rashtriya madhyamika shiksha abhiyan ( r m s a ) modules/english2.pdf · 2013. 11. 20. ·...
TRANSCRIPT
RASHTRIYA MADHYAMIKA SHIKSHA ABHIYAN
( R M S A )
Orientation Programme to the District Resource Persons
&
Teachers handling classes IX and X
On
Content & Methodology
Department of School Education
Government of Andhra Pradesh
Hyderabad
Enrichment material for IX and X teachers
ENGLISHChief Adviser
Smt. Poonam Malakondaiah, IAS
COMISSIONER & DIRECTOR OF SCHOOL EDUCATION
AND
EX-OFFICIO PROJECT DIRECTOR, RMSA
HYDERABAD, ANDHRA PRADESH
Editorial Board
Dr.R.Satyanarayana. Ms. G. N .Vidya,Additional Director, RMSA. Additional Director (Retd.)
Consultant, RMSA.
Sri D. Seshagiri Rao Dr. D. Aruna Devi, Consultant, RMSA. Lecturer, GIASE,
Masabtank, Hyd.
Material prepared by
1. Dr. D. Aruna Devi, 2. Mr. B. Prahlad Rao, Lecturer Govt. IASE, P G Teacher in English, Masabtank, Hyd. A.P.R School (B)
Toopran,Medak(dt).
3. Smt. R. Vasavi, 4. A .S Nirmala, School Assistant (English), School Asst. (English), GGHS Chaderghat (New), GMHS Aliya, Bandlaguda, Hyd. Hyderabad
5. Mr. M. Raghuram School Assistant (English)
ZPHS – Manikonda Mahaboobnagar(Dist.)
PREFACEEnglish has gained the status of a Global Language. English has made the world a ‘global village.’ It has become an international Commodity like oil and microchip!
People with good communication skills in English are in great demand. It becomes our primary responsibility to equip our young learners with Effective Communication Skills.
This is a challenging situation. The teachers teaching English need to face this situation with confidence.
This teaching learning material is designed to enrich the teachers of English with a few concepts and methodological considerations of language teaching. The topics discussed are taken from the syllabus of classes IX and X of both English and Non-English media.
Further, the topics are selected on the basis of the feedback received from the teachers on the difficult areas in language teaching. Efforts are made to simplify the concepts and procedural aspects.
We hope this enrichment material will be useful to the teachers in day-to-day classroom transactions. Though no claim is made for being exhaustive in nature, we firmly believe that the material will provide useful guidance to the teachers who are new to the field and hone the skills of experienced teachers.
Thank you
Happy Teaching
English Enrichment Material
INDEX
SNO Name of the Topic Page Number
1 Communication skills 1 - 10
2 Tenses 11 – 22
3 Reported speech 23 – 29
4 Syllable 30 – 34
5 Phrasal verbs 35 – 38
6 Relative classes 39 – 43
7 Question Tags 44 – 48
8 Remedial Teaching 49 – 62
9 Guided composition 63 - 70
10 Paragraph writing based on conversation 71 – 76
11 Letter writing 77 - 90
12 Lesson plan 91 - 100
13 Golden sayings(Quotations) 101
1
COMMUNICATION SKILLS
1. Objectives:
• To provide an understanding of the functional aspect of the language
• To make the teachers identify various functions of language used in
situations.
• To enable the teachers identify the difference between formal and
informal varieties
• To enable them use the expressions appropriately
• To enable them use the functional elements in meaningful situations
• To enable them take part in role-plays.
2. Learning out comes:
Dear teachers, after reading this topic you will be able to
- identify various language functions.
- differentiate between the formal and informal expressions
- use the language functions in meaningful context
- take part in role plays
3. Conceptual Enrichment:
It is an obvious fact that language is primarily used for
communication. Communication is the process of transferring information by
means of speech, body language etc..
Speaking and writing are the two means of communication.
Communication is associated with the content, and context .(a message to be
communicated and purpose to communicate it). The objective of language
use is effective communication.
2
I.
II.
Both the expressions convey the same message. But, the second one
stands as an example for effective communication in a formal situation.
What makes communication effective?
- Understanding the purpose of communication.
- Understanding the listeners.
- Understanding the context.
- Using appropriate tone, vocabulary, body language etc.
- Responding appropriately.
Communication takes place in formal, semi-formal and informal
situations. Each situation determines the language, the choice of the words and
the tone to be used.
In communication, we use different expressions that represent different
language functions.
A function is the purpose for which an expression is used. Every
language function is determined by the purpose, the lexical choice and the
grammatical choice.
3
• Greetings and Introductions:
Usually the process of communication begins with greetings. If we are
new to the audience, we have to introduce ourselves. Some times, we may
have to introduce others also (a friend or a colleague)
Conversation 1
Conversation 2
Leave Taking: Although the two conversations have the same function, it is
obvious that the first one has an informal setup and the second one has formal
setup. When we end a conversation, we signal that the conversation is coming
to an end. Normally we take leave informally when we meet friends. Leave-
taking is regulated by the situation and the people involved.
4
Conversation 1
Conversation 2
• Seeking Permission
Seeking Permission is similar to making requests. The phrases
‘excuse me’ and ‘please’ are very common. We begin the expression with
‘Can/Could you -------.’, ‘Do you mind----‘ and ‘Would you mind------’.
Conversation 1
5
Conversation 2
Seeking Information:
When we want to ask for information, we have to ask politely and thank
people for it.
In formal situation, we use expressions like ‘Excuse me, ‘Could you
please’, and ‘Would you mind’.
In informal situation, expressions like ‘Have you’, ‘Have you got’, and
‘Do you have any idea’ are common.
Conversation 1
6
Conversation 2
• Agreeing and disagreeing
In conversation we are free to express our ideas. While
disagreeing we should be very careful and leave space for a change.
We have to account for our opinion.
We use the following Expressions to express agreement
• You’re right.
• I agree! / I’d agree.
• Absolutely.
• Certainly.
• Yes,
• Of course.
For disagreement, we use the following.
• I am afraid that’s not …
• I disagree with that…
• I’m not sure I----
• That’s not what I had in my mind.
• On the contrary…
• I very much doubt that….
7
Conversation 1
Conversation2
• Expressing gratitude: In everyday situations there are numerous
instances where we express gratitude. A word of appreciation is
definitely required, where a favour has been received.
Conversation 1
Conversation 2
8
Apologizing
Apologizing is so common that we very often do not realize the
significance of our apology to the receiver. The most common expression is “I
am sorry”. In most situations the person to whom the apology is made will accept
it with ‘That’s all right.’
The purpose in apologizing is to make sure that the person understands
that the hurt has been unintentional. While making an apology, we should keep
in mind the kind of language we have to use and the manner in which we
express our apology.
Conversation 1
Conversation 2
9
IV. Methodological Enrichment:
Teacher introduces various expressions and makes the learners
identify the purpose of each expression.
Stage 2:
Teacher introduces conversations of the same function (formal and
informal ) and asks the learners to identify the setting with the help of the
expressions, vocabulary used, etc.
Stage 3:
Teacher asks the learners to use the functional items in
communications.
V. Evaluation:
Exercise: 1. What would you say in the following situation?
a. Your friend says, “How do you do”?________
b. You want to go out of the class room for a few minutes__________
c. You need a pen and your friend gives you one _______
d. Your sister is going to take an examination__________
e. Your uncle is getting married__________
f. Your friend says, ’I am sorry.’_______________________
g. Your friend says, ‘Thank you very much.’__________________
h. Your friend says, ‘ This traffic is irritating.’_____________
10
Exercise -2:
Complete the dialogue:
Latha : Hello, Padma________
Padma : Hi,Latha. I’m fine__________
Latha : Let’s go to Poorna Hotel.
Padma : That’s a nice idea. But it’s so crowded.
Latha : Okay. Let’s go to Kamath then. It’s nice.
Padma : ____________ lets go.
Exercise 3:
You have taken your friend to a restaurant. You are going to place the
order. Design a dialogue with your friend in the context.
A good book is the purest essence of a human soul – Thomas Carlybe.
11
TENSES
1.Objectives: To help the teachers ensure the correct usage of the verbs.
To enable the teachers use various forms of verbs in relation with
time in different situations appropriately.
2. Learning out comes:
Dear teacher, after reading this unit, you will be able to acquire the
skills to use various forms of verbs in different situations appropriately.
3. Conceptual Enrichment:
A ‘Tense’ is a change in the form of the verb according to time.
Time plays a key role in the modification of a verb. Present day grammar
books mention only two tenses – Present and Past.
4. Concept of Time and Tense:
Time and Tense do not mean the same,
• Time is a continuum. The present, the past and the future form the
same kind of Continuum.
• Tense is a grammatical concept and it is marked on the verb.
• There is no one to one correspondence between the forms of verb
(representing different types of tenses ) and the units of time (Past,
Present and Future).
This simply means that the verb in English is inflected for the past tense.
Example: talked, walked
For the other tense forms verb is not inflected.
12
Further, the Future is expressed by modals, the present continuous form
like ‘about to’ , ‘expected to’ etc. The past form of the modal also
expresses the future.
Example: Radha might go there tomorrow.
The past form in the conditional clause expresses only a
hypothetical condition and not the past.
Example: If I were a bee, I would buzz.
Now let’s study some forms of Present tense.
1. Simple Present Tense:
Hi everybody! I am the present simple girl. I like habits and
routines. I always do the same things and at the same time. For example,
I always drink two glasses of milk in the morning and I usually arrive at
school at twenty five past eight. I often wear jeans and T-shirt. I love pop-
music. I also love plants and animals. I have a beautiful garden. I live with
my parents and with my brother.
In the above paragraph, the present simple girl tells us about her
routine. As we know the simple present tense is used for describing the
habitual action.
