Manual of Academic Procedures (MAP) - SelfStudys

ManualofAcademicProcedures(MAP)

ManualofAcademic

Procedures(MAP)

forEnglishTeachers

IXandXclasses

By

SCERT

(UnderRMSA)

StateCouncilofEducationalResearch&TrainingVarunMarg,

DefenceColony,NewDelhi-110024

ChiefAdvisor Ms.AnitaSetia,Director,SCERTGuidance Dr.PratibhaSharma,JtDirector,SCERTAnilKumar,osd.

RMSACoordinators Dr.AnamikaSingh,Sr.Lecturer,DietMotiBaghDr.

KussumSharma,Consultant,SSAEditors Dr.AnamikaSingh,Sr.Lecturer,DietMotiBaghDr.

SeemaSrivastava,Sr.lecturer,DietMotiBaghSoniaMakheeja,Lecturer,SkvRajoriGardenExtn

Experts Dr.KirtiKapoor,AssociateProfrssor,NCERTDr.KusumSharma,Consultant,SSADr.AnamikaSingh,Sr.Lecturer

DIETMotibaghMeenaSehrawat,Sr.LecturerDIETGhumanheraDr.KhaleeqAhmad,HOSGBSSSTkd.Vill.SoniaMakheeja,LecturerSKVRajoriGardenExtnDr.SavitaBahl,Lecturer,Retd.,DOERajniJamini,Lecturer,RPVVLajpatNagarNandiniSarangal,Lecturer,SKVNo.2ShakarpurAnitaMishra,Lecturer,RPVVTyagraj

NagarContributors Dr.SeemaSrivastava,DietMotiBaghRajysriNarayan,

SitaHOS,SKVBegampur,HOS,SKVMatiyalaHarbeerNarulaLecturer,SKVShankarNagar,GandhiNagar,DelhiGarimaGupta,LecturerSKVNo.1C-Bock

JanakpuriReenaDagar,LecturerGGSSS,Nathupura,MamtaSaluja,LecturerRPVVShalimarBaghPrachi,Lecturer,SKVGhazipur,N.DelhiVandana,Lecturer,

DIETKeshavpuramDollyDhawan,Lecturer,G.DSalwanPublicSchoolHomiAstavans,Retd.HOSSalwanPublicSchoolPoonamR.RathoreLecturer,SKVIariPusaKapilaParasharTGT,GGSSS,No.2,BholaNathNagarDelhiAnujaVerma,Lecturer,RPVVGandhiNagar,Delhi

PrasannaLaxmiTGT/A.E.S.N.T.R.M.S.S.S.JanakpuriKadambriLohiya,TGT/R.P.V.V.GandhiNagarNeeru

Lohiya,TGT/G.Co.S.S.School,S-ViiR.K.PuramNamitaGupta,TGT/Rpvv,ShalimarBaghDr.KaramvirSingh

TGT.GSV,Sector-6,RohiniYamini,TGT,SKVMatiyala

TechnichalAssistance AlkaLecturer,DIETMotiBaghSantoshBhandari,TechinicianDIETMotiBagh

Forward

WiththeimplementationoftheRighttoEducationAct,2009,theroleofSCERTastheStateAcademicAuthorityassumesgreaterchallengesandprospects.Weneedtomake

inroadsforbringingaboutpositivechangesinmindsetandattitudealongwiththeeducationalreforms.SCERThasdeveloped thismodule for teachers teachingEnglish to IXandXclass,underRashtriyaMadhyamikShikshaAbhiyan(RMSA)which isauniqueeducational

programme which has been designed in such a way to respond effectively to the emerging demands of our society and rapid developments that are taking place due toliberalizationPrivatization andGlobalization.This is clearly the next step after universalizing elementary education.UniversalisationofAccess,Quality improvements, quity,InstitutionalreformsandstrengtheningofresourceinstitutionsarekeystrategiestoachievethetargetofUniversalizingsecondaryeducation.

Universalisationofsecondaryeducationdenotestwoprocesses.FirstlyAccess,Thismeansniversalprovisionofsecondaryschoolsanduniversalenrolmentofchildreninthe

agegroupof14to18group.Allchildrenintheagegroupof14to18shouldhaveaccesstosecondaryschools.Thereshouldnotbeanydiscriminationongroundsofsex,religion,caste,place,or socioeconomicstatus.SecondlySuccess:-By simpleproviding access to secondary schoolswecannot claim thatwehaveuniversalized secondary education.Alongwithaccess toschoolsweshouldmakeadequateprovisions in theschoolsso thatchildrencanexperiencesuccess insecondaryeducation.Adequatenumberof trainedteachers, qualitative learning and teachingmaterials, aids and equipment, classrooms, etc. should be provided in each and every school to facilitate successful completion ofsecondary education. Success is to be determined in terms of attainment of Minimum Levels of Learning which means most of the students would acquire most of thecompetencies.

ThismanualisdevelopedbytheExpertteamof10KRPsand20RPsfromdifferenteducationalDepartments.Themanualispreparedasparthe5DaysscheduledofINSET

programmetobeconductedbySCERTfortheTeachersteachingEnglishtoIXandXclasses.Thepurposeofdevelopingthismanual isaholisticandconvergentprogrammecommitted to universalize quality education at Secondary Stage (IX andX class )with a clear time frame. It strives to provide quality benchmarks in the concept, stronglyrecommends to transition towardsa themebasedapproach thananactivitybasedapproach.Secondaryeducation isan important linkfromthefoundationstageofelementaryeducationtotheworldsoffurthereducationandskillsdevelopmentandtheworldofwork.Oneaimsindevelopingthismanualistoensurethatallteachers/studentsarelearningacurriculumthatisrelevantandusefultothemaswellaslearningtheskillsandattitudesthatwillmakethempositiveandproductivemembersofsociety.AsunderRMSAtheemphasishasbeengivenforStatestobecreativeandsupportsthestatesindesigningnewideashavingsignificantimpactonthegroundforthequalitativeuniversalizationoftheeducationatsecondarylevelkeepinginviewtheirrespectivegeographicalboundarieswiththefollowingLearningoutcomes.

TheNCF2005suggeststhateverythingwedoinorfortheschoolshouldbegearedtowardsameasurabledevelopmentinstudent’slearninglevelandpreparesthemforindependenceofthoughtandaction,life-longlearning,democraticvalues,creativityandlifeskills.

The12thFiveYearPlandocumenthasalsoemphasisedonimprovisinglearningoutcomesatalllevelsthroughAttheSCERT,itwillbeourefforttoincorporatetheseaspectsintothecurriculum,assessmentandtraining.Itwillalsobeourendeavortobringbacktheglorytothisnoble

taskofteachingandmeaningfullycontributetotheholisticdevelopmentoftheyoungchildreninourschools.Mysincerethankstothecoordinatorsandallthecontributorswhohavebeeninvolvedindevelopingthismanual.

Ms.AnitaSetia

Director,SCERT

ManualofAcademicProcedures(MAP)ABOUTTHEMANUAL……WelcometotheManualofAcademicProcedures(MAP)forEnglishteachersteachingIXandXclasses.TheAcademicManual is a compendiumof key documents relevant to academic qualityThisManual ofAcademic Procedures (MAP) is designed to provide a quick of

information concerning teaching, learning and assessment.It is intended to contain themain points of information you need to know,with additional information obtainablethrough annexures .Thismodulewill help our teachers by enhancing self-esteem, emotional intelligence and teamor groupwork skills of students and teachers in teachinglearningandwillalsohelpourteachers:

0. tofeelgoodaboutthemselvesandeachother?

1. tobemotivatedandconfidentintheirdailyresponsibilities?

2. tohavegoodspeakingandproblem-solvingskills?

3. tohaveexcellentworkethicandteamspirit?

4. inCurriculumadaptation.andcurriculumtransaction.

5. Shiftingfrombasiccompetenciestolearningoutcomes.

6. inMakingtheirteachinglearningJoyful,meaningfulandinteresting.

Andeachofourstudents

0. tobeconfident,well-adjusted,positiveindividuals?

1. tobesensitive,thoughtful,consideratepeople?

2. tohavegoodspeaking,listeningandproblem-solvingskills?

3. tohaveexcellentworkethicandteamspirit?

4. enjoyTeachingLearninginabarrierfreeandfriendlyenvironment.

5. greatergenderandsocialsensitivityandequityamongststudents?

6. lessaggressionandviolentbehaviour?

7. nurturingskillsforpersonalsuccessamongstyoungpeople?

8. developingauthenticcommunityandcitizenshipvalues?

9. childrentakingturnsinspeakingandlistening,sharingideas,contributingtoagroupsituation,observing,thinking,concentrating10. learningrelationshipskills,assertivecommunication

11. cooperativegames,rounds,dramatechniques,puppetplayanddiscussions-designedtopromotetrust,respect,empathyandunderstanding.12. exploringissuesrelatingtopersonal,social,moralandhealtheducation.

0. enhancedself-esteem,emotionalintelligenceandteamorgroupworkskillsofstudentsandteachersinschools.

TheManual’scontentisdividedinto5differentsections,whicharelistedbelowandcanbeaccessedbyusingthismodule.Section1:

0. Icebreakingactivity

1. Revisitingthesyllabus-fromcontenttolearning

2. CBSEcirculars

3. LearningOutcomes/learningexpectations

4. Mindmapping-K.W.Lchart(know,wanttolearnandwhatIhavetolearn)4


0. Shiftingfrombasiccompetenciestolearningoutcomes

1. ListeningandSpeaking-Exploringtextbooksforlisteningandspeaking

2. Examplesfromthetext

3. IncorporatingASLintotext

4. Listeningforspecificpurpose.Section2:

23. Icebreakingactivity

24. HowdoIlearnthebest?

25. Vocabularydevelopment

26. Grammar-incontextSection3

Icebreakingactivity

Reading-types:unseenpassage(prose,poetry),OTBA-fromthenovel

Readingactivities

Strategiestoreadnovelsintheclassroom

Howtotakeupnovelsintheclassroom

HowtotaketextSection4

Icebreakingactivity

Writingtocreativewriting

Approaches-Processapproachtowriting

Typesofwriting-Storywriting,articles,diarywriting,letterwriting(lettertotheeditor)Section5

Icebreakingactivity

BloomsTaxonomy

Blueprintofquestionpapers

Developingquestionpapers

Innovativeprojects

Languageacrosscurriculum-interdisciplinaryprojectsTheManualisaccessibletotheteachersteachingIXandXclassesinDOEschools.Thefirsttwosectionshavebeentriedoutin2daysINSETtrainingprogrammeheldon17

&18thFeb'15andthegapshavebeenincorporatedinthemoduleintheReviewandfeedbackworkshopheldon26thfeb’15atDIETMotibaghwiththecoordinator.Comments about theManual should be addressed toDr.Pratibha Sharma, JtDirector SCERTor theCoordinators’Dr.AnamikaSingh, Sr. LecturerDIETMotiBaghDr.

KussumSharmaorDe-mail–[email protected],[email protected],[email protected]

JtDirector,SCERT

Dr.AnamikaSingh,

Sr.Lecturer,DIETMotiBagh

5


PreTestDearTeachersWelcome to trainingprogramme inEnglish language teaching-learning.Wesincerelyhope that thisprogrammewillprovideyouscope for learningandunderstanding the

recentdevelopmentsinthefieldoflanguageteaching-learning.Thisisalsoanopportunitytoshareourexperiences,problemfacedintheclassroom,successfulpracticesandnotsoencouragingmomentsinourteachinglifeinandoutsidetheschool.Inordertounderstandourselveslet’srespondtothefollowingquestions.Pleasechoosetheoptionsyoufeelareappropriate.Youmaychoosemorethanoneoption.Thankyouforyourcooperation.

a.Name : b.Age :

c.Sex :Male/Femaled.

Experience :

e.Qualifications : f.Nameoftheschool : e.TeachingClasses&Subjects:

DuringthelastthreeyearsIhaveparticipatedin

0. Oneorientation/trainingprogrammesinEnglishlanguageteaching.

1. Twoorientation/trainingprogrammesinEnglishlanguageteaching.

2. Morethantwoorientation/trainingprogrammesinEnglishlanguageteaching.

3. Notattendedanyorientation/trainingprogramme

ThepurposeofteachingEnglishisthatwithintenyearsofeducationlearnerscan

0. readthetextbook.

1. knowtheanswersofthequestionsinthetextbook.

2. understandthesummaryofthelesson.

3. developbasicliteracyskillsofreadingandwriting.

Englishistaught/learntthrough

0. learningofgrammar

1. learningofsoundsandsymbols.

2. learningtousethelanguageinmeaningfulcontexts.

3. learningbydevelopingvocabulary.

Multilingualismis

0. teachingmanylanguages

1. usingtranslationtoteachEnglish

2. astrategyofusingthelanguagesofchildrenintheclassroom.

3. providingtextbooksinchild’sownlanguage.

6


Accordingtoyou,whichofthefollowingstatementsisnotcorrect?

0. Teachingofproseismeantforlearninglanguage.

1. Teachingofproseismeantforunderstandingthesystemofalanguage

2. Teachingofproseismeantforgeneratingtheideasandtothinkcriticallyaboutissues.

3. Teachingofproseismeantforlearningtherulesofgrammar.

Iconsiderthatexaminationshouldbeonsubjectspecific

basedontextbooks

whatchildrenhavelearntoveraperiodoftime.strictlyaccordingtothesyllabus.

Iwanttotakepartintheprocessofdevelopingtextbooksbecause

4. Iknowtheprocessesinvolvedinlearningalanguage.

5. IhavecollectionofstorieswhichIhavereadinschool.

6. Icanframegoodquestionsongrammar.

7. Iamaqualifiedandanexperiencedteacher.

Accordingtoyouwhichofthefollowingvocabularydevelopmentstrategiesarebesttohelpstudentsinfindingthemeaningsoftheunfamiliarwords?0. Guessingthemeaningsofunknownwords.

1. Writingdownallunknownwordsandfindtheirmeaningsindictionary.

2. Memorizingmeaningsofwordsbeforereading.

3. Makingguessesaboutthemeaningsofunknownwordsusingcontextclue.

Inalesson(Prose,Poetry,Story)itisimportantthatthereshouldbe

0. amoralmessage.

1. examplesofbravery.

2. examplesofourachievements.

3. lived-inexperiencesofchildren.

IfollowoneofthestrategiesmentionedbelowfordevelopingskillsofspeakinginEnglishinmyclass.0. LearnersaretoldtospeakonlyinEnglish.

1. LearnersareassignedthetaskofwritinganswersinEnglish.

2. Learnersaretoldtoread-aloudapassagefromtheEnglishtextbook.

3. Learnersaretoldtoexpresstheirviewsonagiventopicwhereinmixingofcodeandcodeswitchingisallowed.

7


Ibelievethatfamiliaritywiththetextisimportantforthereadersbecauseit

0. enhancesspeedofreading.

1. developsskillofspeaking.

2. supportsindevelopinglearner’sownview-point.

3. helpsinwritinganswers.

Inmyschool‘ContinuousandComprehensiveEvaluation’ispartoftheprocessesof

0. givingmarks/grades.

1. teachingandlearning.

2. takingtestsandexamscontinuously.

3. doawaywithwrittenexaminations.

Thepurposeofteachinggrammaris

0. tofamiliarizethechildrenwiththerulesoflanguage.

1. toknowthedefinitionofgrammaticalcategories.

2. toenablethelearnerstodiscoverhowlanguageisused.

3. Noneoftheabove.

‘Groupwork’and‘pairwork’aregiveninordertoencourage

0. cooperationandmutuallearning.

1. competitivenessandfastlearning.

2. franknessandinteraction.

3. Individuallearning.

IntheEnglishclass,achildgivesthecorrectanswerbutusesawordorphraseinherlanguage,you,astheteacher0. ignoreit.

1. askthechildifshecansayitinEnglish.

2. scoldthechild.

3. saythesentenceinEnglishyourself.

Saywhetheryouagree,partiallyagreeordisagreetothefollowingstatements.

Agree

Partially

Disagree Agree

16.Textbookistheonlytoolforteaching-learningof

English/language

17Languagelearningtakesplaceonlyinschool.

8


Identificationoflettersisessentialforlearningtoreadduringtheinitialstagesoflearning.

LanguageskillsdevelopfromListeningtoWritinginlinearmanner(LSRW)

Learningtowriteisadevelopmentalprocess

Languageskillsaretransferablefromonelanguagetoanother.

ChildrenusetheEnglishlanguagecomfortablyduringgroupwork.

ProjectworkinEnglishlanguagelearningshouldbeinter-disciplinary.

Teachingvocabularyislistingthedifficultwordsandtheirmeanings.

GoodpronunciationisthekeytospeakEnglish

Youngchildrenarecapableofreflectingonstories.

Classroomshouldhavediscussionsonsocialrealitieswhichchildrencanunderstand.ToteachEnglishmoreeffectively,Iwouldliketoknow/learnthefollowingbetter.Please(√)marks,ifyoufeeltheneedfortrainingonthefollowing. Sl.

Activity Please(√)

No.

mark

28. Howtoorganisepairwork,groupwork

29 Language/Englishlanguageactivitiessuitable

forthedevelopmentalstagesofchildren.

30. Howtolinkunitsandlessonsacrossclasses.

31. Howtodevelopmaterials.

32.

Usefulteachingmaterials&tools(i.e.,picture books&videos)andhowtousethem

33. Languagepedagogythatsuitsyounglearners.

34.

ThemeaningandthepurposeofEnglish

educationatelementaryschools

9


ProgrammeItineraryforthe5DaysINSETProgforTGTEnglishteachingIXandX(MaterialDevelopedunderRMSA)

Day/Time8:30:00am– 10:15am– 11:30-

11:45am–1:00pm1:00pm–

10:15am 11:30am 11:45 2:30pm

•Icebreakingactivity

•Revisitingthesyllabus-from

contentto

learning •ListeningandSpeaking-Exploring

•CBSEcirculars

textbooksforlisteningandspeaking

Day1•LearningOutcomes/learning

•Examplesfromthe

text

expectations

Section1

•IncorporatingASLintotext

•Mindmapping-K.W.Lchart

•Listeningforspecificpurpose.

(know,wanttolearnandwhatI

Reflections

havetolearn)

•Shiftingfrombasic

competencies

tolearningoutcomes

Modalities:Groupwork,Lecture,

Discussion,PPT Groupwork,Lecture,Discussion,PPT

Day2

yIcebreakingactivity •Grammar-incontext

yHowdoIlearnthebest?

•Activities

Section2 yVocabularydevelopment

Reflection

Activities

Lecture,Discussion,PPT

followed Lecture,Discussion,PPTfollowedby

Modalities: byGroupWorkonLesson

GroupWorkonLessonAdaptation&

Adaptation&Presentationbyeach Presentationbyeachgroup;groupediting group;group

editing

Day3

•Icebreakingactivity •Strategiestoreadnovelsintheclassroom

•Reading-types:unseenpassage(prose, •Howtotakeupnovelsintheclassroom

Section3 poetry),OTBA-fromthenovel •Howtotaketext

•Reading

activities Reflections

Modalities:

Lecture,Discussion,PPTfollowed Lecture,Discussion,PPTfollowedby

byGroupWork&Presentationby GroupWorko&Presentationby

eachgroup;groupediting eachgroup;group

editing

Day/Time 8:30:00am-

10:15am–

11:45am–1:00pm

1:00pm–

11:30am 2:30pm

10:15am

Day4

•Icebreakingactivity •Typesofwriting-Storywriting,articles,

•Writingtocreativewriting

diarywriting,letterwriting(lettertotheeditor)

Section4•Approaches-Process

approachto

Reflections

writing


followed Lecture,Discussion,

PPT Lecture,

Modalities:

followedbyGroupWork&

byGroupWork&Presentation

Presentationbyeach

by group;Discussion,

eachgroup;groupediting

PPT

groupediting

•Icebreakingactivity •Innovativeprojects

Day5

•Languageacrosscurriculum-

•BloomsTaxonomy

interdisciplinary

projects

Section5 •Blueprintofquestionpapers

•Reflections

•Developingquestionpapers Feedback


followed GroupWorkLecure,

Modalities:byGroupWork&Presentation

by

Discussion,PPT

eachgroup;groupediting


SECTION-1

Day1--SESSION1&IIObjectivesofthesession:

Warmingup

MakeCourseParticipants(CPs)comfortable

GetCPstoknoweachother

Discusssyllabus(IX&X)

Briefoutline:

Icebreaker(theparticipantswillbeaskedtoformacircle,oneofthemwillbeaden,standinginthecentre).

Icebreaker(introducingthepartner).

Abriefrevisitingofthesyllabusandlearningoutcomesoflanguagelearningatsecondarylevel

ShowinglatestCBSE&DOECirculars

TogiveintroductionoftheFiveDayCoursetotheCPs

IceBreakingActivities-Asdescribedinppt(Section-1(Annexure-1)ExpectedLearningOutcomeanditsimpactonclassroom:

Teacherswillimplementtheknowledgegainedinusingthelanguageinmeaningfulsituations.

Theywillbeabletouselanguageinreallifesituations.

Studymaterialtobeprovidedtotheparticipants:

A4sheets

Copiesofthesyllabusandcircularsattached(Section-1Annexures-2)Powerpointpresentationsonthetheme:PPT(AsannexedinSection-1Annexures-1)Groupwork:Groupdiscussion–asandwheninstructedandrequired

AnyModifications:TheCPswilldiscussandsuggestanymodifications,simplifications,additionsordeletionsintheseactivitiesaspertheirlearners’needs.Icebreakingactivities

Askingquestions(Howtoconduct,questions)personalised11

ManualofAcademicProcedures(MAP)OBJECTIVES:

TochargeupCPs.

EnergiseCPstoensureactiveparticipationandmaketheCPscomfortable.

MaketheCPsinteractwitheachother.ACTIVITY1(Changetheplaces(energiser)TheFacilitatorwillinstructtheCPsto:

formacircleandchooseapersonas'den'whowilloccupythecentreposition

0. thedenwill thenaskpeoplewhoaresimilar insomeway(orwearingsimilarkindofarticles) toswap theirplaces, fore.g. thedencan instructpeoplewearingwatches(placedpreferably)oppositetoeachothertoswaptheirplaces.

1. whilethepeopleswapplacesthedentriestooccupyapositionofanyoneofthem.Thepersonwhosepositionisoccupiedbecomestheden.Thegamethusgoeson.

ACTIVITY2TheCPswillbeinstructedbytheRPto:

interactwiththeparticipantsittingnexttohim/herandacquireinformationabouthim/her(likesanddislikes,favouritepasttimes,favouritecolour,favouritedishesetc.)2-3mintstheninsteadofintroducinghimself/herself,theCPhastointroducehis/herpartnertothegroup.Afewinterestingresponsesmaybesharedwiththewholeclass.

Activity3TheFacilitatorwillasktheCPstodiscussalltheseissuesintheirgroupsandlateronafewinterestingpointsmaybediscussedwiththewholeclasstobringhomethequalities

ofagoodteacher.MindMappingActivity

ThefacilitatorwillasktheCPstotakeanA4sheetandfoldintothreeparts.Inthefirstpart,theywillwritetheirexperiences,qualificationsetc.Inthesecondpart,theywillwriteabouttheirexpectationsfromthecourseinnext5days.

Thirdpartwillbeleftblankwhereintheywilltheirtake-home,everytimetheylearnsomethingneworinteresting.

Theymaypastethispaperonthewallorkeepitwiththemselves.DAY1--SESSIONIII&IV

EnhancementofListeningandSpeakingSkillsObjectives

ToenableteacherstoexploretextbooksforenhancingListeningandSpeakingskills.

Tohighlighttheimportanceoflearningtheskillsoflisteningandspeakinginlanguagelearning

Tofamiliarizeteacherswithvariousstrategiesinvolvedinlisteningandspeakingandtoenablelearnerstolearnandusethemincontext.ToenableteacherstodeveloplisteningandspeakingactivitiesforpromotingEnglishlanguagelearning.Toenableteacherstopromotecommunicativeefficiencyofthelearners

Toequiptheteacherstoenablethestudentsusetheircurrentproficiencytothefullesttomake

12


themselvesunderstood

Toenable the teachers tousebalancedactivities approachcombining language input, structuraloutput andcommunicativeoutput todevelop thecommunicativeefficiencyofthestudents

TimeDistribution

Ice-breakingactivity–10to12minutes

KWLchart–7to8minutes(ForReflections)

Listeningactivities–20minutes

Speakingactivities–30minutes

Preparationofactivitiesbyparticipants–30minutes

Presentationbyparticipants–40minutes

Expansionsandvariations–10minutesEnhancementofListening&SpeakingSkillsActivityPleasesolvethisriddle:

NameanEnglishwordofmorethan3lettersthatbothbeginsandendswiththeletters‘he’inthatorder.IbeginwithT,haveTinthemiddleandIendinT.

WhatamI?

Apuppyisone,butadogisnot.AKittenisone,butacatisnot.

Acookieisone,butacrackerisnot.Whatisit?

Ithas7letters

AllpoorpeoplehaveitWealthypeopleneeditWhatisit?(Hint:ItisgreaterthanGod)ANSWERS:

HeadacheorHeartache

ATea-pot

Awordwithdoubleletters

NothingLISTENINGACTIVITIESACTIVITY:Word-GameListeningSKILLS:ListeningforspecificinformationanddetailStudentslistentothetextthattheteacherreadsaloud.Theactivitywillengagestudentswiththetextinaninteractiveway.Thestudentsaredividedintotwoteams.Theyare

givena listofwords.Theyaretoldthat theyshouldchooseoneof thewords,butmakesurethatnoonesittingnext to themhaschosenthesameword.Theymustcheckthemeaningofthewordiftheydonotknowitbeforetheactivitybegins.

13

ManualofAcademicProcedures(MAP)Studentsareaskedtoraisetheirpens.Theymaynotputtheirpendownuntiltheyhaveheardtheirword.Theteacherstartsreadinganextractfromthetext.Theteachergoes

onreading.Theywilllistenwithconsiderableinterestfortheirwords.Forthespecificinformation,theteachermayaskthemtoexplaintheirwordsincontext.LISTENINGGAMESDictationcanbeusedasaninteractiveactivityandalisteninggametoimproveproficiencyofstudents.GROUPDICTATION

Studentsworkingroups.Atextisdividedintotwoparts.

Groupsreadstheportionsofthetextallottedtothemoneaftertheother.

Boththegroupstakethedictationwhileitisbeingread.

Theteachermayaskthemtoreadaloudwhattheyhavewritten.

Hemayalsoaskthemtosumuptheirunderstanding,ofthetexteitherorallyorbypenningthem.

Thiscanalsobeplayedasagamebydividingtheclassintogroups.ListeningProcessesBottom-UpProcess(FocusonWordsandPhrases)Top-downProcess(Focusonoverallmeaning)KWLChart(ForReflections)Howtousetextbookstoenhancespeakingandlisteningskills?(TheLastColumnwillbefilled-inbyParticipantsattheendoftheSession)

WhatIKnowWhatIWantTo

KnowWhatI

HaveLearntListeningactivity:1Listentothepassagecarefully:It'stimetochangeonebadhabitofyourchildren.Limitscreentimeandcaffeineforthematbedtimeifyouwant themtogetqualitysleepandperformbetter in life, saysastudy."Goodqualityandsufficient sleeparevital for

children.Justlikeahealthydietandexercise,sleepiscriticalforchildrentostayhealthy,grow,learn,dowellinschool,andfunctionattheirbest,"saidOrfeuBuxton,associateprofessoratPennsylvaniaStateUniversity.Accordingtoresearchers,althoughthemajorityofparentsendorsedtheimportanceofsleep,90%ofchildrendidnotsleepthefullamountoftimerecommendedfortheirage

group. For children who had electronic devices on in the bedroom after bedtime, sleep deficiency wasmore likely. "A consistent bedtime routine improves sleep, whereastelevisionuse in thebedroom isgenerallyassociatedwithcurtailed sleep," theauthors said.Someof theprimaryconsequencesofpoor sleepamongchildrenarebehaviouralproblems,impairedlearningandschoolperformance,sportsinjuries,problemswithmoodandemotionalregulationandaworseningofhealth-relatedissuesincludingobesity.

Evidencealsoindicatesthatinadolescence,lackofsleepmayberelatedtohigh-riskbehaviourssuchassubstanceabuse,suicidalbehaviouranddrowsydriving.Parentsmust

followatleastninehoursofsleepforkidsagessixthrough11yearsandatleasteighthoursforchildrenaged12to17years.TheteamrecentlyshowedthatreadingonaniPadbeforebedtime,comparedtoreadingaprintbook,canimpairsleep,delaycircadiantiminganddegradealertnessthefollowingmorning.

(HindustanTimes,January29,2015)14

ManualofAcademicProcedures(MAP)Nowanswerthefollowingquestions:

Whatisthemainideaofthepassage?

Suggestasuitabletitleforthetopic.

Whatdoesthispassagesuggestabout?ListentothepassageAGAINandanswerthefollowingquestions:

Whyisgoodsleepnecessaryforthechildren?

Whatistheeffectofelectronicdevicesusedatbedtime?ListeningActivity:2ListentotheConversationbetweenLenchoandhiswife.

Lencho:Iamgoingout.Doyouwanttocome,too?Wife:Maybe.Whereareyougoing?Lencho:IamgoingtothepostofficetopostalettertoGod.Wife:WhyhaveyouwrittenalettertoGod?

Lencho:Heistheonlyonewhocanhelpmewith100pesos.

Firstofallthestudentswouldlistenforthemainidea.Theteachermightsetthissortoftask:“Whatisthemostimportantideainthisconversation/Whatisthemainthingtheyaretalkingabout?”

Theteacherwillwritesomechoicesontheboard:‘PostOffice’or‘Letter’?Thestudentsareexpectedtoanswerpostoffice.Inorderthatstudentslistentotheconversationfor

detailsusingthesamedialoguetheteachermaysetthistask:“WhyishegoingtothePostoffice?”Thestudentsareexpectedtoanswer“topostalettertoGod”ExpectedLearningOutcomes:TodevelopcommunicativeskillsandpreparationforASLthroughtextbooksStrategiesPre-listeningphasepreparesstudentsforbothtop-downandbottom-upprocessingthroughactivitiesinvolvingactivatingpriorknowledge,makingpredictions,andreviewing

keyvocabulary.Thewhile-listeningphasefocusesoncomprehensionthroughexerciseswhichrequireselectivelistening,gistlistening,sequencingetc.Thepost-listeningphasetypically involves a response to comprehension andmay require students to give opinions about a topic.Therefore, it is only through listening that wereceive, perceive,conceiveandinterpret.

ListeningActivity:3Selectanychapterfromthetextbook.Readaparagraphfromthetext.Askthemafewcomprehensionquestions.Nowreadtheparagraphagainandomitcertainprepositionsor

anyothercomponentyouwanttofocuson.Thestudentsshouldbeabletopointoutthemistakeandintheprocessidentifytheimportanceofthatword.SpeakingActivity:1AnalysingsomestatementsASL---Stage1–Introduction

---StageTwoTopicPresentationReferencechapter-TheSnakeandtheMirror(Beehive,ClassIX)Afewstatementsare selected from thechapter.Each isdivided into two– firstpartononeslipand the secondonanother.Eachparticipant ishandedoveroneslip.The

participantsfindapartnerwithaslipbearingtheotherhalfofthestatement.Thuspairsareformedandtheyexchangeinformationabout15

ManualofAcademicProcedures(MAP)personallikesandwheretheylive.Inpairseveryonespeaksforaminuteaboutthecompletedstatementandexchangeideas.(1) Ihadjustsetupmedicalpractice andmyearningsweremeagre.(1)

(2)Onefeelstemptedtolookintothe

mirror whenitisnearone.(2)

(3)Iwouldalwayskeepthatattractive

smileon …tolookmorehandsome.(3)myface

(4) Iwasafterallabachelor, andadoctortoontopofit.(4)

(5) Iwasturnedtostone butmymindwasveryactive.(5)

At thesecondstage thewholegroup is involved.Noweveryparticipanthas tospeakbefore theentiregroup.He/She introduceshis/herpartner to thegroup.Oneof them

speaksforaminuteonthestatementofthepair.Thesecondpartnerputsforthtwo-threequestionsonthepresentationbythefirstpartner.ASLStage3ProblemSolvingAcardwithaproblempromptwillbegiventothepair.Theyareexpectedtoreadtheproblemanddiscussittoreachasolution.PromptThethiefleftbehindonlythedirtyvestofthedoctor.Takingcuefromthisincidentfromyourchapterdiscusswithyourpartnertheimportanceofpersonalhygieneandhowtomotivateyourfriendstomaintainit.Timeallotted:Promptreadinganddiscussionbystudents–2minutesQuestioningbytheteacher(2or3questions)–2minutesActivity2SpeakingSkillExploringTextChapter–TheSermonatBenaresInstructions-TheteacherwilldividetheparticipantsingroupsoffoureachforASLactivitytoexplorethetext.Amongthemtwowillactasstudentsonewillbetheexaminer

andtheotherwillbetheobserverdoingtheassessment.Theteacherwillassignthecharactersfromthetext.Forexample–onestudentwillsayIamSiddharthandtheotherwillbeGautmi.Then theywill tell about their characteristics as theyhave understood from the text.The teacherwill also give them the topics like:Lencho’swoe,Postmaster’sdilemma,childhoodactivitiesofNelsonMandela,andsufferingsofAnneFrank,adventuresofValli,MijbiltheOtteretc.

Step1Afterthegreetingtheteacherwillintroduceherself,thenaskthestudentstointroducethemselvesonebyone.

Step2–Topicpresentationforoneminute:Studentswillselectonetopicandspeakonthat.Afterthetopicpresentation,theotherstudentwillaskonequestionand

thentheteacherwillask2-3questions.

Step3-Theteacherwillpresentaproblemcardwithaproblemwrittenonthat.Forexample:‘Youwishtoattendabirthdaypartyofyourclosefriendintheeveningandyourteacherhasannouncedatestforthenextday.Youneedtoprepareforthetestandyoudon’twanttomissthatoccasiontoo.Whatshallyoudointhissituation?’Discusswithyourpartner.Yourtimeis2minutes.Thentheteacherwillaskquestionsonthesolution.

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ManualofAcademicProcedures(MAP)AnothergroupactivityforCP’s

Classwillbedividedintogroupsoffour–twospeakers,oneteacher,oneobserver.EachgroupwillbeallottedachapterfromthetextbooksofclassesIX-X.ThegroupisexpectedtoprepareathreestageASLpresentationonthegivenchapter.AtthenextstageeachgroupwillpresenttheirASLroleplaybeforetheentireclass.Duringthesepresentationsnotes/observationswillbetakenbyalltheviewerstobediscussedattheendofthepresentation.

LearningoutcomesToenabletheteacherparticipantstoexploretheprescribedtextbooksforenhancementofspeakingskillsofthelearnersandpreparethemfortheAssessmentofSpeakingand

Listeningskills.Variations/Expansions--SpeakingActivityDividethestudentsintopairs.Givethemthefollowingsituationstoworkon:

Weseealotofbeggarsonthered-lights,aroundreligiousplacesetc.Onthebasisofyourunderstandingofthechapter“TheBeggar”discusstheproblemofbegginginIndiaandhowitcanberesolved.

