TRAINING MODULE ENGLISH

RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN

2016

TRAINING MODULE ENGLISH

O F F I C E O F T H E S T A T E P R O J E C T D I R E C T O R ( R M S A ) S H I M L A - 1

THE KNOWLEDGE IS ALWAYS PURE AND COMPLETE. IT IS OUR PROBLEM IF WE CAN’T EXPRESS IT WELL.

TEACHERS HANDBOOK (MODULE)

On ENGLISH

Rashriya Madhayamic Shiksha Abhiyan State Project Office Shimla-1

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Preface There is no denying the fact that English Language has attained the status of a Link Language in the world of global –village. All the countries have come to recognize the importance of English Language for making an impact at international arena. In a multi Lingual society like India, English continues to play the role of a bridge, connecting people across regions, societies and state. Historically speaking the ability and competence of National leaders like Mahatma Gandhi, Jawaharlal Nehru and others to use the Language eloquently and effectively, has been responsible for India’s emphatic presence internationally in the fields of economics, politics and culture. More recently, the boom in India’s information technology is at least partly due to Indian, fluency in English in addition to their mathematically attuned mind. The states like West Bangal, Gujrat and Uttar Pradesh that had hitherto neglected the English language, are now paying special attention to its propagation. Quite recently, in an important ruling concerning Karnataka Government the Hon’ble Supreme Court has termed English language as “ the language of survival”. Keeping in view the utility of English language in various fields the Government of Himachal Pradesh has introduced its study as a subject from class first onwards. Programmes like RMSA training, Learning Indicators and Sawayam Sidham through use of Web Portal have been launched to improve the quality of English teaching in schools. Since teacher training is an essential part, new approach has been introduced to take training at the cluster level. Modus operandi of the subject specific training will be to deliberate on issues and find out the solution at the cluster level. This approach has been introduced to minimize the teacher withdrawal from schools (for training) and to make the training more effective and result oriented. State Project Director SSA/RMSA, Shimla-1

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Content Sr. No. Item Page No

1. PREFACE 2 2. GUIDANCE 4 3. PRESENT STATUS OF ENGLISH LANGUAGE IN

HIMACHAL PRADESH 5

4. TEACHER TRAINING: NEW PERSPECTIVE 5 5. CHANGE IN METHODS OF TEACHING

[ REVERSE/FLIPPED CLASSROOM PROCESS] 7

6. ASSESSMENT STRATEGIES 8 7. APPROACH TO BE FOLLOWED IN THE CLASSROOMS 8 8. AIMS OF TEACHING DIFFERENT FORMS OF ENGLISH: 10 9. SCHEDULE OF TRAINING 12 10. SUGGESTIVE DISCUSSION MODE 15 11. AIM OF THE PACKAGE 16 12. LESSON PLAN: REACH FOR THE TOP 16 13. LESSON PLAN: HUNDRED DRESSES 27 14. LESSON PLAN: A BAKER FROM GOA 38 15. LESSON PLAN: COORG 40 16. LESSON PLAN: TEA FROM ASSAM 42 17. LESSON PLAN: MIJBIL THE OTTER 45 18. LESSON PLAN: ANIMALS 47 19. LESSON PLAN: MY CHILDHOOD 48 20. LESSON PLAN: NO MEN ARE FOREIGN 49 21. LESSON PLAN: PACKING 50 22. LESSON PLAN: THE DUCK AND THE KANGAROO 51 23. LESSON PLAN: REACH FOR THE TOP 52 24. LESSON PLAN: THE BOND OF LOVE 54 25. LESSON PLAN: KATHMANDU 55 26. LESSON PLAN: IF I WERE YOU 56 27. LESSON PLAN: SOUND OF MUSIC 58 28. LESSON PLAN: TWO STORIES ABOUT FLYING 62 29. LIST OF PARTICIPANTS 70

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Guidance P.C. DHIMAN

Additional Chief Secretary (Education) Govt. of Himachal Pradesh, Shimla-2

DINKAR BURATHOKI

Director, Higher Education

Govt. of Himachal Pradesh, Shimla-1

GHANSHYAM CHAND

State Project Director (SSA/RMSA) Govt. of Himachal Pradesh, Shimla-1

COORDINATION

ANIMA SHARMA

Quality and Teacher Training Coordinator

SURENDER RANGTA Coordinator (Out of School Children )

SPECIAL GUIDANCE

Dr. Kirti (NCERT , New Delhi) Dr. Sridevi (NCERT , New Delhi)

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PRESENT STATUS OF ENGLISH LANGUAGE IN HIMACHAL PRADESH The moot question is how much competent and confident our students feel about the use of English language in an actual communicative situation? Even with the best of theoretical knowledge our students feel tongue-tied when they face interviews, group discussions or at their workplace. The conventional methods of evaluation such as written tests, examination and assignment do not help in developing communicative competence whether in writing or speaking. The problem aggravates in case of students coming from Govt. run schools. They cannot match the eloquence competency and fluency of the students coming from the convent background. There are quite a few reasons for this scenario. Apart from the impact of first language that impedes the smooth acquisition of communication skills in English, the quality of model (Class room teacher) plays a crucial part. Language starts with the ear. One important happening (In the class room) which all would recognize, is that students imbibe their teacher almost fully in learning to pronounce the words, Phrases and sentences of a second language like English. We also understand that English language has its own unique patterns in pronunciation (Where spelling and sounds don’t correspond), accent, rhythm and intonation. All this is quite alien and opposite to our native Indian language. Lack of proper orientation in the fine nuances of English language on part of the class room teacher presents a poor model before the students. As a result we notice that our students’ spoken English tends to be weak. It can be frustrating and de-motivating for students if they have repeated experiences where communication breaks down because of problems with their English pronunciation. This is true of those who have good command over other aspects of language such as vocabulary and Grammar. Despite an exhaustive knowledge of vocabulary, Grammar and sentence structure our students cut sorry figure when it comes to communicating in the Language. No employer is ready to take the risk of hiring a knowledge person who cannot express him/her self where and when expected. TEACHER TRAINING: NEW PERSPECTIVE There is an urgent need to equip our teachers to become expert in their specialized fields like English language teaching as per the need of the hour. In a multilingual society like Himachal Pradesh, skills in English language are best acquired and developed in combination with local dialects. Though the Government Teachers are making their best possible efforts to enhance the learning levels of school children, especially in English Language teaching, still they need emergent guidance and support in improving their proficiency in English besides professional competence.

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The proposed module is an innovative step in this direction. All the teachers are expected to know content but they are to sharpen their skills and professionalism in transaction of knowledge in respect of teaching, learning , assessment, evaluation. Moreover the students are to be connected to the outside world through the content of the book. Books are the medium to expose students to the world of reality. This can be done through various mediums like newspapers, internet and day-to –day happenings in surrounding and by contextualizing the topic with world of reality. The major thrust would be on the communicative aspect of the language whereby the students are expected to use the language in real life situations. Earlier the conventional training modules focused much on contents and less on development of skill aspect like listening, speaking, writing, and comprehension, application of language in day to day life as preparing speech, drafts, and relevant applications. Through the content major aims of the education are to be achieved i.e. the child is to be connected to physical, spiritual, economic, social environment in order to develop an wholesome personality. Teaching of language has to focus mainly on three stages (1) Pre reading stage (2) while reading stage and (3) after reading stage. In all the three stages teacher has to function like a mentor and guide. In the first stage i.e. pre-reading stage environment is to be created to make concept, theme, vocabulary, grammar items clear and understandable. Design the activities depending on the situation in context and form of the text like prose, poetry and play. Many methods can be adopted for this like storytelling, by narrating similar situations from surrounding and words, pictures, video clips etc. Bilingual method(Hindi/local) at this stage can be used. After this the text has to be divided into various chunks. Various activities are to be designed by the teacher keeping in view all the skills of reading, understanding, applying, analyzing, synthesizing and creating. A lot of conditioning and practice of students is to be done through model reading, silent reading, identification of grammatical items etc. Group work can also be assigned as per the need. A lot of comprehension checks are to be designed for assessment of learning. It comprises of developing and using various types of questions bank based on above mentioned skills. To develop conducive environment for learning of English language, Hindi or mother tongue is not at all to be used at the second stage of while reading. In the third stage rigorous and elaborate exercises are to be done by the students to check assessment of learning. For this we can choose exercises given in the end of the text and design various projects

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and questions( MCQs, true or false, Match the following) to enhance criticality of the students in order to make him a citizen ready to face real life situations. The sole motive is to make the knowledge interdisciplinary and contextual and opening the gate to the world of reality. CHANGE IN METHODS OF TEACHING [ REVERSE/FLIPPED CLASSROOM PROCESS] To make the teaching learning process a big success, the schools has to orient itself to being ‘student oriented’ where students are the center of all the activities. discussion on relevant and correlated topic of the chapter with which students are familiar, (contextualizing the issues)

i. Related newspaper cutting enables children to understand that different problems relate to their environment and everyday life.

ii. use of multimedia like pictures, documentaries/ short films clippings from u-tube for better understanding of concept,

iii. questions challenging their thinking in order to bring about criticality, iv. live project from local environment where they learn the theoretical and

practical aspect of knowledge, v. Story telling/simulation exercises/small dramatization of some event is

prepared and implemented in small way( election process, parliamentary proceeding, world wars etc.) in order give real hand experience,

vi. Reverse teaching where the student either individually or in a group makes presentation on some topic.

vii. Adoption of Participatory Approach in group method. viii. Analyzing visuals, discussions, making collage and posters, map reading, case

studies, preparing exit cards, using internet etc. ix. Field visits which help students to make analysis of real world situation and in

doing so develops his skills in application of theory. x. Problem solving involves students in the process of search, defining problems,

setting hypothesis, categoring data, taking position to develop criticality with teacher playing the facilitator role.

xi. Debates specifying two opposite view points.

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ASSESSMENT STRATEGIES

The modules also contains assessment strategies which teachers can use to assess the participation and performance of students. There are two types of assessment (1) Assessment for Learning which is used repeatedly by teacher while teaching to test the learning and (2) Assessment of learning. Assessment of learning is to judge the understanding of the concept while reading or performance of activity.