When the Simple Present Tense refers to habitual action, it is often
accompanied by an adverbial to show how frequently the action happens.
Example: Sometimes, Occasionally, always, every morning etc.
Apart from referring to habitual actions the Simple Present Tense has the
following functions.
13
Functions Examples
1. Expressing belief
2. Expressing emotions
3. Expressing Universal Truths
4. To express planned series of
actions in the future
5. Used in dramatic narrations
I believe in honesty
I feel sorry for you
The sun sets in the west
Radha gets married at 11am tomorrow, and the couple leaves for Goa at 4pm.
It is midnight and the fourteenth of August 1947 gives way to the fifteenth and India is free.
Methodological Enrichment:
Step-1: Write a few sentences in simple present tense on the
black- board.
Example: 1. Rahim goes to school every day.
2. Water boils at 1000 C.
3. The President addresses the Nation tomorrow.
Step-2: Ask the students to read the sentences in turns.
Step-3: Ask the students to pick the verb in each sentence and state
the tense it denotes.
Step-4: Ask the students to recognize the time denoted in the sentence.
14
The teacher should elicit the complete sentences from the students
orally first. Then they may be asked to write the sentences in their notebooks.
The students should be asked to write down simple recipes like the following.
Carrot Halwa recipe:
• Grate the carrots.
• Soak the grated carrots in milk.
• Cook the mix in a pressure cooker for two minutes.
• Once the pressure dies down, make sure the carrots are well cooked but
not mashed.
• Now pour 2-3 spoons of ghee in a vessel .
• Add sugar.
• Stir constantly.
• Fry some raisins and cashews in ghee .
• Spread the Halwa and decorate the raisins and cashews on top.
• Carrot Halwa is ready to serve.
• Serve hot or cold.
For a thorough practice in the usage of simple present tense, the students
could be asked to speak about themselves. Students may also be encouraged
to speak about their likes and dislikes.
Let children grow on good reading and good reading will grow on them.
15
Evaluation:
Sample Exercises
Exercise-1.
Listening activity: The students could be asked to listen to the cricket
commentary and pick out the verbs in simple present tense.
Exercise-2. Match the following to form meaningful sentences.
Ronaldo
Shakira
Sania
Girls
Students
usually like computers
plays football.
sings very well.
likes tennis.
usually like shopping.
sometimes eat in the school.
16
Exercise-3. Make sentences using the following cues.
a. They/us/call/often.
b. They/us/remember/sometimes.
c. Mary/the door/closes.
d. My sister/at me/smiles.
e. He/mistakes/makes.
f. Your/father/a lorry/driver.
g. Ben/the fire/lights.
h. You/questions/ask.
i. Jamie/all/the races/wins.
2. Present Continuous (progressive) Tense:
Now lets move to see what the present continuous boy tells us.
Hi! I am the Present continuous boy. I am here to tell you what
I am doing at the moment because my life is changing a lot these days. Now I
am not studying but I am working in a Body Piercing Tattoo shop. I like tattoos.
At present I am playing the guitar in a heavy metal group called Metal Bananas.
This evening we are playing in Taj Banjara in a birthday party.
Did you notice?
Present continuous tense is used:
• To say that we are in the middle of an action
Example: what I am doing at the moment….
• When we are in the middle of something but not actually doing it at the
moment of speaking
Example I am working in Body Piercing Tattoo shop
• To denote future.
Example This evening I am playing with some friends in
Taj Banjara.
17
Methodological Enrichment:
Present continuous tense may be introduced with the help of a passage or a
situation
Example: Study this situation
Smita is in her car. She is on her way to work.
She is driving to work.
This means, she is
driving now - at the time of speaking. The
action is not completed.
The present continuous form – am/is/are + ing.
I am driving a car
He/she/it is reading a book
We/you/they are watching T.V
Further for practice, the following exercises may be used.
Exercise
1. Rita/clean/the/house.
2. Sita/smile/at me.
3. Gita/dance/a disco/in.
4. He/water/plants.
5. Ravi/worry/about/his/problems.
18
Evaluation:
Sample exercises
Exercise-1
Complete the following sentences with the Present continuous form of the verb
given in the brackets
1. John---------(read) a book now.
2. He ---------(watch) T.V.
3. Sita and Mala------------(work) late today.
4. Mary-----------(sit) next to Paul.
5. How many other students------------(you study) with?
Exercise-2.
Teacher can ask the pupils to frame different sentences using present
continuous tense.
Simple Present Tense Present Continuous Tense
We use simple present tense for a
routine that goes on for a longer
period.
Example:
1. I work at sports shop. It’s a permanent job.
2. They live in a very nice flat.
we use present continuous for a
routine that goes on for a short
period.
Example:
1. I am working at a sportsshop for six weeks.
2. At the moment they are living
in a very small flat.
19
Simple Past Tense:
Now Let’s listen to Simple past boy.
Hello everybody! My name is simple past boy. I am very nostalgic
and I always talk about the past. This is an old picture of mine. I was eighteen in
this picture. It was thirteen years ago. At that time I studied at the university and
lived with my friends Jacob and Ravi in a big old flat. We didn’t study much and
we enjoyed ourselves. Every weekend we went to the disco and made new
friends. I remember I had a girl friend called Ramya. I completed my studies in
1995. A year later, I joined as a language teacher in a secondary school. Life is
not bad at present. But those days were fantastic.
Did you notice?
• We use simple past tense to talk about completed actions and states.
• We use it to talk about a specific point of time in past.
Example: 1. I studied at the university.
2. It was thirteen years ago.
Methodological Enrichment:
The teacher can introduce simple past tense using a
passage.
Mahatma Gandhi was the greatest leader of Indian
freedom struggle. He lived from 1869 to 1948. He
began the Quit India Movement in 1942, and
motivated the masses to free India from the British
rule. Nathuram Godse assassinated him on 30 January 1948.
20
The teacher may list the verbs in past tense in the passage and ask the
students to note them down. A few more activities can be given to students for a
thorough practice.
Example: Read what Sheetal says about a typical working day.
I usually get up at 7 o’clock and have a big breakfast. I walk
to work, which takes me about half an hour. I start work at 8.45. I never have
lunch. I complete my work at 5 o’clock. I am always tired when I get home. I
usually cook a meal in the evening. I don’t usually go out. I go to bed at about 11
o’clock. I always sleep well.
Yesterday was a typical working day for Sheetal .
Write what she did or didn’t do yesterday.
Fill in the blanks using simple past tense.
Example: She got up at 7 o’ clock
1. She-----------a big breakfast.
2. She ----------to work.
3. It -------------to get to work.
4. ---------------- at 8.45.
5. ------------ lunch.
6. ---------- at 5 o’ clock.
7. ------------ tired when------------ home.
8. ---------- a meal in the evening.
9. ----------- out in the evening.
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10. ------------ at 11 o’ clock.
Evaluation:
Sample Exercises
Use the simple past tense of the verb given in brackets.
It all ------------ (happen) in an instant. The lorry ---------(come) straight out of the
side road, and the scooter ----------(go) into the back of it. The lorry driver ----------
--(not have) a chance. It ---------(be) the scooterist’s fault.
Past Continuous Tense:
Hello dear! My name is Past Continuous Boy. I am very nostalgic
like my friend Simple Past Boy. We were together in many occasions when we
were young. While I was studying to be a secretary, he was studying to be a
teacher and we lived in the same street in Delhi.
When I was going out with his best friend Ravi, the Simple Past Boy was going
out with my best friend Mary. This is an old story. But I like thinking about the
past.
Did you notice?
Some more examples:
• While I was driving home, Peter was trying desperately to contact me.
• Were you expecting any visitors?
• We use the past continuous tense to talk about past events, which went
on for a period of time.
Example: I was studying to be a secretary.
• We use it when we emphasize the continuing process of an activity.
Example: When I was going out with his best friend Ravi,
the Simple Past Boy was going out with my best friend
22
• Sorry, were you sleeping?
Methodological Enrichment:
The teacher can introduce past continuous tense using passages.
I had a wonderful dream last night. I was sitting in a park. The sun was shining
and the birds were singing. Children were playing. It was very peaceful. I did not
want to wake up.
Evaluation:
Sample exercises
Study this situation.
Yesterday Kiran and Ali played
tennis. They began at 10 o’ clock and ended
the game at 11.30. So at 10.30 they were
playing tennis.
Fill up the blanks with past continuous form
of the verb in the brackets.
Karan and Ali ----------------(play) tennis at 10.30 yesterday.
Make sentences in past continuous tense using the cues.
I/he/she/it was planning to go home/ cooking lunch
We/you/they were working in the kitchen.
Example: I was planning to go home.
Exercise-3.
Complete the following sentences using past continuous tense.
1. Rani burnt her hand while-----------
2. The door bell rang while she--------------
23
3. They saw an accident while-------------
Reported speech (Indirect Speech)
I. Objectives:
1) To equip the teachers with knowledge of rules regarding Direct and
Indirect Speech.
2) To equip the teachers with some techniques of teaching Direct and
Indirect Speech.
II. Learning outcomes: After going through this unit you will be able to :
1) Distinguish between Direct and Indirect Speech.
2) Understand the rules to be followed while changing sentences from
Direct speech to Indirect speech.
3) Change the sentences from Direct speech to Indirect Speech and vice
versa.
4) Know a few techniques of teaching the transformation from Direct to
Indirect speech and vice versa.
III. Conceptual Enrichment:
What are you doing Mita?
24
There are two ways of reporting what Mita said,
1. Mita said, “ I am eating a chocolate. ”
Here we quoted the exact words of Mita. This way of reporting is called
Direct speech.
