teacher text english standard vi
TRANSCRIPT
TEACHER TEXTENGLISH
STANDARD VI
GOVERNMENT OF KERALA
DEPARTMENT OF EDUCATION2015
Teacher TextEnglishStandard VI
Prepared by:State Council of EducationalResearch & Training (SCERT)Poojappura,Thiruvananthapuram -12,Kerala.E-mail:[email protected] setting by:SCERT Computer Lab.
Printed at:
©Government of KeralaDepartment of Education2015
Members Participated in the Workshop
MembersAnu C, GBHSS Mavelikkara, Alappuzha
Abdu Razak A, AMUPS ParackalKanmanam, Thekkumury, Tanur, Malappuram
Hrdya J, GHSS Aruvikkara, Thiruvananthapuram
Krishna K, AMUPS Kooriyad, Malappuram
Minu G S, GUPS Anakudy Vamanapuram, Thiruvananthapuram
Preetha P V, NVT English, GVHSS Mancha, Nedumangad, Thiruvananthapuram
Rani S, Trainer, BRC Kilimanoor, Thiruvananthapuram
Reghunathan Parali, GHS Vennakara, Palakkad
Santhosh Kumar A V, Udinur Central AUPS, Kasaragode
Sarsha T S, HSST, SNHSS Sreekanteswaram, Cherthala, Alappuzha
Seema J Nath, GVHSS Mancha, Nedumangad, Thiruvananthapuram
Shaji M, GUPS Karingapara, Adissery, Malappuram
Sukhadan K N, HM, CAUPS Pariyapuram, Tanur, Malappuram
ArtistHaridasan N K, Art Teacher, GHSS Feroke, Kozhikode
ExpertsDr Chitra V R, Asst. Professor, University College, Thiruvananthapuram
Dr Manju C R, Asst. Professor, Govt. Arts College, Thiruvananthapuram
Dr Sushil Kumar, Assistant Professor, Devasom Board College, Sasthamcotta, Kollam
Academic Co-ordinatorJose D Sujeev, Research Officer (English), SCERT, Kerala
FOREWORD
Dear teachers
This is the Teacher Text for teachers of English of Standard VI. It is introduced to serveas a platform for you to make the teaching/learning process of English effective. Wehave to provide our learners ample opportunities to use the language effectively. TheEnglish Reader in Standard VI showcases a variety of literary pieces like short stories andpoems. By creating a language atmosphere that is congenial for learning, we can generatean interest in the learners so that they read and enjoy narratives in English.
The Teacher Text aims at empowering the teachers to use the Reader in the best waypossible so that every session of language learning becomes meaningful and productive.The Approach in General, Approach to English Language, Specific Aspects in the Reader,Strategies of Editing and Assessment and Skills and Strategies are detailed in this book.Basic instructional procedures are presented and illustrated citing examples.
We hope the teachers of English will find the Teacher Text a valuable source for equippingthemselves to engage in the teaching/learning process effectively. It will also serve as aguideline for the teacher while preparing lesson plans. Our aim is to establish a warmlearning atmosphere for the teachers as well as learners.
As the process, strategies and techniques are only suggestive, no teacher is bound tofollow this text as such. You are free to modify, adopt or even search for new and betterstrategies that suit your learners. Creative suggestions for improvement are alwayswelcome.
Hope this handbook will be useful in transacting the English Reader in Standard VI.
Wish you all the best.
Dr S Raveendran NairDirector
SCERT, Kerala
CONTENTS
Part I 5 - 55
Highlights of the Reader and the Teacher Text
Chapter 1 Kerala School Curriculum 2013
Chapter 2 On Approach and Methodology
Chapter 3 Basic Premises on which the New Textbooks are Developed
Chapter 4 Specific Areas of Second Language Pedagogy
Chapter 5 Assessment Approach
Chapter 6 Editing
Sample Teaching Manual
Formats
Part II 56-112
Unit 1 Rain of Love
Unit 2 Still We Rise
Unit 3 Glimpses of Nature
Unit 4 Work is Worship
Unit 5 Helping Hands
5
6
20
25
28
36
47
49
54
56
67
79
90
101
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o Constructivism is the basicprinciple on which the EnglishReader is developed.o The cognitive-interactionistapproach which conceiveslanguage both as a socialconstruct and individualconstruct is followed.o The Reader is designed in sucha way that various skills oflanguage are integrated andscope for constructing differentdiscourses is ensured.o The Reader contains children'sliterature by renowned writersfrom across the world.o Performance based activitieslike choreography, enactment ofskit, role-play etc. are given forpresentation either in the class oron stage.o The transactional process ofthe learning material explores thepossibilities of ICT as a tool for
Highlights of the Readerand the Teacher Text
language learning.o The Reader contains pages forassessment. 'I Can' is for the self-assessment of the learner and'My Learners' is for the teachers'assessment of the learners.o A comprehensive TeacherTextbook which gives details onthe approach, methodology,techniques of transaction,planning and evaluation isdeveloped along with the Reader.o The activities suggested in theTeacher Textbook are suggestiveand not prescriptive. Teachers arefree to adopt and modify thesuggested activities to suit thelevel of the learners in theclassroom within theconstructivist paradigm.o Ample opportunities areprovided in the Reader for thelearners to analyse and practisethe elements of language.
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General Approach1.1. PrefaceThe quality of life in the state of Keralais noteworthy and commendable. Thespread of general education andexcellence in the field of public healthare the major factors behind thisachievement. In spite of this, the fieldof education, in Kerala, faces thechallenge how quality education can beprovided to all the learners who comefrom different sections of the society.On the basis of the National EducationPolicy (1986), infrastructure develop-ment and teacher training programmeswere widely carried out. Along withthis, there were attempts to make thecurriculum child-centered, activity-based and process-oriented, therebymaking it contemporary. This led to therealization that knowledge has to beconstructed in classrooms. Thus,activities have been initiated that positthe child at the centre of theeducational process.
Chapter 1Kerala School Curriculum 2013
Changes occur every minute in all fieldsof life. The latest findings and practicalexperiences in pedagogy andeducational psychology have enabledthe development of learning materialsand the transaction of learningexperiences in a better way. These areaimed at the overall improvement oflearners.
‘It must be ensured that children whohave different socio-economic back-grounds and different physical,psychological and cognitive abilitiescan learn and achieve success at school.To overcome the limitations thatdevelop from differences in gender,caste, language and physical disabilities,policies and projects will not aloneserve; instead, there is a need to selectand design suitable teaching methodsand learning objectives right fromchildhood.’ (NCF 2005, p-27).
Thus, as pointed out by NCF, theperspective should be to adopt minuteas well as scientific strategies to
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provide the desired learning outcome tochildren from all sections of society.This can be achieved only if curriculumrevisions are carried out periodicallyand the system is always kept active.The existing curriculum is revised onthe basis of this vision by imbibing theexperiences, findings and research ofthose who constantly intervene in thefield of education. The scientificapproach of proceeding from what isgood to what is better is adopted here.
1.2 Relevance of Kerala SchoolCurriculum 2013The field of education has witnessedthe introduction of several innovativeideas during the last many years. Withthe implementation of the Right toEducation Act in the year 2009, qualityeducation has eventually become theright of the child. The curriculum forschools has to be raised to aninternational educational standard toimplement such a right-basedcomprehensive school developmentvision. International standard does notrefer to the standard set by anyparticular country. It is the sum-total ofthe knowledge and experiences thathave to be gathered by a child in anypart of the world, after a particular stageof education. This shows that there isthe need to provide internationallyaccepted teaching-learning models tothe children in Kerala.
During curriculum revision, it isessential to consider the rulesconcerning curriculum and assessmentin the Right to Education Act.
Right to Education Act – 2009Section – 29 (Chapter 5)The Curriculum and theAssessment Process1) The curriculum and the assessmentprocess for primary education have tobe stated through an academicauthority authorized by the respectivegovernment through a notice.
2) The following have to be taken intoconsideration while stating thecurriculum and assessment processaccording to Sub section (1) of theacademic authority.
(a) Suitability to the stated values of theConstitution.
(b) The overall development of thechild.
(c) The gradual up-gradation of theknowledge, ability and expertise of thechild.
(d) The complete development ofphysical and mental abilities.
(e) Learning in a method that is child-friendly and child-centered throughactivities, findings and exploration.
(f) The medium of instruction has to bethe mother tongue of the learner, to theextent of practicality.
(g) To free the child from fear, mentalstress and anxiety and to help the childto express his/her ideas freely.
(h) Continuous and comprehensiveassessment of the knowledge acquiredby the child and how he/she applies it.
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CHILDREN'S RIGHT TO FREE AND
COMPULSORY EDUCATION - KERALA
RULES AND PROVISIONS 2011
Academic Authority1. SCERT will be the authority withrespect to Provision 29.
2. When the academic authoritynotified in Sub-Rule 1 prepares thecurriculum and the evaluationprocedure it should not affect thespecifications from (a) to (f) of Sub-section-2 of Provision 29 of this Act.
(a) Designing syllabus, textbooks andlearning materials that are relevant andsuitable to the age to develop basic lifeskills.
(b) Fix the minimum learning objectivefor each subject from Class I to VIII anddevelop the indicators of excellence forthe learners, along with forming thenorms of responsibilities for teachers.
(c) Developing in-service teachertraining materials as part of teaching-learning objectives.
(d) Designing pre-service and in-servicetraining for teachers to provideeducation to children with disabilities,as per the specifications in the Peoplewith Disabilities Act (1995) equalopportunities, protection of rights andtotal participation.
(e) Preparing guidelines to carry outcontinuous and comprehensiveevaluation.
(f) Taking up researches and studies onthe policies, programmes, curriculum
and the teaching objectives andcommissioning it.
In the light of the Right to Educationcontinuous and comprehensiveevaluation has become a constitutionalresponsibility. The curriculum has to berevised to ensure this. Curriculumrevision must be viewed from thisperspective.
Let us examine the characteristics of theKerala School Curriculum (2013).
1. Curriculum that is child-centered,process-related, activity oriented andvalue based.
2. Lays stress on the learning outcomesat the cognitive, process, attitudinaland value domains.
3. Curriculum that is based on thephilosophical foundation ofconstructivism.
4. Gives freedom for the teachers toemploy logical and variegated learningstrategies during the transactionprocess.
5. The flexibility to carry out variousteaching/learning strategies realizingthe learning outcomes, nature ofcontent and the different levels of thelearners. It considers discoverylearning, concept attainment method,deductive thinking, meta-thinking, co-operative thinking, collaborativethinking, developing reflective thinkingand giving individual and groupopportunities.
6. It gives importance to ensuring the
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learning achievements of the learners,along with free and universal education.
7. A curriculum that considerseducation comprehensively from thepre-primary level to the highersecondary level.
8. Prepares textbooks for each classaccording to the Kerala State syllabusand curriculum and integrating thesubject content at the national level.
9. For the first and second classes,three textbooks, for the mother tongue(integrating environmental studies),Mathematics and English - areprepared, similar to the nationalcurriculum.
10. English medium textbooks areprepared from class I to IV.
11. Gives importance to Malayalamwhich is a classical language and themother tongue of the people of Kerala.
12. It suggests that a unified curriculumshould be designed for pre-primaryeducation and be made a part of formaleducation.
13. Instead of treating Information andCommunication Technology (ICT) as aseparate subject, it should be used as aneffective medium for transactingvarious subjects.
14. Along with designing variousinnovative learning strategies forchildren with special educational needs,different evaluation activities aredesigned and employed.
15. Continuous and ComprehensiveEvaluation (CCE), that is based onlearning outcomes, is ensured.
16. Health and Physical Education, ArtEducation and Work Education areconsidered as compulsory subjects.
17. At the higher secondary level,textbooks that are contemporary areprepared.
18. In the light of the Right toEducation Act (RTE), right-basededucation is stressed upon.
19. Opportunities are made available toeach teacher to rise to the level of amentor providing care and securityinside the school campus and theclassroom.
20. Lays stress on the Code ofProfessional Ethics for SchoolTeachers.
21. Contemporary, as it is designed tomake the learners achieve the latestlearning skills.
22. Suitable to mould a generation thatinternalises human values.
23. Suitable to an education thatprovides equity and equality.
We envision a Curriculum that aims atthe harmony of the head, heart and handto make learning natural, with stress onthe comprehensive, cognitive, mentaland action-oriented development.
Therefore, the curriculum approach andits theoretical and practical foundationare envisioned as follows:
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1.3 Curriculum ApproachA child is born with natural abilities tolearn from its surroundings. The formaleducation that the child gets fromschool should open up possibilities tolook at the world from a newperspective, to understand, interactand evaluate it.
Learning takes place by confrontingproblematic situations and throughproblem-solving. What should be theapproach to curriculum transaction?
• Activity-based
• Process-related
• Ensuring learning
• Suitable to achieve learning objectives
• Environment-based
• Considering areas of development
• Suitable to the nature of the learner
• Integrating learning and evaluation
Learning based on constructivismforms the foundation of the curriculum.The distinctiveness of this perspectiveis that it conceives knowledge assomething constructed in a natural waythrough learning activities in which thealready acquired knowledge and theconceptual background of the learnerare well considered.
Learning experiencesIt is understood that the acquiredknowledge, abilities and inclinations oflearners from various backgrounds aredifferent. It is important to accept thisvariety and create learning experiences,considering individual differences andmultiple intelligence.
Learning atmosphereThe classroom must be organized insuch a way as to make the learnersparticipate in the learning activities.This must be done by taking theinterest and development of thelearners into consideration.
Learning process• Learners relate their previousknowledge to the knowledge that theyconstruct.
• Knowledge construction has to beinternalized at the individual andcommunity levels.
• The differential needs of the learners canbe met by flexibly selecting and adaptinglearning activities.
• Learning outcome is ensured whenproper learning experience is provided.
• Learning and evaluation should go handin hand.
• Learning outcome can be achieved onlyif the needs of the learners, appropriatecontent and teaching methods aremeticulously applied.
• Learning process should aim at the all-round development of the learner.
1.4 Learning OutcomesKnowledge, abilities, attitudes andvalues are formed in a child through thelearning activities related to differentsubjects. Some of these are achieved ina short period while others are not. Thechanges that are effected in a child canbe fixed early. While designing the
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curriculum, the focus should be on thelearning outcomes which are thevarious objectives that are expected tobe transacted by the learner at differentstages of school education. Through aseries of learning activities in each unit,the learning outcomes evolve andbecome the learning outcomes of aparticular class towards the end of theacademic year. These become thespecific outcomes of the educationperiod. The speciality of learningoutcomes is that they are observableand measurable. The knowledge, skills,values and attitudes can be assessedthrough the analysis of each unit, classand stage. The learning outcome of alllearners should be ensured through theeffective transaction of the curriculum.
The characteristics of learningoutcomes can be consolidated asfollows:
• Learning outcomes are theknowledge, skills, attitudes and valuesthat are acquired through subject-related learning.
• Learning outcomes are observable andmeasurable.
• Learning outcomes can be achieved ina short term as well as in a long term.
1.5 Learning ResourcesLearning resources are essential for theeffective transaction of the curriculum.For the successful completion of thelearning activities, the followinglearning resources should be properlyutilised.
• Library
• Lab (Maths, Sciences)
• Learning Aids
• Display Board
• Computer Lab
• Multimedia Devices
Besides, there are several platforms inschools where the hidden talents of thelearners can be showcased. Some aregiven below.
• Assembly
• Bala sabha
• Clubs
• Group discussion
• Seminar/Symposium
• Study tour
• Voluntary organisations like: SPC,NSS, NCC, Scouts and Guides, etc.
1.6 Inclusive EducationIn the classroom, an atmosphere that iscongenial to all learners must becreated. There are two categories oflearners who require more help andconsideration. This ensures EquitableQuality Education.
Who are those in need of specialattention, learning assistance andprotection?(a) Learners who are socially andeconomically marginalizedThose who face extreme poverty, tribalpeople, girl children, those belonging to
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the scheduled caste and scheduledtribes, immigrants, those who do nothave a permanent settlement and thosewho undergo discrimination of variouskinds deserve special attention,assistance and protection.
The limitations and differences of theselearners should be identified, acceptedand respected. Through the combinedeffort of all teachers, the problemsfaced by these learners can be solved.
(b) Learners who face physical andmental challengesLearners who face physical and mentalchallenges and those who experiencelearning difficulties have SpecialEducational Needs. The issues includehearing impairment, eye-sightdisorders, limitations of cognition,loco-motor disabilities, learningdisability, autism, cerebral palsy,multiple disabilities, lack of emotionalequilibrium and attention disorders.
The following have to be consideredduring curriculum transaction tofacilitate the learning for these learners.
• The planning of learning activitiesconsidering their learning needs andaptitudes.
• Adaptation in lesson plan to facilitateparticipation in learning activities.
• Implementation of a multisensoryapproach considering the difference inlearning pace and learning style.
• Planning and implementation ofremedial practices and enrichmentpractices that are need-based, for each
learner.
• Execution of different flexibleassessment strategies.
• Ensuring the assistance of resourceteachers and other experts.
• Ensuring the support of parents withregard to the child’s learning andprotection.
Along with these, Gifted Children whoneed special consideration are also tobe taken care of. Thus the schoolactivities and infrastructure have to bescientifically organized to facilitateinclusive education.
1.7 Scope of Information andCommunication TechnologyInformation and CommunicationTechnologies have recently gainedgroundswell of interest. It is asignificant research area for manyscholars around the globe. Their naturehas highly changed the face ofeducation over the last few decades.
Need
Suitable ICT materials related tocurriculum transaction have to beincluded. The possibilities of ICT canbe used to overcome the limitations ofthe textbook. Teachers have to equipthemselves to choose the areas whereICT can be used to provide an effectivelearning experience.
Suitability
ICT possibilities that kindle variouslevels of creativity and intelligence of
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the child have to be considered. Withthe help of ICT, the curiosity of thelearner should be ignited. Children whohave disabilities of the sensory organswill find it more useful. This is alsohelpful in providing learningexperiences according to differentlearning styles.
Authenticity
The authenticity of learning materialshas to be ensured. Information gatheredfrom the websites of variousdepartments, educational websites,portals, blogs and social network can beused after verifying their authenticity.The practicability of ICT materials usedin classrooms also has to be ensured.
These materials and the software thatare used for their presentation have tobe made easily available. ICTpossibilities should suit the age andmental state of the child.
1.8 Areas to develop values,attitudes and commitmentsAreas such as awareness ofhumanitarian values and constitutionalvalues, attitude that strengthen sociallife and growing social commitment arethe prime concerns of the curriculum.Details of the conceptual areas aregiven below.
Democratic Sense
While choosing the content for differentsubjects, the perspectives ondemocracy have to be considered. In
the planning and transaction of learningactivities, there should be a democraticapproach. The aim of the curriculum isto form a democratic approach througha democratic class and otherdemocratic platforms.
Constitutional Values
The values and objectives that areupheld by our constitution have to bereflected in the curriculum. Thecontent and the transaction processshould be selected to enable learnersacquire constitutional values.
Secular Attitude
Subject areas that help in developing asecular attitude have to be included.
Tolerance
The curriculum should aim at includingeven those who tend to have asecessionist attitude.
Creative Thinking
There is a need to develop creativethinking and the urge for discoveryamong the learners. There should bepossibilities for creative enquiries in thecontent areas and learning strategies ofthe curriculum. Multiple intelligenceshould also be considered.
Respect for one’s cultural heritage
One of the aims that the curriculumenvisions is to create a respectfulattitude for one’s cultural heritage andhistory.
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EqualityIt is essential to ensure equality in thelearning activities.Leadership QualityThere is a need to design learningstrategies that would help in mouldingleaders who can face the challenges ofthis millennium. In the classroom,opportunities must be created todevelop leadership skills amongchildren.
Life Skill EducationLife skills such as self-awareness,empathy, communication skill,interpersonal relationship, creativethinking, critical thinking, decisionmaking, problem-solving, emotionalequilibrium and managing stress haveto be developed in learners. These lifeskills help the learner to face life withself-confidence.Civic SenseJust as the state is expected to fulfilcertain duties to the citizens, thecitizens are also expected to performcertain duties towards their fellow men.The aim of education is to create acommunity with civic sense and a senseof responsibility and discipline.Human RightsHuman rights have to be givenimportance in the curriculum. Theyrefer to the right of individuals to livewith dignity.Child RightsIt is our duty to protect all the rights ofchildren.
Protection of Nature and NaturalResources and EnvironmentalHygieneLearners should be made aware of thebasic concepts on nature and itsconservation from primary classesonwards. It is necessary to make themaware of the fact that cleanliness ofone’s surroundings is as important aspersonal hygiene. Environmentconservation is equally important, sinceany change in the equilibrium of natureand natural resources may have far-reaching effects.
Peace EducationThe basis of peace education is todevelop values and attitudes to interactwith others and the surroundings in apeaceful and friendly manner. It isessential to include content areas thatreflect values such as peace andharmony.
Legal LiteracyCitizens of a democratic country mustpossess awareness of law. It is the needof the hour to include content areasthat ensure legal literacy. Variousprogrammes involving Law Clubs, LawClinics, etc. can be organized to createawareness of Law.
Awareness of CybercrimesThe misuse of ICT and related criminalactivities are on the rise. Awarenessshould be created among children tomake them stay away from suchactivities. A clear idea should be givento them on the proper use of internet, e-mail and social networking.
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Media LiteracyMedia has great importance in oursociety. The visual media hastremendous influence on children. Sothe curriculum should include areaswhich give importance to medialiteracy.
Perspective on ConsistentDevelopmentThe curriculum must reflect ideas onhow environment and development cango hand in hand. It should also presentperspectives on consistentdevelopment and create acomprehensive awareness onenvironment.
Adolescent EducationThe possibility of including contentareas on adolescent education shouldbe explored with the help of childpsychologists, health workers, doctorsand teachers.
Consumer Culture-Negative EffectsFacts concerning the negative aspectsof consumer culture have to beincluded in the curriculum. Our rightsas consumers and consumer lawsshould be included in the curriculum.