APPROACH TO BE FOLLOWED IN THE CLASSROOMS Constructive approach is to be followed in the classroom. It believes that Learners create their own knowledge. They are actively engaged in building new knowledge. They base new knowledge on their experiences and prior knowledge. On the basis of experience and previous knowledge objects and events are interpreted. Nature of reality is multiple, constructed, holistic and asymmetric. Generalizations are not possible or desirable. The basic characteristics of constructivist learning are: Learning is not a passive receptive process but is instead an active meaning-making process

required to solve meaningful problems. New learning depends on learner’s previous knowledge which may sometimes interfere with

the understanding of new information. Learning implies the reorganization of prior conceptual schemes Learning is facilitated by social interaction Meaningful learning occurs within authentic learning tasks In a constructivist classroom Students are encouraged to take initiative and take ownership for their own learning. Students’ ideas are respected Independent thinking is encouraged Assumptions of Constructivism

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Knowledge is constructed from experience. Learning is personal interpretation of the world. Learning is an active process in which meaning is developed on the basis of experience. Sharing of multiple perspectives and collaborative learning helps in conceptual growth. Learning should be situated in realistic setting Testing should be integrated with the task and not a separate activity. In a constructivist classroom Students develop questions and identify issues, then gather and analyze information to create

their answers – in this way, they become problem solvers. They dialogue with the teacher and with other students occurs. Discussion helps students reflect on their ideas and either change or reinforce them. Sharing their own ideas and listening to the ideas of others helps students construct their own The classroom environment is comfortable and non-threatening to allow meaningful dialogue.

Students develop questions and identify issues, then gather and analyze information to create their answers – in this way, they become problem solvers.

They dialogue with the teacher and with other students occurs. Discussion helps students reflect on their ideas and either change or reinforce them. Sharing their own ideas and listening to the ideas of others helps students construct their own The classroom environment is comfortable and non-threatening to allow meaningful dialogue In order to develop such kind of environment in the classroom processes SWYAMSIDHAM portal is also very useful where teachers have tried to create the lesson designs based on constructivist approach and question bank based on different levels of learning (memory, understanding, application, analysis, synthesis and creativity) . As all the students are inquisitive and curious, they are to be encouraged to develop questions and post it on the portal to be answered by any teachers from faraway places. In this way all the teachers of Himachal can ensure their services out of four walls of their school and be an ideal for whole of Himachal.

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AIMS OF TEACHING DIFFERENT FORMS OF ENGLISH: The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem. GENERAL AIMS OF TEACHING PROSE: 1. To enable the students 1. To understand the passage and grasp its meaning. 2. To read with correct pronunciation, stress, intonation, pause and articulation of voice. 3. To enable students to understand the passage by silent reading. 4. To enrich their active and passive vocabulary. 5. To express the ideas of the passage orally and in writing. 6. To enjoy reading and writing. 7. To develop their imagination. 8. To prepare the students for world citizenship.

SPECIFIC AIMS: The specific aims of prose change according to the subject matter like biography, play, story and essay. SPECIFIC AIMS OF A STORY: 1. The learners learn a few facts through the story. 2. To teach morals. 3. To mould one’s character. 4. Exposure to the style of story writing.

SPECIFIC AIMS OF AN ESSAY: 1. The learners learn a few facts through the essay. 2. To make students curious about the subject of essay. 3. Exposure to the style of essay-writing. 4. To arrange ideas in an organized manner. SPECIFIC AIMS OF A BIOGRAPHY:

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1. The learners are exposed to the lives of great men. 2. To mould one’s character. 3. Aspiration for better things in life. 4. To inculcate in them desirable sentiments.

SPECIFIC AIMS OF A PLAY: 1. To provide opportunities for self-expression. 2. To play different roles. 3. To speak English in the conversational style. 4. To mould one’s character.

DIFFERENT STEPS INVOLVED IN TEACHING PROSE: A prose lesson is not for memorization of questions and answers but for learning a language. The prose lesson contains structure, vocabulary, grammar, views and ideas for comprehension. The students read prose with comprehension and write sentences about the lesson using the correct structures and content words. The steps for teaching of prose may be summed up as follows. 1. Introducing the prose lesson 2. Teaching structures 3. Dividing the text into smaller units 4. Teaching vocabulary 5. Model reading by the teacher 6. Silent reading by the students. 7. Testing comprehension 8. Testing application. 9. Loud reading by the students and 10. Giving assignment

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SCHEDULE OF TRAINING Sr No. 9 to10.30

Tea Br

eak(10

.30-10

.45)

10.45 to12.15

Lunch

(12.15

-1.00)

1.00 to2.00

Tea Br

eak

2.00 to3.00 First Month

Opening remarks, Self-Introduction and Expectations of participants from programme. Innovative Methods to teach the subject at Secondary Stage in constructivist approach as per NCF 2005 Detailed study of methods prescribed in the module

Studying the Module and model chapter specified in the module . Identification of Topics to be taught in next month and Hard areas which hamper the learning of the students. Designing and enriching strategies mentioned to make (1) concept clear (2)Strengthening of concept by correlating the topic to environmental situations (3) Designing question bank for lot of practice by the students based on all levels of learning to be used as test paper

Preparation of learning resources in the class with the help of students and teachers and using open on line resources also. Presentation of the Topic in classroom situation to be observed by all categories of teachers from the school.

(1)Identification of problem shooters/hard points of Topics to be taught in coming month (2) identifying strategies to be applied in the class (3)Assignment of the lesson plan integrating innovative methodology, and applying the same in the classroom (4)Preparation of question Bank for monthly Assessment including MCQs on all levels of learning(memory,understanding,application,analysis,synthesis,creativity)

Second Month

Discussion on the achievement level of the students as per the test executed in the classroom. Strategy to shift the students to next higher level Studying the

(1)Identification of problem shooters/hard points of Topics to be taught in coming month (2) identifying strategies to be applied in the class

Preparation of learning resources in the class with the help of students and teachers and using open on line resources also. Presentation of the Topic in classroom situation to be observed

Assignment of the lesson plan integrating innovative methodology, and applying the same in the classroom (4)Preparation of question Bank for monthly Assessment

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model lessons, poems etc. and integrating more Innovative Methods to teach the subject

by all categories of teachers from the school.

Third Month

Discussion on the achievement level of the students as per the test executed in the classroom. Strategy to shift the students to next higher level Studying the model lesson design of .integrating more Innovative Methods to teach the subject

1)Identification of problem shooters/hard points of Topics to be taught in coming month (2) identifying strategies to be applied in the class



Forth Month

Discussion on the achievement level of the students as per the test executed in the classroom. Strategy to shift the students to next higher level Studying the model lesson design of integrating more




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Innovative Methods to teach the subject

Fifth Month

Discussion on the achievement level of the students as per the test executed in the classroom. Strategy to shift the students to next higher level Studying the model lesson design of integrating more Innovative Methods to teach the subject




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SUGGESTIVE DISCUSSION MODE

Ser. No Content Methodology Activities Time Line Session –I Reading skills. Demonstration of reading

prose and poetry (by participants) Audio visual aids

Discussion on activities to be performed to improve the reading skill of the students and their outcome.

Session – II Expressiveness and communication

Sharing ideas and experiences of the participants to develop the competencies of expressiveness and readiness for oral communication.

Demonstration and activities to be performed.

Session – III Vocabulary and Grammar in context.

An interaction on the attempts to develop creativity, imagination and writing. Use of the K-Yan and other mass media for this purpose.

How to motivate the students to express their ideas independently and confidently (letter writing, composition writing) and giving vent to their day to day experiences.

Session – IV Feedback and critical analysis of training programme.

A thorough discussion on the achievements, weaknesses and required steps and experience sharing.

Collecting suggestions and proposed steps to make this programme more relevant, effective and successful.

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AIM OF THE PACKAGE This package is aimed at familiarizing teacher trainers and teachers with the current developments and emerging trends in language education and language pedagogy in the Indian context. We have followed the package of In Service Teacher Professional Developed (ITPD) module developed by NCERT by contextualizing the subject to our geographical and environmental situations. Based on the ideas of National Curriculum Framework - 2005, the package brings to you the ways and means of making our language classrooms, particularly English language classrooms, more effective and conducive for the learners to learn the language. This package brings in aspects, which a teacher should know in order to provide meaningful experiences for learners in their attempt to learn the English language. Each module provides the key concepts, case studies of teacher practices and ideas to read and reflect on; further, activities, space for reflection on activities are given in an interactive mode, thus making it user-friendly. It is expected that users of this package would adopt a multi-pronged approach during the training as well as for individual use. Trainers may encourage teachers to do the activities and also supplement with other resources / further activities as per their own context. A thorough reading of the package both by trainers and teachers will help in developing a perspective on language learning. It would be effective if the activities and tasks suggested are carried out in pairs, groups and so on. Similarly the reading of the package in groups will help for a critical understanding of ideas, issues and problems on language education and English language teaching-learning in schools. We invite suggestions and comments for further improvement of this package on [email protected]. ONE EXEMPLAR LESSON ‘REACH FOR THE TOP’ This biographical piece Reach for the Top talks about two women namely, Santosh Yadav and Maria Sharapova, who, despite all odds, reach the pinnacle of success in their respective fields. The biographical pieces highlight their personal strengths such as strong-will, persistence, determination and sincerity along with their humane qualities such as empathy, responsibility and sensitivity. It also touches upon the fact how sports and games help instill discipline and values in our life and are important for holistic development. The overall objectives of this lesson are: • Understand the central idea and locate details in the text. (Reading) • Use critical thinking to read between the lines and go beyond the text. (Thinking)

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• Take part in debate/ discussion. (Speaking) • Write a paragraph/ formal letter. (Writing) • Understand details while listening and take notes.(Listening) • Use language and vocabulary in different contexts. To fulfil these objectives you need to create conducive learning situations after assessing students’ previous knowledge. Some of the examples are given below: Pre Reading Before you begin the lesson, pre-reading activities will help studentscomprehend the text better. 1. You may begin the lesson as a whole class activity by displaying the pictures of some famous sports women from Himachal who are participating in National Teams,and ask students to identify them. Encourage students to discuss why these women are a source of inspiration for all. Motivate them to discuss and make notes of some of the qualities that these women have. Encourage all students to speak. Also ask them for source that introduced them to these sportspersons. You can put the information on the blackboard. Sources Qualities Films You may ask them to bring the cuttings from the newspapers, magazines etc. and ask them to explore on internet about these sportspersons and underline their qualities and achievements. This can be put in their portfolio. Next, you may ask them to discuss some of the qualities that are needed to achieve success in life. While students are coming up with various words, you can make web chart of the same on the board/ chart paper. You may give desired direction to the discussion by adding words that you think will be needed to comprehend the chapter better. (whole-class activity) determination keenness hard work rational thinking confidence Honesty perseverance discipline etc.