2. Mita said that she was eating a chocolate.
Here we reported what Mita said without quoting her exact words. This is
called Indirect speech.
Now let us study the components of these two sentences.
25
Rules
Example: 1. Rafi says, “ My parents are very well”.
Rafi says that his parents are very well.
2. Rafi said, “My parents are very well “.
Rafi said that his parents were very well”.
Rafi said , “The sun rises in the east.”
Rafi said that the sun rises in the east.
Example : 1. He said to me, “ I don’t believe you.”
He said that he didn’t believe me.”
2. She said to him, “ I don’t believe you.”
She said that she didn’t believe him.
3. I said to him, “ I don’t believe you”.
I said that I didn’t believe him.
26
If the hearer is not mentioned, usually the first person pronoun (I or me) is used.
He said, “ I don’t believe you”.
He said that he didn’t believe me.
Example: 1. He said to me “ What are you doing?”
He asked me what I was doing.
2. “Where do you live?” asked the stranger.
The stranger enquired where I lived.
3. Ramesh said, “Do you know the address?”
Ramesh enquired if I knew the address.
Example: 1. The teacher said to Rafi, “ Go away!”.
The teacher ordered Rafi to go away.
2. She said to him, ”Please wait here till I return.
She requested him to wait there till she returned.
27
Example: 1. She said, “ How clever I am!”
She exclaimed that she was very clever.
2. She cried, “Oh, God! Pity me!”
She called upon God to pity her.
28
Example: She said to me, “Come with me.”
She asked me to come with her.
Don’t forget us!
The following changes usually take place while changing
Direct speech to Reported speech.
Note: Read the above table before taking up exercises given in unit 3.
Page.No.22 to23 class IX Non-English Medium Reader.
Methodological Enrichment:
The concept of Direct and Reported speech may be introduced
using a passage.
29
Lets compare these sentences a and b.
a. I said it was very kind of him.
b. I said, “But where shall I send the fare?”
In sentence (a) the speaker is reporting what he said without quoting the exact
words of the speaker. Where as in sentence (b) he is quoting the exact words.
Here sentence (a) is said to be in Reported speech and sentence (b) in Direct
speech.
B. Discussion: The teacher may ask the students what they did the
previous evening and report it to the class in Direct speech as well as in
Reported speech.
Example: Teacher: Amir, what did you do last evening?
Amir : I played cricket.
Teacher: I can report what Amir said in two ways ( writing
on the blackboard).
1. Amir said, “ I played cricket.”
2. Amir said that he played cricket.
C. Role play: Two students could be asked to enact the roles of a
vegetable vendor and a customer and a third student reports what each one of
them said in Direct speech and Reported speech.
Example: Student 1( Customer) : What is the price of one kg tomatoes?
Student 2 (Vegetable vendor) : Only Rs.20, sir.
Student 3 : The customer asked what the price of one kg
tomatoes was and the vegetable vendor replied it was only
Rs.20.
Further the changes made while changing Direct speech into Reported speech
may be given to the students in a table form.
30
V. Evaluation:
Exercises-1: Write the following sentences in Reported speech.
1. He said,” I will go.”
2. Rama said, “ It may rain.”
3. He said to me, ”Do you like vegetarian food?”.
4. He said to the boy, “Leave the room at once.”
5. The boy said to the teacher, ”Please grant me leave for two days.”
Exercise-2: Write the following in Direct speech:
1. My teacher advised me never to keep bad company.
2. He asked me where he could get his shoes polished.
3. The commander ordered the battalion to attack the enemy.
4. She asked him when I had returned form Mumbai.
5. Ravi asked Tarun whether he would pass the exam with good marks.
6. My friend proposed us to go to a film that day.
7. He requested us to wait here.
31
The Syllable
I. Objectives:
• To enable the teacher understand the term syllable.
• To enable them understand the elements of the syllable.
• To enable them identify the number of syllables in the words.
• To enable them divide the words into syllables.
II. Learning Outcomes:
Dear teacher, after reading this topic, you will be able to
• Identify syllables in words.
• Divide the words into syllables.
III. Conceptual Enrichment: A syllable is combination of speech
sounds. Usually, a syllable has a vowel sound and one or more
consonant sounds. However, a vowel is the obligatory element in a
syllable. The number of vowel sounds in a word indicates the number
of syllables it has. The study of syllables helps in better pronunciation.
Words of one syllable:
Age ditch oath limp
Bell glow frown claim
Bench joy hush grunt
Cause length squeak smart
32
Words of two syllables:
Teacher remain decide
Captain intend trousers
Colour about kitchen
Open defense become
Window exact brothers
Words of three syllables:
Quantity selection afternoon
Yesterday important entertain
Character contribute magazine
Innocent repeated overwork
Parallel election disbelieve
Words of four syllables:
Innocently unfortunate unimportant
Definitely democracy sentimental
Modifying traditional comprehensive
Positively negotiate insufficient
Criticism efficiently incidental
33
IV. Methodological enrichment:
Stage I: The teacher introduces some words and asks the learners
to divide each word into smaller units.
1. Cinema
2. Color
3. Splendid
4. Assemble
5. Develop.
The learners divide each word into smaller units.
Cinema - cin-e-ma -3
Colour - col-our -2
Splendid - splen-did -2
Assemble - as-sem-ble -3
Develop - de-vel-op -3
Stage II: The teachers ask the learners to identify the number of
elements in each unit (number of vowels and number of consonants), and
ask them to identify the common element in each segment (vowel or
consonant).
Intend [2 units]
i) In - vowel -1, consonant -1.
ii) tend – vowel-1, consonants3.
34
Stage-III: The teacher introduces some words and asks the learners to divide the words into smaller units. The learners have to identify the number of units and the number of vowel sounds in each word.
1) Gift
i) No. of units -1
ii) No. of vowel sounds-1
2) Consider
i) No. of units -3
ii) No. of vowel sounds -3
V. Evaluation: Identify the number of syllables in the underlined words.
The application cannot be predicted, but we can be sure that it will
have both its beneficial and its uncomfortable aspects. It remains for
the wisdom of mankind to make the decisions by which advancing
knowledge will be used well, but all the wisdom of mankind will never
improve the material lot of men unless advancing knowledge presents
it with the matters over which it can make those decision. And when,
despite the most careful decisions, there come dangerous side-
effects of the new knowledge, only still further advances in knowledge
will offer hope for correction.
35
Evaluation:
Exercise: Identify the number of syllables in each of the following words and mark the syllable division.
S.NO Word No. Of Syllables Syllable Division
1 Concealed
2 Orchestra
3 Quailed
4 Trance
5 Fragile
6 Obviously
7 Elegantly
8 Vanquish
9 Monarch
10 Charge
11 Dismay
12 Thunder
13 Dance
14 Remuneration
15 Headway
16 Manicure
17 Experience
18 Sensibility
19 Conductor
20 Engagement
21 Beautiful
22 Chimpanzee
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Phrasal Verbs
I. Objectives: 1. To equip the teachers with the knowledge of Phrasal
Verbs.
2. To equip the teachers with a few techniques of teaching
Phrasal Verbs.
ll. Learning Outcomes:
1) Dear teacher, after reading this unit you will be able to recognize
the Phrasal Verbs.
2) Use the Phrasal Verbs appropriately.
3) Use appropriate techniques for teaching Phrasal Verbs.
lll. Conceptual Enrichment:
What broke?
As the man rightly pointed out, the T.V is neither broken nor down, but all
the same it has broken down which means stopped working.
Expressions such as ‘broken down’ are known as Phrasal Verbs, where
the individual meanings of the verb or the adverb are not retained, but together
they give us a new meaning.
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Let’s read some Phrasal Verbs and their meanings.
Find out = discover.
Go back = return.
Go on = continue.
Send out = distribute.
Look for = search.
Look into = investigate.
Look through = surfing.
Look up to = hold in respect.
Look down upon = consider low.
Leave out = omit.
Make up = invent.
Put off = post pone.
Throw away = discard.
Turn up = arrive.
Put on = wear.
Ran into = meet unexpectedly.
Put out = extinguish.
lV Methodological Enrichment:
At school level, as we know the students need to have the
functional knowledge of the Phrasal Verbs. Hence a thorough practice of Phrasal
Verbs is essential.
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Which is the better way to teach a Phrasal Verb? Directly or contextually?
Example: Put off = Post pone
Example: He put off the meeting to next week.
Can you guess what the meaning of Put off is?
V Evaluation:
Sample Exercises:
l. Choose the best alternative
1. Why did you ___________ such a good offer.
( turn up, turn out, turn down)
2. Ravi ____________________ playing chess a year ago.
( gave in, gave off, gave up)
3. The traffic was _____________ by road works.
(held on, held up, held out)
4. The company was _______________ by ICM computers.
( taken over, took up, took out)
ll. Match the following:
1. Look for return.
2. Look into continue.
3. Turn up search.
4. Turn down investigate.
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5. Put off arrive.
6. Put on reject.
7. Go on post pone.
8. Go back extinguish.
9. Put out wear
lll. Pick the Phrasal Verbs in the following sentences.
1. Please turn on the T.V.
2. Did you work out the answer for the problem.
3. The car broke down yesterday.
4. He put forward a proposal.
Language is the dress of thought.
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Relative Clauses
I. Objectives:
• To enable the teachers understand relative clauses.
• To enable them identify the relative clauses and their function.
• To enable them find the difference between defining relative
clauses and non-defining clauses.
• To enable them use relative clauses appropriately in various
contexts.
• To equip the teachers with a few techniques of teaching relative
clauses.
II. Learning Outcomes: Dear teacher, after reading this topic you will beable to:
• Identify the relative clauses in sentences.
• Recognize the functions of the relative clauses.
• Identify defining and non-defining relative clauses.