A negative attitude towards drugsand intoxicantsChildren should be made to realise thatalcohol, intoxicants and tobacco areinjurious to health. Pictures, pamphletsand visuals on the physical and mentaleffects of drug abuse, for example, canbe included in the content areas.
Gender JusticeThe curriculum should ensure genderjustice and gender equality.Discrimination on the basis of gendershould not be reflected in the contentareas. It is the responsibility of teachersto ensure gender justice while carryingout learning activities.
FrugalityFrom the primary classes itself, childrenshould learn the basics of frugality.Activities that help in making thispractical can also be organized.
Road SafetyTraffic rules and practical suggestionsto avoid road accidents are part of roadsafety. Children should develop anawareness that the road is a public placeand that everybody has the right to useit.
In the natural transaction of thecurriculum, learning experiences inthese areas should be included.Activities of various clubs, SPC, NCC,Scouts & Guides, JRC, Vidyarangam,Kalasahithyavedi, Gandhidarsan etc.can be platforms to develop values,attitudes and commitment.
1.9 Right Based EducationThe UNESCO has taken an initiative todecide the rights of children andimplement them globally. As a result ofthis, legislation has been made toprotect the rights of children in manycountries. In India, RTE, an epoch-making legislation was implemented in
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2009. The three facets of Right-basedEducation are Participation, Provisionand Protection.
What does the child think about his/her rights?
Participation
• My opinion is sought for whendecision concerning me/children aretaken.
• My interests are given importancewhile taking decisions.
• I get opportunities to participate inlearning activities, realizing my abilitiesand shortcomings.
• I can go through a learning processthat helps me to nurture my abilitiesand overcome my shortcomings.
• My opinions are valued.
• Along with my friends, I get ampleopportunity to participate in classroomactivities.
• I get opportunities to showcase mytalents.
Provision
• I get the service of teachers who havethe required educational qualification.They also update their knowledgeregularly.
• I get learning experiences in theprescribed time.
• I get a classroom atmosphere thathelps to nurture my physical and mentaldevelopment.
• My teachers are able to preparelearning aids that are helpful in learningactivities.
• I get devices and opportunities for artand physical education.
Protection
• I do not experience any kind ofdiscrimination at school.
• I am not ignored in any way.
• I am not tortured either physically ormentally.
• I can interact with my teachersfearlessly.
• Though a child, everyone approves ofmy privacy.
• I am sure that I will be secure both athome and school.
1.10 MentoringRTE considers the ‘teacher’ as a‘mentor’. At the outset of thecomprehensive school developmentproject, mentoring has much relevanceand importance. Certain guidelines areessential for the achievement of thelearning outcomes. There have beenconsiderable changes in the teacher -learner relationship which is the primefactor in the educational scenario. Theteacher is not considered as the sole‘supplier’ of knowledge but as thefacilitator who unifies variedenvironments for the learner to acquireknowledge. In fact, school becomes‘second home’ for the child. Love,
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consideration, security, appreciationand recognition are expected bylearners. A teacher can know moreabout his/her learner’s individual traitsthrough the following activities.
• Home visits
• Communication with parents
• Continuous observation of the learner
Thus, teachers play the role of co-guardian. Learners get proper guidance,advice, scaffolding and chances forimprovement through mentoring.
Through mentoring:
• the teacher and the student enjoysproper learning experiences.
• the knowledge area of the teacher andstudent widen.
• the bond between the student and theschool is strengthened.
• personality development and learningdevelopments are ensured.
• the relationship between parents andschool is strengthened and an overallview of the learner’s learning process iscreated.
• the participation of learner in arts,sports and health awareness studies canbe evaluated.
• Mentoring has to be manifested as aprocess which caters to personalitydevelopment and interest in learning. Itshould also help in continuous
evaluation. The class may be dividedinto small groups and the class teachercan be given the responsibility ofevaluating the progress of each group.
Teaching Manual• Every teacher should be able to
plan creative methods with a viewto achieving learning outcomes.Teacher must be able to customizethe activities given in the textbookto the level of the learners in theclass. He/she has to includesufficient number of activities inthe plan so that target learningoutcomes are achieved. Theprocess column of the teachingmanual should contain strategiesthat incorporate learning activitiesand evaluation. The assessmentcolumn should contain the recordof information obtained throughcontinuous evaluation.
• It would be better to present theteaching manual which containsthe planning of a week in theSchool Resource Group (SRG) orin the concerned Subject Council.Teachers are expected to prepare areflection note based on theassessment column and the samecan be subjected for detaileddiscussion in the Subject Council orSRG. The future planning of theteacher should be based on thisrecord. The format of teachingmanual is given below.
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Teaching Manual
Name of the lesson:
Date:
Expected time:
Theme:
Learning Outcomes:
Ideas:
Skills:
Language Elements:
Discourses:
Values, Attitudes:
Learning Aids:
Expected Product:
Activity Page Assessment
Signature of the HM Signature of the teacher
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Reflection Notes
My Findings/Realisations
(Based on the evaluation of the learning activities)
Follow-up activities and remedial measures:
•
•
•
•
Why reflection notes?The reflection note is to be prepared only after the completion of all the learningactivities which are done for the specific learning outcomes. These reflection notesshall be presented in the weekly assembling of the SRG. They are aimed at givingdirections for future plans. They are helpful for the consolidation of the CE.
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Chapter 2
On Approach And Methodology
There has been a remarkable andunprecedented dispersion of Englishlanguage over the past fifty years inseveral ways—by the increasingnumber of users of the language, by itsdepth of penetration into societies andby its range of functions. In India,English is not our language of being oridentity. It has come to be the languageof doing, the language of academics andthe language of recognition. In thecurrent Indian context, on the one handthere is an increasing demand forEnglish which is associated withprogress and development, while on theother, the language is also perceived asa destroyer of native or indigenouslanguages. This warrants a politicallycorrect approach in the teaching andlearning of English.
The demand for English emerges frommany factors, as recognised in theposition paper on the Teaching ofEnglish produced by the NationalCouncil of Educational Research andTraining (NCERT) in connection withthe National Curriculum Framework2005: ‘English in India today, is a
symbol of people’s aspirations forquality in education and fullerparticipation in national andinternational life. English is thelanguage that empowers our people inthe present context’. The language hasso strong a data base on the internetthat it is widely used in social media toconnect people of differentnationalities. As the language of tradeand commerce, higher education andscience, English enjoys a status whichno other language has.
Perspective on Language andLanguage TeachingLanguage is a means of communication.It is a system with its own rules andconventions. It enables us to makesense of our identity and the largerworld around us. Language learninginvolves cognitive and affectiveengagement. Language use is guided byour awareness of the purpose, audience,context and culture in which it is used.The traditional view of the mothertongue causing a negative impact onsecond language acquisition is totallyabandoned by linguists and pedagogues
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across the globe. Bilingual or evenmultilingual learners are seen as richresources for learning a secondlanguage. Constructivism and learnercentred approach are the basic premiseson which a language curriculum isdesigned. In the initial stages oflanguage learning, the focus has to be onliteracy skills. Literacy is the ability toread and use written and visualinformation and to communicateappropriately in a variety of social andacademic contexts. It involves theintegration of speaking, listening,viewing, creating, reading, writing andcritical thinking in the use andproduction of both texts and newcommunication technologies. Literacyincludes the cultural knowledge whichenables a speaker, reader, writer orviewer to recognise and use languageappropriate to different socialsituations. Print awareness is to beacquired at this level.
The thrust on literacy at the primarylevel is gradually replaced with writingand with any other required literacyskills at the secondary and highersecondary level. By the end ofsecondary and higher secondaryeducation, learners will be able tolisten, read, understand, appreciate andview critically and accurately a widerange of literary and informational/functional texts from print and non-print sources. They should also be ableto speak, write and present English thatis grammatical, fluent, mutuallyintelligible and appropriate for different
purposes, audiences, contexts andcultures.
To achieve the aim of effectivelanguage use, teachers may be guided bythe following principles:
ContextualisationThe learning materials and activitiesgiven to students should be ofauthentic and meaningful contexts. Forexample, lessons will be plannedaround a theme, or a type of text to helpstudents use suitable language skills,grammatical items/structures andvocabulary appropriately in spoken andwritten language to suit the purpose,audience, context and culture.
Learner-CenterednessLearners are at the centre of theteaching-learning process. A teacher isexpected to act as a critical friend whoprovides necessary scaffolding at crucialstages of the learning process.
Learning-focused InteractionThe focus of classroom interaction is tohelp the learners attain knowledge,skills and values and the achievementof expected learning outcomes. Theteacher has to actively engage thestudents by encouraging participation inlearning, motivating them by boostingtheir confidence in the use of language,and by promoting collaboration amonglearners from different socio-culturalbackgrounds.
IntegrationThe areas of language learning such as
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receptive skills, the productive skills,language elements and vocabulary areintroduced in an integrated waytogether with the use of relevant printand non-print resources, so as toprovide multiple perspectives andmeaningful connections.
Process OrientationThe development of language skills andknowledge about the language can beattained by directing the learnersthrough carefully planned processes ofknowledge construction. The teacherwill model and scaffold such processesfor learners, while guiding them to puttogether their final spoken, written and/or multimodal products.
Spiral ProgressionSkills, language elements, structures,vocabulary and various types of textswill be introduced, revised andrevisited at increasing levels ofdifficulty and sophistication. This willallow learners to progress from thebasic level to higher levels of languageuse.
Facilitating Assessment forLearningAssessment for learning is the approachto ensure learning at every stage of thelearning process. Identifying learners’needs, abilities and interests, observinglearning gaps, monitoring learning andproviding timely and useful feedback,for improving learning and self-assessment will result in facilitatingassessment for learning.
The Kerala ContextThe people of Kerala are keen to learnthe language and hence English has itsstrong grip in the entire social fabric ofKerala. The language has its legacy inall walks of social and cultural life. Itsinfluence is evident in education,politics, religion, trade and commerce,literacy, health and so on. The influenceof missionaries and their contributionsin the realms of literacy education, artand science have left a lasting impact inthe social life of Keralites. For them,English is not just an elitist language, itis the language of employment andopportunities as well. The demand ofthe public for English compelled theauthorities to introduce English fromClass 1 onwards in the schools ofKerala. The mushrooming of privateEnglish medium schools in every nookand corner of Kerala is a clear indicationof the aspiration of the people of thestate to make their children learn thelanguage. The ubiquitous institutionsoffering crash courses for developingspoken English is another phenomenonseen in Kerala. In spite of all these,English remains to be somethingintractable for most of the Keralites.
Overview of the Current StatusThere have been positive changes inthe profile of English classrooms inKerala since the introduction of therevised curriculum and textbooks in2007, based on the Kerala CurriculumFramework. The confidence level oflearners in using English has gone up
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considerably. The children across theState have started producing their ownwriting in English in the form of stories,poems and other language discourses.By and large the general proficiency ofteachers has also improved (ImpactStudy, RIESI, Bangalore, 2011).However, a large number of learners arefound struggling to use English for reallife purposes, even after a fairly longperiod of language learning. Thecontinuous study of English for yearshasn’t enabled the learners to use thelanguage in their speech and writingeffectively. A satisfactory proficiencyin English is still a distant dream tomost learners.
Learners are able to read andcomprehend English and constructdifferent types of discourses targeted inthe curriculum to a certain extent. Butmost of them lack the competency toproduce oral and written texts that arecoherent and grammatically acceptable.It has been noticed that the linguisticand conceptual growth which thelearners should attain in constructinglanguage discourses across differentstages is not discernible, as envisioned.The gap between the required and theexisting levels of language proficiencyof the learners needs to be bridged.English requires intensive anddistinctive focus in the process of itsteaching and learning. Learners shouldget optimum meaningful exposure toEnglish.
The existing approach treats languageat the discourse level, which means thatlanguage is not viewed as a set ofdisconnected sentences but as a set oflinguistic discourses such as stories,songs, conversations, diary entries,descriptions, narratives, slogans, etc.But most of the teachers, especially atthe primary level, find it difficult toevaluate the quality of languageproduced by their learners. The editingprocess by which the learners need tobe scaffolded to refine their language isproved to be another challenge for mostof the teachers. This results in learnersnot getting the expected quality oflanguage and learning outcomes.
The textbooks also present languagediscourses as inputs and the learners areexpected to produce different languagediscourses in meaningful contexts. Thereading and writing tasks are not purelyindividual. Learners have to work incollaboration in small peer groups andpresent whatever they have understoodafter reading a text, and they are alsoexpected to present the writtenproducts they develop. There is also aslot for self-assessment by the learnerwhich is done with the help of a set ofself-assessment questions based on themost important features of the task athand. The mechanical repetition ofconstructing language discourseswithout taking care of the quality oflanguages, which should be reflected inthem, has adversely affected theorganic and vibrant nature of languagelearning experience.
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It is an undisputed fact that languageshould be treated as a meaningfulwhole. A learner who undergoes aparticular curriculum process or tasks intextbooks needs also to be aware of theconventions of speaking and writing alanguage. He/She has to be exposed tolistening and reading of different texts.Knowledge about language elementswill work as a conscious monitor oncethe acquisition stage is completed. Ateach level teachers have to ensure thatlearners acquire the concepts, skills andattitudes envisioned for a particularlevel. The academic standards/learningoutcomes may be stated clearly andcare should be taken to ensure thatlearners achieve those outcomes beforethey proceed to the next level.
Dealing with differently-abledchildrenDifferently abled children are part ofthe general classroom and are not to betreated like other children. The primarything that can be done is ‘knowing thelearner’ with the help of the resourceteacher available in the school. Ateacher must know the type ofchallenge the learner has. The help ofthe resource teachers can be sought forthe designing of new language activitiesor adapting the existing languageactivities in the textbooks. It has to beensured that the classroomenvironment is safe, and the differently-abled children are not discriminatedagainst by classmates or teachers.
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Chapter 3Basic Premises on which the New
Textbook is DevelopedEvery textbook should take certainfundamental positions on language andlanguage pedagogy. Preparing textbooksis not a process like compiling ananthology of the best poems or prosetexts. It is totally different in design,structure and intention. If so, what arethe basic premises on which the newtextbooks are developed?
a. Texts as Children's LiteratureThe new textbooks give greatimportance to children’s literature.Authentic pieces of children’sliterature, adapted versions of well-known stories and stories developed bytextbook writers are included. Thesestories and songs/poems that can besung in chorus are the main texts.Based on their reading, learners areasked to engage in certain languageactivities so as to apply their knowledgeof English. The meaning-makingprocess of the texts given has to bedone in such a way that every learnergets a chance to listen, speak, read andwrite in the target language.
b. Pictures as TextsThe illustrations used in the textbooksare treated as texts. Hence they alsoneed to be processed in the class. Themulti-coloured pictures will generateinterest in the students and will also helpthem form mental pictures of thecharacters described in the stories andpoems. Teachers are expected to usethese pictures for meaningfulinteraction with the learners. Readingcomprehension can also be tested usingthese pictures.
c. Interaction QuestionsAlmost on every page of the textbook,questions for interaction with learnersare given. These questions mainly servefive purposes.
• To read the pictures
• To elicit the text
• To connect the texts with thelearners’ own experiences
• To predict what is going to happennext
• To prompt critical thinking in learners
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Teachers are expected to ask moreinteraction questions for meaningfulcommunication with the learners.These questions can also help theteacher assess his/her learnercontinuously.
d. Theatre GamesTheatre games are an effective methodfor language acquisition. They help totrigger the imagination of the learnersand make learning a pleasurableexperience. The new textbooks provideample scope for teachers to use theatregames in the English classroom. Forexample, in Class 1, teachers can askthe learners to stand in two lines andproduce the sound of birds/animals,following the instruction of the teacher.If a different sound is produced fromthe groups standing in a line or if theyfail to produce the correct sound, theyare not given points and the groupwhich scores 5 points first becomes thewinner.
e. Language ActivitiesThe new textbooks provide enoughspace for language activities and games.There are many slots in the textbooksfor the learners to analyse the languageused in them and to apply theknowledge of the language in a newcontext.
Teachers may first assign the languageactivities as individual tasks and giveclear instructions to carry them out.Then the activities can be assigned inpairs or groups. Working and playing in
small groups promote interaction,togetherness and team spirit amonglearners.
f. Grammar in ContextThe knowledge of grammar is essentialfor the learners when they write inEnglish. The existing textbooks solelyrelied on the editing of discourses forgiving grammar inputs to the learners.But many teachers find it difficult totheorise on the errors made by theirlearners and to address these errors inthe course of their classroomtransactions. So the new textbooksaddress grammar in a way in which theteachers and the learners canunderstand the usage of languageelements in meaningful contexts.Grammar, here, is analysed in a givencontext through which learnersgeneralise certain features of thetargeted language element. Then theyapply their knowledge of grammar innewer contexts. The explicit teaching ofrules of grammar has been totally doneaway with.
g. Need Based VocabularyDevelopmentThe new textbooks provideopportunities for learners to developtheir vocabulary in a need basedmanner. Developing concept maps andword webs of related words have beenincluded in the textbooks. Instead ofteaching vocabulary items directly,activities for finding out related wordsare given in a learner-centred fashion.
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Moreover a page towards the end of theReader titled ‘My Word List’ will helpthe learners to write down new wordsand get familiarised with them.
h. Simple Language ProjectsSimple language projects that can beundertaken by young learners are givenin the textbooks. It is hoped thatundertaking such projects with theguidance of teachers will boost learners’confidence in using language. Learnersare expected to classify and analyse thedata they have collected and write briefreports on them.
i. ICT IntegrationIt is always a challenging task for theteacher to capture the attention ofyoung learners and to initiate them intoa second language. They are exposed tothe world of high quality digital audio-visual materials and teaching themusing only the ‘chalk and talk’ methodmay not be fruitful. So every teachermust think about using effective audio-visual texts in their classrooms. Internethas a rich repertoire of such goodmaterials. The new textbooks providescope for integrating InformationCommunication Technology inteaching of English.
Videos and audios of the texts given inthe textbooks are freely available on theinternet. Links to certain websites aregiven along with the units in this book.Teachers can make use of the sites forgetting more information and collectingaudio-visual materials to make theclassroom transaction more interesting.Moreover they are expected to find outmore useful spaces in the internet toenrich the classroom experience.
j. AssessmentLearner assessment is a continuousprocess and an integral part of learning.Teachers must assess the learners ateach stage of the learning process.Informal interactions, interactionquestions, reading of the text,associating pictures with the text,language activities and theatre gamesgive teachers ample opportunity forassessing the learners. Apart from these,the textbooks contain two separatepages titled ‘I Can’ and ‘My Learners’for assessment purpose alone. The firstone is for the self-assessment of thelearner, wherein the learner makes hisown assessment on what he imbibedfrom the classroom activities. Thesecond is for the teachers’ assessmentof the learners wherein the teachers canassess themselves and also the learners.
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Chapter 4
Specific Areas of SecondLanguage Pedagogy
ChoreographyWhat is choreography?Choreography means the design andarrangement of a ballet or other stageddance, or the sequence of steps andmovements in dance. Obviously, this isa performing art. Sometimes there willbe a single performer. The choreographythat is presented in contemporarycinema and theatre involves a team ofartists.
Choreography as a discourseA natural question arises: What haschoreography to do with language? Ifthere is a song, the choreographer cancompose movements and perform thedance. Language comes in when thechoreographer wants someone else toperform the choreography that he orshe has composed.
How will the choreographers get theirideas across to others? They can giveoral instructions to the performers. Inaddition to this, they can demonstrateeach movement. How do they do this?They identify the theme of the song and
set movements in order to bring outthese. In this sense a good choreographcommunicates to its viewers. In orderto give precise directions to the artiststhe choreographers will have to makeuse of communication skills.
If a script for the choreography isdeveloped very good written discoursecan be produced.
Teacher TalkLanguage is primarily speech. Thisimplies that if the learners have toacquire English they should get inputin the form of language that is spoken.This listening input cannot besubstituted by the input learners getfrom reading. So what is meant by‘teacher talk?’ All teachers talk to theirlearners. We are all aware of this. Infact, sometimes teachers even talk toomuch. Language pedagogues say thatthe teacher’s over-talk is characteristicof any teacher-centered classroom.Therefore, teacher talk does not meanthis. At several stages of the classroomprocess, the teacher has to interact withthe learners.
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Let’s have a glance at these:
• Initial interaction
• Interaction based on the entry activity
• Interaction leading to individualreading of the texts
• Interaction at various stages ofcollaborative reading
• Interaction related to asking analyticalquestions
• Interaction related to the processing ofa poem
• Interaction leading to individualwriting of the discourse
• Interaction related to the individualpresentation of the discourse
• Interaction while the discourses arebeing refined in groups
• Interaction related to presentation ofthe group product
• Interaction prior to the presentation ofthe teacher’s version
• Interaction related to editing
• Interaction related to the languageactivities
• Incidental interaction that might takeplace at any time
Each instance of interaction serves aspecific objective. At the same time allinstances of interaction serve somecommon objectives too. The teachershould know why they have to interactwith the learners at a certain point andhow it is to be done. All these instancesof interaction can be put under theumbrella term ‘teacher talk’.
What are the features of teachertalk?Teacher talk includes the questionsthat the teacher poses in the classroom,the discussions that are initiated onspecific themes and also theinstructions they give to the learners atvarious points. The teachers shouldclearly know the objectives of eachinstance of interaction. They shouldalso take care of the level of thelearners while interacting with them.The general features of teacher talk are:
• error free language withgrammatically correct sentences
• comprehensible to all learners
• audible to the whole class
• dynamic, positive, pleasant andlearner friendly
• free from expressions which find faultwith the learners
• optimal speed of articulation
• articulatory features (such as pause,stress, tone, and tempo) to bemaintained
• not a one-sided talk from the part ofthe teacher but a dialogue between theteacher and the learners
• contains various discourse markers(such as well, precisely, as a matter offact, etc.) wherever these elements arecontextually apt.
• contains linguistic elements such astags, short responses, etc.
• addresses higher order thinking skills.
