English hand book for class x (scert) new

HANDBOOK ENGLISH
STANDARD X
GOVERNMENTOFKERALA
DEPARTMENTOFEDUCATION
2011

Teacher's Handbook
English
Standard X
Prepared by:
State Council of Educational
Research & Training (SCERT)
Poojappura,
Thiruvananthapuram -12, Kerala.
E-mail:
scertkerala@asianetindia.com
Type setting by:
SCERT Computer Lab.
Printed at:
©
Government of Kerala
Department of Education
2010
Members participated in the Handbook
workshop
Chairperson
Prof. (Dr) Jameela Begum.A., Professor,
Institute of English & Director, Centre for Canadian
Studies, University of Kerala
Participants
S.V. Bindu, HSST, Janardhanapuram HSS
Ottasekharamangalam, Thiruvananthapuram
K.K. Chandini, Assistant Professor, SCERT
K. Jayarajan, HSA, Perambra HS, Kozhikode
Jose D’ Sujeev, HSA, GVHSS Karakulam,
Thiruvananthapuram
Jose K. Philip, Assistant Professor, Govt. College,
Kottayam
P.V. Preetha, NVT, GVHSS Manacaud,
Thiruvananthapuram
E.P. Rajagopalan, HSA, GHSS Vellur, Kannur
K.V. Raveendran, HSA, GVHSS Madikkai II,
Kasargode
S. Raveendran Nair, Assistant Professor,
SCERT
Reshmi Reghunath, HSST, GVHSS, Karakulam,
Thiruvananthapuram
K.V. Sajai, HSST, GMHSS Muvattupuzha,
Ernakulam
E.P. Sajith, HSA, GVHSS Payyoli, Vadakara
V.P. Satheesan, Tutor, District Centre for English,
Kozhikode
S. Sujith, HSA, Pantheerankavu HS, Kozhikode
Academic Co-ordinator
K.T. Dinesh, Research Officer, SCERT
Experts
Dr Jamuna B.S, Director, CELT, Institute of English,
University of Kerala
Dr Radharemanan Pillai, Reader, Department of
English, NSS College, Pandalam
Dr Sherrif.K.M, Reader, Department of English,
University of Calicut

FOREWORD
Dear teachers,
The new package of transactional materials for teaching and learning
of English in Standard X consists of a Reader for learners and a
Handbook for teachers. It may be noted that these materials are
developed on the basis of the guidelines of NCF 2005 and KCF 2007.
ThecurriculumofEnglishforschoolclassesisenvisagedasacontinuum
from Standards I to XII. Social constructivism, critical pedagogy and
issue based learning are its theoretical foundations. The treatment of
English learning reflected in the learning materials envisions language
as a set of discourses. The classroom processes for facilitating the
construction of these discourses are explained in detail in this
Handbook.
Literature is considered the main tool for language learning at this level.
TheextendedreadingsectionattachedtoeachunitoftheReaderconsists
of rich self-reading materials for the learners.
More inputs in areas of methodology, descriptive grammar, teaching
of poetry and assessment are incorporated in the Handbook. The
strategiesfortransactionprovidedinthisHandbookarenotprescriptive
but suggestive. You are not expected to follow these suggestions step
by step. You are free to adapt and alter the transactional strategies for
making your learners better users of English provided the adaptation
and alterations made are in tune with the emerging paradigm.
Hope you will find this Handbook a useful companion.
Wish you all the best.
Prof. M.A. Khader
Director
SCERT

CONTENTS
Part I
Chapter I The Approach to Language Learning
Chapter II Assessment
Chapter III Editing: Correction of Learner Errors
Chapter IV Teaching Grammar
Chapter V Bread Poetry
Chapter VI Technology in Language Learning
Part II
Unit 1 Generations
Unit 2 The World of Mystery
Unit 3 Reality to Reel
Unit 4 Upon the Thorns of Life
Unit 5 Guns and Roses
Appendix
I School Lore
I (A)The Case of the Anonymous Love-Letter
I (B) Tale of a Father and his Daughter
II
III Glossary of Literary Terms
5
8
10
12
17
20
26
49
67
86
103
119
122
124
125
126

5ENGLISH STD X HANDBOOK
Introduction
English in India has outgrown its status as a
vestige of colonial rule and has emerged as
the language for social, academic and
political empowerment. Once the learning
of this language was considered a
prerogative of the elite. But it is no longer
the language of the colonial masters. It is like
any other language and in many domains
of our social life the knowledge of English
has become indispensable. In the context of
Kerala, one of the states that has the highest
number of non-resident Indians, the
teaching and learning of this language
deserves special attention. English is now
taught as a second language from Standard
I onwards in the schools of Kerala. At the
Higher Secondary level, it enjoys the status
of the first language.
How we look at language
Knowledge of language has a crucial role in
the growth of an individual. The new
approach and curriculum we follow, lay
emphasis on the innate language system of
the learner. The acquisition of any language
is a non-conscious process, and hence, we
cannot advocate the conscious learning of
linguistic items alone in isolation. A holistic
approach views language not just as the sum
total of linguistic skills. It takes into account
the internal linguistic competence of the
learner. The earlier practices of learning
languages like imitation and mechanical
repetition are not encouraged now. Instead,
the innate linguistic competence is addressed
and reinforced to posit language as a
knowledge subject and not merely as a skill
subject. At the upper primary level, the
learners are expected to construct oral and
written forms of narratives, poems,
Chapter I
THE APPROACH TO LANGUAGE LEARNING
descriptions, conversations, riddles, short
stories, notices, reports, letters, posters and
diary which are of comparatively higher
linguistic and ideational levels. At secondary
level, plays, skits, autobiographies,
biographies, travelogues, choreography,
debate, seminar, brochure etc. are also
introduced with linguistic and stylistic
spiralling.
On Approach and Methodology
Social constructivism in the domain of
language learning envisages construction of
various discourses and collective,
collaborative and cooperative generation of
linguistic facts. For this, discourse-oriented
pedagogy is proposed at all levels of learning
English. Since curricular objectives are
defined in terms of discourses and not in
terms of grammatical structures, the level of
each discourse for each class is to be identified
clearly. We should also deside on the variety
of the discourses that are to be targetted at
each level. For instance, a discourse like
conversation is given in almost all classes.
The conversation constructed at the primary
level may not have discourse markers or tags
in it. But at higher levels they become
essential components. We expect learners to
produce conversations that are refined
structurally and stylistically.
A learner-centered approach to language
paves the way for creating a democratic
atmosphere in the classroom. Learners get
ample opportunities to question and suggest.
The classroom process gives the learner more
space than ever before for cooperative and
collaborative learning. Learning cannot be
separated from the socio-cultural context in
which it is embedded. The construction of
knowledge and its social paradigm are

6HANDBOOK ENGLISH STD X
complementary. An educational process
that operates in a social constructivist
paradigm cannot overlook the burning issues
the society encounters. Learners need to be
empowered to address various issues arising
out of their social, cultural and political
spheres. The issues Kerala faces in the post-
globalisation scenario can be consolidated as:
• Absence of a vision of universal humanism
• Lack of human resource development
• Lack of understanding of the specificities
of cultural identity and its need to develop
freely
• Inability to see agriculture as a part of
culture
• Lack of scientific approach to health and
public health
• Lack of due consideration towards
marginalised groups
• Lack of scientific management of land and
water
• Lack of eco-friendly industrialisation and
urbanisation
A curriculum that doesn’t address these
issues can never lead Kerala forward. The
sub-themes fixed for various levels of learning
are derived from these eight issue domains.
These issues are developed and sensitised
using various discourses. Learning becomes
productive, need-based, meaningful and
linguistically effective in such an approach.
The textbooks provide a platform for the
learner to observe, analyse, predict, judge,
connect, critique and reach conclusions on
different aspects of life, language and
literature. Learning of this kind bridges
experiences with social aim. The premises on
which the curriculum is designed are based
on:
• Learner-centered approach
• Issue-based learning
• Process-oriented methodology
• The principles of constructivism, social
constructivism and critical pedagogy
Language learning slowly, progressively and
purposefully shifts from acquisition to
generation. Although acquisition of
language is not totally dispensed with (in fact,
acquisition should be an on going process at
all levels) the focus of pedagogy shifts to
generation of language. A spiralling from
oral production to writing is envisaged. It is
not a sequential but parallel shift with greater
orientation to the latter at apex levels. The
learner responses should be emotive,
cognitive and metacognitive. In short, the
shift in orientation from the primary level to
the upper primary and secondary levels can
be summarised as:
Primary Level
1. emotive and impulsive interaction with
the learning material
2. realistic readings of the learning material
3. sensitising social issues
4. processing literary texts with technology
as a transactional aid
5. primarily focusses on language acquisition
Upper primary and Secondary Levels
1. emotive, cognitive and meta cognitive
interventions and interpretations
2. understanding discourses as
‘representations’ of social reality
3. interpretative analysis of social issues
4. introduction of alternate modes of creative
expression like media, film, theatre etc. as
texts
5. language generation with simultaneous
development of literary sensibility
Values and Attitudes to be nurtured
Values and attitudes imbibed by learners
play a crucial role in learning, especially
language learning. The learners are therefore
initiated into the domains of social issues
which are introduced through different
themes, sub-issues, appropriate to the level
of the learners.
Learners are expected to raise their

awareness levels of self-respect, self-
discipline, critical thinking, respect and care
for the aged and the underprivileged,
collaboration with peers and a sense of
cooperation. They have to be sensitive
towards environmental issues developing
love for nature. They should also nurture
awareness on food and hygiene and must
be encouraged to accept agriculture as a part
of culture and respect it.
The general characteristics of learners at
the secondary level
The general characteristics of learners at the
secondary level are:
• readiness to accept challenges
• adventurous spirit
• freedom of imagination
• ability to make new discoveries
• leadership quality
• ability to think critically and logically
• ablity to formulate one’s own opinion
Skills to be fostered
Learners should be enabled to develop
linguistic proficiency to use language to
tackle various issues they encounter. They
develop the ability to:
• listen and understand both verbal and
non-verbal clues and make connections
and draw inferences.
• listen with understanding, read with
critical thinking and respond linguistically
in an analytical and creative manner.
• develop a critical consciousness to agree,
disagree and critically analyse the
learning materials.
• narrate experiences, describe objects and
people, report events etc.
• participate in debates, discussions and
seminars in a meaningful way.
• read and understand the themes of poems
and appreciate the creative and figurative
use of language in them.
• construct various discourses.
• use ICT for exploring a topic further,
present and publish one’s works.
• take part in theatrical performances like
skit, role-play and choreography.
• use language and vocabulary
appropriately in different contexts and
social encounters to develop
communicative efficiency.
• address the social issues they encounter
and intervene effectively in them.
• ability to think logically, analyse critically,
collect information and interact with the
environment.
• inculcate values and attitudes required
for intervening meaningfully in social
issues.
• be sensitive towards one’s culture and
heritage and the aspects of contemporary
life.
• sharpen literary sensibility and enrich
aesthetic sense.
• inculcate intrapersonal and interpersonal
skills and soft skills.

