B. height C. light D. night

A. bad B. bud C. mad D. mud

A. storm B. stone C. store D. stole

A. design B. messiah C. desire D. siren

A, night B. light C. sight D. bite

A. flint B . fling C. flea D. fleet

A. hire B, fire C. higher D. far

SECTION - I I Reading Comprehension Test

Maximum Marks: 25 Time: 30 minutes

PART - A

Directions: Read the sentences and study the pictures carehlly. Then clloose the

appropriate answer and mark your answer on your answer sheet

1 .Choose the appropriate picture

The car is going to crash into a tree.

2. Choose the sentence that matches the picture

A. The baby has just broken a toy car

B. The dog on the floor is asleep

C. The baby is playing with the dog.

D. The dog i s watching the baby play

3 . For each of these questions, choose the answer that is closest in meaning to the

original sentences.

Tile cotiee is too hot for me to drink

A. The coffee is very hot, but 1 can drink it.

B. The coffee is so hot. that I can drink i t .

C. The coffee is not hot, so 1 can drink i t .

D. The coffee is so hot, that I cannot drink i t .

4 . This is no small matter.

A. This is a small matter

B. This is a big matter

C. This is no matter

D. This is not a big matter

5. The Ganges is the longest river in India

A. No other river in India is as long as the Ganges

B. Some hvers in India are as long as the Ganges

C. The Ganges is longer than some other rivers in lndia

D. The Ganges is a long river.

6. How good he is!

A. How is he noble?

B. He is very noble

C . Is he noble?

D. How did he become noble?

7. Not one of the '100 passengers in the bus was injured.

A. All but one of the passengers in the bus was injured

B. Only one passenger in the bus was injured

C. None of the passengers in the bus was injured

D. The bus did not meet with a n accident, so nobody was injured.

PART - B

Choose the best words to complete the passage.

Astrology is an ancient an of telliny what will . . . ( 8) . . i n the future by studying

the ... (9) . . . of the stars and planets. However astrologers thought the stars and

planets influenced the. . . ( 1 O).. of men, they claimed they could tell . . .( I I ) . .

S A happen B, cortie C. foretell D. chance

9. A. places €3. shapes . C. positions D. times

10. A. chances B. matters C . affairs D. times

i 1 . A. luck B. fortunes C. hture D. advice

Maldives got its name ..,.. ( I 2) ..... it is a string of tiny ...... (1 3) ...... The islands are

. . . . . . .( 14). . . . . . . . with lagoons surrounding them. The beautihl beaches . . . . . . ( 1.5). . , , . .

holiday resorts are famous tourist spots.

12. A. because B. although C. while D. when

1 . A. peninsulas B. islands C, continents D. gulf

14. A. beautihl B , nice C. dirty D. good

; 5 . A . b u t 0. spot C. location D. place

PART C

Refer the following index and choose the best answer. Mark it on your answer sheet.

Cha~ te r Index & I Harvest festivals of India I

2 Songs for special occasions 4

3 Seasons Greetings! Ideas for making cards 8

4 Christmas carols 13

5 . Recipes for making biriyanies and puddiny 19

6 Games for 14t h November 2 9

7. . . New ways to make decorative lamps 3 5

16. On which pages of the magazines would you find songs for Christmas?

A. 4 - 8 C. 13 - 19

B. 8 - 13 D. 19- 29

I ? . Which of the following pages would contain ideas for makiny Christmas cards?

A. 28 C. 10

R 14 D I 5

1 6 . I n which chapter will you find garnes?

A , 3 C. 5

B 4 D. 6

19. Which chapter will tell you about Children's Day celebrations?

A. 6 C . 4

20. The longest chapter in this book is about

A . Cards C . Songs

B. Games D. Recipes

2 1. The best title for this passage is

A. Growth C. Locomotion

B. Development D. Dispersion

22. Plants can

A. move their whole body C. not move

0. move certain parts D. move their whole body and parts.