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ASSESSMENT FOR LEARNING while the class discussion is going on you can assess students for their speaking ability and thinking skills. Based on this informal observation/ assessment, you can form heterogeneous groups of 5-6 students for the next activity. This would provide them with the opportunity to share their ideas and learn from each other. Now you can divide the class into groups of 5-6 students. Hold a debate on the topic: ‘Women in India get Equal Opportunities as Men in Sports’(Speaking). You may also discuss the activity given in ‘Before You Read’ section of the text and then proceed to the text. ASSESSMENT FOR LEARNING The objective of the pre-reading exercise/task is also to develop students’ speaking skills and also to make them familiar with the lesson and new words. The activity encompasses skills like ‘thinking’ and ‘listening’ skills too. You can assess students’ thinking skills and speaking skills and how they co-relate the ideas, express their views/ ideas coherently, logically and confidently. If some students are unable to participate, encourage them to speak in their mother tongue to encourage full participation. You will be able to assess whether students • can speak and interact with peers and thereby get different types of information. • can express their views/ ideas. • can use different resources and speak about this topic. This information gathered by you is used for assessment for learning. For example if some students do not participate in the class discussion you may record, for example 'Rekha can speak in her home language but needs lots of practice to speak in English.' You may refer to the learning indicators for ‘listening and speaking’. You will find that all students are learning but at different levels and pace. The indicators will help you assess students accordingly. (Note: learning indicators will change according to pedagogic processes. If the teacher does not follow interactive approach, these indicators may not apply)

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NOTE TO THE TEACHER These pre-reading activities will introduce students to the relevant vocabulary, language and idea discussed in the texts (part 1) SantoshYadav. At this point you can tell students that this biographical note is about Santosh Yadav who with her sheer determination and willpower overcame all the obstacles to achieve her dream of becoming a mountaineer. She scaled the Mt Everest twice and registered her name in the history as the only women to have achieved this feat. You may, in short, narrate the anecdotes given in the text to ensure that students are able to comprehend the text while reading. WHILE-READING You may read the text for the benefit of students so that they pick up the correct pronunciation, pauses and appropriate stress pattern. Now ask students to read the text silently in chunks. You can divide the lesson into manageable chunks for better comprehension. This would help you with assessment for learning of students about the comprehension of the text. You may ask students to read paragraph no. 1-4 and attempt the following questions. Answer the following questions: 1. Why was the holy man surprised at Grandmother’s request? 2. What impression do you form of Santosh’s grandmother? Complete the following chart: Name Birth Place Siblings Family Background

What do the following extracts from the text tell about Santosh? One example has been done for you. From the very beginning I was quite determined that if I choose a correct and a rational path, the others around me had to change, not me. rational thinking, determination, confident She decided to fight the system in her own quiet way when the right moment arrived.

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She threatened her parents that she would never marry if she did not get a proper education. She politely informed them of her plans to earn money by working part time to pay her school fees. Once they have gone through paragraphs 5-7 ask them to attempt the following questions. Tick mark the correct option: ‘Wishing always to study ‘a bit more’, Santosh passed the high school education. ‘ The statement reflects that Santosh was 1. Greedy 2. Eager to learn 3. Intelligent 4. Stubborn. Santosh wanted to find out about the villagers going up the Aravalli Hills because she was concerned about the villagers. 1. Was curious to know where they went. 2. Wanted to be a detective. 3. Was fascinated with the Aravalli Hills. Santosh had to send an apology letter to her father because 1. her semester had concluded late. 2. she hadn’t sought his permission for a training course.

she had refused to go back to Rewari. 3. she wanted to study further. Put the following in chronological order 1. Santosh started going on expedition every year. 2. Santosh passed high school. 3. She enrolled in NIM for a mountaineering course. 4. She joined Maharani College in Jaipur. 5. Santosh scaled Mt. Everest in 1992. 6. She developed a curiosity for mountaineering. Complete the web chart by writing the qualities that made Santosh an exceptional mountain climber. One example has been done for you. Iron will Santosh Yadav

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after para 8-10 have been read, you can ask the following questions for comprehension check. ‘Her concerns for others and desire to work together with them found her a special place in the hearts of her fellow climbers.’ Pick out one example from the text to prove this. Answer in one word. 1. The year when Santosh scaled the Mt. Everest for the first time. ___________ 2. The year when Santosh scaled the Mt. Everest for the second time. _________ 3. Award conferred upon her for her achievements. ________________________ ASSESSMENT FOR LEARNING While-reading exercises focus on the development and assessment of the comprehension level of students. For this purpose a number of questions such as true-false, gap-filling, sentence completion, web-charts, tables, MCQs, match the column and sequencing etc. can be asked. This wide variety ensures that each child in a heterogeneous group gets ample opportunities to participate. These activities can be done as peer work/group work. As students do the activities together, peer assessment takes place simultaneously. You will be able to assess whether students: 1. Read the texts with ease and understanding. 2. Understand the central idea. 3. Follow the sequence of ideas and events in the text. 4. Understand the importance of silent reading. This provides you with criteria for assessment for learning. If some students are struggling with reading you may record for example, 'Rahul cannot read fluently. He needs lots of practice. He should be introduced simple texts to read.’ The indicators of learning for reading help us understand students’ reading skills.

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Post-Reading In addition to the questions given in the text you may ask the following questions as post-reading activity. These are inferential questions. These would help you with assessment for learning of the text as whole. 1. When Santosh Yadav scaled the Everest, she felt that she was ‘on the top of the world’? Discuss

the literal and symbolic meaning of this statement. Have you ever felt on the ‘top of the world’ after achieving your dream? Share your response with the class.

2. What similarities can you find between Santosh Yadav and Evelyn Glennie in unit 2? Discuss in the class.

3. ‘A fervent environmentalist, Santosh collected and brought down 500 kg of garbage from the Himalayas’. What does this reflect about Santosh Yadav? Do you think it would have been an easy task to clear such enormous amount of garbage? Why did she do that? In what way does Santosh inspire us to own up responsibility towards our environment?

Working with language You will have noticed that cohesive devices such as linkers have been used in this chapter in plenty. Use of good cohesive devices enhances the quality of writing. Therefore, it is important to draw the attention of students towards linkers. Let us look at a few examples taken from the text: 1. The girl was given the name ‘Santosh’. It means contentment. 2. The girl was given the name Santosh which means contentment. 3. Santosh’s parents were affluent landowners. They could afford to send their students to the best

schools. 4. Santosh’s parents were affluent landowners who could afford to send their students to the best

schools. You can ask students which of these examples sound better. The second one, of course. It is connecting two ideas very coherently. Ask students to study the examples and ask them to rewrite the following sentences in the same manner. You may add more examples.

1. Mary Kom was an energetic girl. She loved sports. 2. Santosh Yadav saved her fellow climber. 3. He had consumed his supply of oxygen. 4. Maria likes to read books. It is her hobby.

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Note for the teacher A similar activity has been given in the text book after the second part of the chapter. You may use this activity for revision of the concept and also for introduction to clauses. Assessment for learning These activities will help you assess students for the use of language. You created learning situations to give them practice to use linkers to have connectivity in ideas while writing. If some students are unable to do this activity, you may give them sentences where linkers such as ‘and’, ‘but’ are used and then move on to the next level. Listening Activity This listening activity is based on Mary Kom. The passage will reinforce the vocabulary and language used in the chapter. You may read the passage aloud or you may even record it (on phone/CD) and play it in the class. Mary Kom M.C. Mary Kom or Magnificent Mary, as she is nicknamed, is an Indian boxer belonging to the Komtribal community of Manipur. She is a five time world boxing champion and the only Indian woman boxer to have qualified for the 2012 summer Olympics. She competed in the 51 kg category winning a bronze medal. Mary Kom was born into a poor tribal family in Manipur’s Kangatheri village on March1, 1983. Between attending school, caring for her younger siblings and playing all kinds of sports including hockey, football and athletics (but not boxing) Mary Kom worked in the fields and helped her parents. Inspired by Manipur Boxer Dingko Singh’s gold at the 1998 Asian Games, Mary Kom moved to Imphal to train in Athletics. Dressed in shabby clothes, the teenager approached Coach K. KosanaMeitei at the Sports Authority of India. Mary Kom’s career started in 2000 after her victory in Manipur State Women’s Boxing Championship. In her international debut in 2001, she won a silver medal in the 48 kg weight category in Women’s World Boxing Championship in USA. In 2002, she won a gold medal in the 45kg weight class in the World Boxing Championship in Turkey. On October 1, 2014, she won her first gold medal at the Asian Games held at Incheon, South Korea. You may give the following to assess listening. Listen to the passage carefully and tick the correct option.

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1. One of the sports that Mary played in her childhood was 1. Cricket 2. Boxing 3. Football 4. golf 2. Where did Mary Kom train in athletics? 1. Kongatheri 2. Imphal 3. Delhi 4. Incheon 3. During her school years, Mary Kom was NOT 1. looking after her brothers and sisters. 2. training in boxing. 3. working in the fields. 4. helping in the household chores. 4. In which of the following Boxing Championships did Mary Kom win a gold medal? 1. 1998 Asian Games 2. 2000 Manipur State Championship 3. 2014 Asian Games 4. 2012 Summer Olympics 5. Why is Mary Kom nicknamed ‘Magnificent Mary’? 1. She belongs to a tribal community. 2. She is a five time world boxing champion. 3. She can play several sports. 4. She has competed in international events. 6. Which of these statements is not true? 1. Mary helped her parents in the fields. 2. Mary approached coach K. Kosana for training. 3. Mary had to gain weight to compete in world championship. 4. Mary is the only Indian woman boxer. Q7. Do you find any similarities between Santosh Yadav and Mary Kom. Write a paragraph describing their similarities. Writing This activity can be done as peer work and peer assessment can be done. The process approach to writing will help students be able to do self assessment as well as peer assessment. After the self/ peer assessment you can ask students to improve their write-up and this can be put in their portfolio. 1. Now you can ask students to discuss and write a paragraph about ‘What I want to be’. Encourage them to write about their dreams and the qualities that they should have to achieve these dreams and aspirations.