• Use the relative clauses appropriately.
• Use a few techniques to teach the relative clauses.
III. Conceptual Enrichment: Read the following passage:
The underlined clauses in the above sentences identify the person or thing we are talking about. They are called relative clauses. A relative clause is usually introduced by words like who, where, whom, which, that, etc. These words are called relative pronouns.
Usually a relative clause modifies the noun or pronoun that goes before it,
which is called the antecedent.
People who live in cold countries keep themselves warm in different ways. They wear clothes that are made of thick cloth and live in the houses that have heating system.
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� I am the greatest singer who won the Grammy Award. In this
sentence, the relative clause ‘ who won the Grammy Award’ modifies the
antecedent the greatest singer.
2. In the second sentence
I like people who like music.
The relative clause ‘who like music’ modifies the noun ‘ people’.
Read the following
The clause in the first sentence restricts the scope of the antecedent. It means
all the toys in the shop are not attractive, but he bought, some of the attractive
toys. The clause is defining relative clause.
The clause in the second sentence does not restrict the antecedent, but it
gives additional information. It is called non-defining relative clause.
• I bought some toys which were attractive.
• The toys, which I bought, are not at all attractive.
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Example:1.
Explanation: In sentence one, the relative clause ‘which were given the
fertilizer ‘ is separated from the subject mango trees by a comma, and it provides
additional information about the mango trees. It is a non-defining clause.
This means all the mango trees were given the fertilizer and they produced very
good fruit.
2.
In sentence two, the relative clause ‘which were given the fertilizer’ is not
separated from ‘the mango trees.’ It defines the scope of the subject. This is
defining clause.
This means some of the mango trees were given the fertilizer and only those
trees produced good fruit.
IV. Methodological Enrichment: This stage-wise method could be
followed while dealing the unit (Relative clause units 2& 6 class IX
Non. E/M readers)
Stage I: Introduce the sentences that have relative clauses and make the
learners understand the function of the relative clause in each sentence.
Example: 1. This is the book, which I bought yesterday.
2. The man who saved the child was awarded the prize.
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Stage II: Introduce sentences that have relative clauses and ask the
learners to identify the antecedents.
Example: 1. The story, which has no ending…….
2. The chair which was made of gold……..
3. The king whom everyone praised…….
Stage III: Introduce similar sentences that have defining and non-defining
relative clauses. Ask the learners to identify the difference.
Example: 1. The books which I bought are expensive.
The books, which I bought, are expensive.
2. The boy who lives next door to me is rather strange.
The boy, who lives next door to me, is rather strange.
Stage IV:Introduce tasks related to defining and non defining relative clauses.
V. Evaluation: Identify the relative clauses in the text.
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b. Exercise: 2: Identify the antecedents of the relative clauses.
1) The novel which I read yesterday is interesting.
2) The picture which was damaged in the fire accident is worth ten thousand rupees.
3) We know people who treat illness with music.
4) The biscuits which Latha brought are very tasty.
5) The movie which we watched last evening had a happy ending.
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Question Tags
I. Objectives:
• To enable the teachers identify the question tags and their function.
• To enable the teachers find the difference between a question and a question tag.
• To equip the teachers use the question tags appropriately in
different situations.
II. Learning out comes:
Dear teacher, after reading this topic you’ll be able to understand the
different features of question tags.
- Identify how a positive sentence ends with a negative tag and
negative sentence with a positive tag.
- Use of the right tag depending on the statement made.
A. Let’s Read:
You will work this Sunday.
I’ll help you in cooking.
Both these expressions are directives. If we want to make them a bit more polite,
we can do it in many ways. For example:
• You will work this Sunday. Won’t you?
• I’ll help you in cooking. Shall I?
These additions, which follow the main utterance like a tail, are question tags.
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� What is a question tag?
� Why do we use question tags?
The following table tells us more about the structure of a Question Tag.
Feature Example
Positive statement - negative tag.
Negative statement - positive tag.
Positive statement - positive tag.
Statement with auxiliary or ‘be’ forms - same form in tag.
Statement with no auxiliary or ‘be’ form of ‘do’ in tag
She is a dancer. Isn’t she?
He isn’t a teacher. Is he?
He will make it for her. Will he ?
They are playing. Aren’t they?
She should run fast. Shouldn’t she?
He can navigate a flight. Can’t he?
She cooked the sweets. Didn’t she?
He treats the patients freely. Doesn’t he?
We play to win. Don’t we?
The student is bright. Isn’t he/she?
A question tag is a small question that often comes at the end of a sentence in speech and informal writing.
We use question tags for purposes like confirming, checking or clarifying information and in spoken discourses to involve the listener in a more interactive way.
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Noun phrase as subject - pronoun in tag.
This, that, these or those as subject - it or they in tag.
There in subject position - there in tag.
‘am’ as first or main verb in statement - ‘aren’t’ in tag.
‘will’ in statement Won’t in tag.
After ‘lets’ ...... we use ‘shall we’.
After imperatives, won’t you is often used to invite people to do things and will/would/can/can’t/could you to tell or ask people to do things.
After a negative imperative, we use will you
No negative tags are used after sentences containing negative words like never, no, nobody, hardly, scarcely and little.
These are flowers. Aren’t they?
That is a microscope. Isn’t it?
There are some practical’s going on here. Aren’t there?
There is nothing strange. Isn’t there?
I’m all right. Aren’t I?
I’m lucky. Aren’t I? (not amn’t I?)
She will come today. Won’t she?
Let’s have a break. Shall we?
Let’s make same coffee. Shall we?
Do come again. Won’t you?
Shut the window. Won’t you?
Hold it. Can’t you?
Bring me a piece of chalk. Will you?
Don’t make noise. Will you?
You never answer to the point. Do you ?
He has hardly prepared for the exams. Has he?
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Methodological Enrichment
The teacher can use the following techniques to teach the usage of question
tags in suitable situations.
The teacher gives the following example.
For the positive sentence with the negative tag, and negative sentence with the
positive tag
Role play
Teacher: You have done your home work. Haven’t you?
Student: Yes I have.
Teacher: you haven’t come yesterday. Have you?
Student: No, I had severe tooth ache.
Teacher: You should see the dentist then. Did you?
Student: Yes, I did.
Teacher: you are fine today. Aren’t you?
Student: Yes, I am fine today.
Teacher: You’ll do the assignment. Won’t you?
Student: Yes, I’ll do.
Question tags are used for confirmation/affirmation.
The teacher can use a few exercises for providing a thorough practice in usage of question tags.
Example: Match the sentences with suitable question tags.
‘A’ ‘B’
1. She isn’t very old a. isn’t she?
2. She is very graceful. b. is he?
3. He isn’t very happy c. is there?
4. There isn’t enough time d. is she?
5. They were late e. weren’t they?
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Evaluation:
Exercise -1 Add Tags
1. You enjoyed that__________?
2. He doesn’t write__________?
3. We love it ________ ?
4. She works in stores________?
5. Jack and Ali work together_______?
Exercise-2
Complete the following question and answers by choosing the appropriate tags given below.
Example: you should do that. Should you?, No, I should not.
1. Firdous can cook really well_______ . _________.
2. You’d like to see the play ________ . __________ .
3. We could try it __________ . _________.
4. He would do it ________ . _______.
5. She doesn’t have a car _________ . ________.
Example:
1. Does she? , No, she doesn’t.
2. Will he? , No, he won’t.
3. Couldn’t we? , Yes, we could.
4. Can’t she? , Yes, she can.
5. won’t you? , Yes, I would.
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Remedial Teaching (functional grammar)
I. Objectives:
1. To enable the teachers acquire the knowledge of the concept
‘Remedial Teaching’.
2. To equip the teachers with a few techniques to take up
Remedial teaching.
II. Learning Outcomes: Dear teacher, on reading this topic you will be
able to:
i) Gain the knowledge of the concept ‘Remedial Teaching’.
ii) Use a few techniques in Remedial Teaching.
III. Conceptual Enrichment: ‘Remedial Teaching’ is very important as the
students commit many grammatical and spelling mistakes: by constant
practice, we overcome mistakes. We learnt to walk; only after falling
many times. We make mistakes when we learned how to speak our
mother tongue.
Now lets try to understand the difference between ‘mistakes’ and
‘errors’. PIT CORDER has made a three-way classification - slips, mistakes
and errors.
‘Slips’ are committed out of carelessness or fatigue. These are slips of
tongue or pen. While ‘Mistakes’ are breaches of rules of the code. We may
say that mistakes are mistaken expressions. Though we know the rules of
the mother tongue, we do make mistakes. That means even after having
complete knowledge of our mother tongue sometimes we use wrong
expressions.
The partial knowledge of the system that is acquired over a period of
time is called an error. Errors are more systematic and predictable. They are
more fossilized, regular and recurrent; they can be classified to a large
extent.
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We say mistakes are made, and errors are committed. Some writers
regard errors as sin.
‘Like sin, error is to be avoided and its influence overcome, but its
presence is to be expected’ (Nelson Brooks 1960, language and language
learning p.58).
Let us look at some of the common errors that are committed frequently.
Common errors in the use of Nouns:
1. Nouns having the same form in singular as well as in plural:
Examples;
a) Two hundred people, three dozen, three pair of socks,
Twenty head of cattle;
Note: hundreds of people.
2. Nouns used as singular:
Example: bedding, clothing, furniture, information, luggage, machinery, poetry, scenery.
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3. Nouns plural in form but used as singular:
a) Mathematics, physics, mechanics, statistics.
b) Mumps, measles.
c) Billiards, gymnastics.
d) News, summary, innings, gallows, wages.
