CHILD LABOUR
Even as India gallops toward First World status with its booming economy, roaring stock market and rapid progress in autos and steel--it is still a giant back-yard sweatshop to the world, full of underage boys and girls working to earn a living.
The Menace of Child Labour
• “Government says that I have a right to live. I want to go to school and to achieve something in life. But the situation in my house makes it compulsory for me to go to work,” says 12 year old Mukesh. This is a common plight of India. Innumerable children being deprived of their childhood inspite of the fact that our political leaders make tall promises to alter the situation.
• The government says that it should provide for the physical, mental and social development of children. But what has the government actually done about this? A large number of children are mentally and physically challenged. When will the government provide the best for children's health? Will it take one, two or three years or twenty years or what????
• Apparently the fact remains that Child labour is widely practised in almost every part of the world.
• Child Labor is referred to as Child Abuse. This is because the Child needs the energy to grow up but all the energy is spent in the work leaving no energy to grow up physically, mentally and socially.
• The disadvantage of child labor is that you are taking the short lived time out of a child's life when he should be getting a good education and having fun with his peers.
• Every time you buy an imported handmade carpet, an embroidered pair of jeans, a beaded purse, a decorated box there's a good chance you're acquiring something fashioned by a child.
• “There are many, many household items that are produced with forced labour and not just child labour," says Bama Athreya, executive director of the International Labor Rights Forum in Washington, D.C. It's a fact of a global economy, and will continue to be, as long as Americans incomes in emerging economies remain low. If a child is enslaved, it's because his parents are desperately poor.
REASONS
• The first cause is illiteracy where some parents never went to school thus they find it very difficult to educate children since they do not know the importance of learning.
• This causes children to be helping parents in doing home activities alongwith earning a livelihood.
• Young girls who are forced into early marriages have to work to fend for themselves.
• In cases where both parents are dead, the orphans usually lack some support which is vital in their upbringing, so they end up doing jobs while they are still very young in order to survive.
• Poverty is another cause for the parents not attaining basic needs or school fees for their children, the children then decide to get employed somewhere in order to earn a living.
• Lack of employment due to which parents lack jobs and are unable to support their families. Thus forcing the children to look for jobs so as to increase the family’s income.
• The government spends crores of rupees in conducting surveys about the number of children involved in Child Labour. But the fact remains that the money wasted on the survey can be spent more usefully on their basic problems.
Ways to combat the problem
• If the rights of children are protected - from the village level to the national level –the situation will change.
• They should get education which is appropriate and which will help them in their life.
• Working children cannot be abruptly pulled out from work. Before that, alternative arrangements have to be made because all children have a right to survival.
• If the government carries out all its work keeping the good of children in mind, children will automatically realise their right to social security.
• Child labour can be eradicated if parents would send their children to schools to get education which will be of use to them in future in getting jobs.
• Children should be encouraged to have a positive attitude towards education.
• The Government should assist those in need and should encourage people to work hard to reduce poverty.
• Orphaned children should be assisted and brought up by their relatives so as not to go to waste.
• Parents should work to cater for their family needs and not send young children to work so that they can assist them.
• Early marriages should be banned especially in cases where the girls are still schooling.
• Job opportunities should be availed to reduce lack of employment especially to people who have families to cater for.
• Teaching people (and especially parents) the disadvantages of child labour through mass media,
• Making strict laws concerning child labour and punishing severely all those who try to disobey the law or are found employing kids should serve a heavy punishment
• Improvements should be made on the economy and free basic education should be offered.
• The gap between the poor and the rich should be minimized. This can be done by eradicating poverty by creating more job opportunities.
• Also it should ensure that the economy of the country goes up so that even the common citizen can manage his family well.
• It should also ensure that expenses for school are not so high to enable the lower class man to send his son or daughter to school instead of sending them to look for jobs.
• Non-governmental organizations should also give a helping hand by collaborating with the government to educate the nation about the dangers of child labour .
Wednesday, December 15, 2010
Sunday, December 12, 2010
Wednesday, December 8, 2010
Mindsetter for the Day
The classroom – not the trench –is the frontier of freedom now and forever more
Monday, December 6, 2010
CLASS XII - English Core
FLAMINGO
prose
CHAPTER 1
THE LAST LESSON
(Alphonse Daudet)
Objectives:
• To develop listening, reading and writing skills.
• To create awareness about value of time.
• To discuss basic requisitions for learning and teaching.
• Value education( Patriotism, love for language, disadvantage of being slaves)
Contents:
• Franz fear of going to school
• Scene at the town hall
• Useful and unusual scene in the class
• Realization of the narrator
• Attributes of the villagers & their tribute to teachers.
• M Hamel teaches his last lesson.
• M Hamel’s behavior and advice, vive la France
Methodology / Activity:
• Group Discussions.
• Dramatization.
• Questioning (question answer technique)
Learning / Teaching Aids:
• Computer aided learning.
• Play cards, Blackboard
• Visual inputs.
Assignments:
Level I:
1. why was Franz scared of M Hamel?
2. What was the usual atmosphere in school when it begun?
3. What was different that day?
4. What helped Franz understand the lesson?
5. How did M Hamel take and treat his last lesson?
Level II:
1. Why did Franz think of doing, instead of going to school?
2. What was Franz repentant about?
3. What did master have to say about French language?
4. Discuss the title of the story.
Level III:
1. How did M Hamel react when Franz was late to school?
2. Explain: Counted on Commotion.
3. How has Alsace been personified?
4. Explain: tracing their fish hooks.
5. Why did M Hamel look at thing so intensely?
6. What is the theme of the story?
7. State the message imparted by the story.
CHAPTER 2
LOST SPRING (Anees Jung)
Objectives
• Developing comprehension.
• Developing skills of scanning, skimming & vocabulary.
• Creating awareness about social issue among the students.
• To securitize the students towards the problems of child labour.
Content:
• The lesson focuses on the problems of rag-pickers, slum dwellers & poor children as a whole.
• Plight of the refugees.
• Hardships of the bangle maker in the city of Firozabad.
Methodology/activities
• Model reading, silent reading.
• Group discussion on the problem of child labour.
• Class discussion.
• Visit to slum area.
Technical aids
1. Posters on child labor
2. P.P.T. & visuals showing bangle industries slum area etc.
Assignment
Level1:
1. What is Saheb looking for in the garbage dumps?
2. How does Saheb feel at the tea stall?
3. What was Saheb’s full name?
4. What trade does the family of Mukesh follow?
5. What are mukesh’s dreams?
Level2:
1. Explain “garbage to them is gold”.
2. What does the author means saying “Saheb is no longer his own master”.
3. What threats are faced by the bangle makers?
Level 3:
1. Justify the title”lost spring”.
2. Dreams are often far removed from reality. Discuss with references to “Lost spring”.
Chapter 3
Deep water
(William Douglas)
Objectives:
1. Developing LSRW skills in English.
2. Developing first person narration of experience.
3. Understanding the key points.
4. Developing usage and enrichment of vocabulary.
5. Relating subjectively to the discussion on fear.
Contents:
The excerpt in an autobiographical account of a childhood misadventure which left an indelible impression on the narrator’s mind. Later, in his adulthood, he made a deliberate effort to shake off the terrifying memory and get over the phobia of water bodies.
Methodology/Activities:
1 ) Direct Method
2 ) Question Answer Technique
3 ) To Share Personal Experience
4 ) To Share Accounts of Acts of Courage
5 ) To Gather Information On Water Sports.
Teaching/ Learning Aids:
1 ) Illustrations
2 ) Power Point Presentation
3 ) Experiences of Students
4 ) Black Board
Assignments:
LEVEL – 1
1 ) Why was Y.M.C.A. pool considered to be safe to learn swimming?
2 ) What is the “misadventure” that William Douglas speaks about?
3 ) How did Douglas overcome old terror ?
4 ) What larger meaning did the experience have for Douglas ?
LEVEL – 2
1 ) AT the age of three or four Douglas had developed an aversion to water. How?
2 ) Describe the series of emotions that he experienced while engulfed in the mass of yellow water.
3 ) How did the instructor make a swimmer of Douglas ?
4) What thoughts of Roosevelt did affect Douglas? How did he apply the thoughts to his own life?
LEVEL 3
1) what does Douglas mean when he says,” The instructor was finished, but I was not”?
2 ) This handicap stayed with me as the years rolled by”. What was the ‘handicap’ that Douglas refers to and how did he finally overcome it?
3) “I screamed but only the water heard me”, why did Douglas scream? What does he mean by “but only the water heard me?