23. Locomotion is moving from place to place for

A. food and water C. fighting enemies

B. finding mate D. food, water, mate and to avoid danger

24. Leaves of touch-me-not are

A. full of thorns C. not sensitive

B. sensitive D irritating

2 5 . Animal that uses its head, body and fins to move

A. Leech C. fish

B. Snake ' D. Penguin

Section - I11

Test of Structure and Written Expression

Maximum Marks:25 Tirne:30 nlillutes

Part-A

Vocabulary

Directions: Read each of the following sentences, paying special attention to the

underlined word. Choose one word or phrase which best keep the meaning of the

sentence, if it were substituted for the underlined word.

I . Diamond and ruby are precious stones

A. coins C. gems

B. shells D. stones

3. The examination will begin preciselv at eight thirty

A. usually C. monthly

B. exactly D. occasionally

3. When you blow a balloon, i t expands.

A. getting smaller C. getting faster

B , get ti ng larker D. getting slower

4. Ln the nursery rhyme 'Jack and Jil l ' , Jack tumbled down the hill.

A , called C. ran

B. fell D. flew

5 Do not make blunders while vou write a test.

.A. an enemy C. a mistake

B. an itljury U. a commitment

6 I t is difficult to find a vacant house in town.

A . empty C . clean

B. sood D. large

7. 11' you go out in the rain without an umbrella you will yet drenched.

.A fever . C wet

B. cold D. sick

PART-C

16 Describe Ramu's dream in 50 words

Ramu was sleeping in his richshaw.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17. Write the conversation between the man, woman and the child.

The Man :

The Worna~~

1;. 1 atn Frightened of ghosts.

A, friendly with

B. scared of

PART B

Structure

Directions: Choose the appropriate word to fill in the blanks. Mark the answers on

the answer sheet.

9. In many ways driving a bicycle is similar to .....................

A. when you drive a car C. driving a car

B. the driving a car D. when driving a car

10. If you go now, I . . . . . . . . . . . . . . also come.

A. would have C. will not

B. will 0. would

1 1 She went out in rain, ............. she is sick.

A, but C. if

B. because . , D. so

12. Sita is . . . . . . . . . . . . . than Ram.

A. tall C. not tall

t3. taller D. tallest

13 Reena is not only a singer, . . . . . a dancer.

A . but C. but also

B also D and

14. Be careful or you will hurt . . . . . . . . . . . .

A. you C. to you

B. yourself D. your

1 5 What a . . . . . . . . . idea!

r l . interested C interesting

B. interest D. interests

26 1

Response Sheet

Listening Comprehension Test

C D A B

0 0 14, 0 0

0 0 15. 0 0

0 0 16. 0 0

0 0 17. 0 0

0 0 18. 0 0

Reading Comprehension Test

C D A B

0 0 14. 0 0

0 0 15. 0 0

0 0 16. 0 0

0 0 17, 0 0

0 0 18. 0 0

0 0 19. 0 ' 0

0 0 20. 0 0

0 0 21. 0 0

0 0 22. 0 0

0 0 23. 0 0

0 0 23. 0 0

0 25. 0

0

Written Expression Test

D A B

0 11, 0 0

0 12. 0 0

0 13. 0 0

0 14. 0 0

0 15. 0 0

0 16, 0 0

0 17. 0 0

0 18. 0 0

0 19, 0 0

0 20. 0 0

Appendix - G

SCORCNG KEY - S1.No. Listening Reading Vocabulary &

Comprehension Comprehension Structure

Rating Scale for assessing Oral Communication Skill

Directions: Rate each of the following criteria by circling '5'for excellent

performance, '4'for a very good performance, '3' for a good performance, ' 2 ' for

satisfactory performance, ' 1 ' for poor performance and '0' for non-existent.

Name:

Standard :

Name of School:

Place:

1 Pronunciation I Vocabulary

Grammar

Fluency

Comprehensibility

Marking Scheme for the Rating Scale

Ratings

5. Excellent: Pronunciation is on par with an educated lndian. Speaks without an

etiort using appropriate vocabulary and sentence patterns. It is easy for the listener

to understand the speaker's intention.