4. Nouns always used as plural:
a) Shoes, socks, trousers, pyjamas, shirts.
b) Scissors, tongs, spectacles, shears.
c) Alms, annuals, ashes, assets, thanks, proceeds, spirits, savings, belongings, riches, contents.
5. Nouns singular in form but used as plural:
Cattle, gentry, peasantry, poultry, clergy.
6. Nouns with two plural forms that differ in meaning
Singular Plural
Brother - Brothers = sons of same parents.
Brethren = members of society
Die. - Dies = stamps for coining.
Dice = small cube.
Genius - Geniuses = special abilities.
Genii = spirits.
Index - Indexes = alphabetical lists at
the back of books
Indices = signs used in algebra.
Note: ‘Means ‘may be used either as singular or as plural.
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7. Nouns in which plural forms have two different meanings.
Arm = (upper limb) -Arms = (a) upper limbs,
(b) Weapons.
Custom= (habit) -Customs = (a) habits,
(b) Duties on goods.
Manner = mode -Manners = (a) modes,
(b) Behavior.
Minute = a unit of time -Minutes = (a) units of time,
(b) Proceedings of themeeting.
Quarter = fourth part -Quarters = (a) fourth parts,
(b) Lodgings.
Spectacle = sight -Spectacles = (a) sights,
(b) Eye-glasses.
8. Nouns in which singular forms have two different meanings.
Force = (a) Strength, Forces = Troops.
(b) Body of armed forces.
Wood = (a) timber, woods = forest.
(b) Forest.
9. Nouns with one meaning in singular and another one in plural:
Advice = (counsel). Advices = information.
Air = (atmosphere) Airs = proud behavior.
Content = (satisfaction). Contents = what is contained.
Returns = (coming back) Return = statements.
10. Plurals of compound Noun forms:
Singular Plural
Brother-in-law Brothers-in-law.
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Son-in-law Sons-in-law.
Commander-in-chief. Commanders-in-chief.
Passer-by Passers-by
Major-general Major-Generals.
Study the following sentences carefully:
Incorrect Correct
1. The sceneries of Kashmir. The scenery of Kashmir.
2. His hairs have turned grey. His hair has turned grey.
3. Second-hand furniture’s were Second-hand furniture was
put to auction. put to auction.
4. Alms is given to the poor. Alms are given to the poor.
5. I am well up in my study. I am well up in my studies.
6. The wages of sin are death. The wages of sin is death.
7. I have many works to do. I have much work to do.
8. Road closed for repairs. Road closed for repairs.
9. There is no place in this compartment. There is no room in this compartment.
10. This house is built of stones. This house is built of stone.
Common errors in the use of PRONOUNS:
A pronoun must have the same gender number and person as the noun it represents WHO, WHICH, THAT:
‘Who’ is used for persons.
‘Which’ is used for animals and lifeless objects.
‘That’ maybe used for persons, animals and lifeless things.
EACH; EVERY; EVERYBODY; ANYBODY; NOBODY; EITHER; NEITHER; should always be treated as singular.
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a) Study the following sentences carefully:
Incorrect Correct
1. Nobody was there but I. Nobody was there but me.
2. Who is there? It is me. Who is there, it is I.
3. I am your sincerely. I am yours sincerely.
4. You and I have revised your lessons. You and I have revised
our lessons.
5. Each of the two sisters were hard Each of the two sisters
working. was hard working.
6. Who do you think I met? Whom do you think I met?
7. He has a dog whom he loves. He has a dog that he
loves.
8. They enjoyed in the fair. They enjoyed themselves
in the Fair.
________________________________________________________________
9. Common Errors in the use of ADJECTIVES:
The comparative degree of an Adjective is used to compare two things. The superlative to compare more than two things. If no comparison is implied, we use positive degree.
The use of some important Adjectives.
Some, Any: ‘Some’ is used in an affirmative sentence. ‘Any’ is used in a negative sentence. In an Interrogative sentence both ‘some’ and ‘any’ may be used.
Little, a little, the little: All these words denote quantity.
“Little” means not much, almost nothing.
‘A little’ means atleast some.
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‘The little’ means the whole amount, though very little.
‘Little’ should be distinguished from ‘few’ which is used for number.
Few, a few, the few: All these adjectives denote numbers.
Few = not many, almost none.
A few = some atleast.
The few = all of them, though very few.
either , neither :
‘either’ has two meanings ‘one of the two’ ; ‘ the both’.
‘neither’ is the negative of ‘either’; it means not the one nor the other.
Note: Both ‘either’ and ‘neither’ are followed by a singular noun and take asingular verb.
‘Each’, ‘Every’
‘Each’ means two or more things taken one by one.
‘Every’ means all of a number of things.
‘Every’ is used when the number is indefinite.
Note: Both ‘each’ and ‘every’ take a singular verb. ‘Every’ is a stronger word than ‘each’ and means without exception.
a) STUDY THE FOLLOWING PAIRS OF SENTENCES:
Incorrect Correct
1. This is best of the two books This is the best of the two
on this subject. books on this subject.
2. Who is tallest, you or I? Who is taller, you or I?
3. I am junior than you by two years. I am junior to you by two
years.
4. He has not some money with him. He has not any money
with him.
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5. What is the last score? What is the latest score?
6. He has been sick for a very long time. He has been sick for a
very long time.
Common errors in the use of ADVERBS:
Very, much: ‘very’ qualifies adjectives or adverbs in positive degree.‘much’ qualifies them in comparative degree.
Example. 1. She runs very fast.
2. She runs much faster than Sita.
Too: It denotes a higher degree
Example: The water is too cold.
It has a negative sense and it is followed by to - infinitive.
Example: He is too lazy to work.
YET, STILL:
‘Yet’ means up to the moment of speaking. It is mainly used in negative or interrogative sentences.
‘still’ denotes that some activity continues from the past into the present. We use ‘still’ in the affirmative only.
STUDY THE FOLLOWING PAIRS OF SENTENCES.
Incorrect Correct
1. It is bitter cold today. It is bitterly cold today.
2. I am feeling so lonely. I am feeling very lonely.
3. He is a most learned man. He is a very learned man.
4. Last night you returned lately. Last night you returned late.
5. I met him four weeks before. I met him four weeks ago.
6. It is rather a good film. It is a fairly good film.
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Common Errors in the use of PREPOSTIONS:
Wrong use or Omission of prepostions.
a) STUDY THE FOLLOWING PAIRS OF SENTENCES.
Incorrect Correct
1. I have ordered for dinner. I have ordered dinner.
2. She deeply loved with me. She deeply loved me.
3. The teacher has not yet entered The teacher has not yet entered
Into the classroom. the class room.
4. Let us discuss about the problem. Let us discuss the problem.
5. Sign on this paper. Sign this paper.
6. Could you lend to me your pen. Could you lend me your pen.
7. I asked a ticket. I asked for a ticket.
8. Our examination begins from 1st May. Our examination begins on
1st May.
9. I enquired from him where he lived. I enquired of him where he lived.
10. This book is different than that. The book is different from that.
11. The teacher is sitting on a chair. The teacher is sitting in a chair.
Make a careful study of the following sentences in which the use of infinitive is erroneous and should be replaced by a gerund or noun.
Incorrect Correct
1. He insisted to leave immediately. He insisted on leaving immediately.
2. You should refrain to tell lies. You should refrain from telling lies.
3. He assisted me to check the. He assisted me in checking the accounts. accounts.
4. He is desirous to go abroad. He is desirous of going abroad.
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5. She has a passion to read novels. She has a passion for reading novels.
6. He is addicted to smoke. He is addicted to smoking.
Common errors in the use of conjunctions:
Study the following sentences carefully.
Incorrect Correct
1. I fear I may fail. I fear that I may fail.
2. He is such a man as no one likes him. He is such a man that no one likes him.
3. I think him as a silly fellow. I think him a silly fellow.
4. He didn’t speak loudly and clearly. He spoke neither loudly nor clearly.
5. I doubt that he will come. I doubt whether he will come.
6. The poor girl did nothing else than The poor girl did nothing else that weep. but weep.
Miscellaneous Errors:
Incorrect Correct
1. I hope you are keeping good health. I hope you are enjoying good health.
2. Many homes are lying vacant. Many houses are lying vacant.
3. Are you going to your house? Are you going home straight?
4. Let us sit in the shadow of the tree. Let us sit in the shade of the tree.
5. My leg is paining. I am feeling pain in my leg.
6. He made an interesting lecture. He delivered an interesting lecture.
7. See this word in the dictionary. Look up this word in the dictionary.
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8. Please remind me this. Please remind me of this.
9. He always says the truth. He always speaks the truth.
10. He did many mischief’s. He made much mischief.
11. What to do? What am I to do?
12. Who hanged this picture on the wall? Who hung this picture on the wall?
13. I am keen to go there. I am keen on going there.
14. It is a true fact. It is a fact.
15. Open the tenth page of your book. Open your book at page ten.
Ref. Books used:
1. Grammar and Composition by Prem Lata Suri
3. Intermediate English Grammar – Cambridge university.
IV. METHODOLOGICAL ENRICHMENT:
There is a saying “A pupil is as good or bad as the Teacher”.
To make remedial teaching, effective teachers of English should be flawless. This can be achieved by extra reading and interaction with English users.
Further, teachers should be cautious while correcting the errors made by the students. Over correction of errors can be confidence shattering. Give first priority to errors that seriously affect the process of communication and errors produced frequently. Remedial teaching is an act of re-teaching in tutorials.
PLANNING REMEDIAL TEACHING:
Step-1: Identify the errors committed by the students frequently.
Step-2: Record or make a list of the errors.
Step-3: Classify the errors.
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A. Errors in accidence and syntax:
i. Questions.
ii. Indirect questions.
iii. Tag questions.
iv. Change in the order of words.
v. Illogical order/confusion of construction.
vi. Errors in agreement.
vii. Errors in the use of negatives.