Chapter II
ASSESSMENT
Language learning is a continuous process
and assessment should be done periodically.
Learning takes place through group
discussions, pair discussions and individual
attempts. Therefore, assessment should also
be made individually, mutually and in
groups. This will help the learners compare
their strengths and weaknesses and make
modifications in their learning.
We propose Continuous and Comprehensive
Evaluation (CCE) at all levels of language
learning. This shift of focus from testing
memory to real knowledge of language shall
be the major concern of all tests at the
secondary level. The ability of the students
to construct discourses at various levels and
their ability to take part in debates, seminars
and discussions will have to be assessed.
Student assessment
The shift from a skill-based approach to a
knowledge-based approach calls for a
different perspective on evaluation. If we
equate language learning with ‘bricklaying’
process, we can easily test whether the
learner has learnt the targeted linguistic
components administered in the class.
Multilevel teaching programmes can be
designed to locate the needs of a
heterogeneous group with regard to various
concepts, skills and processes. In this case, it
is always observable for an external
evaluator to understand where the learner
stands at any given point of time.
Since acquiring knowledge of language is an
organic process, it will be impossible to assess
what the learner has acquired at a given
point of time. By virtue of the fact that we
are facilitating a non-conscious process, it is
not easily observable what the learner has
acquired after experiencing a particular
module of classroom transaction. The errors
which occur on the part of the learners in a
learning situation, whether they be at the
phonological, morphological or syntactic
level, cannot be addressed by designing
remedial learning activities which target
particular linguistic facts. The selective
linguistic inputs will lead to practice and not
to construction. It may be noted that such
intentional input is not available for the
learners in a natural language learning
situation. All what we can do is to give the
learners further discourse inputs, which will
retain the holistic nature of language and
involve them psychologically. At the same
time we have to ensure that the learners get
ample opportunities to reflect on what they
have performed in comparison with what
others have done.
The thrust here is on a process of self
assessment. In a sense an experimental
programme meant for facilitating language
acquisition depends crucially on the
autonomy of the learner, where autonomy
is interpreted as being self-regulatory. Every
instance of the learning process implicitly
triggers the self-regulatory process. Hence a
learning process inherently becomes a self
assessment process too.
At the same time it is to be borne in mind
that the self evaluation process is a
subconscious or non-conscious process
within the individual which cannot be
observed and assessed by a facilitator or a
teacher with the help of a set of tools. In a
language class there are no indicators which
tell us about the amount of knowledge the
learner has acquired after a few minutes of
teaching.
Since we are focusing on the production of
discourses such as news report, letter, write-
up, poems etc. we must have a clear idea as
to how the various language products and
linguistic skills of the learners are to be
assessed.
Self Assessment

Self Assessment
Self assessment checklists are included in all
the units of the textbook. After undertaking
various linguistic tasks, the learners are given
an opportunity to introspect on their
achievement. Discourse specific indicators
help the learner to assess his/her own
performance. Self assessment leads to learner
autonomy. The filled in assessment checklists
of the learner can also be made use of by the
teacher to assess the overall achievement of
the learner.
ASSESSING LEARNER'S SPEAKING AND LISTENING
In every module we transact in the class, we
have to plan for assessing learner’s speaking
and listening performances. It doesn't mean
that the speaking and listening activities of
every learner needs to be assessed then and
there. We have to ensure that speaking and
listening are integral parts of every module.
Creating a setting for assessment means
telling the class how they are going to be
assessed for that lesson- group discussion,
presentation, individual talk or enactment
of plays. You can record the names of a few
better performers only. So in a class you will
be recording the performance of 4-5 pupils
and in the succeeding classes you will be
looking for the performance of the other
learners. Anyway within 10 periods you can
record the listening and speaking
performances of all your learners. The
recording needs to be as objective as possible.
Listen to Learner’s talk
Constructive talk is one of the most essential
ingredients of a good lesson; the talk that is
vital to engage any student in their language
acquisition, the talk that can transform
relationships in the classroom. To enhance
language acquisition the teacher sets an
environment conducive for pupil-pupil
interaction and teacher-pupil interaction.
It is through thoughts and interactions that
our capacity to learn increases. Learners feel
more confident when they are able to express
themselves interact actively and construct
their own meaning. This promotes new and
different relationships between the teacher
and the learners. It encourages learners to
work collaboratively and to value the ideas
put forward by fellow learners as well as
the teachers. Free expression allows learners
to express their thoughts, ideas, doubts freely
and thereby clarify understanding. It makes
learning more effective, more personal. It can
help the teacher and the taught relax and
bring fun and pleasure into English
classroom.
A variety of talk-based activities can be
explored from all the units. The teacher has
to conduct debate, discussion, mock
interview etc. as a part of the class room
transaction allowing the learners to express
their thoughts freely.
Establishing a climate for speaking and
listening in challenging contexts might
include the following.
• Interacting with pupils freely in and
outside the classroom.
• Narrating one’s own experiences and
encouraging pupils to do the same.
• Encouraging students to work in pairs and
small groups, sharing each other’s ideas and
opinions.
• Setting up informal debates and
discussions to encourage students to express
their opinions and giving them a chance to
speak to different audience.
• Allowing students to become involved in
peer monitoring or watching interactive
visuals to trigger the inner language.
• Talking one to one with the learners about
the lessons, stories, characters and about
other issues that are of interest to the
learners.
• Recording, assessing and rewarding
learner’s oral constructs.

The discourses constructed by the learners
may have certain errors in them. These errors
are to be eliminated through editing. Editing
has to be done as a systematic process in the
classroom. There should be no forceful
intervention from the part of the teacher.
The process of editing has to be designed in
such a way that the felt need of the learners
for correction is addressed. This has to be
done at various levels and through various
steps in a sequential manner as detailed
below. There are various levels of editing
such as thematic, syntactic, morphological
and the editing of spelling and punctuation.
The following process is suggested for editing:
1. Thematic editing: This helps the learners
to introspect on what they had worked out
by comparing their products with that of
their peers/ teacher. The teacher may
prompt their introspection and elicit the
missing points. The learners incorporate
these ideas also in their write-ups.
2. Syntactic editing: You may edit only one
of the group products. To begin with, errors
related to sentence structure can be
considered. There are three possible kinds of
syntactic errors. These are:
•Excess words (e.g. This is a Nisha.)
•Missing words (e.g. The book is the table)
•Wrong word order (e.g. The boy apples
ate.)
•You may identify a sentence with a
wrong word order and pose the following
question: There is a problem with the
word order of this sentence. What changes
would you like to make?
•In the case of a missing word, you may
underline the part of the sentence where
the word is missing and ask, ‘There is a
word missing here. Can you identify and
supply the missing word?’
•If it is a case of using excess word, the
question will be: ‘There is an excess word
here. Can you identify and avoid that
word?’
After asking these questions you may wait
for some time. Most probably some learners
may come out with their suggestions. If there
is no response from the learners it is better
to provide the learners with two or three
options and let them choose the right answer
out of these options.
While dealing with syntactic editing other
categories of errors are not to be entertained.
3. Morphological editing: After addressing
the syntactic errors you may focus on errors
related to morphology. There is a wide range
of errors under this category.
i. Wrong Tense form: There are two tenses
in English: the present and the past. The
learner may confuse between the two and
use present tense in the place of past tense
and vice versa. For example, consider the
sentence, “The boy sleeps yesterday. You
may underline the verb which is not in the
proper form and ask, ‘This word is not in
the proper form in this sentence. Do you want
to change it?’ If there is no response from
the learners, you can suggest options for the
learners to pick out the correct answers.
Example: ‘Do you want to say, the boy slept
yesterday or the boy sleeps yesterday?’
ii. Aspectual Errors: There are two aspects
in English:
The Perfective (e.g. The boy has eaten a whole
chicken.)
The Progressive (e.g. The boy is eating.)
If there are aspectual errors, (e.g. the boy has
eat, the boy is ate, etc.), you may underline
the wrongly represented words and invite
suggestions for refining the sentence. In this
case also, you can provide options to find
out the correct version.
Chapter III
EDITING: CORRECTION OF LEARNER ERRORS

iii. The Passive: The learners may commit
errors with regard to passive constructions
(e.g. The chicken eaten by the boy). You may
invite suggestions for refining the expression.
If the learner fail to come out with their
suggestions provide them with a few options
to find out the correct version.
iv. Agreement: There are three kinds of
agreement: Agreement in terms of Person,
Number and Gender.
I has a pen. (Person agreement violated)
The boys is playing. (Number agreement is
violated)
John loves herself. (Gender agreement
violation)
In these cases also you may sensitise the
learners by providing options.
v. Affixes: There are prefixes and suffixes.
They are called affixes.
Wrong prefix: e.g.. Jisha was worried about
her unability to swim. (inability)
Wrong suffix/ no suffix: e.g.. We want to
learn English quick. (quickly)
The teacher was shocked at his lazyity
(laziness).
The TV is a good form of entertainness.
(entertainment)
In all these cases you may provide multiple
options if necessary. Care must be taken to
avoid explicit teaching of grammatical
points.Grammatical terminology (e.g.. noun,
verb, past tense, etc.) is to be avoided.
4. Spelling and Punctuation: Punctuation
errors may be addressed negotiating with the
learners. In the case of spelling errors, it is
better to tell the learners to check the spelling
at home itself. They may seek the help of
others, or even consult a dictionary.
After editing one of the group products, you
can assign the remaining group products for
editing by the learners themselves. They can
do this in small groups.
Steps:
1. Thematic Editing:
The learners add missing ideas in their write-ups
and present their final products for language
editing.
2. Punctuation Editing:
Fixing the boundaries of a sentence:
Only the initial capitalization and the full stop/
question mark/ exclamation mark at the end of the
sentence need to be addressed here. Thus we fix
the boundaries of each sentence in the discourse.
Other punctuation marks may be edited along with
or just before spelling editing.
CLASSROOM PROCESS OF EDITING
3. Syntactic Editing:
• Identify and eliminate excess words
• Identify and supply missing words
• Change word order
4. Morphological Editing:
• Wrong tense form
• Aspectual errors
• The passive
•Agreement
• Affixes
5. Editing of Spelling and Other Punctuation
Marks