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How to make ‘teacher talk’ a richlistening input for the learner?The interaction of the teacher with thelearners at various stages of theclassroom transaction is a rich inputsource for the learners. A few questionsin this context are:
1. What are the common objectives ofinteraction at these stages?
2. Are there any specific objectives foreach instance of interaction? If so, whatare they?
3. How can the quality of interactionbe improved?
Obviously, the teacher cannot use thesame kind of questions for eachinteraction. They depend cruciallyupon the purpose for which theinteraction is carried out. It is fairly easyto see that each of these instances ofinteraction has some specific objective.At the same time, all of them havesome common objectives.
Common Objectives of Interaction• Sharing of ideas
• Sharing of ideas
• Giving rich, authentic listening input• Embedding functional aspects oflanguage in authentic contexts.
• Maintaining rapport with the learners.
• For engaging in a dialogue with thelearners.
Specific ObjectivesInteractions related to trigger• Eliciting the learners’ assumptions onthe theme at hand
• Eliciting learners’ perceptions on whathas been observed
• Leading the learners to the theme /issue
Interactions at narrative gaps• Triggering divergent thinking
• Eliciting learners perceptions on thetheme
• Making predictions on what mightfollow.
• Eliciting learners’ reflections on whathe/she has listened to.
• Checking whether the characters havebeen emotionally registered.
• Analyzing the situation critically.Interactions leading to individualreading
• Instilling in learners an urge to read.• Helping learners predict what they aregoing to read.
Interaction during collaborativereading
• Ensuring that ideas are shared as perthe instructions given to the learners.
• Assessing the progress of group work.
• Extending optimal support to thosewho need it
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• Ensuring cooperation in team work
• Addressing learning issues of childrenprogressing at a slower pace
Interactions related to scaffoldedreading (posing analytical questions)
• Registering multiple perspectives onthe theme
• Identifying point of view of the writeras well as the learners
• Instilling value systems
• Building up tolerance
Interaction related to editing• Sensitizing the learners on variouskinds of errors
• Checking the learners’ intuitions ongrammaticality
• Building up confidence in usinglanguage
Interaction related to compiling Bigbooks
• Addressing the heterogeneity of theclass
• Providing slots for the creativity oflearners
• Checking the learners’ affinity to thetarget language
What the teacher has to do to build upa dialogue with the learners. This can bedone with the help of the followingstrategies:
• Using tags (positive, negative)
• Reporting
• Using discourse markers (expressingattitude, politeness etc.)
• Agreeing or disagreeing
• Seeking agreement or disagreement
• Stating one’s own opinion
• Using short responses
• Building up on a certain response
Most importantly, the classroomlanguage the teacher uses forinteracting with the learners will haveto suit the level of the learners.
What are the various levels ofteacher talk?Each instance of teacher talk serves aspecific purpose. For example, one ofthe specific objectives of the teachertalk, related to the trigger, is to elicit thelearners’ perception of what they haveseen. This holds good for all levels oflearners.
The following strategies can be utilised:1. What do you think the picture/clipping/photograph is about?
2. What ideas do you get from watchingthis picture/clipping/photograph?
3. You have watched the clipping. Youmust have formed some ideas about it.Why don’t you share them with yourfriends?
4. What does the picture tell you?
5. The picture tells us something,doesn’t it? What is that?
6. I was wondering whether someonecould tell the whole class what thepicture is about.
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All the strategies given above aresuitable for interacting with the learnersbased on the trigger. But all these arenot at the same linguistic level.
What really matters is whether theperception of the individual learners areaddressed by evoking higher-orderthinking skills.
How can teacher talk be madecomprehensible?
What the teacher says must becomprehensible to the learners. Thereis no point in repeating something withthe pretension that repetition willenhance comprehension. How cancomprehension be ensured? Thefollowing strategies may be useful:
1. Break longer expressions intosmaller ones
Consider the following story:
A dog, crossing a bridge over a streamwith a bone in his mouth, saw his ownreflection in the water and thought thatthere was another dog, with a bone,double his own in size. He immediatelylet go of his own, and fiercely attackedthe other dog to get the bigger bonefrom him. He thus lost both the boneswhich he grabbed at in the water,because it was a reflection; and hisown, because the stream swept it away.
There are several sentences in the storywhich contain more than one idea. Thefirst sentence, for example, containsideas such as the following:
• There is a dog.
• He holds a bone in his mouth.
• There is a bridge.
• There is a stream flowing under thebridge.
• The dog is crossing the bridge.
• He sees his own reflection in thewater.
• The dog thinks that there is anotherdog with a bone double the size
It will be better to split long sentencesinto shorter sentences.
2. Include images in the story
It is not enough that the long sentencesare split into small ones. Ensure thatimages are instilled in the mind of thelearner.
3. Use familiar words whereverpossible
There are several English words (theso-called ‘loan words’) in the learners’repertoire of words. They may use thesewords in their day to daycommunication without realizing thatthey are English words.
In some classes, the teacher can workout a concept mapping activity to get anidea about the words that learnersknow. How can this be done? Thefollowing process may be taken as amodel.
• List down as many themes such asschool, class, kitchen, road, vehicles,
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etc. while negotiating in the class.
• Ask learners to write in their mothertongue as many words they knowrelated to each of these so that they geta word web or spider graph of eachtheme.
• The teacher can contribute to theword webs by writing each word inEnglish.
• Each of these word webs can beconsolidated and displayed before thewhole class.
• If the learners cannot writethemselves, they can say the ideas andthe teacher can develop the word webfor the whole class.
• Activate these words by using themboth as nouns (naming words) andverbs (action words).
4. Use proper voice modulation
Articulatory features such as pauses,stress, pitch and tone contribute toeffective oral communication. Spokenlanguage will be comprehended in abetter way if appropriate articulatoryfeatures are used.
5. Use optimum gestures
This is also an important componentthat contributes to bettercomprehension. While presenting thenarratives, teacher have to useappropriate gestures. At the same time,they should take care that they are notover-acting. Gestures are to be
optimized in terms of eye-handcoordination, postures and facialexpressions.
Teaching VocabularyNew vocabulary is needed for theenrichment of thought or language. Theproblem to be addressed is how andhow much vocabulary should beintroduced in each class. Practicingteachers know that the vocabulary usedin the textbooks are selected andgraded. Is it good to impose vocabularyon the learners ignoring theirpsychological or emotional needs? Whatstrategies can be used to expandvocabulary among the learners, basedon their needs? It is high time certainnew strategies were devised forenriching vocabulary among thelearners with an element of emotionalempathy.
How to enrich Vocabulary
1. Activate the English words that thelearners already have in their repertoireof vocabulary though they may not beaware that these are English words.These items are conventionally labelledas ‘loan words’. Such words can be usedwhile interacting with the learners.
2. Need for the expansion ofvocabulary in a systematic way throughconcept mapping.
Activating stock words
English has contributed a number ofwords to most Indian languages. Today,most people in India use a number of
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English words in their day-to-day lifeeven without knowing that they areEnglish words (e.g. book, bag, bat, ball,school, class, teacher etc.). In order toactivate these words, they must beidentified and a strategy found foractivating them.
ReadingWhat is reading? It is as follows:
• decoding the text
• giving meaning to symbols, picturesand letters
• meaning making
• a process of getting the message of thewritten text
• comprehending the text involving thecognitive domain
• something that leads to insightfullearning and thinking
How can learners be made to readand write?Now, a question may arise as to what isreal reading and writing? How and whatshould the learners read and write indiscourse-oriented pedagogy?
Graphic Reading and WritingInstead of the unscientific and illogicalway of introducing alphabet we canmake them read and write graphically.Graphic reading means reading a wordand sensing its meaning without evenknowing the alphabet. Graphic writingmeans writing something withoutknowing the letters in isolation butknowing its meaning in totality as a
word. Graphic reading and writing helpthe learner pick up the vocabularywithout any process conflict i.e.without any problems of spelling andpronunciation. The learners pick up thevocabulary non-consciously.
Let us work out a strategy for leadingour Class I learners to graphic readingand writing.
• Let pupils collect wrappers of soapcakes, tooth paste, chocolates and soon.
• They can sit in small groups talk abouttheir collection:
Do you like this?
Yes I do/I don’t.
Which soap do you like?
• Let them prepare a concept map bypasting the wrappers of soap cakes.
Organic ReadingFrom what has been discussed above, itis clear that the alphabet is not taughtindependently. Learners developphonemic consciousness throughsystematic spiralling of discourseswhich they experience throughclassroom interaction. After a few daysof experience, learners will be at variouslevels with regard to skills of readingand writing.
Several activities can be used beforelearners actually enter a reading passage.These activities have been designed forfacilitating meaningful reading/writing.
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Organic WritingEveryone would like to possess a goodhandwriting. But how to achieve this isthe issue.
The conventionalist solution to this isquite straightforward. Learners areexpected to improve their handwritingthrough constant practice.Conventional teacher trainingprogrammes have always insisted onthe need to teach handwriting for whicha supposedly effective methodologyhas been devised.
Why does the conventionalist insiston copy writing?
• Writing is a skill and as such, it can bedeveloped and refined through constantpractice.
• The ascenders and descenders ofEnglish letters demand a four line copybook.
• There are four types of letters for theEnglish alphabet.
• Learners need practice in writingthese various types of letters.
• Notice that none of these argumentscan hold water for various reasons.
• There is no guarantee that the so-called good handwriting that is achievedthrough laborious practice will lastforever.
• There are ascenders and descenders inthe writing system of most languages.
• It is against the basic principles ofchild psychology that all children
should imitate a certain model ofhandwriting. A person’s handwriting isa personal possession just as his or hervoice is. It is a futile attempt to imitatea standard norm of handwriting.
• We know that copy writing is
- mechanical
- done out of compulsion
- not helpful for catering to language skills
- not creative
- time-consuming
- not monitored closely
- boring
Suppose learners undertake writingtasks on their own. In such instances,they will certainly try to improve theirhandwriting. How can this urge beinstilled in them? The only way to dothis is to involve them in need-basedwriting tasks, which are meaningful.
All that has to be done is to give thosewriting tasks that will psychologicallyappeal to them since they know that bydoing them, they are addressing theirown needs.
For this, they must have opportunitiesto see good handwriting. What are thesources for these?
• The teacher’s writings
• Sign boards on the road side
As facilitators, teachers have to helplearners familiarize themselves withthese things.
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Chapter 5
Assessment ApproachLearning is a natural and continuousprocess in learners. Learningexperiences should be based on specificobjectives and learning outcomes tomake learning effective. Teachersshould be aware of the skills andconcepts that the learner shouldacquire. Learning activities related toeach unit should be planned in such away that it produces the desired learningoutcomes. The activities that arepresented should be related to real lifesituations.
How far are the skills and concepts thatare acquired sufficient to acquirelearning outcomes? Who among thelearners are yet to acquire the learningoutcomes? What follow-up activitiesare to be provided? How can they beprovided? These should be theconcerns of teachers while they thinkabout evaluation.
The process of analysing what thelearner has acquired after thetransaction of a unit is calledAssessment of Learning. The level andexcellence of the learner after learningthe content area in a unit is assessed.This is one level of assessment.
But more importance should be given toan assessment that ensures learning.There can be different types ofinterventions by teachers or peersduring the learning process, to make itmore effective. This assessment thattakes place along with learning and thefeedback that is provided, form anotherlevel of assessment. This can be termedas Assessment for Learning. This hasto be carried out continuously tofacilitate learning and has to beincorporated with learning activities.
Along with this, there is a process ofcorrection that involves a critical selfanalysis of the concepts and awarenessgathered through learning and byinternalising the changes. This can beconsidered as self-assessment. Thus,learning takes place through selfassessment. This can be termedAssessment as Learning.
To make learning more effective stresshas to be laid upon Assessment forLearning and Assessment as Learning.Therefore, we must adopt an approachthat gives importance to an assessmentprocess that makes learning moreeffective.
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When we adopt a learning approachthat ensures learning outcomes, weshould adopt a suitable assessmentapproach to it. Therefore, we shouldadopt an ‘Outcome focusedAssessment Approach’. Activeparticipation of the learner can beensured if the learning activity is basedon the learning outcomes. Criticalthinking, rational thinking, reflection oflearning, inter-related knowledge etc.are the characteristics of learning whichare focused on learning outcomes.
Continuous and ComprehensiveEvaluation (CCE)Kerala School Curriculum has adoptedan assessment method that iscontinuous and comprehensive.Learning is an incessant process thattakes place in the learner. Therefore,the process of evaluation that examinesthe amount of skills and conceptsacquired, should also be continuous. Bycomprehensive evaluation we mean theassessment of the cognitive, social andemotional domains of the learner.
Method of GradingThe method of grading is used forevaluating continuous andcomprehensive assessment. At primarylevel, the five-point grading pattern isused. The grade point percentage andgrade in five-point grading is givenbelow.
Grade Point Percentage Grade75 - 100 A60 - 74 B45 - 59 C33 - 44 D33 and below E
Two areas can be considered to ensurethe continuity and comprehensivenessof the evaluation process.
CCE Areas
1. Cognitive domain
2. Social/Emotional domains
Let us examine each domain in detail.
Assessment related to developmentin cognitive domain
All subjects learned by the learner canbe included in the cognitive domain.This area may include languages,science subjects (Basic Sciences,Mathematics, Social Sciences), ArtEducation, Work Education andHealth and Physical Education. Thedesirable learning outcomes of eachsubject have to be delineated andassessed whether they have beenachieved. Two types of evaluation aresuggested here.
1. Continuous Evaluation
2. Term Evaluation
Continuous Evaluation (CE)In the primary level a variety of skillshave to be acquired through language
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learning. The diverse content areaincludes concepts, facts, facets ofknowledge and creative writing. It isdifficult to fix the language skills byavoiding these elements. The skills suchas internalizing facts by listening andreading, expressing one's ideas byspeaking and writing and creativewriting can be developed as part oflanguage learning. Therefore, languagelearning cannot be categorised as amode for developing minimal skills orgathering information.
In classes I and II, activities related tosubjects such as Languages (Malayalam,English, other languages),Environmental Studies andMathematics are arranged based oncertain themes. These themes can befixed as the content area for theseclasses. As the learners are at theprimary stage of development of oraland written skills, listening, speaking,recognising the characteristics ofspellings, reading with goodpronunciation, good writing andgradation and progress in writing can beconsidered as the primary levels oflanguage skills.
Three types of assessment aresuggested in this context.
• Assessment of learning process• Portfolio Assessment• Unit-level Assessment (Assessmentof the overall learning outcomes ofeach unit)
Let’s look at these in detail.
Assessment of learning processAs a part of the learning process, theteacher plans various activities to makethe learners acquire the desired skills.There should be an effort from the partof the teachers to make an assessmentof the learners based on theirparticipation in the activity, excellencein either performance or presentation,the aptitude to prepare write-ups/notesas part of the process and the extent towhich the learners have acquired theskills. Therefore, we can use thefollowing indicators to assess thelearner during the learning process.
1. Involvement/Participation inactivities (willingness to take up anactivity, excellence in individualactivities, intervention in groups,sharing of ideas…)
2. Concept formation
3. Acquisition of skills
4. Performance/Presentation
5. Documentation/Planning
Assessment of the process should bebased on certain indicators. Forexample, when the indicator'Participation in activities' is assessed,learners should be categorised asexcellent, good, average and those whoneed improvement. This has to berecorded in the Assessment part in theTeaching Manual. All learners have tobe assessed and recorded withreference to each indicator in everyterm.
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Processing the Poem/Song‘One day the three butterflies....’
Teacher narrates the story of the threebutterflies and leads the learners to thepoem ‘Seeking Shelter’ and ‘ARequest’.
The teacher interacts with the learnersregarding the help offered by differentflowers.
Interaction Questions:
• To whom did the butterflies go first?
• What did the sunflower reply?
• Did the butterflies accept the offer?Why?
• To whom did they go next?
• Did they get shelter there? Why?
• The butterflies are in the garden. Didthey meet anyone else in the garden?
• What do you see there, other thanflowers?
• Did they meet any birds there?
• Can you say the name of some birds?
Leads the learners Activity-3 given onPage 41.
Asks interaction questions based on thefirst picture.
• Look, which bird did the butterfliesmeet first?
• Will the peacock help them?
• What will the peacock say?
Leads the learners to the lines.
Process:
• Teacher recites/ sings the lines two orthree times.
• Let the learners sing after the teacher.
• Let the learners get familiarised withthe lines.
• Let the learners sit in groups/ pairsand try to sing/ recite in tune /rhythm.
Interaction questions to process thelines:
• How many lines are there in the song/poem?
• Look at the first line. How does thepeacock call the butterflies?
• What does the peacock say to thebutterflies?
• Why does the butterfly go with it?
• Will it dance with the butterflies?
• What is the last line of the poem?
After asking each interactionquestions, teacher writes the processedline on the chart.
Teacher recites the lines written on thechart with proper rhythm.
Gives learners chance to recite thepoem individually and in chorus.
Lead the learners to the next picture onthe same page.
Interaction questions to process thelines:
• Which bird is this?
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• What is it doing?
• How will it call the butterflies?
• What will it say to them?
• What else will it say them?
• Will the sparrow ask the butterflies tofly with it?
Let the learners write the linesindividually.
Random presentation
Self Assessment
I can construct/add lines to thepoem based on the rhythm.
I can substitute apt word/s.
I can sing the song/poem withproper rhythm and actions.
Peer/Group Assessment
The added/constructed lines areapt and related to the theme.
Sing the poem or rhyme in theproper rhythm with apt actionsand movements.
Follow the structural andrhythmic pattern of the givenlines.
The written products are legibleand have proper spacing andpunctuation.
Let them share the lines in groups.
Now, teacher can supply the groupswith pictures of different birds.
Let the groups construct lines based on
the names of birds. (Parrot, dove, crow,mynah, koel)
Let the groups construct one stanza (of4 lines)
Teacher interacts with the groups whenthey do the activity. Write the lines onthe chart.
Let the groups present.
You may consolidate all the group'sproducts into a Big Book.
Let us examine how the excellence ofthe learner in this learning process canbe assessed using various indicators.
Participation in the activity
Did the learner participate in theactivity?
Did the learner try to complete thework individually?
Did the learner indulge in the groupactivities?
The interest of the learner in learningactivities, participation in groupactivities, the method by whichknowledge is constructed throughvarious language learning devices suchas library, assignment completion etc.have to be considered here.
Concept formationThe teacher has to make an assessmentof the level of the learner in terms ofconcept formation of the content, thestructure and form of the discourse,quality indicators and linguisticexcellence.
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Skills
The development of the learner in areassuch as listening, speaking, reading ,writing and creativity are assessed andgiven feedback. Here, the performanceof the learner in various areas of thediscourse, language elements andcommunication has to be considered.
Performance/Presentation
There are various modes for theexpression of ideas. Some modes oflinguistic expression are as important aswriting skills (recitation, singing,acting, sketching, speaking). Here, theteacher should consider pronunciationand clarity of the learner.
Documentation/Preparation
The teacher has to carry out assessment,considering the following points:
• Has the learner made relevantrecordings while going through theactivity?
• Are the entries comprehensible forothers?
• Were the recordings systematicallydone?
• Did the learner do the work/writingindividually?
• Did the learner improvise in the groupafter discussion in the class?
• Were the learners able to create/writewithout making errors?
Teacher has to assess the learningprocess at the end of a term in theabove-said areas by envisioning thecomprehensive development andgrade it.
All these indicators are important in thelanguage learning process. The teachercan assess the performance of thelearner in all the learning processes thatensure the specific learning objectivesin various units of each term. Teachercan make entries in the ‘Response Page’of the Teaching Manual.
• Take a look at the minute process ofa learning activity in language (theprocess of preparing a description)
• The learners prepare the descriptionof a garden.
Stages of learning process
• Based on the experience gathered(direct experience, visual) andknowledge that is acquired, the learnerattempts individual writing.
• Presents in the group. Improvises bymaking necessary additions/deletions.
• Presentation by the groups.
• A discussion in class on the content,structure and appropriateness oflanguage
• Familiarizes the quality indicators ofthe description
• Prepares a description afterimprovisation
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What happens when this is subjected toediting?
What would be the stages of editing?
• Individual writing
• Presentation in groups - Discussion
• Preparation of group products (afterdiscussion, each group prepares aproduct)
• Presentation of the description madein groups
• Presentation of teacher's version
• A product that remains at the averagelevel is taken into consideration andappropriate questions are asked(concept level, sentence structure,word, letter, symbol)
• The learners improve their pieces ofwriting on the basis of discussions.
Let us examine how this activity can beassessed using various indicators.
• Participation - participation of thelearner throughout the activity
• Concept formation - the concepts tobe considered in the description of thegarden, the structure of the description,understanding the quality of theindicators
• Skills - Skills acquired in speaking,reading and writing
• Performance - Individual writing,presentation in groups andpresentation of groups
• Documentation - Teacher can assessand record this activity in the TeachingManual, considering individual writingand improvisation in groups.
Teacher can make use of (i) TeachingManual and (ii) the learners' notebookswhile recording the assessment of thelearning process at the end of a term.
(1) Details of the Teaching Manual
A Teaching Manual has to be preparedby the teacher to plan learningactivities at the micro-level and to makecontinuous evaluation scientific. Thefollowing factors can be included in theTeaching Manual.
(i) Learning outcomes
(ii) Ideas/Concepts
(iii) Abilities
(iv) Values/Attitudes
(v) Learning Materials
(vi) Expected products
(vii Time
(viii) Process page containingActivities and Assessment pagecontaining details of Assessment
(ix) Reflection notes based on thedetails of Assessment Page
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(2) Details of subject-relatednotebooks
The notebook of the learner is animportant document that has to be usedfor assessment of the cognitive domain.Notebooks are helpful in completingvarious learning activities according tothe learning process. Creativity, thoughtprocess and linguistic skills of thelearner are reflected in the notebook.Different strategies that are employedfor the transaction of the content area,preparations that are done for theircompletion and interventions that aremade at the various stages of activitiesshould be recorded in the notebook.The details of the products that areformed as part of the activities shouldalso be there in the notebook.