Chapter – 4
The Rattrap
(Selma Lagerlof)
Objectives:
1. To develop the comprehension skill.
2. To inculcate imagination of a harsh life.
3. To develop a better understanding of human beings.
4. To relate the text to life.
Contents:
The peddler as rattrap seller
Peddler’s idea of world being a rattrap
Peddler at old crofter’s house
Old crofter’s life
Crofter’s 30 kronors stolen
Peddler’s apprehension when lost
Peddler at Ramsjo Ironworks
Ironmaster’s invitation to the peddler
Ironmaster’s daughter persuades the peddler
Ironmaster recognizes him the next day, asks him to leave
Daughter’s kind hearted gestures
Pre-Christmas entertainment and hospitality
Peddler leaves Christmas present, changes his dishonest ways
Peddler in a new form, signs himself as ‘captain’
Methodology/Activity
1. Silent reading
2. Loud Model reading
3. Group discussion
4. Narrating/sharing similar stories or experiences
Teaching Aids:
1. Power point presentation
2. OHP
Evaluation:
LEVEL I
1. What do you mean by a rattrap?
2. Briefly describe the rattrap peddler.
3. Whose door did the peddler knock and how was he treated?
4. Did he respect the trust shown by the crofter? How?
5. Where did the peddler take shelter after stealing thirty kronors?
6. Who came in the forge? What did he do to the peddler?
7. Who made the peddler accept the invitation and how?
8. Did the ironmaster recognize him later? How?
9. How did the peddler keep the trust Edla reposed in him?
LEVEL II
1. How did the crofter treat him? How was it different from that of the world?
2. Explain the idea of the world being a rattrap.
3. Why did the ironmaster invite him home? Why did the peddler decline the invitation?
4. How was he treated by the ironmaster and his daughter?
5. Why was Edla delighted to see the gift left by the peddler?
6. What made the peddler raise himself as a captain?
LEVEL III
1. What made the peddler think that he had indeed fallen into a rattrap?
2. But for Edla’s interference, the peddler would never have been able to change his dishonest ways. Comment on the rate of Edla in the Light of this statement.
3. Justify the title ’The Rattrap’.
Chapter-5
INDIGO
(Louis Fischer)
Objectives:
a. To develop the comprehension abilities.
b. To inculcate imagination among the students.
c. To develop skill like scanning skimming and intensive reading skimming and intensive reading.
d. To make the children aware of champaran episode and it importance in the struggle for freedom.
e. To develop vocabulary.
Contents:
i. The problem of the peasants of champaran .
ii. Role of Gandhiji in soloing the problem of indigo formers
a. fought for their justice
b. on the ground of argumentation and negotiation.
c. Uplifting the living condition of the formers.
d. Contribution towards freedom movement
Methodology/suggestion activities.
a. Question/answer technique
b. Group discussion
c. Detained information about.
d. Chanparan drought ppt.
Teaching Aids:
a) Blackboard and chalk.
b) LCD Projector for ppt.
Assignments:
LEVEL-I
i. Who was Raj Kumar shukla?
ii. When and where did Gandhi ji meet him?
iii. Why could not Gandhi ji accompany shukla to champaran?
iv. List the places Gandhi ji visited between his first meeting with shukla and his arrival at charmparan?
v. What quality of Raj Kumar Shukla impressed Gandhi ji?
vi. Why did Gandhi ji decide to go to Mnzaffarpur? How was he received there?
vii. What problem was the indigo sharecropper’s facing?
LEVEL-II
I. What kind of reception did Gandhi ji receive at Motihari?
II. What made Gandhi ji explain that the champaran battle was won?
III. What argument did Gandhi ji have for not, obeying orders to quit champaran?
IV. What message does the champaran episode carry?
V. Why did Gandhi ji agree to 25% refund when the actual demand was for 50%?
VI. What qualities was he able to make in the Indians by the Champaran episode?
LEVEL-III
i. What prove that Gandhi ji was an unknown figure in champaran?
ii. Why were the government servants scared to be acquainted with a person like Gandhi ji ?
iii. Why did Gandhi ji feel that help from the foreigner Ms. Andrew has unnecessary?
iv. Why did Gandhi ji casual visit to champaran get extended over a year?
v. How was champaran episode a curning pointing Gandhi ji life?
CHAPTER-6
POETS AND PANCAKES
Objectives:
1. To develop the four language skills.
2. To understand human and satire
3. To follow a rambling and chatty style achieving thematic coherence.
4. To write a humorous story.
Contents:
1. It is an excerpt from ‘My years With Boss’ by Asokmitran a Tamil writer.
2. He recounts the experience at Gemini studios in a humorous way.
3. He describes the following in a rambling style:
a. The make up department.
b. The story department
c. The office boy
d. The legal advisor
e. The general attitude of the people in Gemini studios towards communism.
Methodology/Activities:
1. Silent reading
2. Group discussion
3. Class discussion
Teaching Aids:
1. Text book
2. Newspapers and magazines
3. Internet
Assignments:
LEVEL I
1. What was pancake? What was it used for?
2. What does the writer mean by ‘the fiery misery’ of those subjected to make up?
3. What so you know about the ‘office boy’ in the Gemini studios? Why was he frustrated?
4. Why did everybody in Gemini studios think of giving the author some work to do?
5. Who was subbu’s enemy in Gemini studios?
6. What do you know about kothamangalam subbu? List any two qualities
7. Why Subbu was considered NO2 in the Gemini studios?
LEVEL II
1. What is the example of national integration that the author refers to?
2. What was the job assigned to the office boy in the Gemini studio?
3. Why was the author praying for the crowd shooting all the time
4. Why was the office boy frustrated? Who did he show his anger on
5. Subbu is described as a genius .List four of his abilities.
6. who was the English visitor to the studios? How did the author discover it?
7. Subbu was ‘tarlor-made’ for films How did he use his genius in various activities in the Gemini studios.
8. How does the write describe the episode of the English visitor to the Gemini studios?
LEVEL-III
1. How was a strict hierarchy maintained in the make-up department?
2. What was the job of the narrator in the Gemini studios?
3. Subbu was a man of genius yet has enemies in the studios. Give reasons?
4. What were the preconceived ideas of the people in the Gemini studios about a communist?
5. What was the Moral Rearmament Army? What was its message?
6. How did the visit of the English poet remain as an unexpected mystery? How was it resolves?
7. What do the you know about the book ‘The God That Failed’?
8. What light does the chapter throw on the versatility of kothamangalam Subbu?
9. Asokamitran has used hum our and satire effectually in poets /and Pancakes. Discuss.
Chapter – 7
The Interview
(Christopher Silvestre)
Objectives:
1. To develop listening, reading and writing skills
2. Understanding the comprehension
3. Enrichment of vocabulary
4. Communication skills – Art of interviewing
Contents:
1. Geneses
2. Opinions
3. An interview is an art
4. But the people both favour and despise it
5. Lewis Carroll never consented to be interviewed. He thinks that interview is immoral, crime and offence.
6. Celebrities think, it as a supremely serviceable medium of communication
7. It helps in deducing the reality as it involves questioning.
8. The interviewer holds a position of unprecedented power and influence
Section II
An actual interview
1. Mukund interviews Umberto Eco
2. Umberto Eco tells that there is lot of empty space which he calls interstices
3. He had a narrative style in his writing
4. In the ‘Name of the Rose’ there is metaphysics, theology and medieval history.
5. He identifies himself with the academic.
Methodology/Activity
1. Role play
2. Interviewing different personalities.
i. In the school
ii. In the neighborhood
3. Group Discussion
Teaching Aids
1. Audio Cassettes
2. Live Shows
3. Internet
Evaluation
LEVEL – I
1. What are the different views about interview?
2. What does Umberto Eco mean by empty spaces in our lives?
3. What is the reason for the great success of Eco’s novel “The name of the Rose”?
LEVEL – II
1. How is an interview one of the important techniques in journalism?
2. Why Lewis Carol did have a horror of the interviewer?
3. How is Umberto Eco’s non fictional writing style different from academic style?
LEVEL - III
1. What did one of the professors tell Umberto Eco when he presented his first doctoral dissertation in Italy?
2. What do some primitive people think about being photographed(Interview)
3. What is the opinion of the people regarding Umberto Eco’s novel “ The name of the Rose
Lesson No: 8
Going places
Objectives:-
1. Developing LSRW skills in English.
2. Understanding the text for inferential comprehension.
3. Developing usage and enrichment of vocabulary.
4. Understanding the problem of hero-worship and fantasizing.
Contents:-
Sophie fantasizing about a date with her hero Danny Casey. Lately she come face to face with reality. Her friend Janise tries her best to mould her in right direction and face the reality of life.