A major concern for the English teacher has
been how to help students make all and only
correct sentences. Perhaps our teachers have
developed a notion that the minimal unit that
can serve the function of communication is
the sentence because every sentence carries
some information. Let’s see whether this
argument can stand.
Read the following expressions.
1. There is an interesting story in this magazine.
I am good at cooking. Do you know anything
about ELT? Take that boy to the hospital. This
is Nageswara Rao. Who will help me with some
money?
2. I hope you understand my problem. What?
Oh, no! It’s not just money that matters. I mean
it. Listen! Yes, I must. I must meet you. Yes,
it’s urgent. I told you, I am content with what I
have. What about this afternoon? Fine!
• Which one makes a part of a unified
whole?
• What sort of texts are these?
• How do we distinguish between the two?
The first piece contains six sentences and all
of them are correct. Yet as a whole it makes
no sense. It doesn’t give us any feeling of
unity. The sentences in it are probably related
to different contexts. On the other hand, the
second piece contains several incomplete
sentences. But it has a sense. It has an organic
unity.
Coherence
What is the distinctive quality of the second
piece?
Surely, it is the quality of being meaningful
and unified, which is known as coherence.
Without coherence communication does not
take place. Most importantly, this cannot be
achieved by concentrating on the internal
grammar of sentences.
It is fairly easy to recognise that linguistic
units such as sounds, words, and sentences
are not entities in isolation. They become
meaningful only when they appear as part
Chapter IV
TEACHING GRAMMAR
of discourses. There is language everywhere
around us; it is there in the print media (in
newspapers, magazines, etc.), in visual
media (TV, movies, etc.) and in day to day
life. Language exists in all these in the form
of discourses only.
If language exists only in the form of
discourses we have to face a couple of
problems in the language class.
1. Why do teachers and students
concentrate exclusively upon the production
of correct sentences if these alone will not
suffice to communicate?
2. If it is not the rule of the sentence that
enables us to communicate, what is it?
Some general features of discourses
When we think about discourses two
different kinds of language serve as potential
objects of inquiry:
i. An abstracted one in order to teach a
language or literacy, or to study how the
rules of language work.
ii. Another kind of language that is used to
communicate something and has coherence.
It is possible to take a sentence from a
discourse and subject it to grammatical
analysis. It is also possible to take a sentence
from a language textbook and say it to
someone in a suitable occasion. Therefore
both these approaches are not mutually
exclusive. In natural situations people
acquire language not by practising discrete
sentences but through experiencing
discourses.
It is not necessary that a discourse emerging
in communicative situations consist of all
and only grammatically well-formed
sentences. There may be one or more of these
but there can be ungrammatical sentences
as well. This does not mean that the
discourse is insensitive to rules of grammar.
As G.Cook has observed, discourse makes
use of grammar rules as a resource; it
conforms to them when it needs to, but

departs from them when it does not. The
following piece of conversation will help us
see this point clearly.
Waiter Can I help you?
Customer Well, chapathi … Do you
have dry ones? …Three
chapathis …chicken, er…
chilly chicken, hot … corn
soup …
Waiter Like to go for mushroom
soup, sir?
Customer Oh, no! Doesn’t go with my
tongue. Forget it.
Waiter Anything else?
Customer No, thanks. Make it fast.
This is an exchange that took place at a
restaurant. We can see that there are points
where the discourse departs from rules of
grammar.
Sometimes discourse can be anything: it can
be a grunt or a single expletive (i.e. an
expression used in exclamations), short
conversations, scribbled notes or even a
novel. The only point that counts is that it
communicates and is considered coherent
by its receivers.
Subjectivity
Readthefollowingexchangebetweentwomen.
Man 1: Yes?
Man 2: Yes.
Man 1: Why?
Man 2: Just like that.
Man 1: Just like that?
Man 2: Hmm!
The above exchange is meaningful to the two
men but not to anyone else. As exemplified
in this discourse, what matters is not its
conformity to rules, but it communicates to
the persons involved in it. This means that
there is a degree of subjectivity in identifying
a piece of language as discourse; a certain
discourse may be meaningful and
communicates to one person in a way which
another person does not have the knowledge
to make sense of.
Grammar beyond the sentence
We know that rules of grammar operate
within a sentence. For e.g., if someone begins
a sentence with ‘The…’ we know that any
word cannot follow it. The rules of grammar
allow only certain words after ‘the’. Are
there rules that operate beyond the
sentence? In other words, are there rules
within discourses which decide what kind
of sentence can follow another? If we violate
rules of grammar within the sentence, we
will get incorrect sentences of three kinds in
addition to those with writing errors of
spelling and punctuation.
There are rules of grammar beyond the
sentence, within the discourse. These rules
will decide which sentence can follow
another one. If we violate these we will get
sequences of sentences that lack coherence.
This will affect communication. Consider the
two sequences of sentences given below:
A. The boy ate all the mangoes. His stomach
became upset.
B. The boy ate all the mangoes. The frog was
in the pond.
The sequence of sentences in A will be
accepted as an appropriate one for discourse
whereas that in B will be rejected as it fails
the test of coherence.
But we cannot come to a ready conclusion
like this in the case of B. There is nothing
‘wrong’ about it because we can cook up a
story which will contain this sequence. All
what we need is stretch out our imagination
by virtue of which we can create a context
for the appearance of sequence B.
At this point we have two possible answers
to the problem of how we identify a piece of
language as unified and meaningful.
i. Invoke rules of grammar that operate
within the sentence as well as within the
discourse.
ii. Make use of our knowledge - of the world,
of the speaker, of social convention, of what
is going on around us as we read or listen.
It follows that factors outside language also
are important for making a stretch of
language coherent. In order to account for
discourse we have to look at the situation,
the people involved, what they know and
what they are doing.

The pedagogic considerations of grammar
teaching
When it comes to teaching of grammar we
have to address ourselves to a few questions.
1. Why should we teach grammar?
2. What kind of grammar is to be taught?
3. At what point of formal education should
we teach grammar?
4. What methodology would be appropriate
for teaching grammar?
Why should we teach grammar?
Let us take the first question. There is a good
old saying - ‘grammar is caught rather than
taught’. Paradoxically, we keep on saying
this and continue teaching some aspects of
formal grammar in one way or the other.
Descriptive grammars have displaced
prescriptive grammars. Nevertheless, for
most teachers the term grammar is
associated with a set of definitions and rules
because grammar was taught taking
recourse to traditional approach for a long
time. It was guided by a set of rigid rules.
The experts working in the field of education
began looking at teaching of English
grammar with a changed vision.
Functional grammar was given thrust and
it got its place in classroom teaching. The
notion of teaching grammar through
examples in different situations has gained
much currency with the expectation that this
would make grammar learning more
interesting than ever before. It is claimed
that by virtue of this strategy the learners
would get the benefit of learning grammar
without any emphasis on rote learning.
Today in ELT circles grammar teaching has
become participatory, interesting and
learner-friendly through varieties of
activities like games, rhymes, riddles and
role play. The learners are involved in
learning grammar spontaneously.
Nevertheless, the question remains
unanswered: ‘Why should we teach
grammar?’ More than fifty percent of
learners fail to operate and write English
with accuracy and fluency eventhough they
apparently can do the grammar exercises in
their textbooks correctly. This is probably
because they know ‘about’ grammar and
are able to attempt the ‘fill in the blanks’
items quite successfully. So where lies the
problem? It is in the way we teach grammar.
Functional grammar is the call of the hour.
It is now necessary to orient ourselves, as
teacher, to teach grammar in an interesting
and flexible manner using authentic
discourses and grammar games.
Teachers put forward several arguments in
defence of concentrating on sentences while
teaching a language:
• In the case of mother tongue, students
already know how to communicate orally.
What they need is to learn where to put full
stops and how to write grammatical
sentences.
• In the case of second languages what
students need are formal skills and
knowledge in terms of pronunciation,
vocabulary and grammar which will
provide the basis for communicating and
interacting.
• These skills are demanded by examinations
and are signs of acceptable language
behaviour.
• Exercises can be neatly presented in
sentences, with a tick or a mark for each
one. This is important in formal teaching
because exercises help students know where
they are going and how far they have
developed formal skills.
• Given practice in, and exposure to, correct
sentences, the rest will follow in a natural
way.
• The treatment of language in terms of
sentences helps us know how language
works; within the sentence we can establish
rules and constraints that distinguish
between licit and illicit sentence
constructions.
• Sentences analyzed in linguistics are
abstractions. Though these may appear very
odd they are useful for language study.
We have noticed that a child internalises
the grammar of the mother tongue through
exposure to the language. Similarly, in
second language acquisition, we must
concentrate on giving exposure to the