B. WORD GRAMMAR:
1. Errors in the use of:
i) Nouns.
ii) Articles.
iii) Pronouns.
iv) Adjectives.
v) Verbs and tenses.
vi) Adverbs
vii) Prepositions.
viii) Conjunctions.
C. ERRORS IN VOCABULARY:
Step-4 : Once the errors are classified, teacher needs to develop exercises based on the identified error.
Step-5: To reteach the structure, vocabulary, provide sufficient practice using the pre-developed exercises.
Step-6: Give more written exercises as homework.
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Teachers, by following step 1 to 6 you could help the students to develop effective communication skills.
IV. EVALUATION :
i). Sample exercise:
a. Polya _______ her husband’s jacket (repaired, corrected, mended).
b. We ______ our God every day (praise, obey, worship).
c. I sent an _________ message to my friend (verbal, nonverbal, oral).
ii). Choose the correct sentences:
1. We waited since three hours.
We waited for three hours.
2. Have you enough of money?
Have you enough money?
3. She picked up a quarrel with me.
She picked a quarrel with me.
4. Don’t listen to me.
Don’t hear to me.
5. Please mend this pencil.
Please sharpen this pencil.
iii) Fill in the blanks with appropriate prepositions:
a. She congratulated him __________ his success.
b. Rahim and Fareeda are deeply in love ______ each other.
c. I don’t agree ______ you on this point.
d. Kusuma has become careless ________ her money.
e. There was a knock _________ the door.
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Ambiguities and Amusing specimens
1.I went to my village to sell the land along with my wife
2. Would you like to try on the dress in the window?
3.Do not go to other shops to be disappointed; come to us.
4.Please leave your values at the counter.( in a hotel)
5.Ladies are requested not to have babies in the bar.
6.I am well; I hope you are in the same well. (in a letter)
7. Wanted a vegetarian cooker; 45 years old. ( an
advertisement)
8. When we breathe we inhale: when we breathe out we expire.
9. A first class loafer (A sign board in a bakery)
10. All the vegetables are cleaned in the water personally
passed by our chief chef. (notice in hotel )
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Teaching Guided Composition
l. Objectives:
1) To enable the teachers revisit the steps involved in teaching guided
composition. (story writing).
2) To enable the teachers acquire different techniques in story writing.
ll. Learning Outcome: Dear Teacher, after reading this topic you will be able to :
• Guide the students to develop interesting stories from the given
outlines/pictures/hints.
• Identify different techniques in story writing.
lll. Conceptual Enrichment: Composition work at the secondary stage
represents the stage of transition from controlled to guided composition.
For example, from dictation one can move to note taking, students can be asked
to give an account of what they observed.
Story telling is another activity that can be used for making them take down
notes and write stories.
Guided writing can be made more interesting. Students could be asked to
respond to a stimulus may be a letter, a news item, a picture, an advertisement ,
a comic strip or a cartoon etc.
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lV. Methodological Enrichment:
IV A. Developing a story using pictures.
Pictures act as valuable resources for drawing the attention of
the students, sets of pictures depicting a story can be used for writing stories.
Stage 1: The teacher presents a set of pictures/draws a simple sketch of a
house on the blackboard like, a living room, a kitchen, the plan of a house, etc.
Stage 2: Students can be asked to name the items in the rooms like
bookcases, chairs, desks, doors, windows, etc. The students can be asked to
describe the room, using ‘next to’ , ‘on the left’, ’in the corner’, etc.
Encourage the students to speak in complete sentences. Let there be
active discussion. Ask each student to participate in the discussion.
Oral practice should precede written work. This boosts the confidence of
the students. And students will be motivated to write.
Stage 3: In the third stage, the teacher can write down the sentences /
descriptions given by the students on the blackboard.
Stage 4: Help the students to organize the sentences in the logical order, so
that a comprehensible story is developed with proper introduction and
conclusion.
Stage 5: Invite students’ opinion for suitable title.
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V. Evaluation:
Sample tasks:
Task: Read the given set of pictures.
Write a short story.
Give a suitable title to the story.
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lV B.
lV B.1. The outline of a story is the skeleton.
It is the basic frame work of the story. It gives us in brief what the story
is like. By filling the details a readable story could be developed.
lV B.2
1. Read the given outline carefully 2 to 3 times.
2. Use your imagination to connect various points given in the outline . The
whole story should have coherence, and it should be read as a piece of good
composition.
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3. The story could also be developed in the form of a dialogue. But, make the
dialogue lively, interesting and natural.
4. The conclusion of a story is important. An unexpected ending makes the story
interesting.
5. Give a striking title.
6. Read the passage 2 to 3 times and check the mistakes in spelling, grammar,
punctuation etc.
lV B.3. Let’s work on the given outline of the story:
An-ant- afraid of men-wished to – be strong big – like a cat – saw a dog
chasing – cat wished to be dog. – throwing stones at the dog. – thought better to
remain as ant.- no one notice it.
a)
b)
An ant -- once there lived an ant.
Afraid of -- It was afraid of man.
Wished -- It wished to be strong and big like a cat.
Saw a --- one day it saw a dog chasing a cat.
Wished --- It wished to be a dog.
Boy ---- It saw a boy throwing stones at the dog.
Thought --- It thought it was better to remain as an ant only.
No one notice -- Then no one noticed it.
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b) Steps 3 to 6. Giving an interesting conclusion, title, finally check formistakes.
Title: Ant’s Fantasy / Ants wish.
Once there lived an ant. It wished to be big and strong like a cat.
One day, it saw a dog chasing the cat. It changed its mind. It wished to
become a dog. Later, it saw a boy throwing stones at the dog. It thought that it
was better to remain as an ant only. Then no one noticed it.
Moral : Every one is unique in nature.
V. Evaluation:
Vl. Construct readable stories from the outlines given below.
V1.a) 1. A king’s elephant-daily taken- to a river through a market – a tailor’s
shop- the tailor gives something to eat daily – one day tailor in bad mood –
pricks a needle in the elephants trunk.—throws mud in the tailors shop – all the
clothes spoiled.
Vl .b) Task 2
Two cats – quarrelling-for a cake- went to a monkey- broke cake into two pieces-
not equal- monkey- bites large piece- it becomes small- bites another piece-ate
piece by piece- completely- cats go away disappointed.
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Vl Task 3:
Write a readable story from the given outlines.
A king was unhappy- his people were lazy to teach them a lesson- big stone
put in the middle of the road one night- next day merchants pass and go round
it—and officer driving in his carriage did the same- a young soldier came riding,
did the same-all cursed the stone and blamed the government for not removing
it—then the king had the stone removed—under it was an iron box, marked, “ for
the man who moves away the stone”- inside a purse full of money- the people
were ashamed.
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Paragraph Writing based on the Conversation
l. Objectives:
1) To enable the teachers acquire a few techniques in teaching
paragraph writing.
2) To help the teachers adopt simple procedures to assess students
written work.
ll. Learning Outcomes: Dear teacher you will get familiarized with a
few techniques of teaching Paragraph Writing. And you will be able to
check your students written work using short abbreviations.
lll. Conceptual Enrichment :
1. What is a Paragraph?
A paragraph is a group of sentences related to one main topic or
idea. A paragraph constitutes a unit of thought. And a paragraph often
begins with a statement denoting a central idea known as topic sentence.
The topic sentence is followed by a series of supporting details that
develop the topic sentence.
2. Qualities of a Good Paragraph
a) Coherence (unity) : Singleness of purpose.
This means that each sentence in a paragraph should
naturally grow out of each previous sentence to develop the central idea.
Supporting details and arguments in order of importance are to be given
in a logical manner. Further connectives such as ‘therefore’, however etc
should be used to achieve coherence.
b) Variety:
A good paragraph may contain both short and long sentences.
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Paragraph Writing
� Some useful points to remember.
• A paragraph should have unity of theme, which means that it
should be built around a single idea expressed in a topic
sentence.
• The topic sentence can be placed at the beginning, middle or at
the end of the paragraph.
• Never make your paragraph too long.
• A paragraph should be coherent i.e. all the sentences in it must
be arranged in a way that indicates a logical progression of
thought.
• We can achieve coherence in a paragraph by arranging its
sentences according to chronological, spatial or logical order.
The first is useful in describing events. The second is describing
a scene and the third in describing a Phenomenon, where a
cause and effect relation is needed to be presented.
• Coherence in a paragraph can be achieved by using connectives
such as ‘therefore’, ‘however’,’also’,’thus’, finally etc.
• The second way of ensuring coherence in a paragraph is to use
pronouns and other reference words.
• A paragraph can be made more interesting by using variety in
sentence length and structure.
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lV Methodological Enrichment :
A) Pre-writing Steps
A few techniques
1. i). Give one or two paragraphs
ii). Ask the student to read them silently.
iii). Ask them to identify the topic sentence.
iv). Ask them to speak on the coherence of the paragraph.
v). Let them identify the linkers.
vi). Ask them to suggest a title.
2. The teacher can give some sentences and ask them to arrange
them in logical order by putting the topic sentence at the right
place.
3 Help the students to develop ideas from out lines.
4. The teacher could hold brainstorming sessions on topics like
English pronunciation and spelling. Importance of leaning English
etc. Out of the discussion let some ideas emerge for paragraph
writing. Sentences may be elicited orally before they start writing.
A) After undertaking pre-writing steps students can be asked to write
on specified topics.
B) Give the following instructions to the students before they start
writing.
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1. To write a paragraph you should bear in mind the following points.
• Think out the points which you wish to write.
• Arrange them in proper order.
• Make the first and last sentence of your paragraph attractive.