Methodology/Activity
1. pronunciation drill
2. Group discussion on teenage dreams
3. Questions and answer
Teaching aids:-
1. Illustrations
Evaluation:
LEVEL 1:
1. Who are the two girls?
2. How many members does Sophie have in her family?
3. What does Sophie dream of?
4. Does Geoff believe what Sophie says about her meeting with Danny Casey?
5. Does Sophie’s father believe her story?
6. Who is Danny Casey?
LEVEL 2:-
1. What did Sophie dream of doing after leaving school? What was she expected to do?
2. Why did her father discourage her from entertaining such thoughts?
3. Sophie’s family was not well off. What are the indicators of the fact?
4. How did Sophie mean to escape the monotony and squalor of her life?
LEVEL 3:
1. Sophie and Janise were classmates and friends. What were the differences between them that show up in the story?
2. It is natural for teenagers to have unrealistic dreams. Discuss with reference to the story ‘Going Places’.
VISTAS
Chapter 1
The Third Level-Reading Comprehension
(Jack Finney)
Objectives:
• to develop listening, reading and writing skills
• to arouse interest in reading for pleasure
• to introduce students to the world of imagination
Contents:
-deals with flights of imagination of human mind
-Levels at Grand Central Station-imaginary level-III level
-Hobbies-its impact-leisure activities
-Status of modern man in the modern world
Methodology/Activity:
-Group discussion
-Characterization
-Question Answer technique
-Whole class Discussion-mapping information
Teaching Aids:
-Computer aided learning
-Blackboard/OHP
-Information from Internet
-Encyclopedia
Assignment:
LEVEL I
1. What was the medium of escape for Charley?
2. Did Charley find the third level again?
3. Why does he wish to escape to the third level?
4. What is a First Day Cores?
LEVEL II
1. What did Charley’s psychiatrist friend and his friends tell him about his mental state?
2. Why had Charley been to the third level?
3. What happened when Charley got lost?
4. How does Charley propose to go to Galesburg? Why couldn’t he reach there?
LEVEL III
1. What did Charley do to confirm that he was in 1890’s?
2. Why does Charley rush back from the third level?
3. What was the proof of the belief for Charley that the third level existed?
LAQ
1. How did Charley reach the third level of ground Central? How was it different from the other level?
2. What are the various ways to overcome stress, insecurities and anxiety of modern life?
CHAPTER- 2
The Tiger King
(Kalki)
Objectives:
- To ensure the students to enjoy the text
- Maximum exposure to the outer-world
- Awareness about wild conversation
- To develop vocabulary
- To analyze, interpret and infer the ideas in the text
Contents:
- A satire on the concept and whimsical nature of the ruling class
- A story of the Maharaja who is known as Tiger King
- In order to disprove the prophecy of astrologer, he resolves to kill hundred tigers
- Dramatic irony-king died of infection caused by a wooden tiger.
Methodology/Activities:
- Discussion
- Anticipation guide-prediction of what will happen the text
- Visit to Zoo
- Role Play
Teaching Aids:
- Visuals on wild life hunting
Assignments:
LEVEL I
1. Who is the Tiger King? Why does he get that name?
2. What did the astrologers predict when the Tiger King was born?
3. Why did the king want to marry?
4. How did the king finally meet his death?
LEVEL II
1. What did the king plan to kill the rest of the thirty tigers?
2. How did the tiger king celebrate his victory over the killing of the 100th tiger?
3. How was the prediction of the astrologers proved true?
4. Why the Maharaja was in danger of loosing his throne?
5. What did he do to save his throne?
LEVEL III
1. Just one more killing then I will give up hunting. Justify.
Chapter 3
Journey to the End of the Earth
(Tishani Doshi)
Objectives:
1. To develop extensive reading
2. To Know about the Antarctica-the origin of the Earth
3. To sensitise the students about the problem of global warming
4. To think of the measures for protecting the Earth’s environment.
Contents:
1. The prose passage describes a remarkable first hand knowledge of the Antarctic Circle, geography, geology and ecology.
2. It reveals the geographical history trapped in Antractica
3. We learn about the human impact and climate change by the eco-system and lack of bio-diversity in Antarctica.
Methodology and Activities:
1. Direct Method
2. Short discussions among students guided by comprehension questions
3. Speech on ‘Global warming’
4. Comparison with ‘The Ailing Planet’: the Green Movement’s Role by Nani Palkhivala (class xi)
Teaching Aids:
1. Black Board
2. Power Point Presentation based on pictures of the terrain in question
3. Cue cards for instructions and ideas
Assignments:
LEVEL I
1. What was the Abademik Shokalskiy? Where was it headed and why?
2. What programme was the writer a part of and what was the objective of the programme?
3. What can be done to save our earth from the phenomenon called global warming?
4. What was Gondwana? For how long and where did it exist?
5. What is Drake passage?
LEVEL II
1. What were the first emotions of Doshi on reaching Antarctica and why?
2. Why does the author feel that being in the Antarctica is like being in a grant ping-pong ball?
3. What is the subject that features most in environmental debates? Why is the Antarctica at the centre of such debates?
4. Why has the programme, ‘students on Ice’ been so successful?
LEVEL III
1. What are the indications for the future mankind?
2. In that short amount of time, we’ve managed to create quite a ruckus” which ‘amount of time’ and ‘ruckus’ is Tishani talking about?
3. How has human civilization affected our environment?
4. What does Tishani Doshi mean by the expression ‘walk on the ocean’? How did she and her companions make this walk?
Chapter 4
The Enemy
(PEARL S. BUCK)
Objectives:
- To develop comprehension skills
- To develop analytical thinking
- To broaden outlook
- To enable the students to learn good humanities values
Contents:
- The story is set against the backdrop of world war II
- Dr. Sadao Hoki, a qualified Japanese doctor, educated in the U.S. now serving in Japan
- Found an American prisoner of war badly wounded, near their house
- Decided to get him home and save him
- Servants offended, refused to help
- The General sent a messenger to call Sadao
- Sadao confided in the General and told him about the prisoner
- The General assured to get him killed by the assassins but forgot to do so.
- Sadao helped the prisoner to escape
Methodology/Activities:
- Silent reading
- Loud model reading
- Group discussion
- Debate
Teaching aids:
- Power point presentation
- OHP
- Similar stories from Internet for reference
Evaluation:
LEVEL I
1. Who was Dr. Sadao?
2. Who was the man who had been washed ashore in front of Dr. Sadao’s house
3. What did Sadao and Hana do with the man?
4. Did the servant cooperate with them? If not, why?
5. Why did the messenger came to call Sadao?
6. How did the General offer to help Sadao to get rid of the American?
7. Did the American escape? Who helped him and why?
LEVEL II
1. Give details of the two things that happened on the seventh day after the wounded American soldier was brought in the house of Dr. Sadao.
2. Why did Sadao tell the General about the American soldier?
3. How did the servants react to the decision of the Sadao’s to keep the American prisoner in their house?
4. How did Sadao help him escape?
LEVEL III
1. Individuals who belong to any country tend to hate each other even if they do not know each other personally. At times it is seen that some of them rise above such prejudice. Comment with reference to ‘The Enemy’.
2. I you were Dr. Sadao what would you have done to the American prisoner?
Chapter 5
SHOULD WIZRD HIT MOMMY?
(John Updike)
Objectives:
- To develop the skill of extensive reading
- To make the students aware of social issues-dominance of parents
- To make the students realize the importance of one’s own individuality
Contents:
- The basic story told by Jack to his daughter to about Roger
- The theme that adults perspective on life is different from that of a child
- To accept whatever nature has given
- Children should not be snubbed and given freedom to disagree?
Methodology/Activities:
- Question/Answer technique
- Peer work
- Group work
- Class discussion
Teaching Aids:
- Handouts
- Chalk and Blackboard
- Transparencies
Assignments:
LEVEL I
1. What did Jo look forward to on Saturday?
2. Why did Jack find his story telling sessions boring now?
3. What was Roger spunk’s problem?
4. What did Roger spunk do to get his problem solved?
5. Where did the wizard live?
6. How did Roger’s mother react to his changed smell?
7. What did spunk’s mother do to get his old smell back?
LEVEL II
1. Did Jack agree with Jo’s ending? What did he say to defend the mother?
2. How did Jack make the basic theme of the story interesting?
3. Did Jo approve of mother’s action? What did she want the story to be like?
4. Why did Jack feel trapped?
5. How did Jo react to Roger Spunk’s acceptance by his friends?
LEVEL III
1. Do you think the character of the wizard is fashioned as Jack would have liked himself to be?
2. Why did Jo not like the end of Roger Spunk’s story? What does it reflects of her personality?
3. Justify the title of the story?
4. What issues does the story raise? Are they relevant in today’s content?
CHAPTER-6
ON THE FACE OF IT
Objectives:-
• To develop four skills of learning language. Reading, writing, listening and speaking.
• To develop usage and enrichment of vocabulary.
• To develop positive attitude towards life.
Content:-
• Mr. Lamb extends a hand of friendship to Derry who enters his garden.
• Mr. Lamb advises him to develop a positive attitude towards life.
• Derry initially suspicious, accepts his friendship.
• His brief association with Mr. Lamb brings about a great transformation in Derry.
• He goes to inform his mother and she opposes his meeting with Mr. Lamb.
• Derry comes back and finds Mr. Lamb dead.
Methodology/Activities:-
• Role play.
• Group discussion.
Teaching Aids:-
• PowerPoint presentation.
• Blackboard.
Evaluation:-
LEVEL 1
1. Who was Mr. Lamb? What did he say to Derry when he saw him coming into his garden?
2. What does Derry tell about his face?
3. Why does Mr. Lamb give example of bees?
4. What do you know about Mr. Lamb and his attitude towards life?
LEVEL 2
1. Why was Derry withdrawn himself from the world?
2. Why does Derry come back to see Mr. Lamb?
3. Point out Mr. Lamb’s views on life?
4. How does Mr. Lamb help Derry to accept the realities of life?
LEVEL3
1. Why and how does Derry get into Mr. Lamb’s garden?
2. How does Derry conclude that people are afraid of him? Are the people really afraid?
3. How did Mr. Lamb try to convince Derry that the outer looks don’ts make any difference?
4. “Handicaps should be accepted in life” elucidate the statement with reference to the play. ‘On The Face Of It’.
OR
Justify the title of the play.