learners using interesting and authentic texts
which will make them aware of the
structures as well as the functions of the
second language. The learners will be able
to intuitively distinguish the so-called
grammatical utterances from the
ungrammatical ones.
Grammar is introduced at the secondary
level for which we can put forward a few
pedagogic justifications.
1. The acquisition paradigm followed at the
primary level helps the learner to develop
knowledge of language non-consciously.
Once this target is achieved, we have to take
the learners to a higher levels of knowledge
of language where the learners apart from
developing intuitions about well-formed
constructions will also learn about some
aspects of formal grammar. This knowledge,
hopefully, will serve the learner better as a
conscious monitor while undertaking the
editing of discourses at a higher level.
2. At the higher secondary level the learners
have the freedom to choose subject of their
own choice from among a variety of
knowledge domains. So the learner has to
have basic concepts related to these
knowledge areas by the time he/ she
completes education at the secondary level.
Language is a knowledge area that deserves
to be treated at par with other knowledge
areas such as Mathematics, Physics,
Chemistry, Biology, Commerce, and so on.
This justifies learning about language at the
secondary and higher secondary levels.
2. We know that every creative writer
imprints his/ her marks of identity on their
writings. That is why we are able to
distinguish the personal style of an author.
We listen to the writer’s voice when we read
a poem, a novel or an essay. We expect the
learners to identify the voice of the author
from his/her writings which will eventually
lead him/ her to identify his/ her own voice
as a second language user. The learners at
the secondary level should learn about these
devices to promote stylistic analysis of
literary discourses. A prerequisite to this at
the secondary level is that they should be
able to identify linguistic elements that
constitute various syntactic structures and
how these are configured using devices such
as complementation, subordination,
coordination, relativisation, clefting,
passivisation and so on.
What kind of grammar?
What kind of grammar should we teach at
the secondary and higher secondary levels?
There are different types of grammar such
as lexical grammar, categorical grammar,
relational grammar, functional grammar,
phrase structure grammar, generative
grammar, transformational generative
grammar and the like to mention a few. Each
one of these approaches language as a
system from different points of view. ELT
experts of our own times across the world
say that if at all we have to teach grammar
it is functional grammar. They argue that
learners of English as a second language
should have a clear idea about what kind of
expressions are to be used for specific
communicative functions. The implicit
assumption is that if learners are well-
familiarised with the structures that will
serve these purposes they will be able to
maintain both fluency and accuracy while
communicating with others using English.
When we look at this assumption through
critical lens we will see that it cannot be
sustained. We have acquired our mother
tongue through meaningful discourses and
we will be able to use it doing full justice to
its functional aspects. We do not have to
learn separately how to invite people or how
to apologise. Acquiring a language implies
acquiring both its structures and functions.
Native speakers of any language will be able
to use it by virtue of the intuitive structure
consciousness they have acquired. Therefore
there is no point in teaching functional
grammar.
At the secondary and higher secondary
levels we will be focusing on lexical, phrasal
and clausal categories of language and how
these are interconnected in different ways
to yield different structures. Also the learners
will learn what structural changes are in
operation in a given configuration and how
licit and illicit structures are generated by
these operations. This implies that the

learners will have to get sensitised on some
aspects of transformational generative
grammar.
When to teach grammar?
From what we have discussed above it is
clear that we do not have to teach grammar
at the primary level, that is from classes I to
VII. By learning English grammar
consciously what the learners get is
‘knowledge about’ the language. This
knowledge will not help them to speak
spontaneously in English in interpersonal
communicative situations. For this they
should possess ‘knowledge of’ the language.
This knowledge is acquired non-consciously
and precisely this is the reason why we have
replaced the fragmentary approach to
teaching language with discourse-oriented
pedagogy. Of course, as part of discourse
construction they will be generating both
grammatical and ungrammatical sentences.
The syntactic and morphological errors and
the errors of spelling and punctuation that
they may make are taken up and rectified
through the process of editing. Editing at the
primary level implies editing within the
domain of sentence grammar. At the
secondary level we will have to go for
different levels of editing as mentioned
below.
1. Editing related to sentence grammar
• Syntactic editing
• Morphological editing
• Editing errors of spelling and
punctuation
2. Errors related to discourse grammar
3. Thematic editing
4. Editing related to discourse features
The Methodology
The curriculum, syllabi and textbooks have
been developed and are meant to be
transacted in tune with social constructivism
and critical pedagogy. Construction of
knowledge has to take place at all levels of
learning and in all domains of knowledge.
This implies that we cannot stuff the
learners with lots and lots of information
pertaining to grammar. Grammatical
concepts are to be constructed by the
learners by analysing a certain body of
linguistic data available from the discourses
and categorising them in specific ways. The
general processes of the constructivist
classroom will be retained intact for
facilitating concept attainment in the realm
of grammar.
At the secondary and higher secondary
levels lexical, phrasal and clausal categories
of language are focused.
1. Lexical categories: Lexical categories
include noun, verb, adjective, preposition
etc.
2. Phrasal categories: These include
combinations of words in which a lexical
category will be the key word or head of the
structure. Examples of phrasal categories are
noun phrases with noun as the head,
prepositional phrase with preposition as the
head and adverbial phrase with adverb as
the head.
3. Clausal categories: These are sentence
categories with the internal structure of (or
which contains) a verb phrase and a noun
phrase.
Along with these categories, the learners
should also know how different structures
are connected by virtue of certain internal
transformations. Various structural
phenomena like complementation,
relativisation, coordination, subordination
etc. are to be learned to know how structures
are interrelated and how one sentence
structure gets embedded in some other
structure.
Learners should develop morphological
awareness for describing the derivative
processes manifested by the language.
With these aims in mind, the language
activities are designed in the Reader Class
X. They incorporate discourses or discourse
extracts which promote close reading of their
structure, constituents and
interrelationships. The learners describe the
grammatical properties of each constituent
element and its relationship with preceding
or succeeding constituents sustaining the
semantic continuity of the discourse.

Some -
thus not all. Not even the majority of all but
the minority.
Not counting schools, where one has to,
and the poets themselves,
there might be two people per thousand.
Like -
but one also likes chicken soup with noodles,
one likes compliments and the color blue,
one likes an old scarf,
one likes having the upper hand,
one likes stroking a dog.
Poetry -
but what is poetry.
Many shaky answers
have been given to this question.
But I don’t know and don’t know and hold
on to it
like to a sustaining railing.
- Some Like Poetry
Wislawa Szymborska
Poetry, no doubt, occupies a special position
among the literary genres. Before going deep
into the special features of poetic discourse,
now, let’s go through the following remarks
which lay stress upon the uniqueness of
poetry as a literary genre.
‘Poetry is as essential as bread.’
Cseslaw Milosz
Chapter V
BREAD - POETRY
‘If a society without social justice is not a
good society, a society without poetry is a
society without dreams, without words and,
most importantly, without that bridge
between one person and another that poetry
is.’
Octavio Paz
‘Without poetry we are doomed to act out
half-lives.’
Garry Geddes
‘It is true that poetry doesn’t make money.
But it is the heart of the language. If you
think of language as a series of concentric
circles, poetry is right in the centre.’
Margaret Atwood
According to Cseslaw Milosz, the famous
Czech poet, poetry is essential, not for our
physical well-being but for our mental
nourishment. Without poetry our souls will
become lean, thin and anaemic so that we
cannot act or react. The nutrients that we
receive from poetry are as vital as those we
assimilate from our daily bread. It satisfies
our spiritual hunger as nothing else can do.
Now, let’s move on to what Octavio Paz,
the famous Mexican poet and Noble
Laureate, says about the vital role of poetry
in our lives. According to him, poetry
endows us with the dreaming faculty which
is so rare and precious. At the same time, it
builds a bridge between human minds and
hearts so that they can think together, feel
together, dream together and act together.
So what happens when that bridge ceases
to exist? If that bridge is removed, the dark
ocean of dumb, mute silence will reappear
and men will stand alone and isolated on
its distant shores gazing at each other like
speechless puppets. Then again, the tower

of Babel will never be completed and
absolute chaos will reign supreme. In short,
a society without poetry is as uncultured as
that of the primitive man who didn’t possess
the supreme faculty of communicating
through language. In the absence of poetry,
he will once again begin to produce nothing
but meaningless grunts and groans and will
fight with each other with his blood-thirsty
stone weapons. So, poetry is what keeps us
cultured and sophisticated by building the
bridge of effective and powerful
communication between man and man. In
other words, we can say that even language
turns out to be useless and it collapses when
poetic discourse ceases to exist.
Garry Geddes, the famous American poet
and the editor of an excellent anthology of
20th century English poetry and poetics,
suggests that our lives are crippled,
deformed and therefore pathetically
imperfect without poetry. He thinks that
poetry is our ‘first language’ which acts as a
subtle instrument capable of touching
primal chords in every person, ‘that we must
preserve as if our lives depend on it, and they
do’.
The third quotation cited above was taken
from one of Margaret Atwoods’ famous
interviews in which she says that poetry, of
all linguistic discourses, occupies the central
position and therefore its significance
doesn’t stand in need of any further
elucidation. Margaret Atwood, as we all
know, is a famous novelist and in spite of
being so, she defends poetry with the fire
and vigour of a great exponent of great
poetry. She also says that poetry doesn’t
make money which turns out to be the
greatest praise that the art of poesy deserves.
But it is the heart of language therefore our
lives depend very much upon that vital
organ without which it will be dead and
rotten like the stingy flesh of a dead and
carrion. Language ceases to be alive when
poetry doesn’t function as its vital organ. Life
is more precious than money and so does
poetry as far as the vitality of a language is
concerned.
As Pablo Neruda has said in one of his
famous poems, word or rather poetic word,
‘render blood quality to blood and glass
quality to glass’. Without poetry we cannot
decipher the meaning of our day to day
existence which will, otherwise, be so drab
and banal. This is, exactly, why Christopher
Caudwell, one of the pioneers of Marxian
aesthetics, has placed poetry as ‘one of the
earliest aesthetic activities of the human
mind’. Caudwell, accordingly has tried to
make a list of all the salient features of what
we call ‘poetic discourse’ in his epoch
making treatise on the evolution and
aesthetics of modern poetry by the title,
‘Illusion and Reality’. It is more rewarding
for us, at this point, to go through the
characteristics of poetry as it is suggested by
Caudwell than repeatedly quoting any of the
worn out definitions of poetry as such.
Caudwell says that we can identify a
linguistic discourse as poetry when it fulfils
the following criteria:
a. Poetry is rhythmic.
b. Poetry is difficult to translate.
c. Poetry is irrational.
d. Poetry is composed of words.
e. Poetry is non-symbolic.
f. Poetry is concrete.
g. Poetry is characterised by condensed
affects.
Some of the above cited characteristics may
seem to be too plain and commonplace but
they are of great help in understanding the
fundamental features of poetic language
which differentiates it from the other genres.
For example, the statement that poetry is
composed of words may not be a novel and
thought provoking idea for many but, in
reality, it is not so. Caudwell, here, quotes
Stephen Mallarme’s famous statement that
poetry is written with words, not ideas and