• The first sentence should arouse the interest of the reader and the last
should satisfy.
• Do not deal with more than one main theme in your paragraph.
2. Developing a paragraph (argumentative) from the conversation of two
persons.
In this type you are required to state and justify the side you support. You
should substantiate your argument with examples if needed. Your aim is to
convince the reader through effective presentation.
1. Hence, go through the conversation, carefully and find out on which
topic they are conversing.
2. This ‘topic’ becomes the main theme on which you are going to write
and develop a paragraph.
3. Think over the topic.
4. Generate some ideas to support your argument.
5. Arrange your ideas in order and write the paragraph.
Conversation:
Champa: This is awful. They should ban ragging in colleges. It says here that
a student committed suicide after his seniors ragged him.
Deepthi: That’s terrible. But one isolated case of suicide doesn’t mean that
ragging should be banned.
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Champa: Rubbish , I think its uncivilized.
Deepthi: Oh come on. Don’t be sensitive. Life is tough , you know. Ragging
prepares us to face real life.
Champa: There must be better and healthier ways of preparing to face life.
Ragging in Colleges :
The topic discussed here is ragging in colleges. Like all other social evils
ragging to began with a good aim. It was to be a warming and welcoming
gesture to the new comers to a college or university. It was aimed at making the
fresher’s feel at home. But later it has become an excuse to torture the juniors by
seniors causing the juniors to suffer physical humiliation and mental strain. It has
to be stopped at once because it has forced many fresher’s to commit suicide.
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Evaluation:
Exercise 1: Develop a Paragraph from the following Conversation
Maya: You look upset. What’s the matter?
Sudha: A man was sitting behind me in the train, smoking all the time. I felt
sick.
Maya: Didn’t you ask him to stop smoking ?
Sudha: I did . He shouted at me and said he has a right to smoke
whenever he wanted , wherever he wanted. I think smoking should
be banned in public places and smokers punished.
Maya: I am not sure its possible or necessary what could we do was…….
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Letter writing
I. Objective:
1. To enable the teachers understand different types of letters
and their format.
2. To enrich the teachers in writing the different types of letters
for different purposes.
3. To equip the teachers with a few techniques of teaching
letter writing.
II. Learning Outcome: Dear teacher, after reading this topic, you
will be able to :
1. Understand the purposes of various types of letters.
2. Equip yourself with the art of writing letters diligently and
effectively.
3. Know a few techniques of teaching letter writing.
III. Conceptual Enrichment: We write letters on various purposes
and reasons to our family members, friends, offices and business
establishments etc.
What is letter –writing ?
Letter writing is the most common means of communication between
people. We write letters in order to:
i. Exchange views and to keep in touch.
ii. To seek information and give information.
iii. To complain about something unfair or unjust.
iv. To convey wishes, congratulations or condolences.
In all these kinds of letter, the style of writing has its own importance apart
from the format.
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As a form of writing, a letter has certain characteristics that must be learnt
with special attention. The layout or format of the letter and the style of the
language used will vary depending on the type of the letter we write.
Example: The tone of the personal letter should be informal and
natural. Where as, in official letters formal tone should be used.
The three major kinds of letters are:
1. PERSONAL 2. OFFICIAL 3. BUSINESS
And the format of a letter contains
i. Address of the sender and date. These are written at the top right hand
corner of the page. The date is placed below the address.
Example: 210/2/RT,
Vidya nagar,
Hyderabad.
15-03-2010.
ii. Address of the Receiver: This is written only in formal or official letters. It
is written on the left hand side.
Example: To The Director of school education, Hyderabad, A.P. iii. The salutation or the greeting: The form of the greeting depends on
the relationship between the sender and the receiver.
In personal letters, the salutation is:
a) Dear Dad, or My dear Mom and Dad,
b) Dear Sony, or My dear Neha,
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In formal or official letters the salutation is: Dear sir, or sir.
iv. The Text or Body of the letter: The text begins just under the name of
the person addressed. Here are some opening sentences.
Example:
a) Hi, how are you, I am fine here, and hope the same with you…
b) Hello! I am pleased to read your letter…
c) Let me congratulate…
d) In response to your advertisement dated…
e) With reference to your advertisement dated…
The body of the letter could be divided into paragraphs, each paragraph
containing a single idea.
The concluding sentence may be in the form of conveying love and
respect to the family members in personal letters or conveying regards in an
official letter.
Example:
a) Convey my regards to your parents.
b) We are missing you
c) With kind regards.
v. Subscription: It is written at the right-hand bottom. It should correspond to
the salutation in tone. In personal letters the subscription usually is:
a) Yours affectionately,
b) Yours loving son,,,,
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In official letters,
a) Yours faithfully,
b) Yours sincerely etc..
vi. The signature: In formal or personal letter, the senders first name is enough.
Example: yours lovingly, Abhishek.
In official letters the sender’s surname is necessary.
Example: Yours faithfully, Karthik Mehra.
vii. The Address on the Envelope (superscription): This refers to the address of the receiver.
Example: Mr. Venugopal, H.no.3-45/B, Sai Anusha apartments, Gunfoundary, Hyd-500001.
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I. Letter –conventional format:
i) sketch- personal letter (INFORMAL)
ii) Sketch of an official letter (FORMAL)
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MODERN FORMAT: Personal letter(INFORMAL)
Official Letter (FORMAL).
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MODEL -1 Letter to a News paper
Letter to the Editor of a News Paper, on reckless driving 35, Abid Road, Hyderabad.20/02/2010.
ToThe Editor, Times of India, Hyderabad.
Sir,
It is high time that proper steps are taken to put the reckless driving of
motor cars in the narrow streets of our thickly populated city.
It is true that regulations regarding the speed limit do exist. But unless the
police are strict in enforcing them, what do the drivers care for them? Motor car
accidents are at most a daily occurrence. I hope that the authorities will respond
to put a stop to reckless driving.
Yours truly,
Naveen.
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MODEL-2 Personal or social Letter.
To a friend who has met with an accident
3-45, Abid road, Hyderabad.20/02/2010.
My dear Vamshi,
Vijay told me this morning that you had been knocked off your bicycle by a car
yesterday and badly hurt. I am awfully sorry. But I hope it is not really as bad as
Vijay made out. If you can write, please let me know how you are. Wishing for a
speedy recovery.
Yours forever,
Kenny.
ToMr. Vamshi, 5-34, Jagadamba centre, Vizag-500660.A.P.
________________________________________________________________
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MODEL-3
Task-1: Write a letter to your father asking him to send you some money for
going on an educational tour. You may make use of the following hints.
Hints: Need for a tour- organized by the school authorities – visit to places of
historical importance – Money for transport and food.
Hyderabad.
19-02-2010.
My dear Father,
I am doing well here. I hope it is the same with you.
Our school authorities have proposed an educational tour to Mysore and
surrounding places. It is organized by the school authorities and some of our
teachers accompany us. It is meant primarily to visit places of historical
importance. It is a ten day tour, during the summer holidays. Many of my friends
are taking part in it. I am interested to join the party. I request you to permit me to
join the tour.
If you permit me, kindly send me Rs.2000/- as early as possible towards
tour expenditure.
Convey my love to mother and sisters.
Yours loving son,
Anush
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MODEL LETTER-4 Letter of Application
Letter of application should be in the format of a Business Letter.
Reply to an advertisement for a junior clerk
3-45,Dilsukhnagar,Hyderabad.19-02-2010.
Messrs Rajkamal & sons, Merchants,Hyderabad.
Sir,
I wish to apply for the position of junior clerk, advertised in today’s “The Indian Express”.
I am eighteen year old, and have just passed the SSC examination from
Vivekananda High school, Hyderabad. I have also taken a course in computer
education. I enclose my testimonials, and would refer you to the principal of the
Vivekananda High School for my character.
If I am given the post, I can assure you I will do my best to give you satisfaction.
Yours faithfully, Vivek Reddy.
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Methodological Enrichment: A letter writing in initial stages should be
preceded by class-room discussion. Students should be asked to express their
ideas orally, before beginning to write the letter.
The teacher may introduce model letters in the class and make the
students identify the differences between formal and informal letters.
The teacher may write a letter on the black-board with some blanks and
ask the students to fill them up.
Example: Write a letter to your friend about the annual day celebrations in your school.
Fill in the blanks.
Harish,
----------
----------.
_____________,
How are you,__________________________________________. I would like to tell you about your _________________, The chief guest came ____________, I got ____________. We enjoyed ____________________.
Give my ___________________ to you __________________________.
In the next stage, students may be encourage to write letters by using given clues and hints.
Example: Write a letter to your friend advising him to do a course in computers.
Hints: Doing a course in computers---many benefits ---job work---internet---skills-
--store of information.
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Evaluation: Sample exercise
1. Imagine you are an eye witness to the incident. Write a letter to your
friend describing the event and praising the courage of the boys.
2. Write a letter to the Editor of the local English daily which published the
news item. Write about the need for the people to be vigilant against the
chain snatchers and for greater police patrolling in the town.
Task-2
1. Write a letter to a friend describing a cricket match.
Use hints: When played—teams—runs---- scored by the teams—winning team.
2. Write a letter to the inspector of police complaining of the theft of your cycle.
Hints: Time of theft-place of theft -description of the cycle-your request.
3. Write a letter to your brother, reproving him for having neglected his
studies, and advising him to be diligent.
4. Write a letter to your friend telling him/her what you intend to do after your
examinations.
5. Write an application to your principal, requesting him to issue a conduct
certificate.
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Exercise-3:
Read the following advertisement which appeared in the News paper.
Write a letter to the above address asking for details of qualifications, working
hours, salary. Use the hints given.
Hyderabad
10/01/2010.
From,
--------
------.
To
------
M.G.Road,
Secunderabad.