Teacher should provide suggestionsand scaffolding after assessing thelearning outcomes, within the stipulatedtime. Towards the end of a unit, thenotebook should be transformed into adocument for assessing whether thelearner has attained the requiredlearning outcomes prescribed in theunit.
The contents of the notebook shouldhave clarity of ideas and possessreferences that suit the concepts andthe context. It should also reflectoriginal thoughts of the learner. Thecontent should be presented properly.Notebooks should have continuity andcomprehensiveness.
Portfolio AssessmentAll the products of the learningactivities have to be included in theportfolio and assessed. The portfolioperforms the duty of giving feedbackon learning to the learner, his/herparent and the teacher. This enhanceslearning.
• Notebook
• Other written products (individualwrite-ups, modified write-ups)
• Other evidences of learning (pictures,collections, learning aids)
• Indicators developed by the learnersto assess learning
• Creative writing
• Worksheets etc. can be included inthe portfolio.
The following indicators can be used forportfolio assessment.
• Clarity of ideas
• Internalisation of concepts
• Appropriate design
• Perfection
• Originality
Method of calculation of grades forthe learning process and portfolioGrades have to be calculated at the endof each term. Let us examine itsmethodology. Each indicator in theAssessment of learning and Portfolioassessment can be rated as Excellent/Good/Average/Need Improvement
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and be awarded a scoring pattern of 4/3/2/1 respectively. If the scoringpattern of 4/3/2/1 is followed for eachindicator a maximum score of 20 can beawarded when 5 indicators areconsidered. Score can be convertedinto grade using the Ready Reckonergiven below.
Score Grade15 - 20 A12 - 14 B9 - 11 C7 - 8 DBelow 7 E
Each indicator has to be awarded ascore and converted to respectivegrades by considering the learningprocess and portfolio in each termcomprehensively.
The teacher can make use of theresponse part in the teaching manualand the learners’ notebook while theassessment of the learning process isrecorded in the format, towards the endof the term.
Unit AssessmentIn a unit, activities for various learningoutcomes are distributed, in an inter-related manner. This is comprehensivein nature. While assessing a unit thiscomprehensiveness (considering all thelearning outcomes) is assessed. Oralassessment, quiz programme, openbook examination, preparation ofquestions, identifying the indicators
and the assessment of writing, can beconsidered for unit assessment. Ratingscale and checklist, that help in findingout how much the learner has achievedin that particular unit, can also be madeuse of. unit assessment should takeplace along with learning.
For unit assessment, scores have to beawarded on the basis of indicators andconverted to grades. These have to berecorded in the prescribed format. Asthere is more than one unit assessmentin a term, the average of assessment ofall the units has to be recorded at theend of the term. Teacher has to prepareindicators that suit the tool that is usedfor assessment.
For Art Education, Work Educationand Health and Physical Education,assessment has to be done at theprocess, portfolio and unit levels inorder to award grades.
Method of calculating CE
After calculating the grade for thelearning process, portfolio and unitassessment each grade - A/ B/C/D/Ehas to be given points 5/4/3/2/1respectively. The average of the totalgrade points becomes the CE grade.Imagine that a learner gets A, B, Bgrades for the learning process,portfolio and unit level assessment inEnglish. Then, the total point that he/she gets is 5+4+4 = 13. Average = 13/3 = 4.33. Therefore the grade that isawarded is B.
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Term Evaluation (TE)At the primary level, Term Evaluationof the units that were considered in theterm has to be carried out byconsidering areas such as discourseforms, language elements, languageskills etc. based on the learningoutcomes. A variety of model questionscan be included by stressing uponcontent areas and abilities. For sciencesubjects, term evaluation has to bedone by considering the content areasof the units in a particular term. Forthis, questions that are suitable toassess ideas and abilities to stresslearning outcomes can be prepared.
Weightage has to be given to each unit/conceptual area and various mentalprocesses (imbibing knowledge/concept attainment, the application ofideas and concepts, interpretation andconclusion, creativity etc.) whilepreparing the blueprint ensuring theinclusion of a variety of questions.Indicators that suit the questions haveto be developed and assessment has tobe done based on these indicators.
The Terminal Evaluation of ArtEducation, Work Education andHealth and Physical Education iscarried out as PerformanceAssessment. The models for these aregiven towards the end of this unit. ArtEducation, Work Education andHealth and Physical Education shallalso be given grades.
Assessment of Cognitive Domain -Terminal Consolidation(1) Classes 1 to 4
From Class 1 to 4, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. The F1 format can be usedfor this. F1 format is given at the end ofthis unit. CE and TE are recorded asgrades in this format. There is provisionfor recording the CE and TE grades ofa learner for all the three terms. Therecording of the grades in such a way ina single format helps the teacher tounderstand the gradation in theprogress of the learners and identify theones who are under/low achievers.
(2) Classes 5 to 8
From Class 5 to 8, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. For this F2 format can beused. F2 format is also given at the endof this unit.
Assessment of Social/EmotionalaspectsAssessment in the Social/Emotionalaspects are as important as assessmentin the cognitive domain. The skills thathave to be considered are ‘Learning toKnow’, ‘Learning to Do’, ‘LearningTogether’ and ‘Learning to be’. Thefollowing skills have to be assessed inconnection with the socio-emotionaldomain.
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1. Communication skills2. Interpersonal skills3. Empathy4. Coping with emotions5. Coping with stress6. Problem-solving7. Decision-making8. Critical thinking9. Creative thinking10. Self-awarenessTeachers who handle subjects in thecognitive domain have to conduct theassessment in these areas. Thisassessment has to be done as a part ofthe Assessment of Process of eachsubject. Here assessment in connectionwith values and attitudes also need tobe done along with the assessment ofprocessing ability. The qualitativeaspects of the excellence of the learnerin the socio-emotional domain have tobe assessed and recorded. The positiveskills of each learner have to beencouraged.
Assessment - Annual Consolidation(1) Classes 1 to 4F3 format can be used to consolidateannually, the CE and TE grades of thelearners from class 1 to 4. In this formatthe CE and TE of the learner for eachsubject can be recorded. Whileconsidering the CE grades that arerecorded in each term, the best grade inall the three terms will be considered forthe annual overall grade of the learner.This can be recorded separately in theF3 format and mark a circle around it.
In the case of TE grades, the grade thatthe learner gets in the third term shouldbe taken into consideration. The best ofskills acquired in the socio-emotionaldomain have to be recorded in theprescribed column. The skills that havenot been acquired need not be recordedas 'No skill acquisition'.(2) Classes 5 to 8For classes from 5 to 8, the CE and TErecorded by teachers of the respectivesubjects (using F2 format) can beconsolidated in F4 format. The subject-wise CE and TE of each learner will berecorded in this format. Whileconsidering the CE grades given in eachterm, the best CE of the learner will beconsidered the annual overall grade.This can marked with a circle in the F4format to indicate that this is the overallgrade.While considering TE, the grade thatthe learner gets in the third term has tobe considered.The best of skills that are acquired in thesocio-emotional domain of each learnerhave to be recorded in the prescribedcolumn. The skills that have not at allbeen acquired need not be recorded as'No skill acquisition'.Thus, we can take steps to ensure thelearning outcomes of the learner byassessing the excellence of the learnerin the cognitive and socio-emotionaldomains. It is essntial to take co-operative efforts to make assessmentcontinuous and comprehensive.Through cluster level interactionsamong teachers, the process ofassessment can be made moreeffective.
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Chapter 6
EditingThe discourses constructed by thelearners may have certain errors inthem. These errors are to be eliminatedthrough editing. Editing has to be doneas a systematic process in theclassroom. There should be no forcefulintervention on the part of the teacher.The process of editing has to bedesigned in such a way that the feltneed of the learners for correction isaddressed. It has to be done at variouslevels and through various steps in asequential manner as detailed below.
There are various levels of editing.
1 Thematic editingThis helps the learners to introspect onwhat they had prepared, by comparingtheir products with that of their peers/teacher. The teacher may prompt theirintrospection and elicit the missingpoints. The learners incorporate theseideas also in their write-ups.
2 Syntactic editingThe teacher edits only one of the groupproducts. To begin with, the errorsrelated to sentence structure areconsidered. There are three possiblekinds of syntactic errors.
•Excess words (e.g. This is a Mini.)
•Missing words (e.g. The ball is the table.)
•Wrong word order (e.g. The boyapples ate.)
The teacher identifies the sentence witha wrong word order and poses thefollowing questions: There is a problemwith the word order of this sentence.What changes would you like to make?
•In the case of a missing word, theteacher underlines the part of thesentence where the word is missing andsays, ‘A word missing here. Can youfind out the missing word?’
•If it is a case of using an excess word,the question will be: ‘There is an excessword used here. Can you identify it?’
After asking these questions, theteacher may wait for some time. Mostprobably, some learners may come outwith their suggestions. If there is noresponse from the learners, it is better tokeep the issue aside for the time being.
Suggesting corrections and givingexplanations on grammaticality is notadvisable because these will contributeto learning language facts consciouslyand will not facilitate languageacquisition, which is a non-consciousprocess. While dealing with syntactic
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editing, other categories of errors are notto be entertained.
3 Morphological editingAfter addressing the syntactic errors,the teacher focuses on errors related tomorphology. There is a wide range oferrors under this category.
i. Wrong tense form: There are twotenses in English: the present and thepast. The learner may confuse betweenthe two and use the present tense in theplace of the past tense and vice versa.For example, consider the sentence,‘The boy sleeps yesterday’. The teacherhas to underline the verb which is not inthe proper form and say, ‘This word isnot in the proper form in this sentence.Do you want to change it?’ ‘Do youwant to say, the boy slept yesterday orthe boy sleeps yesterday?’
ii. Aspectual errors: There are twoaspects in English. The Perfective (e.g.The boy has eaten a whole chicken.)and The Progressive (e.g. The boy iseating.)
If there are aspectual errors (e.g. theboy has eat, the boy is ate, etc.), theteacher may underline the wronglyrepresented words and invite suggestionsfor refining the sentence. The teachercan suggest the correct expressions, ifnecessary.
iii. The PassiveThe learners may make errors withregard to passive constructions (e.g.The chicken eaten by the boy). Theteacher has to invite suggestions forrefining the expression. If the learners
fail to come with their suggestions, thecorrect expression is to be supplied.
iv. AgreementThere are three kinds of agreement:Agreement in terms of Person, Numberand Gender.
I has a pen. (Person agreement violated.)
The boys is playing. (Number agreementis violated.)
John loves herself. (Gender agreementviolated.)
In these cases also, the teacher has tosensitize the learners on the correctexpression.
v. Affixes: There are prefixes andsuffixes. Together these are calledaffixes.
Wrong prefix: e.g. Jisha was worriedabout her unability to swim. (inability)
Wrong suffix/ no suffix: e.g. We wantto learn English quick. (quickly)
The teacher was shocked at his lazyity.(laziness)
The TV is a good form of entertainness.(entertainment)
Also, grammatical terminology (e.g.noun, verb, past tense, etc.) is to beavoided.
4. Spelling and Punctuation
Punctuation errors may be addressed bynegotiating with the learners. In thecase of spelling errors, it is better to tellthe learners to check the spelling. Theymay seek the help of others, or evenconsult a dictionary.
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Theme : Relationship
Specific theme: Warmth of human relations, bondage of love among familymembers.
Learning Outcomes:The learner will be able to:
• read, comprehend, and analyse the story.
• engage in activities to collect about one’s own family.
• follow the instructions given by the teacher.
• involve in interaction sessions led by the teacher.
• make presentations in the class related to the story.
Ideas /Concepts• Family relations
• Develop an attitude to love the members in the family
Teaching-learning materials• Pictures
• Textbook
Sample Teaching ManualUnit 1
Rain of Love
50
ProcessIntroductory InteractionTeacher elicits answers to the followingquestions.
How many members are there in yourfamily? Who are they?
What do you know about yourGrandfather, Grandmother, Greatgrandfather, Great grandmother etc.?
Do you know their names?
Here is a family tree. Write their names andcomplete the family tree. You can seek thehelp of your parents if needed.
Picture readingTeacher asks the learners to go through thepicture given in Page10 of CB.
Do you have a family photo at your home?This is Raja's family. Raja is a boy of yourage.
Can you guess who the members in hisfamily are?
Who does Raja like the most in his family?
Elicits responses
Process readingIndividual readingLet the learners read the text 'My Home'and find out the details of Raja's family.
Let them read individually. Ask them to puta question mark against the sentences theydo not understand and an exclamationmark against the sentences they liked themost.
Assessment
Teacher assesses the involvement ofthe leaners in interaction.
Involved in interaction using well-formed sentences.
Responded in fragments.
Could write fully by themselves
Could write partially
Could complete with the help ofothers.
Could predict logically.
Could read the text.
Need help from the teacher.
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Addressing slow pace learnersTeacher sits with slow pace learners andinteract with them to elicit the main ideasof the passage.
e.g. Who are the members in Raja's family?
Elicit the answer- Grandfather,Grandmother, Uncle and Raja and writeson a chart.
• Who was tall and strong in their family?
• Who was kind and gentle in their family?
• Who was very young and clever in theirfamily?
• Who are Raja's friends at home?
Elicit the answers and write them on thechart.
The teacher reads the charted text bypointing at each word.
Then asks the learners to compare the textwith the charted text. (different strategiesmay be used to make the learners getfamiliarized with the charted text).
Collaborative readingAsks the learners to sit in groups.
The low proficient learners are sent todifferent groups.
Asks each member in the group to say theidea he/she got from the passage.
Ensures the participation of low proficientlearners by sharing ideas.
Let the learners asks the ideas they didn'tunderstand to the group members.
Asks groups to note down the doubts yetto be clarified.
Could understand the questionand respond.
Could identify the sentences andread them out.
Assess whether the learners canidentify the text written on thechart.
Need more attention.
Involved in group discussion -fully/partially
Could share their ideas - fully/partially.
Need more attention.
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Asks the group members to share the ideasthey liked the most.Group presentationEach group presents the ideas they got fromthe passage in the whole class.Groups take turns and ask the ideas theydidn't understand to other groups.Teacher intervenes if the groups fail toclarify the doubts.Each group shares the ideas they liked themost and the reason why they liked it.The teacher shares the ideas he/she likedthe most.The learners are given chances to predictthe reason why the teacher liked the idea.Loud reading by the teacherTeacher reads the passage aloud withproper speed, gestures, voice modulationetc.Scaffolded readingTeacher introducing while readingquestions given in the TB one by one andelicits responses.• Do you think that Raja's grandfather wasa man respected by everyone?• Pick out sentence from the story to justifyyour answer?• What will you feel if somebody insistsyou to do something?• Who helps you in your family when youare in trouble?Teacher intervenes judiciously if the groupsfail to answer properly.Reading aloud by the pupils
Let two/three pupils read the text aloud.
Could present their ideas fully.
Could clarify the doubts of othergroups.
Could share striking/ interesting
ideas and logically substantiates.
Involvement of learners - fully/partially.
Could analyze the text andrespond logically.
Could express ideas reflectively.
Assess the involvement of thelearners in group discussion.
Signature of the H.M Signature of the class teacher
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Reflection Notes: (Based on the evaluation of learning process or activities)
My findings• Regarding teachers self-assessment (teacher's performance in the class)
• Regarding the transactional procedure (Process/Strategies)
• Regarding the relevant of activities
1. Aptness - to convey the ideas
2. Difficulty level
3. Nature- inserting, participating
• Regarding the learners based on assessment page (outstanding responses can beincluded)
• Regarding the achievement of expected learning outcomes in quantitative tomanner (in numbers/percentage) fully/partially/not at all
My realization• Regarding the process/ strategy adopted in the class
• Regarding the learning difficulties of learners
• Regarding the transactional methods and teacher's interaction with the learners
Follow up activates and remedial measures (given at the time of transaction)
• How I gave feed back to my learners? (suggestions and qualitative feed backs)
• How I addressed low proficient/ gifted learners? (re-designing the existingactivities/designing new activities suitable for them)
• How I changed/ adapted the strategies?
• How I modified activities to make them more participatory?
• How I simplified my language for better communication with the learners?
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55
56
Teacher Text Std VIEnglish
Unit 1
RAIN OF LOVE
Theme: Family tiesSub themes:Love among family membersWarmth in human relationsLearning outcomes:The learner will be able to:• understand questions that begin with
‘what’, ‘who’, ‘why’ etc.• use English confidently during class-
room interactions.• read and enjoy stories and
understand the essential elements ofa short story.
• write dialogues based on a givensituation.
• develop a script based on a pictureor a story.
• identify appropriate expressions fromdialogues.
• read, enjoy and appreciate poems.• identify the usage of present
continuous tense and simple pasttense.
• develop interest in collecting thenames of his/her ancestors.
• write short messages.
• enjoy and appreciate films.
• undertake simple projects.
Introduction
The unit Rain of Love is about loveamong family members. The charactersin this unit share joy and have a senseof belongingness. From the family,children learn values and goodbehaviour. The 'give and take' policyfollowed in a family builds up a sense oftogetherness among its members. Thetitle Rain of Love is suggestive of thetheme of the unit. The unit helps thelearners to relate the theme to their lifeand imbibe values and qualities thatfigure in the texts.
Unit Overview
Each text in this unit tries to explainhow love and affection brings themembers of a family together.
Life with Grandfather, an autobiographicalaccount by cartoonist Shankar, depicts aninteresting story of Raja, a little boygrowing up under the care of his
57
Teacher Text Std VIEnglish
Lear
ning
Out
com
es
•U
nder
stan
d si
mpl
e qu
estio
ns th
atbe
gin
with
‘wha
t’, ‘w
ho’,
‘why
’, et
c.•
Use
Eng
lish
conf
iden
tly d
urin
gcl
assr
oom
inte
ract
ions
.•
Read
and
enj
oy s
tori
es a
ndun
ders
tand
the
elem
ents
of a
sto
ry.
•W
rite
dia
logu
es b
ased
on
a si
tuat
ion.
•D
evel
op a
scr
ipt b
ased
on
a pi
ctur
eor
a s
tory
they
hav
e re
ad.
•Id
entif
y ap
prop
riat
e ex
pres
sion
sfr
om d
ialo
gues
.•
Read
, enj
oy a
nd a
ppre
ciat
e po
ems.
•Id
entif
y th
e fe
atur
es a
nd u
sage
of
pres
ent c
ontin
uous
tens
e an
d si
mpl
epa
st te
nse.
•D
evel
op in
tere
st in
col
lect
ing
the
nam
es o
f anc
esto
rs.
•W
rite
sho
rt m
essa
ges.
•En
joy
and
appr
ecia
te fi
lms.
•U
nder
take
sim
ple
proj
ects
.
Uni
t Fr
ame
Uni
t 1:
Rai
n of
Lov
e
Ti
me:
25
peri
ods
Conc
ept/
Them
e
Them
e:Fa
mily
ties
Sub
them
es:
• L
ove
amon
gfa
mily
mem
bers
• W
arm
th in
hum
anre
latio
nshi
ps
Dis
cour
ses/
Act
ivit
ies
• S
tory
• P
oem
• C
onve
rsat
ion
• S
crip
t wri
ting
• S
hort
mes
sage
s•
Film
s•
Des
crip
tion
La
ngua
ge E
lem
ents
•Pr
esen
tC
ontin
uous
Tens
e
•Si
mpl
e Pa
stTe
nse
•A
djec
tives
58
Teacher Text Std VIEnglishgrandparents. Usually children are givenproper guidance by the elders in thefamily and the grandparents also play alead role in their characterdevelopment. In this story, there existsa strong bond of love and affectionamong the members.
The Little Boy and the Old Man, a poem bySheldon Allan speaks of the similaritiesbetween childhood and old age. Thepoem focuses on the human need forlove, care and acceptance. The poemalso stresses on the importance ofproviding individual care and attentionto each member of a family.
Making a Mango Pickle written by BibhutiBhushan Bandopadhyay, explores thebond between two siblings, Durga andher younger brother Apu. Their affectionfor each other is reflected in theiractions. This text is exclusively for thelearners to read and comprehend bythemselves.
The discourses which figure in the unitare poem, story, conversation,description, script, short messages andfilms. The language elements arepresent continuous tense, simple pasttense and adjectives.
Entry Activity: Family treeYou may begin this activity by askingcertain questions to gather informationabout the learners' family members.The teacher can then ask the learners tofill up the family tree with the names oftheir family members in the respectiveboxes.
Life with GrandfatherPicture readingTo arouse curiosity in the learners, youmay ask the questions about the picturegiven on Page 10. You may then elicitanswers to these questions and lead thelearners to the story.
Teacher TalkIn the picture, you can see a boy namedRaja.
He is a boy of your age. He lives withhis grandparents.
Do your grandparents live with you?
This story tells us about Raja’srelationship with his grandparents.
Let’s read the story Life with Grandfathergiven in the Reader.
Process:ReadingYou may ask the learners to go throughthe first part of the story.
Individual Reading• Let the learners read the passagesilently. While reading, the learner canput a question mark against the difficultwords and sentences and an exclamationmark against the words or sentenceshe/she likes the most.
Collaborative Reading• Let the learners sit in groups to sharetheir ideas and clarify their doubts.
• They can find out the meaning of thedifficult words from the glossary.
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Teacher Text Std VIEnglish• They can share their doubts andclarify them by sharing their answerswith other groups.
• You can clarify the persistent doubtsof the learner judiciously.
Loud reading by the teacherYou may read the passage aloud withproper intonation and moderate speedusing appropriate gestures. Read insuch a way that punctuation marks likefull stop, comma, question mark,exclamation mark etc. are sensed by thelearners.
Scaffolded ReadingYou may ask the textual questions oneby one to the whole class and elicitanswers from the learners. The teachercan frame more questions to ensurebetter comprehension.
Hints for textual questions1. Yes. ‘People respected him. Theycame to him for advice and help.’
4. Coconut trees, mango trees, a verylarge garden etc.
5. Playing with the calves, watching thebirds in the garden, looking for jackalscoming out of the grove, running aftermongooses, catching butterflies etc.