adds that poetry certainly evokes ideas but
not necessarily. Poetry is written with words
in the way the novel is not, says Caudwell.
In addition to the idea, the poetic word
carries with it an affective ‘glow’ which
cannot be carried over by translation. We
can adjoin to this the fact that language is
of prime importance in a poetic composition
and therefore, poetic diction has emerged
as a matter of great importance in the
criticism of poetry. Coledrige’s famous
definition stresses this particular aspect of
poetry by defining it as ‘best words in the
best order’. Then, which is the best word and
how can we decide whether it is best or not?
When Auden in his famous elegy written to
commemorate W.B.Yeats, laments that
‘Mad Ireland hurt him into poetry’, the
word ‘hurt’, though it seems to be a little bit
unexpected and out of place, is the best word
to be used to describe the political turmoil
in Ireland which prompted Yeats to write
poetry of protest and nationalist fervour.
Similar examples can be quoted from any
great poet and from any great poem.
Now, let’s look at an example from Yeats
himself. He calls tree ‘a deep rooted
blossomer’ instead of calling it ‘a deep rooted
tree that blossoms’. ‘A blossomer’ is quite
different from ‘a tree that blossoms’.
Blossomer is the best word here and we call
it great poetry without further hesitation as
it makes the true sense of what Coleridge
meant by ‘the best word’ clear.
Caudwell calls poetry ‘irrational’ because it
doesn’t correspond to scientific reality but,
in turn, it does so with the inner reality of
the poet and the reader. Besides, non-
translatability, the characteristic of puns also,
distinguishes poetic discourse as something
subtle and unique. Poetry is not symbolic in
the sense that it doesn’t represent a linear
and logical progression of thought but vice
versa. Here, we can quote a statement made
by the Austrian poet and psychiatrist, Robert
Powell: ‘Linear and logical progressions of
thought belong to prose, which is the proper
medium of philosophical discourse,0 law,
government and commerce. Poetry lives in
tactile images of the body and the sensual
world. The associations do not progress in
an ‘orderly fashion’ but leap about’.
Caudwell makes this point clear by stating
that poetic language is just the opposite of
what we call mathematical language which
is logistic. We can supplement this argument
by stating that poetic language is
metaphorical and therefore illogical. By
being non-symbolic, poetry is particular and
therefore concrete. To be more precise and
clear, we can say that each poem is a
concrete expression of the subjective reality
as it is perceived by the poet. The other two
characteristics which are not explicated
hitherto, i.e. the first and the last
characteristics of poetry suggested by
Caudwell, are clear enough and therefore
they do not stand in need of more
explanation.

Chapter VI
TECHNOLOGY IN LANGUAGE LEARNING
From Classroom Learning to WorldWide
Wiring
Any discussion about the use of computer
in schools is built upon an understanding of
the link between schools, learning and
computer technology. When the potential
use of computers in schools was first
mooted, the predominant conception was
that students would be 'taught' by
computers. In a sense, it was considered that
the computer would 'take over' the teacher's
job in much the same way as a robot
computer may take over a welder's job
(Collis (1989).
For many years teachers were wary of ICT
and believed that it would never become a
mainstream activity. Because of the lack of
adequate access to hardware, it was used
as a 'bolt-on', either to motivate the reluctant
learner or to reward the fast learner. It was
not a core activity and given the shortage of
contact time with language classes and the
emphasis on the spoken language, teachers
often felt that any time available for in-
service training would be better spent
updating themselves on more mainstream
aspects of their work, rather than gaining
insights into something which they
considered to be a rather expensive optional
extra. Even when hardware became more
accessible to teachers of foreign languages
there was a continued reluctance to embrace
the medium.Even when ICT was used it
remained outside the core of the teaching
and learning processes. Above all it must be
borne in mind that no resource is intrinsically
perfect. The determining factor for the
successful use of any resource in the
classroom is the way it is used, in particular
the way in which it is integrated into the
teaching and learning processes.
As language teachers, we have a tradition
of integrating new media into our teaching.
We have always embraced innovative
technology which may enhance language
learning. keeping in viewthe need to bring
native speaker voices into the classroom,
teachers in the first half of the 20th
century
took gramophones into their classrooms.
These were replaced by reel-to-reel tape
recorders. The next innovation was the
language laboratory, coming as it did at a
time when the audio-lingual method was to
the core and drilling were considered
central to successful language learning.
Those entrusted with the maintenance of
language laboratories heaved a sigh of relief
when audio-cassette recorders replaced reel-
to-reel tape. Slide and film strip projectors,
film projectors and television sets also found
their way into language classrooms,
followed by video players and video
cameras. It was only when their
characteristics were fully understood and
their strengths identified in comparison with
existing media that they become integrated
with.
ICT Integration in Learning Environment.
A critical component of theories of
constructivism is the concept of proximal
learning, based on the work of Vygotsky
(1978), which posits that learning takes
place when the learner attempts tasks for
which initial support (scaffolding) is
required. This has led to the use of the term
computer supported learning or computer
assisted learning. Computer supported
learning environments are those in which
computers are used to either maintain a
learning environment or to support the
learner in this Vygotskian sense.The aim is
to create learning environments centred on
students as learners and a belief that they

learn more from what they do and think
about rather than from what they are told.
Therefore, in implementing computer
support for learning it is necessary to decide
what a student, teacher or school wants to
achieve. Teachers can rely on long
traditions of educational theory, their own
experience and knowledge of the
educational situation to make decisions on
what the learning environment should look
like, and what the inputs of the learnig
process be.
Why should the language teacher be
concerned with new technologies?
• ICT generate spontaneous interest more
than traditional approaches.
• ICT can stimulate the development of
intellectual skills.
• ICT is motivating both for students and
teachers. It makes the learning process more
enjoyable.
• ICT offers a wide range of multimedia
resources enabling text, still images, audio
and video to be combined in interesting and
stimulating ways.
• ICT provies opportunities for intensive
one-to-one learning in a multimedia
computer lab.
• ICT offers access to a rich resource of
authentic materials on the Internet.
• ICT offers access to a wide range of
authentic materials on CD-ROM and DVD.
• ICT makes worldwide communication
possible via email and via audio-and
videoconferencing with native speakers.
• ICT can open up a new range of self-access
and distance learning opportunities to
students who have to study outside normal
hours, who live in remote areas, or who have
special needs.
What can ICT offer the language teacher
and the language learner?
Language teachers are used to dealing with
a range of 'traditional' media: printed texts,
images, audio materials and video materials.
They are familiar with the characteristics of
each of these media and know what each
of these media can do best in terms of
supporting language teaching and learning.
For example, printed materials and images
can be easier for a beginner to deal with than
audio materials because they 'stand still'.
more over video materials are invaluable in
providing both aural and visual inputs and
thereby giving the learner visual clues to the
meaning of what is being said. Video can
also be used to add a cultural perspective.
ICT, however, brings with it new
characteristics and new opportunities that
are not always obvious. The most important
point to grasp is that ICT is more than just
medium incorporating electronic versions of
the various media with which language
teachers are already familiar. ICT opens up
exciting new possibilities of combining
different media. It is a new concept in that
it is multi-faceted, and the media facets of
which it consists are not exact replicas of
those that language teachers are used to
dealing with.
ICT for Quality
ICT does not automatically add quality to
teaching and learning. The application of
ICT in the classroom demands well designed
planning to enhance its effectiveness in the
teaching learning process. How are we
going to utilise technology for the teaching
of English?
Our students come to school with e-literacy
experiences and skills that remain largely
untapped in the classroom setting. They are
accustomed to reading texts that combine
image, sound, and words, which are often
found in digital spaces that are bound up in
social practices. Consider how many hours
students log on to Orkut, Facebook, YouTube
or Twitter. How might we help our students
further develop their visual and digital
literacy skills and to think more critically
about how images, sounds, and print text
work together to communicate meaning?

Poetry or literature for that matter is meant
to be lifted from the printed page and
explored in multi-modal ways like pictures,
motion pictures, paintings, audio clips etc.
The use of new digital media for reading,
writing, and representing poetry encourages
an exploration of the relationship between
text and image and how images and sound
might be used to mediate meaning-making.
New media have an immersive and
performative potential that encourages
students to get inside a poem and play with
it. Giving students opportunities to use
media to create poems or respond to and
annotate existing poems provides them with
ample scope to use the technology in
meaningful ways.
Technology is useful not just in language
learning but in the study of literature,
culture, and film as well. Ten years ago, it
would have been difficult to connect the
words technology and culture or technology
and literature or to find synergy between
those fields. Interestingly enough,
technology may end up being the medium
that binds together the different areas of our
departments, namely language, literature,
culture, and film.
Now let's turn towards the wider and
extensive use of the computer technology in
widening the scope and range of the
learners' understanding of literature. There
are different sites where one can get the
video, audio and presentation files of
different kinds of literature.For example a
simple search in the 'Google' for Nissim
Ezekiel's Night of the Scorpion that is
included in Unit 1 of the coursebook provides
about 30,000 entries including the recitation
and videos of the same.You can search for
details regarding any piece of literature or
authors in the free online encyclopaedia site
www.wikipedia.org or the like. If you would
like to download the audio version of the
above said poem, you may get the same from
websites like www.libirvox.org or
www.thoughtaudio.com. Some sites like
www.youtube.com or the like provide the
visualisations or videos of the same. You
may find videos of Italo Calvino's short story,
The Man who Shouted Teresa in the site
www.youtube.com.