4. Very Good: Pronunciation i s slightly influenced by the mother tongue. Speaks

with a few unnatural pauses as minor errors occur in the vocabulary and grammar.

The speaker's intention and the general meaning are clear.

3.Good: Pronunciation is moderately influenced by the mother tongue. Expression

is of a fair range with a few errors in grammar and vocabulary and few unnatural

pauses. Several interruptions are required to follow what the speaker says.

2.Satisfacto1-y : Range of expression is limited with a number of phonological,

structural and lexical errors. The listener has to frequently interrupt and make

clarifications to understand what the speaker says.

1.Poor: Pronunciation is seriously influenced by the mother tongue. Phonological,

structural and lexical errors cause breakdown in com~nunication Only a few ideas

can be understood with frequent clarification, as there are long pauses

O.Non-Existent: Serious phonological, structural and lexical errors occur. Hardly

anything of what is said can be understood, as there is no evidence of mastery of any

language skills. Conversation is full of long unnatural pauses.

Appendix - 1

Rating Scale for Scoring Essay type Answer

Directions: Rate each of the following criteria by circling '4'for excellent

performance, '3'for a good performance. '2' for satisfactory performance, ' 1 ' for

poor performance and '0' for very poor

Name:

Standard:

Name of School:

Place:

Grammar

Vocabulary

Mechanics

Fluency

1 Relevance 0 1 2 3 4 I Mechanics refers to punctuation and spell iny; fluency to style, organization of ideas

and communication; and relevance to the content in relation to the task denlanded of

the student.

Marking Scheme for the Rating Scale

Ratings

4. Excellent: Student has knowledge of mechanics, grammar and the subject.

Demonstrates mastery of conventions and uses a sophisticated range of words and

idioms and complex constructions. Ideas are clearly stated and there is fluent

expression Written expression is well organized.

3.Good: Expression is natural in style and organization with the use of good

vocabulary and structure. There is adequate range in subject matter, mastery of

mechanics and only occasional errors in spelling and punctuation

2. Satisfactory: There is only limited knowledge of subject matter and there are

frequent errors in spelling, punctuation, vocabulary and giammar and lack of

fluency.

1 .Poor: There are major errors in spelling, punctuation, vocabulary and grammar.

There is little substance and the ideas are conhsed and disconnected.

O.Very Poor: There is no knowledge of subject matter, vocabulary, grammar or

organization of ideas. Written expression is dominated by errors of spelling and

grammar and is essentially translation.

Appendix - J

MAHATnMA GANDHI UNIVERSITY SCHOOL OF PEDAGOGICAL SCIENCES

KOTTAYAM

PERSONAL DATA SHEE'I'

'flli? hculc is nlcanl 1 0 1 ?OLI I . ~ ~ ; i ~ i c n l s l g t ~ i c ~ r l i ; l ~ ~ 11111 inoh1 0 1 l l lc i ~ l l i binlilcio~~ I-L~LILI~ thcJ I & ~ I I O W I ~ 10

!;ULI. So ),(tu arc I - C L I L I C ~ I S L I 10 f i l l in LIII 111~' C O I I I I I I I ~ S g i \ ! r~ i I ) C I O \ { ~ 111 ~(111~~1ltiit io11 u ill^ YOLII. ~;II.'I\IS/

giii~rdianh Please show t l ~ c 111.otlic1-\. > i h t u l + s and otlicl-5 \ L ! I ) I J stay in youi- f'iltnily hp l>ut[i~lg tick ( J )

n- ;irk( 5 1.