7. He got angry.
8. He liked to hide in a place closer tohis house.
9. ‘When I did not turn up...... in thegarden’.
11. Grandfather lost his temper becauserelatives and neighbours made a bigissue.
12. They searched for him in the fields,bushes, neighbour’s houses etc. Theycouldn’t find him because he was hidingin the loft of the cowshed.
13. The fear of being beaten.
You may use the hints to generate adiscussion on the While ReadingQuestions. Answers to questions 2, 3,6, 10 and 14 are based on the pupils’own experience and hence let thelearners answer on their own.
Loud reading by the learners
You can make two or three learnersread the passage aloud.
Let’s revisit the story
For further analysis of the story, theteacher asks the learners to find out theanswers to the questions given in thissection. You may introduce the questionsone by one; generate a discussion in theclass in order to help the learners arriveat logical answers. These questions willhelp in analysing the story. Thequestions may be given in groups aswell. Frame more questions if required.
Hints for Scaffolding Questions
1. ‘She took good care of me. She couldfollow me like....’
2. Grandmother was kind and gentle.She took care of Raja. She was worriedabout Raja going away from home andbeing mischievous.
Grandfather was a strict man and henever liked the other children coming to
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Teacher Text Std VIEnglishhis house to play with Raja as hethought that Raja might be spoilt by them.Answers to questions 3, 4 and 5 arebased on the pupil’s own experience.Activity 1Concept mapping helps the learners toassess whether they have compre-hended the story well.
• You may ask the learners to gothrough the concept map of Raja'sfamily and his homestead.• Let the learners complete the othertwo concept maps.• Let them prepare a short descriptionbased on their maps.• You may ask the learners to- include the details of their familymembers.- explain each member's peculiarities.- include the details of their home andsurroundings.
Sample DescriptionI live with my father, mother andbrother. My brother is a mischievousboy. He is studying in the firststandard. My father is a loving personand everyday he brings chocolates formy brother and me. My mother is avery strict person. My grandmotheralso lives with us. She is extremelycaring. We live in a village. There is a pondbehind our house. We have a smallgarden in front of our house and anumber of trees surround our house.There is a paddy field by the side ofour house.
Activity 2
This activity is meant for developing ascript for enactment. It has got threeparts.
1. Dialogue writing.
2. Fixing the events of the story.
3. Developing the events into scenes ofa script.
You may ask the learners to write themissing part of the dialogue.
• You may ask the learners to look atthe pictures given in the text andidentify the incidents.
• Elicit free responses from the learners.
• The learners may be asked to writeeach dialogue in the appropriate box.
• After that the learners can present/perform their dialogues in the class.
• All correct and possible responsesshould be encouraged. The answers canbe as follows.
Picture 3: Shhh! Don’t make noise!Grandfather might find me.
Picture 4: He should not have fright-ened the poor child.
Picture 5: Poor Grandfather! He is stillpraying for me. Will he be angry?
• Now you may ask the learners tocomplete the events given on Page 21.The first event has been given. Basedon the dialogues written, the learnerscan complete the remaining events.
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Teacher Text Std VIEnglishEvent 1Raja shakes the sandalwood tree. Raindrops shower on him and hisgrandfather.
Event 2Grandfather gets angry and runs afterRaja. He stumbles and falls.
Event 3Raja hides in the loft of the cowshed.He observes everything happening athome.
Event 4People make various comments aboutRaja’s disappearance. Grandfather getsangry with the people gathered thereand asks them to search for Raja.
Event 5Grandfather prays to God. When heopens his eyes, he sees Raja in front ofhim. Raja’s uncle had found himhiding in the loft.
Script WritingYou may ask the learners to developthe events into a scene of the skit. Thefirst one has been given in the Reader.Ask the learners to follow these steps.
- Fix the events.
- Mention the place where each eventtakes place.
- Fix the characters in each event.
- Write suitable dialogues for differentsituations and characters.
- Mention the entry, exit, positions,movements and actions of eachcharacter.
- Mention the use of properties.
Group Activity
• You may ask the learners to sit in fourgroups.
• Distribute the events 2, 3, 4 and 5 todifferent groups.
• Give instructions on script writing,following the steps given above.
• Let each group perform according tothe script they have written.
Teacher talk
Let’s now assess each group’sperformance.
• How will you assess a skit?
• What are the indicators that can beused for assessing a skit?
Elicit responses.
You may write them on the BB.
Indicators for assessment
• Aptness of dialogue
• Dialogue delivery
• Stage sense
• Appropriate use of properties
• Let each group comment on the othergroups’ performance.
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Teacher Text Std VIEnglishEvent No. 2(Raja runs and grandfather runs afterRaja)
Raja (laughing): Ha…. Ha.. get megrandpa. Get me if you can.
Grandfather (angrily): Hmm… Areyou laughing at me? I’ll teach you alesson, you naughty boy.
(Grandfather falls down while running)
Oh! Help me… help me… I havebroken my legs. You little devil…
Event No. 3(One or two desks in the class arearranged in the shape of the loft of acowshed. Raja starts to climb onto theloft of the cowshed. Two or three cowswatch Raja’s actions.)
Cow 1: What’s this boy doing?
Cow 2: I’m sure he has done somemischief.
Cow 3: Look…. He is sitting on the loftand looking out for somebody.
(Raja looks towards the cows.)
Raja: Shh! Don't talk. He will comehere. (to himself) I am in deep trouble.I’m sure grandfather will beat me if hefinds me.
How can I get home?
This is a better place. I can see myhouse.
My God. What's going on there? A largecrowd is gathered there.
(Scene changes. Grandmother who looksabout seventy is seen on the stage. She has got
a sad look on her face. She is sitting alone andthinking about her missing grandson.Grandfather enters and she gets angry withhim.)
Grandmother (angrily): He won’t come.You drove him away. I heard you saythat you would beat him if he camehome. Poor child, he is afraid of you andhas run away.
(Grandfather walks up and down thecourtyard. Addresses the servants in an angrytone.)
Grandfather: Why are you wasting yourtime?
Why don’t you go and fetch him?
To himself (remorsefully)
Nothing has happened to the boy! Iknow, he is hiding somewhere.
Event No. 4(Grandpa’s home. A big crowd in front of thehouse. Some people are heard talking amongthemselves.)
First man: Something has happened toRaja. I think he is missing.
Second man: Yes, what a good boy he was!
First man: Yes.. Yes… he was so nice.
Second man: (in a low voice) Shh... stop.His grandfather is coming.
Event No. 5(Grandfather enters and turns towards thefamily temple)
Grandfather (pleading): Oh God! Pleasegive me my child back. I can’t wait anylonger.
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Teacher Text Std VIEnglish(Raja’s uncle who is about 40 years of ageenters bringing Raja along with him. Theymove towards the grandfather.)
Uncle: Here’s your little devil. He washiding in the loft.
(Raja moves towards grandfather.Grandfather turns and finds Raja in front ofhim. He runs and hugs him.)
Grandfather (relieved): Thank God…You brought my son back.
Raja (crying): I’m sorry Grandpa. I won’trepeat this. I won't leave you grandpa.I love you..
Grandfather (in tears): I too love youvery much dear... love you very much….
(Both of them look towards the temple andpray. All the people gather behind Raja andhis grandfather)
Curtain falls.
Activity 3• Let the learners observe the givenpictures.
• Let them identify the action in eachpicture.
• You may elicit answers to thequestion/s ‘What is Raja/Grandfatherdoing?’
• Let them complete the sentences:
• Answers: 2. shaking. 3. laughing 4. ispraying. 5. is hiding
Activity 4You may begin like this: The next dayRaja narrated the incidents to his
classmates. Let’s see how Raja narratedthem.
• Let the learners go through the givennarration.
• Let them identify the time of theactions mentioned in the narration.
• Now, they may complete thenarration making use of the following:
Answers: 1. shook 2. got 3. became 4.turned 5. ran 6. went 7. took8. searched 9. could 10. got 11. found12. thanked
Activity 5You may follow the steps given belowto do this activity.
• Prepare paper strips with the messageswritten on them. (One message oneach strip.)
• Place the paper strips on the table.
• Let the learners pick a strip each.
• You may ask them to identify thesituation in which the message they gotcould be used.
• The learner can also seek the help ofhis friends, if he/she is not able toidentify the situation.
• You may ask each learner to read outthe message.
• Let the learners put a tick markagainst the messages suitable forobserving Grandparents’ Day.
• Now, let the learners write a messageto their grandfather on the occasion of
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Teacher Text Std VIEnglishGrandparents’ Day in the spaceprovided in the Reader.
• The teacher can also conduct acompetition in ‘Greeting Card Making’based on the messages thus prepared.
Poem : The Little Boy and The OldManIndividual Reading• Let the learners read the poemsilently.
• The teacher may ask them to find outthe meaning of the unfamiliar wordsfrom the glossary.
• Let them interpret the poem in theirown way.
• Help them by asking properinteraction questions like:
o What is the first thing the boy tellsthe grandfather?
o What was the Grandfather’s reply?
Loud Reading• You may read the poem aloud once ortwice.
• Let the learners sit in groups.
• You may ask one or two learners fromeach group to read the poem aloud.
Let’s revisit the poem• Review questions will help in bettercomprehension and appreciation of thepoem. The questions may be given togroups.
• You may ask them to discuss theanswers.
• Learners write answers individually.
• Refining in groups.
• Presentation
• Frame more questions if needed.
Hints for AnswersAnswer to the questions 1 and 3 arebased on the learner’s perspective. Soencourage free responses.
2. He understands what the boy saysperfectly well because he is also facingthe same situation.
Activity iYou may say that, the little boy in thepoem feels the warmth of a ‘wrinkledold hand’. Here the ‘wrinkled old hand’describes old age. You may ask thelearners to add a few more words todescribe old age.
e.g. grey hair
poor eyesight
trembling hands
strained body movements
sleeplessness
loss of appetite
Activity iiTeacher asks the learners to sit ingroups and rewrite each line of the poemin the form of a conversation.
Little boy : Sometimes I drop myspoon.
Old man : I do that too.
Little boy : I wet my pants.
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Teacher Text Std VIEnglishOld Man : I too do that.
Little boy : I often cry.
Old man : I also do that.
Little boy : Grown-ups don't pay attentionto me.
Old man : I can understand you.
Making A Mango PickleYou may introduce the extendedreading part ‘Making a Mango Pickle’.
Let the learners respond to thefollowing questions:
o Do you have a brother or a sister?
o Do you share things with them?
• Let us read the story of a brother andsister who always shared things witheach other.
Here is the story of Apu and Durgataken from the novel ‘Song of the Road’originally written in Bengali by BibhuthiBhushan Bandhopadhyaya as ‘PatherPanchali’.
Individual Reading• Let the learners read the passagesilently.
• You may ask them to find out themeaning of the unfamiliar words fromthe glossary/ dictionary.
Collaborative Reading• Let the learners sit in groups to sharetheir ideas and clarify their doubts.
• They can share their ideas with othergroups as well.
• You must clarify their persistentdoubts judiciously.
Let’s revisit the story
Review questions will help in bettercomprehension and interpretation ofthe story. The questions may be givento groups.
Group presentation
Editing
Refining
Frame more questions if needed
Possible Answers
1. They have the same taste andfeelings- similar features like large eyesetc. Both of them are afraid of theirmother.
2. ‘On her finely shaped face…herbrother’s’.
3. Apu fears that his mother will come.
Activity 1
You may ask the learner to read thegiven dialogue and identify the speaker.
Answers:a. Durgab. Apuc. Durgad. Mothere. ApuActivity 2You may ask the learners to find outand match the expressions with thegiven dialogue.
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Teacher Text Std VIEnglish• ‘Where did you get them from, Didi?’-express happiness and not anxiety.
a. ‘You stand by the back door andkeep a look out.’-Anxiety
b. ‘Where did you get them from,Didi?’- Happiness
c. ‘But Ma will give it to me if I bringdown the oil pot from the shelf’- Fear
d. ‘Where is that monkey gone?’- Anger
e. ‘They are right upon the shelf. I can'teven reach it.’ - sadness
Project WorkYou may screen the film ‘PatherPanchali’. After watching the film, youmay generate a discussion in the class.
• Now the learners can sit in groups andwrite their views.
• Based on these remarks, let thelearners prepare an appreciation of thefilm.
I canMake entries on this page before youproceed to the next unit.
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Teacher Text Std VIEnglish
Unit 3
GLIMPSES OF NATURE
Theme: Love of nature
Sub themes:Developing a penchant for exploringnature and preserving it.
Every being on earth has its ownsignificance.
Man co-exists peacefully with othercreatures of the earth following thedictum ‘live and let live’.
Human beings interact with all thenatural phenomena around them.
Learning outcomes:The learner will be able to:
• read and enjoy a prose passage.
• identify different expressions used ina story.
• develop a narrative/story.
• write conversations relevant to thecontext.
• write a speech appropriate to thesituation.
• prepare a poster.
• understand the usage of 'while'.
• use prepositions meaningfully.• edit a paragraph.• understand the central idea of a poem
and appreciate it.
• undertake simple projects.
IntroductionNature plays a major role in the lives ofall organisms. From the time a beingcomes into existence, it immediatelybecomes aware of its inevitablebonding with the outside world. Thecreature begins its life by exploring thenew surroundings, deciding how it maybe able to cope with the environmentand making all the essential adaptations.As the life form grows, it becomes moreand more dependent on nature, realisingthe importance of the trees, grass, andeven the sky for its survival. Its lifebecomes meaningful only when itinteracts with nature in a harmoniousway.
Unit OverviewThe unit Glimpses of Nature comprises ofa poem The Mountain and the Squirrelwritten by Ralph Waldo Emerson and
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Teacher Text Std VIEnglish
Lear
ning
Out
com
es
•Re
ad a
nd e
njoy
a p
rose
pas
sage
.•
Iden
tify
diffe
rent
exp
ress
ions
use
d in
a st
ory.
•D
evel
op a
nar
rativ
e/st
ory.
•W
rite
con
vers
atio
ns re
leva
nt to
the
cont
ext.
•W
rite
a s
peec
h ap
prop
riat
e to
the
situ
atio
n.•
Prep
are
a po
ster
.•
Und
erst
and
the
usag
e of
'whi
le'.
•U
se p
repo
sitio
ns m
eani
ngfu
lly.
•Ed
it a
para
grap
h.•
Und
erst
and
the
cent
ral i
dea
of a
poem
and
app
reci
ate
it.•
Und
erta
ke s
impl
e pr
ojec
ts.
Uni
t Fr
ame
Uni
t 3:
Glim
pses
of
Nat
ure
Tim
e: 2
5 pe
riod
s
Conc
ept/
Them
e
Them
e:Lo
ve fo
r Nat
ure
Sub
them
es:
• Ex
plor
ing
natu
re a
ndde
velo
ping
an
attit
ude
to p
rote
ctan
d pr
eser
ve it
.
• Pe
acef
ul c
o-ex
isten
cebe
twee
n m
an a
ndot
her
crea
ture
swi
th th
e m
otto
'live
and
let li
ve'.
• Ev
ery
bein
g on
earth
has
its o
wn
impo
rtanc
e.
Dis
cour
ses/
Act
iviti
es
• S
tory
• P
oem
• P
oste
r•
Spe
ech
• C
ompl
etin
g a
stor
y.•
Edi
ting
apa
ragr
aph.
• P
roje
ct w
ork
La
ngua
ge E
lem
ents
• P
repo
sitio
nslik
e 'b
y',
'with
', 'of
','in
', 'at
'.
• T
he u
sage
of
'whi
le'.
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Teacher Text Std VIEnglishtwo prose pieces - The Rightful Inheritorsof Earth by Vaikom MohammedBasheer and Jawaharlal Nehru’s TheBook of Nature.
This unit focuses on the exploration ofnature and the development of anattitude to protect and preserve it.
The poem The Mountain and the Squirrelconveys the idea that every pheno-menon on the earth is equallyimportant. Nothing is superior orinferior to the other. Every creature inthe world, big or small, has got somesignificance.
The story The Rightful Inheritors of Earthinculcates in the learners, a scientificway of living without killing anycreatures.
The Book of Nature is one of the letterstaken from Jawaharlal Nehru's Lettersfrom a Father to his Daughter. Here hedescribes nature as a great book. Inorder to read the stories of this greatbook, one must learn the alphabet ofnature. Through ‘The Book of Nature’,Nehru teaches us the art of reading thisalphabet.
The three pieces of work mentionedabove reinforce in the learners, anunderstanding of the interdependenceof man and nature and therebydeveloping an affinity towards nature.
The values, ideas and concepts that thelearners acquire will be reflected in thediscourses like poster, speech, story,etc. that they produce afterwards.
The language elements focused in this
unit are prepositions like 'by', 'with', 'of,''in', 'at' and also the usage of 'while'.
PoemThe Mountain and the Squirrel
Entry ActivityTeacher TalkYou may ask the learners to look attheir hands.
• Are all your fingers similar in size?
• Which finger is the most important?Why?
You can show signs using the fingersand ask the learners to predict itsmeaning. Now say which finger isimportant?
• Now lead the learners to the picturesgiven on Page 73 of the Reader.
• Elicit responses to the questions givenbelow the pictures. Lead them to theconclusion that each finger has its ownsignificance, irrespective of its size.
Teacher TalkYou may elicit answers to the followingquestions:
1. What’s the poem about?
2. Who are the characters in the poem?
3. Why did they quarrel?
4. What does ‘Bun’ refer to in thispoem?
Silent reading by the learnersThe learners read the poem silently. Letthem sit in groups and clarify theirdoubts.
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Teacher Text Std VIEnglishGroup sharing
Ask the learners to share their ideasabout the poem.
You can use ‘Let’s review’ questionsalso at this stage.
Loud reading by the teacher
You may read the poem aloud withproper rhythm once or twice.
Let’s revisit the poem
Possible answers
1. Because the mountain called thesquirrel ‘little Prig’.
2. Here the sphere refers to the ‘earth.’
3. ‘Talents differ’- Here it means thateach person has his or her own abilities.They vary from person to person.
4. They settled their arguments bycoming to a conclusion that if thesquirrel cannot carry forests on his back,neither can the mountain crack a nut.
5. The mountain requests for thesquirrel’s help.
Let the learners sit in groups and writethe answers to the questions given inthe Reader.
Now the learners are ready to do theactivities on Pages 76, 77 and 78.
Activity i
• Let the learners do the taskindividually.
• Let them sit in pairs and compare theiranswers.
AnswerSquirrelSmall
Can crack a nut
MountainVery big
Can carry the forests on its back.
Activity ii• You can recite the last four lines of thepoem.
• You may write the word 'track' on theblackboard. Ask the learners to locatethe words that end with the same soundas that of ‘track’.
• Encourage the learners to find outmore such rhyming words from thepoem.
• Let them write individually. They canlater share it with the whole class.
AnswerSquirrel-quarrel, weather-together,
Year-sphere, disgrace-place etc.
Activity iii• You may write the given lines on theblackboard.
‘The mountain and the squirrel
Had a quarrel
And the former called the latter 'littlePrig’.
• Invite the attention of the learners tothe words ‘latter’ and ‘little’.
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Teacher Text Std VIEnglish• You may also read out the examplegiven in the text. ‘My love’s a red, redrose.’
• You may now explain that alliterationis the repeated occurence of aconsonant sound.
• The learners are now encouraged tolocate lines in which alliteration occursand also the sounds which arerepeatedly used.
• Let the learners write examples ofalliteration in the last four lines.
• Random presentation.
AnswerIf I cannot carry forests on my back.
Neither can you crack a nut.
Here, the sound /k/ is repeated.
Activity iv• Let the learners read and pick out therelevant sentences given in the Reader.
• Let them arrange the sentences, inorder to prepare a summary of the poem.
• Random presentation
• Let the learners share their write-upsin groups.
• Group presentation.
AnswerThe mountain and the squirrel begin aquarrel with each other. They quarrelbecause the mountain thinks that it ismore important. The squirrel says thathe is quicker than the mountain. Themountain carries the forest on his back.
The squirrel is grateful to the mountainfor giving him a path to move along.The poem tells us that everyone hashis/her own talent and hence, has acontribution to make.
THE RIGHTFUL INHERITORS OF THEEARTH
Teacher Talk:You may tell the learners that the poemThe Mountain and the Squirrel gives animportant message that no one in theworld is insignificant.
• Man must respect and giveconsideration to all the animals, birdsand insects that live on earth.
You may ask:
• Have you read any story related to theinterdependence between man andother living things?
• You may generate a discussion on thestories that they have read.
• Encourage the learners to share thestories with the others in the class.
• You may also share with the learners,any story that you have read. (Thestories can be in the mother tonguetoo.)
• Now, let’s read a story related to thistheme.
(Refer to Unit I for reading process.)
• You may generate a discussion makinguse of the scaffolding questions.
• The following hints can be used fordiscussion.
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Teacher Text Std VIEnglish• Let each group present their ideas.
• You may supplement more ideas ifrequired.
Hints for scaffolding questions:1. The author felt happy because hehad become the owner of a tiny littlepiece of this wide earth.
2. The birds, butterflies, crows andhawks were the trespassers.
3. The author called the birds andbutterflies ‘trespassers’ because, inspite of the fence and watchdog, theyflew into the author’s property withouthis permission. They did not seem tocare for anyone in the world, not eventhe government.
4. A fierce creature without paws andwings... dignified and majestic with itshood spread out. It hissed as if askingthe author what business he had on thisland. (words/phrases will also do)
5. The cobra could not go to someother place because the whole earth hadbeen taken over by man bit by bit.
6. God created a variety of things in thisuniverse like fruits, edible roots, grass,grain, water etc. for the survival of allthe creatures. Just like human beings,birds, beasts, reptiles and insects toohave a right to these things.
7. The author thought of a scientificway of living so that man would be ableto live without killing any livingcreature. Then there would be perfectharmony among the living things.
8. The bats were destroying thecoconuts.
9. The author says that guns shouldnever have been invented.
10. The bats were found in largenumbers on a pair of banyan trees nextto the old temple.
11. The people did not allow them tokill the bats because it was believed thatbats were the souls of their ancestors.
Let’s revisit the story• Let the learners read the importantsegments of the story silently.