Lesson:-7
Evans tries an O level
Objectives:-
1. Developing LSRW skills in English
2. Developing extensive reading
3. To develop vocabulary
4. Multi-dimensional approach –to tricky problems
Contents:-
1. A prisoner named James Evans is in Oxford prison
2. He wants to sits for examination in O-level German
3. Three-time Evans had escaped from prison, so the governor takes several precautions to ensure that Evans does not make a bid to escape.
4. Battle of wits between criminals and punishing authorities.
5. Evans and his gang have the last laugh because they are good planners and smart enough to foresee things.
Methodology
1. Role play
2. Group discussion
3. Quiz
4. Question/Answer method
Teaching aid
1. Quiz
2. Group activity
3. Detective serials
Evaluation
LEVEL-1
1. What kind of a person was Evans?
2. Why was Evans known as ‘Evans the break’ by the prison officers?
3. What made Evan clip his hair short?
4. Who is Carter? What does the Governor want him to do and Why?
5. How did the Governor manage to reach Evans in the hotel?
LEVEL-II
1. What were the precautions taken for the smooth conduct of the Examination?
2. How did the governor manage to track down Evans? How did he escape again?
3. Why does Evans feel particularly annoyed at his having been taken away? Is his annoyance justified?
LEVEL-III
1. Reflecting on the story what do you feel about Evans having the last laugh?
2. Give an account of the blunders committed by the prison authorities which resulted in making Evan’s escape plan a success.
3. Describe how carter was dodged by the wounded man?
4. Do you agree that between crime and punishment it is mainly a battle of wits? Discuss with respect to the story ‘Evan Tries an o Level’
Lesson –no 8
Memories of Childhood
Objectives:
1. Developing comprehension
2. Broader outlook.
3. Understanding the problems related to casteism and racial discrimination
Contents:
Zitkala was a Native Read Indian American. Who was a victim of racial discrimination? Bama experienced humiliation on account of her low caste. Both raised their voice against the awareness about equality among their communities.
Methodology/Activity:
1. Silent reading
2. group discussion on the oppressed and the oppressed.
Teaching Aids:
Stories from the ‘internet, on personalities. Who fought against social injustice?
Evaluation
LEVEL 1
1. Who are Zithlkala-sa and bama?
2. What is common about the memories of their childhood?
3. Describe the anthor’s first day at school.
4. why was Zitkala-sa ipset when her hair was being cut?
5. What was made Bama take nearly one hour to cover a distance needing just ten minuts only?
6. What was the impact of hair-cutting incident on the life of Zitkala-sa?
FLAMINGO
POEMS
Poem:01
Topic: My Mother at sixty-six
(Kamala sas.)
Objectives:
• To sensitize students to poetic from
• To enable students to interpret the lyrical qualities and the poem.
• To elate the students, life.
Contents:
• Poetess’ realization about her Mother’s ailing health
• Recollection and childhood fears
• Compare son and scenes inside and outside care
• Works and pasting
• Attempt to overcome anxiety and fears.
Methodology/Activity:
• Recitation by the teacher/CD script and students listing without test of the poem
• Discussion on human relationships
• Model Reading by a few students simple comprehension questions.
• Poetic/literary devices
Teaching aids:
• Visual and the Nectars bidding goodbye to mother
• Tape recorder/CD Player
• Blackboard/match stick figures on board.
• Information from Internet
Assignments:
LEVEL I
1. What did the poetess notice about her mother?
2. What did the mother do and look like while going in the car to the air port?
3. Why does the poetess say: “see you soon Amma!”?
LEVEL II
1. What does the poetess realize with pain?
2. What is the constant between the scene inside and outside the car?
3. What was the childhood fear?
4. Why was the though a familiar ache?
LEVEL III
1. Why does the poetess smile and smile?
2. What do parting words signify?
3. The poetess seems to suffer a silent going?
4. How did the poetess happen to write this poem?
Poem-2
An elementary School Classroom in a slum
(Stephen spender)
Objectives:
To appreciate the poetic beauty
To interpret the poem
To identify the poetic devices.
Understanding the poem for comprehension.
To aware about the blight of slum dwellers.
Contents:-
Slum children living in Sub-human conditions
Slum children deluding elementary schools.
Poet’s own desire to improve their lot.
Methodology/Activities:-
Model Reading
Silent Reading
Question Answer technique
Discussion on Slums.
Teaching Aids:
P.P.T Showing slum are a schools.
Handouts with question are
Assignments:-
LEVEL I
1. Tick the right answers from the following:
(A) The tall girl with her head weighed down means-
The girl
I. Is ill and exhausted
II. Has her head bent with shame
III. Has her untidy hair
(B) The paper-seeming boy with rat’s eyes means-
The boy
i. Sly and secretive
ii. Hun, hungry and weak
iii. Unpleasant looking
2. How does the poet describe the slum children
3. How does the classroom in the elementary school in the slum look like?
LEVEL II
i. What do sour cream walls symbolize
ii. What do you narrow street symbolize?
iii. What does the poet wish for the children of the slum?
LEVEL III
i. The poem ‘An Elementary school classroom in a slum is about social injustice comment.
ii. To The poet the maps and pictures on the walls of classroom are meaningless in the context of the lives of the slum children. Why does he feel so?
iii. What according to the poet is the only hope for the slum children?
Poem 3
Keeping Quit
(Pablo Neruda)
Objectives:
1. TO derive pleasure and entertainment
2. To heighten students sensitivity to poetry.
3. To identify the poetic devices
4. To appreciate the poetic beauty
Contents:-
1. The poem is a call for introspection for all human beings who have divided themselves on the basis of race, language and nationalities.
2. The poem is presented in the form is presented in the form of an exercise for meditation in silence.
3. To feel the strength of humanity
Methodology/Activities:-
1. Recitation
2. Experience and meditation
3. Stanza wise explanation
4. Images of the destruction caused to Hiroshima and Nagasaki .
5. Live visual of peace
6. Discussion on the topic ‘Horrors of war’
Teaching/Learning Aids
Same as above
Activities will be used as teaching learning Aids.
Assignments:-
LEVEL 1:
i. What does the poet want the people on earth to do for once? How would they benefit?
ii. When and why would the fisherman not harm the whales?
iii. Who are the people who prepare green wars?
iv. How and when does ever thing seem dead?
LEVEL 2:
i. What does the poet, mean b y ‘doing nothing ‘?
ii. What lesson man to learn from earth?
iii. How will the ‘man gathering salt’ react when he looks at his hurt hands?
LEVEL 3.
i. How does the poet visualize life? Why does he refuse to associate it with death?
ii. What is the sadness that the poet refers? What does the poet recommend use do to overcome it?
iii. Does the poet advocate complete activity and death? How would you justify his stand?
Poem no.4
Topic: A Thing of beauty (John Keats)
Objectives:
To sensitize students to poetic from
Introduce students to poetic devices
To understand ideal Beauty
Quest of human soul for Beauty
Contents:-
Beautiful objects source of constant joy
Beauty has lasting impressions on mends
Beautiful thoughts and memories bends man to earth
All the object beauty cast an enchanting spell
Grandeur of the mighty dead is also beautiful
Methodology/Activity
PowerPoint Prostrations
Model reading by the teacher/audio cassette/CD.
Recitation by the students
Interaction with students on the contents in each stanza.
Teaching Aids:
i. objects of beauty
ii. Portrait of patriot or a hero
iii. Beautiful scenery depicting nature at its best
Assignments
LEVEL-1
i. List the thing of beauty mentioned in the poem?
ii. List the thing that cause suffering and pain?
iii. How does a thing of beauty remain a joy for ever?
iv. Mention any two sources of joy?
Level-II
i. What make human beings love life in spite of sufferings?
ii. What do “grander of the dooms” signify?
iii. What images does the poet use to describe the bounty of earth?
iv. What massage the poem conveys on a whole?
Level-III
i. Why grandeur is associated with the mighty dead?
ii. How does the poem highlight the poet”s immense faith in the divine?
iii. What image does the poet use to describe the beautiful bounty of the earth?
iv. How does beauty leave an indelible imprint on our mind?
Peom-5
A ROADSIDE STAND
(Robert Frost)
Objectives:
• To sensitize students to poetic form.
• To identify the poetic devices.
• To make aware of the economic disparity that prevails in the cities and the countryside.
• To make aware of the callous attitude of the government, the civic authorities.
Contents:
i. why and where the shed is built
ii. hope of the villagers
iii. colons attitude of the rich people
iv. poor people trust often betrayal by the rich
v. Longing of village folk for some help from the city elite
vi. Poet pain at the plight of villagers?
Methodology/ suggested Activities.
• Model reading
• Silent reading
• Lund reading
• Handouts
• Groups works
• Discussion
Teaching /Learning Aids
• Chalk and blackboard
• Handouts
• PowerPoint presentation.
Assignments
LEVEL-1
i. Why have the villagers erected the roadside stand?
ii. What are the things offered for sale at the roadside stand?
iii. What near the plea of folks who had put up the roadside stand?
iv. What are the complaints made by the polished city dwellers?
v. What has been promised to the village people?
vi. What does the poet want for the village people?
LEVEL-II
i. Why are the city dwellers called greedy good doers and beneficiates beasts of prey”?
ii. Why do villagers ask for the city money in their hands,?
iii. What is the childish long being talked of?
iv. Bring out the poetic devices used by the poet?