Film version of the novel The Hound of the Baskervilles is also available in the market. You
can even find it in the web. Every unit in the coursebook has an activity related to etymology
of words. The site www.etymonline.com is very useful to both learners and
teachers.
Sometimes you may not find the appropriate
file in the net. Do not get disappointed and
think that you are alone or companionless.
Under such circumstances you can seek the
help of a worldwide community by posting
your request for help in this respect in the
above said sites or to the large teacher
communities across the world like
www.britishcouncil.com. You can even
post a request in sites like www.libirvox.org
for the audio versions of poems or stories.
Multiple Ways of Using ICT in the
Language Classroom
ICT in the context of the Modern Foreign
Language classroom can manifest itself in
different ways as a tool for assisting the
development of the language skills. Here are
a few different ways in which the teacher
and learner of foreign languages might use
ICT. This list is by no means exhaustive.
Language teachers are continually exploring
new ways in which they can make use of
ICT.
1. Use of generic software applications such
as Word and PowerPoint by students to
create their own materials, e.g. essays and
presentations, designing brochures,
publishing e-news papers, magazines etc.
2. Use by students of off-air audio and video
recordings stored in digital format.
3. Use by students of audio and video
recordings that the teacher has created with
audio and video editing tools, and materials
of this type, e.g. podcasts and vodcasts, that
can be downloaded from Web resource
centres.
4. Use of audio and video editing tools by
students to create their own audio and video
recordings, e.g. podcasts and vodcasts.
5. Use of the Web as a resource, including
online interactive quizzes, web quests,
dictionaries, encyclopaedias and grammar
reference materials, as well as generic tools
such as search engines for finding
information.
6. Use of a wide range of Web tools by
students and teachers, including social
networking sites.
7. Use of email and Blogs by both teachers
and students.
8. Use of audio-and videoconferencing
facilities.
9. Use of chat rooms.
10. Use of whole-class presentation devices
and software by the teacher, e.g. computer
plus data projector or interactive white
board (IWB).

Useful Websites
1. http://vozme.com : converting text to mp3 format
2. http://libirvox.org : mp3 files of literary pieces
3. http://www.thoughtaudio.com : audio files of popular literary works
4. www.thepaperboy.com : newspapers
5. www.newseum.org : newspapers
6. http://in.babelfish.com : for translating text from English and other languages
7. www.finervista.com : web based seminars(webinar)
8. http://webcast.berkeley.edu : podcast
9. www.livejournal.com : journals
10. http://en.wikipedia.org : encyclopedia
11. www.savevid.com : video downloader
12. www.softwarecasa.com/snagit.html :video capturing
13. www.livemocha.com : spoken English
14. http://thelibrary.org : online library
15. www.gutenberg.org : e-books
16. www.lol.com : jokes
17. http://liveresearch.net : research article
18. www.anecdotage.com : anecdotes
19. www.kantalk.com : spoken English
20. www.webferret.com : multiple search software
21. www.copernic.com : multiple search
22. http://audacity.sourceforge.net :audio recording
23. http://howtoimprovereadingcomprehension.com : reading
24. http://www.ted.com : speeches
25. http://www.vaestro.com : webinars
26. http://www.onelook.com : reverse dictionary
27. http://www.askoxford.com : oxford dictionary
28. http://www.glossarist.com : all terms
29. http://www.questia.com : on line library
30. http://www.grammarbook.com : grammar and usage
31. http://www.libdex.com : libraries
32. http://www.poemhunter.com : poems
33. http://famouspoetsandpoems.com : poems
34. http://www.eric.ed.gov : educational research
35. http://www.scribd.com : e books
36. http://www.classicshorts.com : short stories
37. http://www.world-english.org : essays
38. http://www.essay.org : essays
39. http://www.freeessays.com : essays
40. www.oilpaintingsonline.com : paintings
41. www.artabus.com : art
42. http://www.artbabyart.com : art
43. www.yourdictionary.com/grammarrules/index.html : grammar
44. www.galeresearch.com : research
45. www.hibeamresearch.com : research
46. www.visualthesaurus.com : thesaurus
47. www.podcastdirectory.com : podcast
48. www.creativedrama.com : plays
49. www.fictionteachers.com : fiction
50. www.wiziq.com : online classes

PART II
THROUGH THE UNITS
ENGLISH X 119
UNIT IV
UPON THE THORNS OF LIFE
ENGLISH X 157
UNIT V
ART AND ATTITUDES

This unit focuses on the need for mutual respect and love among members of all age
groups. It tries to address the issue of the widening generation gap. Thetext for detailed
study 'Father's Help', the short story by R. K. Narayan highlights how the perspectives
of a young boy and that of the adults around him differ. The protagonist Swami,
doesn't like to go to school like any other child of his age. He puts forward flimsy
excuses to stay away from school but miserably fails in his attempts. His father’s
interventions give an unexpected turn to his plans. The episode about the teacher
Samuel, a disciplinarian affects teacher-pupil relationship. The short story in the
extended reading section, 'Games at Twilight' by Anita Desai will remind the readers
of the need for giving due importance to children’s feelings. The little boy Ravi feels
insignificant and isolated among his friends when they play hide and seek. The poems
in this unit are 'Night of the Scorpion' by Nissim Ezekiel and 'Once Upon a Time' by
Gabriel Okara. The poem for detailed study 'Night of the Scorpion' describes a night in
which the speaker’s mother is stung by a scorpion. The reactions of the members of the
family and the village folk to this incident present the striking contradictions in the
attitudes of the people. 'Once Upon a Time', the poem for extended reading, juxtaposes
the attitudes of two generations and the people’s outlook which has changed with
time.
Issue domain: Absence of a vision of universal humanism
Sub Issue: Generation gap
Learning objectives
• to make learners aware of the importance of teacher-pupil rapport
• to sensitise learners about the need to foster congenial inter-generation relationship
• to familiarise them with the concept of school-lore as a part of modern folk culture
• to help them identify uniqueness of diction and style of short stories and the use of
different narrative techniques
• to develop in the learners an awareness of devices like rhymes, figures of speech,
images and metrical patterns
• to enable the learners to analyse various linguistic components of a discourse
• to help them attempt different discourses and engage in vocabulary and language
activities
• to enable the learners to reflect on the features of a discourse
• to enable them to edit and refine different discourses
Unit 1
GENERATIONS

SYLLABUS GRID
Unit : I
Time : 25 hrs
Concepts / Ideas Process /Activity
• The older generation must be given due
consideration
• Teacher-pupil relation must be cordial and
dialogic
• Cordial inter-generation relationship should
be fostered
• School-lore is part of the modern folk culture
• The diction and style of short stories have their
own uniqueness
• Stories are written with various narrative
techniques
• Poems make use of devices like rhymes,
figures of speech, images and metrical
patterns
• Words follow rules of spelling and inflexion
• Sentences follow rules of punctuation and
syntax.
Reads and analyses short stories and
poems
Prepares write-ups
Conducts debates
Makes presentations using ICT
Writes letters
Collects and compiles school-lore
Engages in vocabulary and language
activities
Analyses various linguistic
components of a discourse
Edits different discourses
Reflects on how discourses are
constructed

Module 1
Entry activity - Cartoon
Process
You may make use of the questions given
along with the cartoon. You can also think
of bringing certain interesting cartoon strips
to the class. Generate a discussion on
cartoons and about the features that make
a good cartoon. The elements of humour,
sarcasm, irony etc. can be highlighted in the
discussion. The cartoon given may also be
analysed in the light of this discussion. You
may make use of the questions like:
 Do you like cartoons?
Who is your favourite cartoonist?
What is the importance of cartoons?
For analysing the given cartoon invite the
learner’s attention to the father and the
daughter shown in it. Let them think about
the change of meaning (if any) if the
daughter is replaced by a son in the cartoon.
The discussion can also include the notion
of a girl child and the care and protection
she might give to her aged parents when
occasion demands. In this sense, the
building shown in the second frame shall
be a hospital. But remember not to impose
meanings that are not in any way suggested
by the learners. Consolidate the discussion
by highlighting the following points:
• Generation gap
• Gender equality
• Attitude towards elderly people
• Schooling - teacher-pupil relationship
• Parenting - parent-child relationship
FATHER'S HELP
Meet the author
R. K. NARAYAN (1906-2001)
R.K. Narayan, one of the most famous and
widely read Indian novelists, was born on
October 10, 1906 in Chennai. His father was
a headmaster. Narayan spent his early
childhood with his maternal grandmother
in Chennai and used to spend only a few
weeks each summer visiting his parents and
siblings. Narayan studied for eight years at
Lutheran Mission School close to his
grandmother's house in Chennai. When his
father was appointed headmaster of the
Maharaja's High School in Mysore,
Narayan also moved to Mysore with his
parents. He obtained his bachelor's degree
from the University of Mysore.
R.K.Narayan began his writing career with
Swami and Friends in 1935. Most of his
works including Swami and Friends are set
in the fictional town of Malgudi which for
Narayan was a miniature India. His writing
style is marked by simplicity and subtle
humour. He narrates stories of ordinary
people trying to live their simple lives in a
changing world. His works include: The
Bachelor of Arts (1937), The Dark Room (1938),
The English Teacher (1945), The Financial
Expert (1952), The Guide (1958), The Man-
Eater of Malgudi (1961), The Vendor of Sweets
(1967), Malgudi Days (1982), and The
Grandmother's Tale (1993).
This stalwart of Indian English writing was
honoured with numerous awards which
include: Sahitya Akademi Award for The
Guide in 1958; Padma Bhushan in 1964; and
AC Benson Medal by the Royal Society of
Literature in 1980. Narayan was elected as
honorary member of the American
Academy and Institute of Arts and Letters
in 1982. He was nominated to the Rajya
Sabha in 1989.
R.K. Narayan’s stories are grounded in
compassionate humanism and they
celebrate the humour and energy of