You may introduce the questions oneby one.
• Generate a discussion in the classrelated to each question.
• Interact with the learners to elicitrelevant and logical responses.
• Make use of the hints given below.
Possible answers1. Here ‘they’ refers to the trespassers-the birds, butterflies, crows and hawks.
2. God has created a variety of things inthis universe for all the living beings.Man cannot be selfish by pretendingthat he alone has the right to thesethings. All living creatures are ourfellow beings and they have as muchright to live on the earth as man has.
3. A discussion can be held in the class.Let the learners justify their answers.
You may channelize the discussion sothat the following ideas come up.
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Teacher Text Std VIEnglishMan encroaches on other beingshabitat. They are left with no place tosurvive. So the animals are compelledto move into man’s property, whichleads to conflict. There should bepeaceful co-existence between man andother creatures keeping in mind themotto' Live and let Live'.
Activity 1• Let the learners write the exchangesby referring to the text.
• Let them share their answers in groups.
• Group presentation
• Presentation of teacher’s version
AnswerBasheer: We are the owners of thisland. The birds, beasts, reptiles andinsects too have a right to this land justas we have.
Wife: Are you saying, rats have a rightas well? They don’t seem to think wehumans have any. They go about asthough the earth belongs to them.
Basheer: Not me! Guns should neverhave been invented.
Wife: Let’s buy a gun. We can shoot thebats, the foxes and the polecats with it.
Activity 2• You may initiate a discussion on thepicture on Page 85 and interact with thelearners.
• Now let the learners prepare theposter individually on the given theme.
• Random display of the posters.
Activity 3• You may pose the question ‘Does theearth belong only to human beings?’
• Generate a discussion on this topic.
You may ask
What’s the author’s view on this?
• Let the learners pick out sentencesfrom the text to justify the author’sview.
• Random presentation
HintsGod has created a lot of things in thisearth. No doubt, the birds, beasts,reptiles and insects too have a right tothese things just as we have. God hascreated the earth for all creatures.
Activity 4• You may introduce prepositions withthe help of the sentences and picturesgiven on Page 86.
• Now lead the learners to the task givenon Page 87.
Answersat, with, in, by, of
Activity 5• You may write the sentence given inthe Reader on the blackboard.
• Draw the attention of the students toit.
• Let the learners identify the two ideas.
I was still wondering.
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Teacher Text Std VIEnglishMy wife decided to take things into herhands one day.
Interaction• Look at the first sentence. How arethese two ideas combined? Do theseactions happen at the same time? Herethe word ‘while’ is used to combine twosentences which talk about actions thathappen at the same time.
• Now, let the learners do the taskindividually.
Answers1. The author was travelling home. Heheard the result of his exams.
2. I was making dinner. My sister waswatching television.
3. I was speaking over phone. Myfriend was reading magazine.
4. I was in school. I was good at Maths.
5. He was climbing the stairs. Fathertripped and fell down.
The Book of NatureTeacher TalkIn the story The Rightful Inheritors of theEarth we see the relationship betweenman and other living things. Do weinteract only with living beings? Humanbeings interact not only with livingbeings but also with all the objects innature.
Here is a letter titled The Book of Naturewritten by Jawaharlal Nehru addressedto his daughter.
(Refer to Unit I for reading process.)
Possible answers1. He would write short accounts ofthe story of the earth to her from timeto time and his stay in Allahabad jail willin no way affect his interactions withher.
2. Nehru says that he cannot have talkswith his daughter because he is inAllahabad and Indira is in Mussorie.
3. Nehru said that Indira would readabout the earth in ‘fat books’ becausethe story of the earth is so vast and heis sure that Indira will read a lot aboutthe earth in great books when she growsup.
4. By reading the Book of NatureNehru means, observing Nature andinteracting with it.
5. You will soon begin to learn how toread the story from rocks andmountains.
• Every little stone… may be able to tellyou something.
• Imagine how fascinating it is!
• ‘You must learn the alphabet ofnature.’
(Here, the teacher may ask the learnersto pick appropriate sentences/expressions that show Nehru’s love fornature. Let the learners justify theiranswers.)
6. Stones, rocks, rivers, mountains,seas, etc. are the different pages ofnature. In order to read these pages onemust learn the alphabet of nature.
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Teacher Text Std VIEnglishLearning the alphabet of nature can beinterpreted as follows:
• Having the sensitivity to understandnature and its resources.
• The ability to perceive nature.
• Developing a positive attitudetowards nature and towards each andevery object in it.
• Learning means experiencing. Weexperience through our sense organs. Solearning the alphabet of nature meansexperiencing nature through our sensesand obtaining information about it.
• Learning the alphabet of nature ispossible only if we have boundless lovetowards nature and all the objects in it.
7. If one observes nature closely onecan learn about nature.
(The discussion in the class should leadto the notion of universal brotherhood,which is a way of life. It envisages theworld as one home and all the objectsof nature as members of one family.This outlook of Nehru is evident in thelast part of the The Book of Nature- ‘Ifthe river had carried it on, it would havebecome smaller and smaller till at last itbecame a grain of sand and joined itsbrothers at the seaside to make abeautiful beach, where little childrencan play and make castles out of thesand.’ The discussion should help thelearners to realise the worth of all theobjects of nature and thereby developuniversal love. It will help the learners
live in harmony with nature and witheach other.)
You are at liberty to include your owninterpretations as well.
Activity 1• You may write the given sentence onthe BB.
• What does the expression ‘I am afraid’mean?
• Is Nehru really afraid of tellingsomething?
• Will Indira be frightened by readingthe words?
• Now, let the learners choose the rightoption from the given choices.
AnswerNehru is doubtful whether his letterswill be able to provide completeinformation.
Activity 2• Let one or two learners read aloud thestory of a pebble on Page 91.
• Imagine the pebble is telling its ownstory. How will it begin?
• Random presentation of the first twosentences of the story. (Once upon atime…mountainside.)
• Now let the learners write the rest ofthe story individually.
• Random presentation
• You may ask the learners to give atitle to the story.
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Teacher Text Std VIEnglishTeacher version
MY STORY
Once upon a time, long long ago, Iwas a bit of a rock with plenty of edgesand corners. Probably, I rested onsome mountainside. Then came therain and washed me down to the littlevalley where I found a mountainstream, which pushed me on and on tillI reached a little river. And the littleriver took me to a big river. And all thewhile I was rolling and rolling at thebottom of the river. My edges had wornaway and my rough surface was madesmooth and shiny. Thus I became apebble. The river carried me again andI became smaller and smaller, till atlast I became a grain of sand and joinedmy brothers at the seaside to make abeautiful beach. There little childrenused to play by making castles out ofsand.
Activity 3• You may generate a discussion on theconservation of nature.
• Ask the learners to prepare a speechon the conservation of nature.
Interaction• You may ask the interaction questionsgiven in the Reader one by one andelicit responses.
• Let the learners write the speechindividually.
• Random presentation
• Let them share and refine their write-ups in groups.
• The group members can choose thebest write-up and present it in the class.
• Presentation of the teacher’s version.
SpeechGood Morning,
Honourable Chief guest, HM, teachersand my dear friends,
Today we have gathered here to takepart in an Awareness programmeorganised by the School Nature Club.As a member of the Club I’m glad tobe here to talk about the conservationof nature. All of us know that ourenvironment is getting polluted inmany ways. Who is responsible forthis? None other than human beings.Most of our streams and rivers arepolluted. What about the land? Thinkabout the air we breathe and the waterwe drink! Pollution is spreading likewild fire eating up the whole earth.Can we do anything to prevent it? Sure,we as children can make a difference.We need to protect the air we breathe,the water we drink, and the land onwhich we live. We have to protectnature for our future.
I’m sure our Nature Club will take theinitiative in protecting our environment.Each one of us should be committed tokeep our community healthy andstrong. Let me ask you a question now.What do we mean by protecting nature?It is about protecting the place we live.In this moment, I remember the wordsof Lame Deer: ‘We must all see ourselves
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Teacher Text Std VIEnglishas part of this earth, not as an enemy fromthe outside who tries to impose his will onit. Being a living part of the earth, wecannot harm any part of her withoutharming ourselves.’
Of course, we as children can make adifference. Let us join our handstogether to protect Nature so that all ofus and the generations to come canenjoy a healthy and prosperous life - alife in harmony with Nature and witheach other.
Thank you all.
Editing
• Let the learners edit the passageindividually.
Answersby, in, wished, a, leaves, touched, (.) fullstopThe, grew, tookProject Work• Group the learners.• Ask each group to collect pictures andpaper cuttings showing man and otherbeings living harmoniously.• Let them prepare a collage.• Ask the learners to provide a suitabletitle to the collage.• The work of the learners can bedisplayed in the class.I canMake entries in this page as youproceed.
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Teacher Text Std VIEnglish
Unit 2
STILL WE RISE
Theme:• Marginalisation of women
• Women empowerment
Sub theme:Rights of women
Learning outcomes:The learner will be able to:
• interact in English in varioussituations.
• analyse a newspaper report.
• read and appreciate a story.
• read and appreciate a poem.
• read a passage and do the activitiesrelated to it.
• write the thoughts of a character.
• develop a skit.
• prepare an announcement.
• prepare an invitation card.
• frame exclamatory sentences.
• undertake simple projects.
IntroductionEveryday we come across instances ofmarginalisation of certain groups,classes or races. It adversely affects thevictims making them terribly insecure.Empowerment of the weaker sectionsof the society is essential to ensuretheir well-being. People of all sectionsshould be encouraged to perfect theirskills and abilities to excel in life. Ithelps them evolve and establishthemselves in the society. Throughperseverance, hard work, positivebehaviour and education, one can beempowered to come up in life. This unithighlights the need to empower womenin their workplace as well as in thecommunity.
Unit OverviewIn the unit, the first text is a popularfairy tale named Cinderella. One of themost popular versions of Cinderella waswritten in French by Charles Perraaultin 1967. It is a magical tale of a fairygodmother who helps Cinderella todress up for the ball. Another well-known version was recorded Grimm
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Teacher Text Std VIEnglish
Lear
ning
Out
com
es
•In
tera
ct in
Eng
lish
in v
ario
ussi
tuat
ions
.•
Ana
lyse
a n
ewsp
aper
repo
rt.
•Re
ad a
nd a
ppre
ciat
e a
stor
y.•
Read
and
app
reci
ate
a po
em.
•Re
ad a
pas
sage
and
do
the
activ
ities
rela
ted
to it
.•
Wri
te th
e th
ough
ts o
f a c
hara
cter
.•
Dev
elop
a s
kit.
•Pr
epar
e an
ann
ounc
emen
t.•
Prep
are
an in
vita
tion
card
.•
Fram
e ex
clam
ator
y se
nten
ces.
•U
nder
take
sim
ple
proj
ects
.
Uni
t Fr
ame
Uni
t 2:
Sti
ll w
e Ri
se
Ti
me:
25
peri
ods
Conc
ept/
Skill
Them
es:
• M
argin
alisa
tion
of w
omen
• W
omen
empo
wer
men
tSu
b th
eme:
Righ
ts o
fw
omen
Dis
cour
ses
Act
ivit
ies
• S
tory
• P
oem
• S
peec
h•
Des
crib
ing
one'
sth
ough
ts•
Ski
t•
Ann
ounc
emen
t•
Invi
tatio
n ca
rd•
Ana
lysi
s of
ane
wsp
aper
rep
ort
• F
ram
ing
excl
amat
ory
sent
ence
s•
Lis
ting
out t
heho
useh
old
wor
k•
Edi
ting
• P
roje
ct w
ork
La
ngua
ge E
lem
ents
• A
djec
tives
(Des
crib
ing
wor
ds)
• E
xcla
mat
ory
sent
ence
s
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Teacher Text Std VIEnglishBrothers in1812. The tale was titledAschenputtel (Cinderella in Englishtranslations) and here, the help comesnot from a fairy godmother but from thewishing tree that grows on her mother’sgrave.
Women in earlier days did not get anopportunity to be successful. All thatthey could aspire for was a goodmarriage. Middle class and workingwomen had a very different life style.The idea of a marriage on the basis ofromance was also a fantasy in the 1600swhen writing fairy tales was verypopular. It was believed that all goodthings came to those who were goodnatured and endured all difficulties thatthey came across.
In the poem Woman Work, the famousAfrican American poet Maya Angelouemphasizes, ‘we may encounter manydefeats but we must not be defeated’.The speaker in the poem is a womanwho has the burden of domestic workthrust upon her. She is the mouthpieceof majority of women who arehousewives and mothers who areforced to work like maids or evenslaves. The umpteen tasks to befinished daunt her and she wants to runaway and seeks comfort in nature’s lap.
For further reading, the speech of theyoung Pakistani girl Malala Yousafzai,titled One Child, One Teacher, One Pen andOne Book can Change the World is given.Here Malala, the youngest Nobel PeacePrize Winner campaigns for the rightsof girl children, particularly for their
right to education. She voices to all thevoiceless millions around the world andexhorts the world to acknowledge thepower of education, free speech andgender equality. She says, ‘Let’s wage aglobal struggle against illiteracy,poverty and terrorism, and let us pickup books and pens. They are our mostpowerful weapons.’
This unit familiarises the learners withexclamatory sentences and adjectives(describing words). Various discoursessuch as describing one’s thoughts,developing a skit, making anannouncement and designing aninvitation card have also been included.
Entry Activity: Newspaper ReportYou may ask the learners to read thegiven newspaper report. Elicit theresponses of the learners.
Possible answers/Hintsa. Death of a ten year old girl
b. Torture by her step-mother
c. Fight for rights/help them
d. You can either cite or elicit similarincidents
Teacher TalkYou may introduce the text Cinderellaby asking the questions given in theReader and elicit responses from thelearners. Now, you can proceed to thestory in the following manner:
I’ll narrate the story of a girl. Once therelived a rich man with his wife and abeautiful daughter. One day his wife
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Teacher Text Std VIEnglishfell ill. She felt that she was going to die.So, she called her only daughter nearand said, ‘Dear child, I think I have topart with you. Be good and pious. Godwill always be with you and will helpyou.’ Saying thus she died. The girl feltvery sad and lonely.
Do you know what happened then? Toadd to her grief, her father soon marrieda proud and unkind woman who hadtwo daughters. Can you imagine howthe woman treated the poor girl?
Now, let the learners go through thestory.
Process: ReadingIndividual Reading• Let the learners read the passagesilently.
• You may ask them to find out themeaning of unfamiliar words from theglossary/dictionary.
• The learners can put a question mark[?] against the difficult words andsentences and an exclamation mark [!]against the interesting ones.
Collaborative Reading• Let the learners sit in groups to sharetheir ideas and clarify their doubts.
• Learners can share their ideas withother groups too.
• You may clarify the persistent doubtsjudiciously.
Loud Reading• The teacher may read the passagealoud in the mode of storytelling using
gestures, proper voice modulation andoptimum speed.
• The passage should be read in such away that punctuation marks like the fullstop, comma, question mark,exclamation mark etc. are sensed by thelearners.
Scaffolded Reading• You may generate a discussion usingthe while reading questions given in thereader.
• You may modify them or frame morequestions to ensure better comprehension.
• You are free to adopt strategies thatsuit the learners.
Hints for textual questions1. To be good and pious. God will takecare of her. Her mother's soul in heavenwill always be with her.
2. The grave was covered with snow.
3. Elicit free responses from thelearners such as:
a. They were proud and unkind.
b. They were wicked and ugly at heartand Cinderella was a poor beautiful girletc.
4. She looked dusty and dirty as sheslept in the cinders.
5. She would cry and feel verydisappointed.
6. The step-mother treated herdaughters well and encouraged them togo to the ball. As Cinderella was not herown daughter, she was ill-treated.
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Teacher Text Std VIEnglish7. Pumpkin- a red coach.
Mice - white horses.
Lizards- foot men.
Rags- beautiful clothes made of silkand gold.
8. At twelve o’clock the magic wouldend and she would be back to heroriginal self.
9. Perhaps the prince would not havenoticed her.
OrHe would not have allowed her to enterthe ball room.
10. To show that she had not been toany place.
11. She was enjoying the party in thecompany of the Prince and thus forgotabout the passage of time.
12. The Prince was going to visit everyhome to find out the lady.
13. Let the learners pick out sentences.
e.g. The mother handed her the knife‘Cut a piece off your heel…foot’.
14. Sympathetic and forgiving.
Loud Reading by the learners• Let one or two learners from eachgroup read the passage aloud.
Let’s Revisit the Story• Review questions will help in bettercomprehension and interpretation ofthe story. Let the learner discuss theanswers in groups.
• Ask the learners to write the answersindividually.
• Presentation
• Frame more questions if needed.
Hints for textual questions1. When Cinderella’s mother died, shebecame a domestic slave - forced towork hard - ill treated - sits cryingthinking about her mother.
2. While leaving the ball room, she lefther shoe behind. The Prince fell in lovewith the girl with whom he had danced,searched for the owner of the glass shoeand found Cinderella. They got marriedand lived happily ever after.
3. Refer the text and let the learnersanswer on their own.
Video Presentation• Show the video presentation ofCinderella’s story.
• You may stop just before a dramaticevent in the story (e.g., when the clockstrikes twelve) and ask the learners topredict what is going to happen.
• You may continue the presentation.
• The learners may check whether theirprediction is correct.
• After the movie, you may askquestions like:
1. Who are the important characters inthe film?
2. How did the Fairy godmother helpCinderella?
• Films on different versions of the storyare available on internet.
• You may choose the most suitable onefor your learners.
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Teacher Text Std VIEnglishActivity 1• You may begin by citing an instancefrom the story.
‘When Cinderella begged her step-mother to allow her to attend the ball,she refused. She wiped her tears andstarted thinking. What would be herthoughts?’
• Draw the attention of learners to thepictures given on Page 50 which willhelp them to generate ideas.
• Let them discuss in groups and writewhat her thoughts might be.
• Let the learners refer to the text.
• Group presentation.
Hints for textual questions• My stepsisters might be enjoying theball.
• I have no other way but to remain inthe kitchen
• If my mother were alive, I would haveattended the ball.
• Prince’s ball party
Activity 2• Let the learners develop a skit basedon the events that made Cinderella theprince's bride.
You may ask the following questions:
• What are the important elements of askit?
• You may elicit responses from thelearners on:
Characters, dialogue, setting…etc.
• Let the learners work in groups.
• You may ask the learners to chooseone event from the ladder and preparea skit so that it can be enacted in theclass.
• You may encourage the learners toexpand the skit using the scenes fromthe story and include more dialoguesand action sequences.
Sample ScriptCharacters
• Cinderella• Prince• Stepmother• Stepsister 1• Stepsister 2• A courtier
Scene 1: Cinderella’s HouseA neatly arranged room furnishedwith one or two chairs, and a tablewith a flower vase on it. There is a dooron the left side of the stage whichopens to the courtyard and a door onthe right that opens to the interior ofthe house.
Courtier enters.
Courtier (announces): Victory to HisMajesty! The prince is arriving.
The stepsisters enter excitedly.
The prince enters and sits on the chair.
Prince: I want every girl in thekingdom to try on the glass shoe.
Stepsister 1: Welcome Your Majestyto our small house. I am so happy to
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Teacher Text Std VIEnglishsee my shoe which I left in the palace.
Stepsister 2: But it is my shoe. I am thegirl the prince is looking for.
(Stepmother enters and seems to be excited.The courtier hands over the shoe to thestepmother. Stepsisters and mother exit)
Voices heard from the backstage. Only theaudience can hear the conversation.
Stepmother: Put on the shoe, my girl.
Stepsister 1 (cries): But mother, mytoes are big and the shoe seems to betoo small.
Stepmother: Here, take this knife. Cutthe toe off, my child, for when you area queen, you will never have to go onfoot.
(After sometime the three appear before theprince. Stepsister 1 looks embarrassed. Shesmiles. The Prince looks at her feet and seesblood.)
Prince: Oh! Blood! (draws back inhorror) Not the right bride at all. (To theother sister) Why don’t you try to putthe shoe on?
(The stepmother and her daughters exit.Voice of stepsister 2 is heard from inside.Only the audience can hear it.)
Stepsister 2: Mother, it seems my heelis too large for the shoes.
Mother: Here, take this knife .Cut theheel off, my child, for when you are aqueen, you will never have to go onfoot. (The stepmother and stepsisters enterand stand before the Prince. The Princenotices blood and screams angrily.)
Prince: There is blood on your shoe.The shoe is too small. Not the rightbride at all.
(Cinderella suddenly comes forward.)
Cinderella: Let me try it on. (Sisterstease and laugh)
Stepsister 1: (Shouts) Clear out.
Stepsister 2: How dare you come herein these dirty rags, you ugly creature?(Laughs again)
Prince: Let this girl try the shoe on.
Stepsister1: She didn’t go to the ball.The shoe won’t fit her. (Cinderella sitsdown and tries on the shoe.)
Prince: Look it fits! (Rising happily)
Stepmother :(Surprised) It fits!
Prince (smiling): You're the one I'vebeen looking for. What is your name?
Cinderella (smiling): My name isCinderella. (Cinderella now takes out theother shoe from her pocket.)
Prince (looking pleased): Oh! She is theright bride, the one I have beenlooking for.
(Cinderella looks at her step mother and stepsisters. They look at Cinderella with guiltand remorse.)
Cinderella: I will be very happy if youallow me to bring them along. Theyare my stepmother and stepsisters.
Prince: (happily) Why not? They toocan join you, if you wish. (All happilyleave the scene.)
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Teacher Text Std VIEnglishActivity3• You may ask the learners to read theannouncement given in the Reader.
• Generate a discussion on the featuresof an announcement.
• You may ask the following questions.
i. How does the announcement begin?
ii. What do you notice about thesentence structures?
(Crisp and concise)
iii. What are the different detailsincluded in the announcement?
(event, date, time & venue)
• Now, the learners may attemptwriting the announcement individually.
• Random presentation.
• Sharing and refining in groups.