Wandaiscontinuouslyteasedandmadefunofbythestudentsofherclass.Ifyouwereherfriend,howwouldyouhelpher?(TheHundredDresses)

Valliwasaboldgirl.Imaginethatshewantstogoforanotherbusrideandhasdecidedtoaskhermotherforpermission.Whatcanshesaytoconvincehermother?(MadamRidestheBus)

Youhaveseenalotofstrayanimalsontheroadswithnobodytolookafterthem.DiscusshowwecanresolvethisproblemofStrayAnimalsbyencouragingpeopletoadoptthem.(TheAdventuresofToto,MijbiltheOtter)

References

ITPDinEnglishatSecondaryStage,NCERT.

TeachingListeningandSpeakingfromTheorytoPracticebyJackC.Richards,CambridgeUniversityPress.


SECTION-2

Day2--SESSION1&IIObjectivesoftheSessionTheteacherswillbeableto:

createinterestinteachingEnglishthroughicebreakingactivity

understandandidentifydifferentkindoflearningstyles

identifythekindoflearnerstheyare

developdifferentkindofvocabularybuildingactivitiesfortheirclass.

understandhowtocreateinterestingvocabularybuildingactivities

understandthemeaningofwords.

developactiveandpassivevocabulary

developvocabularythroughactivities

abletousewordsindifferentcontextsBriefOutline

Learnabouthowyoulearn,andyourpreferencesforteachingapproaches,methods,andtechniquesthatworkbestforyouandvocabularybuilding.Howgood areyouat

teachingtheArtofLearning?

ExpectedLearningOutcomeanditsImpactonClassroomFindouthow theylearnbestandimprove learning,grades, relationshipsand theirproductivity.Howgoodareyouat teaching theArtofLearning?Developvocabulary

buildingactivitiesintheclassroom.Developicebreakingactivitiesintheclassroom,creative,interesting,meaningfulandjoyfullearningatmosphereintheclassroom.(It'snosecretthatstudentslearnbestwhentheyself-regulate,settheirownacademicgoals,developstrategiestomeetthemandreflectontheiracademics.)TeachingLearningMaterialRequired:QuestionnaireonHowdoIlearnthebest,PPT(ondifferentlearningstylestrategiesi.eVisual,Auditory,Tactile,Kinaestheticlearners…Preference,ChallengesandStrategies

ofdifferentlearningstyles),charts,markerpen,A4sheets,sketchpenetcActivity1(Icebreaking)HowdoILearntheBest?Time:20minutesTLMRequired:Questionnaireon“HowdoILearntheBest”(asattachedinSection-2,Annexure-2)18

ManualofAcademicProcedures(MAP)Procedure/Methodology

Asktheparticipantsabout”Howtheylearnthebest”,WhicharetheirlearningstylesordotheyknowWhatkindoflearnerstheyare?

AsktheCP’stoanswerthequestiongiveninthequestionnaireinthemanual(Section-2Annexure-2)Activity1

Givethem10minutestoanswerthegivenquestions.

AskthemtodothetotalintheendandfindoutwhethertheyareVisual,Auditory,Tactile,Kinaestheticlearners

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ManualofAcademicProcedures(MAP)Variation/Expansions:YoucanusetheabovegraphicsinT-Lunderstanding.Alsotocheckthemultipleintelligenceinchildren.Activity2DifferentLearningStylesandStrategiesHand-outgivenintheAnnexureTime:35minutesTLMRequired:PPT,Chartpaper,MarkerPen,sketchpenetcProcedure/Methodology

DividethegroupsaccordingtothetypesoflearnerstheyareA-Visual,B-Auditory,C-Tactile,

D-Kinaestheticlearners

NowintheirgroupsletthemdiscussandwriteonthechartpaperaboutthePreferences,theChallengesandtheStrategiesoftheirlearningstyles.Askeachgroupforthepresentationoftheirgroupwork.

Now the RP will make a power point presentation (PPT on different learning style strategies i.e Visual, Auditory, Tactile, Kinaesthetic learners …Preference,Challengesandstrategiesofdifferentlearningstylesasisplacedin(Section-2Annexure-1&Annexure-3/4)

Followedbythediscussionwiththefacilitator.

Variation/ExpansionsYoucanuseotherQuestionaries’availableontheinternettoknowyourownlearningstyles;modifytheactivitiesaspertherequirementofyourstudents.


VOCABULARYActivity3IceBreakerDiscusswiththeparticipantsaboutthemovie3Idiotsandstartadiscussionon“Howimportantvocabularyis”,whenAamirKhanchangesonly2wordsinthespeechtobe

deliveredbyhisclassmate.Whathappenswhenonememorizeswordswithoutunderstanding?Initiateadiscussionwiththeparticipantsbyaskingthefollowing

question?WhyTeachVocabulary?ExpectedResponses

Vocabularydevelopmentinmothertonguehappensquitenaturallyasachildissurroundedwithinnumerablewordsathome.Developingvocabularyinsecondlanguagethereforerequiresnaturalcontextsandexamplesaswell.Wordspresentedasisolatedelements,arequicklyforgotten.

Isolatedwordsdonotpresentalinguisticreality.(themeaningofthewordinmostcasesispartlydefinedbythecontext(Beheydt,1987).TeachingchildrentouseandimprovetheiruseofEnglishistoimprovetheirrangeofwords,theflexibilityandappropriatenesswithwhichtheyusethem.Vocabularyusuallygrowsandevolveswithageandhelpsinacquisitionofknowledge.

Nextquestiontobeaskedbythefacilitatortotakeupthediscussion

Whatdoesknowingawordinvolve?ExpectedResponse

Howitispronouncedandspelled?

Itsgrammaticalcategory(N,V,Adjetc)

How,whereandwhenitisused?

Itsdenotativemeaning/coremeaning.

Itsconnotativemeaning.

Itssyntacticforms.

Thelimitationstherearetoitsuse.

Howfrequentlyitoccursinspokenandwrittenlanguages.

Itsrootform,andwhataffixes/suffixesitcantake.Vocabularyincludessinglewords,partsofwords,compoundwords,fixedphrasesandidiomaticexpressions(e.g.,

makeupone’smind,kickthebucket).Procedure/Methodology

BeforemovingtotheactivitiesbelowtheRPisrequestedtoreadthe(Section-2Annexure5),onVocabularyTheRPisalsorequestedtoidentifyandtakephotocopiesofsomelessonsfromclassIXandXtext,sothatthefollowingactivitiescanbedoneinterestingly

intheclass.Asktheparticipants:

Howcanweintroducenewwords?

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ManualofAcademicProcedures(MAP)ExpectedResponsesAnumberoftechniquescanbeusedtointroduce/teachnewwordstolearners.Someofthemare:

Showingapicture/object/illustration

Act/mime

Examples–giveanotherword(hyponyms)

Givingsynonyms

Givingantonyms

ExplainingthroughcontextIntroducingassociatedideasorcollocationsusingdictionariesAfewactivitiesaregivenbelow:Activity4-WordNetworks(Semanticmaps)1.Writeasinglewordinthecentreoftheboard,andasklearnerstobrainstormallthewordstheycanthinkofwhichareconnectedwiththecentralword.Everywordthatissuggestediswrittenontheboardwithalineconnectingittotheoriginalword.Letustaketheword

Black.(FromthelessonOn-BlackAeroplaneclassX)

DiscusstheconnotationofthewordsthroughsentencesandphrasesExample;BlackAeroplane

BlackHole(Ranga’sMarriage)BlackHeartBlackThoughts

SothewordBlack,heresuggestsdarkshadesandsomethingsinister

GivethegroupssomeclassXorIXtextmaterialandaskthemtodothisactivity.

Discusstheconnotationofthewordstheparticipantshaveidentified,throughsentences.

TheRPwillexplainthetwoaspectsofaword.Denotation–whatawordreferstointherealworld.Connotation–associationorpositiveornegativefeelingsawordmightevoke.Itmeansthatwhetheraparticularwordistheappropriateonetouseinacertaincontextornot.E.g.weepandcryarealmostsynonymousbutweepismoreformal,tendtobe

usedinwritingmorethaninspeech,andisingeneralmuchlesscommon.Denotationreferstothelookupthewordsnakeinadictionary,you

ManualofAcademicProcedures(MAP)willdiscoverthatoneofitsdenotativemeaningsis“anyofnumerousscaly,legless,sometimesvenomousreptiles,havingalong,tapering,cylindricalbodyandfoundinmost

tropicalandtemperateregions”.Connotation on other hand refers to the associations that are connected to a certainword or the emotional or cultural suggestions related to that word. The connotative

meaningsofawordexisttogetherwiththedenotativemeanings.Theconnotationsforthewordsnakecouldincludeevilordanger.ExamplesofdenotationandconnotationintheLesson“BondofLove”Thewordhome,house,residenceanddwellingallhavethesamedenotation,buttheconnotationofeachwordisverydifferent.

Denotation:Whereapersonlivesatanygiventime

Connotation

Home:cozy,loving,comfortable

House:theactualbuildingorstructure

Residence:cold,nofeelingActivity5-WordsweKnowGiveatexttoyoulearners,askthemtounderlinethewordsthatthattheyknowandputitundertheheading“activevocabulary”andputthewordsthattheyhavecomeacross

earlierbutarenotverysureofthemeaningundertheheading“passivevocabulary”.Nowaskthemto:

Guessthemeaningofthenewwords,

Usethesewordsincontextstobringhomethemeaning.TextclassIXBeehivelesson-TheFunTheyHadandKathmanduActivity6-WordFormationUseof

Prefix - im

Possible - impossible

Practical - impracticalMakealistofthewordsthathave‘im’asaprefix.Otherprefixesare:Ante,auto,inter,mis,per,pre,re,subUsesuffixestoformnewwordsSuffixestomaketheadjectivesfromnouns:-ed,-ful,-al,-lessBlur - blurred

Point - pointed

Beauty - beautiful

Use - useful

Accident - accidental

Operation - operational

Care - carelessSuffixestomakenounsfromadjectives:-ity,-nessStupid - stupidity

Careless - carelessness

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ManualofAcademicProcedures(MAP)Suffixestomakenounsfromverbs:-age,-er,-ee,-orWaste - wastage

Pay - payee

Advise - adviser

Coordinate - coordinator

AsktheparticipantstoidentifyprefixesandsuffixesfromthelessonsinthetextbookofclassIXandXanduseinsentencemakingandrevisitingoppositesActivity7ExplainingthroughContextTextbook-basedActivityUnderstandingVocabularyinContextBytheendofthesessionparticipantswillhave:

Reflectedontheimportanceofvocabulary

Reflectedontheimportanceofcontextwhenguessingmeaning

ParticipatedinseveralfunactivitiescanbeexploitedtofocusonvocabularypracticeDemonstrationClassXFirstFlightNCERTTextbookMaterial:Paragraph1onpage32ofthetextStage1:Paraphrases/synonymsAim:Togetparticipantstoguessmeaningfromcontext

TogetparaphraseswordsfromatextMaterialsandpreparation

Paraphrases/synonymsfrom1stparagraphandwordsforthecutouts.Cutuptheparaphrasesandwordsintoseparatecards.8scrapsofpaper.

Tellparticipantstolookatthetext‘HisFirstFlight’intakenfromFirstFlightTextbookinEnglishforClassX.Readthe1stparagraphofthetextoutaloudtotheclass.

Giveeachgrouponeoftheparaphrases/synonymsfromtheparagraph.Tellthemtodiscussthemeaningoftheirparaphrase/synonymintheirgroups.Now tell theclass thatyouaregoing to read the text againand this time they should tellyou to stop if theyhearawordwhich is similar to theirparaphrases/synonyms.Afterstoppingyou,thatgroupshouldrepeatthesentence.Substitutingtheirparaphrases/synonymsforthewordinthetext.

OriginalwordfromthetextParaphrase/Synonyms

Brinkedge,threshold

Flapmoveloosely

Attemptedtotry

Mustercollect

Plungethrustforcefully

Upbraidingscolding/reproach

Starvedieofhunger

Threateningputtingindanger

Nowtellparticipantstoreadtheparagraphofthetextsilently.

Giveeachgroupawordfromtheparagraphandascrapofpaper.Tellthegroupstofindtheirwordintheparagraphandwriteaparaphrases/synonymsforitonthescrapofpaper.Tellthem

24


tousedictionariesiftheywant,butremindthemthattheparaphrasesmustfitthecontextoftheparagraph.

Possibleparaphrase/Synonyms

Brinkofledge–extremecornerofanarrowportionextendingfromacliff

Flaphiswings–flutterhiswings

Musterupcourage–togatherdeterminationandwillpower

Wingswillneversupporthim–wingsnotstrongenough

Takethatplunge–getreadyforfinalaction

Upbraidinghim–tobeangryandreproachful

Greatexpanseofsea–wideareaandopenspace

Forthelifeofhimhecouldnotmove–completelyfrightened.

Swapthescrapsofpaperamongthegroupsandgivethemsometimestofindthewordinthetextthatfitstheirparaphrases/synonyms.

Nowtelltheclassthatyouaretoreadtheparagraphaloudandtheyshouldtellyoutostopiftheyhearawordwhichissimilartotheirparaphrases/synonyms.AfterstoppingtheRP,thatthegroupshouldrepeatthesentencesubstitutingtheirparaphraseforthewordinthetext.Ifagrouphasthesamesentenceasanothergroup,butadifferentwordtoparaphrase,theyshouldrepeattheothergroupsparaphraseaswellasgivingtheirown.

Forexample:Tostarttheactivity,thetrainerwillreadthefirstpartofthepassageandtheactivitywillbetakenupasshownTrainer:Somehowwhenhehadtakenalittlerunforwardtothebrinkoftheledgeandattemptedtoflaphiswingshebecameafraid.Thegreatexpanseofseastretcheddown

beneath,anditwassuchalongwaydown–milesdown.HefeltcertainthathiswingswouldneversupporthimGroup1:Somehowwhenhehadtakenalittlerunforwardtotheextremecornerofanarrowportionextendingfromacliffattemptedtoflaphiswingshebecameafraid.The

greatexpanseofseastretcheddownbeneath,anditwassuchalongwaydown–milesdown.HefeltcertainthathiswingswouldneversupporthimGroup2:Somehowwhenhehadtakenalittlerunforwardtotheextremecornerofanarrowportionextendingfromacliffattemptedtoflaphiswingshebecameafraidofthe

wideareaandopenspacestretcheddownbeneath,anditwassuchalongwaydown–milesdown.HefeltcertainthathiswingswouldneversupporthimGroup3:Somehowwhenhehadtakenalittlerunforwardtotheextremecornerofanarrowportionextendingfromacliffattemptedtoflaphiswingshebecameafraidofthe

wideareaandopenspacebeneath,anditwassuchalongwaydown–milesdown.Hefeltcertainthathiswingswerenotstrongenoughtotaketheflight.Thisactivitycancontinueforthenextfewlines

Nowdistributesomematerialfromthetextsandasktheparticipantsofeachgrouptodoparaphrasingthroughcontext.

AskthegroupstogiveapresentationeachDiscuss.

25


Instructionsforthefacilitators:

Takecareofthetimemanagementduringalltheactivities.Discussionateachstageisimportant.

Readthesessioncarefullyandidentifythetextstobeusedduringthesession.DAY2--SESSION-III&IV

GrammarInContextObjectivesofTheSession:

Facilitatelearnerstouselanguageincorrectform.

Enablelearnerstouselanguagewithutmostappropriacyandaccuracy.

Enableteacherstoteachthegrammarincontext.

Devicestrategiesforcorrectioningrammar.

Enablelearnerstousegrammaticallycorrectexpressioninoralandwrittencommunication.BriefOutline:

Testingofpreviousknowledgewiththeuseofvisualclippings.

UsageofCorrectformsofVerbs,Modals,ChangeofVoiceandReportedSpeech.

PPT

ActivitiesandWorksheets.

GrammarGames.

CaseStudies.ExpectedLearningOutcomes:

Afterthesessiontheparticipantswillbeabletofacilitate

•learnerstousethelanguageincorrectform.

Theparticipantswillbeabletousethelanguagewithutmostaccuracyandappropriacyintheclassroomtransactions.Toenabletheparticipantstoexploretextsforgrammaticalactivities.

TheteacherswillbeabletodevelopstrategiesforcorrectionofGrammarexercises.

Theparticipantswillbeabletoenhancetheoralandwrittencommunicationwithgrammaticalcorrectness.

StudyMaterial

ActivitiesandWorksheets.

Powerpointpresentationoneachtheme.IcebreakingActivity

AnAudioclippingonASLisplayedtotheparticipantswhereinaconversationistakingplacebetweentheteacherandthestudent.Onequestionslipisgiventoeachgroupandaftertheclippingendsthequestionsassignedtoeachgrouparereadaloudbyoneofthegroupmembersandresponsesobtained.

26


1.Whatdoyouhearintheclipping?

2.Doyouthinkthisconversationisgrammaticallycorrect?

a.OnthepartoftheTeacher

b.Onthepartofthestudent.

3.Identifythegrammaticalcomponents.

4.Findouttheareaswhereimprovementisrequired.PowerPointPresentation:Grammarincontext.pptx(SeeSection-2,Annexure6)ACTIVITIES:1.ACTIVEPASSIVEVOICEThepassageHandoutisgiventoalltheparticipants.TheywillbeinstructedtoidentifythesentencesasinActive/Passive.Thegroupisdividedintwoteams-A&B.TheteamA

willsearchforallthosesentenceswritteninActiveformandtheotherteamBwillfindoutallthesentenceswithpassiveform.Boththeteamswillconstructnewsentencesusingchangeofvoice.

NewclotheshadbeenmadeforRama.Theolddressesofhereldersisterwerealwayspassedtoher.Noonecaredtobuygoodclothesforher.But today,shewas luckyto

receiveanewdress.Shewasbeingtakentoaschoolbyherparents.Whentheyreachedschool,everyonelookedatthem.Theyweregreetedwellbytheprincipal.Mr.Sharma,Rama’sfatherhandedoverhisdaughterRamatothePrincipal.Ramawasaskedbyherprincipaltositinacorner.

Ramacouldnotunderstandanything.Shewasfascinatedbythecoloursusedinthepictures.Suddenly,Ramanoticedthatherteacherwasstandingtherewithabroadsmileon

herface.Thiswasthenewbeginningforher.2.NARRATIONTask:----ROLEPLAYTheclasswillbedividedintofivegroups.Threeparticipantsfromeachgroupwillcomeforward.Handoutswillbeprovidedtothegroups.Oneofthegroupmemberswillframe

aquestionaccording to the themegiven in thehandoutprovided .Thesecondwillanswer thequestionaskedand the thirdwill report theconversation to theentireclass in theINDIRECTspeech.Theparticipantswillbeperformingthetaskandspeakthedialogueaccordingtothetopic.

SITUATIONS

HANDOUT1--Readingbooksisagoodleisureactivity.HANDOUT2—Requestingteacherforafreeperiod.

HANDOUT3---Seekingpermissiontogoforamoviewithfriends.HANDOUT4---Interviewingcandidateforthepostofateacher.HANDOUT5---Askingyourfriendforabook.3.MODALSTask:----SITUATIONALDIALOGUEThedifferentgroupsaregivenasituationeachandaretoldtodiscussitintheirgroupsandthencomeforwardandspeakoutthreesentencesusingmodalsforthesituation

providedtothem.SITUATION1---SavingGirlChild

27

ManualofAcademicProcedures(MAP)SITUATION2---SwachhBharatAbhiyanSITUATION3---PromisesImaketomyselfSITUATION4—HealthyLifestyleSITUATION5---GoodManners4.TENSESTask----DESCRIBINGVISUALSTheclassisdividedintofourgroupsandeachgroupisgivenapictureandtheyaretoanalysewhichtenseandformitisrepresentingandformulateitinagrammaticallycorrect

sentencewhatthepictureisdepicting.Thenoneparticipantfromeachgroupwilldescribethepictureusingappropriatetense.SupportingexamplefromtextSheisreadingabook.

ACTIVITY5QUIZ:AQuizisconductedintheclass.Theclassisdividedintofourgroups.Fourplacardshavingasetof3questionseachandnumberedA,B,C&Drespectivelyarepreparedon

Tenses,Modals,VoiceandNarration.GroupAisnamedTENSES,GroupBiscalledModals,GroupCisnamedVoiceandGroupDisNarration.OneparticipantfromTensesGroupisgoingtoaskonequestioneachtoalltheotherthreegroups.TheModalsgroupwildothesamewithotherthreegroupsprobingaquestioneachfromtheircardandtheothertwogroupsCandDwillrepeatthesame.

INSTRUCTIONSFORTHETEACHERS:Thefacilitatedwillbeactingasascorer,aparticipantfromthetenseshastoexplainwhythethreeresponsesgiventothequestiononhisplacardwerecorrectandsoontheother

groups.Thisistopromotefurtherunderstandingoftheusageofthegrammarcomponent.A

TENSES

Fillintheblanksusingthecorrectformoftheverbsandidentifythetensesused.

Theboy________(reach)thestationbeforethetrainarrived.

It___________(rain)forfourhours.

Thesemetros________(run)latenowadays.

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ManualofAcademicProcedures(MAP)B

MODALS

Fillintheblankswithsuitablemodals:

We__________respectourelders.

You__________abidebythetrafficrules.

One_________tobepoliteandhumbletothepoor.

CVOICE

Changefromactivetopassivevoice:

Ipreparedacupoftea.Firstiboiledthewater.Theniputthetealeaves,sugarandmilkbringingittoaboil.

Acupof______________________.

Firstwater____________________.

Thentealeaves,sugar_________________________.

D

NARRATION

Meena:Willyoubegoingtothemarket?

Priya:Yes,Iwillgo.

Meena:Pleasegetmeapen.

MeenaaskedPriya________________.

Priyareplied______________________.

Meena__________________________.

WORKSHEETS:WORKSHEETS1

1.ExercisesonTensesIdentifythecorrectformoftheverb:

Idon’tdohousework.

Iamgoingtotidytheroom.

Jimiscomingtoday.

Thebusarrivesontime.

Jimwillcomelate.6.Helikestobepunctual.

Iamlookingforajob.

Wehaveapartytoday.

Shehasbeenwritingbooksforfouryears.

Rohanhasstolenmoneyfromthewallet.

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WORKSHEETS2MODALSUsemodalssuchascan,may,must,should,need&oughttoinapositiveornegativeformtocompletethefollowing

You ................givemealift.Icangobytrain.

Don'ttalk.You

................be

quiet.

Ineedacomputerathome.I............ buyone.

Idon'tunderstand. ..............yourepeatit?

You.......................drivefast.Wehaveenough

time.

We

......................... stophere.Itisnotallowed.

HowcanIgetthere?-You.............. takeataxi.

IfailedtheEnglishtest.ButI

................. try.

You ...........doverywell.

She...........

takehermothertothedoctorimmediately.

WORKSHEETS2

VOICEChangethefollowingfromtheactiveintothepassive:(thefirstonehasbeendoneasanexample):AcrocodileeatsHenry–Henryiseatenbyacrocodile.

AcrocodileiseatingHenry

AcrocodilehaseatenHenry

AcrocodileateHenry

AcrocodilewaseatingHenry.

AcrocodilehadeatenHenry.

AcrocodilewilleatHenry.

AcrocodileisgoingtoeatHenry.

Acrocodilewillhaveeaten

WORKSHEETS3NARRATIONChangethefollowingsentencesintoindirectspeech.

’Whatdoyouwant?’sheaskedhim.

’Areyoucomingwithus?’hesaidtome.

Hesaid’Whendoyouintendcomingback?

‘DoyoucomefromChina?’saidtheprincetothegirl.

Thepoormanexclaimed,’Willnoneofyouhelpme?’

’WhichwayshouldIgo?’saidthelittlegirl.

30


0. Alladinsaidtothemagician,’WhathaveIdonetodeservesosevereapunishment?’

1. ’Don’tyouknowthewayhome?’Isaidtoher.

2. ’Areyoudoingwell?’saidMohantohisfriend.

’Whoisthere?’saidmothertoson.CASESTUDY:ACasestudyofIX-Arevealedasunder:TOPIC:NarrationAreaofImprovement:ChangeoftenseEg.–Sitasaid,”Iamgoingtomyschool.”

‘Reportingverb’‘Reportedverb’Theresponseobtainedwas–Sitasaidthatshewenttoherschool.Itwasobservedasthemajorityofthelearnerswereunabletochangethetenseinthereportedspeechaccordingtothereportingverb.Fromtheabovecasestudy it isdeduced that themostcommonerrorcommittedand thegrammarcomponent inwhich it ismade is tobe takencareby the facilitator.And

suitablestrategiesshouldbeadoptedfortherectificationoftheerror.Reflections

Carehastobetakenwhetherthetaskadministeredisfeasibletodointheclassoranypracticalproblemscanbefaced.

Thethinglearntorgraspedbythelearners.

Thethingthelearnerswerenotabletounderstandorcomprehend.Variation/ExpansionAsobservedintheworksheetsgiventhetopiccanbetakenupasfollows.Forinstancewhenwearediscussingverbs,wecanalsotalkaboutInfinitiveandGerund.Avarietyof

exercisesonthetopicscanbegiventotesttheirknowledge.

31


SECTION-3Day3--SESSION1&II

READINGCOMPREHENSION

ObjectivesofthesessionTheparticipantswillbeableto:

Introducetheconceptof‘ReadingComprehension’throughaninterestingactivity.

Selectdifferenttypesofunseenpassagesforcomprehensionfromanumberofgenreskeepinginmindthelevelofstudents.Framevariedquestionsrangingfromsimpletocomplex/factualtoanalyticalfortheselectedpassage.

SelectimportantpassagesfromthenovelsforOTBAandframequestionsinsynchronisationwiththeobjectivesofintroducingOTBAinthecurriculum.Equipstudentswithdifferentreadingtechniquesforbettercomprehensionofpassagesandattemptingquestions.

Briefoutline

Icebreakingactivitytointroducereadingcomprehension.

Discussiononselectingappropriatepassagesfromanumberofgenresofliterature.

Discussiononframingdifferenttypesofquestionsforselectedpassages.

SelectingpassagesfromnovelsforOTBAandframingquestionsforthem.

Introducingreadingactivities.Expectedlearningoutcomesanditsimpactonclassroom:

Participantswilllearntoincorporatedifferentgenresinselectionofcomprehensionpassagestomakethisexerciseinterestingandmeaningfulfortheirstudents.Participantswillfeelconfidentinframingquestionsforagivenpassagetoassessthelevelofunderstandingofthestudents.Participantswillbeabletoguidetheirstudentstofollowspecificreadingstrategiesforattemptingrelatedexercises.ParticipantswillpreparetheirstudentstorelatetheoreticalconceptsofextensivepassagesunderOTBAtoanswersubjectiveandanalyticalquestions.Theclassroomswillbecomeaplayhouseofinterestingandfunfilledreadingactivities.

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A-Ice-BreakingActivity

Procedure/Stepsinvolved:

Participantswillbegivenacard(Section-3,Annexure-2)eachcontainingfewlineshighlightingtheimportantelementsofanyofthereadinggenresmentionedbelow:Fiction-novel,shortstory,oneactplay,poetryNonFiction-biography,autobiography,memoir,travelogues,debate,speech,report,essay,article

Theywillbeaskedtoreadthepointsandidentifythegenretojointheirrespectivegroup.

Intheirgroupstheywillreadouttheircardstoconfirmthattheyaresittingintherightplace.

Eachgroupwillbeprovidedwithpassages(Section-3,Annexure-1)asexamplespertainingtodifferentgenres.Theywillwritedownthegenreofeachpassageandpickouttheonethatisrelatedtotheirgroup.

Oneparticipantfromeachgroupwillpresenttheimportanttraitsofthegenretheyaredealingwithalongwithitsexamplepassage.Eachgroupwillnowbeaskedtodevelopanicebreakingactivityfortheirstudents,relatedtoreadingcomprehension.

B-MakingComprehensionPassagesinteresting:Questioningtechniques&ReadingStrategies

Comprehensionpassagesareanimportantpartoflanguagelearningandassessment.Thedifferenttypesofpassagesfromdifferentgenresofliteratureservesthepurposeofmakingexercisesofcomprehensionpassagesmoreinterestingandmeaningful.Procedure/StepsInvolved

Eachgroupwillbeprovidedwiththreedifferenttypesofpassagesandtheywillbeaskedtocategorisetheminto–analytical,descriptiveandinformativepassages.Letthemdiscussthemarkersofidentifyingthepassagetypeandcompilethework.

Chalkdownallthepointsonblackboardanddiscusswithrespecttotheheadingsgivenbelow:

Analytical Descriptive Informativepassages passage passage

33


Brainstormthewaysinwhichreadingcomprehensionexercisecanbemadeinteresting,leadingthemtocorrelatetheknowledgeofdifferenttypesofgenresforselectingcomprehensionpassageskeepinginmindthethreetypesofpassages.

Provideeachgroupasetofquestionsforoneofthepassagesalreadyavailabletothem.

Elicitfromtheparticipantsthequestiontype(factual,understanding,analytical.

Tellthemtoframequestionsfromaspecificpassagecoveringallmajortypesofquestionsdiscussedearlier.Discussthequestionsframedwiththewholegroup.Atthisjuncturediscusswithparticipants,thespecificreadingstategiesforquickandclearunderstandingofthepassageinordertoanswertherelatedquestions.

Skimming:itisusedtoobtaingistoroverallsenseofatext.Forskimming,atextisreadmoreslowlyandinmoredetail.

Scanning:itisafastreadingtechniqueusedtolookforspecificinformationinatext

Summarizing: it refers to the techniqueofshorteninga longer text. It isemployed toextract themainpoints inorder tomakeadecisionandthengiveopinionordrawconclusion

COpenTextBookAssessment

Objectives:

Toapplytheoreticalconceptstoareallifescenariobyencouragingactivegrouplearninginclass

Todevelopcriticalthinkingandproblemsolvingskills

Toselectappropriatepassagesfromthenovelwhichgivetheflexibilitytoframesubjective,creativeandopenendedquestionswhichinvolveanalysisandthinking.Procedure/StepsInvolved:

Tellparticipantstorefertothepassagefromthenovel(Section-3,Annexure-4)

AskthemtolistdifferencesbetweenthequestionsfromtheunseenpassageandthosefromOTBApassage.

34


Discussionaboutcreative,subjectiveandopenendedquestionsinreferencetotheOTBApassage.

AskparticipantstoframequestionsfromanotherOTBApassageintheirrespectivegroups.DReadingActivities

Readandfindout:telltheparticipantstofindoutnouns/pronoun/adjectives/verbsetc.fromthegivenpassageConvertingthepassagefromthegivenformtoanotherform(e.g.convertingdialoguesintoreportedspeech)Givingappropriatetitletothegivenpassage

Paraphrasing

Drawingapicturerelatedtothegivenpassage

Drawingflowchartbasedonthegivenpassage

Matchingevents/characterswiththecontentofthegivenpassage

FacilitatorInstructionIcebreakingactivity

ACards

Speech

Biography

Biography

Novel

Novel

Novel

Poem

Travelogue

Report

Autobiography

Play

Shortstory

Shortstory

Shortstory

Memoir

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Essay

Article

ArticleB.Exampleofpassagesofdifferentgenres(asinSection-3,Annexure-3)Handout1:FrancisBacon-essayofFriendshipHandout2:AccidentaldeathofanAnarchistbyDarioFo(Play)Handout3:RogerFedererstunsNovakDjokovictowinDubaiOpen(Report)Handout4:BeatingStressWithNutrition(Article)Handout5:AnimalFarm-AFairyStorybyGeorgeOrwell(Novel)Handout6:HarryPotterandtheChamberofSecrets(Novel:J.K.Rowling)Handout7:Playingitmyway-AutobiographySachinTendulkarHandout8:2014MalalaYousefzaiNobelPrizeAcceptanceSpeechHandout9:Napoleon:ABiography:ByFrankMcLynnHandout10:BuddhadevaBose:Frogs(Poem)Handout11:DinaNathNadim:Bladeofgrass(Poem)Handout12:TheSparrows:ByJ.JayashreeReadingComprehensionActivity

Itisanaccountthatcreatesavividmentalimage.Theabilitytodescribepeople,places,orobjectsaccuratelyisausefullifeskill.Whetheryouaretalkingwithastylistabouttheexacthairstyleyouwant,sharingafunnyorstartlingscenefromyourdaywithafriendinanemail,orreportingonthestructureofaplantcellforabiologyclass,youwillusedescriptiontomakeyourpoint.

Mostacademicwritingisalsoanalytical.Analyticalwritingincludesdescriptivewriting(i.e.factsorinformation),plustheaddedfeatureofre-organisation.Thatis,in analytical writing you not only give information, but you also re-organise it into categories, groups, parts, types or relationships. Sometimes, these arecategoriesorrelationshipswhicharealreadypartofthediscipline(e.g.InthedisciplineofLaw,thereare2typesoflaw:commonlawandstatutelaw).Sometimes,thesearecategoriesorrelationshipswhichyoucreatespecificallyforyourtext(e.g.Ifyouarecomparingtwotheories,youmightbreakyourcomparisoninto3parts,basedon3aspectsofthetheories,suchas:howeachtheorydealswithsocialcontext,howeachtheorydealswithlanguagelearning,andhoweachtheorycanbeusedinpractice).Thekindsofinstructionsforananalyticalassignmentcouldbe,e.g.analyse,compare,contrast,relate,examine,classify,etc.

Theanalyticalpassagesgenerallydealwiththeanalysisofideas/issues/eventsandarethemostdifficultintermsofthequestionsthatfollow.Mostofthequestionsareimplicitinnature('centraltheme','whatwouldtheauthordoinaparticularsituation','whatistheauthorimplyingwhenhesaysthis..'etc.)Additionallythepassagescanbeaboutanyissue/topic/ideathatisnotfromone'sareaofinterestorisoneisnotcomfortablewith.Forexample,Iwasalwaysverycomfortablewiththepassagesdealingwithscience/environment/wildlife/history.Butbringinphilosophy/religion/psychologyandtheengineerinmeusedtostartsendingoutwarningsignalstoskipthepassagerightaway.

Analyticalpassageswouldrequireyoutogainasignificantunderstandingoftheideasthattheauthorhadinmindwhilewritingthepiece.Thisisrequiredforquestionslike'apprpriatetitleforthepassage'or'theauthorwouldhavewrittenthispassageforajournal/anewspaperetc....'

Anotherimportantthingtonoteisthatanalyticalpassagesusuallyhavean'openended''style–

36


theyanalysethecentralideafromallanglesandperspectives.Toprepareforsuchpassagesitwouldhelpifyoureadbooks/articles/blogsthatdealwithsubjects/areasoutsideyourcomfortzone.Readingeditorials,readingnews/op-edsthatdealwithvariedsubjectswillgiveyougoodexposuretovariousideasandwouldmakesurethatduringtheactualexamyouareabletoassimilateideaseasilyandanswerquestionsquickly.