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Alternatively, you may also ask them to write the following letter. 2. You feel that sports/ games/ yoga instill in us values such as discipline, team-spirit and sportsmanship besides offering ample career opportunities. Thus, these activities should be made an integral part of school curriculum and growing up in general. For this, government should provide enough opportunities in schools. Write a letter to editor of a newspaper expressing your views on this topic. Note to the teacher: You may discuss the format of the letter with students as a whole class activity. Assessment for learning The learning situations created by you will help students with language development. While doing the activities you can assess students for their use of language/words. You can conduct these activities as pair work or group work to ensure everyone’s participations. If some students are not doing, this means some kind of scaffolding is needed. You can take the help of other students as resource to help students who are below level. Going Beyond the Text Project Work Divide the class into groups of 6 students each. Ask them to choose a sportsperson of their choice and collect information about him/her. (You may encourage them to talk about Dhyan Chand, Bachendri Pal, Sachin Tendulkar, Baichung Bhutia, Saina Nahewal and personalities who have got rewards in the field of Sports , Udan Pari from Himachal etc., recent sports persons and singers from Himachal) They can collect information about their career, their struggles, their achievements and their personal qualities. This information should be put in a collage/ power point and a class presentation can be made. Note for the teacher This project work is an excellent opportunity to spread the learning across the curriculum. Art, Sports, Geography etc can be easily incorporated in this project. The theme/ content of the chapter can easily be exploited further for inter-disciplinary learning. The chapter can be linked with Physical Education, Home-Science and Social Science. Some examples are given below for your reference: You may ask students to find out about

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a. Career opportunities in sports and their pre-requisites. (Phy. Edu) b. Diet plans of sports persons and how these are different from normal diet-plan. (H.Sc) c. Specific exercises for sportspersons. (Yoga and Phy. Edu) d. Social status of women in Haryana (with reference to hints given in the chapter). (S.Sc) Assessment for learning Such an activity provides opportunity for comprehensive assessment of students. While working in a group personal- social qualities are being developed and can be assessed simultaneously. You may assess students for the following points/qualities: • Delegation of the task • Execution of the task • Compilation of the task • Peer coordination • Sensitivity towards environment • Leadership qualities • Sharing etc. Along with this their content and presentation skills should also be assessed. Assessment of Learning: It is applied in the end of the chapter and after some interval of time. All the qualities should reflect into character building of all the students .

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NAME OF THE LESSON: HUNDRED DRESSES – I THEME OF THE LESSON: Behavioral problems of the children in the society.

GENERAL OBJECTIVES:- To asses and inculcate the skills of English listening, speaking, reading & writing. 1. Vocabulary Enrichment. 2. Knowledge of Grammar. 3. Understanding the theme of the story. SPECIFIC OBJECTIVES:- 1. To make the students sensitive toward others about their color, caste, region, living standard and language. 2. Behavioral problems of the children in different types of society. 3. Understanding Teasing as Playful vs. Hurtful Teasing. PRESENTATION: - STORY TELLING

LEARNING INDICATORS

METHODOLOGY/PEDAGOGY (ACTIVITY BASED)

ASSESSMENT FOR/OF LEARNING TIMELINE

A. PRE READING:- (BEFORE STARTING THE LESSON) INTRODUCTION TO THE LESSON:- Learning Indicators:- To develop the skill of

Listening and Speaking of language.

Activity based and discussion method:- The teacher will show some pictures to the students and ask the students to express their views about these pictures orally.

The teacher will assess the students’ sentences made by them to express their views grammatically and phonetically.

Students will be asked to narrate story as told and encourage them to speak in English.

15 MIn

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The teacher may discuss the different forms of teasing. Many students associate teasing With name-calling, ragging etc. She/he may choose to discuss more subtle forms of teasing. Here introduction to the lesson be given in the form of story in Hindi and then English. The Hundred Dresses (Estes, 1944) can be used to discuss the importance of courage. Summary -- Written in 1944, Eleanor Estes' The Hundred Dresses is a timeless story about the hurt inflicted by teasing and the painful consequences for bystanders who fail to act courageously. This beautifully written story has touched the hearts of readers for nearly 60 years. From the back cover (Harcourt, 1944): Wanda Petronski wore the same faded-blue dress to school every day. It was always

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clean, but looked as though it had never been ironed properly. One day when classmates howed up wearing a bright new dress that was much admired, Wanda said suddenly, "I have a hundred dresses at home." That had started the teasing game of dresses, which Peggy and Maddie had played with Wanda. It was fun to stop Wanda on the way to school and ask, "How many dresses did you say you had?" Wanda did have the hundred dresses, and this is the story of how Peggy and Maddie came to understand about them and what the game meant to Wanda. A lovely story, sensitively illustrated by a Caldecott Medal winner, and with an important l lesson to tell, The Hundred Dresses remains among the most popular of children's books.

Vocabulary enrichment:- ( Use of library and Dictionary)

The teacher will select new words from the lesson and write on the black board and the students will asked to find their meanings from Dictionaries they have or taken from library. Note:- We are going to use these words while reading the lesson.

Make Adverbs of the following:- hope, apparent, lucky, evident, possible, incredible, loud, Use past form of these words in sentences :- embarrass, crook, talk, finish, close, murmur, assemble ( More words can be selected)

10 Min.

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WHILE READING:- ( Teaching of Lesson after introduction) LEARNING INDICATOR:-

METHODOLOGY/PEDAGOGY (ACTIVITY BASED)

ASSESSMENT FOR/OF LEARNING TIME-LINE

To develop basic skills Theme of the lesson

1. The students will be paired to read the lesson. (not groups)

2. The teacher will divide the lesson in Chunks.

3. Firstly, modal reading by the students. 4. Then loud reading by the students. 5. Silent reading by the students. 6. In order to comprehend the lesson, the

students will respond to the questions framed from the chunk by the teacher/ students.

For/of Learning assessment: - These question may be in the form of short questions, Match the column, Fill in the blanks, True/False, Frame question, Rearrange/ reorder the sentences given, long questions or from Vocabulary /Grammatical part.

10-15 min.

Development of

Reading skill and comprehension of lesson.

Vocabulary and grammar enrichment.

Reading of lesson:- (First Chunk from the lesson) Content: - Today, -------------------------------- dirt on the floor. (Note: This chunk will be taken in the class as detailed above.)

Formative assessment:- 1. Where did Wanda sit usually? 2. Where did she sit on Monday? 3. What types of noises were found in the corner? 4. Write the meaning of: - Scuffing of feet, roars of

laughter, mud and dirt.

Content: - Wanda did--------------------- corner of the room.

1. Why did Wanda used to sit in corner? 2. Name the place from where she lived.

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3. Make sentences of twisted, quiet, noisy, crooked, caked with mud

4. Synonym of rough, laugh, loud Content:-The time----------------------- her absence again.

Oral Comprehension Check:- 1. When and why do Peggy and Maddie notice Wanda’s

absence? 2. What do you think “to have fun with her” means? 3. Make sentences of talking and laughing using present

and past continuous tense.

Content: - But on ---------------- fun with her.

Complete the following to narrate the qualities of Peggy’s character. 1. Peggy was the most…………girl in the school

because she was------.She had many ------- and her hair was -------and …….….. was her close friend.

2. Why did Peggy and Maddie wait for Wanda?

Content: Wanda-------------- hard ground 1. What kind of dress did Wanda wear? 2. How many friends did she have? And how many

friends accompanied her while coming and going to school?

3. What is the meaning of: didn’t hand right, hopscotch, worn,

4. What did people thing about her name “Wanda Petronski”?

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Content : “Wanda,” Peggy---------------- All lined up

1. Use the words given in sentences to express their meanings:- nudge, incredulously, stolidly, exaggerated, courteous

2. Make nouns of :- incredulously, laugh, silent, 3. How many dresses did Wanda have? 4. Why did she ask “Hundred dresses?

Content: Peggy-------------------- her cry. 1. What kind of nature Peggy was? 2. How did she justify her behavior towards Wanda? 3. Find the meaning of: Bullies, mistreated, surprised

Content:- As for Maddie---------- Wanda Petronski

1. Why is Maddie embarrassed by questions Peggy asks Wanda? Is she also like Wanda, or is she different?

2. What type of dresses did Maddie wear? 3. Write the meanings of : hand-me-down clothes,

mocking, embarrassed

Content: Today--------- she thought. 1. What did Maddie wish to say Peggy? Why did she not courage to speak?

2. Write opposite of uncomfortable, wrong, like, finish, new, push.

Content: As for Wanda --------------today was important

1. What did Wanda think about Maddie? 2. According to Wanda, Who was going to win the

contest of drawing and colouring contest and why? 3. Write and make sentences of pretended,

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remembered, trimmings, design, announce. 4. Find adjectives from this chunk.

Content:- Do You----------by all other boys Change the narration:- 1. “Do you think Miss Mason will announce the winner

today?” asked Peggy. “Oh, I Hope so. The minute we get in.” said Maddie. “ Of course, you’ll win, Peg”

2. What was displayed in room thirteen? 3. Who had won for boys?

Content: As for--------------- I could draw 1. Who had won for girls and why in the opinion of judge?

2. Write the meanings of exquisite, burst into applause, whispered, interested

3. Oral Comprehension Check 1. Why didn’t Maddie ask Peggy to stop teasing Wanda?

What was she afraid of? 2. Who did Maddie think would win the drawing

contest? Why? 3. Who won the drawing contest? What had the winner

drawn?

GLOBAL READING:- (From whole lesson assessment will be done)

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Development of writing skill and creative thinking.

The teacher will select whole lesson for formative assessment of learning of basic skills and comprehension of the theme of the lesson.

Narrate the incidents of ragging in Himachal and collect clippings from news papers of ragging and anti ragging measures and put on notice board of your school.

Prepare one Anti ragging cell in your school. Students will prepare a Speech on this topic and

quote measures being taken in educational Institutions and legal actions and punishments etc.

Make posters of anti ragging campaign Write Charter sketch of Peggy, Wanda, Maddie Underline the sentences of past indefinite tense in

the given text and transform them in past continuous and past indefinite sentences.( Applied Grammar) ( More question like this can be made to assess grammar skills.

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POST READING:- ( On Completion of lesson) Comprehension The teacher will take exercise part of the

lesson of text book And assign work for development of basic skills. And comprehension of the lesson.

1. How is Wanda seen as different by the other girls? How do they treat her?

2. How does Wanda feel about the dresses game? Why does she say that she has a hundred dresses?

3. Why does Maddie stand by and not do anything? How is she different from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which lines in the text tell you this?)

4. What does Miss Mason think of Wanda’s drawings? What do the children

think of them? How do you know?

Grammatical skills Look at this sentence. The italicized adverb expresses an opinion or point

of view. Obviously, the only dress Wanda had was the blue one she wore every day. (This was obvious to the speaker.)

Other such adverbs are apparently, evidently, surprisingly, possibly,

hopefully, incredibly, luckily. Use these words appropriately in the

blanks in the sentences below. (You may use a word more than once,

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and more than one word may be appropriate for a given blank.)