LEVEL-III
i. What did the greedy goody doers do to the poor rural people?
ii. Explain “scram ones their relief to the poet?
iii. What does the poet envisage for the village folks?
Poem-6
Topic: Aunt Jennifer’s Tigers
Objectives
i. To enjoy the poem
ii. To understand the poem
iii. To appreciate the poetic devise
iv. To infer the deeper meaning/message
Contents:
i. Aunt Jennifer created tigers prancing freely proudly and fearlessly in the green world
ii. They are unafraid and step with chivalric certainty
iii. Aunt’s finger fluttering and mind troubled and nervous
iv. Aunt feeling the massive weight of her wedding band
v. Her fingers will not be free from the ordeals after death
vi. Tigers will go on prancing proudly.
Methodology/Activities
i. Reading aloud by the teacher
ii. Question and answer method.
Teaching Aids:
i. PowerPoint presentation
ii. Black Board
Evaluation
LEVEL-1
i. How do Aunt Jennifer’s Tigers look like?
ii. What are they doing?
iii. Aunt’s fingers are fluttering through her wool. This suggest---
iv. What is Aunt wearing on her fingers? How does he feel about it?
v. What will the tigers do when Aunt is dead?
LEVEL-II
i. What image ‘Prancing’ Create in your mind about the tigers?
ii. Explain the line Bright topaz denizens of a word of green”
iii. How does Aunt feel while pulling out her ivory needle? What does it suggest?
iv. Which words suggest that she does not enjoy the ‘wedding band’?
v. Which poetic device is used in the line____-_____her terrified hands will lie still ringed _ _ _ _by”.
LEVEL-III
i. How do ‘denizens’ and ‘chivalric’ add to our understanding of the tiger’s attitude?
ii. What are the ‘ordeals’ that Aunt Jennifer is surrounded by? Why has the poet used the word the ringed’
iii. Interpret the symbols used in the poem
iv. Why do you think Aunt created animals that are so different?
v. Explain the message conveyed through the poem.
prose
CHAPTER 1
THE LAST LESSON
(Alphonse Daudet)
Objectives:
• To develop listening, reading and writing skills.
• To create awareness about value of time.
• To discuss basic requisitions for learning and teaching.
• Value education( Patriotism, love for language, disadvantage of being slaves)
Contents:
• Franz fear of going to school
• Scene at the town hall
• Useful and unusual scene in the class
• Realization of the narrator
• Attributes of the villagers & their tribute to teachers.
• M Hamel teaches his last lesson.
• M Hamel’s behavior and advice, vive la France
Methodology / Activity:
• Group Discussions.
• Dramatization.
• Questioning (question answer technique)
Learning / Teaching Aids:
• Computer aided learning.
• Play cards, Blackboard
• Visual inputs.
Assignments:
Level I:
1. why was Franz scared of M Hamel?
2. What was the usual atmosphere in school when it begun?
3. What was different that day?
4. What helped Franz understand the lesson?
5. How did M Hamel take and treat his last lesson?
Level II:
1. Why did Franz think of doing, instead of going to school?
2. What was Franz repentant about?
3. What did master have to say about French language?
4. Discuss the title of the story.
Level III:
1. How did M Hamel react when Franz was late to school?
2. Explain: Counted on Commotion.
3. How has Alsace been personified?
4. Explain: tracing their fish hooks.
5. Why did M Hamel look at thing so intensely?
6. What is the theme of the story?
7. State the message imparted by the story.
CHAPTER 2
LOST SPRING (Anees Jung)
Objectives
• Developing comprehension.
• Developing skills of scanning, skimming & vocabulary.
• Creating awareness about social issue among the students.
• To securitize the students towards the problems of child labour.
Content:
• The lesson focuses on the problems of rag-pickers, slum dwellers & poor children as a whole.
• Plight of the refugees.
• Hardships of the bangle maker in the city of Firozabad.
Methodology/activities
• Model reading, silent reading.
• Group discussion on the problem of child labour.
• Class discussion.
• Visit to slum area.
Technical aids
1. Posters on child labor
2. P.P.T. & visuals showing bangle industries slum area etc.
Assignment
Level1:
1. What is Saheb looking for in the garbage dumps?
2. How does Saheb feel at the tea stall?
3. What was Saheb’s full name?
4. What trade does the family of Mukesh follow?
5. What are mukesh’s dreams?
Level2:
1. Explain “garbage to them is gold”.
2. What does the author means saying “Saheb is no longer his own master”.
3. What threats are faced by the bangle makers?
Level 3:
1. Justify the title”lost spring”.
2. Dreams are often far removed from reality. Discuss with references to “Lost spring”.
Chapter 3
Deep water
(William Douglas)
Objectives:
1. Developing LSRW skills in English.
2. Developing first person narration of experience.
3. Understanding the key points.
4. Developing usage and enrichment of vocabulary.
5. Relating subjectively to the discussion on fear.
Contents:
The excerpt in an autobiographical account of a childhood misadventure which left an indelible impression on the narrator’s mind. Later, in his adulthood, he made a deliberate effort to shake off the terrifying memory and get over the phobia of water bodies.
Methodology/Activities:
1 ) Direct Method
2 ) Question Answer Technique
3 ) To Share Personal Experience
4 ) To Share Accounts of Acts of Courage
5 ) To Gather Information On Water Sports.
Teaching/ Learning Aids:
1 ) Illustrations
2 ) Power Point Presentation
3 ) Experiences of Students
4 ) Black Board
Assignments:
LEVEL – 1
1 ) Why was Y.M.C.A. pool considered to be safe to learn swimming?
2 ) What is the “misadventure” that William Douglas speaks about?
3 ) How did Douglas overcome old terror ?
4 ) What larger meaning did the experience have for Douglas ?
LEVEL – 2
1 ) AT the age of three or four Douglas had developed an aversion to water. How?
2 ) Describe the series of emotions that he experienced while engulfed in the mass of yellow water.
3 ) How did the instructor make a swimmer of Douglas ?
4) What thoughts of Roosevelt did affect Douglas? How did he apply the thoughts to his own life?
LEVEL 3
1) what does Douglas mean when he says,” The instructor was finished, but I was not”?
2 ) This handicap stayed with me as the years rolled by”. What was the ‘handicap’ that Douglas refers to and how did he finally overcome it?
3) “I screamed but only the water heard me”, why did Douglas scream? What does he mean by “but only the water heard me?
Chapter – 4
The Rattrap
(Selma Lagerlof)
Objectives:
1. To develop the comprehension skill.
2. To inculcate imagination of a harsh life.
3. To develop a better understanding of human beings.
4. To relate the text to life.
Contents:
The peddler as rattrap seller
Peddler’s idea of world being a rattrap
Peddler at old crofter’s house
Old crofter’s life
Crofter’s 30 kronors stolen
Peddler’s apprehension when lost
Peddler at Ramsjo Ironworks
Ironmaster’s invitation to the peddler
Ironmaster’s daughter persuades the peddler
Ironmaster recognizes him the next day, asks him to leave
Daughter’s kind hearted gestures
Pre-Christmas entertainment and hospitality
Peddler leaves Christmas present, changes his dishonest ways
Peddler in a new form, signs himself as ‘captain’
Methodology/Activity
1. Silent reading
2. Loud Model reading
3. Group discussion
4. Narrating/sharing similar stories or experiences
Teaching Aids:
1. Power point presentation
2. OHP
Evaluation:
LEVEL I
1. What do you mean by a rattrap?
2. Briefly describe the rattrap peddler.
3. Whose door did the peddler knock and how was he treated?
4. Did he respect the trust shown by the crofter? How?
5. Where did the peddler take shelter after stealing thirty kronors?
6. Who came in the forge? What did he do to the peddler?
7. Who made the peddler accept the invitation and how?
8. Did the ironmaster recognize him later? How?
9. How did the peddler keep the trust Edla reposed in him?
LEVEL II
1. How did the crofter treat him? How was it different from that of the world?
2. Explain the idea of the world being a rattrap.
3. Why did the ironmaster invite him home? Why did the peddler decline the invitation?
4. How was he treated by the ironmaster and his daughter?
5. Why was Edla delighted to see the gift left by the peddler?
6. What made the peddler raise himself as a captain?
LEVEL III
1. What made the peddler think that he had indeed fallen into a rattrap?
2. But for Edla’s interference, the peddler would never have been able to change his dishonest ways. Comment on the rate of Edla in the Light of this statement.
3. Justify the title ’The Rattrap’.
Chapter-5
INDIGO
(Louis Fischer)
Objectives:
a. To develop the comprehension abilities.
b. To inculcate imagination among the students.
c. To develop skill like scanning skimming and intensive reading skimming and intensive reading.
d. To make the children aware of champaran episode and it importance in the struggle for freedom.
e. To develop vocabulary.
Contents:
i. The problem of the peasants of champaran .
ii. Role of Gandhiji in soloing the problem of indigo formers
a. fought for their justice
b. on the ground of argumentation and negotiation.
c. Uplifting the living condition of the formers.
d. Contribution towards freedom movement
Methodology/suggestion activities.
a. Question/answer technique
b. Group discussion
c. Detained information about.
d. Chanparan drought ppt.