Descriptivepassagesgenerallydescribeanevent/aperson/aplace,etc.Thedifferencehereisthatthesepassagescontainalotoffactualdescriptionsandinsomecasessomeopinions/judgementsbutabsolutelynoinferences.Withdescriptivepassagesthestrategyisonlyslightlydifferent.Figuringoutthemainpurposeofthepassageiseasierhere.Alsothedescriptionofparticularinstancescanbeeasilyfiguredoutwithaquickreadingofthepassage.Howeverthequestionsmightbetrickyattimesaskingyoutodrawinferencesbasedontheauthor'sdescription.Again,readingallkindsofsportsarticleswouldhelp(descriptionofmatches,opinionsbasedinthatandsomethingsleftforthereaders'inference).

Inthecaseofadatadrivenpassages,thebestwayforwardistolookforspecificdata.Suchpassageshavealotofnumbers/percentages/fractionsthrownaroundalongwiththeauthor'sopinionsonthem.Whiledealingwithsuchpassagesitisbesttoreadthequestionsfirstsothatyouhaveanexactideaofwhatexactlyyouarelookingfor–otherwiseitisveryeasytogetlostunderheapsofdata.Mostofthequestionsinthecaseofdescriptiveanddatadrivenpassageswillbeexplicitquestionsthatwoulddealwithmain

idea, correct/incorrect description, facts, vocabulary based questions, writing structure and opinions of the author. These questions are relatively easy to answerprovidedoneknowswheretolookfortheanswers.

TypesofPassage

Analytical

Informative

Informative

Descriptive

Analytical

Analytical

DescriptivePassage1(Section-3,Annexure-1)TypesofQuestions

Q1.Analysisandcreativity.

Q2.Knowledge

Q3.Understanding

Q4.AnalysisFacilitatorinstructionsforreadingactivities

DiscussreadingactivitieswithCPs.

AskthemtogothroughpassagesgiveninAnnexureIIusingreadingtechniquesdiscussedearlier.Framequestions.

Answerquestionsframedbyothergroup.

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Day3--SESSIONIII&IVLet'sReadNovelinaNovelWayObjectivesoftheSession:-

Toorienttheteacherswithsomeideasofteachingnovels.

Tosharesomegoodpracticesofteachinglearningnovels.

Todevelopsomestrategiestoreadnovelsintheclassroom.BriefOutline:-

Thegroupshouldbedividedintosmallergroupsdependinguponthenumberofparticipants.

Handoutscontainingaportionofthetextfromtheprescribednovelsmaybeprovidedtoalltheparticipants.ThefacilitatormaystartthesessionbysharinghisownexperiencesregardingjourneytodifferentplacesVolunteersamongsttheparticipantsmaybeaskedtosharesimilarexperiences.

Thefacilitatormaydeviseasituationsimilartotheonementionedintheprescribednovel.Eg.Ifyouareleftaloneonaseashareorinadesert,forest,etc.Showpptandthenencourageparticipantstosharetheirgoodpracticesofteachingnovels.

Maketheparticipantsworkingroupsanddevelopstrategiesandactivitiesonnovels.

38


ExpectedLearningOutcome:

TeacherswillbeusingstrategiesdevisedinINSETintheirteachinglearningprocess.

Theywillbeabletodevelopgoodreadinghabitsamongtheirstudentsbyimplementingthegoodpracticessharedintheprogramme.Teachinglearningmaterial:

Variousworksheetsonnovels

PPTonIdeasforTeachingNovels(Section-3,Annexure-6)

PPT/videoonanyonenovel(Section-3,Annexure-5)Groupwork:After group discussion on sharing good practices and watching ppt and discussing the participants will develop activities and strategies to teach novels by adapting and

exploitingthenovels.Throughtheuseofnovels,weseektocreatestudentinteractionwith“realliterature.”Howcanateacherbestapproachtheteachingofanovel?“Howwillstudentsbeheldaccountablefortheirunderstandingofthis

book?InwhatwayswillIassessprogress?Howwillstudentsdemonstratetheirunderstandingsofstorytheme,characterdevelopment,plot,vocabulary,andotherstoryelements?”Thesearesomecommonquestionswhichcomeinourmindwhileteachingnovels.Let’strytosolvethesequestionsinthissession.

Storiesplayaveryimportantroleinthelivesofourchildren.Sodothenovels.Theyhelpthemunderstandtheirworldandtoshareitwithothers.Thestoriessatisfytheirhunger

forcuriosityandimagination.Childrencanbesupportedtounderstand,enjoy,readandtellcomplexstoriesinlanguagewellabovetheiractivecommand.Readingforpleasurecanbeencouragedinnumberofways.Someoftheinnovativemethodsofteachinglongreading(Novel)mayincludethefollowingstrategies:-

Regularlyscheduleclasstimeforsilentreadingasanactivity.

Studentscanuseagraphtokeeparecordoftheirreading,date,numberofpagesreadandtime.

RolePlay:-Preparationsession:silentreadingEvent/Theme/Chapterbasedrole-preparation

Demonstration:Enactmentofincidentsofthenovelbythegroups.(onebyone)

ThroughCDs/Films:-Moviesrelatedtothenovelscanbeshowntotheclassbefore,duringandafterthereadingofthenovel.Thecontentofthenovelcanbedividedaccordingtotermsyllabus.

ySilentreadinginsmallergroupsleadingtopreparationofquestionbankalongwithanswerkey.It willassistincomprehendingtheprescribednovel.

________________________________________________________________________________CountingwordstoAssessReadingSpeed

Directionsforcountingwordsperpage:

Findapagefromthebookwhichisfullfromtoptobottom.

Countthenumberofwordsinthreelines.

Dividethatnumberbythreetogettheaverage.

Countthenumberoflinesononepage.

Multiplytheno.oflinesbywordsinonelinetocalculatewordsonapage.

Studentscanberequiredtobringthegraphtoclass;theteachercanchecktheirprogressby

39


glancingattheirgraphwhichisopenattheir desks.

Onceaweektheteachercanaskifanystudenthascompletedachapterofthebookor

the

entirebookandenhancetheirinterestbyusingafew wordsofpraiseorclapping,etc.

Theteachercanaskstudentstoprepareabookresponsesheetgivenbelow: BOOKRESPONSESHEETTitleofthebookAuthorTypeofbook:(Detective,Autoblography,Blography,Adventure,Travelogue,Romantic)___________________________________________________________________________________Numberofpages______________________________________________________________________Whatdidyoulikeaboutthebook______________________________________________________________________________________________________________________________________________________________________________________________________________________________Whatdidyoudislikeaboutthebook______________________________________________________________________________________________________________________________________________________________________Wouldyousuggestyourfriendtoreadthisbook?Why/whynot?______________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tell thestudents tochooseonesentence from the textof thenovel individuallyandwrite itdownon theblackboardor readaloud toshare itwith theclass.Thefollowingoptionsbytheteachermaybeofgreathelptothestudents:

AveryInterestingsentence.

Asurprisingsentence.

Asentencethatcontainsthemainidea.

Asentencethatthestudentdoesn'tunderstand.

Asentencethatremindsthestudentofsomereallifeincident.

Asentencethatmakesagreatsensetothestudent.

Asentencethatmakesstudentlaugh.

Asentencethatmakesstudentfeelsad.

Askthestudentstosharethereasonforselectionofthatparticularsentence.

Let'sPracticetheseintheClass

Author'sBiographyandInspirationbehindtheNovel

Ratherthanjustfocusingontheactualstoryofthenovel,tellthestudentsabouttheauthore.g.detailssuchaswherehewasborn,raised,wherehereceivedhiseducationandliteraryinfluencesin

40


hislife.Alsomotivatethemtostudywhatinspiredtheauthortowritethenovel,incidentsprecedingthewritingofthenovelorafterthecompletionofthenovel.Weretheresomereallifeeventsinthecontemporarysociety?Theteachermayfocusonexploringallsuchquestions.

RolePlay

Focusonsomeofthekeythemesinthenovel.Oneexamplesituationissetinyourschoolandinvolvesgettinganewschoolprincipal.Thisnewprincipalchangesalltheoldschoolrulesandimplementsanewsetwhichstudentsdeemunfair.Inthescenario,studentsmustdiscussoractoutandexplorewaysofapproachingthe.principalandchangingthenewrulestopromotestudentequality.Encouragestudentstoreflectonthemethodsusedinthenovel.

GroupDiscussion

Groupdiscussionisacommonwaytostudynovelsandshortstoriesthatisakintothetraditionalbookclub.Inthisformofstudy,studentsreadanovelorshortstoryasawholeclass,eitherreadingaloudtogetherorsilentlyalone,thendiscusstheworkbyrespondingtodiscussionquestionsorexploringdifferentthemespresentinthetext.

CharacterLetters

Teacherscanaskstudentstowritelettersfromtheperspectiveofacharacterinanovel.Inoneversionofthisexercise,studentschooseamajorcharacterandwritealetterpertainingtothetimeinthenovelwhenthecharacterfacesacrucialdecisionorturningpoint.Inadifferentversionofthisexercise,studentscanchooseaminorcharacterandwritelettersexpoundingonhisexperiencesandperspective.Studentscanexchangeandrespondtocharacterlettersinclass.

DescribingWords

Giveexamplesofwordsorshortphraseswhichdescribeacharacterinthestory:

Brainstormallthewordswhichcanbeusedfordescribingpeopleforexample:nice,good,bad,Nastyfine,elegant,Rude,cruel,dull,lovable,beautiful,ugly,stylist,old,etc...

askthestudentstosaywhichwordsfiteachcharacterappropriately

CreatingBookCovers

Teacherscanhavestudentscreatealternativetitlesandbookcoversforthenovel.Inthisactivitystudentscanbeaskedtodesignnewbookcoversandcreateatitle.Each

studentcanwriteaparagraphexplaininghisorherchoiceoftitles.Studentscanalsopresentanddefendchoices.Tointegratetechnology,teacherscanhavestudentscreatebookcoversoncomputers.

PlotPieces.

Divide students intogroups.Assigneachgrouponepage fromadifferentpartsof thenovel.After theyhave read thepage, ask students to composeaparagraph that

outlinestheplotofthenovel.Askstudentstoelectarepresentativefromeachgrouptopresenttheirplotsummary.Compareplotsummariesandrevisitthesesummariesattheendofthenovel.

FirstImpressions.

Askstudentstoreadthefirstpageoftextsilently.Next,askforavolunteertoreadthefirstpagealoud.Then,askstudentstowritedownasmanythingsaspossiblethattheyhavelearnedfromthefirstpage.Next,askstudentstowritedownthreequestionsbasedontheirreadingofthefirstpage.Thisactivitywillhelpstudentsreadcontextcluesanditwillteachthemtositetextevidencewhenmakinggeneralizationsaboutanovel.

CoverUp

Readasummaryofthenovelfromthebackcover,fromtheinsideflaps,orfromanInternetsource.Youcanalsoprintoutthissummaryorexcerptsothatstudentscanrefertoit.Next,askstudents

41


todesignacoverbasedoninformationgleanedfromthesummaryorexcerpt.Allowstudentstoexplaintheircoverdesign.Ifyouarereadinganovelthatisdividedintoparts,havestudentsdesignacoverattheendofeachpartofthenovel.Revisitcoverdesignsatthecompletionofthenovelandaskstudentstowriteaparagraphdiscussingtheirvariousunderstandingsofthenovel.Thisactivitywillhelpstudentsknowthewaystheirunderstandingdevelopedthroughoutthereading.

FrontMatter

Though students readnovels throughout their schooling,very feware taught the importanceof the title, copyright, andacknowledgments.Thepages that contain thisinformationarecalledthe"frontmatter."Insmallgroups,askstudentstoexplorethefrontmatterofthenovel.Instructstudentstolist10thingstheylearnedfromthesepages.Inamoreopen-endedversionofthisactivity,youcanaskstudentstoanswerthefollowingquestions:Whatdoesthefrontmattertellyouaboutwhatwillandwhatwillnotbeinthisnovel?Whatdoesthefrontmattertellyouaboutthenovel'splotandthemes?

LastLines

Instructstudentstoreadthelastsentenceorthelastparagraphofthenovelsilently.Next,asksomeonetoreadtheselastlinesaloud.Fromtheselastlines,askstudentstodrawacomicstripthatshowstheplotofthenovel.Eachframeofthecomicstripshouldcontainnarrativeanddialogue.Thelastframeofthecomicstripshouldbebasedoninformationfromthenovel'slastlines.

BeginningandEnding

Askstudentstoreadboththefirstsentenceandthelastsentenceofthenovel.Next,askthestudentstoconstructapoem,paragraph,orshortstoryusingthefirstandlast

sentencesofthenovelasthefirstandlastsentencesfortheirwriting.Yourstudents'writingshouldsummarizewhattheythinkwillbetheplotofthenovel.

GraphicOrganizers

Thisstrategyprovidesanalternatesystemfororganizingandbeginningapieceofwriting.Thesearevisualtoolsthathelpstudentstoorganizetheirthoughtsandideas.ConceptMap

VennDiagram

FlowChart

TreeMap

Multi-FlowMap

DoubleBubble

Cause/Effect

Compare/Contrastetc.

Gulliver'sTravelsSomeActivitiesWriteaboutGulliver'sHomeLifeGulliver'slifeathomeinEnglandisnotthemainfocusofthebook,butitismentionedafewtimesthroughthebook.Basedonwhatyouknowaboutit,writea500-word,or

longer,storyaboutGulliver'sboyhoodorhislifewithhiswifeandchildren,priortohisfirstvoyage.Presentyourstoriestoyourclassmates.DrawyourFavouriteSceneDraworpaintyourfavoritescenefromthebook.Presentyourdrawingtoyourclassmatesandexplainwhyyouchosethatscene.CompareandContrasttheLiliputiansandtheGiantsMakeachartcomparingandcontrastingtheLilliputiansandthegiants.How,besidesphysicalsize,aretheydifferent?Howaretheysimilar?Don'tforgettoincludehowthey

treattheirownkind,aswellashowtheytreatGulliver.

42

ManualofAcademicProcedures(MAP)GiveGulliveraModernIdentity.Writeastory...

WorksheetBasedonyourreadingoftheNovel,usingthepromptsgiveninthetablebelowmakeaG.O.(graphicorganizer)ofanyoneofGulliver’svoyage.Gulliverislostatsea…HowhefindslandThekindofplacehefindsThekindofpeoplehemeetsWhathappenstohimthereSomeimportantbeliefsofthepeople

Worksheet

BasedonyourreadingofthenovelmakeaflowchartofanyoneofGulliver’sadventures.

BrainstormthefeaturesoftheinhabitantsofLaputathatmakethemdifferentfromnormalhumanbeingsandwritetheminthemindmapgivenbelow.

ThreeMeninaBoatQ.2.MatchthethingsandplacesinthestorywiththeirdescriptionsLondon Thislocationisatownnearthebeginningofthetripwhereboatingispopularand

theresidentswearthemostflashyboatingcostumes

43


ThamesRiver -ThislocationiswhereHarrisandJstopforlunchthefirstday,undersome

willows

Hampton- -ThislocationisthelargestcityinEnglandandthehomeofthethreemenwho

embarkontheboattrip.

SunburyLock -ThislocationiswhereHarrisandJcatchthetraintoKingston.

Walton -HarrisandJpassthroughthisonthefirstafternoonofrowing.

Waterloo -Thisisthestartingpointofthejourney

Station

Kempton -Thisplaceisaquaintriversidetownontheway

Park

Kingston -OneofthemajorriversinEngland,thisflowsdownthroughOxfordtoLondon.

Itisherethatthementaketheirboattrip Listthecharactertraitsofthemaincharactersforwritingcharactersketchesinthefiguresgivenbelow:

Q.2.Findwhoiswhoandwrite…..George/Harris/J/TwoWell-dressedSisters/Montmorency/UnclePodger/Mrs.Poppets/

Thispersonisthenarratorofthebook.Heisayoung,single,middle-classmanlivinginLondon.

_______________

ThischaracterisabankclerkwhoworksonSaturdays.Itisthisperson'sideatotaketherivertrip._________________

44


Thispersonisayoungsinglecharacterwithafondnessfordrink.Atonepoint,thispersonmanagestogetfairlydrunkonenightandimaginesbeingattackedbyswans.___________________

Thischaracterisaratterrier.____________________

ThischaracterisahousekeeperforthreeyoungmeninLondon.____________

Thispersonisanother'sunclewhoturnsthesmallesttaskintoamajorendeavorrequiringthehelpofeveryoneinthehousehold.______________________

Thesecharactersaccompanyseveralothersonaboatoutingdressedinboatingcostumesthataredesignedforappearanceandnotpracticality.___________

DiaryofAnneFrankQ1.ReadthepassagegivenbelowaboutAnneFrank.Therearecertainmistakesinthepassage.Correctthem.ToexcapetheGermanconcentrationcamps,theJewishfamilyofOttoFrankwentintohidingin1942.Duringthefamiliestwoyearsinhide,13-year-oldannefrankkeptadiary.

ShewroteherlastdiaryentryonAugust11944.Threedayslater,policeraidedthefamily'shidingplace.Anneandhersisterwereshipedtoaconcentrationcamps.Annediedtheirninemonthslater.Sincethattime,Anne'sdiaryhasbeenpublishin30languages.

AnswerKeyToescapetheGermanconcentrationcamps,theJewishfamilyofOttoFrankwentintohidingin1942.Duringthefamily'stwoyearsinhiding,13-year-oldAnneFrank

keptadiary.ShewroteherlastdiaryentryonAugust1,1944.Threedayslater,policeraidedthefamily'shidingplace.Anneandhersisterwereshippedtoaconcentrationcamp.Annediedthereninemonthslater.Sincethattime,Anne'sdiaryhasbeenpublishedin30languages.Q2.InhernovelAnnefrankhasdescribedindetailthesecretAnnexwhereshewasforcedtospendhertime.Basedonyourreading,drawamaporgroundplanofthe

place.Q3.Annewasaverypopularandcarefreegirlbeforeherfamilywasforcedtogoinhiding.Enlistsomecharacteristicsofhercharacterinthediagramgivenbelow.

Q2.InhernovelAnnefrankhasdescribedindetailthesecretAnnexwhereshewasforcedtospendhertime.Basedonyourreading,drawamaporgroundplanoftheplace.

Q3.Annewasaverypopularandcarefreegirlbeforeherfamilywasforcedtogoinhiding.Enlistsomecharacteristicsofhercharacterinthediagramgivenbelow.

45


Worksheet

MatchthecharactersinColumnAwiththeirdescriptionsinColumnB ColumnA ColumnB OttoFrank ThefatherofthefamilythathidesintheannexalongwiththeFranksAccording

toAnne,heisintelligent,opinionated,pragmatic,andsomewhategotistical…...

Edith

Frank -Mr.vanDaan’swife.Sheispetty,egotistical,flirtatious,stingy,anddisagreeable.

Mrs.vanDaanfrequentlycomplainsaboutthefamily’ssituation—criticismthat Annedoesnotadmireorrespect.

Mr.van

Daan TheteenagesonofthevanDaans,.Annefirstseeshimasobnoxious,lazy,and

hypersensitive,butlatertheybecomeclosefriends

PetervanAnne’sfather.Ottoispracticalandkind………..

Daan Mrs.van

AdentistandanacquaintanceoftheFrankswhohideswiththemintheannex.Daan

Albert

Dussel -AmanwhohelpshidetheFranksintheannex.

Mr.Kugler -Anne’smother.Annefeelslittleclosenessorsympathywithher…..

Mr.

KleimanAworkerinOttoFrank’soffice.

Bep

Voskuijl -AnothermanwhohelpstheFrankshide.HeisalsoreferredtoasMr. Koophuis. MiepGies -Bep’sfather.

Mr.

Voskuijl Miep’shusband. JanGies

-AsecretaryatOtto’sofficewhohelpstheFrankshide

Hanneli TheloveofAnne’slifefromthesixthgrade.PeterSchiffisaboyoneyearolder

thanAnne.Shehasdreamsabouthimwhileintheannex.Heisalsoreferredto

asPeterWessel.

HelloAboywithwhomAnnehasaninnocent,thoughromantic

Silberberg PeterSchiff

Anne’sschoolfriend.TheNazisarrestherearlyinthewar. TheStoryofMyLifeGivenbelowaresomeimportanteventsintheJourneyofHelen’slearning.Onthebasisofyourreadingofthenovel“Thestoryofmylife”completetheinformationintheboxes

givenbelow.ThefollowingeventsareimportantastheytellyouhowHelenovercametheobstaclesinthepathofhereducationandachievedbreakthroughs.

46


Helengetsanewteacher HelenreceivesaDoll

When: When

Who: Whogave:

Whathappens: Whathappens: Importanceoftheevent: Importanceoftheevent: Helenlearnsherfirstword Helenlearnsthemeaningoflove

What: What:

How: Who:

Whathappens: Whathappens: Importanceoftheevent: Importanceoftheevent:

Worksheet1Matchthenamesofthecharacterswiththeirdescriptionsintheoppositecolumns:

Mr.Anagnos -Thischaractersuggestedthatthemain

character'sparentscontactthePerkins

InstitutionfortheBlind,whichtheydid.BishopBrooks -ThedirectorofthePerkinsInstitution.

Dr.AlexanderGrahamBell Themaincharacterenjoyedthischaracter's

companybecausehealwaysgaveher

somethingmeaningfultoponder.MissAnneSullivan ThischaractertaughtEnglishcomposition

classatRadcliffeCollegeMargaretT.Canby Thischaracterwastheoculist(eyedoctor)

whocoulddonothingfortheirdaughter.Dr.Chisholm ShewasHelen’steacher

FrauGröte- -wastheauthorofTheFrostFairies.

MissSarahFuller ThischaracterwasaGermanteacherat

RadcliffeCollege.Ella -ThiswastheprincipaloftheHoraceMann

School.Mr.Gilman -ThiswastheprincipalatRadcliffeCollege.

CharlesTownsendCopeland ThischaracterwassubjecttoHelen'sterrible

fitsandspitefulacts.

Worksheet2MatchthewordsincolumnAwiththeirdefinitionsincolumnBwithpicturescolumnc.

47


QuiverToopento

view,to

show

HearthSufferingor

distress

causedbyinjury

or

misfortune

SorrowThefeelingof

deep

regret

TorevealFloorofa

fireplace

SentimentTrembleor

shake

bysudden

strong

emotion

Repentance Anemotion

characterized

by

tenderness

FEWMOREACTIVITIESTOTEACHTHENOVELWecanusethefollowingactivitiestomaketheteachingandreadingofthenovelmoreinterestingTheteachermaychooseoneormoreactivitydependingonthestudentsand

theirinterestlevels.Theseactivitiesmayhelpinabetterunderstandingofthenovel;itsstory,plot,characterizationandafewother

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ManualofAcademicProcedures(MAP)aspectsofthenovelviz.Style,useoflanguage,thenarrativeandsoon.TheactivitiesmaybePrereading,Whilereading,PostreadingorGeneral.Pre-readingActivitiesaregenerallydesignedtogenerateinterestandassiststudentsinapproachingthetextinquestion.ForExample

Introductionofthemesandissuesoftenthroughdiscussion.Introductionofrelatedliteratureorfilmwithsimilarthemes,studentsanecdote,etc

Introductionofperiodorsocialcontext,oftenthroughresearch,documentaryfilm,workingwithimagesfromtheperiod;etc.

Predictivestrategies(eg.,collaborativeorindividualcreativewriting)WhileReadingActivitieslikereading,writing,listening,speaking;viewing,producing,etc.Post-readingActivitiesaresummativeassignmentsandactivitiesdesignedto

synthesizelearning,extendunderstanding,linktothenextunit,etc.Alloftheaboveactivitiesmaybecompletedaspostreadingactivities.Thefollowingactivitiesmaybeusedgenerallyasandwhentheneedmaybe:

Interviewacharacterfromyourbook.Writeatleasttenquestionsthatwillgivethecharactertheopportunitytodiscusshis/herthoughtsandfeelingsabouthisherroleinthestory.Howyouchoosetopresentyourinterviewisoptoyou.

Writeadiarythatoneofthestory'smaincharactersmighthavekeptbefore,duringorafterthebook'sevents.Rememberthatthecharacter'sthoughtsandfeelingsareveryimportantinadiary.

Dramatizeascenefromthebook.Writeascriptandwithrehearsalsbeforepresentingittotheclass.

Imagineyourselfasasalesman.Draftanadvertisementforsellingthisbook.

Makepuppetsandpresentashowofoneormoreinterestingpartsofthebook.

Taketherolesofthereporterandtheauthor.Conductamockinterviewwithyourpartner.

Writeabookreviewasitwouldbedonefornewspaper.Besureyouhavereaditbeforewritingyourown.

Preparecomicstripsfromanychapterthatyoulikedthemost;includethreeoffourdialoguesinbubbles.

Makethreepostersaboutthebookusingtwoormoreofthefollowingmedia:paint,crayons,chalk,paper,inkorrawmaterials.

Retellthestoryinyourownwordstotheclass.

Writeaboutwhatyoulearnedfromthestory.

Writeadifferentendingforyourstory.

Writealettertotheauthorofthebook.

QuestionsbasedontheNovel

AssesslichenKeller's'TheStoryofmyLife'asanautobiographydescribingthestrugglesandachievementsofherlife.

DescribeHelen'sconditionbeforethearrivalofherteacherMsSullivan.

HowdidMsSullivanhelpKellerportraythemeaningoflove?

HowdidtheeffortsofMsSullivanhelpHelenchangeherlife?

DescribeHelenKeller'sstayatthePerkinsInstitutefortheBlindinBoston.

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WhenandhowdidHelenlearntospeak?Howdidshefeelafterspeakingtohermotherandyoungersister?CommentonHelenKeller'svisittoNiagraFallsin1893andherVisittotheWorld'sFairwithDr.AlexanderGrahamBell.DiscusshowdidHelenKellerdealwiththematterofplagiarismregardingthestory'theFrostKing'?

DescribeHelenKeller'sstruggleattheCambridgeSchooltoprepareforRadcliffe.

WhydoesHelensay?—ButcollegeisnottheuniversalAthensIthoughtitwas"regardingRadcliffe?Describeherexperiences.

11.ReadingwasnottheonlypleasureofHelenkKeller.Herpleasuresandamusementsweremany

andvaried.Describewiththehelpofillustrationsfromthenovel.

Whowerethepeople,acquaintancesandpublicfigureswhohelpedandguidedHelenKellertotranscendherlimitationsgivingheranewpurposeandhappinessinherlife?Howisitshowninthebook?

Itisveryeasytosympathisewithadisabledpersonbutitisdifficulttounderstandhisfeelings.DiscusswithreferencetoTheStoryofmyLife.HowdoesHelenKellerdescribeobjects,eventsandpersonsinthebook“TheStoryofmyLife”?

HowdoesHelenKeller'semergeasapersonbeforeyouafterreadingthebook'TheStoryofmyLife.?

DoyoufindthelifeofHelenKellerasablindanddeafpersoninteresting?Why/Whynot?

Isthereanyinspirationthatonecandrawafterreading“TheStoryofMyLife”?Enunciatewiththehelpofthetext.Howisreligiontreatedinthebook“TheStoryofMyLife”?

HowdidHelenenjoythecompanyofMarkTwain?

Character:

WritecharactersketchofHelenKellerasportrayedinherautobiography.

Discusstheroleofherfather,ArthurH.Kellerinherlife.

WritethecharactersketchofMs.AnneSullivanasdescribedinthenovel.

Ateachercanplayavery-significantroleinthelifeofone'spupils.Describewithreferenceto“theStoryofMyLife.”GiveapensketchofKateAdamsKeller.

Questionsbasedon'TheDiaryofAnneFrank':

WhatkindofagirldoyouthinkAnneFrankwas?Describehercharacter.

Whichcharacterofthegroupinhidingdoyoulikebest?Why?

PretendthatAnnesurvivedtheconcentrationcamps.Writeanaccountofwhatshedidwhenshegrewup.Whatcanordinarypeopledotomakesurethatotherordinarypeoplewithintheirsocietyarenotpersecuted?“Warclaimsinnocentvictimsalongwithpeoplegreedyforpower”.Doyouagree?Discusswithreferenceto“ThediaryofAnneFrank”.DiscussthesignificanceoftheWorldWarinthenovel.

"lfwecansavesomeone,theneverythingelseisofsecondaryimportance?”Howfardidthisbelief

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helpAnne'sfamily?

Imaginethatyouareinhidingwithyourfamily.Writedescriptionsofeveryone'scharacter,yourfeelings,conversationsyouhave,andthingsyoudo.ExtendedActivitieswhichcanbetakenupfollowingthereadingoftheNovel:

Settingupofbookreadingclubintheclass/school.

Quizcompetitionsrelatedtothenovelcanbeconductedintheclass/school.

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SECTION-4Day4--SESSION1&II

FromWritingtoCreativeWritingTimedistribution

Ice-breakingactivity–20minutes

Spokenlanguagevs.Writtenlanguage-30minutes

Brainstormingactivity:30minutes

ProcessApproachtoWriting-30minutes

Preparationofactivitiesbyparticipants–30minutes

Presentationbyparticipants–30minutes

Expansionsandvariations-10minutesObjectivesofthesession

understandthedifferencebetweenwrittenandspokenlanguage

identifywhatwritinginvolves

understandtheprocessofwriting

developwritingtaskssuitedtothelearner’sneeds

identifywaysofencouraging/motivatinglearnerstowriteIce–BreakingActivity(Activity1)Timerequired:20minutesMyFavoriteThingsTheRPwillsharetheinformationabouttheIceBreakerwiththeCP’s.Theywillbegivenhalfasheetofpaper.TheCP’swilldrawapictureoftheirfavoritethingandwritea

sentenceortwoexplainingtheirchoice.EachCPwillbegivenadifferentitemtowriteabout.

DrawthepictureofyourfavoriteBreakfast

Write2-3sentencesexplainingyourchoice.

Food

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________Topics:-(RP’scanchooseothertopicsaswell)

Myfavoritedress

Myfavoritefruit

Myfavoritebook

Myfavoritehero

Myfavoriteauthor

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Myfavoritethingtodowithfriends Myfavoritethingtodoatschool Myfavoriteplacetovisit

Myfavoritecolor

Myfavoritevegetable Myfavoritemovie…

TheCP’swillthenexchangetheirsheetwiththeirpartner.Thesheetswillbereadinfrontofthegroupbythepartner.ActivityII:DifferentiatingbetweenSpeakingandWritingProcedure/Methodology(BeforemovingtotheactivitiesbelowtheRPisrequestedtoreadthe(Section-4,Annexure-1)onSpeakingandwriting.)TheRPisalsorequestedtomakecardsforsentenceslistedbelow.Thegroupwillbedividedintopairsorthreesandgivenacardperpair/group.Mayormaynotbeincompletesentences

Generally,usescompletesentences

Usespunctuationmarkstoconveythemeaningsuchastheuseofexclamationmarkstoshowsurprise.

Cannotusenon-verbalcommunication

Cannotcheckwiththereaderimmediatelyinmostsituations

Usuallyhasnocontactwiththelisteners

Usestandarddialect

Issystematicallyorganizedintermsofsubjectmatterandthemes

Usesfacialexpression,volumeandvoicemodulationtomakethemeaningclear

Usesnon-verbalcommunicationlikeeyecontactetc

Cancheckwiththelistener(s)whethertheintendedmeaninghasbeenunderstoodornot

Canbequestionedbythelisteners

Mayusenon-standarddialect

Canshiftcontextandthemesasperthesituation

Isaddressedtoareader

IsaddressedtoalistenerThefollowingchartwouldbemadeandonememberfromeachgroupwillbeinvitedtopastetheirslipunderthesuitable/correctheading.RPwillensurethateachstatement

pastedoneitherside,isfollowedbyaninteraction/discussion(justifyingthechoice).

SpokenLanguage WrittenLanguage

Completedchartwilllooklikethis:

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Spokenlanguage Writtenlanguage Mayormaynotbeincompletesentences Generally,usescompletesentences Usesfacialexpression,volumeandvoice Usespunctuationmarkstoconveythemeaning

modulationtomakethemeaningclear suchastheuseofexclamationmarkstoshow surprise.

Usesnon-verbalcommunicationlikeeye

contactetc Cannotusenon-verbalcommunication Cancheckwiththelistener(s)whetherthe Cannotcheckwiththereaderimmediatelyin intendedmeaninghasbeenunderstoodornot mostsituations Canbeaskedquestionsbythelisteners Usuallyhasnocontactwiththelisteners Mayusenon-standarddialect Usestandarddialect Canshiftcontextandthemesasperthe Issystematicallyorganizedintermsofsubject situation matterandthemes Isaddressedtoalistener IsaddressedtoareaderBrainstormingactivity:(ActivityIII)Procedure/MethodologyTheRPwillwritethefollowingQuestionontheBlackBoard/WhiteBoardandinvitetheCPstodiscuss/brainstormwiththeirpartnerandthenwritetheirresponseontheBBor

WBWhatmakesagoodwriter?

(ExpectedresponsesofCP’s)

creative

original

knowledgeable

Knowsthetargetreader

Isplanned,etc.

ThentheRPwillsharetheinformationgivenbelow(PPT).AdiscussionregardingCP’sviewsonthesepointsmaybesought.

Alwaysthinksoftheaudience

Doesnotdeviatefromthemainpurpose

Spendsconsiderabletimetoplan(IdeasandArguments)

Makesgooduseofreliablesourcesofknowledge

Letsideasflowsmoothly(coherenceandcohesion)

Followsaroughorganisationplan

Seeksandmakesuseoffeedback

Givesalotofattentiontochoiceofwords(lexis)

Willingly(re)revises(accuracyandappropriacy)

Looksbackatthewritingatlongintervals

(ThelisthasbeentakenfromM.L.Tickoo(2003)TeachingandLearningEnglish.NewDelhi:

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OrientLongman)ActivityIV:ProcessapproachtowritingProcedure/MethodologySixgroupswillbemadeandthenonecardwillbegiventoeachgroup.Asinglewordwouldbewrittenoneachofthem.

1.BRAINSTORMING 2.OUTLINING 3.DRAFTING

4.REVISIONS 5.PROOF-READING6.REWRITETHEFINAL

DRAFT

TheCP’swilldiscussthewordgivenontheircard(withintheirgroup),andthenoneparticipantfromeachgroupwillsharetheirthoughtsonthetopic.AfterlisteningtotheCP’s,theRPwillsharethefollowinginformationabouttheProcessApproachtoWriting(PPT)TheRPshouldalsoreadAnnexureonProcessApproachasdetailedonpageno._____Processapproachtowritingemphasizesthestepsawritergoesthroughwhencreatingawell-writtentext.Thestagesinclude:

Brainstorming:writingdownmanyideasthatmaycometoanindividual’smindorthroughdiscussionsasawholeclassactivity.

Outlining:organizingtheideasintoalogicalsequence

Drafting:writerconcentratesonthecontentofthemessage(ratherthantheform).