1. ,------------- he finished his work on time. 2. …….., it will not rain on the day of the match. 3. ,……. he had been stealing money from his

employer. 4Television is. ……. to blame for the increase in

violence in society. 5. The children will…….. learn from their mistakes. 6. I can’t….. lend you that much money. 7. The thief had …….been watching the house for many

days. 8. The thief …….escaped by bribing the jailor. 9. , …..no one had suggested this before. 10. The water was…….. hot.

Creative and writing skill,

Sensitizing the students among society

The teacher will assign some topics to the students to develop creative skills and sensitize them through some activities.

Write an application to the Principal/Hostel Warden complaining against the students responsible for ragging in hostel/school.

Write an article for news paper on ragging You are Head boy/Head girl of your school. Write

a notice for school notice board to warn the students responsible for ragging and it is punishable offence.

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Develop a story from pictures given.

Some reference and the resources on web

ttps://www.havefunteaching.com/activities/english-activities/ https://www.youtube.com/watch?v=lpE7Wi-F0ZA http://iteslj.org/games http://www.englishcurrent.com/teachers/teach-english-conversation-class/ https://www.teachingenglish.org.uk/teaching-teens/resources/activities http://www.bu.edu/ccsr/files/2011/08/Hundred-Dresses-lesson-plan.pdf ( For the lesson ) Note: Learning indicators are being given to the teachers already. As per lesson, lesson plan should developed to achieve them. DEVELOPED BY: HARKIRAN THAKUR LECT. In English GSSS Sarahan

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Lesson-7. Glimpses of India (A BAKER FROM GOA) Theme- this is a pen portrait of a baker from goa who has still a very important place in Goan society. Presentation of the topic or motivation:- Teacher is expected to study the lesson carefully and enlist all difficult words and phrases.he will exploit the experiences of the children about the hawkers found in their surrounding and link them to the topic. General objectives:- (1) To develop four language skills(LRSW) among students (2) To enrich the vocabulary of the students (3) To familiarize the students with the structure of the grammar (4) To develop communication skill among the students (5) To develop the creative writing skill among students Specific objectives:- (1) Enable the students to use the vocabulary of the text in their conversation (2) To make them understand the use of noun and adjective (3) Enable the students to comprehend and understand the theme of the story (4) To make the students to understand the importance of a baker in Goan society

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Learning Indicators Pedagogical process/Suggestive activities

Assessment for/of learning Pre-reading- -Introduction to vocabulary ~introduction to the

structure of grammar:- NOUN ,adjective

Learning Indicators: (1) To improve

listening and speaking skill

(2) Usage of vocabulary in sentences

(3) Enable the students to know the meaning/use of noun&adjectives

While-reading: Learning indicators: 1.To improve reading skill

of the students 2.Enable the students to

comprehend the content while reading

3.Grammar used in the text Post-reading: 1.Summarizing the content

as a whole 2.Creative writing 3.Communication skill

-Teacher is expected to construct an imaginative story or plot with the words/phrases that will come in the lesson so that students may be acquainted with new words

-For motivation/environment building teacher will show the pictures of hawker and share their experiences

-Students are to be encouraged to frame sentences with new words

-Teacher encourages the students to describe the objects around to clarify the meaning/use of noun, adjectives

-The class is to be divided in to groups -lesson is to be divided in to small

chunks -Teacher will do the model reading of a

chunk with correct pronunciation,stress,tone,pause etc.

-Students will do loud reading of the chunk in groups

-Students will do silent and independent reading and draw their own conclusions of the passage

-students are to be encouraged to express what do they comprehend in the passage

-students are to be made to notice and learn the use of noun and adjectives in context

-Teacher will facilitate in summarizing

the content of the chunk -Every student in the group will be

given a chance to speak

Assessment for learning -Sentence formation game

among groups is to be played(oral)

-Identify and enlist the nouns& adjectives from the given passage

Assessment of learning: Oral comprehension check type

questions are to be asked -Match the following -Fill in the blanks -Sequencing of sentences -M.C.Qs -Framing of questions -Short answer type questions -Vocabulary based questions -Grammar based questions Note: teacher must identify the

students who are not doing well and devise new activities&spend more time with them.

Assessment of learning: -Textual questions -Give a factual description of

your school/village -Description of the process of

bread baking(collect information from a bakery}

-Prepare a conversation among a hawker,a child ,his parents

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Lesson-7 GLIMPSES OF INDIA (COORG) Theme- Pictorial description of the natural beauty of Coorg ,its people and culture. General objectives: 1. To develop four language skills among the students(LRSW) 2. To enrich the vocabulary of the students 3. To introduce the concepts of grammar 4. To inculcate the communication skill among students Specific objectives: 1. To acquaint the students with the natural beauty, brave people, culture and adventures of coorg 2. Enable the students to use vocabulary in daily conversation 3. Enable the students with the art of pictorial description 4. To make the students to understand the correct use of verb and adverbs

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Learning Indicators Pedagogical process/Suggestive activities

Assessment Pre-reading: -Introduction to vocabulary -Introduction to the structure of grammar Learning Indicators: 1. To develop listening and speaking skill in students 2. Usage of vocabulary in sentences 3. To acquaint the students with noun,adjectives and collocations While-reading: 1.To improve the reading skill of the students 2.Enable the students to comprehend the content matter while reading 3.Developing communication skill Post-reading: 1. Summarizing the content of the chunk 2. To develop creative writing skill 3. Speaking skill

-Students are to be familiarized with the coming vocabulary by describing the surrounding places -Students are to be encouraged to share their experiences -Students are to be facilitated to use new words in sentences -Things around us will be described to introduce the use of noun,adjectives and collocations -The class is to be divided in to five groups -Text is to be divided in to small chunks and a small chunk is to be taken at a time for reading -Teacher will do the model reading of a chunk -Students will do the loud reading --student will do silent and independent reading -Students are to be encouraged to frame questions based on the text and ask from other groups(oral) Students are to be made to notice and understand the use of nouns,adjectives and collocations - -Content matter of the passage is to be summarized with the participation of every group -Every student in the group must be given a chance to speak

Assessment for learning -Construction of sentences with new vocabulary(in groups) -Matching(synonyms,antonyms) -Word puzzle -Identification of nouns,adjectives -Matching of correct collocations Assessment of learning: -Questions are to be asked orally to check the comprehension -MCQ will be asked -Sequencing the sentences -Fill in the blanks -vocabulary based questions -Grammar based question -students will be motivated to frame and ask questions among groups(oral as well as written) Assessment of learning: -Texual questios will be asked -Skill based questions -Give pictorial description of your school and its surrounding -You are organizing a tour to Coorg.write a notice to the notice board of your school -Collect information about the evolution of coffee as a drink;its medicinal values

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Lesson-7 Glimpses of india (TEA FROM ASSAM) Theme- this extract is a travelogue to the tea garden of assam.It also describes the story of the evolution of tea as a drink. General objectives:- 1.To develop four language skills(LRSW) among students 2.To enrich the vocabulary of the students 3.To familiarize the students with the structure of the grammar 4.To develop communication skill among the students 5.To develop the creative writing skill among students Specific objectives:- 1. Enable the students to use the vocabulary of the text in their conversation 2. To make them understand the use of noun and adjective 3, Enable the students to comprehend and understand the theme of the story 4. To acquaint the students with the process of tea plantation; evolution of tea as a drink, its medicinal values Motivation and presentation of the topic: Teacher will construct an imaginative story or plot with the vocabulary that will come in the chapter He will exploit the previous experiences of the students and link them to the topic

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Learning indicators Pedagogical processes/suggestive activities

Assessment for/of learning

Pre-reading: Introduction to the vocabulary that will be in the lesson -Introduction to the concepts of grammar Learning Indicators: 1. Developing listening and speaking skill 2. Usage of vocabulary 3. To familiarize the students with the concepts of grammar While-reading: Learning indicators: 1. To inculcate reading and speaking skill among students 2. Enable the students to comprehend the content matter while reading 3. Students are made to notice the use of verbs, tenses

-Teacher will narrate the outline story of the evolution of tea as a drink -Importance of tea in our daily life -Its medicinal value as a drink -Teacher will introduce the vocabulary that is to come in the text through his story or plot -students are to be encouraged to frame sentences with these words -students are made to understand and notice the use of verbs, tenses and preposition by doing actions in the class - use of k-yan in presenting the topic -Class is to be divided in to small groups -Text of the chapter is to be divided in to small chunks -Teacher will do the model reading of a particular chunk With correct pause, stress, pitch and tone -Students will do loud reading in groups -silent and reading by the students -Every group is to be encouraged to frame questions and ask from other groups -students are to made to notice the use

Assessment for learning: -Word association game -word puzzle game -Transformation of sentences -Oral question based on narration are to be asked to assess the listening skill Assessment of learning: -Comprehension question are to be asked from the passage -MCQ are to be asked -Fill in the blanks -Match the following(word collocations) -Sequencing of sentences -Use of words/phrases in sentences -Transformation of tenses game is

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Post –reading: Learning indicators: 1.Summarization of the content 2.To develop critical thinking and creative writing skill among students 3.To develop the speaking skill among students

of tense and preposition -Teacher will facilitate in summarizing the whole content with the participation of every group -Every student in the group must be given a chance to speak

to be played among groups Assessment of learning: -all textual question are to be asked -Skill based and higher order learning based questions are to be asked -Write a letter to your friend Inviting him to spend holidays with you -You are a sales executive in a tea company. Prepare an advertisement for your product -Role play: Conversation among a tea planter, a sales agent, a tea lover, a physician and a tea shop owner -Oral narration of the stories of the evolution of tea as a drink, and its medicinal values -Prepare a report on tea plantation

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Lesson-8 MIJBIL THE OTTER Theme- Mr. Gevin Maxwell lives in Camusferna. He was so shocked at the death of his pet dog that he could not think of keeping a dog as a pet. So he decided to keep an otter as a pet instead of a dog. Note:- Teacher is expected to study the chapter carefully before going to the class and prepare a list of vocabulary and concepts of grammar that will come in the text. General objectives:- 1. To develop four language skills (LRSW) among students 2. To enrich the vocabulary of the students 3. To familiarize the students with the structure of the grammar; Models 4. To develop communication skill among the students 5. To develop the creative writing skill among students Specific objectives:- 1. Enable the students to use the vocabulary of the text in their conversation 2. To make them understand the use of Models: Should, Would, Used to. 3. Enable the students to comprehend and understand the theme of the story 4. To make the students kind and sensitive towards animals 5. How does the author manage to keep an otter as a pet Motivation or environment building: Teacher will share the previous experiences of the children of having a pet. Every child is to be made to share his experiences. Then he will link these experiences to the topic.