ordinary life. The town of Malgudi has
become more or less synonymous with
Narayan. Hence any discussion on the
author will be incomplete without a
reference to his fictional town, Malgudi.
Malgudi in the words of R.K. Narayan
'… I am often asked, "Where is Malgudi?"
All I can say is that it is imaginary and
not to be found on any map (although
the University of Chicago Press has
published a literary atlas with a map of
India indicating the location of Malgudi).
If I explain that Malgudi is a small town
in South India I shall only be expressing
a half-truth, for the characteristics of
Malgudi seem to me universal…'
About the story
Father's Help begins with the word ‘lying’.
‘Lying in bed, Swami realised with a
shudder that it was Monday morning’. It is
unambiguous. But the other meaning of the
word ‘lying’ occupies a major role in the
story. The boy tells lies about his physical
condition as well as about his teacher and
this leads to the dramatic events described
in the story.
Why does the boy lie? Why does he opt to
play truant? School does not appear
interesting to him. That does not mean that
he is a slow learner. Still, he finds himself
alienated from the spirit of schooling.
Neither his parents nor his teachers can find
this out. In this sense, the story is simple in
diction and design and it becomes a
narrative that criticises conventional
schooling. A prudent reader is sure to find
a network of imperative sentences in the
story and this has a direct bearing on the
social implications of the story. The boy is
given little chance to enjoy the freedom of
childhood and this accounts for his
indifference to school. He becomes creative,
(of course negatively) which is evident from
his act of lying. Though the story ultimately
cautions the reader against the pit falls of
lying, it turns out to be a fine analysis of
both parenting and schooling.
Module 2
You may invite the learners’ attention to the
consolidated points in the discussion based
on the cartoon. The issues of schooling and
parenting can be hinted at and the story
can be introduced by asking the learners
about short stories they have learned
already in other classes. You may ask them
to identify the themes of the stories they are
familiar with and ask them to predict what
the theme of the story Father’s Help might
be. You may also make use of the questions
given in the introduction of the story in the
textbook.
Reading - Process
• Let the learners read paragraphs 1-4 of
the story Father's Help individually.
• Before reading, let them have a look at
the instructions given in ‘Keep Track of
your Reading’.
• Let them sit in groups (5 to 8 members)
and share what they have been able to do
according to the instructions in ‘Track
Reading.’
• If there are difficult words or expressions
in the passages they have read, let them
refer to the ready reference given at the
end of the story or to the glossary given at
the end of the Reader.
• If a group finds it difficult to understand
a certain area, encourage them to raise
their doubts.
•Discuss their doubts with the other groups.
• If other groups fail to clarify the doubts
raised, the teacher may scaffold them by
asking simple questions.
For example a group opines that they
couldn't make out the sense of the
expression '… Albert mission school-had
withstood similar prayers.'
Sometimes you can easily explain the
meaning of 'withstood' and solve the
problem. But it is not the way to tackle the
situation. You may ask simple probing

questions to channelize the thoughts of the
learners so that they can make out the sense
of the expression themselves and there by
tapping the possibilities of language
generation.
The following questions may help you to
handle the issue in the class:
 How many of you will be happy if a
holiday is declared unexpectedly?
Have you ever wished for such a holiday?
What do you think should happen for
such holidays to be declared?
Have you ever prayed for such holidays?
If so, what will you pray?
Do you think students of all times have
prayed like this?
Do you think these prayers may come true
at any time?
Don't you think it funny that schools still
survive withstanding all these prayers?
• Let the groups present their findings on
the basis of their reading of the first part of
the story. Their presentation can be based
on the instructions given in ‘Track
Reading’. For example a group may come
up with a presentation like:
We have read the first four paragraphs of
the story, ‘Father’s Help’. We find that
Swaminathan and his father are the central
characters of the story. The setting of the
story is Swami’s home. Swami appears to
be a truant but his father is very strict. His
mother, it seems, always supports Swami.
His father’s decision to write a letter to the
headmaster is the most striking event in the
story. The story progresses at first through
dialogues between Swami and his mother
and later between him and his father. Each
excuse cooked up by Swami puts him in
greater trouble and finally he has no way
but to go to school. This keeps the reader
anxious about what will happen at school
once Swami reaches there. The reference to
Albert Mission School that had withstood
many a prayer is a striking expression in
the story.
• Now, let them assess how well they have
read the story. For this, ask them to refer to
the self-assessment checklist on page 10.
• Remind the learners to identify words to
be noted in the personal wordlist. They
should write the word and its meaning and
use it in a sentence of their own.
Let the learners attempt the scaffolding
questions (1-5) individually and share them
in groups.
Hints for scaffolding questions
1. Encourage learners to predict answers.
•It is only a childish prank.
•He is playing truant.
• He doesn't want to attend the class test.
• He may not have finished his home work.
• He may be really ill.
2. Let the learners cite instances of humour
from paragraph 1.
• Swami's hope that an earthquake would
reduce the school building to dust.
• The reference to the school building which
withstood prayers of students for over a
hundred years.
3. He doesn't find school a place worth
going to. The punishment given by the
teachers and their monotonous teaching
methods create a kind of repulsion in
Swami towards his school.
4. Swami may be exaggerating. No teacher
punishes his/her students these days as
described by Swami.
5. Let the learners come up with their own
responses. If their answer is ‘yes’ they might
justify it by saying, ‘Swami’s father wrote
something against Samuel as he wanted to
put an end to the practice of cruel
punishments inflicted by Samuel.’
If they think the answer is ‘no’ the
justification for it may be something like:
‘Father is well aware of Swami’s pranks
and he might have requested the
headmaster to scold Swami for his pranks
and laziness.’

Pause and Reflect
Let the learners predict freely.
• Swami would go to school and give the
letter to the Headmaster. The HM would
summon the teacher and seek an
explanation from him.
• Swami wouldn’t go to school. He would
cook up some story for not going to
school. His father would find it out and
he might punish Swami for his laziness.
Module 3
School-lore: See the appended article on
school-lore for more information.
Process reading (paragraphs 5-11) as
suggested in Module 2
Lead the learners to the scaffolding
questions. (6-15).
6. Let the learners come up with their own
answers/ responses.
(Swami dislikes his father more than his
teacher at this juncture. The irony the story
tries to bring in is the change in Swami’s
attitude.)
7. Swami wants to disobey his father for
putting him in a fix. He also wishes to
exercise his independence.
8. Swami believes that his father has written
many things against Samuel in the letter.
So he cannot hand over the letter without
any specific complaint against Samuel. He
decides to delay the act of delivering the
letter hoping that Samuel will punish him
at some other time during his class.
9. Swami expects Samuel to punish him
severely so that the letter will be justified.
10. The author brings in the contrast
between what Swami says and what he
thinks. e.g. ‘Just to see what you can do.’
11. When Swami came to the class late with
a letter from his father against Samuel,
Samuel says, ‘Your father is quite right; a
very sensible man. We want more parents
like him.’ This is an instance of irony in the
story.
12. ‘bleeding heart’
13. Swami expected all sorts of violent
reactions from Samuel but Samuel’s
behaviour was quite against Swami’s
expectations.
14. Let the learners share their experiences
and justify their stance.
Back to the Roots
The word ‘etymology’ comes to us from
the Greek language. It is composed of two
parts: ‘etymon’, which means ‘the true
sense of a word’ and ‘logia’, which means
‘doctrine, study’. These two parts together
mean ‘the study of the true sense of words’,
which can be said to be the 'meaning' of
the word etymology.
Hints
puzzle (v): comes from the French word
‘pusle’ which means ‘bewilder/confound’.
The noun meaning ‘state of being puzzled’
is recorded from c.1600.
devil (n): Old English ‘deofol ‘ meaning
‘evil spirit, false god, diabolical person,’
from Latin ‘diabolus’
assistant (n): is from Old French ‘assistant’
(adj. and n.) which comes from Latin
‘assistare’.
15. Swami was successful in the sense that
he could provoke the teacher to the point
of punishing him.
Pause and Reflect
A transformation has taken place in Swami.
In the beginning of the story Swami appears
to be a lazy boy. He tells a lie just to skip a
day’s class and to escape from Samuel’s
punishment. As the story progresses Swami
desperately tries to make Samuel punish
him. He becomes more angry with his
father than with Samuel. He deserves
sympathy.
Module 4
Process reading (paragraphs 12-14) as
suggested in Module 2.
Lead the learners to the scaffolding
questions. (16-21).

Ask them to answer the scaffolding
questions 16-21.
16. In the first instance 'head ache' is used
in the literal sense. In the second instance it
is used figuratively meaning 'a cause of
worry or trouble'
17. The teacher's promise is really a
warning to Swami.
18. Let the learners give their personal
impressions. Elicit free responses from the
learners.
19. Though Swami prefers staying at home
than going to school, neither home nor
school is to his liking.
20. The success of his plans made Swami's
heart light.
21. Let the learners respond freely.
As Swami could not hand over the letter to
the Headmaster he became angry and tore
up the letter.
He didn't want to disclose what his father
had written in the letter.
Father might have realised that the things
Swami told him about Samuel were totally
fabricated.
Pause and Reflect
No. This may be a story circulating among
students about Samuel as part of school lore.
Let's Look Back
You may ask learners to sit in groups and
discuss the questions given under the
heading ‘Let's Look Back’. Let the group
present their observations.
Module 5
Textual activities
The textual activities are focused on helping
the learners analyse the reading text and to
provide the learner opportunities to engage
in writing. It also offers sufficient space for
constructing different discourses like write
ups, letter, reports, profiles, narratives etc.
These activities can be attempted either after
processing the whole story or after
processing the story up to each section till
‘Pause & Reflect’. In the second case, make
sure that they are relevant to that part of
the text.
Activity i
Process
• Ask the learners to reflect on the story
and note down the different themes they
have identified individually .
• Let them sit in groups of 5-6 members and
share their findings.
• Ask the groups to present their findings.
Hints
• Generation gap
• Teacher-pupil rapport
• Parent-teacher relationship
• School related stories (school-lore)
Activity ii
• Elicit free responses.
• Let them discuss in groups.
• You may ask the following questions to
help them.
What help does the father in the story give
his son?
What is the turning point of the story?
Is the title appropriate?
Can you think of alternate titles?
• Let the groups jot down their comments.
• Let them present the findings of the group.
Select the best presentation and edit it by a
discussion involving the whole class.
Let the groups edit their write-ups based
on the discussion.
Activity iii
• Ask the learners to locate the references
to prayer in paragraphs 1, 2 and 8.
• Let 3 or 4 learners read out what they
have located.
Now let them discuss in groups how each
prayer is different from the other.
Let the groups present their findings.