Revisions:inresponsetothewriter’ssecondthoughtsorfeedbackprovidedbypeersorteacher,thedraftisrevised.

Proof-reading:withanemphasisonform.Correctthelanguageandappropriatenessofitsuse.

RewritingtheFinaldraft:Writethefinaldraftnow.NoteforRP:PrintoutofthefollowingtwopagestobedistributedtotheCPs

Cleanliness-Whatneedstobedone?’ RubricsofAssessmentAdiscussiononthesetwosheetswillbecarriedout,soastounderstandtheprocessofwritinganditsassessment.ActivityV(forPresentationsbytheCPs)Timerequired:30minutesProcedure/MethodologyBasedonthesheetsprovidedandusingProcessApproach,theCPswillbemotivatedtowriteonthefollowingtopics:(RPscanchooseothercurrentandrelevanttopics)

∗CleanIndiaCampaign.

∗RisingPricesandthecommonman∗GenerationGap

∗Importanceoffamily∗RoadRage

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Dreamsvs.RealityTheCPsputtheirwriteupsonchartpapersinboldwriting.Thesameisreadinfrontofthewholegroupandthenpastedonthewall.Summingup(bytheRPeitherthroughspeechorchartorPPT)

Teachstudentsthestagesappropriatetowriting;brainstorming,drafting,editing,revising,fine-tuningetcProvidemodelsofsuccessfulwritinganddiscussthefeaturesthatmakethemeffective;askstudentsto‘notice’successfulwritingDiscussthepurposeofwritingandtheaudiencebeforedelvingintoanysortofwritingpractice

SelectwritingtopicsthatareofinteresttostudentsandrepresenttasksthatwillbeusefultotheirfuturelearningAvoidwritingforitsownsakelikequestionsandanswers;devisereal-lfetaskssothatstudentsdevelopreal-lifeskills.

DAY4--SESSIONIII&IVFROMWRITINGTOCREATIVEWRITING(ShortStories,Articles,LettertoEditor)Objectives:

tounderstandthestructureofcreativewriting

toinitiateteacherstounderstandtheprocessesandstrategiesinvolvedincreativewriting

tohelpteachersdevelopskillsforteachingeffectivewritingthroughcontrolledandguidedactivities

tohelpteachersdesignanddevelopdifferentactivitiesonwriting

toenableteacherstopromotetheteachingofwritinginEnglishusingpersonalexperiencesLearningoutcomes:UponcompletionofSession4-WritingtoCreativeWriting-participantswillbeableto:

enhancestudents’abilitytocommunicateeffectivelyinwritinginavarietyofsituations

usestudents’personalexperiencesinguided/controlledactivitiestodeveloptheirwritingskills

helpstudentsusetheirpersonalexperiencesandlocalenvironmenttodeveloptheircreativewritingskillsstimulatestudents’interestsincreativewriting

inspirestudentstodeveloptheircreativethinkingandimagination

introducetostudentsformalwrittencommunicationthroughletters

enhancestudents’abilitytowritecreativelythroughthetechniqueofsharedwriting.

HowToTeachStoryWriting

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Note:AccordingtoCBSErevisedsyllabusforClassesIXandX,inSectionBQuestion4,studentswouldbeaskedtowriteashortstorybasedonagivenoutlineorcue/sinabout150-200words.TheQuestionwouldbeof10marks

Procedure:ThroughPPtsdiscusstherevisedsyllabusinSectionBandthedifferenttypesofwritingprescribedinthenewsyllabus.

CreativeWriting-ShortStoryACTIVITY1

StoryWritingPlan

Ingroups,participantswillwriteastory.

Whilewritingastory,theywillobservethefollowingsteps.

StepOne:Sketchthebasicsoftheirstory

StepTwo:Thinkabouttheirsecondarycharacters

StepThree:Planthesettingoftheirstory

0. Wherethestorytakesplace

1. Sightsandsoundsoftheplace

StepFour:Fillinthedetailsoftheirstory

0. Nameofthecharacters

1. Describethecharactersusingadjectives

StepFive:Includeonemajorincidentintheirstory

StepSix:Planthedialogues

StepSeven:Writethestory

StepEight:Revise

Note:FordetailsofActivity1referto(Section-4,Annexure-2)

PersonalWriting -DiaryEntry

SocialWriting -Article

PublicWriting-Letterto

Editor

Theparticipantsarenowdividedintogroupsforthestorywritingactivity.

ThegroupsaretheninitiatedintoActivity1.

AfterActivity1,groupssharetheirstoriesonebyone

ParticipantsarethenaskedtoreflectontheactivitydoneAfterreflectingontheactivity,participantsassesswhattheylearntinthissession

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ASSESSMENT

Whatisthemostexcitingthingyouhavelearnedaboutshortstorywriting?

Wouldyouliketoshareitwithotherteachers?Why?

CASESTUDY1

Mrs.X, a secondary school teacher,decided to enhance thewriting skillsofher students.Shebeganby tellingher students thatwritinga story isnowapartof theircurriculumaccordingtotheirnewsyllabusandthatthereisnowaytheycouldescapeit.Shethenaskedthestudentstowriteastorybygivingthemcertaincues.

Pointstoponder

Doyouthinktheabovemethodwouldbeeffectiveinyourclass?Why?Whynot?

Doyouthinkyourstudentswillenjoygoingthroughthestepsfollowedabove?Whatdifficultiesdoyouanticipatewhiledoingtheaboveactivity?

REFLECTION

Whatwouldyouhavedonedifferentlytomakethisactivitymoreeffective?

Inabigclass,howwouldyoumakesurethateachstudentdoesthisactivity?Variation/Expansion:

InsteadofFeedbackandAssessment,participantsmaybegivenaCaseStudytoreflectuponandgivetheiropinion/s.TeachingLearningMaterialRequired:

OverheadProjectorLaptop/PersonalComputerBlackboard/WhiteboardPPTsWorksheetsColoredChartPapersSketchpensMarkers

HOWTOTEACHARTICLEWRITING

Note:According toCBSE revised syllabus forClasses IXandX, inSectionBQuestion3, studentswouldbe asked towrite an article basedonvisual or verbalstimulusinabout100-120words.TheQuestionwouldbeof5marks.

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ACTIVITY2

ArticleWritingPlan

IntroduceyourstudentstothefollowingbasicsofwritingArticles.

OutlineoftheArticle-

a.BeforestartingtowriteanArticle,makeitsoutline

2. Chooseatopic

E.g.

ImpactofTVviewingonTeenagers

0. Makealistofpointsonthetopic

OrganizetheArticle-

Arrangethepointsundereachofthefollowingheadings:

Situation

0. whatisthepositionorstatuswithregardtothetopic

Problems/Causes/Effects/Impactetc.

0. Whataretheproblems/causes/effects/impactregardingthetopic

Solution

0. Whatcouldbethesolution

Note:FordetailsofActivity2(Section-4,Annexure-2)Procedure:

TheGroupsarereshuffledforActivity2onArticlewriting.

TheparticipantsareinitiatedintoActivity2throughppt.

AfterActivity2,groupsareaskedtoreflectontheactivitydone.

AfterreflectingonActivity2,participantsassesswhattheylearntinthissession.

ASSESSMENT

HasthisactivityaddedanythingtoyourknowledgeaboutArticlewritingandhowwouldyoupromoteitamongstyourstudents?

Doyouthinkyoucouldhavedoneitbetter?How?

REFLECTION

DoyouthinkyourstudentswillenjoygoingthroughthepreparatorystepsinvolvedinArticleWriting?

WhichpartoftheActivitywouldyouliketomodifytosuityourclassroomsituation?Variation/Expansion:

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InsteadofFeedbackandAssessment,participantsmaybegivenCaseStudy2toreflectuponandgivetheiropinion/s.TeachingLearningMaterialRequired:

Blackboard/Whiteboard

PPTs

OverheadProjector

Worksheets

White/SmartBoards

MarkersHOWTOTEACHDIARYENTRY

Note:AccordingtoCBSErevisedsyllabusforClassIX,inSectionBQuestion3,studentswouldbeaskedtowriteadiaryentrybasedonvisualorverbalstimulusinabout100-120words.TheQuestionwouldbeof5marks.

Procedure:

RegrouptheparticipantsforDiaryEntry.

Beforeaskingparticipantstocomposetheirdiaryentries,facilitatorswillpresentadiaryentryfromAnneFrank’sTheDiaryofaYoungGirl’tointroducethetexttypefeaturessuchaswhatcontenttoinclude,andlanguageitemssuchastheuseofpasttensewhennarratingapastevent.

Nowdistributeahandoutcontainingthreesamplediaryentriesindifferentstyles(seeAppendix5).Ingroups,asktheparticipants,todiscussandnotethedifferencesbetweenastoryandadiaryentryoranarticleandadiaryentry.

Usingthesamplesasaguide,encouragethemtolistthesectionsinadiaryentry-wheretowritethedate,thepersonaladdress‘DearDiary,’theintroduction,bodyofthetextandtheending.

Ingroups,participantswritetheirshared/collaborateddiaryentries(Activity3).

Encouragethegroupstorevisetheirdraftstocheckforspelling,grammar,tenseandstyle.

AfterActivity3,groupsareaskedtoreflectontheactivitydone.

AfterreflectingonActivity3,participantsassesswhattheylearntinthissession.

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Activity3

DiaryWritingPlan

Layout

0. Putthedateattoplefthandsideofthepage.E.g.-19/02/2015.

1. Belowthedate,addressthediaryasifyouaretalkingtoit.E.g.-DearDiary.Youcangiveanametoyourdiary.E.g.-DearKitty

•Don’tforgettosignoff-‘Byefornow’.

0. Endoffwithyourname.

Text

0. Startwriting

0. writewhateverisonyourmind

1. abouthowyoufeel(positiveornegative)

2. whyyoufeelinaparticularway

Language

0. WritetheentriesintheFirstPerson.Use‘I’,‘we’,‘us’,‘we’,‘they’,etc.

1. Writemostlyinpasttense.

2. Useshortsentences.Youarewritingtoyourself.

Style

0. Writetheeventsinachronologicalorder.Startwitheventsthathappenedearlyintheday,andendwitheventsthattookplacelastthingintheevening.

1. Talkabouteventsthatinvolvedyou,oryourrelatives,orclosefriends.

2. Avoidtalkingaboutstrangers,andeventsyouwerenotinvolvedin.

3. Useemotivelanguage.Ifyouarefeelingsad,explainwhatismakingyoufeelsad.Ifyouarehappy,writedownwhy.Includeyouremotionsinyourdiary.Donotbeafraid

towriteaboutyourthoughtsandfeelings.Useinformaltone.

ASSESSMENT

Whatdifficultiesdoyouanticipatewhileteachingdiaryentry?

Doyouthinkyoucouldhavedoneitbetter?How?ExtensionActivities:

Writeyourowndiaryentriesandshareyourwritingwiththestudents.Then,motivateyourstudentstomaintainpersonalspiralnotebooksandwriteinittheirdiaryentries.

TeachingLearningMaterialRequired:

Personalspiralnotebook

Pensorpencils(pensarepreferredtoencouragefluencyanddiscourageerasing)

Writingprompts

Internetaccess

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PrintoutsofsamplediariesorcopiesofAnneFrank:TheDiaryofaYoungGirlbyAnneFrank,and/orZlata'sDiary:AChild'sLifeinSarajevobyZlataFilipovicHOWTOTEACHLETTERWRITINGNote:AccordingtoCBSErevisedsyllabusforClassX,inSectionBQuestion3,studentswouldbeaskedtowritealettertoeditorbasedonvisualorverbalstimulusinabout100

-120words.TheQuestionwouldbeof5marks.Activity4

MakealistofthewaysinwhichyoucouldpromoteinterestintheactivityofWriting.Howwouldyoumotivatestudentstowrite?___________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________

Hints:

Topicsshouldbeinteresting-moreguidelineswillbehelpful.Relevanceofwritingisalsoveryimportant–studentswillseetheimportanceandneedfordevelopingwritingskillsinEnglish.

Demonstratetheimportanceofwritingbyfocusingintheprocessofwritingintheclassroom.

Activity5MakealistofalltheproblemsyouhaveinteachingWriting.___________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________

Hints:

Correctingthewrittenworkofthestudentsconscientiouslyandtothesatisfactionofthestudents.

Notachievinganyimprovementinstudents’writing.Notknowinghowtohelpstudentstoimprovetheirwriting.Gettingstudentstowriteimaginatively.Assessingwrittenscriptsappropriately.Gettingstudentstobemotivatedtowrite.

Accuracy:thefocuswhenyourevise,shouldbeongrammar,ensuresubject-verbagreement,correctuseofpronounsandarticles,noshiftintenseandvoice.Brevity:Economyinwordusage,ofpruningawayofuselesswords.Clarity:aperson’sabilitytostatehis/herthoughtswithoutanyambiguity.

Checkforgrammaticalcorrectness,avoidlongwindedsentencesandrepetitionofwords,thoughtsandideasandbemoreconcreteinyourdescriptions.

Unityandcoherencearethebasicrequisitesofgoodwriting.Unityisachievedbyadheringtotheviewexpressed,inthechosentheme.FormatofaLetter

Sender’sAddress

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Date

Receiver’sAddress

Salutation

Subject:

Content(3-4Paragraphs)

SubscriptionTheKISSRuleInallyourformalcorrespondence,theKISS-ruleisrelevant:KISSmeansKeepItShortandSimple.Neverusetwosentenceswhenonewilldo.Manynewspapersstatethata

lettertotheeditorshouldnotexceed150words.PlanforaLetter–GivingyourOpinionParagraph1–Identifyyourself,statetheproblemandgiveyouropinion.Paragraph2–Stateoneaspectoftheproblem,giveyouropinionand

supportit.Paragraph3–Stateanotheraspect,giveyouropinionandsupportit.Paragraph4–Summarizeyourpointsandrestateyouropinion.Steps/Measuresshould/mustbetakeninordertodealwith/solve/combat...Weshouldfocusourattentiononwaystosolvetheproblemof...Onepossiblewaytosolve/overcomethisproblemwouldbe...Anotherwaytocombat/dealwiththeproblem(of)is....Analternativetoeradicatethisproblemsis....Itwouldbeagoodideaif...The...Situationcouldbeimprovedif...By(+ing)...,wecanensurethat...3I(definitely)feel/thinkthat...3Iaminclinedtobelievethat...3Itseems/appearstome...3AsfarasIamconcerned

LetterWritingStudentsidentifypartsofarguments–usingtheAREframework–byreadingandevaluatingletterstotheeditor.Theyidentifyweaknessesandstrengthsofletters,suggestingimprovementstoargumentsusedwithintheletters.Procedure:BegintheexercisebyreviewingAREargumentconstructionwiththeclass.

Introducetheclasstotheideaofwritingletterstotheeditor.Moststudentsarenotfamiliarwiththelayoutofprintnewspapers,sothisisanopportunitytoteachthemthepartsofanewspaper

–editorialsofferingtheopinionsof thenewspaper’sowneditorialboard;guesteditorialsandopinionpiecesbypeopleororganizationsin thelargercommunity;and

letterstotheeditorfromindividuals.

Discusswiththeclassthereasonswhypeoplemightbemotivatedtowritealettertotheeditor.Discusswhatmightmakealetter’sargumentseffectiveorweak.

Dividethestudentsintogroupsoftwoorthree,iftheywillbeworkingingroups.

Giveeachstudentacopyofthelettertotheeditortheywillbeanalyzing,andacopyofthe“DearSir...”worksheet.

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Explaintostudentsthattheywillbetrying,asbesttheycan,tofillouttheworksheetandidentifyallthepartsoftheauthor’sargument.

Monitorstudentworkontheassignment.Dependingonthelevelofstudentproficiencyandthecomplexityoftheletter,thisshouldtakeapproximately20-30minutes.Leadadiscussionontheletter.Discusspossibleimprovementstotheletter,focusingonmissingpartsoftheauthor’sargument.

TeachingLearningMaterialRequired:

Lettertotheeditor,clippedfromnewspapersortakenfromtheInternet.Withstudentsworkingingroupsoftwotothree,thewholeclasscanworkwithoneletter.“DearEditor...”worksheetforallstudents.

OPTIONAL:Oneormorecopiesofthelocaldailynewspaperforstudentstolookatingroups.ExtensionActivities:

Assignstudentstowritea“betterversion”ofthelettertheyanalyzed.Forthemainactivity,twoletterscanbeused.Inthisversion,eachgroupworksfirstonletterAandthenswapstheiranalysiswithagroupworkingonletterB.Thisapproachtakesmoretimebutallowsforintegrationofpeereditingintotheexerciseaswellascomparisonbetweenthetwoletters.

Oncestudentshavelearnedrefutation,theycanworkseparatelyoringroupstoresearchandwriteresponsestoletterstotheeditor.Thesecanbepresentedtotheclass,sharedforpeerediting,and/orevaluatedforawritinggradebased,inpart,onuseofAREandFour-StepRefutationtechniques.Topracticeconstructingargumentsoftheirown,studentscanbeassigned(workingseparatelyoringroups)towriteletterstotheeditoroftheirlocalnewspaper.Thesecanbeontopicsoftheirchoice,inresponsetoacurrentevent,orinresponsetoanassignedrecentreadingfromthenewspaper.

ACTIVITY1Writingastorycanbeachallengetothestudents.However,wecanhelpthestudentswriteacompleteimaginativestorybyfamiliarizingthemwithdifferentpartsofastory,

introducingvisualorwrittenpromptsthatinspirethemtothinkofstoryideas,andencouragingthemtoplanbeforestartingtowrite.Beforeyouaskyourstudentstowriteastory,dothefollowingintheclass.

Startbyreadingshortstoriestoyourstudents.Bydoingthisyouareshowingthemwhatashortstoryis.

Spendabout15minutesbrainstormingthedifferentelementsofthestory-aboutthecharacters,plot,settinganddialoguesofthestory.

Thiswouldbeagoodpreparatorygroundforthestudentstowritetheirownstory.

STORYWRITINGPLANWhiledoingthisactivity,participantsobservethefollowingsteps.Step1:SketchthebasicsofyourstoryYourstoryshouldhave-

Amaincharacter

Themaincharacterfacesaproblem

He/shesolvestheproblem

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Note:Don’tgetintodetailsatthisstage.Step2:Thinkaboutyoursecondarycharacters

Step3:Planyoursetting

Imagineaplacewherethestorytakesplace

Writeasmanydetailsasyoucanaboutthisplace

Writeaboutthesightsandsoundsyouhearinthisplace

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Saysomethingabouttheweather

Step4:Fillinthedetailsofyourstory

Namethecharacters

Describethecharactersusingadjectives

Step5:Includeonemajorincidentinyourstory

Introducetheproblem

Describetheincident

Giveasolutiontotheproblem.

Note:Thesolutionmustbesolvedbythemaincharacter.Step6:Planyourdialogues

Avoidtoolongortooshortdialogues.Donotusetheword,‘said’.Insteaduse‘exclaimed’,‘ordered’etc.

E.g.Thelittlegirlexclaimed,“Ohdear,whatshallIdonow?”

Useactionwordstodescribetheincidentorproblem

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Step7:Writeyourstory

WritethefirstdraftofyourstoryStep8:Revise

Lookatyourplanagainandmakesurethatyouhaveincludedeverythinginyourstory.

Makesureyourstoryreadswell.

Correctyourspellingandgrammar.PRACTICEEXERCISESONSTORY

WRITING

Helpyourstudentswriteshortstoriesinavarietyofways.1.Givereadymadeoutlineofashortstoryandaskthestudentstowritethestoryaroundtheoutline.SampleQuestions

Whilecominghomefromschool,Nishant/Nishisawadogwoundedatthesideoftheroad.He/shebringsithome.Develophis/herstorywiththehelpoftheoutlinesgivenbelowin150200words.

Aonemontholddog-wounded-broughthomelookedafter-givenmilk,loveandcarenowyounglooksaftereverybody.

Writeastoryin150-200wordsusingthefollowinghints.

Atall,strongboy-weakinstudies-studentsmakefunofhim-ayoungstudentfallsintheschoolswimmingpool-noonehelps-theboyjumpsintothepool-savesthe

student-everyonethanks.2.Givethestudentsafewstorystartersentencesontheboardandaskthemtocompletethestory.E.g.Readthefollowingstorypromptsandbuildastoryaroundeach,usingyourownimaginationandideasinabout150-200words.ThismorningwhenIwokeupandlookedintothemirror,Icouldnotrecognizemyface.Itwassomeoneelse’s.'Thisisnotme...'Icriedaloud…Hints:

astranger'sface

afraidofmyself

scaredtogoout

realizedIwasnotdreaming

Iwasinanalienplanet

Thepeoplewerestrange

foundoutawayofcomingbacktoearth

greatrelief

67

ManualofAcademicProcedures(MAP)SampleQuestions

Theteacheraskedthestudentstowriteastory.Shubha/Shubhamcouldnotcompletethestory.Helpher/himcompletethestory.

Thealiencameoutofhisovalspaceship.Helookedaroundbutcouldnotseeanything.Therewasathickdustcloudonthegroundandthiswasmakingvisibilitydifficult.Thealienputonhisspecsand…

0. Completethisstoryin150-200words:

Itwasaquiet,coldanddarknight,likeitusuallyisinwinterswhenallretiretobedearly.Suddenlyashriekjerkedthepeopleinthebuildingoutoftheirbeds.Itwas

distinctlythevoiceof…

Completethefollowingstoryin150-200words.

Ishallneverforgettheweekmygreatauntstayedwithus---

0. Neeraj/Neeradecidedtowriteastorytobepublishedinamagazineforchildrenbutduetohighfever,he/shecouldnotcompletethestory.Completethestorysothatitcouldbegivenforpublishing.

Priyahurriedtowardsthebusstop.Therainsplashedhercurlyhairandpalefacebutherfacehadbeenwetlongbeforetheraintouchedit.Shehadbeencryingand…(150-200words)

e)Completethefollowingstoryin150-200words.

Theafternoonwashotandsowastherailwaycarriage.ThenextstopwasKolkata.TheoldladyoppositewasfastasleepandIwonderedwhethershehadmissedherstop.ButI

didn'tdarewakeherup……….3.Givestudentspicturepromptsandaskthemtodevelopastoryaroundit.

Lookatthepicturegivenbelowandbuildupastoryarounditusingyourownimaginationandideas.Beginwiththestartergivenbelow.(Wordlimit:150-200)E.g.

TheFunniestManIhadeverseenAsIlookedoutofthecarwindow,Isawafunnylookingmanstaring

atme.Heslowlywalkeduptomewithflowersinhishandsand...

Hints:

strange,funnyfeatures

suspiciousmovements

reactionofthepeopleintheneighbourhood

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howyoufoundouthissecret

wasanevilmanwithevildesignsinhismind

yourreactionSampleQuestions

Lookatthepicturesgivenbelowandbuildupstoriesaroundthemusingyourownimaginationandideas.(Wordlimit:150-200)

a)

b)

c)

d)

e)4.Suggestfourunrelatedthingsandencouragethestudentstowriteastorythatincludesallofthem.SampleQuestionsWriteastoryinabout150-200words.Yourstoryshouldinclude

abus,aboy,aboatandacricketbat

abicycle,anoldbook,birdsandapairofscissors yourEnglishteacher,atree,amonsterandagirl

69


aninvisibleman,atray,youandapond atree,themoon,youandadog5.Giveshortstorytopicsandaskstudentstowritetheirstoryaroundthetopics.SampleQuestions

Writeastoryin150-200wordsabout

amischievousboywhosuddenlyvanishes.

thefunniestthingthathappenedtome.

thestrangestdayofmylife.

amachinethatneededbreakfast.

thedayIworemybestclothes.ARTICLEWRITINGPLANSupposeyourtopicis-‘ImpactofTVviewingonTeenagers’.ThisishowyoushouldhelpstudentswriteanArticle.IntroduceyourstudentstothefollowingbasicsofwritingArticles.

1.OutlineoftheArticle-

a.BeforestartingtowriteanArticle,makeitsoutline

Chooseatopic

E.g.

ImpactofTVviewingonTeenagers

Makealistofpointsonthetopic-

E.g.

0. Televisioncauseschildrenandteenagerstobecomelesscaring

1. Televisionviolencecausesaggressivebehavior

0. Televisiongivesinformationabouttheworld

1. Itisasourceofentertainment

2. Childrenspendagreatdealoftimeinfrontofatelevision

3. Parentsshouldlimitthetimetheirchildrenspendonwatchingtelevision

4. Youngchildrenneedguidance

5. Nosocialinteraction

6. Nophysicalexercise

7. Notabletoconcentrateonhomework

8. Parentsmustmonitortheirchildren

9. Accordingtoaresearch,childrenspendabouttwohours40minutesinfrontofthetelevisioneveryday

OrganizingtheArticle-

Arrangethepointsundereachofthefollowingheadings:

Situation

0. whatisthepositionorstatuswithregardtothetopic

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E.g.

0. Televisiongivesinformationabouttheworld

1. Itisasourceofentertainment

2. Childrenspendagreatdealoftimeinfrontofatelevision

3. Accordingtoaresearch,childrenspendabouttwohours40minutesinfrontofthetelevisioneveryday

1. Problem/causes/effects/impact

0. Whataretheproblems/causes/effects/impactregardingthetopicE.g.

0. Televisioncauseschildrenandteenagerstobecomelesscaring

1. Televisioncausesaggressivebehavior

2. Nosocialinteraction

3. Nophysicalexercise

4. Notabletoconcentrateonhomework

2. Solution

0. WhatcouldbethesolutionE.g.

0. Parentsshouldlimitthetimetheirchildrenspendonwatchingtelevision

1. Youngchildrenneedguidance

2. Parentsmustmonitortheirchildren

WritingtheArticle-

0. Writeashort3-paragraphArticleonthetopic-ImpactofTVviewingonTeenagers.

1. IncludeoneparagraphforSituation,oneparagraphforProblemandoneparagraphforSolution.

E.g.Para1-Childrenspendagreatdealoftimeinfrontofatelevision.

Televisiongivesinformationabouttheworld.Itisasourceofentertainment.Accordingtoaresearch,childrenspendabouttwohours40minutesinfrontofthetelevisioneveryday.

Para2-Televisioncauseschildrenandteenagerstobecomelesscaring.

Televisioncausesaggressivebehavior.Nosocialinteraction.Nophysicalexercise.Notabletoconcentrateonhomework.

Para3-Parentsmustmonitortheirchildren.Parentsshouldlimitthetimetheirchildrenspendonwatchingtelevision.Youngchildrenneedguidance.

Organizingsentences-0. Writecompletesentences

E.g.

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0. Nosocialinteraction-Thereisnosocialinteraction.

1. Nophysicalexercise-Thereisnophysicalexercise.2. Notabletoconcentrateonhomework-Theyarenotabletoconcentrateonhomework.

1. Avoidrepetitionofwords.Usepronounstoavoidrepetition.

E.g.

0. Televisioncausesaggressivebehavior-Itcausesaggressivebehavior.1. Parentsshouldlimitthetimetheirchildrenspendonwatchingtelevision-2. Theyshouldlimitthetimetheirchildrenspendonwatchingtelevision.

2. Joinsimilarsentences

E.g.

0. Nosocialinteraction.Nophysicalexercise-Thereisnosocialinteractionorphysicalexercise.

Organizingtransitionbetweenparagraphs0. Connectparagraphstogether

E.g.

0. Television causes children and teenagers to become less caring -Asaresult, television causes children and teenagers to become less

caring.

1. Parentsmustmonitortheirchildren-Therefore,parentsmustmonitortheirchildren.

1. Eachparagraphshouldleadtothenext.

Writingthefirstdraft

Childrenspendagreatdealoftimeinfrontofatelevision.Televisiongivesinformationabouttheworld.Itisasourceof

entertainment.Accordingtoaresearch,childrenspendabouttwohours40minutesinfrontofthetelevisioneveryday.

Asaresult,itcauseschildrenandteenagerstobecomelesscaring.Italsocausesaggressivebehavior.Thereisnosocialinteractionorphysicalexercise.Theyarenotabletoconcentrateonhomework.

Therefore,parentsmustmonitortheirchildren.Theyshouldlimitthetimetheirchildrenspendonwatchingtelevision.Youngchildrenneedguidance.

Practicingrevisiontechniques

0. Selfevaluation

1. Peerevaluation

WritingthefinalArticle

0. BeginwithaHeading.

1. Writethewriter’snameatthebottomofthetitle.

Leavealineandwriteyourarticle.

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ManualofAcademicProcedures(MAP)PRACTICEQUESTIONSONARTICLEWRITING

Vishal/Vaishaliisquiteconcernedabouttheincreasingincidentsofdeathsandaccidentscausedduetoroadrage.He/Shedecidestowriteanarticleontheneedforpeopletocontroltheirangerandinculcatethehabitofdisciplineddriving.

Studythefollowinginformationandwritethearticleinnotmorethan100-120words.Causesofroadrage

0. intoleranceandlackofselfdiscipline

1. familyandworkrelatedstress

2. stressgreaterinsummer

3. trafficjams,delays

Avoidroadrage-Beadisciplinedmotorist

0. Knowtrafficrules

1. Bepolitetofellowdrivers

2. Startbeforetimeifyouhaveanappointment

3. Maintainyourcool-don’tcarrystresswhiledriving

YouareSoni/Sonu.Writeanarticleinabout150wordson‘Terrorism-AthreattoHumanity’bytakinghelpfromthepointsgivenbelow:

4. Bombblastsoccurfrequently

5. Terroristsattackanywhere,anytime

6. Haveavastnetwork,Uselatesttechnology

7. Wemustfightthisevil

8. Weshouldbevigilant

9. Securityforcesshouldbealert

Youhavenoticedthatsomegirlchildrenofyourareadonotgotoschool.Youfeeldisturbedanddecidetowriteanarticlefortheschoolmagazineonthetopic-Needtoeducatethegirlchild.(100

0. 120words)

YouareArun/Aruna,Headboy/girlofVidyaMandirSchool,NewDelhi.Youaredisturbedtofindthatmanychildrenareobeseduetofastfoodcultureandlackofphysicalactivity.Writeanarticleonthetopic‘JunkFood-aHealthHazard’foryourschoolmagazinein100-120words.

Mobilephonesarebeingusedbothinurbanandruralareas.Crazeformobilephonesamongstudentshasbeenincreasingdaybyday.Theyarebusyonmobilephonesmostofthetime.Writeanarticleonthetopic‘Themenaceofmobilephones’innotmorethan100-120words.

Airpollutionmeansmixingofharmfulgasesinair.Itiscausedbythesmokeemittedfromfactories,vehicles,burningofcoalorwoodforfuel.Itisharmfulforhumanbeings,animalsandplants.Writeanarticleinabout100-120wordson‘TheHarmfulEffectsofAirPollution’.

0. Taking help from the visual given below, write an article for a national daily on ‘Cruelty to Animals’, sharing your concerns and suggestions about the issues

highlighted.(100-120words)

73


Pricesofallvegetablesareincreasingdaybydayanditisdifficultforthecommonmantomaintainthemonthlybudget.Thegovernmentistryingtocontrolthepricesbutithasfailed.Writeanarticlein100-120wordson‘IncreasingPriceRiseofVegetables’andgivesuggestionsonhowtocontrolit.

Writeanarticleon“ValueofGoodMannersinLife.(100-120words)

Writeanarticleforyourschoolmagazineonhowtosavetheplanetearth.(100-120words)

Adiaryentryisanindividual’saccountofadayofhisorherlife.SampleDiaryEntriesFromAnneFrank’s‘TheDiaryofaYoungGirl’

Sample1July15,1944DearestKitty,"It’sawonderIhaven’tabandonedallmyideals,theyseemsoabsurdandimpractical.YetIclingtothembecauseIstillbelieve,inspiteofeverything,thatpeoplearetrulygood

atheart.It’sutterlyimpossibleformetobuildmylifeonafoundationofchaos,sufferinganddeath.Iseetheworldbeingslowlytransformedintoawilderness,Iheartheapproaching

thunderthat,oneday,willdestroyustoo,Ifeelthesufferingofmillions.Andyet,whenIlookupatthesky,Isomehowfeelthateverythingwillchangeforthebetter,thatthiscrueltytooshallend,thatpeaceandtranquilitywillreturnoncemore"

Yours,AnneM.Frank

Sample2July9th1942DearKitty,“Here’sadescriptionofthebuilding…Awoodenstaircaseleadsfromthedownstairshallwaytothethirdfloor.Atthetopofthestairsisalanding,withdoorsoneitherside.The

dooronthelefttakesyouuptothespicestoragearea,atticandloftinthefrontpartofthehouse.AtypicallyDutch,verysteep,ankle-

74

ManualofAcademicProcedures(MAP)twistingflightofstairsalsorunsfromthefrontpartofthehousetoanotherdooropeningontothestreet.ThedoortotherightofthelandingleadstotheSecretAnnexattheback

ofthehouse.Noonewouldeversuspectthereweresomanyroomsbehindthatplaingraydoor.There’sjustonesmallstepinfrontofthedoor,andthenyou’reinside.Straightaheadofyouisasteepflightofstairs.TotheleftisanarrowhallwayopeningontoaroomthatservesastheFrankfamily’slivingroomandbedroom.Nextdoorisasmallerroom,thebedroomandstudyofthetwoyoungladiesofthefamily.Totherightofthestairsisawindowlesswashroomwithasink.ThedoorinthecornerleadstothetoiletandanotheronetoMargot’sandmyroom…NowI’veintroducedyoutothewholeofourlovelyAnnex!”

Yours,AnneM.Frank

Sample323thFeb1944DearKitty,“Thebestremedyforthosewhoareafraid,lonelyorunhappyistogooutside,somewherewheretheycanbequitealonewiththeheavens,natureandGod.Becauseonlythen

doesonefeelthatallisasitshouldbeandthatGodwishestoseepeoplehappy,amidstthesimplebeautyofnature.Aslongsasthisexists,anditcertainlyalwayswill,Iknowthatthentherewillalwaysbecomfortforeverysorrow,whateverthecircumstancesmaybe.AndIfirmlybelievethatnaturebringssolaceinalltroubles.”

Yours,AnneM.Frank

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SECTION-5DAY5--SESSIONI&II

ObjectivesoftheSession:Afterthissessiontheteacherswillbeableto:

UnderstandtheconceptofBloom’sTaxonomy.

UnderstandtheconceptofHOTSandLOTS.

Howtoframequestionsatdifferentlevels.

AnalyseanddevelopabalancedquestionpaperintermsofdesiredlevelBriefOutline:

IceBreaker

ElicitpreviousknowledgeonassessmentandBloom’staxonomy.

ShowPPtonbloom’sTaxonomywithsomeexplanationandelicitquestionwordsforeachknowledgelevel.Thenprovidemoreinformation.

Handout(fromthetextbookFirstFlightforclassx,chapter-MijbiltheOtter,pgno.105)willbeprovidedtodiscussquestionsatdifferentlevelsAsktheparticipantstopickatextfromtheirbookandframequestionscorrespondingtodifferentknowledgelevelsandshare.GivetheBlueprintofXthclasspaper,

Discussthequestionpaper.AnalysethesampleQuestionpaper.