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Learning Indicators Pedagogical processes/Suggestive activities

Assessment for/of learning Pre-reading: -Introduction to the vocabulary that will be in the lesson -Introduction to the concepts of grammar Learning Indicators: 1. Developing listening and speaking skill 2. Usage of vocabulary 3. To familiarize the students with the concepts of grammar While-reading: Learning indicators: 1. 1. To inculcate reading and speaking skill among students 2. Enable the students to comprehend the content matter while reading 3. Students are made to notice the use of models in the text Post-reading: 1.summarizing the whole content of the passage 2.To develop creative writing skill and critical thinking among students

-teacher will introduce the vocabulary by creating an imaginative story -Teacher can use bilingual method(listening skill) -Teacher is to exploit the previous experiences of having a pet and link these to the topic -Students are to be encouraged to frame new sentences with introduced words(speaking skill) -concept of models(would, used to) will be introduced through repeated actions - use of k-yan in presenting the topic -Class is to be divided in to small groups -Text of the chapter is to be divided in to small chunks -Teacher will do the model reading of a particular chunk With correct pause, stress, pitch and tone -Students will do loud reading in groups -silent and reading by the students -Every group is to be encouraged to frame questions and ask from other groups -students are to made to notice the use of( would and used to) Teacher will facilitate in summarizing the whole content of the passage

Assessment for learning: -Narration based question are to be asked -sentence formation game is to be played amog groups -Usage of models(would, used to) will be introduced through repeated actions Assessment of learning: Assessment of learning: -Comprehension question are to be asked from the passage -MCQ are to be asked -Fill in the blanks -Match the following(word meaning ,antonyms, synonyms) -Sequencing of sentences -Use of words/phrases in sentences -Use of models in sentences are to be tested Assessment of learning: -Textual question are to be asked orally as well as written -skill based and reflective questions are to be asked -write a letter to your friend asking him to arrange a mongoose/rabbit as a pet for you -What will be your concerns and challenges of having a cat as a pet -Prepare a speech on the topic “Cruelty against animals”

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POEM- ANIMALS Theme- The poem presents a contrast between animals and human beings.The poet believes that he can live comfortably in the company of animals than human beings. Motivation or environment building: Teacher will interact with the students and share their experiences about animals and human beings.

Learning indicators Pedagogical process/Suggestive activities

Assessment for/of learning Pre-reading: 1.Introduction to new vocabulary Learning indicators: 1.To develop listening and speaking skill among students 2.Enable the students to use new vocabulary in their daily conversation While-reading: Learning indicators: 1.To make the students to enjoy the music and magic of the words 2.Enable the students to comprehend the content of the poem while reciting 3.To make the students to analyze and appreciate the poem 4. students are to be made to understand the theme of the poem 5. Students are to be introduced to the rhythm and rhyme scheme of the poem 6.Use of irony in the poem Post-reading: Learning indicators: 1. To inculcate creative writing skill among students 2. To inculcate imaginative skill among students 3. To improve the speaking skill

-Teacher will weave an imaginary plot with new vocabulary which is to be found in the p0em -Students are to be encouraged to use these words in sentences -Teacher will recite the poem with correct pronunciation, stress, and intonation -Students will recite the poem in chorus to enjoy the music of the poem -Silent and individual reading of the poem -Stanza wise comprehension of the poem -Teacher will provide explanation where required -Students are to be encouraged to frame questions and ask from other groups -Teacher will facilitate the student in understanding the use of irony in the poem -Theme of the poem is to be summarized with the participation of every group -Students are to be encouraged and facilitated to express their emotions in poetic style

Assessment for learning: -Word matching(antonyms, synonyms) -sentence formation game -Words puzzle Assessment of learning: -Questions based on comprehension are to be asked -Sentence formation game can be played among groups --Match the following -Short answer type questions are to be asked - Assessment of learning: -Text based questions are to be asked -Debate on the topic “animals are better than human beings” -Try to write a poem on your pet dog -Prepare a speech on “ Basic characteristics of A true human being “

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9TH CLASS LESSON 6 : MY CHILDHOOD Ser No

Phase of the lesson and learning indicators

Methodology /Pedagogical practices

Suggestive Activities and Formative Evaluation

Time Line

1. Pre reading: Outline of the lesson with special reference. Different Phases of

Discussion Method and use of technology

Ask the students about the different phases of life with relation to the family members. Ask the students about experiences of life (good and bad)

2. While reading : identification of pictures and Touching the plot and theme

Lecture and Demonstration Methods

1Make the groups of students 2Show the pictures of President of India, Pictures of scientist of India and ask them to write few lines about them. 3Give the scores to the different group in this work (formative Assessment)

3. Post reading: Writing & Critical thinking

Interactive discussion on the ways of life during this time and comparison of life with present situation.

Write a paragraph on the customs and religious difference in our society. (Formative assessment )

4. PPTs on the life history of Dr. A.P.J. Abdul Kalam

Discussion and lecture 1Show the ppts on k-Yan (Downloaded from google,youtube)

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9TH CLASS Poem : NO MEN ARE FOREIGN Ser No




Time Line

1. Pre Reading:- Who is stranger (Foreigner)

Discussion/Demonstration Method/Role play

Ask to come in front of class and ask other students to find the differences between these students.

Ask the students that they are foreigner or not and why?

Ask other students to find the similarities between these students.

Now ask with reference to the other countries people.(formative assessment)

2. While Reading:- Reading of Poetry

Demonstration cum lecture method

Read the poem with rhythm and according to the mood of poem.

Comprehension of the poem. Central idea of the poem. (formative

assessment)

3. Post reading:Grammar

Lecture /Discussion Methods

1 Make the list of nouns in poem 2 Key words and phrases used in the

words

4. Discussion and lecture 3 Write the 10 lines about the poem. 4 Write the meaning of difficult words

and make sentences.

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CLASS 9TH Lesson 7 PACKING

Ser No




Time Line

1. Pre Reading:- Idea of packing

Idea of trips Packing the bag of one of the students and asking them to bring out the books from the bag .

2. Pre Reading:- Vocabulary

Recitation of the words

Asking the another student to make a list of the items & then scatter the things here & there. Connecting the actual list and then asking another student to pack his bag with all the essential items Listing the things that the student forget to pack

While reading : Pronunciation & meaning along with modal reading

Asking the students to follow the teachers while pronouncing The words and phrases.

Write a short description of the packing done. Vocabulary : making groups of the students Tasking the students to underline the difficult words in the lesson with the lead pencil & then open the dictionary & writing the meanings of the words then have underlined. (formative assessment)

3. Post reading: Asking the students about the visit they had had some day along with their family members

5 Writing skills (Home Work) 6 Writing a paragraph of about 200 words as to how you prepared for the visit to a temple &made packing of articles. Also write how you felt when you found on reaching the place that you had forgotten some important things. (formative assessment)

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CLASS 9TH THE DUCK AND THE KANGAROO Ser No




Time Line

1. Pre Reading:- Idea of thePoem The Duck and the Kangaroo

Discussion on some situation as the contract of a master and a servant.

Discuss and write few lines on the situation (formative assessment)

2. While reading : Model reading Stress upon the rhyming words.

Reading aloud. Recitation of the poem in groups and identification of the rhyming words . Write answer the following questions. -What did the duck say to the Kangaroo? -What request did the duck make to the Kangaroo in the second stanza? -Where did the duck suggest to the Kangaroo to go to?(formative assessment)

3. Post reading:

Recitation of the poem by the students one by one

Writing the rhyming words. -Write the answers of the following questions:- * What objections did the Kangaroo have? * How many worsted socks did the duck buy for the trip? * Where did the duck sit to balance the Kangaroo? * write the central idea of poem (formative assessment)

4. Grammar in context

Identify the narration Write the sentences which are in narration form

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Lesson 8 REACH FOR THE TOP Ser No




Time Line

1. Pre Reading:- Reach for the Top

Showing pictures of renowned personalities (by the use of technology).

Writing the names of role models in various spheres of life such as sports, medicine, media, politics, social services and art & culture etc.

2. While reading: Holy man’s blessings to Santosh’s mother. Santosh not ready to accept anything unreasonable Efforts to go for higher studies & achievements of SantoshYadav

Examples of traditional thinking of Indian society & superstition of having a son. Discussion about reasonable & unreasonable behavior

1. Ask each student to enlist the names of brethren & sisters.

2. The name of a single girl child to be evolved out of the activity of writing names. (formative assessment)

3. Completion of the sentences :- From her room in Kasturba Hostel, Santosh

used to…. 4. 2 When she finished college, Santosh

had to write a letter of apology to her father because ….

5. 3 During the Everest Expedition, her seniors in the team admired her ……….. while …………. endeared her to follow climbers

6. Picking out the words from the text that means the same as the following words or expression(look at the paragraph indicated )

7. Took to be true without proof (Para i)………………..

8. Based on reason; sensible; reasonable (Para ii)

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9. The usual way of doing things … (Para iii)..

10. A strong desire arising from within …(Para v)………..

11. The power to endure, without falling ill …..(Para vii)

3. Post reading: Message of the lesson

Discussion on the massage of the lesson

12. Writing the message of the lesson in about 80 words

13. Assignment 14. Why was the holy man surprised? 15. Why did SantoshYadav leave for

Delhi? 16. Why did Santosh’s parents agree to pay

for her schooling in Delhi? 17. How did Santosh begin to climb

mountains? 18. What shows her concern for

environment? 19. Write the qualities associated with

SantoshYadav’s 20. Character. (formative assessment)

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CLASS 9TH LESSON9 : THE BOND OF LOVE Ser No




Time Line

1. Pre Reading:- Pet Animals Demonstration cum lecture Method Show the pictures of different pet

animals(Dog,cow,parrots,tiger,lion) Ask the students can we pet a

tiger,bear,sloth bear. What happened when we pet these

animals

2. While reading :Reading & Comprehension

Use of book Teacher does model reading in class. Ask students to do loud and silent

reading Teacher may ask questions from given

text (MCQs, one word, one sentence)

3. Post reading: Concept of friendship with animals

Discussion Do you have animal friends? Why do you like pet animals? Give reasons

to support your answer.(formative assessment)

4. Vocabulary.

Use of dictionary, grammar.

Students use dictionary to find the meaning of new words.

Form adjectives and use prefixes and suffixes to make words.

5 Writing Write a short note on any pet you keep at home. (formative assessment)

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CLASS 9TH LESSON 10 KATHMANDU

Ser No




Time Line

1. Pre Reading:- :-Motivating the students to read travelogues and make similar record of events when they themselves go on such a trip.