--------,
This is with --------------------------dt -----------. I --------------- myself ---------- I am young ----------------------with good ----------------------English.
Thanking you. --------------
--------------
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Exercise-4
You were the witness to the air show recently held at Begumpet. There was an
air show and a plane crashed into the nearby apartment.
1. Write a letter to your friend in Mumbai describing the incident.
2. Write a letter to the Editor of the Newspaper as to how the rescue operation
has taken place.
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Lesson Plan
Dear Teacher,
We all agree that some kind of conceptual orientation is necessary
for any system to function efficiently. Just as a country needs five year plans and
annual plans for economic development, we need lesson-plans to make our
teaching effective.
A good lesson plan is the basis of good teaching. It helps the teacher to
define his/her objectives and think of activities and techniques to realize them. It
also helps the teacher in designing effective teaching learning material.
To teach without a plan is like to shop without a list of things to be bought.
Just as the shopper may forget the essential goods and end up buying things by
chance, a teacher may end up teaching the lesson without fulfilling the
objectives.
So, plan well and teach effectively.
Happy Teaching!
The first step in planning is stating the objectives and specification in
terms of the competencies and skills students should acquire.
The second step is selecting the important language items(s) to be taught.
The third step is to identify the new vocabulary to be introduced.
The fourth step is choosing the approach.
While the three stages in planning a lesson are:
1. The presentation stage includes preparation and presentation.
Preparation is needed to draw the attention of the students towards the new
lesson. They are to be motivated either by receiving the previous day lesson or
using a tape recorder/ pictures/situations etc., to introduce the new lesson. In
Non-English medium classes, a pre-reading or pre-listening activity is
introduced.
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2. The Practice stage: In this stage, the teacher has to think of possible activities
that can be provided to the students to practice the new teaching item.
3. The performance stage or Production stage:
Here the teacher has to provide application and follow up activities. The
students are given opportunity to apply the knowledge gained. The teacher can
think of a variety of activities that are innovative. The performance of the
students serves as a feed back to the teacher. The three-stage plan suggested
here is a broad frame work for the teacher to plan a lesson. The blank outline
plan which can be used for different kinds of lessons is given below.
The Skeleton of a Plan
Class : ______________ Name of lesson :
___________________________
Para no :
_____________________________
Objectives
1. Specifications:
a. __________________________________
b. __________________________________
c. __________________________________
2. Rapport building: Motivation / Warm up / Review.
3. Introduction of new teaching items.
a) Presentation b) Practice. C) Production.
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4. Introducing new vocabulary situationally.
5. Pronunciation.
6. Declaration of the topic.
7. Model Reading by the teacher.
8. Discussion.
9. Silent Reading by the students.
10. Reading aloud by the students.
11. Recapitulation.
12. Assignment.
13. Follow up activity.
Teaching aids needed:
a.
b.
c.
Sample Lesson Plan
Title: MOTHER TERESA
Std X: English Medium.
Objectives: To enable the students use English accurately, fluently and
appropriately for the purpose of communication.
The aim is sought to be achieved through:
i) Development of language skills viz..L.S.R.W.
ii) Mastery of language elements: speech, sounds, words, phrases, sentences
and discourses as well as their structuring.
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iii) Inculcation of literary skills and development of study skills.
T.L.M : Structural chart, black-board, picture of Mother Teresa, her institutions.
Objectives and Specifications
1. Specific objectives - Listening:
Objective: To enable the pupils listen to the new structural item presented by
the teacher and comprehend.
Specification: The pupils listen to the new structural item presented by the
teacher and comprehend.
Objective: To enable the pupils listen to the new vocabulary presented by the
teacher and comprehend its meaning.
Specification: The pupils listen to the new vocabulary presented by the teacher
and comprehend its meaning and use the word in sentences.
Objective : To enable the pupils listen to the paragraphs 1 to 6 read aloud.
Specification : The pupils listen to the passages read aloud by the teacher
alternatively.
2. Speaking :
Objective : To enable the pupils comprehend the usage of new structural item.
Specification: The pupil comprehends the usage of the new structural item.
Objective: To enable the pupils comprehend the meaning of the new words
and their usage.
Specification: The pupils comprehend the meaning of the new words and their
usage.
Objective: To enable the pupils answer the questions asked by the teacher
in simple and correct English.
Specification: The pupils answer the questions in simple and correct English.
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3. Reading:
Objective: To enable the pupils read the paragraphs aloud with correct
pronunciation and stress.
Specification: The pupils read the passages with correct pronunciation and
stress.
4. Writing:
Objective: To enable the pupils use the new structural item in different
situations.
Specification: The pupils use the structural item in different situations.
Objective: To enable the pupils answer the questions in simple English.
Specification: The pupils answer the given questions in simple and correct
English.
Objective: To enable the pupils take up independent writing.
Specifications: The pupils take up simple writing tasks.
Structural Item: a few ways of asking for and stating reasons, ‘why’ questions.
Active Vocabulary: Charisma, chapel, landmark, charity.
Passive Vocabulary: Pedestrians, courtyard, abandoned.
Words for pronunciations: compound words,
head-quarter, cab-drivers, tram-cars, three-storied, name-plate, blue-bordered,
freshly-washed, store-rooms etc.
Teaching Learning Material: picture, chart.
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s.no
Steps Learning Experience
Teacher-pupil activity
TLM Black-board work
1. Introductoryactivities
Generalization
The teacher greets the students.
The students greet the teacher.
The teacher reviews the previous day’s lesson.
The Teacher introduces the structural item situationally.
Today lets learn a few ways of asking for and stating reasons. The most common way to ask for reason is a question beginning with ‘WHY’.
Let’s listen to this conversation.
Father: why do you want to go to the U.S.A?
Son: Because I want to earn a lot of money.
Father: Why do you want to earn a lot of money?
Son: Because I want to buy a big house and live happily.
Teacher: Dear children, asking questions using ‘WHY’ is one of the several ways of questioning for a reason.
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Practice
And a reason commonly is expressed by clauses beginning with ‘because’ or phrases beginning with ‘because of’.
Teacher: Now get into pairs and practice this dialogue.
The teacher writes the dialogue on the black-board.
S1: why do you want to become a doctor/ an actor?
S2: Because I want to serve the people/ I want to earn a lot of money.
2. Introduction
Teacher: Children, here are some cues, read them carefully. Then write a dialogue to practice in pairs.
1) Rani: why/become/
teacher.
Rani:Because/love/
Children.
2) Raju: why/become/an accountant.
Ramesh:Because/good/accounts.
3. Learningwords.
a)ActiveVocabulary.
The teacher presents the new words situationally.
Let’s listen to the telephone conversation.
Tulsi: Hello, Rani where are you?
Vamsi: I am at Malakpet railway station.
Tulsi: Well, I think you know Yashoda hospital, my house is in the next lane. It is the second house with the green gate.
Land mark = an easily recognizable object.
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b)PassiveVocabulary
c)Pronunciation
compoundwords
Vamsi: Oh, it’s easy to locate. I will be there in ten minutes, bye!
Tulsi: Bye
The teacher writes the meanings of the words on the black board.
The teacher writes the compound-words on the blackboard.
The teacher reads them aloud with proper pronunciation and asks the students to repeat.
The students read the compound words after the teacher with proper pronunciation.
Pedestrians=persons travelling on foot.
Abandoned = deserted.
Compound words
Head-quarters
Cab-driver
Tram-cars
Three-storied
Name-plate
Blue-bordered.
Freshly-washed
Store-rooms
4 a) Contentintroduction
b)Declarationof the topic
The teacher introduces the lesson, shows the picture of Mother Teresa and leads the discussion. The students participate in discussion.
The teacher declares the title of the lesson.
The teacher reads aloud paras 1 to 5 with proper stress and intonation. The pupils listen to the passages read aloud and try to follow the stress and intonation.
‘Mother Teresa by Kushwant Singh’
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c)Modelreading
SilentReading.
Postreadingdiscussion.
Readingaloud.
The teacher asks the pupils to read the passages 1 to 5 silently.
The pupils read the passages silently and try to comprehend.
The teacher asks the following comprehension questions.
1. Who is the best loved citizen of Calcutta?
2.What is the oldest landmark of Calcutta?
3.What is the new landmark now?
4.What do you find outside the building?
5. What time does the day begin at mother’s house?
6.What does each sister have?
7. What do the sisters do?
The students try to answer the questions in simple and correct English.
The teacher asks a few students to read the passage aloud. The pupils try to read the passage aloud with proper stress and intonation.
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Evaluation:
Recapitulation:
Assignment:
Follow up activity.
The teacher asks the students the following recapitulation questions.
1. What is Calcutta’s oldest landmark?
2. What constitutes a typical day of a sister of charity?
3. What are the earthly possessions of sisters of charity? What does this show?
The teacher writes the assignment on the blackboard.
The teacher gives the follow up work.
Read the passages 1 to 5 at home. Identify the compound words and write them in your note book.
1.Draw the picture of Mother Teresa and describe her in about eight lines.
2. Frame five questions beginning with ‘WHY”.
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Golden sayings
1. Language is the dress of thought.
2. Learning is the light that leads to everything lovely.
3. Wise men seek instruction, fools fall for applause.
4. An optimist sees an opportunity in every calamity; a pessimist sees a calamity in every opportunity.
5. It is never too late to learn.
6. “Books are the best things well used; abused among the worst”.
7. Ordinary people think merely how they will spend time as a man of intellect tries to use it.
8. What I do today is important because I am exchanging a day of my life for it.
9. Life is for one generation; a good name is for ever.
10. Wisdom first teaches what is right. Painting is silent poetry, and poetry is a speaking picture.
11. Knowledge makes humble; ignorance makes proud.