FramingoftheQuestionpaperbytheCP’sgroupwise(Activity).

ExpectedLearningOutcomeanditsimpact:

Teacherswillimplementtheknowledgegainedinframingproperquestions.

Theywillbeabletoidentifyanddevelopabalancedquestionpaper.Studymaterialtobeprovidedtotheparticipants:

IdiomsandProverbs(slipsfromHandout1)

TextbookHandouts(forActivity).(Handout-2)

SampleQuestionsbasedonaParagraph.(Handout-3)

Analyzingaquestionpaper(Handout4)

BlueprintHandouts.(Section-5,Annexure-1)

SamplequestionPaperPowerpointpresentationsonthetheme:

1.PPTofBloom’staxonomy(Section-5,Annexure-1)Groupwork:

AnalysingaQuestionpaper(individual/groupActivity).

PreparingtheQuestionpaper(sectionwise)ingroups.Casestudy:

Individual/GroupProblemareasinquestionframingtobediscussed.Example:Thequestionsthatare

76

ManualofAcademicProcedures(MAP)generallynotdonewellbythestudents.Reflections:1.CP’ssharetheirexperiences/challengesregardingtheuseofdifferentlevelsofquestions.2a)onethingthatIhavelearnttodayis……..

0. SomethingthatIdidnotlike/itcouldhavebeendonedifferentlyis…………….

OneQuestionthatIhave……………………………………………InstructionsfortheFacilitator

ICEBREAKINGACTIVITY:Findmypartner:(15minutes)STEPS:

Popularsayingsarewrittenontwostripsofpaper.(Handout1)

EachCPisgivenaslipwhichhaseitherthebeginningmarkedbyno.ortheendoftheQuotationhastheauthor’sname.

CPdirectedtolocatetheirpartners,whichmarksthecompletionofthesaying.

Nowthepartnersseatedtogether.

BothpartnersfindoutabouteachotherbyaskingQuestions.

NOTE:ThenumberofQuotationscanbeaccordingtothenumberofCPorevenless.

2.OMG!Itismissing…..Interrogatetolocate.

STEPS:

TheR.P.showssurprisethathis/herspecs/handbag/laptoporanythingismissing.

TheCP’sformgroupsof5tointerrogate/questiononthelinesofpoliceofficer/detective.

Varietiesofquestionsarecategorized.

Handout1Handout1

IDIOMS/PROVERBS

Theearlybird/catchestheworm.

Thereisnotime/likethepresent.

Timeandtide/waitfornoman.

Youcanleadahorsetothetrough/butyoucannotmakeitdrink.

Astitchintime/savesnine.

Wherethereissmoke/thereisfire.

Honestyisthe/bestpolicy.

Makehay/whilethesunshines.

Twowrongs/don’tmakearight.

WhileinRome/doastheRomansdo.

Fortunefavours/thebold.

Whenthegoinggetstough/thetoughgetsgoing.

Hopeforthebest/butpreparefortheworst.

Betterlate/thannever.

Birdsofafeather/flocktogether.

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Keepyourfriendscloseand/yourenemiescloser.

Apictureisworth/athousandwords.

Theearlybirdcatches/itsworm.

Eastorwest/homeisthebest.

Godhelpsthose/whohelpthemselves.

Cleanlinessisnext/toGodliness.

Beggarscan’tbe/choosers.

Actionsspeak/louderthanwords.

Easycome/easygo.

Toomanycooks/spoilthebroth.

Allgoodthings/mustcometoanend.

Necessityisthe/motherofinvention.Handout2Bloom’sTaxonomyReadtheparagraphgivenbelowandanswerthequestionsthatfollow:Identifytheroleofeachquestion:ItwasLouisaMebbinwhodrewattentiontothefactthatthegoatwasindeath-throesfromamortalbullet-wound,whilenotraceoftherifle‘sdeadlyworkcouldbefoundonthe

tiger.Evidentlythewronganimalhadbeenshot,andthebeastofpreyhadsuccumbedtoheart-failure,causedbythesuddenreportoftherifle,acceleratedbyseniledecay.Mrs.Packletidewaspardonablyannoyedatthediscovery;but,atanyrate,shewasthepossessorofadeadtigerandthevillagers,anxiousfortheirthousandrupees,gladlyconnivedatthefictionthatshehadshotthebeast.

WhowasLouisaMebbin?

Howdidthegoatdie?

Howdidthetigerdie?

–Riflesdeadlywork║whyhastherifle‘sworkhasbeencalleddeadly?Whatfigureofspeechhasbeenusedhere?–Mrs.Packletidewaspardonablyannoyedatthediscovery☐thewriterfeelsthatMrs.Packletidewasannoyedatthediscovery,whydoesheusetheterm–pardonably║?Whatisthewriter‘sattitudetowardsMrs.Packletide?

Howdidthevillagersreacttothetiger‘sdeath?

IfyouwereMrs.Packletide,howwouldyouhavehandledMrs.LouisaMebbin?

Handout3Mijbil,asIcalledtheOtter,was,infact,ofaracepreviouslyunknowntoscience,andwasatlengthchristenedbyzoologistsLutrogaleperspicillatamaxwelli,orMaxwell’s

Otter.ForthefirsttwentyfourhoursMijbilwasneitherhostilenorfriendly;hewassimplyaloofandindifferent,choosingtosleeponthefloorsfarfrommybedaspossible.ThesecondnightMijbilcameontomybedinthesmallhoursandremainedasleepinthecrookofmykneesuntiltheservantbroughtteainthemorning,andduringthedayhebegantolosehisapathyandtakeakeen,interestinhissurroundings.Imadeabody-beltforhimandtookhimonaleadtothebathroom,whereforhalfanhourhewentwildwithjoyinthewater,plungingandrollinginit,shootingupanddownthelengthofthebathtubunderwater,andmakingenoughsloshandsplashforahippo.ThisIwastolearn,isacharacteristicofotters;everydropofwatermustbe,sotospeak,extendedandspreadabouttheplace;abowlmustatoncebeoverturned,besatinandsploshedinuntilitoverflows.Watermustbekeptonthemoveandmadetodothings;whenstaticitiswastedand

78

ManualofAcademicProcedures(MAP)provoking.Q1.WhatisthenameoftheOtter?Q2.Describetheotter’sbehaviorinthefirsttwentyfourhoursatMaxwell’shome?Q3.Whatwouldbeyourapproachindealingwithotter-anunusual

pet?Q4.Giveanaccountofthedifferenceinthebehaviorofotteratvariousstages.Q5.WhatisthevalueofkeepingunusualpetsasrealizedbyMaxwell?Q6.Whatwouldhappen,ifMaxwellfoundhisotterinjured?HandOut-4

DAY5--SESSIONIII&IVInnovativeProjectsObjectivesOfTheSession:Theteacherswillbeableto;

Developthelanguageskillsofthestudents Enhancelanguageskillsofthestudents

UseEnglishasacommunicationtoolineverydaylife.

79


Familiarizestudentswiththelanguagethroughinnovativeprojects.

DevelopthethoughtprocessinEnglishandthusresultingineffectivecommunication. Enhancethestudentslistening,speaking,readingandwritingskills.

CreativethinkinginEnglishBriefOutlineOfTheSession:Projectshavebeendesignedtoaddresslargeclassroomsandcanbeconductedasgroupactivity.

ExpectedLearningOutcomesLearningoutcomeswillbedifferentfordifferentactivitiesTeachingLearningMaterialRequired:Handoutsoftheabovestudymaterial/extractsfromthetextbooksclassIX,XMaterialtobeprovidedtothegroupslikechartpapers,sketchpens,pencils,erasers,adhesive(doublesidedtape)GUIDELINESFORTHEFACILITATORS:

Copiesofthechosenextract/Projectsbasedonselectedlessonsandpoems. Clearinstructionsabouttheaimandtheoutcomeofeachactivity.

Fixandregulatethetimeofeachactivity.

Appreciateeachgrouptomotivateandenhanceparticipation.Variations:Lefttothediscretionofthefacilitator,atthechoiceandcomfort/oraccordingtothematerialchosen.ProcedureThefacilitatorwillinitiateadiscussionbyaskingthefollowingquestionstotheCP’sQ1WhatdoyouallunderstandbythewordInnovation?ExpectedResponses

Isanewidea,deviceorprocess.

Astheapplicationofbettersolutions Meetingnewrequirements

Inarticulatedneedsofclassroomteaching

Theterminnovationcanbedefinedassomethingoriginal Moreeffective

"Breaksinto"

Aprocessthatbringstogethervariousnovelideasinawaythattheyhaveanimpactoneducation.

Innovationreferstotheuseofabetterand,asaresult,novelideaormethod,NoteforfacilitatorInnovationdiffersfromimprovementinthatinnovationreferstothenotionofdoingsomethingdifferentratherthandoingthesamethingbetterQ.2WhatistheneedforInnovativeProjects?ExpectedResponses

Catalysttogrowth

Leadstobetterandmoreeffectiveteachingprocesses

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Breaksmonotony

Bringspositiveandlearningbydoingatmosphereintheclass

Bringsefficiency,productivity,newness

Toimprovethestudents’abilities

Todiscoverandsolvereallifeproblems

Andifyou'reateacher,you'reprobablyinterestedininnovationintheclassroom,solet'sstartthere--withproject-basedlearning,forexample.NotefortheFacilitatorProject-basedlearningisanexampleofinnovation,butprobablynotthewayyou'dexpect.Whilelearningthroughprojectsisindeedinnovativecomparedtosit-and-get,drill-

and-kill,teacher-ledandtextbook-sourcedinstruction,PBL'sprimaryinnovationisprobablyitsflexibility.There'salmostnootherlearningtrendorinnovationthancannotonlyco-existwithPBL,butalsofitseamlesslyandentirelywithinit.

PBLpromotesinnovationineducationbymakingroomforit.Butcreatingthatinnovation--whatdoesthatrequire?Whatkindsofingredientscanyouputintothetin,shakeup,andendupwithinnovation?Solet’sdiscusssomeprojectswhichcanbetakenupActivity1-ClassIX-Beehive-Lesson-TheFunTheyHadObjectiveoftheActivity

0. Tointroducethelessonanditsmaintheme

1. Toenablethestudentstoexpresstheirviewsinspeaking

2. TomakethestudentsreflectontheirschoolsysteminapositivemannerProcedure

Theteacherwillputthestudentsingroupsandaskthestudentsto:

Makealistofthingstheylikethemostandthethingstheywouldliketochangeintheirschoolgivingreasonsandsuggestions,asshowninthetablebelowThingsIlike

mostin Why?ThingsIwould

liketo How?school changeinschool

Afterthestudentsfillinthetable,theywilldiscusswitheachother.

Askthegroupleaderstogivethemainideasofthegroup

Theteachercaninitiateadiscussionandintroducethechapter.

TheteachercandoFormativeAssessmentwiththisactivity.Activity2–ClassIX–Beehive-Poem-WindandTheRoadnotTakenObjectivesoftheActivity

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Toexploresymbolismbycomparison

Toenablethelearnerstothinkimaginativelyandcreativelyhelpingthemtosearchforsymbolism Tobuildvocabulary

Toignitecoherentimaginativeandcreativethinking Todevelopspeakingandlisteningskills.Procedure

Dividetheclassintogroups.

Givethefollowingexamplesandaskquestions

Ourflagisthesymbolofour - country

Alionisasymbolof -leadershipor

pride

Atreeisasymbolof - life

3.Askthestudentsiftheyhavebeenabletofindsuchasymbolinthepoems

Wind

TheRoadnotTaken

ExpectedAnswers Road - choices

Wind - difficulties

Students ingroupswillbegivencertainpointers.Theyhavetodrawandpresent their thoughtsregardingthesymbolsandwhat thesesymbolsstandfor?Example.

Bleedingtrees ChokingEarth

Awomaninchairs

Askeletonsmokingacigarette

5.Theteachercanprovidestemsymbolstogroupsandaskthegroupstothinkofmore,andlistfromtextlessonsofclassXandIXForexample:LESSON:TheHundredDresses–II-ClassXFirstFlightLESSON:TheSermonatBanaras-ClassXFirstFlightLESSON:ATrulyBeautifulMind-ClassIXBeehivePOEM:AmandaClassXFirstFlight

Thestudentswilldiscussandthinkofsymbols,itsassociationsandeffectivenesswithhelpoftheteacherTheteacherscanuseanylessonforconductingthisactivityaspertheirchoice.

ThisactivitywillhelptobuildthespeakingskillsofthestudentsforASL.

Activity3-ClassIx-ATrulyBeautifulMindObjectives:

Todevelopteamspirit

Toinculcatecognitiveandinterpretationskills

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Toencouragecreativityandfunfilledlearning. Toenhancespeakingskills

Tobuildconfidence.Procedure

Dividetheclassintogroups

ProvideinformationaboutfewfamousIndianScientistsonslipsofpaper

(Informationcanbetakenfromanyreliablesourcebutshouldcoverthedetailsgiveninthetablebelow)

GiveeachgrouponeScientistoftheirchoice.

Askthestudentstoreadtheinformationandidentifyandfillinthedetailsasperthetable

NameBirthYearCountrySchoolingPlaceslivedGoodatDidnotlike

CollegeEducationUniversityAttendedAchievementsinScienceAwards

ContributiontotheWorld

Nowdistributebigsizeballoons(1toeachgroup)

Askeachgrouptodraw/makeaflowchart/mapout/theirchosenpersonalityontheballoon.

Askeachgrouptogiveapresentationonthechosenscientistusingtheballoonasaprop.Activity4-Poem-TheSnakeTryingObjectives

1)Toenablehestudentstoexpandnotesintoacohesivepieceofwriting

2)Toenablethestudentstopresentideassystematicallywithabeginning,middleandend 3)Toenablethestudentstodoprojectworkthroughanalysis,organization,

4)Toenablestudentstorelatetoreallifesituations

5)ToenablethestudentstoenhancetheircreativityandbeoriginalintheirapproachTaskThemebasedindividualprojecttitled“MySnakeBook”ProcedureEachchildisshowntheillustrationbelowandencouragedtomaketheirprojecttitled“MySnakeBook”

83


Thestudentsaretoworkonthefollowingpatternandformat.

Tellthestudentstochooseatypeofsnakewhichtheycanimagine

Askthestudentstomakeaprojectfilekeepingthefollowingpointersasguidelines Giveanametoyoursnake?

Whereintheworlddoesyoursnakelive? Describethehabitatyoursnakelivesin Whatdoesyoursnakeeat?

Whatsizeandweightisyoursnake?

Whatcolourisyoursnakeandwhatkindofmarkingsdoesithave? Whatisthepredatorthatyoursnakeprotectsitselfagainst?

Describethreemoreinterestingthingsthatyoulearnedaboutyoursnake. DraworpastepictureofyoursnakeRememberAppreciationtotheparticipatinggroupsisamustaftereachactivityinordertomotivateandenhancelearning.Reflections:-

Asktheparticipantstoreflectonalltheactivitiesanddiscussions(heldinbothsessions) Didyouhavefundoingthem?

84

ManualofAcademicProcedures(MAP)Wereyourlanguageskillsenhancedandvocabularyenriched?

Don’tyouthinkthatthereadyavailabilityofthematerialmakesiteasierfortheteachertotakeuptheseactivitiesintheirclassroom?

85


AnnexureS

86

ManualofAcademicProcedures(MAP)SECTION-1

Annexure-1


Annexure-2


CBSE/ACAD./DIR.(ART&I)/ASL/201403rdJuly,

2014

TheHeadsofallaffiliatedInstitutions

CircularNo:Acad-20/2014

AssessmentofSpeakingandListeningSkills

[AcademicSession2014-2015]TheCBSE’s implementation of theAssessment of SpeakingListeningSkills project in classes IX&XI inEnglish from the academic session 2013-14, has brought to the

foreground,areformatoryapproachtotheteaching-learningandassessmentofstudents’competencyintheEnglishlanguage.SchoolsHeadandteachersacknowledgethatstudentsget more opportunities to practise their oral-aural skills through the transaction of a well- structured, balanced curriculum. The Board supports schools through the referencematerials,updates,samplesandothernecessaryguidelinesonthewww.cbseacademic.in-ASLGateway,toconducttheASLforSA-I,inclassIX,SA-I&SA-IIinclassXandmid-termexaminationinclassXI.

Therefore,SchoolHeadsaredirectedtogothroughtheannexureAanddocumentsuploadedinthe

AdvisoryforSchoolHeads&Teachers:Handbook

Content

Focusofeachassessmenttask[Tasks1,2,3,&4]oObjective/sofassessmenttasksoDomainsandTopicsforassessmentoTopicQuestionsforspeakingassessmentoTeachingtipsforconductingactivitiesinclassoPerformancedescriptorsoGuidelinesforSchoolHeads

ASLGatewayClass-wisespecifications¾¾Samplesofaudiotracks,worksheets,mark¾¾sheet¾¾Languagepracticeactivities¾¾Trainingcalendar

¾¾Periodicupdatesthroughcirculars¾¾Guidelinesforawardinggrades¾¾Projectupdates

¾¾Proformaforfeedback

¾¾AdvisoryforSchoolsHead&TeachersLink:http://www.cbseacademic.in/aslcorner.html

ASLGateway,anddisseminatetheinformationtoteachersandstudentstoensureoptimalutilizationofallavailableresources.Forclarifications,pleasecontact:

94


Ms.NeelimaSharma,Consultant[English] 011-23233552

Ms.RajeswaryP.EducationOfficer[Academics] 011-23231248

Dr.PraggyaM.Singh,JointDirector 011-23215130 Sd/-(Dr.SadhanaParashar)Director(Academic,Research,Training&InnovationCopytotherespectiveHeadsofDirectorates,OrganizationsandInstitutionsasindicatedbelowwitharequesttodisseminatetheinformationtoalltheschoolsundertheirjurisdiction:

TheCommissioner,KendriyaVidyalayaSangathan,18-InstitutionalArea,ShaheedJeetSinghMarg,

NewDelhi-110016.

TheCommissioner,NavodayaVidyalayaSamiti,B-15,Sector-62,InstitutionalArea,Noida-201309.

TheDirectorofEducation,DirectorateofEducation,Govt.ofNCTofDelhi,OldSecretariat,Delhi-110

054.

TheDirectorofPublicInstructions(Schools),UnionTerritorySecretariat,Sector9,Chandigarh-160017.

TheDirectorofEducation,Govt.ofSikkim,Gangtok,Sikkim–737101.

TheDirectorofSchoolEducation,Govt.ofArunachalPradesh,Itanagar–791111

TheDirectorofEducation,Govt.ofA&NIslands,PortBlair-744101.

TheDirectorofEducation,S.I.E.,CBSECell,VIPRoad,JungleeGhat,P.O.744103,A&NIslands

TheSecretary,CentralTibetanSchoolAdministration,ESSPlaza,CommunityCentre,Sector3

Rohini,Delhi-110085.

AllRegionalDirectors/RegionalOfficersofCBSEwiththerequesttosendthiscirculartoallthe

HeadsoftheaffiliatedschoolsoftheBoardintheirrespectiveregions.

AllAssociateProfessor&AdditionalDirectors/Advisors/Consultants

AllAdditionalDirector/JointDirector/DeputyDirector/AssistantDirector,VocationalCell,CBSE

TheResearchOfficer(Technology)withtherequesttoputthiscircularontheCBSEwebsites.

AllAssistantProfessor&JointDirectors,CBSE

AllAssistantProfessor&DeputyDirectors,CBSE

TheDeputyDirector(Examination&Reforms),CBSE

TheAssistantLibrarian,CBSE

ThePublicRelationsOfficer,CBSE

TheHindiOfficer,CBSE

PStoChairman,CBSE

PStoSecretary,CBSE

SOtoControllerofExaminations,CBSE

PStoDirector(SpecialExamsandCTET),CBSE

PAtoProfessor&Director(Academics,Research,Training&Innovation),CBSE

PAtoDirector(InformationTechnology)

PAtoDirector(EDUSAT)Director(Academics,Research,TrainingandInnovation)

95


AnnexureA

AssessmentofSpeakingandListeningSkills-2014-2015

ADVISORYFORHEADSOFSCHOOLSASLismandatoryforClassesIX,XandXI.RecordingofSpeakingAssessment:SpeakingAssessment(SA-I&SA-II)mustberecordedinitsentiretyto

Monitorqualityassuranceofthetestdelivery

Provideguidanceandsupportforteachersasassessors.

Feedbackfortrainingandothercommunications.Note:Recordingsmaybekeptsafelyandsecurelyfor6monthsaftertheconductofassessment.Contentpreparation:

Topicsmaybegivennotmorethanthreedaysbeforetheassessment

Studentsmaybegivenachoiceunderthedomainsgiveninthespecifications.

RotelearningistobediscouragedandstudentsmadeawareofmarkingdownforthesameinSA-I.Note:Teachersshouldencouragestudentpairstotackledifferenttopicswithgreaterdepthtoavoidrepetitionofideasandpromotehigherstandardsofpreparation.Managingthetestdelivery:SchoolheadsmaysetasidethedatesfortheASLforSA-IintheircalendarsaweekbeforethecommencementofSA1inallschools.Assessmentsmustbeconductedduringthis

windowperiod.Ideally,eachclassmaybeallottedoneentiredayor,eitheroneofthefollowingoptionsmaybeused:

Studentsmaybeassessedaccordingtotheoriginalformatinpairs,withexaminerandstudentssittingina

separateclassroom,andthenextpairwaitingoutsideandreadytostepinafterthepreviouspairfinishes.

Teachersmayalsoexploretheformatofconductingthetestwithintheclassroominthepresenceofall

students[note:applicableonlyforSA-IortermexaminationinclassXI].Ifformatii.istakenup,theprocedureisasfollows:

Studentssitinpairsaccordingtothelistmadeforthetesting.

Eachpairmoveuptothefirstdeskclosetotheteacherfortheirassessment.

Whiletheassessmentisbeingdone,otherstudentsdoworkassignedtothemduringthespecifiedperiod/sintheirtimetableonthatday.[Monitors/prefectsmaybeassignedthedutyofmaintainingsilencewhiletheassessmentandrecordingarebeingdone]

Therecorderisplacedontheteacher’stablefortherecording.

Iftherearestudentswhoareveryweak,andnervous,theteachermaykeepthembackintherecess/afterallhavefinishedsothattheirassessmentisdoneapartfromothers.

Thepurposeofdoingtheassessmentintheclassroomistoreassurestudentsabouttheprocessandmotivatethem.

Teachersmaybeginwith3‘best’pairsinclasssoastosetthebenchmarkofexcellenceinthebeginningoftheassessment.[Ithasbeenobservedthat,insomeschools,ASLtheclassroomhasyieldedverygoodresultsasitpromotesinterestinlisteningtovariedwaysofansweringquestionsandencouragesresponsesthatweremorecautiouswithfewererrors]

96

ManualofAcademicProcedures(MAP)Note:TheseoptionsmayalsobeusedforASLinClassX,forSA-II.Recordinginformation:Fundsmaybeallocatedintheschoolbudgetinthebeginningofthesessionforthepurchaseofrecorders.[Ideally,onerecorderforperteacher]Oncetherecordingofthespeakingtestiscompletedforallsectionsofeachleveli.e.ClassIXA,B,C…andClassXIA,B,C…etc..,theyshouldbetransferredtoCDs/DVDs

alongwithawardlistsofspeakingandlisteningassessmentscopiedinit,maybesecurelystoredbythePrincipal/HeadofSchoolandonecopyeachbytheExaminationIn-chargeandteacherconcerned.

97


WEEKWISESYLLABUS(2014-2015)

CLASS-IX

SUBJECTENGLISH(184) DATE/MONTH CONTENTS1/4/2014-5/4/2014 Beehive-Thefuntheyhad

Writingskill–Paragraph(Thefirstdayinmynewclass)

Discussionamongstudentson“Thedifferencebetweenworking

efficiencyofmachineandhumanbeing”7/4/2014– Beehive-Theroadnottaken(Poem)

11/4/2014 Comprehension,appreciationandrecitationofthepoem

ReadingSkill-Readingpoemaloudandsilently

Activity-oral/quizbasedon“TrafficRules”14/4/2014- Moments-Thelostchild

19/4/2014 Writingskill-Informalletter(toyourfriendadvisinghim/herto

accompanywiththeirparentsinanyfair)

Paragraph-„Booksareourgoodfriend'

Grammar–Tenses21/4/2014- Moments-TheadventuresofToto

26/4/2014 Writingskill-formalletter(ToNDMCommissionertocontrolthe

strayanimalsinyourlocality)

Grammar-Prepositions 28/4/2014- Beehive-Thesoundofmusic

3/05/2014 ReadingSkill-seenpassagesfromthetext

Paragraph-StrengtheningtheCWSN(childwithspecialneeds)

Grammarmodals(haveto/hasto/hadto

,must,should,need,oughtto,andtheirnegativeforms) 5/5/2014-9/05/2014 Novel-Gulliver'sTravels-Part–I/ThreeMeninaboatChapter(1

to5)

Unittest-I

HolidayHomework 11/5/2014- SUMMERVACATION

30/06/2014 1/7/2014-5/7/2014 Beehive-Thelittlegirl

Novel-Gulliver'stravelsPartII/Threemeninaboatchapter–

(6to10)

YUVA-Session-9.1–ThemouseandtheLion 7/7/2014-11/7/2014 Moments-Ishwaranthestoryteller

Writingskill-Applicationtotheprincipalforstartingextraclasses

forMathandEnglishGrammar–Passivevoice

Activitybasedonspeakingandlisteningskill

100


14/7/2014- Beehive-Thewind(poem)

19/7/2014 WritingSkill–DebatewritingGrammar-Reporting

(statement,questions)

21/7/2014- Beehive–ATrulyBeautifulmind

26/07/2014 Writingskill–Articlewriting(Indianscientists)

Grammar-Reporting(CommandsandRequest)

28/7/2014- Moments–IntheKingdomoffools

2/08/2014 Beehives–Rainontheroof(poem)

Readingskill–Readingthepoemaloudandsilently

Grammar–Subject–Verbconcord

04/0802014- Beehive–Thesnakeandthemirror,ThelakeisleofInnisfree

8/8/2014 (poem)

Writingskill-ParagraphWritingbasedonverbal/visualstimulus

11/8/2014- Moments–Thehappyprince

16/8/2014 Writingskill-informalletter(toyouryoungerbrother/sister

advisinghim/hertoprepareforthcomingexamseriously)

Activity–speakingandlisteningUnittest-II

19/8/2014- Beehive-Mychildhood,AlegendtotheNorthland(poem)

23/8/2014 Paragraph–Dr.A.P.J.AbdulKalam

Yuvasession-3.3MyPrinciplesaremystrength

25/8/2014- Beehive–Packing

30/8/2014 Grammar-Tenses

Activity–Quiz/oral/Stagingthelesson(packing)

Revision

1/9/2014–6/9/2014 Revision

8/9/2014– SA-I

20/09/2014

22/9/2014– DiscussionofquestionpaperofSA–I

27/9/2014,29/9/2014 WritingSkill–Storywritingbasedonpicturecomposition

Grammar-Determiners

30/09/2014- AUTUMNBREAK

1/10/2014

4/10/2014,7/10/2014 Writingskill–Articlewriting

–10/10/2014 Grammar–Clauses(Nounclause,relativeclause,adverbclause

ofconditionandtime).Discussionon'Indianfestivals„

13/10/2014- Moments–WeatheringthestorminErasma

18/10/2014 WritingSkill–formalletter(toEditorofnewspaperabout

frequentbreakdownofelectricityinyourlocality)

Discussionamongstudentsonthetopic–Naturalcalamitiesand

theirsafetymeasures

101


20/10/2014– Moments–TheLastleaf

25/10/2014 Readingskill–Seenpassagesfromthetext

Writingskill–Complaintletters

27/10/2014- Novel-Gulliver'sTravelsPart–III/ThreemeninaboatChapter

1/11/2014 (11to15)

Writingskill-Shortparagraph(Roleofsocialmedia,Junkfood)

3/11/2014- Beehive-Nomenareforeign(Poem)

7/11/2014 ReadingSkill-Readingpoemaloudandsilently

WritingSkill-NoticeWriting

UnitTestIII

10/11/2014- Beehive-Reachforthetop

15/11/2014 Activitybasedon“FemaleSportsPerson”

YUVASESSION-9.8–MyFriendisspecial

17/11/14-22/11/14 Beehive-“TheDuckandthekangaroo(Poem)

Novel-Gulliver'stravels,Part–IV/Threemaninaboat,

chapter(16-19)

24/11/14-29/11/14 Beehive–TheBondOfLove

ReadingSkill–SeenPassagefromthelesson

WritingSkill-SpeechWriting(conservationofanimals)

01/12/14-06/12/14 Writingskill-FormalLetters

Grammar-Sentencereordering,sentence,transformation,

combiningsentences

08/12/14-12/12/14 Writingskill-E-mailWriting

Letter-InformalLetters

Grammar-Dialoguecompletion

12/12/14-20/12/14 Moments-AHouseisNotaHome

Activitybasedon”DisasterManagement”

YUVASESSION-9.13;LookingPositivelyatourselves

UnitTest–IV

22/12/14-24/12/14 Beehive–OnKillingATree(Poem)

Discussionon“SaveTress”intheClassroom

Projectbasedon“VanMahotsava”

HolidayHomework

25/12/14-15/01/15 Winterbreak

16/1/15-17/1/2015 Beehive-Kathmandu

19/1/2015- Beehive-Thesnaketrying(poem),Aslumberdidmyspiritseal

24/1/2015 (poem)Readingskill-Comprehensionappreciationandrecitationof

thepoemWritingskill-shortstorybasedongivenoutline

27/1/2015- Beehive-IfIwereyou

31/1/2015 WritingSkill–Reportwriting(shortnewspaperreport)

Grammar–EditingandOmission

2/2/2015-7/2/2015 Moments–Theaccidentaltourist

Grammar-Gapfillingwithoneortwowordstestpreposition,

Article,conjunctionandtenses.

102


9/2/2015-13/2/2015 Moments–TheBagger

Readingskill-Unseenpassage

Listeningandspeakingskill–activitybased

16/2/2015- WritingSkill–Informalletters(toyoungerbrother/sisteradvising

21/2/2015 him/hertosetgoalforthefuture.)

Grammar-Practicetenses

Revision

23/2/2015- Revision

28/2/2015

2/3/2015– SA–II

31/3/2015 DeclarationoftheResult

103


ClassIX(SA–I)

EnglishLanguageandLiterature2014-15(CodeNo.184)

TypologyTesting

competencies/lessurning VSAQ Short LongAnswer Long VeryLong Marks

outcomes Imark Answer QuestionsI answer Answer Questions 80-100words Question Question I80-100 4marks II100-120 150-200 words4 words5 words marks marks (5marks)

Resding Conceptualunderstanding 12 04 ..... ..... ..... 20

Skills decodinganalyzing,

inferring,interpretingand

vocabulary

Crestive Expressinganopinion, 10 ..... ..... 01 01 25Writing

reasoning.Justifying.

Skillsand

Grammer Illustration,appropriacy

ofstyleandtone,using

appropriateformat

andfluency.Applying

convention,using

integratedstructureswith

accuracyandfluency.

Literature 03 04 01 ..... 01 25and Test

Books

Total 25x 08x02= 01x04= 01x05= 02x10= 70

01= 1604

marks 05 20 marks

25 marks marks marks

marks

Assesment Interaction,reasoning, 20

of diction,articulation, marks

Speaking

clarity,pronunciationand

and

Listerning overallfluency Skills

Total 90

marks

106


ClassIX(SA–II)

EnglishLanguageandLiterature2014-15(CodeNo.184)Typology Testingcompetencies/ VSAQ Short LongAnswer Long Very Marks

lessurningI

mark Answer QuestionsI answer Long outcomes Questions 80-100words Question Answer I80-100 4marks II100-120 Question words4 words5 150-200 marks marks words (5marks)

Resding Conceptual 10 ..... ..... 02 ..... 20

Skills+ understanding OTBA

decoding,analyzing,

inferringinterpreting,

centicalthinkingand

vocabulary

Crestive Recallingreasoning. 10 ..... ..... 01 01 25Writing

appreciationg.

Skillsand

Grammer applyingliterary

conventions,

extrapolating,

illustratingand

justifyingetc

extractingrelevant

information,

identifyingthe

centertheme

andsubthemes,

understandingthe

writer'smessageand

writingfluently

Literature 03 04 01 ..... 01 25and Test

Books

Total 23x01

= 04x02= 01x04= 03x05= 02x10= 70

23 0804

marks 15 20 marks

marks marks marks marks

Assesment Interaction,reasoning, 20

of diction,articulation, marksSpeaking

clarity,pronunciation

and

Listerning andoverallfluency Skills

Total 90

marks

107


SECTION-2

Annexure-1


Annexure-2

HOWDOILEARNBEST?1Thisquestionnaireaimstofindoutsomethingaboutyourpreferencesforthewayyouworkwithinformation.Choosetheanswerwhichbestexplainsyourpreferenceandclick

ontheboxnexttotheletter.Pleaseselectmorethanoneresponseifasingleanswerdoesnotmatchyourperception.Pleaseanswereachquestion.

Youareabouttogivedirectionstoapersonwhoisstandingwithyou.S/heisstayinginahotelintownandwantstovisityourhouselater.S/heneedshelpswithdirections,Wouldyou?0. Drawamaponpaper

1. Tellher/himthedirections

2. Writedownthedirections(withoutamap)

3. Collecther/himfromthehotelinyourcar

2.Youarenotsurewhetherawordshouldbespelled‘dependent’or‘dependant’.Doyou:c.Lookitupthedictionary

seethewordinyourmindandchoosebythewayitlooks

sounditoutinyourmind

0. Writebothversionsdownonpaperandchooseone.

Youhavejustreceivedacopyofyouritineraryforaworldtrip.Thisisofinteresttoafriend.Wouldyou:0. Phoneherimmediatelyandtellher/himaboutit

1. Sendacopyoftheprinteditinerary

a.Showher/himonamapoftheworld

0. Sharewhatyouplantodoateachplaceyouvisit1VARKadaptedbySingh,R,1999Youaregoingtocooksomethingasaspecialtreatforyourfamily.Doyou:

0. Cooksomethingfamiliarwithouttheneedforinstructions

a.Thumbthroughthecookbooklookingforideasfromthepicture

0. Refertoaspecificcookbookwherethereisagoodrecipe

Agroupofstudentshasbeenassignedtoyoutofindoutaboutwildlifereservesorparks.Wouldyou:0. Drivethemtoawildlifereserveorpark

a.Showthemslidesandphotographs

c.Givethempamphletsorabookonwildlifereservesorparks

b.Givethematalkonwildlifereservesorparks.

6.Youareabouttopurchaseanewmusicsystem.Otherthanprice,whatwouldmostinfluenceyour

decision?b.Thesalespersontellingyouwhatyouwanttoknowc.Readingthedetailaboutitd.Playingwiththecontrolsandlisteningtoita.Itlooksreallysmartandfashionable

Recallatimeinyourlifewhenyoulearnedhowtodosomethinglikeplayinganewboardgame.Trytoavoidchoosingaveryphysicalskill,e.g.ridingabike.