Technology & Demonstration (As per learning indicators)

Students are to be shown the pictures of Pashupatinath temple and Buddha Nath Stupa situated at Kathmandu.

2. While reading :Reading & Comprehensibility

Presentation of the topic with more involvement of learners.

Silent reading by the students and oral answering of the given questions of some selected passages.

3. Listening & Speaking

Asking the students listen carefully and then giving an account of PM Modi’s visit to the USA.

Group formation of the class and flinging the matter for discussion amongst the students, there after seeking responses as to what they grasped about the account of PM Modi’s visit.

4 Post reading: Comprehension of the passage from text.

Reading of the passage 1. Answering the given questions. 2. Writing the meanings of given words and expressions. 3. Locating the examples of direct /indirect speech. 4. Locating the Modals , Determiners and sentence connectors used in the given passage. (formative assessment)

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LESSON 11 IF I WERE YOU TRAINING MODULE ENGLISH 9TH CLASS Ser No




Time Line

1. Pre Reading:- An outline of the play considering the plot, setting and characters.

ICT Lab, Lesson Plan(Portal) Show the video clip where the

hero is confronted with a villain, or ask them ever having seen such a scene.

2. While reading: Reading and ComprehensibilityWith the active participation of students.

Students have to enact selected part of the play by taking the roles of Garrard and the intruder.

3. Post reading: Theme & message of the play(speaking & writing)

Discussion Express your views (orally & written) on the theme of the play. Which character do you like most and why?

4. Irony &Humor Interactive discussion on the concept of irony &humor.

Select some sentences from the play which incorporate irony and humors.

5 Grammatical insight

Discussion on the form and style of play. Which tense and person has been mostly

followed by the writer in this play. Find examples and write on the notebooks.(formative assessment

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SUGGESTIVE DISCUSSION Ser No

Content Methodology Activities Time Line

Session –I

Feedback, problems, effectiveness of training guidelines.

Demonstration, Audio-visual aids, Experience sharing.

Discussion of activities undertaken for environment building for learners. Do some activities.

Session – II

Speaking skill (efforts done in this direction)

All participants to share their ideas and ways of developing their skills

An interactive discussion and undertaking some activities in this direction.

Session – III

Vocabulary and Grammar in context.

Same As above Same As above

Session – IV

Self-evaluation (Subject to teacher satisfaction concern teaching and learning process in the present scenario.

All possible steps are to be taken to make learning English in very easy and convenient way

Feasible demonstration and activities.

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CLASS-IX LESSON-2 SOUND OF MUSIC PREPARED BY: PAWAN SHARMA Learning Indicators Methodology Assessment Timeline Students learn new words and pronounce them correctly. They know about life and achievements of Bismillah Khan . Students will be asked to find some adverbs from the lesson. The teacher will explain meaning and usage of adverbs by citing its examples.

Pictures of different musical instruments will be shown with the help of Kyan or chart. Model Reading and explanation of difficult words by the teacher. Silent reading by the students. The teacher will throw light on the life and achievements of Bismillah khan. Students will be asked to match the columns of words and their definitions/ meanings. They will be asked to make a life sketch of Bismillah Khan with the help of bullet words.

The teacher will make an assessment and make a list of those who are not up to the mark in LSRW. Next time special attention will be given to the weak students focusing on their weakness related to LSRW.

05 to 07 min. +

13 to 15min. +

10 min. +

05 min. +

10min. +

15min. =1Hr.

Pre- Reading Introduction of Vocabulary Musician, well-known, influence, inspiration, invent, consider, opportunity, memorable, performance, priceless, chartbuster, maestro.

Pedagogical Practice

Grammar Part (Adverbs) An adverb is a word that modifies or adds something to a verb(action), an adjective (quality) or another adverb. Sometimes, it is formed by adding ‘ly’ to the adjective. 1) Shehnai was used till recently in temples and

weddings. (recent + ly) 2) Bismillah Khan used to go regularly to a nearby

temple to sing the ‘ Bhojpuri Chaita’. (regular + ly) 3) Slowly, he started getting lessons in playing

shehnai. (slow + ly) 4) So well-known did he become internationally that

an auditorium in Teheran was named after him. (international + ly)

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Look at the pictures and discuss with your friends what they are called and whether you can play any of them. The teacher will throw light on the life and achievements of Bismillah khan.

Subject + action Manner

(Adverb) He sings. They behaved He walks The teacher warned the students His father beat him

How?

sweetly. foolishly. carefully. sternly. severely.

While- Reading Methodology Students will be asked to match the columns of words and their definitions/ meanings. They will be asked to make a life sketch of Bismillah Khan with the help of bullet words.

Model Reading by the Teacher Para 2 to 8 Lesson -2 (Part-II Bismillah Khan)

Chunk (from para-2 to para-8) Whole lesson will be divided into chunks. Each part (chunk) will be read by the teacher as model reading and then by the students for comprehension.

Silent reading by the students Para 2 to 8 Lesson -2 (Part-II Bismillah Khan)

Activities 1) Complete the following chart on Bismillah Khan: Name- Birth- Father- Grandfather- Uncle- Source of inspiration- Opportunities to show talent- Memorable performances- Awards received- Biggest award- Now prepare a short character sketch of Bismillah Khan with the help of information that you have filled in.(group activity) 2)Match each word with its meaning or definition:-

Formative Assessment Read paragraph no. 2-8 and attempt the following questions. 1) Say whether the following statements are true or false:- a- Bismillah Khan was a muslim, so he did not like to go to a temple. b- Bismillah Khan was a master of shehnai. c- He also composed songs for films. d- Bismillah Khan usually got a prize of Rs.10/-for singing ‘Bhojpuri Chaita’ 2) Answer in one word:- i- Tahar Mosiquee Ustaad

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a)musician b)well-known c)influence d)inspiration e)invent f)consider g)opportunity h)memorable i)performance j)priceless k)chartbuster l)maestro

Create something new- to be the first to think of , make or use something. Effect on people-effect of something on a person, thing or event. Stimulation or influence to do creative work-stimulation or guidance for human mind to creative thought or making of art. Widely known-known to many people. music maker-Somebody who plays, performs or composes music. Presentation- presentation or functioning of artistic work such as play or music. Worth remembering-

Bismillah Khan auditorium is in the country ? …………… ii- Which highest award did he get ? iii- In which year did he get the big break? iv- Which musical instrument did Bismillah Khan play? v- Which foreign king gifted him priceless Persian carpets? (While-reading exercises focus on the development and assessment of the comprehension level of students. For this purpose a number of questions such as true-false, gap-filling, sentence completion, web-charts, tables, MCQs, match the column and sequencing etc. can be asked. This wide variety ensures that each child in a heterogeneous group gets ample opportunities to participate. These activities can be done as peer work/group work.)

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interesting, exciting or unusual likely to be remembered. Advantageous chance- favourable circumstances or situation. Find, think judge something as point of view. Expert or master musician- an expert in art or skill. Impossible to put value on-worth more than can be calculated in terms of money. Recording with high sales- recording that rises quickly to the top.

Now use the above words in sentences of you own.

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Name of the Lesson; TWO STORIES ABOUT FLYING

Part-1 His First Flight Class-10 EnglishAIMS OF TEACHING PROSE: The main aim of teaching prose is to develop the language ability of the students. It is the intensive study of a language. The language ability helps the learners to use English language without any problem. GENERAL AIMS OF TEACHING PROSE: To enable the students

1. To understand the passage and grasp its meaning. 2. To read with correct pronunciation, stress, intonation, pause and articulation of voice. 3. To enable students to understand the passage by silent reading. 4. To enrich their active and passive vocabulary. 5. To express the ideas of the passage orally and in writing. 6. To enjoy reading and writing. 7. To develop their imagination. 8. To prepare the students for world citizenship. SPECIFIC AIMS: The specific aims of prose change according to the subject matter like biography, play, story and essay. SPECIFIC AIMS OF A STORY: 1. The learners learn a few facts through the story. 2. To teach morals. 3. To mould one’s character. 4. Exposure to the style of story writing.

SPECIFIC AIMS OF AN ESSAY: 1.The learners learn a few facts through the essay. 2. To make students curious about the subject of essay.

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3. Exposure to the style of essay-writing. 4. To arrange ideas in an organized manner. SPECIFIC AIMS OF A BIOGRAPHY: 1.The learners are exposed to the lives of great men. 2. To mould one’s character. 3. Aspiration for better things in life. 4. To inculcate in them desirable sentiments. SPECIFIC AIMS OF A PLAY: 1.To provide opportunities for self-expression. 2 .To play different roles. 3. To speak English in the conversational style. 4. To mould one’s character. DIFFERENT STEPS INVOLVED IN TEACHING PROSE: A prose lesson is not for memorization of questions and answers but for learning a language. The prose lesson contains structure, vocabulary, grammar, views and ideas for comprehension. The students read prose with comprehension and write sentences about the lesson using the correct structures and content words. The steps for teaching of prose may be summed up as follows. 1. Introducing the prose lesson 2. Teaching structures 3. Dividing the text into smaller units 4. Teaching vocabulary 5. Model reading by the teacher 6. Silent reading by the students 7. Testing comprehension 8. Testing application 9. Loud reading by the students and 10. Giving assignment

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Summary of the lesson His First Flight’ by Liam O’ Flaherty is a true parable about overcoming fears in life. Every journey of a thousand miles begins with but a single step. But that single step is the most difficult one to make. Conquer the fear and venture forth; and we realize that we were born with wings. The young seagull looked down desperately at the vast expanse of sea that stretched down beneath his ledge. He was hungry. His parents had flown away along with his brothers and his little sister, leaving him alone on the rock without food. They could all fly; and he could not. He had tried several times to run forward to the brink of the ledge and flap his wings but he became afraid. He was certain that his wings would not support him. His parents had tried countless times to make him fly. But for the life of him he would not make an attempt. He felt that he was going to starve to death on his ledge. Even his mother was not looking at him. She was tearing a piece of fish with her beak. The sight of food maddened him. He cried at her but she just screamed back mockingly. Suddenly, he felt the joy, seeing his mother approaching him with food. But she halted, keeping the fish just out of his reach. Maddened by hunger, he dived at the fish. But his mother flew upward and he started falling. A monstrous terror seized him, but the next moment he realized that he was flying. He was born to fly and he had made his first flight. Liam O’ Flaherty was a keen observer of sea life and he believed that man has a lot to learn from nature. He has given a humane touch to the seagull’s plight so that the reader is reminded of the nervousness he too might experience before doing something new. Themes: ‘His First Flight’ highlights the importance of independence, self-belief and confidence, and the need for motivation to attain goals. Necessity is always the mother of invention, but it sometimes needs an initial spark from outside. The story is also a metaphorical assertion that everyone needs to be independent even while staying involved in family life. But the joy of independence is not meant for cowards. From an educator’s point of view ‘His First Flight’ shows how to tactfully impart motivation. The parents of the seagull had tried to cajole and threaten him in different ways, but to no avail. The mother knew well that the trick was to arouse his need and she eventually lures him out with food – to his momentary horror and then great joy. Bottom line: In fact, the mother seemed to be well aware of the Chinese proverb “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.” And why, she might have even heard of Franklin D. Roosevelt’s maxim “The only thing we have to fear is fear itself.”