Name ................................... ( lioy/( irl)

.................................. S arne of' School : (Ur l )~ i~dl<ur~~l )

Appendix - K

KERALA UNIVERSITY GROUP TEST OF INTELLIGENCE

(VERBAL)

7, ma: ( a , mej

~ ~ b 3 ~ ~ 3 n l & c ? j 1

(a. ~ 1 ~ 1

a d : (a. b s d

rnljo~crb : (a. cmqc&3voo

marnjmo : (a, d3,a3e1mo

&a 1

(a. BAN.

a&ai<ru;&3md : (a. ~mlo,-mmmo

a m p s j : (a. aeh

: (a. d d q m

darnnnlmr3 : (a. srun~d

451 : (a. dm3

I H ~ b 3 w n a : g m ~ m i : : rmp,m:)ml : -- ( s . WeJ b. ~$21 C , C~SI d . . d q I b h )

I9 n35 : S@?O : . ~ ~ ~ c I D . : -- (a. I ~ - . b. warnc. c. m9e~ (1. c a n ~ ~ , )

10 dsrrwlrncrii : ~332hzKl3 : : ~ d ~ ~ l a ~ : -- (a, 457611113)93 b. 31k is. dhl9lrkl d. n~!dnJa)

TEST I11

gmmasewnulru-8 mime g m m . 4 9 ~ m p . a 3 ~ m ~ a ~ r n l o $ a ~ ~ 2 m m o mannomi olangmm~dfi cmam nnasrmogo~qmrm~nnd imwla2dh.

TEST 11

9. a. a.$lod. b. o m , c. oam, d. mIdl?j, e. m a a m

1 1. ib. meem,, 'b. q w ~ u c n ~ , i. cn;mmo, d. m~cnsmlrsro, e. n n m m o

a b c d . \

0 0 0 (+)

TEST IV

gronnmms~m-dd mLmo pmmo n a ) q q ~ . nocm olnopinlcmJrm~, g m m . m m ~ 6 c l~3yrnrmoln i cmam m a s a ~ g n ~ s ~ m m ; r . ~ i i~mwlm~a.

TEST IV

(a 34, b 37, c 36)

(a 55 , b 5 , c 57)

TEST V

IS.

oq ru~~mnarnlcu8 a m d i 'd~rncrnasnd q r m i 1 q m ~ . mml m3qolomm3d qm~lewculm~m~. I J L ~ ~ J A .

~ ~ u o k o ; . nom e~ruale~milqm,~. q m m a wmasni nmrum~lmd adgri5;. a. cm3d b. C: am1 d;

I

AB. CD. EF. GH ~ r n m3ei c n a ~ g m 6 . GH cmm A B a a a a d mclm~. EFslrnmod ado;mpa6. EF, C:'L)aauwjsd n ~ ~ o ~ r n a s m ~ l d 4 p q o mleo y o m cmaJ n;n& a . 48 I). CD c. EF d. GH

-. - . -- . - - -

Q. No. A B D - ----- C

1 0 0 0 0 7 - 0 0 (1 0

0 0 () 0 4 i) () () 0 5 0 0 (1 0 6 0 0 (1 0 7 0 0 (1 O 8 0 0 0 0 9 0 0 (1 ()

I 0 0 0 0 ()

Q. No. A 13 C D 1 I (1 0 0 (1 12 0 (1 (1 ()

13 0 (1 0 0 13 (1 0 0 0 15 () (1 (1 0 16 (J 0 0 0 17 0 0 0 0 18 () (1 0 . (1 19 0 (1 () 0

1 2 0 () O () (1

TEST V 7

Q. No, A B C I1

1 o o (1 n 2 0 0 (1 0 3 0 0 ( ) (1 4 0 0 l ) 0 5 () (1 f ) 0 6 ( 1 0 () 0 7 (1 () ( ) ()

. 8 0 0 0 0 9 0 0 ( ) 0 10 0 0 ( 1 0

Q . N o . A B C D 1 1 o (1 o 0 12 0 0 0 0 13 () 0 - 0 0 14 0 (1 0 ( 1

15 (1 0 0 0 I h 0 0 ( 1 { 1 17 () 0 0 ( )

18 0 0 0 ( 1 19 0 () 0 (1 2 0 ( 1 (1 ( j ( )

Appendix M

Home Learning Facility Inventory Dr. A. Sukumaran Nair & Nirmala Devi

This questionnaire is meant to know your Home Learning Facilities. Read the statements carefblly and put the tick (4) mark in the appropriate column.

1. Do you have a study table?

2. Do you have an English-Malayalam Dictionary at home?

3 . Do you have a map of Kerala at Home?