Howdidyoulearnbest?By:

a.Visualclues–pictures,diagrams,charts

118


c.Writteninstructions

0. Listeningtosomebodyexplainingitd.DoingitortryingitYouhaveaneyeproblem.Wouldyoupreferthatthedoctor:

0. Tellyouwhatiswrong

0. Showyouadiagramofwhatiswrong

0. Useamodeltoshowwhatiswrong

Youareabouttolearntouseanewprogrammeonacomputer.Wouldyou:

1. sitdownatthekeyboardandbegintoexperimentwiththeprogram’sfeatures

0. readthemanualwhichcomeswiththeprogram

0. telephoneafriendandaskquestionsaboutit

Youwouldliketovisitfriendswhoseaddress/locationyoudonotknow.Wouldyoulikethemto:

0. drawyouamaponpaper

0. tellyouthedirections

1. writedownthedirections(withoutamap)

2. collectyoufromthehotelintheirwar

Apartfromtheprice,whatwouldmostinfluenceyourdecisiontobuyaparticularbook:

0. youhaveusedacopybefore

0. afriendtalkingaboutit

1. quicklyreadingpartsofit

0. thewayitlooksisappealing

Anewmoviehasarrivedintown.Whatwouldmostinfluenceyourdecisiontogo(ornotgo)?

0. youheardaradioreviewaboutit

1. youreadareviewaboutit

0. yousawpreviewaboutit

Doyoupreferalecturerorteacherwholikestouse?

0. atextbook,handouts,readings

a.flowdiagrams,charts,slides

fieldtrips,labs,practicalsessions

discussion,guestspeakers

Whenyouhavefinishedmarkingyourselections,filltheboxeswithyourscores?

Total a b c d

Visual Aural Read Kinaesthetic

119


Annexure-3


123


Annexure-4


Annexure-5

ANNEXUREFORVOCABULARYKeyConceptsWhenwelearnanewwordoraphrasewemakesenseofthewordorphrasebyitspronunciation,spelling,anditsgrammaticalfunctionandsoon.Let’sseewhatthekeypoints

relatedaword.

Pronunciationandspelling

Whatawordsoundlikeandwhatitlookslike.

Grammar

Awordmayhaveanunpredictablechangeofformincertaingrammaticalcontexts.E.g.,irregularpastformofaword(fight:fought),transitiveorintransitive;irregularpluralforms(mouse:mice);adjectiveorverbstogetherwiththeirfollowingprepositions(remindsomeoneof,responsiblefor).

iii.Collocation

Weoftencombinewordsincertainwaystoformanewmeaning.Forexample:heavyrain,astrongwind,makeamistake,etc

Itistheappropriatecombinationofwords

Soundsleep,aspiringmusician,watchingamovie,goodgirl,hummingatune(examplesfromtext

)Activity

ProvidetextmaterialofclassIXandX(poems)totheparticipantsandletthemidentifydifferentcollocationsandmakesentencesiv.Aspectsofmeaning

Denotation–whatawordreferstointherealworld.Connotation–associationorpositiveornegativefeelingsawordmightevoke.

Whetheraparticularwordistheappropriateonetouseinacertaincontextornot.E.g.weepandcryarealmostsynonymousbutweepismoreformal,tendtobeusedin

writingmorethaninspeech,andisingeneralmuchlesscommon.Denotationreferstothelookupthewordsnakeinadictionary,youwilldiscoverthatoneofitsdenotativemeaningis“anyofnumerousscaly,legless,sometimesvenomousreptiles,havingalong,tapering,cylindricalbodyandfoundinmosttropicalandtemperateregions”.

Connotationonotherhandreferstotheassociationsthatareconnectedtoacertainwordortheemotionalorculturalsuggestionsrelatedtothatword.Theconnotativemeaningsofawordexisttogetherwiththedenotativemeanings.Theconnotationsforthewordsnakecouldincludeevilordanger.

Exampleofdenotationandconnotation.

Thewordhome,house,residenceanddwellingallhavethesamedenotation,buttheconnotationofeachwordisverydifferent.

Denotation:WhereapersonlivesatanygiventimeConnotation

Home:cozy,loving,comfortableHouse:theactualbuildingorstructureResidence:cold,nofeeling

129


Dwelling:primitiveorbasicsurroundingsMeaningrelationships-howthemeaningofonewordrelatestomeaningofothers.

Synonyms-twowordthathavethesamesense;e.g,concealandhide,stubbornandobstinate,etc.

Antonyms–twowordsthatdifferonlyinthevalueforasinglesemanticfeature;e.g,dead:alive,hot:coldetc.

Hyponyms–wordsthatserveasspecificexamplesofageneralconcept(e.g.,dog,lion,ratareanimal).

Co-hyponymsorco-ordinates-otherwordsthatarethesamekindofthing(e.g.red,green,blueareco-ordinates).

Superordinates-generalconceptsthat‘cover’specificitems(e.g.,animalisthesuperordinateofdog,lionrat).

Wordformation

Derivation–additionofaderivationalaffix,changingthesyntacticcategoryofthewordtowhichitisattached(nationtonational,warmtowarmth,simpleto

simply,etc)

Compound–creatinganewwordbycombiningtwofreemorphemes(roots);e.g.blackboard,suitcase,tea-cups,sunrise,toothbrush,etc.

Blend-combinationofpartsoftwopre-existingwords;e.g,smog<smoke+fog,brunch<breakfast+lunch,etc.

Acronym-wordformedfromthefirstletter(s)ofeachwordinaphrases;e.g,NASA<NationalAeronauticsandSpaceAdministration,RADAR,etc.

Abbreviation-awordformedfromthenamesofthefirstlettersoftheprominentsyllablesofaword;e.gTV,television.Backformation–wordformedbyremovingwhatismistakenforanaffix,(e.g.,pea<Pease,

edit<editor,burgle<burglar,etc)

Folketymology-formationofawordbysubmittingacommonnativeformforanexotic

(oftenforeign)form;e.g.,cockroach<Spanishcucuracha“woodlouse”.ProperName–formationofawordfromapropername;e.gsandwich<(Earlof)Sandwich,

hamburger<Hamburg.

ZeroDerivativeorcategoryextension-extensionofawordforonesyntacticcategoryto

another,e.g.,man(Noun)man(Verb),Chair(Noun)chair(Verb),etc.vi.Content/Open-classwords(Noun,Verbs,Adjectives,Adverbs)vs.Function/closed-classwords

(Articles,Prepositions,Pronouns,Determiners)

Sightwords/vocabulary:asetofthemostcommonwordsthatyoungstudentsneedtobeabletorecognizequicklyastheyseetheminprint.Examples(inEnglish):theof,and,ato,inthat,I,it,was,is,he,for,you,on,with,but,they,his,have,not,this,are,from,one,all,there,her,were,which,if,me,can,some,know,time,only,yes,because,how,first,say,before,day,again,want,always,look,why,etc.

130


Annexure-6


SECTION-3

Annexure-1Passage1

WELLINGTON:KumarSangakkaraandLahiruThirimannestruckfluentcenturiestohelpSriLankaoutplayahaplessEnglandby9wicketsinaPoolAODImatchofthe

cricketWorldCuponSunday.Theduocombinedwell tomake theJamesAnderson-ledbowlingattacknotonly lookordinarybutalsoputupacommandingbattingdisplay in their recordsecond-wicket

partnershipagainstEnglandinODIs.OpenerTillakaratneDilshan(44)wastheonlycasualtyinanotherwisesupremebattingshow--off-spinnerMoeenAlibeingthebeneficiaryofthelonewickettofall.The25-year-oldThirimanne,whowasdroppedon3offStuartBroadinthe4thoveroftheinnings,capitalisedonthespilltobecometheyoungestSriLankantoscoreacentury

inaWorldCup.His143-ballknockwasstuddedwith13foursand2sixes-hitthewinningsix.Sangakkarashowedhisclassonceagaintoregisterachanceless23rdODIhundred,his86-ballknocklacedwith11foursand2sixes.SriLankathoughwereguiltyofdroppingmorethanacoupleofcatchesintheEnglandinningsbuttheireffortwiththebatputacurtainonalltheshortcomings.Earlierelectingtobat,EnglandrodeonJoeRoot's121topost309forsixin50oversandaquickfire19-ballunbeaten39fromJosButtlerintheendraisedEnglishhopesofa

goodshowing.ButthatwasnottobeasSriLankalookedunfazedafterwhatlookedanordinarybowlingeffort,tomakethechaselooksimpleandregistertheirthirdwinofthetournament.AfterlosingtheiropeneragainstNewZealand,theAngeloMathews-ledsidesidehascertainlydonewelltopostthreewinsonatrot,againstAfghanistan,Bangladeshandnow

England.TheEoinMorgan-ledsideonitspartisstrugglingwithjustasinglewinfromfourmatchesandthattoohascomeagainstminnowsScotland.Battingfirst,Englandwereinabitoftroubleat161forfourbeforea98-runpartnershipbetweenRoot,whose108-ballstaywaslacedwith14foursand2sixes,andJames

Taylor(25)puttheinningsbackoncoursetoabigtotal.Thedefiantstand,whichisarecord5thwicketpartnershipforEnglandinWorldCupmatches,cameinjust11oversastheSriLankanbowlershadlittleanswertothebriskrun-

scoring.IntheendthoughitwasButtler'scameothatreallypushedtheEnglandtotalbeyondthe300plusmark.EnglandstartedoffwellwithAli(15)andIanBell(49)stickingitoutinthefirst9overs.Fieldingwasabigletdownbytheislanders,asBellwasdroppedinthefourthovertwiceandlaterRootwasalsogivenalifewhenhewasinsingledigits.

Medium-pacerMathews(1-43)drewfirstfloodafterpickingupAliandoff-spinnerTilakaratne

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ManualofAcademicProcedures(MAP)Dilshan(1-29)soonscalpedGaryBallance(6)withacaughtandbowledeffort.Bellhungaroundforawhileonlytoseenew-ballbowlerSurangaLakmal(1-71)denytheopenerhisfifty.Morgan(49)alsostuckaroundforsometimebutThisaraPerera(1-55)

gothisprizedwicketanoverbeforethestartofthepowerplaysinthe35thover.After that itwas aRoot-Taylor show as the duo combined the right dose of caution and aggression to not only seeEngland out of trouble but also took the attack to the

opposition.Root,whostruckhis4thODItonin52matches,wassevereonPererainthe45thoverashesmashedasixandthreefoursafterTaylor'sopeningsixtofetch25runsfromsix

balls.TaylorgotouttoLasithMalinga(1-63)afterhis26-ballcameoandRootwastrappedLBWoffleft-armspinnerRanganaHerath(1-35)butonlyaftertheduohaddonesufficient

damage.ThefinalfiveoversgaveEngland52runsandthelastover22asButtlersmashed6foursandasixtofinishoffwithaflourish.

Passage2NEWDELHI:Mobilephonebillsmightseeamarginalincreaseofupto1.5%owingtothehikeinservicetaxrateto14%from12.36%asproposedintheUnionBudget."Currentlythetelecomindustryisunderalotofstressandoperatorsaren'tevenpassingthecostofspectrumtotheusersbutsincetheycan'tgoonendlesslyabsorbingallcosts,

thismighttranslateintoaslightlyhigherbill,"PrashantSinghal,globaltelecomsleaderatEYsaid.Lasttimearound,telecomoperatorshadabsorbedthehikeintheservicetaxrate.Thetariffratesannouncedareusuallyinclusiveoftheservicetax.Speakingfromthepointofviewoftelcos,NeerajKatariya,managingconsultantatPwC,saidthattherevenueaccruingtothetelecomoperators'mightwilltakeahitof2%due

totheincreaseinservicetaxrate."Theymayhavetorevisetheirtariffsstructuresforpre-paidcustomers,astheirabilitytoofferfulltalktimeonsomevoucherswillgodownbyabout2%,"Katariyaexplained.Headdedthatoperatorsmightnottouchpost-paidtariffs,butcustomersusingpre-paidplanscouldalsoenduppayinghigherbillsduetoincreaseinservicetax.Currently,theaveragerevenueperuseraccruingmonthlytotheindustryisaboutRs119,accordingtothedatareleasedbythesectoralregulator.Thetelecomindustryisallgearedupforthesaleof2Gand3Gairwaveswhichthegovernmentwillauctionnextweek,beginningMarch4.Giventhedynamicsoftheindustry

andthecriticalityoftheairwavesbeingputupforauction,thegovernmentisexpectedtonetupwardsofover1lakhcrore.Passage3

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ManualofAcademicProcedures(MAP)Thisistheageofscienceandtechnology.Sciencehaschangedthefaceoftheearthwithitstoomanywonderfulinventionsanddiscoveries.Ifoneofourancestorsweretoreturn

totheearth,heorshewouldnotbeabletorecognizeit-sotremendous,completeandfundamentalhasbeenthechange.Sciencehasbenefitedmankind inanunprecedentedmannerby itswonderfulprogressanddevelopment.Andstill thedevelopment, research, inventionsanddiscoveriesare

goingonaveryfasttrack.Theseareoffundamentalnatureandoffarreachingconsequences,somuchsothattheworldwouldgetfurthertransformedunrecognizably.Sciencetouchesallofusandourlifeateverystep,asabigboonandblessing.Ithashelpedustoconquerspaceandtime.Theworldhasnowbecomeaglobalvillage,thanksto

veryfastandreliablemeansoftravelandcommunication.Sciencehasalsohelpedmantoconquerthemoonandtoexploretheouterspace.Manyafataldiseaseisnowcheckedanderadicated.Forexample,smallpoxisnowadiseaseofthehistoryonly.Thegreatandsignificantresearchesinthefields,ofagriculture,irrigation,water-managementetc.,havehelpedindevelopingnewvarietyofseeds,fertilizers,pesticides,andeffectivemethodsofwaterconservation.Thesebenefitsandfacilitieswerenotavailabletoourforefathers.

Theuseofcomputersandsupercomputershasfurtherrevolutionisedourlifeandworkwiththedawnofscientificera, thebarriersof thenationsarecrumblingfastandthe

internationallivingandinteractionareverymuchinsight.Nationsandcountrieshavecomecloserandisolationhasbeeneliminated.Anewcompositeculturemarkedwithgreatertolerance and understanding, and secularism is now assured. In a sense, science has unified the world and reduced differences in outlook and thinking. By removing manysuperstitionsandblindbeliefs,modernsciencehasinculcatedscientifictemperandspiritinmantogr6atextent.

Becauseofscienceandtechnologytherehasbeentremendousprogressinthefieldsofindustry,commerceandhumanresourcesdevelopmentaswell.Consequently,thereisa

newworldeconomicorderinsightandthegapbetweenthedevelopedanddevelopingcountriesarebeingreduced.Theneweconomicorderensuresagreatindustrialandcorporatecooperation, globalization, expansion and liberalization among thenations.Thequalityof life and standardof living, invariousunderdeveloped anddeveloping counties, haveimprovedandthecountriesarelikelytobeupgradedfurther.Thecontributionofscienceinthebettermentofhumanlifehasbeengreatandsignificantandfurtherexpectationsfromitarenolesssignificantorgreat.Theboonsandblessingsofscienceassureusfurtherstrengtheningofhumanequality,fraternityandliberty.

Manfeelsmoresafe,secure,comfortableandimportant.Todaythaneverbefore,becauseofscientificdevelopmentandadvancement.Thedayisnotfaroffwhenweshallhave

coloniesonthemoonandtheplanets.Sciencehasachievedmuch,andpromisestoachievestillmoreandmoreintheyearstocome.Sciencehastamedforcesofnature,conqueredspaceandtime,eradicatedmayfataldiseases,givenusfood,clothingetc.,andenoughtospare.Nowtherearenomorefamines,epidemicsandpestilences.Sciencehasevenpushedfurtherthethreatsofdeathandincreasedtheaveragelongevityofman.

Butsciencehasbeenamixedblessing.Ithasbeenaboonandblessingincertainfields;ithasalsoprovedacurseandbaneinmanyothers.Ithasgivenusmanydangerousand

destructiveweaponslikeatomandhydrogenbombsandmissiles.DuringtheSecondWorldWaritself300,000peoplediedinHiroshimaandNagasakiwhentheUSAdroppedatombombs there in 1945.The biological and chemicalweapons are stillmore destructive. The bombs and othermeans ofmass destruction nowproduced are farmore lethal andpowerful thanused in1945.Thebiologicalandchemicalweaponsarestillmoredangerousanddestructive.Theyhave theaddedadvantage,as thesourceofattackcanremainhiddenandunidentified toagreatextent.Theseweaponscanbeused tocauseglobalhavocanddestructionwithoutanyopendeclarationofwar.Then therearewell-organisedterroristgroupsspreadallovertheworld.Theyusetheseweaponsintheirdesperationanduseunprecedenteddeathsandruination.

Shakespearehassaidthatthereisnothingeithergoodorbad,butthinkingmakesitso.Therehavebeenmanyscientificresearchesanddiscoverieswhichhaveunfortunately

beenhijackedtoharmful

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ManualofAcademicProcedures(MAP)destructivepaths. It is reported that abouthalf amillion scientists arenowemployedonweapon research throughout theworld.Thehugeamountofmoney spenton these

dangerousresearchesfanexceedstheamountofmoneybeingspentondevelopingtechnologiesfornewenergyresources,improvinghumanhealth,raisingagriculturalproductivity,controllingpollutionetc.

Attheendofthelastworldwar,manyofthescientistsweretakenawaybythevictoriouscountriesfordevelopingtheirownbiologicalandchemicalwarweapons.Itisalleged

thattheoutbreakofplagueinIndiain1994wasgeneticallyengineered.Obviously,scienceisbeingusedsomuchfordestructivepurposesandsolittleformeetingrealneedsofhumanity.Thisturnsscienceintoabane.Itismanwhoisultimatelyresponsibleforturningscienceintoacurseinsteadablessing.Byitselfsciencecanbesaidtobeablessing,boonorbonanza;thebaneandcuresarebroughtaboutbyourwrongorientationandpriorities.

Themisuseofsciencehasusheredinourlifemanyundesirableelements.Therehasbeenerosioninman’sfaithinSodandreligion.Moralityandethicshavebeenmarginalized

andmaterialismhasincreasedunprecedented.Rapid,unplannedandindiscriminateindustrializationhasresultedinpollutiononavastscale.Nodoubt,scienceandtechnologyhastakengiantstridesinrecenttimes,butithasdehumanizedhumanlifeinthesameproportion.

Humanvalueshavebeenpushedinthebackgroundandmanhasbecomemoreselfish,cruel,sensual,violentanddestructive.Thereisnomoresimplelivingandhighthinking.

But let ushope thatultimately sanityprevails and science is usedmore andmore for thebenefit ofmankind. It depends solelyuponmanhimself howheuses science and itsdiscoveriesandresearches.Scienceasknowledgeandpowerisneithersaviornordestroyer.

Passage4YANGON,Myanmar(AP)—Myanmar'sforestrydepartmenthascapturedararewhiteelephantinthejunglesofthecountry'swesternAyeyarwaddyregion,anofficialsaid

Sunday.The7-year-oldfemalewascapturedFriday,sixweeksafteritwasinitiallyspottedinareserveinPatheintownship,forestryofficialTunTunOosaid.It'stheninthwhiteelephant

incaptivityinthecountry."Wehadtobecareful,"TunTunOosaidofthe1.9-meter-tall(6-foot-3)elephant."It'swild.Wedidn'twanttheelephantortheforestrydepartmentofficialstogethurt."Whiteelephants,whichareactuallyalbinos,havebeenreveredforcenturiesinMyanmar,Thailand,LaosandotherAsiannations.Oftenpinkish incolor,with faireyelashesand toenails, theanimalswerenormallykeptandpamperedbymonarchsassymbolsof royalpowerandprosperity—andmany

peoplestillbelievetheybringgoodlucktothecountry.Myanmaralreadyhaseightwhiteelephantsincaptivity,mostfromtheAyeyarwaddyregion.Fiveareinthezoointhecapital,Naypyitaw,andthreeareinYangon'szoo.

Itwasnotimmediatelyclearwheretherecentlycapturedelephantwillbehoused.PreviouswhiteelephantstransportedfromMyanmar'sjungleshavebeenheraldedinlavishceremoniesinwhichmilitaryleaderssprinklethemwithscentedwaterlacedwith

gold,silverandpreciousgems.Awarwasfoughtinthe16thcenturybetweenThailandandMyanmar—thenknownasSiamandBurma,respectively—overdisputedownershipoffourwhiteelephants.Accordingto theWorldWildlifeFund, therearebetween25,600and32,750Asianelephantsremaining in thewild.Onlymalescarry tusksandare theexclusivevictimsof

poachingfortheirivory.Thecaptureofwildelephantsfordomesticusehasbecomeathreattowildpopulations.India,VietnamandMyanmarhavebannedcaptureinordertoconservetheirwildherds,

butinMyanmarelephantsarestillcaughteachyearforthetimberindustryortheillegalwildlifetrade,theWWFsays.

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Passage5Theterm‘tradition’and‘modernity’areexpressionsofvalueswhichhelpsusinobservingtheprocessofsocialandculturaltransformationinsocietiesastheypassfromthe

‘primitive’to‘pre-industrial’to‘industrial’and‘post-industrial’phasesofsocialdevelopment.Modernizationisaconceptualtoolwhichsocialscientistshavewidelyusedinanalyzingtheprocessaswellasthequalityofsocialchange.Allsocietieshavetradition,butwhat

wedescribeas‘traditionalsocieties’referstoaspecifichistoricalphaseofsocialandculturaldevelopment.Traditionalsocietieshavesubstantialdegreeofdifferentiationofsocialstrata,divisionsbetweenvillage,townandcity,relativelyhigherleveloftechnologythatdependsupon

wideuseofanimalenergy;haveanevolvedwrittenliterarytraditionalongwithoralculturaltradition.Suchsocietiesalsohaveorganizedsystemsofpolitywithdifferentiationofpolitical,militaryandreligiousofficesofspecializedelite,andafairlyadvancedsystemoftrade,commerce,moneyandbanking.Thevalues,beliefs,waysoflife,aestheticandsymbolicstandardsandformsofthesocietyconstituteitstraditionwhichmaintainscontinuitywiththepast.Itisthiselementofcontinuitywhichcharacterizesasocialorculturalattributeorvalueinasocietyasbeingtraditional.Thepassagefromtraditionaltomodernstageofsocietyinitiatesmajorsocialandculturaltransformation.

Associetypassesfromtraditionaltomodernphaseofdevelopment,theclosureofopportunitiestostatusmobilityisrenderedmoreandmoreopen.Newinstitutionalmeasures

andsocialforcesemergeinsocietythatmakesthesocialsystemmoreopen.Thesemeasuresarebothculturalandsocialstructural.Scienceandtechnologyplayanimportantroleinthisprocess,whichrevolutionizestheoutlookofpeopleandalsobasicallyaltersitsproductionsystemandeconomy.These

developmentscoincide,astheydidinIndia,withbasicchangesinthepoliticalsystem.TraditionalIndiansocietywhichwasanchoredontheinstitutionsofcaste‘feudalisticandother-worldlyoutlookandvaluesonlifeunderwentmajorchangesthroughtheriseofnationalmovementforfreedom.

TheestablishmentofthedemocraticIndianrepubliccherishingthevaluesofsecularism,socialismanddemocracychallengedthetraditionalvaluesofcasteinequalities.Thekey

tothisprocessistheexposureofIndiansocietyanditselitetothecultureofscience,technologyanddemocracyintheWest.Thenewinstitutionsofeducation,lawandjustice,industryandcommerce,healthandmedicine,transportandcommunicationetc.wereintroduced.Theyusherednewprocessesofsocialandculturalchangesinsociety.ThesecameintocontactwithWesternvaluesofrationalism,scienceandtechnologywhichtheBritishcolonialadministrationintroducedinIndiamainlyfortheconsolidationofacolony,butwhichhadnewandunexpectedoutcomeintheriseofculturalrenaissanceinIndiaandthenationalfreedommovement.

Passage6Theyouthpeoplefeelthattheyarehappierthantheirancestors.ThepresentageofIndiaiswitnessingtraditionalongwithprogress.Theyounggenerationisbroughtupinthe

cultureofsmartphones,gadgets,computers,etc.Somepeoplesaythatourancestorslivedastablelifeandweremorehappierthanus.Sciencehasmadeourlifecomplicated.Ourancestorshadrespectforelders,jointfamily,

loveandaffectionfor juniorsandsympathyfor thedisabledandthoseinpoverty.Airpollution,randomfataldiseases,politicalviolence,andterrorismwerenotevenroundthecorner.Menlivedinpeaceandamity.Trains,roadsandothermediaoftransportationwerenotpackedtosuffocation.

Butat the same time the lifeofour ancestorswerecrowdedwith superstitions,mass illiteracy, childmarriage, etc.Weare at least able tomitigate someof the social evils

practicedinthesociety.Thus,

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ManualofAcademicProcedures(MAP)oursociallifedoesn’tseemtobeascomplexasourforefathers.Ourforefathersusedtoliveinopenenvironment.Theycouldtakebreathinpureatmosphere.But,wehavenarrowapartments.Wecannotmoveoutforeveningwalkasthe

roads are crowdedwithvehicles.The air pollutionmakes the situationbitter.Even small townsbecomeover ladenwith smoke and fumesdue to the explosionof themodernindustry.Theenvironmentinwhichourancestorsusedtolivewasmuchcleanthatthatofours.

Theprogressofsciencehasbroughttheearthandeventheskyclosetogether.Thegiftsofscience,likethemobilephone,car,airplane,telephone,internet,electronicmails,etc.

havegreatimpactonourlives.Wecannotstayforasingledaywithoutourcellphone.Thesatelliteshaveexpandedthescopeofhumanknowledge.Meteorologistsgiveaccuratedataaboutweatherandgroundconditionsforplantationandagriculture.Asagainst

thisourancestorslivedalifeofmiserablesituation,theywouldcomplain.Theycompletelylivedatthemercyofnature.Themodernagehastakenitsbirthonthepastsystemsandvalues.Wefollowfashionandknowledgetogether.Theworldtodayisthinkingtolivehappilylikeafamilyofthe

human.Themodernpeoplewanttolivehappilyanddon’tbelieveinsuperstitions,othernarrowbeliefs.Happinessforallisthemodernphilosophy.Itisthelightofmodernismthatcastesystemhasbeenabolishedinmanycountries.Wecannotstayhappywithsocialevilssuchascastesystem.

ItistruethatModernworldhasmovedforward.Theatomictestsandexplorationsintothespacebringinitswakesomeincurablecurseslikeozonelayer,green-houseeffects.

Theconsequencesaretooterribletorecount.Criticaldiseaseslikecancer,braintumor,unnaturalbirths,etc.arelikeamonstrousthreat.Thebalanceislost.Insteadofthinkingonwhetherweorourancestorswerehappier,weshouldfocusonmakingabalancebetweentradition,modernity,andgrowth.

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Annexure-2Cards

“Aspokenexpressionofideas,opinions,etc.,thatismadebysomeonewhoisaddressinganaudience”

Adetaileddescriptionoraccountofaperson's lifewrittenbysomeoneelse.Itentailsmorethanbasicfacts likeeducation,work,relationships,anddeath—Italsoportraysa

subject'sexperienceoftheseevents.Unlikeaprofileorcurriculumvitae(résumé),itpresentsasubject'slifestory,highlightingvariousaspectsofhisorherlife,includingintimatedetailsofexperience,andmayincludeananalysisofthesubject'spersonality.

Theseworksareusuallynon-fiction,butfictioncanalsobeusedtoportrayaperson'slife..

Afictitiousprosenarrativeofbooklength, typicallyrepresentingcharacterandactionwithsomedegreeofrealism.It isa longnarrative,normallyinprose,whichdescribes

fictionalcharactersandevents,usuallyintheformofasequentialstoryAfictitiousprosenarrativeofconsiderablelengthandcomplexity,portrayingcharactersandusuallypresentingasequentialorganizationofactionandscenesAninventedprosenarrativeofconsiderablelengthandacertaincomplexitythatdealsimaginativelywithhumanexperience,usuallythroughaconnectedsequenceofevents

involvingagroupofpersonsinaspecificsetting.Withinitsbroadframework,thisgenrehasencompassedanextensiverangeoftypesandstyles:picaresque,epistolary,Gothic,romantic,realist,historical—tonameonlysomeofthemoreimportantones.

Apieceofliteraturethatevokesaconcentratedimaginativeawarenessofexperienceoraspecificemotionalresponsethroughlanguagechosenandarrangedforitsmeaning,

sound,andrhythm.It isusuallyasingleperson’saccountofatrip, journeyorotherwise.MarcoPolo’sworkstandsasagoodexampleofhisjourneytoandhissubsequentexperienceofChina

duringtheMongolAscendancy.Anaccountgivenofaparticularmatter,especiallyintheformofanofficialdocument,afterthoroughinvestigationorconsiderationbyanappointedpersonorbody.

Anaccountofaperson'slifewrittenbythatperson.Itisaformofliteratureusuallyconsistingofscripteddialoguebetweencharacters,intendedfortheatricalperformanceratherthanjustreadingIt is fictionalworkofprose that isshorter in length thananovel.EdgarAllanPoe, inhisessay"ThePhilosophyofComposition,"said that it shouldberead inonesitting,

anywherefromahalfhourtotwohours.Incontemporaryfiction,itcanrangefrom1,000to20,000words.Becauseof itsshorter length, itusuallyfocusesononeplot,onemaincharacter (withafewadditionalminorcharacters),andonecentral theme,whereasanovelcan tackle

multipleplotsandthemes,withavarietyofprominentcharacters.Italsolendthemselvesmoretoexperimentation—thatis,using

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ManualofAcademicProcedures(MAP)uncommonprosestylesorliterarydevicestotell.Suchuncommonstylesordevicesmightgettedious,anddownrightannoying,inanovel,buttheymayworkwellinthis.Itisaninventedprosenarrativeshorterthananovelusuallydealingwithafewcharactersandaimingatunityofeffectandoftenconcentratingonthecreationofmoodrather

thanplot.Arecordofeventswrittenbyapersonhavingintimateknowledgeofthemandbasedonpersonalobservation.

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Annexure-3Passages

Handout1Ithadbeenhardforhimthatspakeittohaveputmoretruthanduntruthtogetherinfewwords,thaninthatspeech.Whatsoeverisdelightedinsolitude,iseitherawildbeastora

god.Foritismosttrue,thatanaturalandsecrethatred,andaversationtowardssociety,inanyman,hathsomewhatofthesavagebeast;butitismostuntrue,thatitshouldhaveanycharacteratall,ofthedivinenature;exceptitproceed,notoutofapleasureinsolitude,butoutofaloveanddesiretosequesteraman'sself,forahigherconversation:suchasisfoundtohavebeenfalselyandfeignedlyinsomeoftheheathen;asEpimenidestheCandian,NumatheRoman,EmpedoclestheSicilian,andApolloniusofTyana;andtrulyandreally,indiversoftheancienthermitsandholyfathersofthechurch.Butlittledomenperceivewhatsolitudeis,andhowfaritextendeth.Foracrowdisnotcompany;andfacesarebutagalleryofpictures;andtalkbutatinklingcymbal,wherethereisnolove.TheLatinadagemeetethwithitalittle:Magnacivitas,magnasolitudo;becauseinagreattownfriendsare scattered; so that there isnot that fellowship, for themostpart,which is in lessneighborhoods.Butwemaygo further, andaffirmmost truly, that it is amereandmiserablesolitudetowanttruefriends;withoutwhichtheworldisbutawilderness;andeveninthissensealsoofsolitude,whosoeverintheframeofhisnatureandaffections,isunfitforfriendship,hetakethitofthebeast,andnotfromhumanity.

Aprincipal fruit of friendship, is the ease and discharge of the fulness and swellings of the heart,which passions of all kinds do cause and induce.We know diseases of

stoppings,andsuffocations,arethemostdangerousinthebody;anditisnotmuchotherwiseinthemind;youmaytakesarzatoopentheliver,steeltoopenthespleen,flowersofsulphur for the lungs, castoreum for thebrain;butno receiptopeneth theheart, but a true friend; towhomyoumay impartgriefs, joys, fears,hopes, suspicions, counsels, andwhatsoeverliethuponthehearttooppressit,inakindofcivilshriftorconfession.

Itisastrangethingtoobserve,howhigharategreatkingsandmonarchsdosetuponthisfruitoffriendship,whereofwespeak:sogreat,astheypurchaseit,manytimes,atthe

hazardof theirownsafetyandgreatness.Forprinces, inregardof thedistanceof theirfortunefromthatof theirsubjectsandservants,cannotgather thisfruit,except(tomakethemselves capable thereof) they raise some persons to be, as itwere, companions and almost equals to themselves,whichmany times sorteth to inconvenience. Themodernlanguagesgiveuntosuchpersonsthenameoffavorites,orprivadoes;asifitwerematterofgrace,orconversation.ButtheRomannameattaineththetrueuseandcausethereof,namingthemparticipescurarum;foritisthatwhichtieththeknot.Andweseeplainlythatthishathbeendone,notbyweakandpassionateprincesonly,butbythewisestandmostpoliticthateverreigned;whohaveoftentimesjoinedtothemselvessomeoftheirservants;whomboththemselveshavecalledfriends,andallowedotherlikewisetocalltheminthesamemanner;usingthewordwhichisreceivedbetweenprivatemen.

L.Sylla,whenhecommandedRome,raisedPompey(aftersurnamedtheGreat)tothatheight,thatPompeyvauntedhimselfforSylla'sovermatch.Forwhenhehadcarriedthe

consulshipforafriendofhis,againstthepursuitofSylla,andthatSylladidalittleresentthereat,andbegantospeakgreat,Pompeyturneduponhimagain,andineffectbadehimbequiet;forthatmoremenadoredthesunrising,thanthesunsetting.WithJuliusCaesar,DecimusBrutushadobtainedthatinterest,ashesethimdown,inhistestament,forheirinremainder,afterhisnephew.Andthiswasthemanthathadpowerwithhim,todrawhimforthtohisdeath.ForwhenCaesarwouldhavedischargedthesenate,inregardofsomeillpresages,andspeciallyadreamofCalpurnia;thismanliftedhimgentlybythearmoutofhischair,tellinghimhehopedhewouldnotdismissthesenate,tillhiswifehaddreamtabetter dream.And it seemeth his favorwas so great, asAntonius, in a letterwhich is recited verbatim in one ofCicero's Philippics, calleth him venefica,witch; as if he hadenchantedCaesar.AugustusraisedAgrippa(thoughofmeanbirth)tothat

142

ManualofAcademicProcedures(MAP)height,aswhenheconsultedwithMaecenas,aboutthemarriageofhisdaughterJulia,Maecenastookthelibertytotellhim,thathemusteithermarryhisdaughtertoAgrippa,or

takeawayhislife;therewasnothirdwar,hehadmadehimsogreat.WithTiberiusCaesar,Sejanushadascendedtothatheight,astheytwoweretermed,andreckoned,asapairoffriends.Tiberiusinalettertohimsaith,Haecproamicitianostranonoccultavi;andthewholesenatededicatedanaltartoFriendship,astoagoddess,inrespectofthegreatdearnessoffriendship,betweenthemtwo.Thelike,ormore,wasbetweenSeptimiusSeverusandPlautianus.ForheforcedhiseldestsontomarrythedaughterofPlautianus;andwouldoftenmaintainPlautianus,indoingaffrontstohisson;anddidwritealsoinalettertothesenate,bythesewords:Ilovethemansowell,asIwishhemayover-liveme.NowiftheseprinceshadbeenasaTrajan,oraMarcusAurelius,amanmighthavethoughtthatthishadproceededofanabundantgoodnessofnature;butbeingmensowise,ofsuchstrengthandseverityofmind,andsoextremeloversofthemselves,asallthesewere,itprovethmostplainlythattheyfoundtheirownfelicity(thoughasgreataseverhappenedtomortalmen)butasanhalfpiece,excepttheymoughthaveafriend,tomakeitentire;andyet,whichismore,theywereprincesthathadwives,sons,nephews;andyetallthesecouldnotsupplythecomfortoffriendship.