Teaching Aids:
a) Blackboard and chalk.
b) LCD Projector for ppt.
Assignments:
LEVEL-I
i. Who was Raj Kumar shukla?
ii. When and where did Gandhi ji meet him?
iii. Why could not Gandhi ji accompany shukla to champaran?
iv. List the places Gandhi ji visited between his first meeting with shukla and his arrival at charmparan?
v. What quality of Raj Kumar Shukla impressed Gandhi ji?
vi. Why did Gandhi ji decide to go to Mnzaffarpur? How was he received there?
vii. What problem was the indigo sharecropper’s facing?
LEVEL-II
I. What kind of reception did Gandhi ji receive at Motihari?
II. What made Gandhi ji explain that the champaran battle was won?
III. What argument did Gandhi ji have for not, obeying orders to quit champaran?
IV. What message does the champaran episode carry?
V. Why did Gandhi ji agree to 25% refund when the actual demand was for 50%?
VI. What qualities was he able to make in the Indians by the Champaran episode?
LEVEL-III
i. What prove that Gandhi ji was an unknown figure in champaran?
ii. Why were the government servants scared to be acquainted with a person like Gandhi ji ?
iii. Why did Gandhi ji feel that help from the foreigner Ms. Andrew has unnecessary?
iv. Why did Gandhi ji casual visit to champaran get extended over a year?
v. How was champaran episode a curning pointing Gandhi ji life?
CHAPTER-6
POETS AND PANCAKES
Objectives:
1. To develop the four language skills.
2. To understand human and satire
3. To follow a rambling and chatty style achieving thematic coherence.
4. To write a humorous story.
Contents:
1. It is an excerpt from ‘My years With Boss’ by Asokmitran a Tamil writer.
2. He recounts the experience at Gemini studios in a humorous way.
3. He describes the following in a rambling style:
a. The make up department.
b. The story department
c. The office boy
d. The legal advisor
e. The general attitude of the people in Gemini studios towards communism.
Methodology/Activities:
1. Silent reading
2. Group discussion
3. Class discussion
Teaching Aids:
1. Text book
2. Newspapers and magazines
3. Internet
Assignments:
LEVEL I
1. What was pancake? What was it used for?
2. What does the writer mean by ‘the fiery misery’ of those subjected to make up?
3. What so you know about the ‘office boy’ in the Gemini studios? Why was he frustrated?
4. Why did everybody in Gemini studios think of giving the author some work to do?
5. Who was subbu’s enemy in Gemini studios?
6. What do you know about kothamangalam subbu? List any two qualities
7. Why Subbu was considered NO2 in the Gemini studios?
LEVEL II
1. What is the example of national integration that the author refers to?
2. What was the job assigned to the office boy in the Gemini studio?
3. Why was the author praying for the crowd shooting all the time
4. Why was the office boy frustrated? Who did he show his anger on
5. Subbu is described as a genius .List four of his abilities.
6. who was the English visitor to the studios? How did the author discover it?
7. Subbu was ‘tarlor-made’ for films How did he use his genius in various activities in the Gemini studios.
8. How does the write describe the episode of the English visitor to the Gemini studios?
LEVEL-III
1. How was a strict hierarchy maintained in the make-up department?
2. What was the job of the narrator in the Gemini studios?
3. Subbu was a man of genius yet has enemies in the studios. Give reasons?
4. What were the preconceived ideas of the people in the Gemini studios about a communist?
5. What was the Moral Rearmament Army? What was its message?
6. How did the visit of the English poet remain as an unexpected mystery? How was it resolves?
7. What do the you know about the book ‘The God That Failed’?
8. What light does the chapter throw on the versatility of kothamangalam Subbu?
9. Asokamitran has used hum our and satire effectually in poets /and Pancakes. Discuss.
Chapter – 7
The Interview
(Christopher Silvestre)
Objectives:
1. To develop listening, reading and writing skills
2. Understanding the comprehension
3. Enrichment of vocabulary
4. Communication skills – Art of interviewing
Contents:
1. Geneses
2. Opinions
3. An interview is an art
4. But the people both favour and despise it
5. Lewis Carroll never consented to be interviewed. He thinks that interview is immoral, crime and offence.
6. Celebrities think, it as a supremely serviceable medium of communication
7. It helps in deducing the reality as it involves questioning.
8. The interviewer holds a position of unprecedented power and influence
Section II
An actual interview
1. Mukund interviews Umberto Eco
2. Umberto Eco tells that there is lot of empty space which he calls interstices
3. He had a narrative style in his writing
4. In the ‘Name of the Rose’ there is metaphysics, theology and medieval history.
5. He identifies himself with the academic.
Methodology/Activity
1. Role play
2. Interviewing different personalities.
i. In the school
ii. In the neighborhood
3. Group Discussion
Teaching Aids
1. Audio Cassettes
2. Live Shows
3. Internet
Evaluation
LEVEL – I
1. What are the different views about interview?
2. What does Umberto Eco mean by empty spaces in our lives?
3. What is the reason for the great success of Eco’s novel “The name of the Rose”?
LEVEL – II
1. How is an interview one of the important techniques in journalism?
2. Why Lewis Carol did have a horror of the interviewer?
3. How is Umberto Eco’s non fictional writing style different from academic style?
LEVEL - III
1. What did one of the professors tell Umberto Eco when he presented his first doctoral dissertation in Italy?
2. What do some primitive people think about being photographed(Interview)
3. What is the opinion of the people regarding Umberto Eco’s novel “ The name of the Rose
Lesson No: 8
Going places
Objectives:-
1. Developing LSRW skills in English.
2. Understanding the text for inferential comprehension.
3. Developing usage and enrichment of vocabulary.
4. Understanding the problem of hero-worship and fantasizing.
Contents:-
Sophie fantasizing about a date with her hero Danny Casey. Lately she come face to face with reality. Her friend Janise tries her best to mould her in right direction and face the reality of life.
Methodology/Activity
1. pronunciation drill
2. Group discussion on teenage dreams
3. Questions and answer
Teaching aids:-
1. Illustrations
Evaluation:
LEVEL 1:
1. Who are the two girls?
2. How many members does Sophie have in her family?
3. What does Sophie dream of?
4. Does Geoff believe what Sophie says about her meeting with Danny Casey?
5. Does Sophie’s father believe her story?
6. Who is Danny Casey?
LEVEL 2:-
1. What did Sophie dream of doing after leaving school? What was she expected to do?
2. Why did her father discourage her from entertaining such thoughts?
3. Sophie’s family was not well off. What are the indicators of the fact?
4. How did Sophie mean to escape the monotony and squalor of her life?
LEVEL 3:
1. Sophie and Janise were classmates and friends. What were the differences between them that show up in the story?
2. It is natural for teenagers to have unrealistic dreams. Discuss with reference to the story ‘Going Places’.
VISTAS
Chapter 1
The Third Level-Reading Comprehension
(Jack Finney)
Objectives:
• to develop listening, reading and writing skills
• to arouse interest in reading for pleasure
• to introduce students to the world of imagination
Contents:
-deals with flights of imagination of human mind
-Levels at Grand Central Station-imaginary level-III level
-Hobbies-its impact-leisure activities
-Status of modern man in the modern world
Methodology/Activity:
-Group discussion
-Characterization
-Question Answer technique
-Whole class Discussion-mapping information
Teaching Aids:
-Computer aided learning
-Blackboard/OHP
-Information from Internet
-Encyclopedia
Assignment:
LEVEL I
1. What was the medium of escape for Charley?
2. Did Charley find the third level again?
3. Why does he wish to escape to the third level?
4. What is a First Day Cores?
LEVEL II
1. What did Charley’s psychiatrist friend and his friends tell him about his mental state?
2. Why had Charley been to the third level?
3. What happened when Charley got lost?
4. How does Charley propose to go to Galesburg? Why couldn’t he reach there?
LEVEL III
1. What did Charley do to confirm that he was in 1890’s?
2. Why does Charley rush back from the third level?
3. What was the proof of the belief for Charley that the third level existed?
LAQ
1. How did Charley reach the third level of ground Central? How was it different from the other level?
2. What are the various ways to overcome stress, insecurities and anxiety of modern life?
CHAPTER- 2
The Tiger King
(Kalki)
Objectives:
- To ensure the students to enjoy the text
- Maximum exposure to the outer-world
- Awareness about wild conversation
- To develop vocabulary
- To analyze, interpret and infer the ideas in the text
Contents:
- A satire on the concept and whimsical nature of the ruling class
- A story of the Maharaja who is known as Tiger King
- In order to disprove the prophecy of astrologer, he resolves to kill hundred tigers
- Dramatic irony-king died of infection caused by a wooden tiger.