• The learners prepare and present it.
Possible AnswerFor the Attention of the Public
His Majesty will marry a young maidennamed Cinderella tomorrow at 12noon. The grand ceremony will beheld in the palace hall. His Majestyhereby invites all his subjects to hispalace for the marriage ceremony andfor the lunch that follows.
Activity 4We usually invite friends and relativesfor parties or celebrations. Imagine thatyou are going to celebrate your birthdayin the coming week. You wish to invite
your friends and relatives. How willyou invite them?
You may lead the learners to theinvitation cards given in the Reader.
• Generate a discussion on the featuresof an invitation card. You may use thefollowing questions:
• What are the details that should beincluded in a card?
• Whom do you wish to invite?
• Where is the venue?
• Now, prepare an invitation card foryour birthday.
You are invited to my eleventhbirthday party.
Please join us for thecelebrations
On Monday, 25th September 2015
11.00 am to 2.00 pm
at Hotel Holiday Inn(Palakkad)
Raju
‘Jyothis’Gandhi Nagar
New DelhiPh: 90 96 11 55 14
email: [email protected] 5
You may show the picture of Cinderellaentering the ballroom and ask thelearner to describe her using morewords.
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Teacher Text Std VIEnglishPossible answersBeautiful, cheerful, pretty, energetic,etc.
Activity 6• Read the extract from the story givenon Page 54.
• Let the learners read the reactions ofpeople as Cinderella walked into theball-room.
• Let them make similar expressionsusing the words given in brackets.
Possible answers How happy the girl is!
What a delightful sight it is!
What a strange horse it is!
What a selfish woman she is!
You may continue: The Princeexclaims, ‘How beautiful she is!’ We canchange the expression into a sentenceas ‘She is very beautiful’.
• Let the learners practice writing moresuch examples.
• You may ask the learners to fill theblank spaces in the table given on Page56.
Possible Answers How smart she is!
She is a lovely girl.
How young she is!
Poem – Woman WorkYou may introduce the poem by askingthe questions given in the textbook andeliciting responses from the learners.
Process:
ReadingIndividual Reading• Let the learners read the poemsilently.
• Ask them to find out the meaning ofunfamiliar words from the glossary.
• Let them interpret the poemindividually.
• You may clarify the difficult words/expressions.
• Let one or two learners from eachgroup read the poem aloud.
• Monitor the learners’ oral reading(accuracy and fluency).
• You may ask comprehensionquestions, if required.
Loud Reading by the Teacher• You may read the poem aloud withproper stress, intonation and rhythm oruse the audio presentation of the poem.
Let’s Revisit the Poem• Review questions will help in bettercomprehension and appreciation of thepoem. The questions may be given ingroups as well.
• Let the learners discuss the answers ingroups.
• Now, the learners write the answersindividually.
• Let the learners present their answers.
• Editing
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Teacher Text Std VIEnglish• You can frame more questions ifrequired.
Hints for textual questions1. Woman/housewife/mother
2. The woman is not happy aboutdoing the household chores. Let thelearner select the lines from the poem toestablish his/her answer.
3. She badly needs a break.
4. ‘Sun, rain, curving…I can call my
own.’ Let the learners find out morelines where human qualities areattributed to nature.
5. Nature is the only enemy that she hasin her life.
Activity 1• You may present the table given in theReader on a chart paper/BB.
• Let the learners read the instructionsand fill the table.
Possible Answers (Activity 1) Woman Cinderella Youtends her children fetches water go to shop
mops the floor cooks in kitchen help in cooking
mends clothes washes clothes sweep the floor
looks after the sick makes fire press clothes
Activity 2• Let the learners read the given lines.• You may explain that the last word inthe first line ‘tend’ and the last word inthe second line ‘mend’ sound alike.Such words are called rhyming words.• Let the learner pick the rhymingwords from the given lines.Answers
mop - shopfry - dryfeed - weedpress - dresscut - hut
sick - pick
Activity 4
• You may ask the learners to read thegiven poem ‘Amanda’ by Robin Kleinin groups.
• You may ask the questions on Page61.
• Let the learners write down a list ofthings that parents/ elders ask them todo/ not to do.
• Let the learners discuss the freedom ofwomen in our society comparing MayaAngelou’s Woman Work and RobinKlein’s Amanda. They may work ingroups. Let the groups present theirviews.
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Teacher Text Std VIEnglishPossible AnswerIn the poem Woman Work, we see awoman who is fed up with her busyworld of household chores. In Amanda,the life of a girl constantly nagged byelders is portrayed. She is also like thewoman in Maya Angelou’s poem who isexpected to rise to the standards set bythe society. Our society decides how awoman should act. As a child, she hasto be obedient and quiet. When shebecomes a woman, her roles are limitedto housekeeping and motherhood. Butnowadays, women enjoy better rightsand educational opportunities.
ONE CHILD, ONE TEACHER, ONE
PEN AND ONE BOOK CAN CHANGE
THE WORLD
You may introduce the third text of theunit by asking the questions given at thebeginning.
The learners have already come acrossnews of atrocities against women. Youmay ask:
• What will you do to prevent suchatrocities?
Possible answers:Make women aware of such atrocities.
Individual Reading• Let the learners read the passagesilently.
• Let the learners find out the meaningof the unfamiliar words from theglossary/dictionary.
Collaborative Reading• Let the learners sit in groups to sharetheir ideas and clarify their doubts.
• The learners may clarify the persistentdoubts judiciously.
Audio - Video PresentationAn audio/ video presentation of thespeech may be shown in class. You maylead the learners to do the activities.
Activity 1Ask the learners to read and put a tickmark against the correct statement.
Answers1. c, 2. b, 3. a, 4. b.
Activity 2• Let the learners read the quotes givenin the balloons.
• Ask them to read Malala's words in thegiven circles.
• You may ask the learners to pick outthe quotes which have ideas similar tothose of Malala’s words and write thenames of the speaker in thecorresponding boxes.
AnswersWe call upon all government…-Vladimir Putin
A deal that goes …- George Carlin
We call upon our sisters…- HarrietTubman
We want schools…- Nelson Mandela
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Teacher Text Std VIEnglishActivity 3
• You may ask the learners to solve themaze given on Page 67. It will be helpfulfor ensuring the learner’s comprehensionof the speech.
• Let the learners go through the speechonce again.
• Ask them to find out the correct andincorrect statements given in the maze.
• Let the learners draw a line throughthe correct statements and find the wayto reach Malala.
Correct Statements
1. We realise the importance of lightwhen we see darkness.
2. Peace is necessary for education.
3. A deal that goes against the dignityof women and their rights isunacceptable.
4. One child, one teacher, one pen andone book can change the world.
Editing
1. princess
2. died
3. most beautiful
4. all?
5. What a fair lady Snow White is!6. deer
Project WorkLet the learners collect newspaperreports on women who have overcomethe challenges in their lives.The learners collect the newspaperreports and share in groups. Theteacher can help the learners pick themost interesting report from differentgroups and prepare a wall magazine.You may ask each group to come outwith a title.
The best title for the wall magazine canbe selected.
You may now interact with the learners:There are many children who are likeCinderella, who don’t even have goodclothes to wear. Such children evenavoid going to school.
You may initiate a programme to helpsuch learners by collecting clothes fromother children and providing them to theneedy. They can even visit nearbycharitable institutions and give themthe clothes they have collected.
I canMake entries in this page as youproceed.
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Teacher Text Std VIEnglish
Unit 4
WORK IS WORSHIP
Theme: Dignity of labour
Importance of agriculture
Sub theme:Need to realize the importance ofagriculture.
Importance of hardwork.
Learning outcomes:The learner will be able to:
• read and appreciate short stories.
• prepare a speech from the given hints.
• describe different life situations.
• write short descriptions.
• write a conversation based on a story.
• arrange events of a play in the order.
• use 'hardly' to convey negativemeaning.
• use 'as… as' to combine sentences.
• read and appreciate poems.
• edit a passage.
• undertake simple projects.
• collect data for the project.
IntroductionThe unit focuses on the importance ofhardwork. It is essential for progress inlife. Absence of hardwork stagnatessociety. Our society thrived on anagrarian culture in the past. The modernera overlooks the values upheld by suchan agrarian society.
Unit OverviewThis unit focuses on the importance oflabour and farming to lead a healthy life.It inculcates in children respect for hardworking people, especially farmers. Thebenefits of hard work and the virtues ofagriculture are the central themes ofthis unit.
Entry Activity• The teacher may ask the learners tosee the cartoon given on Page 105.
• Let them come up with answers to thequestions given in the Reader.
• Generate a discussion based on thecartoon. Make use of the followinghints.
• Ants work hard.
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Teacher Text Std VIEnglish
Lear
ning
Out
com
es
•Re
ad a
nd a
ppre
ciat
e sh
ort s
tori
es.
•Pr
epar
e a
spee
ch fr
om th
e gi
ven
hint
s.•
Des
crib
e di
ffere
nt li
fe s
ituat
ions
.•
Wri
te s
hort
des
crip
tions
.•
Wri
te a
con
vers
atio
n ba
sed
on a
stor
y.•
Arr
ange
eve
nts
of a
pla
y in
the
orde
r.•
Use
'har
dly'
to c
onve
y ne
gativ
e se
nse.
•U
se 'a
s… a
s' to
com
bine
sen
tenc
es.
•C
olle
ct d
ata
to p
repa
re a
pro
ject
.•
Read
and
app
reci
ate
poem
s.
Uni
t Fr
ame
Uni
t 4:
Wor
k is
Wor
ship
Tim
e: 3
0 pe
riod
s
Conc
ept/
Skill
Them
e:D
igni
ty o
f lab
our
Sub
them
e:•
Nee
d to
reali
zeth
e im
porta
nce
of a
gricu
lture
• Im
porta
nce
ofha
rdw
ork
Dis
cour
ses
/ A
ctiv
ities
• S
tory
• P
oem
• C
arto
ons
and
pict
ures
• R
eadi
ng a
sho
rtst
ory
and
a po
em•
Dis
cuss
ion
onth
e im
port
ance
of
labo
ur a
ndag
ricu
lture
• S
peec
h•
Con
vers
atio
n•
Edi
ting
• P
roje
ct w
ork
La
ngua
ge E
lem
ents
• U
se o
f as.
.. as
for
com
pari
son
• U
se o
f 'ha
rdly
'in
the
nega
tive
sens
e.
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Teacher Text Std VIEnglish• They collect food for the rainyseason.
• The grasshopper is lazy.
• He does not work hard.
• He invites the ants to enjoy the summerdelights.
• The ants say that they have no time to play.
Now, draw the attention of the learnersto the pictures below the cartoon.
Discuss the work/chores that childrendo at home.
The teacher may use the questions givenfor discussion.
Consolidate the discussion and lead tothe idea 'Work is Worship'.
The Grain as Big as a Hen's EggTeacher TalkIn a village, some boys were playing andthey came across a big object, shapedlike a grain of corn. It had a groovedown the middle. It was as large as ahen's egg. When they were examiningthe object, a traveller came and offereda penny and bought it.
• Can you guess what the travellerwould do with the object? Let's see.
• You may ask the learners to read thestory silently.
Individual Reading• Let the learners read the story silently.
• The learner can put a question mark [?]against the unfamiliar words andsentences. He/she can put an
exclamation mark [!] against the wordsand ideas that interest him/her .
• Ask them to find out the meaning ofunfamiliar words from the glossary/dictionary.
Collaborative Reading• Let the learners sit in groups to shareideas and clarify doubts.
• They can share their doubts or sharetheir answers with the other groups.
• You may clarify the persistent doubtsjudiciously.
Hints for textual questions1. The wise man thought and thought,but couldn’t make head or tail of it.
2. The King would get the help of oldmen especially the old peasants in hiskingdom.
3. His father who is older and moreexperienced might know where suchgrains grew.
4. They would have exchanged theiragricultural products with otherfarmers.
5. The grandfather could walk easilywithout crutches. His eyes were clear,his hearing good and he spoke distinctlyunlike his grandson.
6. Big corn grew everywhere/peoplelived on this corn.
7. Buying and selling of grains forearning money was considered a sin ingrandfather's time.
8. Let the learners come up with their
93
Teacher Text Std VIEnglishown answers. Lead them to ideas like'earn food through hard work/ work isworship' etc.
Let's revisit the storyYou may ask the learners to read thestory again.
They can now answer the questionsgiven on Page 113.
The learners may write the answersindividually and present them in theclass.
Hints for textual questions1. The wise men pondered over thecorn and referred to different books.
2. The great grandfather was hardworking, and had earned his livingthrough his own labour.
3. When the great grandfatherexplained that men during his timeslived by their own labour without beingselfish and that they were muchhealthier, the king understood themerits of labour.
4. Men lived according to the law ofnature. They had what was their ownand coveted not what others hadproduced. The land belonged to all.
Let’s writeAsk the learners to do the activities oneby one.
You may follow the steps given belowfor discourse based activities.
• Individual writing
• Refining in groups
• Group presentation
• Presentation of the teacher's version
• Editing
Activity 1Before beginning the activity, you mayinitiate a discussion on the journey ofthe corn from the children to the handsof the great grandfather.
You may ask the following questions toelicit the responses.
1. Who found the grain?
2. Who bought it?
3. Where was the grain taken to?
Now, ask the learners to read theinstructions and fill the empty boxes.
Answerschildren - traveller - king - wise men -old peasant - peasant's father - greatgrandfather
Now, you can lead the learners to theActivity 2.
Activity 2ConversationThe learners may read the story againand write the conversation individually.They can present their answers in theclass. The teacher can ask simplequestions like:
1. Who began the conversation?
2. What did the king ask first?
3. What was the reply of thegrandfather?
94
Teacher Text Std VIEnglishYou may ask the learners to sit ingroups and select the best lines andrewrite the dialogue accordingly. Nowthere can be a group presentation.
Select one or two group products forediting.
Activity 3Initiate a discussion on the picturesgiven on Page 115 of the textbook.
You may ask:
You can see fresh fruits in the twobaskets. Flies are hovering over basketA. What may be the reason?
• You may now ask the learners to writetheir findings by sharing the ideas andinviting more answers.
• An atmosphere should be created inwhich the children are free to interact.
• Encourage them to use languagefreely, acknowledge their answers andact as a mediator in the discussion.
You can consolidate the discussion andbring out the point that the fruits inbasket B are coated with pesticides.Hence, there are no flies on it.
Activity 4You may ask the learners to read theinstructions and write the names ofvegetables and fruits that can becultivated in school and at home.
You may generate a discussion on theadvantages of growing vegetables andfruits at home by asking simplequestions like:
1. Do you grow vegetables and fruits athome?
2. What type of vegetables do you growat home?
3. Do you buy vegetables from themarket?
4. Mention the difference between thevegetables that you get from the marketand the vegetables that we grow athome.
Let the learners write individually theadvantages of growing vegetables andfruits.
Ask them to sit in groups and share theirideas. Then ask them to present in the class.
Teacher’s versionWe can lead a healthy life bycultivating vegetables and fruits athome. We must try to use only naturalmanure in our farm. Studies haveproven that cultivation andconsumption of certain vegetables andfruits can reduce our stress. They notonly give fresh and nutritious food butcan also be a source of income for ourfamily. As they are free frompesticides, they can never causediseases like cancer, liver cirrhosis etc.
Activity 5Speech is the reflection of one's ownthoughts and ideas.
(Features of a speech has already beendealt with in Unit 3. Teacher may askthe learners to refer to it on Page 92 ofthe Reader.)
95
Teacher Text Std VIEnglish• Ask the learners to compare the pastand the present day life styles.
• Let them use the hints given in the boxand prepare a speech individually.
• Refinement in group and presentationin the class.
Teacher’s versionHonourable His Majesty, the king andthe courtiers,
I am very happy that the court hasdecided to felicitate me. It is a greathonour for a peasant like me and I amonly happy to share with you thedetails of life-style and farming duringour time. At that time, my grandfatherand I lived by our own labour. No onecoveted what others had produced.We used natural methods ofcultivation. People were not selfishand self-centered so they were muchhappier and healthier than the presentgeneration. But what is going on now?People live by depending on others.Moreover, they are jealous and greedy.Now farmers have a profit motive. Sothey use artificial methods ofcultivation that lead to dreadfuldiseases.
I don’t want to prolong my speech. Iconvey my wholehearted gratitude toHis Majesty, the King. Before Iconclude I have a humble request tothe king, to promote natural methodsof cultivation for the sake of all ourpeople.
Thank you all.
Activity 6You may ask the learners to read thefeatures given in the box and refer to adictionary to find out the meaning ofunfamiliar words.
Hints for textual questionsOld Peasant - poor eyesight, deaf,greedy, lazy, unhealthy, irrational,selfish, toothless and indistinct speechGreat Grandfather - bright eyes,generous, healthy, clear speech, sharpears, unselfish, rational, hardworking,strong
• Let the learners write descriptions ofthe old peasant and the grandfatherindividually.
• You may help the learners to elaboratethe points.
• They can now present it in the class.
Edit group products.
Activity 7You may ask them to read the words inthe bubbles and those words which areencircled. Then let them do the activityindividually as per the instructionsgiven in the Reader.
Activity 8Read out the sentences in the Reader inwhich hardly is used. Write them on theBB.
• The old man was so deaf that he couldhardly hear what the king said.
Ask them which of the following is true.
• The old man could not hear.
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Teacher Text Std VIEnglish• The king could not hear.
You may ask them how they got theidea that the old man was deaf? Whichword tells them that?
• Focus on the point that 'no' or 'not' isnot used in the sentences. Instead,another expression serves the purpose.
• Let the learners guess and come outwith their views.
• Draw their attention to the wordhardly. It is used to denote negativity.
• Hardly negates the verb that followsit.
This activity will help the learners torealize the use of hardly to denotenegative meaning.
Hardly is used here to say ‘not’ or‘not at all’. It is a negative adverb
Ask the learners to write the sentencesgiven below using hardly.
You may give additional sentences forpractice.
• The girl could hardly walk due to pain.
• The bird could hardly fly because ofheavy snowfall.
Answers:1. The old man was so deaf that hecould hardly hear what the king said.
2. The wise men thought for a long timebut could hardly make head or tail outof it.
3. The learned men pondered again andsearched in their books but could hardlyfind anything about it.
4. We hardly knew anything of moneyin our old days.
Activity 9
You may read out the example andencourage the learners to combine thesentences using as…as.
Let the learners try to combine the restof the pairs on their own.
We use as +adjective/adverb+ as tomake comparison when the things are
equal in some way.
Answers:
2. Nithin is as young as Athul.
3. Tintu Luka runs as fast as a deer.
4. A jasmine is as beautiful as a lotus.
5. A grain is as small as an ant.
Clever Carla
Teacher Talk
Here we have a short play. Let’s readthe play first and then we may enact itin the class.
A poor farmer and his daughter Carlalived in Italy. The farmer worked hardand cultivated fine grains and freshvegetables, which he sold at a nearbymarket. Carla helped her father infarming. One day the farmer tookgrains to the market in his wagon.
What happened next?
Let's read.
You may ask the learners to read theplay silently.
97
Teacher Text Std VIEnglishUse the following questions to help thelearners for better comprehension.
1. What was the price that the farmerdemanded from the merchant?
2. Why did the merchant want thefarmer to step down from the wagon?
3. Who won in the court?
4. How did the merchant return home?
5. How did Carla teach the merchant alesson?
Activity 1After reading the play, You may ask thelearners to do the Activity 1 on Page 125.
The different events of the short play aregiven as pictures but they are in ajumbled order. So, let the learners write
the correct number under the pictures inthe order of their occurence in the play.Now, write the events in the correctorder in the space given.
Activity 2Ask the learners to read the lines abouta farmer’s work.
Let them write a brief description abouta farmer in their locality.
Now, complete the word web aboutthe farmer.
Lead a discussion to develop the wordweb. Let the learners use the hints todevelop a description about the farmer.
Edit the group products.
Present the teacher's version.
Farmer
his nameawards he has won
methods he uses
crops he cultivates
market where he sell the crops
Whether he uses machinesor labourers for reaping
his addressmethods of irrigation
Ways of farming
Ploughing using tractor
Ploughing using power tiller
manures he uses
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Teacher Text Std VIEnglishTeacher versionThere is a small hut located at the edgeof a vast field and a farmer is workingin his field. His wife helps him infarming. In the picture she is busyfeeding the cattle. Their children arehappy and are enjoying a bath in thenearby pond. The distant hills and thetrees around make a beautiful scene.The coconut tree bearing coconuts isswaying in the wind.
EditingLet the learners edit the newspaperreport on Page 127. The underlinedwords are to be corrected.
Possible Answersvisit- visitedhardli -hardlybegan -beginwas -aswhich- whoProject WorkYou may initiate a discussion about theneed for nutritious food in leading ahealthy life. Ask them to collect thenames of vegetables and fruits as well asthe vitamins and other nutrients thatthey contain. They can use the formatgiven on Page 127.
PoemThe Plough Man
Oliver Wendell Holmes Sr.The Plough Man is regarded as one ofthe best poems on farming. Here, thepoet says that the strong hands of the
Teacher's VersionOUR FARMER
Majid is a farmer in our village. Heworks hard in his field from dawn todusk. He cultivates rice, vegetables anddifferent kinds of fruits. He uses atractor to plough his land. He says heuses only natural manure. Majid usesmodern machines to reap the crops. Hesells the grains and vegetables in thenearby market. Villagers visitPoozhikkal house (Majid’s residence)to buy fresh fruits and pesticide-freevegetables. He is the winner of the‘Karshakasree’ award in the year 2013.
Picture description
Ask the learners to look at the picturegiven on Page 126 and describe it in ashort paragraph.
Interact with them. Ask questions like
1. Did you like the picture?
2. What do you see in the picture?
3. What is the man in the picture doing?
4. What is the woman doing?
Now, ask them to write a description ofthe picture individually.