Itisnottobeforgotten,whatComineusobservethofhisfirstmaster,DukeCharlestheHardy,namely,thathewouldcommunicatehissecretswithnone;andleastofall,those

secretswhichtroubledhimmost.Whereuponhegoethon,andsaiththattowardshislattertime,thatclosenessdidimpair,andalittleperishhisunderstanding.SurelyComineusmoughthavemadethesamejudgmentalso,ifithadpleasedhim,ofhissecondmaster,LewistheEleventh,whoseclosenesswasindeedhistormentor.TheparableofPythagorasisdark,buttrue;Corneedito;Eatnottheheart.Certainlyifamanwouldgiveitahardphrase,thosethatwantfriends,toopenthemselvesuntoarecannibalsoftheirownhearts.Butonethingismostadmirable(wherewithIwillconcludethisfirstfruitoffriendship),whichis,thatthiscommunicatingofaman'sselftohisfriend,workstwocontraryeffects;foritredoublethjoys,andcuttethgriefsinhalves.Forthereisnoman,thatimpartethhisjoystohisfriend,buthejoyeththemore;andnomanthatimpartethhisgriefstohisfriend,buthegrieveththeless.Sothatitisintruth,ofoperationuponaman'smind,oflikevirtueasthealchemistsusetoattributetotheirstone,forman'sbody;thatitworkethallcontraryeffects,butstilltothegoodandbenefitofnature.Butyetwithoutprayinginaidofalchemists,thereisamanifestimageofthis,intheordinarycourseofnature.Forinbodies,unionstrengthenethandcherishethanynaturalaction;andontheotherside,weakenethanddullethanyviolentimpression:andevensoitisofminds.

Thesecondfruitoffriendship,ishealthfulandsovereignfortheunderstanding,asthefirstisfortheaffections.Forfriendshipmakethindeedafairdayintheaffections,from

stormandtempests;butitmakethdaylightintheunderstanding,outofdarkness,andconfusionofthoughts.Neitheristhistobeunderstoodonlyoffaithfulcounsel,whichamanreceivethfromhisfriend;butbeforeyoucometothat,certainitis,thatwhosoeverhathhismindfraughtwithmanythoughts,hiswitsandunderstandingdoclarifyandbreakup,inthecommunicatinganddiscoursingwithanother;hetossethhisthoughtsmoreeasily;hemarshalleththemmoreorderly,heseethhowtheylookwhentheyareturnedintowords:finally,hewaxethwiserthanhimself;andthatmorebyanhour'sdiscourse,thanbyaday'smeditation.ItwaswellsaidbyThemistocles,tothekingofPersia,ThatspeechwaslikeclothofArras,openedandputabroad;wherebytheimagerydothappearinfigure;whereasinthoughtstheyliebutasinpacks.Neitheristhissecondfruitoffriendship,inopeningtheunderstanding,restrainedonlytosuchfriendsasareabletogiveamancounsel;(theyindeedarebest;)butevenwithoutthat,amanlearnethofhimself,andbringethhisownthoughtstolight,andwhettethhiswitsasagainstastone,whichitselfcutsnot.Inaword,amanwerebetterrelatehimselftoastatua,orpicture,thantosufferhisthoughtstopassinsmother.Addnow,tomakethissecondfruitoffriendshipcomplete,thatotherpoint,whichliethmoreopen,andfallethwithinvulgarobservation;whichisfaithfulcounselfromafriend.Heraclitussaithwellinoneofhisenigmas,Drylightiseverthebest.Andcertainitis,thatthelightthatamanreceivethbycounselfromanother,isdrier

143

ManualofAcademicProcedures(MAP)and purer, than thatwhich cometh from his own understanding and judgment;which is ever infused, and drenched, in his affections and customs. So as there is asmuch

differencebetweenthecounsel,thatafriendgiveth,andthatamangivethhimself,asthereisbetweenthecounselofafriend,andofaflatterer.Forthereisnosuchflattererasisaman'sself;andthereisnosuchremedyagainstflatteryofaman'sself,asthelibertyofafriend.Counselisoftwosorts:theoneconcerningmanners,theotherconcerningbusiness.For the first, thebestpreservative tokeep themind inhealth, is the faithfuladmonitionofa friend.Thecallingofaman's self toa strictaccount, isamedicine, sometime toopiercingandcorrosive.Readinggoodbooksofmorality,isalittleflatanddead.Observingourfaultsinothers,issometimesimproperforourcase.Butthebestreceipt(best,Isay,towork,andbesttotake)istheadmonitionofafriend.Itisastrangethingtobehold,whatgrosserrorsandextremeabsurditiesmany(especiallyofthegreatersort)docommit,forwantofafriendtotellthemofthem;tothegreatdamagebothoftheirfameandfortune:for,asSt.Jamessaith,theyareasmenthatlooksometimesintoaglass,andpresentlyforgettheirownshapeandfavor.Asforbusiness,amanmaythink,ifhewill,thattwoeyesseenomorethanone;orthatagamesterseethalwaysmorethanalooker-on;orthatamaninanger, is aswise as he that hath said over the four and twenty letters; or that amusketmay be shot off aswell upon the arm, as upon a rest; and such other fond and highimaginations,tothinkhimselfallinall.Butwhenallisdone,thehelpofgoodcounselisthatwhichsettethbusinessstraight.Andifanymanthinkthathewilltakecounsel,butitshallbebypieces;askingcounselinonebusiness,ofoneman,andinanotherbusiness,ofanotherman;itiswell(thatistosay,better,perhaps,thanifheaskednoneatall);butherunnethtwodangers:one,thatheshallnotbefaithfullycounselled;foritisararething,exceptitbefromaperfectandentirefriend,tohavecounselgiven,butsuchasshallbebowedandcrookedtosomeends,whichhehath,thatgivethit.Theother,thatheshallhavecounselgiven,hurtfulandunsafe(thoughwithgoodmeaning),andmixedpartlyofmischiefandpartlyofremedy;evenas ifyouwouldcallaphysician, that is thoughtgoodfor thecureof thediseaseyoucomplainof,but isunacquaintedwithyourbody;andthereforemayputyouinwayforapresentcure,butoverthrowethyourhealthinsomeotherkind;andsocurethedisease,andkillthepatient.Butafriendthatiswhollyacquaintedwithaman'sestate,willbeware,by furtheringanypresentbusiness,howhedashethuponother inconvenience.And therefore restnotuponscatteredcounsels; theywill ratherdistractandmislead,thansettleanddirect.

Afterthesetwonoblefruitsoffriendship(peaceintheaffections,andsupportofthejudgment),followeththelastfruit;whichislikethepomegranate,fullofmanykernels;I

meanaid,andbearingapart,inallactionsandoccasions.Herethebestwaytorepresenttolifethemanifolduseoffriendship,istocastandseehowmanythingsthereare,whichamancannotdohimself;andthenitwillappear,thatitwasasparingspeechoftheancients,tosay,thatafriendisanotherhimself;forthatafriendisfarmorethanhimself.Menhavetheirtime,anddiemanytimes,indesireofsomethingswhichtheyprincipallytaketoheart;thebestowingofachild,thefinishingofawork,orthelike.Ifamanhaveatruefriend,hemayrestalmostsecurethatthecareofthosethingswillcontinueafterhim.Sothatamanhath,asitwere,twolivesinhisdesires.Amanhathabody,andthatbodyisconfinedtoaplace;butwherefriendshipis,allofficesoflifeareasitweregrantedtohim,andhisdeputy.Forhemayexercisethembyhisfriend.Howmanythingsaretherewhichamancannot,withanyfaceorcomeliness,sayordohimself?Amancanscarceallegehisownmeritswithmodesty,muchlessextolthem;amancannotsometimesbrooktosupplicateorbeg;andanumberofthelike.Butallthesethingsaregraceful,inafriend'smouth,whichareblushinginaman'sown.Soagain,aman'spersonhathmanyproperrelations,whichhecannotputoff.Amancannotspeaktohissonbutasafather;tohiswifebutasahusband;tohisenemybutuponterms:whereasafriendmayspeakasthecaserequires,andnotasitsortethwiththeperson.Buttoenumeratethesethingswereendless;Ihavegiventherule,whereamancannotfitlyplayhisownpart;ifhehavenotafriend,hemayquitthestage.

144

ManualofAcademicProcedures(MAP)Handout2

Handout3

145

ManualofAcademicProcedures(MAP)DUBAI:RogerFedererclaimedthe84thtitleofhislegendarycareer,kepthisnoseinfrontinhispersonalrivalrywithNovakDjokovic,andequalledhisbestachievementatany

tournamentbywinningtheDubaiOpenfortheseventhtimeonSaturday.TheGrandSlamrecord-holderfromSwitzerlandbeattheworldnumberonefromSerbia6-4,7-5inacolourfulsuccesswhichtookFederer'stitlehaulhereequaltothoseof

HalleandWimbledon.Italsoputhim20-17upagainstDjokovicFedererservedsuperbly,his12acestakinghiscareertotalpast9,000,somethingonlythreeotherplayershavedonesince1991.

Evenmorenoticablewashisrisk-taking,thefrequencywithwhichheapproachedthenet,andthecommitmentwithwhichheattackedhisgroundstrokes.Thevictorywasafine

ripostetothosewhosaidafterhisthirdroundlosstoAndreasSeppiintheAustralianOpenthathisgooddayswerenowbehindhim."PeopleareoftensayinghowoldIam-butwhoknowshowmanyyearsIhaveleft.Icanstillplaywiththebest,"the33-year-oldsaidchallengingly.

Itrequiredonlyonebreakofserveinthefirstset,intheeighthgame,togiveFedererthethrustheneededtocloseoutthefirstset.Andonebreakwasenoughinthesecond,

comingintheeleventhgame.DjokovicneverthelesscameveryclosetovitalbreakthroughswhenhehadFedererat15-40inthethirdgameofthefirstset,andagainintheeighthandtenthgamesofthesecondset.Thelasttwowerebothsetpoints,andbothweresavedbyaces.

"Idefinitelywonthebigpointstonight,"saidFederer."Iamveryhappywiththis-otherwiseIdon'tthinkIwouldbeheregivingthisinterview."It'sveryspecialtobepartof

thismatch.Wehaveplayedmany,manytimes,andthisseventhtitledoesmeanalot.Iwillalwayscomebackhereeverysingleyear."Djokovic,whowasthusdeniedthe50thtitleofhiscareerandtheopportunitytoovertakethe49wonbyhiscoachBorisBecker,mayreflectonthesevenchancestobreakservealtogetherwhichgotaway.ThefirstofferedDjokovicperhapshisbestchancewhenhepushedFedererback fromthenetwithadecent lob,only for themaestro toproduceanerveless,powerfulandaccuratesmash.Thesecondwasabruptlytruncatedwithafinefirstserve,andthisseemedtoinspireFederer.Thetwobreakpointsat3-4inthesecondsetweresimilarlydispatchedwithanaceandafirstservicewinner,andthetwoat4-5withevenmorerapidaces.Djokovichadabreakpointinthelastgameofthematchtoo,butthatwastobreakback.Federersavedthatwiththegreatestdifficultyofanyofthem,withasmashfromadeephighlobwhichhecouldeasilyhavemissed.

ButFedererwasrelaxed,pressure-free,andenormouslybuoyedbythenoiseofhismanysupportershere."Betterthanlosinginthefirstroundofthedoubles,"hesaid,recalling

hisbriefexploitswithSwisscompatriotMichaelLammer."Youworkhardandtravelalot,andmakesacrificesandhopeitpaysoffinbigmatches.It'sbeenawonderfulweek.Afterthisyoucan'twaitforthenexttournamenttostart."Djokovicoftenplayedverywell,andclaimedhecouldnothavedonemore.Hehadtobepleasedwithwhathehaddone,hereckoned,evenifitwasthefirsttimethathehadlostinhisfivefinalshere.

ButDjokovicdidhaveonelastlaugh."Howcomeyouhadsevenbreakpointsandhehadtwo-andyoulost?"hewasaskedoncourtafterwards.Hisanswercausedthestadium

toerupt."IthinkIwillgetthesamequestionalittlelaterfromBoris,"hesaid.Handout4Formostofus,stressandfoodgohand-in-hand.Foodcangiveusthefeelingsofpower,controlandsatisfactionthatweneedinstressfulsituations.It'snosurprisethatwhenour

stresslevelsgoupour

146

ManualofAcademicProcedures(MAP)resistanceto'comfort'foodsgoesdown.Thisisn'talwaysabadthing-ourfavoritefoodsactuallycanreduceourstresslevels.Butmoderationiskey.Giving your body the nutrition it needs is a positive step you can take every day toward combating stress.With the correct nutrition, you are better prepared to face the

challengesoftheday.Adrenalineisproducedduringtimesofintensestress.Thatgivesyouaburstofenergy,butyourblood-sugarleveldropsafterthecrisisispast.Sustainingfoodisneededto

replenish it.Certain foods increase thephysical stress onyourbodybymakingdigestionmoredifficult, or bydenying thebrain essential nutrients.Stress itself can causebaddigestion.Drinkscanhavejustasgreataneffect-caffeineandalcoholbothputaconsiderablestrainonthebody.

Withasensibledietit'spossibletoreducetheeffectsofstress,avoidsomecommonproblems,andprotectyourhealth.Indigestion.Thiscanresultfromeatinginthemiddleofastressfulsituation,asthedigestivesystemisnotrelaxed.Italsocanbeduetoeatingontherun,soalwayssitdownto

eatandeatmoreslowly,chewingfoodproperly.Youwillthenreallytasteandenjoyyourmealsandsnacks.Bloating.Asweallknow,bloating isunpleasant, and stressful in itself. It couldbe triggeredbywheatproducts (bread,pasta, cakesandbiscuits) anddairyproducts (milk,

cheese,butterandcream),sotrycuttingouteachfoodgroupforacoupleofweekstoseeiftheproblemeases.Caffeinedependency.Relyingoncaffeinetokeepyougoingisabadidea.Itraisesstresshormonesandcanleadtoinsomniaanddehydration,affectingyourbody'sabilityto

handlestress.Therearemanydeliciouscaffeine-freealternatives,suchasherbteas.Hangovers.Noonefunctionswellwithahangover,sodrinkingheavilywillleadtotroublethefollowingday.Thisdoesnotmeanthatyouneedtoavoidalcoholcompletely,just

beawareofitseffects,andresistusingitregularlyasacopingtechnique.Cravings.Theseoftenhitduringthe'post-lunchdip',andincreaseathormonaltimesandunderstress.Tocurbyourcravings,includesmallportionsofthecraveditemintoyour

usualdiet,ratherthantryingtoresistcompletely.Ordistractyourselfbygettinginvolvedinsomethingelse,andthecravingmaypass.Keephealthyfoodnearby,anddonotwaittoolongbetweensnacks.

Sugarhighsandlows.Althoughthebrainneedsglucosetoenableittoperformeffectively,verysugaryfoodscauseyourbloodsugarleveltospikeandthenplummet,leaving

yousleepyandlethargic.Thiscanleadtoanothersweetcraving,andthecyclecontinues.Sometipsonimprovingyourdiet:Breakfast.Aim always to eat breakfast, even if you can onlymanage a piece of fruit. Fruit smoothiesmake a great choice for breakfast. They can bemadewith various

combinationsoffruitsandwithorwithoutyogurt.Beadventurousbyaddingvegetablesorspices.Lunchandtheeveningmeal.Healthyoptionsincludebakedpotatoeswithbakedbeansortuna,sushi,vegetablesoup,whole-grainsandwichesorsalads.Inrestaurants,baked

fishorchickenwithvegetablesaregoodchoices.Orgoforpastawithatomato-basedsauce.In-between.Tosustainyourenergy,snackonhealthyfoodthroughouttheday.Thiscallsforalittleplanning.Bringabanana,yogurt,nutsandraisins,afewoatcakesorabagel

toworktohavehandy.Drinks.Cutdownonstimulantssuchascoffee,tea,andsodaasmuchasyoucan.Tradethemfordecaffeinatedcoffeeortea,100percentfruitjuiceandherbteas.Drinkplentyofwatertoavoiddehydrationandprotectyourkidneys.

Alcohol.Alcoholsupplieslittletononutrients.Womenshouldhavenomorethansevenalcoholicdrinksaweek,andmennomorethan14.Attempttomatcheachalcoholic

drinkwithaglassofwaterorjuice.

147

ManualofAcademicProcedures(MAP)Supplements.Consideravitaminandmineralsupplementtoreplacethenutrientsdepletedbystress,particularlytheBvitamins,vitaminC,calcium,magnesiumandzinc.Herbal

supplementstoaiddigestionincludeliquoriceroot,aloevera,lemongrassandkavakava.Mint,dandelion,fennel,ginger,slipperyelmandmeadowsweetteashelpdigestion.Handout5Mr.Jones,oftheManorFarm,hadlockedthehen-housesforthenight,butwastoodrunktoremembertoshutthepopholes.Withtheringoflightfromhislanterndancingfrom

sidetoside,helurchedacrosstheyard,kickedoffhisbootsatthebackdoor,drewhimselfalastglassofbeerfromthebarrelinthescullery,andmadehiswayuptobed,whereMrs.Joneswasalreadysnoring.

Assoonasthelightinthebedroomwentouttherewasastirringandaflutteringallthroughthefarmbuildings.WordhadgoneroundduringthedaythatoldMajor,theprize

MiddleWhiteboar,hadhadastrangedreamonthepreviousnightandwishedtocommunicateittotheotheranimals.IthadbeenagreedthattheyshouldallmeetinthebigbarnassoonasMr. Joneswassafelyoutof theway.OldMajor (sohewasalwayscalled, though thenameunderwhichhehadbeenexhibitedwasWillingdonBeauty)wassohighlyregardedonthefarmthateveryonewasquitereadytoloseanhour'ssleepinordertohearwhathehadtosay.

Atoneendofthebigbarn,onasortofraisedplatform,Majorwasalreadyensconcedonhisbedofstraw,underalanternwhichhungfromabeam.Hewastwelveyearsoldand

hadlatelygrownratherstout,buthewasstillamajestic-lookingpig,withawiseandbenevolentappearanceinspiteofthefactthathistusheshadneverbeencut.Beforelongtheotheranimalsbegantoarriveandmakethemselvescomfortableaftertheirdifferentfashions.Firstcamethethreedogs,Bluebell,Jessie,andPincher,andthenthepigs,whosettleddowninthestrawimmediatelyinfrontoftheplatform.Thehensperchedthemselvesonthewindow-sills,thepigeonsfluttereduptotherafters,thesheepandcowslaydownbehindthepigsandbegantochewthecud.Thetwocart-horses,BoxerandClover,cameintogether,walkingveryslowlyandsettingdowntheirvasthairyhoofswithgreatcarelestthereshouldbesomesmallanimalconcealedinthestraw.Cloverwasastoutmotherlymareapproachingmiddlelife,whohadneverquitegotherfigurebackafterherfourthfoal.Boxerwasanenormousbeast,nearlyeighteenhandshigh,andasstrongasanytwoordinaryhorsesputtogether.Awhitestripedownhisnosegavehimasomewhatstupidappearance,andinfacthewasnotoffirst-rateintelligence,buthewasuniversallyrespectedforhissteadinessofcharacterandtremendouspowersofwork.AfterthehorsescameMuriel,thewhitegoat,andBenjamin,thedonkey.Benjaminwastheoldestanimalonthefarm,andtheworsttempered.Heseldomtalked,andwhenhedid,itwasusuallytomakesomecynicalremark–forinstance,hewouldsaythatGodhadgivenhimatailtokeepthefliesoff,butthathewouldsoonerhavehadnotailandnoflies.Aloneamongtheanimalsonthefarmheneverlaughed.Ifaskedwhy,hewouldsaythathesawnothingtolaughat.Nevertheless,withoutopenlyadmittingit,hewasdevotedtoBoxer;thetwoofthemusuallyspenttheirSundaystogetherinthesmallpaddockbeyondtheorchard,grazingsidebysideandneverspeaking.

Thetwohorseshadjustlaindownwhenabroodofducklings,whichhadlosttheirmother,filedintothebarn,cheepingfeeblyandwanderingfromsidetosidetofindsome

placewheretheywouldnotbetroddenon.Clovermadeasortofwallroundthemwithhergreatforeleg,andtheducklingsnestleddowninsideitandpromptlyfellasleep.AtthelastmomentMollie, thefoolish,prettywhitemarewhodrewMr.Jones's trap,camemincingdaintily in,chewingata lumpofsugar.She tookaplacenear thefrontandbeganflirtingherwhitemane,hoping todrawattention to theredribbons itwasplaitedwith.Lastofallcamethecat,who lookedround,asusual, for thewarmestplace,andfinallysqueezedherselfinbetweenBoxerandClover;thereshepurredcontentedlythroughoutMajor'sspeechwithoutlisteningtoawordofwhathewassaying.

AlltheanimalswerenowpresentexceptMoses,thetameraven,whosleptonaperchbehindtheback

148

ManualofAcademicProcedures(MAP)door.WhenMajorsawthattheyhadallmadethemselvescomfortableandwerewaitingattentively,heclearedhisthroatandbegan:"Comrades,youhaveheardalreadyaboutthestrangedreamthatIhadlastnight.ButIwillcometothedreamlater.Ihavesomethingelsetosayfirst.Idonotthink,comrades,

thatIshallbewithyouformanymonthslonger,andbeforeIdie,IfeelitmydutytopassontoyousuchwisdomasIhaveacquired.Ihavehadalonglife,IhavehadmuchtimeforthoughtasIlayaloneinmystall,andIthinkImaysaythatIunderstandthenatureoflifeonthisearthaswellasanyanimalnowliving.ItisaboutthisthatIwishtospeaktoyou.

"Now,comrades,whatisthenatureofthislifeofours?Letusfaceit:ourlivesaremiserable,laborious,andshort.Weareborn,wearegivenjustsomuchfoodaswillkeepthe

breathinourbodies,andthoseofuswhoarecapableofitareforcedtoworktothelastatomofourstrength;andtheveryinstantthatourusefulnesshascometoanendweareslaughteredwithhideouscruelty.Noanimal inEnglandknowsthemeaningofhappinessor leisureafterhe isayearold.Noanimal inEnglandisfree.Thelifeofananimal ismiseryandslavery:thatistheplaintruth.

"Butisthissimplypartoftheorderofnature?Isitbecausethislandofoursissopoorthatitcannotaffordadecentlifetothosewhodwelluponit?No,comrades,athousand

timesno!ThesoilofEnglandisfertile,itsclimateisgood,itiscapableofaffordingfoodinabundancetoanenormouslygreaternumberofanimalsthannowinhabitit.Thissinglefarmofourswouldsupportadozenhorses,twentycows,hundredsofsheep–andallofthemlivinginacomfortandadignitythatarenowalmostbeyondourimagining.Whythendowecontinueinthismiserablecondition?Becausenearlythewholeoftheproduceofourlabourisstolenfromusbyhumanbeings.There,comrades,istheanswertoallourproblems.Itissummedupinasingleword–Man.Manistheonlyrealenemywehave.RemoveManfromthescene,andtherootcauseofhungerandoverworkisabolishedforever.

"Manistheonlycreaturethatconsumeswithoutproducing.Hedoesnotgivemilk,hedoesnotlayeggs,heistooweaktopulltheplough,hecannotrunfastenoughtocatch

rabbits.Yetheislordofalltheanimals.Hesetsthemtowork,hegivesbacktothemthebareminimumthatwillpreventthemfromstarving,andtheresthekeepsforhimself.Ourlabourtillsthesoil,ourdungfertilisesit,andyetthereisnotoneofusthatownsmorethanhisbareskin.YoucowsthatIseebeforeme,howmanythousandsofgallonsofmilkhaveyougivenduringthislastyear?Andwhathashappenedtothatmilkwhichshouldhavebeenbreedingupsturdycalves?Everydropofithasgonedownthethroatsofourenemies.Andyouhens,howmanyeggshaveyoulaidinthislastyear,andhowmanyofthoseeggseverhatchedintochickens?TheresthaveallgonetomarkettobringinmoneyforJonesandhismen.Andyou,Clover,wherearethosefourfoalsyoubore,whoshouldhavebeenthesupportandpleasureofyouroldage?Eachwassoldatayearold–youwillneverseeoneofthemagain.Inreturnforyourfourconfinementsandallyourlabourinthefields,whathaveyoueverhadexceptyourbarerationsandastall?

"Andeventhemiserablelivesweleadarenotallowedtoreachtheirnaturalspan.FormyselfIdonotgrumble,forIamoneoftheluckyones.Iamtwelveyearsoldandhave

hadoverfourhundredchildren.Suchisthenaturallifeofapig.Butnoanimalescapesthecruelknifeintheend.Youyoungporkerswhoaresittinginfrontofme,everyoneofyouwillscreamyourlivesoutattheblockwithinayear.Tothathorrorweallmustcome–cows,pigs,hens,sheep,everyone.Eventhehorsesandthedogshavenobetterfate.You,Boxer,theverydaythatthosegreatmusclesofyourslosetheirpower,Joneswillsellyoutotheknacker,whowillcutyourthroatandboilyoudownforthefoxhounds.Asforthedogs,whentheygrowoldandtoothless,Jonestiesabrickroundtheirnecksanddrownstheminthenearestpond.

"Isitnotcrystalclear,then,comrades,thatalltheevilsofthislifeofoursspringfromthetyrannyofhumanbeings?OnlygetridofMan,andtheproduceofourlabourwouldbe

ourown.Almostovernightwecouldbecomerichandfree.What thenmustwedo?Why,worknightandday,bodyandsoul, for theoverthrowof thehumanrace!That ismymessagetoyou,comrades:Rebellion!Idonotknowwhenthat

149

ManualofAcademicProcedures(MAP)Rebellionwillcome,itmightbeinaweekorinahundredyears,butIknow,assurelyasIseethisstrawbeneathmyfeet,thatsoonerorlaterjusticewillbedone.Fixyoureyes

onthat,comrades,throughouttheshortremainderofyourlives!Andaboveall,passonthismessageofminetothosewhocomeafteryou,sothatfuturegenerationsshallcarryonthestruggleuntilitisvictorious.

"Andremember,comrades,your resolutionmustnever falter.Noargumentmust leadyouastray.Never listenwhen they tellyou thatManand theanimalshaveacommon

interest,thattheprosperityoftheoneistheprosperityoftheothers.Itisalllies.Manservestheinterestsofnocreatureexcepthimself.Andamongusanimalslettherebeperfectunity,perfectcomradeshipinthestruggle.Allmenareenemies.Allanimalsarecomrades."

Atthismomenttherewasatremendousuproar.WhileMajorwasspeakingfourlargeratshadcreptoutoftheirholesandweresittingontheirhindquarters,listeningtohim.The

dogshadsuddenlycaughtsightofthem,anditwasonlybyaswiftdashfortheirholesthattheratssavedtheirlives.Majorraisedhistrotterforsilence."Comrades,"hesaid,"hereisapointthatmustbesettled.Thewildcreatures,suchasratsandrabbits–aretheyourfriendsorourenemies?Letusputittothevote.Iproposethis

questiontothemeeting:Areratscomrades?"Thevotewastakenatonce,anditwasagreedbyanoverwhelmingmajoritythatratswerecomrades.Therewereonlyfourdissentients,thethreedogsandthecat,whowas

afterwardsdiscoveredtohavevotedonbothsides.Majorcontinued:"Ihavelittlemoretosay.Imerelyrepeat,rememberalwaysyourdutyofenmitytowardsManandallhisways.Whatevergoesupontwolegsisanenemy.Whatevergoesupon

fourlegs,orhaswings,isafriend.AndrememberalsothatinfightingagainstMan,wemustnotcometoresemblehim.Evenwhenyouhaveconqueredhim,donotadopthisvices.Noanimalmusteverliveinahouse,orsleepinabed,orwearclothes,ordrinkalcohol,orsmoketobacco,ortouchmoney,orengageintrade.AllthehabitsofManareevil.And,aboveall,noanimalmustevertyranniseoverhisownkind.Weakorstrong,cleverorsimple,weareallbrothers.Noanimalmusteverkillanyotheranimal.Allanimalsareequal.

"Andnow,comrades,Iwilltellyouaboutmydreamoflastnight.Icannotdescribethatdreamtoyou.ItwasadreamoftheearthasitwillbewhenManhasvanished.Butit

remindedmeofsomethingthatIhadlongforgotten.Manyyearsago,whenIwasalittlepig,mymotherandtheothersowsusedtosinganoldsongofwhichtheyknewonlythetuneandthefirstthreewords.Ihadknownthattuneinmyinfancy,butithadlongsincepassedoutofmymind.Lastnight,however,itcamebacktomeinmydream.Andwhatismore,thewordsofthesongalsocameback–words,Iamcertain,whichweresungbytheanimalsoflongagoandhavebeenlosttomemoryforgenerations.Iwillsingyouthatsongnow,comrades.Iamoldandmyvoiceishoarse,butwhenIhavetaughtyouthetune,youcansingitbetterforyourselves.ItiscalledBeastsofEngland."

OldMajorclearedhisthroatandbegantosing.Ashehadsaid,hisvoicewashoarse,buthesangwellenough,anditwasastirringtune,somethingbetweenClementineandLa

Cucaracha.Thewordsran:

BeastsofEngland,beastsofIreland,

Beastsofeverylandandclime,

Hearkentomyjoyfultidings

Ofthegoldenfuturetime.

Soonorlatethedayiscoming,

TyrantManshallbeo'erthrown,

AndthefruitfulfieldsofEngland

Shallbetrodbybeastsalone.

150


Ringsshallvanishfromournoses,

Andtheharnessfromourback,

Bitandspurshallrustforever,

Cruelwhipsnomoreshallcrack.

Richesmorethanmindcanpicture,

Wheatandbarley,oatsandhay,

Clover,beans,andmangel-wurzels

Shallbeoursuponthatday.

BrightwillshinethefieldsofEngland,

Purershallitswatersbe,

Sweeteryetshallblowitsbreezes

Onthedaythatsetsusfree.

Forthatdayweallmustlabour,

Thoughwediebeforeitbreak;

Cowsandhorses,geeseandturkeys,

Allmusttoilforfreedom'ssake.

BeastsofEngland,beastsofIreland,

Beastsofeverylandandclime,

Hearkenwellandspreadmytidings

Ofthegoldenfuturetime.Thesingingofthissongthrewtheanimalsintothewildestexcitement.AlmostbeforeMajorhadreachedtheend,theyhadbegunsingingitforthemselves.Eventhestupidestof

themhadalreadypickedupthetuneandafewofthewords,andasforthecleverones,suchasthepigsanddogs,theyhadtheentiresongbyheartwithinafewminutes.Andthen,afterafewpreliminarytries,thewholefarmburstoutintoBeastsofEnglandintremendousunison.Thecowslowedit,thedogswhinedit,thesheepbleatedit,thehorseswhinniedit,theducksquackedit.Theyweresodelightedwiththesongthattheysangitrightthroughfivetimesinsuccession,andmighthavecontinuedsingingitallnightiftheyhadnotbeeninterrupted.

Unfortunately, theuproar awokeMr. Jones,who sprangoutofbed,making sure that therewas a fox in theyard.He seized thegunwhich always stood in a cornerofhis

bedroom,andletflyachargeofnumber6shotintothedarkness.Thepelletsburiedthemselvesinthewallofthebarnandthemeetingbrokeuphurriedly.Everyonefledtohisownsleeping-place.Thebirdsjumpedontotheirperches,theanimalssettleddowninthestraw,andthewholefarmwasasleepinamoment.

Handout6Octoberarrived,spreadingadampchilloverthegroundsandintothecastle.MadamPomfrey,thenurse,waskeptbusybyasuddenspateofcoldsamongthestaffandstudents.

HerPepperuppotionworkedinstantly,thoughitleftthedrinkersmokingattheearsforseveralhoursafterward.GinnyWeasley,whohadbeenlookingpale,wasbulliedintotakingsomebyPercy.Thesteampouringfromunderhervividhairgavetheimpressionthatherwholeheadwasonfire.

Raindropsthesizeofbulletsthunderedonthecastlewindowsfordaysonend;thelakerose,theflowerbedsturnedintomuddystreams,andHagrid'spumpkinsswelledtothe

sizeofgardensheds.Oliver

151

ManualofAcademicProcedures(MAP)Wood'senthusiasmforregular trainingsessions,however,wasnotdampened,whichwaswhyHarrywas tobefound, lateonestormySaturdayafternoonafewdaysbefore

Halloween,returningtoGryffindorTower,drenchedtotheskinandsplatteredwithmud.Evenasidefromtherainandwindithadn'tbeenahappypracticesession.FredandGeorge,whohadbeenspyingontheSlytherinteam,hadseenforthemselvesthespeedof

thosenewNimbusTwoThousandandOnes.TheyreportedthattheSlytherinteamwasnomorethansevengreenishblurs,shootingthroughtheairlikemissiles.AsHarrysquelchedalongthedesertedcorridorhecameacrosssomebodywholookedjustaspreoccupiedashewas.NearlyHeadlessNick,theghostofGryffindorTower,was

staringmoroselyoutofawindow,mutteringunderhisbreath,"...don'tfulfilltheirrequirements...halfaninch,ifthat...""Hello,Nick,"saidHarry."Hello,hello,"saidNearlyHeadlessNick,startingandlookinground.Heworeadashing,plumedhatonhislongcurlyhair,andatunicwitharuff,whichconcealedthefactthat

hisneckwasalmostcompletelysevered.Hewaspaleassmoke,andHarrycouldseerightthroughhimtothedarkskyandtorrentialrainoutside."Youlooktroubled,youngPotter,"saidNick,foldingatransparentletterashespokeandtuckingitinsidehisdoublet."Sodoyou,"saidHarry."Ah,"NearlyHeadlessNickwavedaneleganthand,"amatterofnoimportance....It'snotasthoughIreallywantedtojoin....ThoughtI'dapply,butapparentlyI'don'tfulfill

requirements'-"Inspiteofhisairytone,therewasalookofgreatbitternessonhisface."Butyouwouldthink,wouldn'tyou,"heeruptedsuddenly,pullingtheletterbackoutofhispocket,"thatgettinghitforty-fivetimesintheneckwithabluntaxewouldqualify

youtojointheHeadlessHunt?""Oh-yes,"saidHarry,whowasobviouslysupposedtoagree."Imean,nobodywishesmorethanIdothatithadallbeenquickandclean,andmyheadhadcomeoffproperly,Imean,itwouldhavesavedmeagreatdealofpainandridicule.