4. Do you have an English Dictionary at home?

5. D o your elders at home help you to do your homework?

6 . Do your parents plan out your time-table?

7. Do your parents check your note books well ahead and correct them?

8. Do your parents check whether you are punctual in your studies?

9. Do your parents encourage you to keep your books and other articles neat and tidy?

1 0. Do your parents create a favourable atmosphere at home for you to study?

. .

Appendix - N

RAO'S STU DY-HABITS INVENTORY (FOR GRADES IX, X, bt XI)

BY Dr. D. Gopal Rao Reader in Education

NCERT, NEW DELHI

I \ Name ............................ ......... ....................................................................................................

................................... ............................................ School ..... Father's Occupation

................................................................ Class Parent's Income ................................................... ................................................ Date of Birth Address ................... .... ...................................

................................................................... \ /

BlRECTlONS This is an attempt to underest your study habib. Below are given 40 statements. You will find

five categories against each statement -Always, Most often, frequently. Some~imes and Never. Read eacb statement carefully and put a tick mark ( 4 ) in the coluam which correctly describes your habits. Check each item not according to what you think should be done but according to what you actually do.

A ~ s w e r all the questions. Thcrc is no time limit, but do not spond too much timc on each ircm.

Thc main purpose of this test ir to make you think about your own methods of study and help you to improve you study habits. What you answer has nothing to do with class marks. So, fccl frcc to answer ail thc questions frankly.

Agra Psychological Research Cell I Tiwari Kothi, Belanganj, Agra-282004 1

1. I plan my work before I begin to study. 2. 1 strictly observe my plan of study. 3. I distribute my study periods among various subjects. 4. 1 study regularly throughout the year. 5. 1 work harder in the subject I feel I am weak. 6. I plan my study even for holidays. 7. 1 get headache when 1 begain to study. 8. 1 m o t sit at a stretch and concentrate on my studies. 9. I take much time to get started to the task of study.

10. I look for main ideas while reading a lesson. 11. 1 question the material as it is being read. 12. H collect new words and phrases as 1 read a passage. U. I look up the meaning of an unfamiliar word in the dictionary. 14. While readin& I try to understand the authors view point by

relating it to my own experience. 15. I relate material learnt in onc subject to that learnt in others. 16. 1 daydream when 1 study. 17. I understand and the lesson while reading it, but I have

trouble in rememberin what I have read. 18. I find it difficult to d ecide what points are important in a

lesson. . 19. 1 oote down the points as I read a passage. 20. [ supplement my class notes with outside study. 21. 1 organise my notes so that the important points stand out. 22. 1 find it difficult to take notes in tbe class. 23, I miss important points whilc taking down notes. 24. I go to the class wcU prepared. 25. 1 revis5 what is done in the class each day, when 1 get back

borne. 26. % spend some time eech week, in rcvising the lesson. 27. 1 feel 1 spend more time in my studies, but achieve littlc. 28. 1 feel scr t i r . 4 tbai 1 cannot study efficiently. 29. 1 h d my studies interesting. 30. 1 feel 1 should ker,;) C J ! ~ studying throughout my life. 31. 1 take pridc iil.dvltrg b..r!U in my studies. 32. I forget to do my homework. 33. f go on pi-ls~pouing what I should be studying to-dav. 34. I plao in the morning though I :;pend the day. 35. I study even in th~ i rrllds~ o f distractions likc radio, jrcc\pte

talking children's play ctc.

; 36. 1 plan my w w e r heforc 1 start writhing in the cramination. '37. 1 revise my mswers ia thc examination. 38. 1 study hard only a iew months before the examination.

,39. 1 have difficulty in expressing myself in writing. 4. 1 get nervous during the sxatnination.

Appendix 0

Achievement Motivation Scale

Dr. Beena Shah

. . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Age .Date of Birth

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Caste Religion

. . . . . . . . . . . . . . . . . . . . . . . . . . . Class . . . . . . . . . . . . . . . . . . . MaleFernale Urban/Rural/Semi-Urban

Name of SchooVCollege . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

mSTRUCTlON

Kindly, read each of the following statements and it's three alternative

responses. Then you have to select one most suitable response out of them and tick

(4 ) against the selected response.