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PRE-READING Learning indicators

To develop the LSRW skills among the students. To enable the students to put forth their views convincingly. To encourage the students to speak on the topic. To enhance their vocabulary. Seagull, ledge, brink ,afraid, courage, threat, starve, support, desperate, upbraiding, scolding, anger,learn, cackle, cowardice, ascending, blazing, pretended,derisively,plaintively,Eagerly, monstrous, amusedly, fright,,strange etc.

Methodology Divide the class into heterogeneous groups. Showing some pictures related to the topic to the

students.

Teacher will introduce the topic by talking about various situations which will help the students to arrive at the topic. For e.g. What do you see in the given pictures ?

Assessment for learning Teacher will ask the students to find out the words in the lesson. ‘Draw what I say’ is an activity which can help the students to learn listening skills. Words used till now can be assessed by giving them the exercise of sentence making. It can be evaluated in writing and orally. Group leader will ask the members to check the sentences. Students who were not able to use the words will be noted down in the notebook of the group. They will be given simple words or situations to talk or write about. Students would be asked to hold a debate on the topic “Dar ke aagey jeet hai.” This activity will help to assess the students thinking and speaking

Time 10-15min

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Do you remember your first day in the school? How many of you were afraid to come to the school? The teacher will keep on writing the words on the board with the help of the students. Students will also write the words. Words will not be introduced in isolation but in context to the students and the topic. The teacher will encourage the students to discuss and make notes of some of the qualities you need to learn something new. ‘Classroom English’ will give confidence to the students. For e.g.Come on children let us do it. Very good you are right. Go in front and tell us what you have understood. etc.

skills. Write five lines on the topic, How I felt a day before exams.’

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While Reading Methodology Assessment for learning Learning Indicators To comprehend the lesson locally and globally to grasp the meaning of the lesson. To enable the students to infer the contextual meaning of the text. Grammar in context; past tense, adverbs, nouns, adjectives, transformation of sentences. To enable the students to do the comprehension exercises. To enable the students to express their ideas both orally and in writing. To develop their imagination. To make them enjoy reading and writing. To learn the moral behind the story. To arrange ideas in an organised way. To mould one’s character. To inculcate in students the desirable sentiments

Introducing the lesson as already mentioned in pre reading session. Dividing the text into chunks. Model reading to be done by the teacher for the benefit of the students so that they pick up the correct pronunciation, pauses and appropriate stress pattern. Silent reading by the students in chunks. Loud reading by the students so that they can be corrected for their reading flaws. The vocabulary learnt during the pre reading session would be applied. AMP i.e. Active Mental Process would be incorporated while reading the text. For e.g. 1st chunk The young seagull was alone…….Cowardice. Groups can ask questions from the given chunk from each other. This activity encompasses skills like ‘thinking’ ‘listening’ and ‘speaking’. Teacher will use Kyan to show more about understanding the lesson . Names of the students who were not able to answer the questions would be noted by the teacher. They will be given simpler exercises to do. For e.g. they will be asked questions from a line or two only and gradually it will increase. The teacher will stimulate the students to identify the tense used in the lesson. Simple Past is used to describe an action which happened or took place in the past and was completed in the

Students would be asked to underline the words such as nouns, verbs, adverbs, adjectives with different colours during their reading. Students will make list of words accordingly like nouns, past tense verbs, adjectives, adverbs. Teacher will check the words with the help of the group leader. Oral comprehension check by the teacher while reading. For e.g. Who was alone on the ledge? Why was he alone on the ledge? What did he do on the ledge? Talk about seagull’s family. Multiple choice questions given in the content in Kyan will be taken in the class. State whether the statements are True or False. Ledge is a broad-vertical shelf projecting from a wall or a cliff. False The seagull had been afraid to fly because he thought he would learn flying later on. False Students will write down the sentences in past and past perfect tense used in the lesson. Fill in the blanks with past tense and past perfect tense; The seagull….alone on the ledge. His siblings ……..already ……away the day before. He ….certain that his wings would not support him.

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past. Past perfect tense is used to describe an action that had already been completed in the past before another action took place in the past. For example; When I reached the station, the train had left. I reached—past tense. The train had left-----past perfect.

His father and mother………around calling him shrilly. etc.

2nd chunk The sun was ascending the sky, blazing………….dived at the fish. Silent reading by the students. Comprehension questions would be asked on the given chunk 3rd Chunk With aloud scream……he had made his first flight.

Match the words in column A with the words in column B A Ascending Derisively Plaintively Eagerly Amusedly B Expressing ridicule Wanting to do Rising With enjoyment sadly Comprehension questions; What did the seagull pretend to be doing? Where were his brothers and sisters? Which word in the passage means a large area of level land above the area around it.’? What did the seagull do in his eagerness? Comprehension check; What happened when the seagull dived off the ledge? Find words from the text related with flying. Did the seagull think that the sea was like land? Pick out the words that suggest this? If the students are unable to answer the questions they would be given simpler exercises to do.

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Post reading Sensitizing the students towards morals Literal and symbolic meanings. Whatever has been learnt in chunks of the lesson would be applied. To apply the knowledge in real life situations. Learning and writing aspects would be taken up as they are productive.

Methodology The teacher will take the lesson as whole to assess the students for their writing, creative and imaginative skills. Students can be asked to come in front and talk about the given situations. Teacher will support the students with the vocabulary wherever required. Teacher will develop the communicative skills by giving them activities like message writing or notice writing.

Assessment for learning Text book questions would be given to the students to be done in the notebook. Exam oriented questions would be taken up. Compare and contrast the young seagull in the beginning and at the end of the lesson. Describe the methods used by the seagull’s family to help him overcome his fear and fly. Write a note on the title of the story. Write a short paragraph on the topic ‘Practice makes a man perfect’ As a young seagull plead your mother to give you food. Write a dialogue between young seagull and his mother. You are on a picnic trip to Rajasthan but unfortunately you got lost in the desert with nothing to eat and drink. Write a message to be uploaded on net to get rescued. Look at the picture and write a short paragraph on it.

Prepared by Anjana Dhiman TGT(Arts) G.H.S Rouri Darlaghat. Solan. We are highly grateful to Professor Kirti Kapoor and Assistant Professor Shridevi for giving valuable guidance and association in preparing this module . This Professional Development Package in English for Secondary Stage Materials Development Team Member – coordinator quality RMSA Anima Sharma , Shri Surender Rangta Coordinator Out of School Children, Shri Azad Coordinator Inclusive Education, Shri Negi Principal ………, Shri Bhupinder Singh lecturer English Lalpani, members of State Resource group of Swyamsidham Project and other participants. We also acknowledge the contributions of teachers from the state for sparing their time in participating in our workshops and sharing ideas and experiences through e-mails and through other correspondence. It is your contribution, which has made it possible for us to visualize the contextualization of the materials by the users.

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This work is the outcome of the efforts of the following team Sr. No Name Designation Address Email. ID Phone 1 Sh. Bhupinder Singh Lecturer English GBSSS Lalpani [email protected] 9418055487 2 Sh. Jagdish Negi Principal GSSS Chandi ( Solan) [email protected] 9418034375 3 Harkiran Thakur Lect. English GSSS Sarahan (SMR) [email protected] 9418228944 4 Divya Sharma TGT Arts GSSS Ghanahatti ( SML) [email protected] 9816273373 5 Shashi Sharma Lect English GSSS Dhamandri ( SML) [email protected] 9418307129 6 Suresh Kumar Lect English GSSS Badhol (KGR) [email protected] 9418095123 7 Rakesh Chand Lect. English GSSS Kangu (HMR) [email protected] 9418485613 8 Anjana Dhiman TGT ( Arts) GHS Ram Daraghat (SLN) [email protected] 9816717289 9 Pawan Sharma Lect English GSSS Hotgarh (MND) [email protected] 9418000827 10 Kevel Krishan TGT (Arts) GMS Kiarabaag (Gaarli) HMR [email protected] 9418103025 11 Hukum Chand TGT (Arts) GSSS Tiper 9805093881 12 Pawan Singh Manhas TGT (Arts) GSSS Kaobil (SML) [email protected] 9817038300 13 Rakesh Kumar Lect English GSSS Bhukkar (HMR) [email protected] 9817165011 14 Satish Kumar Lect English GSSS Goda (SLN) [email protected] 9418551606 15 Kuldeep singh TGT (Arts) GMS NandNagraon Jhandutta (BLS) [email protected] 9816601260 16 Roshan Lal Lect English GSSS Mehli (BLS) [email protected] 9418602578 17 Buddi Singh Lect English GSSS Rit (KGR) [email protected] 9816395591 18 Milap Singh TGT (Arts) GHS Bandal [email protected] 9816656517 19 Rakesh Kumar TGT (Arts) GSSS Guglahas (UNA) [email protected] 8894247774 20 Vijay Kumar Sharma Lect English GSSS Oel (UNA) [email protected] 9418217681 21 Sanjay Kumar TGT (Arts) GSSS Kathla (BLS) [email protected] 8679259520 22 Dr. Sanjay Kumar Lect English GSSS Panikatla (BLS) [email protected] 9736191650 23 Ramesh Chand Lect English GSSS Thajjkothi [email protected] 9816722734 24 Kamlesh Kumar Sharma TGT (Arts) GSSS Banikhet (Chamba) [email protected] 9805877639 25 Parvinder Kumar Lect English GSSS Raj Nagar [email protected] 9459948353 26 Pawan Kumar Lect English GSSS Katgoan (KNR) [email protected] 9816167121 27 Proff. Kriti (NCERT) Associate Proff. NCERT New Delhi [email protected] 28 Proff. Sri Devi (NCERT) Associate Proff. NCERT New Delhi [email protected] 29 Ashok Kumar TGT ( Arts) GHS Majhog Sultani (HMR) 30 Rashida TGT ( Arts) GSSS Syri (Solan) 31 Diler Jamwal Lect. TTI, DIET Hamirpur 9418146507

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TRAINING MODULE ENGLISH

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