Encourage them to:
• Identify the actions being performed.• Write the sentences in a logical order.• Refine in groups.• Group presentation• Presentation of teacher version• Editing
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Teacher Text Std VIEnglishfarmer gives food for all. The poetcompares the farmer’s work with thatof a writer. The writer uses words andletters for the goodness of mankind,where as the farmer toils in the field forfeeding men. The poet says that thetools of farming are as useful as thepen. He compares the letters to seedsand the words to the crops.
Entry ActivityYou may invite the attention of thelearners to the picture and initiate adiscussion based on it.
Individual Reading• Let the learner read the poem silently.
• Ask them to find out the meaning ofunfamiliar words from the glossary.
• Let them individually interpret thepoem in their own way.
After individual reading, let the learnerssit in groups and share their ideas.
You may help them understand thedifficult expressions.
Loud Reading• You may read the poem aloud once ortwice.
• Let one or two learners from eachgroup read the poem aloud.
Help students to explore the poem byasking the questions given below. Youcan frame more questions.
• Whose hands are sturdy?
• What does the labour bring?
• What is the page mentioned here?
• Who is the scholar?
• What is the immortal pen?
These review questions will help inbetter comprehension and appreciationof the poem. The questions may begiven in groups.
• You may ask the learners to discussthe answers.
• Let the learners write answersindividually and present them in the class.
The activities given in the Reader willhelp the learners to get a deeperunderstanding of the poem. So you mayask the learners to do Activity 1.
Activity 1Ask the learners to find out the linesthat tell that the farmer turns seeds tocrops.
AnswerThis is the page whose letters shall beseen,
Changed by the sun to words of livinggreen;
Activity 2Examine the comparison between thewriter's and the farmer's activities andfind out the words used to describethem. Then fill in the table by using thehints given in brackets.
Answerspage - fieldletters - seedswords - cropspen - farming tools
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Teacher Text Std VIEnglishActivity 3Let the learners pick the rhyming wordsfrom the poem and write them down.
Answersbrings - kingsseen - greenpen - mentoil - soil
Activity 4Lead the learners to a discussion on theimportance of Chingam 1. Ask them toprepare the programme list to celebratethe Farmers Day. You may lead thelearners to write an invitation letter byasking a few questions like:
• Who writes the letter?• Whom is it addressed to?• How will we begin the letter?• What will the content of the letter be?Ask them to write the place and thedate and to begin with a goodsalutation.
Teacher’s Version - InvitationLetter
PlaceDate
Dear Madhavan,
We have decided to celebrate Chingan1st as Farmers’ day. On this occasionwe would like to appreciate the hardwork, perseverance and determinationof the farmers who feed the world. Weknow that you are cultivating differentcrops and vegetables in your field. Weare eager to know the ways andmethods that you follow in farming. So,we are very glad to invite you toparticipate in this function and shareyour experiences of farming with us.
Lovingly,Students of UP School,Parakkal,TirurI canMake entries in this page as youproceed.
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Teacher Text Std VIEnglish
Unit 5
HELPING HANDS
Theme: Concern and kindnesstowards fellow beings
Sub theme:Helping the needy
Importance of love, care andcompassion in life
Learning outcomes:The learner will be able to:
• read and enjoy a story.
• read a passage and sequence theevents of a story.
• read and enjoy a poem.
• write down the thoughts of acharacter.
• write beautiful descriptions of nature.
• play word games.
• prepare caution notices, signboards,etc.
• use ‘let’s’ in different contexts.
• identify the speaker and theaddressee of a given quotation.
• use singular and plural nouns indifferent contexts.
• write newspaper reports.
IntroductionHelping others brings in a positivechange to our lives. This gives us notonly a sense of satisfaction andhappiness, but also a sense ofbelongingness. It is possible to changethis world with our love and care.
Unit OverviewThe unit reflects the importance ofkindness and love in our life. The maintext The Champ by Girija Rani Asthanais an interesting story of a village girlwhose timely action helps someone inneed. It tells us the heroic deed of aninnocent young girl.
In the poem, If I can Stop One Heart fromBreaking by Emily Dickinson, the poetsays that if she is able to save oneperson from suffering, her life will nothave been lived in vain.
A Glass of Milk is a short story whichreminds us that every good deed thatwe do makes our life worthier and moremeaningful.
The unit contains two stories and a
102
Teacher Text Std VIEnglish
Lear
ning
Out
com
es
•Re
ad a
nd a
ppre
ciat
e sh
ort s
tori
es.
•Re
ad a
pas
sage
and
seq
uenc
e th
eev
ents
of a
sto
ry.
•Re
ad a
nd e
njoy
a p
oem
.•
Wri
te d
own
the
thou
ghts
of a
char
acte
r.•
Wri
te b
eaut
iful d
escr
iptio
ns o
fna
ture
.•
Prep
are
caut
ion
notic
es, s
ignb
oard
s,et
c.•
Use
'let
's' in
diff
eren
t con
text
s.•
Iden
tify
the
spea
ker a
nd th
ead
dres
see
of a
giv
en q
uota
tion.
•Pl
ay la
ngua
ge g
ames
.•
Use
sin
gula
r and
plu
ral n
ouns
indi
ffere
nt co
ntex
ts.
•W
rite
new
spap
er r
epor
ts.
Uni
t Fr
ame
Uni
t 5:
Hel
ping
Han
ds
Ti
me:
30
peri
ods
Conc
ept/
Skill
Them
e:C
once
rn a
ndki
ndne
ssto
war
ds fe
llow
bein
gs
Sub
them
e:•
Hel
ping
the
need
y•I
mpo
rtan
ce o
flo
ve,
care
and
com
pass
ion
inlif
e
Dis
cour
ses
Act
ivit
ies
• S
tory
• P
oem
• T
houg
hts
• N
ewsp
aper
rep
ort
• D
escr
iptio
n•
Iden
tifyi
ngpi
ctur
es r
elat
ed to
deed
s of
kin
dnes
s•
Com
plet
ing
aw
ord
pyra
mid
• C
ompl
etin
g ta
ble
usin
g ap
prop
riat
ew
ords
• W
ritin
g se
nten
ces
usin
g ‘le
t’s’
• Id
entif
ying
coun
tabl
e an
dun
coun
tabl
e no
uns
• E
ditin
g•
Arr
angi
ng e
vent
sof
a st
ory
• L
istin
g va
riou
sw
ays
to h
elp
othe
rs
La
ngua
ge E
lem
ents
• U
se o
f ‘Le
t’s’
in v
ario
ussi
tuat
ions
• C
ount
able
and
unco
unta
ble
noun
s
103
Teacher Text Std VIEnglishpoem as input discourses. The outputdiscourses include thoughts, newspaperreport, description and preparation ofsign boards/ warning boards.
Activities for acquiring languageelements like countable- uncountablenouns and the use of ‘let’s’ for makinga suggestion are also given in the unit.
Entry ActivityThe entry to the unit is through somepictures and a few lines from the poemLittle Things.
• Let the learners look at the pictures.
• Initiate a discussion with simpleinteraction questions.
1. What do you see in the first picture?
2. What are the boy and the girl doing inthe second and the third pictures?
3. What does the fourth picture tellyou?
• Draw their attention to the poem.
‘Little deeds of kindness
Little words of love
Make our earth an Eden
Like the heaven above.’
• You may reinforce the theme bytelling that kindness is such a finequality that it can change the worldand make it into a heaven.
• Now, let them put a tick mark againstthose pictures which show deeds ofkindness.
• Provide them with an opportunity to
watch the visualization of stories like'Grandmas Scarf', 'Berenstain Bears-Lend a Helping Hand' etc. with the helpof YouTube or other sites.
The ChampInteractionYou may lead the learners’ attention todifferent deeds of kindness. For this, thefollowing questions can be asked.
• Have you ever helped someone inneed?
• What did you do?
Helping others makes our lifemeaningful. Let’s read a story in whicha young girl’s kind deed changes theattitude of others towards her.
To the Swimming PoolThe story begins very abruptly with aconversation on the different styles ofswimming. You may ask the textualquestions in order to generate ideasfrom the learners. She/he may use thepossible answers or hints given belowfor answering each question.
Hints for textual questions• 1. The conversation was aboutdifferent styles of swimming.
• Freestyle: Freestyle is the fastest ofthe four front primary strokes. Itrequires you to flutter and kick yourfeet while reaching forward withalternating arms.
• Butterfly stroke: It is performed withthe face down in water. A dolphin kickis made with the legs while the arms
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Teacher Text Std VIEnglishmove in a forward circle at the sametime.
• Breaststroke: It is performed withthe face down in water without rotatingthe torso. The arms stay in the waterand move synchronously, while the legsperform a whip kick. It is possible tokeep the head elevated out of the waterthroughout the stroke, although thehead usually dips in and out.
• Backstroke (also known as backcrawl): It is performed lying on theback.
2. Radha’s aunt supported her. Sheencouraged her sons to take Radha withthem.
3. Radha did not have a swimmingcostume.
4. Here, ‘hollow laughter’ means alaugh that sounds artificially happy.
A Village GirlThe focus of this part of the story is onthe difference in the life of childrenliving in villages and cities.
Hints for textual questions5. She had never been out of her smalltown and eagerly looked forward to hervisit to her aunt's place.
6. ‘But within a week of her arrival, shewas thoroughly disenchanted withDelhi and felt lonely’, ‘She felt lostamong them and thus kept mostly toherself’ etc.
The Picnic• Follow the reading process given inthe earlier units.
• Generate a discussion using the whilereading questions.
• You may frame more questions toensure better comprehension.
• Let the learners present the answers.
Hints for textual questions7. Radha went with them for a while butsoon felt out of place and separatedfrom them.
8. She warned them about the swiftcurrent.
• Now, lead the learners to Activity 5and 6 in the Reader.
• Let them describe the pictureindividually.
• Let the learners do this activityindividually.
• Ask them to refine their writing bysharing in groups.
• Let them improve their writing byincluding sensory rich words,describing words and words denotingtime as given in the course book.
• Elicit more examples of sensory richwords, describing words and wordsdenoting time from learners. Theteacher can exhibit them in charts.
Teacher’s versionThis is a beautiful picture of anenchanting village. We can see greenlandscapes, dense, lush green trees,serene river and huge mountains in thepicture. The blue sky reflects itself onthe crystal clear water of the river. The
105
Teacher Text Std VIEnglishmusical trickling of water flowingthrough pebbles and rocks attractseverybody.
• Activity 6 can also be connected tothis passage.
Activity 6• Read aloud the sentences givenbelow.
‘Hey! Let's go into the water. It's cooland inviting.’
• Let the learners examine the sentencescarefully and find out the word denotingsuggestion.
• Ask the learners to use thisconversation as a role-play in groups.
• You may ask them to create newsituations and role-play them ingroups/ pairs.
• Lead the learners to rewrite thesentences using ‘let’s’.
Hints for textual questions• It is Priya’s birthday tomorrow. Let’sinvite our friends.
• Uncle said, ‘Let’s go for a picnic.’
• It is our school anniversary tomorrow.Let’s decorate our school with flowersand balloons.
• It is raining. Let’s play in the showers.
The DangerFollow the reading process.
Hints for textual questions9. No one dared to jump into the
current. But Radha quickly jumped intothe water.
10. No. She was used to swimming inthe swift stream in the hills.
Helping HandYou may read aloud the first sentencein this passage.
• ‘Don’t panic Aman. I’m here to helpyou,' Radha said soothingly.
• What quality of Radha’s character isrevealed here?
• Ranjit and Aman had been unkind toRadha before. Still she jumped into thecurrent to save Aman.
If you were Radha, what would you do?
• Let the learners read the passageindividually.
• Let them share their ideas in groups.
• Clarify their doubts.
• Encourage them to use the glossarygiven.
• Help the learners refer to a dictionary.
• Ask the questions 11 and 12 to ensurecomprehension.
Hints for textual questions11. With a tinge of bitterness, Radhareplied that she didn’t know any ‘style’of swimming.
12. They admit that what they saidabout Radha was wrong.
Now, lead the learners to Activity 1 and4 given in the Reader.
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Teacher Text Std VIEnglishActivity 1Thoughts of Ranjit• Read the last part of the story aloud.
• Ask some interaction questions to leadthe learners to the process of writingthoughts.
• Develop a mind map by eliciting ideasfrom the learners. You may use thefollowing questions.
a. What might Ranjit think aboutRadha in this context?
b. What did he think about his earliertreatment of Radha?
c. Won’t he think about her courage?
d. What would be his reflections on herswimming?
e. Will he be unkind to Radha awayanymore?
• Let them develop the thoughtsindividually.
• Let the learners refine their writings ingroups.
• Group presentation.
• Correct the errors through the processof editing.
Teacher’s versionRanjit's thoughts
How many times did we laugh atRadha? Poor Radha! We didn't take herto the club even though she wasinterested in it. She was concernedabout us. Didn't she warn us about thedangerous current? When Aman was
caught in the current, no one dared tosave him. How quickly did she jumpinto the current!
Radha is really great! She is brave andhelpful. What a swimmer she is! Sheswims like a fish. She is our real friend.We will never leave her alone.
• Activity 4 can also be done at thisstage.
Activity 4Prepare a newspaper report• Introduce the context as given in thetextbook.
• Initiate a discussion based on thefollowing questions:
1. How will you prepare a newspaperreport?
2. What are the features of a newspaperreport?
• Draw the attention of the learners tothe features of a newspaper reportgiven on Page146.
• The teacher may ask the questionsgiven in a box (Page 146) in the Reader.
• Familiarize them with different typesof newspaper reports from variousnewspapers.
Process• Let them write the newspaper reportindividually.
• Let them refine in groups.
• Let the groups present theirnewspaper reports.
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Teacher Text Std VIEnglish• Present the teacher's version of thereport.
• Select one or two reports for editing.
• Compile the products into a BigBook.
Sample newspaper reportA young girl to receiveNational Bravery Award
Delhi, August 15: A thirteen year oldgirl, who showed exemplary courage insaving her cousin from the swiftcurrents of Yamuna, has been selectedfor the National Bravery Award by thePresident of India. The brave younggirl named Radha, is from a small hilltown , in the midst of the Kumaon hillsin U. P. She dared to risk her own lifein the attempt to save the boy fromthe dangerous current. The Presidentof India has offered to sponser hereducation.
Let’s revisit the story• Let the learners go through the reviewquestions given in the Reader.
• Initiate a discussion in the class askingmore questions related to each questionin the textbook.
• For e.g. consider the first question,'How was Radha different from hercousins?'
• You may ask some probing questions.
1. Where did Radha live?
2. Where did her cousins live?
3. Was there anything in commonbetween them?
• Lead the learners to reflect on thesequestions and write down their answersin the space given in the textbook.
Hints for textual answers1.
Radha
• Village girl• Used to swimmingin the swift stream inthe River Sarayu• Innocent, caring forher cousins etc.
• Didn’t understandthe topics of hercousins’ interests.
Her cousins• City boys• Used to swimmingin the club’sswimming pool• Mocking,indifferent to Radha.Want nocompanionship withher.• Talked aboutcomputers and videogames, listened topop music andwatched westernfilms.
2. Radha is brave and helpful. Someinstances include:
• Radha quickly took off her shoes andjumped into the water.
• ‘Don’t panic Aman. I’m here to helpyou,’ Radha said soothingly.
• ‘Just hold my waist with one hand andtry to paddle slowly with your feet. I’llcarry you with me.’
3.
• Let the learners attempt thedescription individually.
• Random presentation
• Group sharing and refining
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Teacher Text Std VIEnglishTeacher’s versionOn Saturday, at the foothills ofShiwalik, a group of people came forpicnic. After lunch, the grown ups gotbusy with their card-game and thechildren went for swimming. OnlyRadha was sitting alone, reading herbook. She warned her cousins aboutthe swift current. But they did not payany attention to her. Suddenly, one ofher cousins, Aman was caught in thecurrent and was carried away rapidlytowards the middle of the river. Whileno one dared to jump into the current,Radha quickly jumped into the water.Her timely action saved Aman fromdrowning.
Activity 2Complete the word pyramid• Lead the learners to the scrambledwords given in the textbook on Page 144.
• Draw their attention to the hints givenalong with them.
• Let them find out the words describingthe various qualities of a person basedon the hints.
• Ask them to complete the wordpyramid using the unscrambled words.
• Let them refer to a dictionary ifrequired.
Possible Answers1. Shy 2.Mean 3. Tense 4. Gentle 5.Selfish 6. Generous 7. Confident 8.Optimistic 9. Adventurous
Activity 3Complete the table• Let the learners read the dialoguesgiven in the table on Page 145.
• Draw their attention to the examplegiven in the textbook.
• Let them pick out the relevant wordsfrom the bracket and complete thetable.
Answer for Activity 3
Speaker
Ranjit
Aunt
Radha
Aunt
Ranjit
Addressee
Radha
Ranjit
Aman
Radha
Radha
Dialogue
‘It means you can just float orcrawl, not swim properly.’‘She learnt swimming even beforeshe could walk.’‘… don’t go beyond that bigboulder. The current is very fastthere.’‘Drink this. This will give youstrength.’‘Hey champ. You’re great…! Youswim like a fish.’
Characteristic ofthe speaker
mocking
encouraging
concerned
Caring
appreciating
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Teacher Text Std VIEnglishActivity 7Countable and uncountable nouns• Write down the sentences given in theReader on the blackboard.
• Draw the attention of the learners tothe underlined words-'tears', 'a bigcrowd' and ' half a dozen hands'.
• Let the learners understand that theunderlined words specify the number ofnouns.
• You may introduce other examples ofcountable and uncountable nouns givenin textbook.
• Let them share more examples.
• You may write them down on theblackboard.
• Ask them to classify the nouns givenin brackets as countable anduncountable and write them inrespective columns.
Activity 8
Prepare some signboards orwarning boards
• You may invite the attention of thelearners to the possibilities of danger inpublic places, where propersignboards/ warning boards are notplaced.
• Let them share their comments/opinions.
• Now, familiarise the learners with thefeatures of a signboard/warning board.
Features:• Minimum words
• Create an immediate impact on thepeople.
• Clearly and legibly written
• Ask the learners to prepare signboards/warning boards individually.
• Let them refine their writing in groups.
• Correct the errors through editing.
• You may also present other possibleanswers.
Possible answers1. High Noise Zone,
Cover your Ears
2. Danger of Drowning,
Depth 900 mm
3. No Parking
Entrance in Constant Use
4. High Voltage
• Let them find out the nouns from thestory and write down the countable anduncountable nouns in the respectivecolumns given in the textbook.
Possible answers
Countable Nouns
Uncountable Nouns
Son, cousin, friend, etc.
Excuse, water, breeze, etc.
Countable Nouns
flower, table, bag,door, pencil, stick
UncountableNouns
ink, gold, kerosene,love, work, advice
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Teacher Text Std VIEnglishDisconnect Power before Servicing
5. Under CCTV Surveillance
Editing• Let the learners read the passage forediting.
• Draw the attention of the learners tothe words underlined.
• Let them edit the passage individually.
• Random presentation
• You may present the correct answers,after generating a discussion on whysome words are underlined.
• Let them rewrite the story in the spaceprovided in the Reader.
The corrections are:
a- anfor- fourthey- Theywant- wantedcall- calledgive- gaveask- askedthem- itthe- Thestick- sticksThe son-The sonslearn-learnt
A Glass of Milk
• You may use the questions in theintroductory part to lead the learnersinto the story (Page 152).
• Let the learners read the storyindividually.
• Let them share their ideas in groups.
• Group presentation.
• Lead the learners to the activities inthe textbook.
Activity 1• Let the learners do the activityindividually.
• Ask them to arrange the events of thestory in the proper sequence.
• Let them write in the space providedin the textbook.
Possible answers1. The boy was selling goods from doorto door.
2. The young woman gave a glass ofmilk to the boy.
3. The woman was admitted in ahospital.
4. Dr. Howard paid the bill.
5. She read the words written on thebill.
6. Tears of joy flooded her eyes.
Activity 2• Draw the attention of the learners tothe second activity.
• Let them complete the word grid withthe help of a dictionary.
Possible Answers1. Medicine
2. Pills
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Teacher Text Std VIEnglish3. Syringe
4. Surgery
5. Ward
6. Nurse
7. Patient
Poem
If I can Stop One Heart fromBreaking
Teacher Talk:In The Champ, we have seen Radha whooffered a helping hand to Aman whenhe was caught in a swift current. Thestory, A Glass of Milk introduces awoman whose act of kindness was paidin full by another kind action of Dr.Kelly.
• Here is a poem that describes thethoughts of a person on the deeds ofkindness.
Process
• Now, let the learners read the poemsilently.
• Let them share their ideas in smallgroups.
• Let them raise their doubts regardingthe theme, expressions etc. in the wholeclass.
• Lead a discussion so as to clear theirdoubts.
• Let them recite the poem in the class.
The teacher may get audio presentationof the poem from the Internet too.
The questions given in the textbook mayhelp the learners to analyse the poem. Youmay frame more questions to ensure bettercomprehension and analysis.
Hints for textual questions1. One’s life becomes meaningful ifyou can prevent someone from havinghis/ her heart broken or stop a personfrom experiencing any kind of suffering.
2. The poet emphasizes or clarifies herargument that one’s life becomes worthier,if one is concerned about others.
3. Let them pick out the line from the poem
4. ‘Aching’, ‘pain’ and ‘fainting’
5. Happiness/ satisfaction/ self- esteem
6. Kindness
Activity 1Choose the best alternative• This activity will help you to ensurethe learners’ comprehension of thepoem.
• Let them do this activity individually.
Hints for textual questions1. c. Comfort a person when one is sad.
2. b. My life will be meaningful.
3. c. hurt the one who is happy.
Activity II - Prioritise the deeds ofkindness according to your preference.
• Let the learners go through the fourdeeds of kindness given in the Reader.
• Let them prioritise the deeds accordingto their preference.
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Teacher Text Std VIEnglish• Now, let them read the dialogues onsome ways of helping others, given inthe Reader.
• Ask them to list some other ways ofhelping others. Let them write theiranswers.
Possible answersa. I help my friends when they are in
need.
b. I wash the clothes of my youngersister.
c. I assist my brother in his studies.
I can
Make entries in this page as youproceed.