For Example:

I like to . . . . . . . . . . . . . . . . (a) do light works.

(b) repair the broken articles/t hings

, (c) collect information about new inventions

In the above example, suppose out of the responses (a), (b) and (c) you prefer

(b) as the most suitable response, tick (4 against the (b). Similarly, you have to

select the most suitable answer for every statement. Kindly. give the response of all

the statements.

(Thanks)

Published By

Agra 2Psychological Research Cell TIWARI KOTHI, BELANGANJ, AGRA-282004.

1 . I will like to study those a) less labour is needed. Subjects in which . . . . . . . b) higher probability of success is definite

C) generally difficulty is felt. 2. I think to get better marks in

examinationdependsupon . . . . . . a)teacher'sgoodwill b) encouragement of parents and relatives c) hard labour

4. 1 study at home lest . . . . . . . .

a) prepare it's plan b) discuss it with the experienced persons c ) perceive the probable problems and find

out their solutions

a) my parents will rebuke me. b) I will be blamed for being unsuccessful

in the examination. c) I will fail in the examination.

a) doing any type of work. b) winning lottery c) earning money through work.

6 . At leisure I like to read . . . . . . a) the detective (lasusi) novels & film magazines

b) Comics C) Knowledgeable books.

7. When the light suddenly goes a) feel happy of being free from study. at study time, 1 . . . . . . . . . .. b) feel irritation.

c) complete my work in liyht of candle/kerosene lamp.

8 . 1 like to utilise my knowledge in the a) money task through which I may get . . . . . . .. b) fame

c ) self-satisfaction.

9 . When 1 fail to follow any lesson a) I leave that lesson then . . . . . . . . b) I take help from others to understand

that lesson. c) I try again and again to follow that

1 esson.

10. I feel proud of those friends who . . . . a) achieve pass marks in examination b) provide help to weaker students. c) yet brilliant success in examination.

Appendix - P UNIVERSITY OF KERALA

Department of Education

ENGLISH INTEREST INVENTORY

This blank is used for obtaining a record of your preference. It is not a test. There

are no right or wrong answers. An answer is right if it is true for you.

A number of activities are listed in groups of three. Read the activities in each

group. Decide which of the three you like most. The letter denoting the statement

selected by you shall be encircled on the answer sheet.

An example is shown below.

1 like most to see

A. Tamil films.

B. English films.

C. Hindi films.

Suppose you like to see Hindi films, then encircle the letter 'C' as shown above.

Thirty-six questions are given in the next few pages. Answer them according to the

instructions given above.

1. If I go for higher studies I shall specialize in

A. History.

B. Mathematics.

C. English.

2. When 1 hear people talk English fluently

A. I envy them.

B. I dislike the use of foreign language.

C. I feel indifferent to their talk.

3 . The radio programme that 1 like most to listen to is

A. Hindi lesson.

B. Music Lesson.

C. English lesson.

4. if I happen to be a teacher I wish to teach

A. Social Studies.

B. Malayalam.

C. English

5. When 1 visit a reading room Ilike to read

A. English newspaper.

B. Malayalam newspaper.

C. Hindi newspaper.

6. If1 am given the opportunity to master any one language I will select

A. French,

B. English.

C. German.

7. I would like to read more library books in

A. Hjndi.

B. Malayalam.

C. English.

8. 1 learn English because

A. It is compulsory'.

B . It is a rich foreign language.

C. It is very much liked by me.

9. 1 like most to sing

A. English songs

8. Tamil songs.

C. Hindi songs.

10.A subject about which I would like to know more is

A. The origin of races.

B . The origin ofEnglish.

C. The origin of religion.

1 1 .The person with whom 1 like to have an interview is

A. .A scientist.

B. A filtn star.

C . An English poet.

12.1 prefer to read

A. Hindi novels.

B English novels.