Methodology/Activities:
- Discussion
- Anticipation guide-prediction of what will happen the text
- Visit to Zoo
- Role Play
Teaching Aids:
- Visuals on wild life hunting
Assignments:
LEVEL I
1. Who is the Tiger King? Why does he get that name?
2. What did the astrologers predict when the Tiger King was born?
3. Why did the king want to marry?
4. How did the king finally meet his death?
LEVEL II
1. What did the king plan to kill the rest of the thirty tigers?
2. How did the tiger king celebrate his victory over the killing of the 100th tiger?
3. How was the prediction of the astrologers proved true?
4. Why the Maharaja was in danger of loosing his throne?
5. What did he do to save his throne?
LEVEL III
1. Just one more killing then I will give up hunting. Justify.
Chapter 3
Journey to the End of the Earth
(Tishani Doshi)
Objectives:
1. To develop extensive reading
2. To Know about the Antarctica-the origin of the Earth
3. To sensitise the students about the problem of global warming
4. To think of the measures for protecting the Earth’s environment.
Contents:
1. The prose passage describes a remarkable first hand knowledge of the Antarctic Circle, geography, geology and ecology.
2. It reveals the geographical history trapped in Antractica
3. We learn about the human impact and climate change by the eco-system and lack of bio-diversity in Antarctica.
Methodology and Activities:
1. Direct Method
2. Short discussions among students guided by comprehension questions
3. Speech on ‘Global warming’
4. Comparison with ‘The Ailing Planet’: the Green Movement’s Role by Nani Palkhivala (class xi)
Teaching Aids:
1. Black Board
2. Power Point Presentation based on pictures of the terrain in question
3. Cue cards for instructions and ideas
Assignments:
LEVEL I
1. What was the Abademik Shokalskiy? Where was it headed and why?
2. What programme was the writer a part of and what was the objective of the programme?
3. What can be done to save our earth from the phenomenon called global warming?
4. What was Gondwana? For how long and where did it exist?
5. What is Drake passage?
LEVEL II
1. What were the first emotions of Doshi on reaching Antarctica and why?
2. Why does the author feel that being in the Antarctica is like being in a grant ping-pong ball?
3. What is the subject that features most in environmental debates? Why is the Antarctica at the centre of such debates?
4. Why has the programme, ‘students on Ice’ been so successful?
LEVEL III
1. What are the indications for the future mankind?
2. In that short amount of time, we’ve managed to create quite a ruckus” which ‘amount of time’ and ‘ruckus’ is Tishani talking about?
3. How has human civilization affected our environment?
4. What does Tishani Doshi mean by the expression ‘walk on the ocean’? How did she and her companions make this walk?
Chapter 4
The Enemy
(PEARL S. BUCK)
Objectives:
- To develop comprehension skills
- To develop analytical thinking
- To broaden outlook
- To enable the students to learn good humanities values
Contents:
- The story is set against the backdrop of world war II
- Dr. Sadao Hoki, a qualified Japanese doctor, educated in the U.S. now serving in Japan
- Found an American prisoner of war badly wounded, near their house
- Decided to get him home and save him
- Servants offended, refused to help
- The General sent a messenger to call Sadao
- Sadao confided in the General and told him about the prisoner
- The General assured to get him killed by the assassins but forgot to do so.
- Sadao helped the prisoner to escape
Methodology/Activities:
- Silent reading
- Loud model reading
- Group discussion
- Debate
Teaching aids:
- Power point presentation
- OHP
- Similar stories from Internet for reference
Evaluation:
LEVEL I
1. Who was Dr. Sadao?
2. Who was the man who had been washed ashore in front of Dr. Sadao’s house
3. What did Sadao and Hana do with the man?
4. Did the servant cooperate with them? If not, why?
5. Why did the messenger came to call Sadao?
6. How did the General offer to help Sadao to get rid of the American?
7. Did the American escape? Who helped him and why?
LEVEL II
1. Give details of the two things that happened on the seventh day after the wounded American soldier was brought in the house of Dr. Sadao.
2. Why did Sadao tell the General about the American soldier?
3. How did the servants react to the decision of the Sadao’s to keep the American prisoner in their house?
4. How did Sadao help him escape?
LEVEL III
1. Individuals who belong to any country tend to hate each other even if they do not know each other personally. At times it is seen that some of them rise above such prejudice. Comment with reference to ‘The Enemy’.
2. I you were Dr. Sadao what would you have done to the American prisoner?
Chapter 5
SHOULD WIZRD HIT MOMMY?
(John Updike)
Objectives:
- To develop the skill of extensive reading
- To make the students aware of social issues-dominance of parents
- To make the students realize the importance of one’s own individuality
Contents:
- The basic story told by Jack to his daughter to about Roger
- The theme that adults perspective on life is different from that of a child
- To accept whatever nature has given
- Children should not be snubbed and given freedom to disagree?
Methodology/Activities:
- Question/Answer technique
- Peer work
- Group work
- Class discussion
Teaching Aids:
- Handouts
- Chalk and Blackboard
- Transparencies
Assignments:
LEVEL I
1. What did Jo look forward to on Saturday?
2. Why did Jack find his story telling sessions boring now?
3. What was Roger spunk’s problem?
4. What did Roger spunk do to get his problem solved?
5. Where did the wizard live?
6. How did Roger’s mother react to his changed smell?
7. What did spunk’s mother do to get his old smell back?
LEVEL II
1. Did Jack agree with Jo’s ending? What did he say to defend the mother?
2. How did Jack make the basic theme of the story interesting?
3. Did Jo approve of mother’s action? What did she want the story to be like?
4. Why did Jack feel trapped?
5. How did Jo react to Roger Spunk’s acceptance by his friends?
LEVEL III
1. Do you think the character of the wizard is fashioned as Jack would have liked himself to be?
2. Why did Jo not like the end of Roger Spunk’s story? What does it reflects of her personality?
3. Justify the title of the story?
4. What issues does the story raise? Are they relevant in today’s content?
CHAPTER-6
ON THE FACE OF IT
Objectives:-
• To develop four skills of learning language. Reading, writing, listening and speaking.
• To develop usage and enrichment of vocabulary.
• To develop positive attitude towards life.
Content:-
• Mr. Lamb extends a hand of friendship to Derry who enters his garden.
• Mr. Lamb advises him to develop a positive attitude towards life.
• Derry initially suspicious, accepts his friendship.
• His brief association with Mr. Lamb brings about a great transformation in Derry.
• He goes to inform his mother and she opposes his meeting with Mr. Lamb.
• Derry comes back and finds Mr. Lamb dead.
Methodology/Activities:-
• Role play.
• Group discussion.
Teaching Aids:-
• PowerPoint presentation.
• Blackboard.
Evaluation:-
LEVEL 1
1. Who was Mr. Lamb? What did he say to Derry when he saw him coming into his garden?
2. What does Derry tell about his face?
3. Why does Mr. Lamb give example of bees?
4. What do you know about Mr. Lamb and his attitude towards life?
LEVEL 2
1. Why was Derry withdrawn himself from the world?
2. Why does Derry come back to see Mr. Lamb?
3. Point out Mr. Lamb’s views on life?
4. How does Mr. Lamb help Derry to accept the realities of life?
LEVEL3
1. Why and how does Derry get into Mr. Lamb’s garden?
2. How does Derry conclude that people are afraid of him? Are the people really afraid?
3. How did Mr. Lamb try to convince Derry that the outer looks don’ts make any difference?
4. “Handicaps should be accepted in life” elucidate the statement with reference to the play. ‘On The Face Of It’.
OR
Justify the title of the play.
Lesson:-7
Evans tries an O level
Objectives:-
1. Developing LSRW skills in English
2. Developing extensive reading
3. To develop vocabulary
4. Multi-dimensional approach –to tricky problems
Contents:-
1. A prisoner named James Evans is in Oxford prison
2. He wants to sits for examination in O-level German
3. Three-time Evans had escaped from prison, so the governor takes several precautions to ensure that Evans does not make a bid to escape.
4. Battle of wits between criminals and punishing authorities.
5. Evans and his gang have the last laugh because they are good planners and smart enough to foresee things.
Methodology
1. Role play
2. Group discussion
3. Quiz
4. Question/Answer method
Teaching aid
1. Quiz
2. Group activity
3. Detective serials
Evaluation
LEVEL-1
1. What kind of a person was Evans?
2. Why was Evans known as ‘Evans the break’ by the prison officers?
3. What made Evan clip his hair short?
4. Who is Carter? What does the Governor want him to do and Why?
5. How did the Governor manage to reach Evans in the hotel?
LEVEL-II
1. What were the precautions taken for the smooth conduct of the Examination?
2. How did the governor manage to track down Evans? How did he escape again?
3. Why does Evans feel particularly annoyed at his having been taken away? Is his annoyance justified?
LEVEL-III
1. Reflecting on the story what do you feel about Evans having the last laugh?
2. Give an account of the blunders committed by the prison authorities which resulted in making Evan’s escape plan a success.
3. Describe how carter was dodged by the wounded man?
4. Do you agree that between crime and punishment it is mainly a battle of wits? Discuss with respect to the story ‘Evan Tries an o Level’
Lesson –no 8
Memories of Childhood
Objectives:
1. Developing comprehension
2. Broader outlook.
3. Understanding the problems related to casteism and racial discrimination
Contents:
Zitkala was a Native Read Indian American. Who was a victim of racial discrimination? Bama experienced humiliation on account of her low caste. Both raised their voice against the awareness about equality among their communities.
Methodology/Activity:
1. Silent reading
2. group discussion on the oppressed and the oppressed.
Teaching Aids:
Stories from the ‘internet, on personalities. Who fought against social injustice?