Hints
• In para 1, the reference is to the students'
prayers to have the building of Albert
Mission School destroyed. In para 2 there
is a reference to the prayer hall of the school
and in para 8 Swami prays for Samuel to
beat him.
• The first is a wicked prayer, the second
suggests how Swami and his friends behave
in the prayer hall and the third is Swami's
desperate attempt to make the teacher beat
him.
Activity iv
You may elicit free responses from the
learners.
Let the groups engage in brainstorming and
come up with the kind of jokes that teachers
usually exchange.
e.g. Are you Swami, the student or Swami,
on the Himalayas?
Activity v
Process
Let the learners sit in groups.
Ask the groups to sit as two teams within
their groups.
Let one team think about Samuel and the
other on Swami's father.
Let a team note down how Samuel’s
behaviourandreactionsindifferentsituations.
Let the other team analyse Swami's father
behaviour and reactions.
You may ask the following questions to
generate an effective discussion.
What do you think about Father's decision
to force Swami to go to school?
 How did Father deal with Swami's
complaints about Samuel?
Do you think his father is unkind?
 What do you think about Samuel's
reactions when Swami behaved strangely
in the class?
Do you think Samuel is so cruel to punish
students as described by Swami?
Let the two teams in each group consolidate
the impressions they have formed about
Samuel and Swami's father and write a
paragraph about them.
Let the groups discuss the questions given
under 'assess yourself'.
Let the groups present what they have
written.
Attempt an editing of the best of the
presentations involving the whole class.
Activity vi (a & b)
Generate a discussion in the class.
The following questions may help you.
Who writes the letter and from where?
On what date is the letter written?
Who is the letter addressed to?
How is the receiver of the letter addressed?
(salutation)
How can you begin the letter?
What may be the points included in the
letter?
How can the letter be concluded?
What can be written by way of leave
taking in the letter? (complementary close)
Where can you write the sender's name?
Ask the learners whether the letter they are
going to write is a personal letter or an
official letter.
Generate a discussion on the difference
between a personal letter and an official
letter.
You can make use of the photocopies of the
letters given overleaf as samples.

Sample 1
The Principal
GHSS Thiruvananthapuram
Dear Sir/ Madam
I would like to bring an important issue to your notice. I am the father of Anjana, a
class X student of your school. We live at Vanchiyoor. Although there are quite a
few buses operating in this route, they seldom stop at the busstops where the
students wait for the bus. As a result students of this locality often arrive late to
school. I request you to inform the concerned authorities and to take necessary
action.
Thank you
Yours sincerely
S/d
Ashok.K.S.
TC 348/12, Vanchiyoor
Thiruvananthapuram
16.7.2011
Sample-2
22, Malabar Lane
Kozhikode
20 July 2011
Dear Shaji
Thank you very much for a great week end. We really enjoyed our stay with you
there.
Yesterday Shyam and I were talking about the holidays. We thought it might be nice
to go to Kumarakom for a couple of days. Are you interested? Let me know if you
are, and we can talk about dates etc. See you soon, I hope.
Thanks again.
Love
S/d
Pranoy.V.S.

Let the learners write the letter individually.
Let the learners assess their letter using the
self-assessment tool.
Let them sit in groups and discuss the
features of a good letter. For this they can
make use of the questions in the self-
assessment tool.
Let the groups write a letter on the basis of
their discussion.
Ask the groups to present the letter.
Pick out the best letter from the
presentations and edit it after a discussion
involving the whole class .
Module- 6
Activity vii
You may ask the following questions:
Who is your favourite teacher?
 Why do you consider him/her your
favourite teacher?
Do you think Samuel is a good teacher?
Why?
What does the expression, 'You deserve
your Samuel' mean?
What is your idea about a good teacher
and a good learner?
What, in your view, is the ideal student-
teacher relationship?
Elicit free responses.
Consolidate the main points of discussion.
Let the learners attempt the write-up
individually.
Let them assess their write-up using the self-
assessment tool.
Let them sit in groups and discuss what they
have written (for this let them make use of
the questions in the self- assessment tool.)
Let the groups attempt a write-up based on
their discussion.
Ask the groups to present their write-up.
Choose the best presentation and edit it
through a discussion involving the whole
class.
Activity viii
Let the learners develop a tool for the
conduct of a survey on the mode of
conveyance of most students in the school.
You may engage in a discussion with the
learners on what points need to be included
in the questionnaire/tool.
For this you may ask:
What data do we need?
Consolidate the discussion points as:
• Name
• Age
• Sex
• Distance from home to school
• The mode of transport
• Whether school bus facility is used
•
Divide the class into groups and ask them
to prepare the questionnaire.
Let the groups present their questionnaires.
Refine the questionnaire through the
process of editing involving the whole class.
Let the groups decide on the number of
students they have to approach for
collecting the data.
Let the groups collect data using the tool
they have developed.
Let them consolidate the data.
Let them analyse the date.
Ask them to prepare a report interpreting
the data collected.
You may engage in a discussion with the
learners about the format of a survey report.
You can make use of ICT possibilities for
showing certain sample survey reports.
You may ask the following questions to
sensitise the learners about the features of
a good survey report:
What are the features of a good survey
report? For this you can make use of the
self-assessment tool on survey report.
What will you write as the introduction
to your report?

Don't you want to mention the method
you have used in collecting data and the
number of samples collected?
How will you interpret the data?
What will be your conclusions?
 What will be the title of your survey
report?
Let them asses the report using the self-
assessment tool.
Let the groups present their report.
Choose the best presentation and edit it
through a discussion involving the whole
class .
Activity ix
Let the learners discuss the description
about Samuel given in the section for
activities.
Let them attempt a description of a person
of their choice based on the discussion.
Let them attempt describing a person on
their own.
(As learners have done such activities in
lower classes they may be able to write
descriptions fairly well.)
Let there be individual presentations at
random.
Let them assess their descriptions using the
self-assessment tool.
Activity x
Ask the learners to fix setting, characters
and events of the narrative they are going
to attempt.
For this you may ask the following
questions.
 How will you begin the story — by
narrating Swami at home or Swami at
school?
If so, who are the characters involved at
each place?
What will be the major events at home?
What will be the major events at school?
What will happen when Swami comes
back home?
Based on the discussion four or five major
events can be fixed.
Assign an event each to the groups.
Let each member of the group attempt to
work on the assigned event individually.
Then let them discuss the features of a
narrative using the self- assessment tool.
After this let them sit in groups and refine
what they have written.
For this you may ask them the following
questions:
 Where does the event take place?
 When does it happen?
 Who are the characters involved in it?
 What do they speak/think/feel/see/
hear/smell/taste etc.
Ask the groups to present the narrative
Edit the narratives thematically first
through a discussion in the class.
Then edit the best presentation for
correcting the errors in language use.
End product
As an end product of transaction of the
unit, the learners are expected to prepare a
book of school-lore.
Let them collect interesting stories connected
with their school.
Generate a discussion in the class on how
to collect such stories.
You may narrate one or two of such stories.
(See Appendix)
Where will they collect such stories from -
alumni/ teachers/magazines and booklets
published by the school/people in the
locality?
Divide the class into 5 or 6 groups.
Let them collect interesting stories from these
sources.
Present the stories collected before the class.
Let them select the best ones to be included
in the collection of school-lore.
If the stories collected are in the mother
tongue conduct a workshop to translate the
stories into English. Then, edit them
thoroughly before publishing.

Initiate a discussion on publishing the book
of school-lore.
What are the things to be taken care of
before publishing the book?
Different tasks like, preparing a foreword,
designing the page layout, designing cover
page, preparing a blurb etc. can be assigned
to different groups.
You may bring certain books to the class to
sensitise the learners about these different
processes in producing a book.
Let them prepare a soft copy of the book
using word processing software and
graphic software.
They can think of organising a book
releasing function.
Let the learners publish the book in the
school blog too.
Module-7
Vocabulary activities
Activity 1
Process
Let the learners attempt the tasks
individually and check it with the help of a
dictionary to see how far they have been
on the right track. Provide help and
support only if necessary.
e.g. He can plan things very well.
His plan to go to Gulf countries has not yet
materialised.
Activity 2
Assign it as an individual activity.
Hints
a. fine
b. shriek
c. sorrow
d. pathetic
e. ecstatic
f. tolerance
g. believe
Activity 3
Treat it as an individual task. Let them refer
to a dictionary.
Hints
Heart throb - a famous man, usually an
actor or a singer that a lot of
people find attractive
Heartfelt- showing strong feelings that
are sincere
Heart attack- a sudden serious medical
condition in which the heart
stops working
Activity 4
Let them refer to the glossary or a dictionary
for doing this task.
Hints
a. screeched
b. composed
c. wailed
d. genial
e. jolted
f. lurid
Activity 5
Characters Mental Physical
make-up reactions
Swami apprehensive shudder
Father stubborn mutter
Samuel violent whack
Mother generous -----------
Activity 6
Let the learners refer to a dictionary and
find out three more phrasal verbs using
'put'. Then let them use these phrasal verbs
in sentences of their own. Let there be a
discussion on the appropriateness of the
sentences framed.
Hints
put up- I will be happy to put you up
in my place.
put out- The fire fighters soon put out
the fire.
put away- I am just going to put my car
away.

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