C. Malayalam novels.

13.1 like most to read

A. The biographies of yreat statesmen.

B. The biographies of great scientists.

C. The biographies of great English novelists.

14. A film that 1 prefer to see is

A. Hindi film.

B. Tamil film.

C. English f lm.

1 5. During leisure hours I like most

A. To play.

B. To read light English novels.

C To read in Malayalam.

1 6. 1 prefer to read

A. The life history of Shakespeare.

B. The life histoly of Kalidasa.

C . The life history of Thulasidas.

1 7. 1 prefer to study in the

A. Hindi medium class.

B. Malayalam medium class.

C. English medium class.

18. 1 like most to collect the pictures of

A. Film stars.

B. English poets.

C. Political leaders,

1 9. 1 prefer to 1 earn

4 . The history ol 'sciencr.

B Thehis toqofEr~gl is l~

C . The history of civilization

20. 1 am more interested i n leading

A. English textbooks.

B. English guides.

C. English notes dictated by teachers

2 1 . I like to read English composition

A. Independently afterdiscussion in the class.

B. From dictation.

C With the help of friends.

22. During the substitution period 1 like to hear

A. A story in Hindi.

B. A story in Malayalam.

C. A story in English.

23. 1 feel that

A. English should' be banished from lndia.

B. English should be a compulsory language in schools

C English should be an optional language in schools.

24. If Tamil and f i n d i are made optional languages 1 will select

A. Tamil.

B. Hindi.

C. English.

2 5 . I like

A. To read the English detailed text well.

B. To study the question and answers from the yuides.

C. To study dictated notes.

26. 1 like to hear and speak

A MoreEngl ishintheEngl i~hclass

B. Less English irl the Enylish class.

C . More Malayalarn in the English class

27 1 prefer to write letters to friends in

A English.

B. Malayalam,

C . Hindi.

28. I f 1 have to conduct recitation in the school youth festival 1 will select

A. A passage in Hindi.

B. An English passage.

C A Malayalam passage.

29. The official language of lndia should be

A. Sanskrit.

B . Hindi.

C . English.

3 0. The medium of instruction in colleges should be

A. Hindi.

B. The regional language.

C. English.

3 1 . Ifl come across new English words

A 1 wil l look up in the dictionary.

B. I will try to learn the meanings from the elders.

C. I will not bother about them.

32. When I meet a friend in the morning I like to greet him thus

A. Namaste.

B Nam as karam .

C . Good morning.

3 3. If l am given opportunity to visit a European country I will prefer

A. Greece becauseit is the cradle ofwestem civilization.

B . English because it is an English speaking country.

C. Portugal because i t is the first European country that traded with lndia.

34 . .A, I f irldia is to progress Enslish shuulti be tau2'nt i n schools and colleses

B The study of English is not essenti ai for t he progress of t ~ ~ d i a ,

. Only Indian languages need be taught ill Indian schools and colleges.

3 5 . A. 1 consider i t a great achievement to speak and write English etfectively.

B I will nor think it a discredit if 1 do not attain proficiency in English.

C I am indifferent to the learning of English.

36. A. A few more periods should be allotted for the teaching of English in schools.

B A few ofthe periods allotted for teaching English should be given to science.

C The number of periods now given to English is quite sufficient.

.Appendix - Q

List of Experts

I Daisv L t ~ k e . Head of the Depanment of English. B C . h f Collese.

Kottayam.

2 Anila. M . Mathew. Teacher in Charge, Standard Vlll B. M t Cam~el G.

I-1. S . . Kottayam.

3. Dr. Valsamrna Korah, Lecturer in English, B. C . M. College.

Kottayam.

4. Lovely Andrews, Teacher in Charge, Standard Vm C , Mt. Camel G.

H. S. , Kottayam.

5 . Johncy. T. Kuriakose, Teacher in Charge, Standard VlTl B, M . T.

Seminary. H. S. S., Kottayam.

6. Annamma John , Teacher in Charse, Standard Vlll E M.T.Seminary,H.

S.S., Kottayam.

7. D r Joseph. C. Mukulel, Reader, School of Gandhian Thoughts,

Mahatma Gandhi University, Kottayam.