Evaluation
LEVEL 1
1. Who are Zithlkala-sa and bama?
2. What is common about the memories of their childhood?
3. Describe the anthor’s first day at school.
4. why was Zitkala-sa ipset when her hair was being cut?
5. What was made Bama take nearly one hour to cover a distance needing just ten minuts only?
6. What was the impact of hair-cutting incident on the life of Zitkala-sa?
FLAMINGO
POEMS
Poem:01
Topic: My Mother at sixty-six
(Kamala sas.)
Objectives:
• To sensitize students to poetic from
• To enable students to interpret the lyrical qualities and the poem.
• To elate the students, life.
Contents:
• Poetess’ realization about her Mother’s ailing health
• Recollection and childhood fears
• Compare son and scenes inside and outside care
• Works and pasting
• Attempt to overcome anxiety and fears.
Methodology/Activity:
• Recitation by the teacher/CD script and students listing without test of the poem
• Discussion on human relationships
• Model Reading by a few students simple comprehension questions.
• Poetic/literary devices
Teaching aids:
• Visual and the Nectars bidding goodbye to mother
• Tape recorder/CD Player
• Blackboard/match stick figures on board.
• Information from Internet
Assignments:
LEVEL I
1. What did the poetess notice about her mother?
2. What did the mother do and look like while going in the car to the air port?
3. Why does the poetess say: “see you soon Amma!”?
LEVEL II
1. What does the poetess realize with pain?
2. What is the constant between the scene inside and outside the car?
3. What was the childhood fear?
4. Why was the though a familiar ache?
LEVEL III
1. Why does the poetess smile and smile?
2. What do parting words signify?
3. The poetess seems to suffer a silent going?
4. How did the poetess happen to write this poem?
Poem-2
An elementary School Classroom in a slum
(Stephen spender)
Objectives:
To appreciate the poetic beauty
To interpret the poem
To identify the poetic devices.
Understanding the poem for comprehension.
To aware about the blight of slum dwellers.
Contents:-
Slum children living in Sub-human conditions
Slum children deluding elementary schools.
Poet’s own desire to improve their lot.
Methodology/Activities:-
Model Reading
Silent Reading
Question Answer technique
Discussion on Slums.
Teaching Aids:
P.P.T Showing slum are a schools.
Handouts with question are
Assignments:-
LEVEL I
1. Tick the right answers from the following:
(A) The tall girl with her head weighed down means-
The girl
I. Is ill and exhausted
II. Has her head bent with shame
III. Has her untidy hair
(B) The paper-seeming boy with rat’s eyes means-
The boy
i. Sly and secretive
ii. Hun, hungry and weak
iii. Unpleasant looking
2. How does the poet describe the slum children
3. How does the classroom in the elementary school in the slum look like?
LEVEL II
i. What do sour cream walls symbolize
ii. What do you narrow street symbolize?
iii. What does the poet wish for the children of the slum?
LEVEL III
i. The poem ‘An Elementary school classroom in a slum is about social injustice comment.
ii. To The poet the maps and pictures on the walls of classroom are meaningless in the context of the lives of the slum children. Why does he feel so?
iii. What according to the poet is the only hope for the slum children?
Poem 3
Keeping Quit
(Pablo Neruda)
Objectives:
1. TO derive pleasure and entertainment
2. To heighten students sensitivity to poetry.
3. To identify the poetic devices
4. To appreciate the poetic beauty
Contents:-
1. The poem is a call for introspection for all human beings who have divided themselves on the basis of race, language and nationalities.
2. The poem is presented in the form is presented in the form of an exercise for meditation in silence.
3. To feel the strength of humanity
Methodology/Activities:-
1. Recitation
2. Experience and meditation
3. Stanza wise explanation
4. Images of the destruction caused to Hiroshima and Nagasaki .
5. Live visual of peace
6. Discussion on the topic ‘Horrors of war’
Teaching/Learning Aids
Same as above
Activities will be used as teaching learning Aids.
Assignments:-
LEVEL 1:
i. What does the poet want the people on earth to do for once? How would they benefit?
ii. When and why would the fisherman not harm the whales?
iii. Who are the people who prepare green wars?
iv. How and when does ever thing seem dead?
LEVEL 2:
i. What does the poet, mean b y ‘doing nothing ‘?
ii. What lesson man to learn from earth?
iii. How will the ‘man gathering salt’ react when he looks at his hurt hands?
LEVEL 3.
i. How does the poet visualize life? Why does he refuse to associate it with death?
ii. What is the sadness that the poet refers? What does the poet recommend use do to overcome it?
iii. Does the poet advocate complete activity and death? How would you justify his stand?
Poem no.4
Topic: A Thing of beauty (John Keats)
Objectives:
To sensitize students to poetic from
Introduce students to poetic devices
To understand ideal Beauty
Quest of human soul for Beauty
Contents:-
Beautiful objects source of constant joy
Beauty has lasting impressions on mends
Beautiful thoughts and memories bends man to earth
All the object beauty cast an enchanting spell
Grandeur of the mighty dead is also beautiful
Methodology/Activity
PowerPoint Prostrations
Model reading by the teacher/audio cassette/CD.
Recitation by the students
Interaction with students on the contents in each stanza.
Teaching Aids:
i. objects of beauty
ii. Portrait of patriot or a hero
iii. Beautiful scenery depicting nature at its best
Assignments
LEVEL-1
i. List the thing of beauty mentioned in the poem?
ii. List the thing that cause suffering and pain?
iii. How does a thing of beauty remain a joy for ever?
iv. Mention any two sources of joy?
Level-II
i. What make human beings love life in spite of sufferings?
ii. What do “grander of the dooms” signify?
iii. What images does the poet use to describe the bounty of earth?
iv. What massage the poem conveys on a whole?
Level-III
i. Why grandeur is associated with the mighty dead?
ii. How does the poem highlight the poet”s immense faith in the divine?
iii. What image does the poet use to describe the beautiful bounty of the earth?
iv. How does beauty leave an indelible imprint on our mind?
Peom-5
A ROADSIDE STAND
(Robert Frost)
Objectives:
• To sensitize students to poetic form.
• To identify the poetic devices.
• To make aware of the economic disparity that prevails in the cities and the countryside.
• To make aware of the callous attitude of the government, the civic authorities.
Contents:
i. why and where the shed is built
ii. hope of the villagers
iii. colons attitude of the rich people
iv. poor people trust often betrayal by the rich
v. Longing of village folk for some help from the city elite
vi. Poet pain at the plight of villagers?
Methodology/ suggested Activities.
• Model reading
• Silent reading
• Lund reading
• Handouts
• Groups works
• Discussion
Teaching /Learning Aids
• Chalk and blackboard
• Handouts
• PowerPoint presentation.
Assignments
LEVEL-1
i. Why have the villagers erected the roadside stand?
ii. What are the things offered for sale at the roadside stand?
iii. What near the plea of folks who had put up the roadside stand?
iv. What are the complaints made by the polished city dwellers?
v. What has been promised to the village people?
vi. What does the poet want for the village people?
LEVEL-II
i. Why are the city dwellers called greedy good doers and beneficiates beasts of prey”?
ii. Why do villagers ask for the city money in their hands,?
iii. What is the childish long being talked of?
iv. Bring out the poetic devices used by the poet?
LEVEL-III
i. What did the greedy goody doers do to the poor rural people?
ii. Explain “scram ones their relief to the poet?
iii. What does the poet envisage for the village folks?
Poem-6
Topic: Aunt Jennifer’s Tigers
Objectives
i. To enjoy the poem
ii. To understand the poem
iii. To appreciate the poetic devise
iv. To infer the deeper meaning/message
Contents:
i. Aunt Jennifer created tigers prancing freely proudly and fearlessly in the green world
ii. They are unafraid and step with chivalric certainty
iii. Aunt’s finger fluttering and mind troubled and nervous
iv. Aunt feeling the massive weight of her wedding band
v. Her fingers will not be free from the ordeals after death
vi. Tigers will go on prancing proudly.
Methodology/Activities
i. Reading aloud by the teacher
ii. Question and answer method.
Teaching Aids:
i. PowerPoint presentation
ii. Black Board
Evaluation
LEVEL-1
i. How do Aunt Jennifer’s Tigers look like?
ii. What are they doing?
iii. Aunt’s fingers are fluttering through her wool. This suggest---
iv. What is Aunt wearing on her fingers? How does he feel about it?
v. What will the tigers do when Aunt is dead?
LEVEL-II
i. What image ‘Prancing’ Create in your mind about the tigers?
ii. Explain the line Bright topaz denizens of a word of green”
iii. How does Aunt feel while pulling out her ivory needle? What does it suggest?
iv. Which words suggest that she does not enjoy the ‘wedding band’?
v. Which poetic device is used in the line____-_____her terrified hands will lie still ringed _ _ _ _by”.
LEVEL-III
i. How do ‘denizens’ and ‘chivalric’ add to our understanding of the tiger’s attitude?
ii. What are the ‘ordeals’ that Aunt Jennifer is surrounded by? Why has the poet used the word the ringed’
iii. Interpret the symbols used in the poem
iv. Why do you think Aunt created animals that are so different?
v. Explain the message conveyed through the poem.
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