However-"NearlyHeadlessNickshookhisletteropenandreadfuriously:"'Wecanonlyaccepthuntsmenwhoseheadshavepartedcompanywiththeirbodies.YouwillappreciatethatitwouldbeimpossibleotherwiseformemberstoparticipateinhuntactivitiessuchasHorsebackHead-JugglingandHeadPolo.Itiswiththegreatestregret,therefore,thatImustinformyouthatyoudonotfulfillourrequirements.Withverybestwishes,SirPatrickDelaney-Podmore.'"

Fuming,NearlyHeadlessNickstuffedtheletteraway."Half an inch of skin and sinewholdingmy neck on,Harry!Most peoplewould think that's good and beheaded, but oh, no, it's not enough for Sir ProperlyDecapitated-

Podmore."Handout7Thefollowingmorning,RahulfinallycametomeandsaidheheardIwasupsetandwantedtohaveachat.IinformedhimthatIwasindeedupsetandtherewasnowayIwould

pretendotherwise. I askedhimwhat the thinkingwasbehinddeclaring at the timehedid. Itwasn't as ifwewerepressing for awin, andoneoverwouldn't havemademuchdifference.WehadagreedtoaplanatteaandIwasdoingexactlyasIhadbeentold.Rahulsaidthatthecallwastakenwiththeinterestsoftheteaminmind.ItwasimportanttodemonstratetothePakistanisthatwemeantbusinessandwerekeentowin.Iwasn'tconvinced.First,IsaidtohimthatIwasbattingfortheteamaswell.Yes,Ihadscored194,butthe194wasmeanttohelptheteamanditwasmyindividualcontributiontotheteam'scause.sotosaythatthedecisionwastakeninthebestinterestsoftheteamwasn'taltogethercorrect.IremindedhimofwhathadhappenedinSydney

152

ManualofAcademicProcedures(MAP)lessthanamonthearlier,whenwehadbothbeenbattingonthefourtheveningandSouravhadsentouttwoorthreemessagesaskingwhenweshoulddeclareandRahulhad

carriedonbatting.Thetwosituationswerecomparableand,ifanything,theSydneydeclarationwasfarmoresignificantandmayhavecostusaTestmatchandseriesvictory.IfRahulwassokeentoshowintenthereinMultan,heshouldhavedonethesameinSydney.Rahuldidn'tsayanythingtothisandstatedthatIwouldsurelygetanotheropportunitytoscoreadoublehundred.Idisagreed,sayingitwouldnotbethesame.Iwouldhavetobatfromzerotoscoreadoublecenturyandwouldnotbestartingmyinningsat194.BeforeIbroughttheconversationtoaclose,IassuredRahulthattheincidentwouldhavenobearingonmyinvolvementonthefield,butoffthefieldIwouldprefertobeleftaloneforawhiletocometotermswithwhathadhappened.

Despitetheincident,IamgladtosayRahulandIremaingoodfriends,andevenonthefieldourcamaraderieremainedintactuntiltheendofourcareers.Wecontinuedtohave

somegoodpartnershipsandneitherourcricketnorourfriendshipwasaffected."HandOut8InthenameofGod,themostmerciful,themostbeneficentYourMajesties,distinguishedmembersoftheNorweiganNobelCommittee,dearsistersandbrothers,todayisaday

ofgreathappinessforme.IamhumbledthattheNobelCommitteehasselectedmeforthispreciousaward.Thank you to everyone for your continued support and love. I am grateful for the letters and cards that I still receive from all around theworld. Reading your kind and

encouragingwordsstrengthensandinspiresme.Iwouldliketothankmyparentsfortheirunconditionallove.Thankyoutomyfatherfornotclippingmywingsandforlettingmefly.Thankyoutomymotherforinspiringme

tobepatientandtoalwaysspeakthetruth-whichwestronglybelieveistherealmessageofIslam.IamveryproudtobethefirstPashtun,thefirstPakistani,andthefirstyoungpersontoreceivethisaward.IamprettycertainthatIamalsothefirstrecipientoftheNobelPeace

Prizewhostillfightswithheryoungerbrothers.Iwanttheretobepeaceeverywhere,butmybrothersandIarestillworkingonthat.IamalsohonouredtoreceivethisawardtogetherwithKailashSatyarti,whohasbeenachampionofchildren'srightsforalongtime.Twiceaslong,infact,thanIhavebeen

alive.IamalsogladthatwecanstandtogetherandshowtheworldthatanIndianandaPakistanicanbeunitedinpeaceandtogetherworkforchildren'srights.Dearbrothersandsisters,IwasnamedaftertheinspirationalPashtunJoanofArc,MalalaiofMaiwand.ThewordMalalameans"griefstricken","sad",butinordertolendsome

happinesstoit,mygrandfatherwouldalwayscallmeMalala–ThehappiestgirlinthisworldandtodayIamveryhappythatwearestandingtogetherforanimportantcause.Thisawardisnotjustforme.Itisforthoseforgottenchildrenwhowanteducation.Itisforthosefrightenedchildrenwhowantpeace.Itisforthosevoicelesschildrenwhowant

change.Iamheretostandupfortheirrights,raisetheirvoice...itisnottimetopitythem.Itistimetotakeactionsoitbecomesthelasttimethatweseeachilddeprivedofeducation.Ihavefoundthatpeopledescribemeinmanydifferentways.SomepeoplecallmethegirlwhowasshotbytheTalibanAndsome,

thegirlwhofoughtforherrightsSomepeople,callmea"NobelLaureate"nowAsfarasIknow,Iamjustacommittedandstubbornpersonwhowantstoseeeverychildgettingqualityeducation,whowantsequalrightsforwomenandwhowantspeacein

everycorneroftheworld.Educationisoneoftheblessingsoflife—andoneofitsnecessities.Thathasbeenmyexperienceduringthe17yearslife.InmyhomeinSwatValley,inthenorthofPakistan,Ialwayslovedschoolandlearningnewthings.IrememberwhenmyfriendsandIwoulddecorateourhandswithhennaforspecialoccasions.

153

ManualofAcademicProcedures(MAP)Insteadofdrawingflowersandpatternswewouldpaintourhandswithmathematicalformulasandequations.Wehadathirstforeducationbecauseourfuturewasrightthereinthatclassroom.Wewouldsitandreadandlearntogether.Welovedtowearneatandtidyschooluniformsand

wewouldsittherewithbigdreamsinoureyes.Wewantedtomakeourparentsproudandprovethatwecouldexcelinourstudiesandachievethings,whichsomepeoplethinkonlyboyscan.

Thingsdidnot remain thesame.WhenIwas ten,Swat,whichwasaplaceofbeautyand tourism,suddenlychanged intoaplaceof terrorism.More than400schoolswere

destroyed.Girlswerestoppedfromgoingtoschool.Womenwereflogged.Innocentpeoplewerekilled.Weallsuffered.Andourbeautifuldreamsturnedintonightmares.Educationwentfrombeingarighttobeingacrime.

Butwhenmyworldsuddenlychanged,myprioritieschangedtoo.Ihadtwooptions,onewastoremainsilentandwaittobekilled.Andthesecondwastospeakupandthenbekilled.Ichosethesecondone.Idecidedtospeakup.Theterroriststriedtostopusandattackedmeandmyfriendson9thOctober2012,buttheirbulletscouldnotwin.Wesurvived.Andsincethatday,ourvoiceshaveonlygrownlouder.Itellmystory,notbecauseitisunique,butbecauseitisnot.Itisthestoryofmanygirls.Today,Itelltheirstoriestoo.IhavebroughtwithmetoOslo,someofmysisters,whosharethisstory,friendsfromPakistan,NigeriaandSyria.MybravesistersShaziaand

KainatRiazwhowerealsoshotthatdayinSwatwithme.Theywentthroughatragictraumatoo.AlsomysisterKainatSomrofromPakistanwhosufferedextremeviolenceandabuse,evenherbrotherwaskilled,butshedidnotsuccumb.

Andtherearegirlswithme,whoIhavemetduringmyMalalaFundcampaign,whoarenowlikemysisters,mycourageous16yearoldsisterMezonfromSyria,whonowlives

inJordaninarefugeecampandgoesfromtenttotenthelpinggirlsandboystolearn.AndmysisterAmina,fromtheNorthofNigeria,whereBokoHaramthreatensandkidnapsgirls,simplyforwantingtogotoschool.

ThoughIappearasonegirl,oneperson,whois5foot2inchestall,ifyouincludemyhighheels.Iamnotalonevoice,Iammany.IamShazia.IamKainatRiaz.IamKainatSomro.IamMezon.IamAmina.Iamthose66milliongirlswhoareoutofschool.Peopleliketoaskmewhyeducationisimportantespeciallyforgirls.Myanswerisalwaysthesame.WhatIhavelearntfromthefirsttwochaptersoftheHolyQuran,isthewordIqra,whichmeans"read",andtheword,nunwal-qalamwhichmeans"bythepen"?AndthereforeasIsaidlastyearattheUnitedNations,"Onechild,oneteacher,onepenandonebookcanchangetheworld."Today,inhalfoftheworld,weseerapidprogress,modernisationanddevelopment.However,therearecountrieswheremillionsstillsufferfromtheveryoldproblemsofhunger,

poverty,injusticeandconflicts.Indeed,weareremindedin2014thatacenturyhaspassedsincethebeginningoftheFirstWorldWar,butwestillhavenotlearntallofthelessonsthatarosefromthelossofthosemillionsoflivesahundredyearsago.

Therearestillconflictsinwhichhundredsofthousandsofinnocentpeoplehavelosttheirlives.ManyfamilieshavebecomerefugeesinSyria,GazaandIraq.Therearestillgirls

whohavenofreedomtogotoschoolinthenorthofNigeria.InPakistanandAfghanistanweseeinnocentpeoplebeingkilledinsuicideattacksandbombblasts.

154

ManualofAcademicProcedures(MAP)ManychildreninAfricadonothaveaccesstoschoolbecauseofpoverty.ManychildreninIndiaandPakistanaredeprivedoftheirrighttoeducationbecauseofsocialtaboos,ortheyhavebeenforcedintochildlabourandgirlsintochildmarriages.Oneofmyverygoodschoolfriends,thesameageasme,hadalwaysbeenaboldandconfidentgirlanddreamedofbecomingadoctor.Butherdreamremainedadream.Atage

of12,shewasforcedtogetmarriedandthensoonhadasonatanagewhensheherselfwasachild–only14.Iknowthatmyfriendwouldhavebeenaverygooddoctor.Butshecouldn't...becauseshewasagirl.HerstoryiswhyIdedicatetheNobelPrizemoneytotheMalalaFund,tohelpgivegirlseverywhereaqualityeducationandcallonleaderstohelpgirlslikeme,Mezunand

Amina.Thefirstplacethisfundingwillgoiswheremyheartis,tobuildschoolsinPakistan—especiallyinmyhomeofSwatandShangla.Inmyownvillage,thereisstillnosecondaryschoolforgirls.Iwanttobuildone,somyfriendscangetaneducation—andtheopportunityitbringstofulfiltheirdreams.ThatiswhereIwillbegin,butitisnotwhereIwillstop.IwillcontinuethisfightuntilIseeeverychildinschool.IfeelmuchstrongeraftertheattackthatIendured,becauseI

know,noonecanstopme,orstopus,becausenowwearemillions,standinguptogether.Dearbrothersandsisters,greatpeople,whobroughtchange,likeMartinLutherKingandNelsonMandela,MotherTeresaandAungSanSuuKyi,theyoncestoodhereonthis

stage.IhopethestepsthatKailashSatyartiandIhavetakensofarandwilltakeonthisjourneywillalsobringchange–lastingchange.Mygreathopeisthatthiswillbethelasttimewemustfightfortheeducationofourchildren.Wewanteveryonetounitetosupportusinourcampaignsothatwecansolvethis

onceandforall.LikeIsaid,wehavealreadytakenmanystepsintherightdirection.Nowisthetimetotakealeap.Itisnottimetotelltheleaderstorealisehowimportanteducationis-theyalreadyknowit-theirownchildrenareingoodschools.Nowitistimetocallthemtotakeaction.Weasktheworldleaderstouniteandmakeeducationtheirtoppriority.Fifteenyearsago, theworldleadersdecidedonasetofglobalgoals, theMillenniumDevelopmentGoals.Intheyearsthathavefollowed,wehaveseensomeprogress.The

numberofchildrenoutofschoolhasbeenhalved.However,theworldfocusedonlyonexpandingprimaryeducation,andprogressdidnotreacheveryone.Nextyear,in2015,representativesfromaroundtheworldwillmeetattheUnitedNationstodecideonthenextsetofgoals,theSustainableDevelopmentGoals.Thiswillsetthe

world'sambitionforgenerationstocome.Leadersmustseizethisopportunitytoguaranteeafree,qualityprimaryandsecondaryeducationforeverychild.Somewillsaythisisimpractical,ortooexpensive,ortoohard.Orevenimpossible.Butitistimetheworldthinksbigger.Dearbrothersandsisters,theso-calledworldofadultsmayunderstandit,butwechildrendon't.Whyisitthatcountrieswhichwecall"strong"aresopowerfulincreatingwars

butsoweakinbringingpeace?Whyisitthatgivinggunsissoeasybutgivingbooksissohard?Whyisitthatmakingtanksissoeasy,butbuildingschoolsissodifficult?Aswearelivinginthemodernage,the21stcenturyandweallbelievethatnothingisimpossible.WecanreachthemoonandmaybesoonwilllandonMars.Then,inthis,the

21stcentury,wemustbedeterminedthatourdreamofqualityeducationforallwillalsocometrue.Soletusbringequality,justiceandpeaceforall.Notjustthepoliticiansandtheworldleaders,weallneedtocontribute.Me.You.Itisourduty.Sowemustwork...andnotwait.Icalluponmyfellowchildrentostanduparoundtheworld.Dearsistersandbrothers,letusbecomethefirstgenerationtodecidetobethelast.

155

ManualofAcademicProcedures(MAP)Theemptyclassrooms,thelostchildhoods,wastedpotential—letthesethingsendwithus.Letthisbethelasttimethataboyoragirlspendstheirchildhoodina

factory.Letthisbethelasttimethatagirlgetsforcedintoearlychildmarriage.Letthisbethelasttimethataninnocentchildlosestheirlifeinwar.

Letthisbethelasttimethataclassroomremainsempty.Letthisbethelasttimethatagirlistoldeducationisacrimeandnotaright.Letthisbethelasttimethatachildremainsoutofschool.Letusbeginthisending.Letthisendwithus.Andletusbuildabetterfuturerighthere,rightnow.Thankyou.HandOut9NapoleonBonapartewasbornatAjaccio,Corsica,on15August1769.Suchabald,evenbanalstatementisnecessarywhenweconsiderthateveryaspectoftheman'slifehas

been turned into the stuff of legend. In 1919ArchbishopWhateley tried to push beyond legend intomyth by suggesting, tongue-in-cheek, in hisHistoricDoubts Relative toNapoleonBuonoparte,thatNapoleonhadneverexisted,thathiswasapropernamefalselyattributedtotheFrenchpeoplecollectively.ThepsychologistCarlGustavJung,whileacceptingtherealityofNapoleon'sexistence,arguedthathissignificancewaswhollycollectiveandnotindividual:thatherepresentedtheresurgencefromthedepthsoftheFrenchunconsciousofthesavageandirrationalforcestheRevolutionhadtriedtosuppressthroughthecultofReason(DéesseRaison).

EventhosewhoacceptedtheimportanceofNapoleontheindividualarguedabouthisoriginsandhisdateofbirth.Therehasinsomequartersbeenacuriousreluctancetoaccept

thathewasaCorsicanatall,eventhoughbornontheisland.SomehaveassertedthathewasdescendedfromtheGreeks,theCarthaginiansortheBretons.Others,remarkinghis'Oriental complex' (of which more later), and noting that in the ninth century the Arab invaders of Europe reached Corsica, claim an Arab, Berber orMoorish strain in hisprovenance;hence(onthisview)hisexcessivesuperstition,hisbeliefinghosts,Destinyandhisownstar,andhispreferenceforIslamoverChristianity.ThehistorianandcriticTainetracedhisdescenttoanItaliancondottiere,whileDisraeli,onthegroundsthatCorsicahadoncebeenpeopledbyAfricanSemites,claimedNapoleonasaJew(presumably,givenNapoleon's laterantipathy to theJews,ananti-semiticone).KingsofEngland, theComneni, thePaleologues,andeven theJulian tribehavebeenpressed intoserviceasNapoleon'sforebears.TheprizeforthemostabsurdcandidateasNapoleonicancestormustgototheManintheIronMaskandforthemostunlikelyparentstothefootmanandgoatgirl,proposedbyhismostscurrilousenemies.

Atanother levelofmythmaking,Napoleon'schampionsclaimed thatheemerged fromhismother'swombabornwarriorbecauseshegavebirth tohim immediatelyaftera

hazardous'flightintheheather'—retreatingthroughthemaquiswithCorsicanforcesafterbeingdefeatedbytheFrench.AndtheFrenchwriterChateaubriand,whoknewNapoleonwellandworkedforhimas

adiplomat,arguedthatthetruedateofhisbirthwas5February1768;accordingtothistheory,itwasNapoleon'sbrotherJosephwhowasbornon15August1769andNapoleonwastheeldestson.

Thesoberfactsarelesssensational.On2June1764CarloBuonaparteofAjaccio,aneighteen-year-oldlawstudent,marriedthefourteen-year-oldMarie-LetiziaRamolino,also

ofAjaccio.BothfamiliesweredescendedfromItalianmercenariesinGenoesepaywhosettledinCorsicaatthebeginningofthesixteenthcentury.TheBuonapartescameoriginallyfromTuscanyandcouldtracetheirlineagetothesoldieroffortuneUgoBuonaparte,documentedasahenchmanoftheDukeofSwabiain1122.UgowasaveteranofthestrugglebetweenGuelphsandGhibellinesandadevotedsupporteroftheHolyRomanEmperorinhisconflictwiththePope.TheloserinaFlorentinepowerstruggle,UgospenthislastdaysintheseaportofSarzana,anditwasfromthereintheearlysixteenthcenturythathisdescendantFrancesco

156

ManualofAcademicProcedures(MAP)BuonaparteemigratedtoCorsica.SuchatanyratewastheBuonapartefamilytradition;theirsurnamewassaidtodenoteUgo'sImperialistaffiliations.Theearliestunimpeachablerecordshowsamemberofthe

Buonapartefamily,alawyer,asamemberoftheCouncilofAncientsinAjaccioin1616;severalmoreBuonapartelawyersservedonthiscouncilintheeighteenthcentury.TheBuonapartes like the Ramolinos were part of the Corsican nobility, but it must be remembered that Corsican 'nobles' were as common as 'princes' in Czarist Russia. CarloBuonaparte,bornon27March1746,hadbeenstudyinglawatPisaUniversitybutlefttomarryLetiziawithouttakinghisdegree.TheromancershaveseizedonthisfacttobuildupacoupdefoudreloveaffairbetweenCarloandLetizia,butthematchwascertainlydynastic,eventhoughsomesectionsoftheRamolinoclanobjectedtothemarriage.

The Ramolinos were a cadet branch of the distinguished Collalto family, well entrenched in Lombardy since the fourteenth century; the Ramolinos themselves had been

established inCorsica for250years.Where theBuonaparteswerea familyof lawyers,with theRamolinos the traditionwasmilitary:Letizia's fatherwasanarmyofficerwithexpertise in civil engineering, who commanded the Ajaccio garrison and held the sinecure office of Inspector-General of Roads and Bridges. Both the Buonapartes and theRamolinosspecializedinintermarriagewithancientfamiliesofItalianorigin,soadynasticmatchmadesense.Therewasjustonepeculiarity:boththenewly-weds'fathershaddiedyoung.Carlo'sfather,alawyer,diedin1760whenhissonwasfourteen,whichmeantthatCarlocouldbringintothemarriagethefamilyhouseintheViaMalerba,twoofthebestvineyardsinAjaccio,somepastureandarableland,andalsohisclaimstoanotherestate.

Marie-LetiziaRamolino(borneitherinlate1749orearly1750)wasinamorecomplicatedsituation.Herfatherdiedwhenshewasfive,afterwhichhermotherAngelaMaria

turnedforconsolationtoFrançois(orFranz)Fesch,aSwisscaptainintheFrenchgarrisonforcesatAjaccio.AngelaMariamarriedFeschin1757andpersuadedhimtoconverttoCatholicism,buthis father, abanker inBasle, respondedbydisinheritinghim.From theunionofFeschandLetizia'smother came Joseph (born1763), the future cardinal andNapoleon'suncle,thoughonlysixyearshissenior.TheunfortunateFesch,whodiedin1770,gaveLetiziaaway;herdowrycomprisedthirty-oneacresofland,amill,andanovenforbakingbread.

ThemarriageofCarloandLetiziawasasolid,down-to-earthmarriageofconvenience.ThereisevenreasontobelievethatCarlohedgedhisbetsbynotmarryingintheChurch

in1764,or ever. Itwaswellknown thatCorsicans tookan idiosyncratic, eclectic attitude to theCatholicChurch,whichwaswhy legalmarriageon the islandconsisted in theagreementofthetwomaleheadsoffamilies,thesignatureofadotalcontract,andtheactofconsummation.ThelikelihoodisthatCarlosimplyrefusedtogothroughwithareligiousceremony,andforreasonsofprideandsavingfacethetwoclanskeptquietaboutit.

Again,contrarytothemythmaking,itisuntruethatsomeoftheRamolinosopposedthematchforpoliticalreasons,allegedlyonthegroundsthattheysupportedtheGenoese

mastersoftheislandwhiletheBuonapartesbackedtheindependencemovementunderPasqualePaoli.Almostcertainly,theysimplyhaddoubtsthatthiswastheverybestdynasticbargaintheycouldstrikewhile,asforpoliticalideology,boththeBuonapartesandRamolinoswerenotorioustrimmerswhomadeobeisancetowhicheverpartyinCorsicahadthemostpower.

Carlo,atallyoungmanwithaprominentnose,sensuallipsandalmond-shapedeyes,wasahedonistandsensualist.Cunning,self-regarding,unrefined,unscrupulous,hemadeit

clearthathismarriagewasnolovematchbydeclaringapreferenceforagirloftheForciolifamily.TheromancersclaimthathewasbowledoverbyLetizia'sbeauty,butportraitsrevealawomanwhosemouthwastoosmall,whosenosewastoolongandwhosefacewastooaustereforaclaimtorealbeautytobeadvanced.Itwastruethatshewaspetite(5'1"),withrichdark-brownhairandslenderwhitehands;andwhatshehad,incontestablyandbycommonconsent,werelarge,lustrous,deep-seteyes.Aswasnormalatthetime,Letiziawaswhollyuneducatedandtrainedinnothingbutdomesticskills.

Letiziafulfilledtheessentialrequirementofwomenofthetime,whichwastobeanefficientchildbearer.

157

ManualofAcademicProcedures(MAP)Shegavebirthtothirteenchildreninall,ofwhomeightsurvived.Ason,namedNapoleon,wasbornanddiedin1765.Pregnantagainalmostimmediately,Letizianextbrought

forthagirlwhoalsodied.Thencameamysteriousinterludeofabouttwoyears.AllegedlyPaolisentthetwenty-year-oldCarloashisenvoytoRome,toappeasethePopewhenhelaunchedhisplannedattackontheGenoeseislandofCapraia(CapraiaandGenoahadoriginallybeendeededtoGenoabypapalgift),butthebestevidenceshowsCarlobecomingaPaolistawhilehewasinItaly.Carlo'stimeinRomeseemstohavebeenspentincohabitationwithamarriedwoman.HisownstorywasthathereturnedfromRomeafterrunningoutoffunds,butastrongertraditionhasitthatheseducedavirginandwasrunoutoftown.OnhisreturntoCorsicaheagainimpregnatedLetizia,whothistimeborehimalustysonintheshapeofJoseph(originallynamedGiuseppe),whowasbornon7July1768.

AnotherprevalentmythaboutNapoleon'sbackgroundwasthathewasbornintoindigence.ThepropertybroughtintothemarriagebyCarloandLetiziaseemstohavebeen

nicelycalculated,sinceLetizia'sdowrywasvaluedat6,750livresandCarlo'sassetsatabout7,000livres.Thejointcapitalgeneratedanannualincomeofabout670livresorabout£9,000ayearintoday'smoney.Inaddition,therewasthemoneyearnedbyCarlo.PasqualePaoliemployedtheyoungmanashissecretaryonaccountofhisunusuallyneatandclearhandwriting.Carloalsoworkedasaprocureur—approximatelyequivalenttoaBritishsolicitor.Letiziaemployedtwoservantsandawet-nurse—hardlybadgesofpoverty.

WhatCarloandLetiziasufferedfromwasnotpovertybutrelativedeprivation.TheBuonapartesandtheirgreatrivals,thePozzodiBorgos,wereamongtherichestfamiliesin

Ajaccio,buttheywereawarethattheywerebigfishinaverysmallpond.Acrossthewater,inmainlandFrance,theirwealthwouldhavecountedfornothingandtheirpretensionstonobilitywouldhavebeenlaughedat.TheBuonaparteswantedtobeasrichastherichestnoblesinFranceand,sincetheycouldnotbe,theycreatedacompensatorymythofdirepoverty.EconomicconditionsinCorsicaandtheirownpretensionsworkedagainstthem.Asharecroppingeconomybasedonvineyardsandaprimitivebartersystemmeanttherewerefewopportunitiesforgeneratingasurplus,hencenopossibilityforprofitsandmakingmoney.Eveniftherehadbeen,CarloBuonaparte'saspirationstonoblestatusstoodintheway,fortoanobletheChurch,theLawandtheArmyweretheonlyacceptableprofessions,andeventhelowerreachesoftheLaw,suchasCarlo'spositionasprocureur,wereessentiallybeyondthearistocraticpale.

Napoleonwasoften,tohisfury,called 'theCorsican'.Healwaysdeniedthathisbirthplacehadanysignificance,butnohumanbeingcansloughoffearlyenvironmentaland

geographicalinfluencesjustbysay-so.TherestlessnessinNapoleon'slatercharactermustowesomethingtotheconfusedandchaoticpoliticsoftheisland,whichheimbibedwithhismother'smilk,orratherthatofhiswet-nurse.AsDorothyCarringtonhaswritten:'defeat,resistance,betrayal,heroism,torture,executionandconspiracywerethetopicsofthefirstconversationsheoverheard.Conversationsthatleftapermanentimprintonhismind.'

After1729aCorsicanindependencemovementgatheredmomentumagainsttheGenoeseoverlords.

In1755thistookamoreseriousturnwhenthetwenty-nine-year-oldPasqualePaoliputhimselfattheheadoftheCorsicanguerrillas.TakingadvantageofCorsica'smountainous

terrain(achainofhighgranitesierrasrunsdownCorsicafromthenorthwesttothesouth-eastandthehighestpeaksarealwayssnowcapped),thePaolistasdrovetheGenoeseoutofcentralCorsica,confining themto thecoastal townsofAjaccio,BastiaandCalvi.Regardinghimselfas the truerulerofCorsica,Paolibrought inaseriesofmuch-needed landreforms,whichconfirmedtheancientcustomsofthelandindefianceofGenoeseexploitation.Inanearlyformofmixedeconomy,Paolidividedlandintotwocategories:inthelowlandstherewasthepiageorpubliclandusedforpastureandgrowingcrops;but inthehighlands, thevineyards,olivegroves,sweetchestnutandother treeswereinprivatehands.Paoli'spowerbasewasalwaysthewidespreadsupportheenjoyedamongthepeasantry.

PaoliattractedadmirersthroughoutEurope.Jean-JacquesRousseauthoughtCorsica,withitstinypopulation,wastheideallaboratoryforthepoliticalexperimentheoutlinedin

hisSocialContract.Anearlyexponentof'smallisbeautiful',Rousseauthoughtthatthe'GeneralWill'couldemergeinCorsica

158

ManualofAcademicProcedures(MAP)asthecitystate.Theislandwasideal,withatotalpopulationofnomorethan130,000anditscitieswereglorifiedvillages;inthecensusof1770Bastiahad5,286inhabitants

andAjaccio3,907.RousseauactuallysketchedaconstitutionforCorsicaandannounced:'IhaveapresentimentthatonedaythissmallislandwillastonishEurope.'AnotheradmirerwhoactuallyvisitedCorsicaandmetPaoliwasJamesBoswell,DrJohnson'sfaithfulcompanionandbiographer.Boswell inhisAccountofCorsica(1768)

famouslycomparedtheCorsicans,withtheirclansandmartialtraditions,withtheScottishHighlandersbeforethe1745JacobiteRising.Thethoughthadoccurredtoothers:atonetimeBonniePrinceCharliehimselfwasproposedasapossibleKingofCorsica.SoenthusiasticforPaoliwasBoswellthatDrJohnsonaccusedhimofbeingaboreonthesubject.

ButPaolihadscarcelycompletedtheconquestoftheinteriorandintroducedhisreformswhenCorsicaonceagainbecameapawnontheinternationaldiplomaticchessboard.

JustbeforetheoutbreakoftheSevenYearsWarin1756,bytreatyarrangementtheFrenchpouredtheirtroopsintoCalvi,AjaccioandSt-Florent.Theypulledthemoutagainwhenwarbrokeout,butreintroducedthemin1764.FrenchencroachmentreacheditsapogeetheyearbeforeNapoleon'sbirth,in1768,whenGenoaformallycededtheislandtoFrance;PaoliandhismenlearnedthattheyhadfoughttheGenoeseonlytobedeliveredtothesuzeraintyofLouisXV.InfurythePaolistasroseinrevoltagainsttheFrench.Theyscoredastring ofminormilitary successes but were decisively crushed on 8May 1769 at the battle of Ponte Novo. Among those who fled with Paoli from this disaster were CarloBuonaparteandhisnineteen-year-oldwife,nowsixmonthspregnantwiththefutureNapoleon.

NapoleoniclegendcreditedtheembryonicconquerorwithhavingbeenpresentinfoetalformatPonteNovo.Whathappenedwasdramaticenough,forCarloandLetiziafled

withtheotherrebelsintothemountainstowardsCorte;itisthereforetruetosaythattheembryonicNapoleonwasliterallyonthemarch.WhenPaolirecognizedtheinevitableandacceptedFrenchsurrenderterms,CarloandLetiziareturnedtoAjacciobythemountainroute;totheendofherlifeLetiziaalwaysrememberedcarryingJosephinherarmswhilestaggeringandslippingalongprecipitouspaths.

BackinAjaccioLetiziacametofullterm.OnthefeastoftheAssumptionshewasatmassinthecathedralwhenthelabourpainsstarted.Fortunatelyshewasonlyaminute's

walkawayfromthethree-storeyBuonapartefamilyhome,andhersister-in-lawGeltrudaParavicinihelpedhertowalkthefewyards.AcurmudgeonlymaidservantnamedCaterinaactedasthemidwifeandlaidthenewborninfantonacarpet,onwhichwerewovenscenesfromtheIliadandtheOdyssey.Thechildwasweak,withspindlylegsandalargehead,butseaairandtheabundantmilkfromwet-nurseCamillaIlari,asailor'swife,sawhimthroughtheperilousearlydays.Traditionsaysthatapriestcamefromthecathedralonthedayofbirthtocarryoutaperfunctorybaptism,butsoberhistorymustbecontenttorecordthattheformalbaptismdidnottakeplaceuntil21July1771,whenitwasperformedinAjacciocathedralbyNapoleon'sgreat-uncleLucien;therecordsshowLorenzoGiubecaofCalvi,procureurduroi,asthechild'sgodfather.ThelittleboywaschristenedNapoleone.Itwasanoddname,anditsorigin,predictably,isshroudedincontroversy.SomeclaimeditwasanamederivingfromtheGreekandmeaning'lionofthedesert'.Moreplausibly,aGreeksaintwhosufferedmartyrdominAlexandriaunderDiocletianiscited,butthemostlikelyexplanationisthesimpleandbanalonethatoneofLetizia'suncles,aPaolistawhohadrecentlydied,borethatname.

Handout10

Therainshavecome,andfrogsarefullofglee.

Theysinginchorus,inloud,jubilantvoices.

Nothingtofeartoday:nodrought,nodearthofworms,

Norserpent'sjaw,norstonesofwantonboys.

Cloud-like,thegrassesthicken:inthefieldsthelushwatersstand;

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Louderleapstheirhourofbriefimmortality.

Theyhavenonecks,buttheirthroatsarerichandswollen;

Ando,whatsleekbodies,whatcoldgem-likeeyes!

Eyesstaringupward,fixedinmeditation,

Ecstatic,lidless,likerishis'gazingonGod.

Therainhasceased,theshadowsslant;

Hymn-likefloatstheirsinging,ontheslow,attentiveair.

Nowdiesthedayinsilence,butasombredrone

Perforatesthetwilight;thethinskyleanstolisten.

Darknessandrain:andwearewarminbed:

Yetoneunweariedphraseminglesinoursleep-

Thefinalslokaofthemysticchanting,

Thecroak,croak,croakofthelastfanaticfrog.

Handout11

Thisbladeofgrass

Likeme

Softsilkwhensapwasthere

Bowedtothesunandwavedwiththewind.

Inwinternightsitsrootswerelost.

Robbedofitssap,itstooderect,

Driedup,stiffenedwithfalsepride,

Changedinkind,havingoutliveditsday.

Blowonit,itcrumbles;

Steponit,itisdust;

Showitaflameand

Ashesisall.HandOut12Letmeintroducemyself.WeareHouseSparrowscloselyrelatedtotheLarkfamily.SomeofourclosecousinsfromtheLarkfamilyaretheAshleyBrownSparrowLarkandthe

BlackCrownedSparrowLark.IdobelieveI’mflauntingmyconnectionswiththeLarkfamily,thoughitreallyissomethingtobeproudof,forushumbleHouseSparrows!Don’tbedeludedbythenameLark.Yes,thoseoftheoriginalLarksarebeautifulsingers,likemysecondcousintheSkyLark.Theyevenhadanodepennedtocelebratethe

beautyoftheirsong,byPercyByssheShellythepoet.Welivescatteredalloverthelengthandbreadthoftheworld.Iforone,liveintheIndianSubcontinent,theSouthofIndiatobeexact;lovingtheIndiansummerheat,thecool

monsoonsandbreezyJunes.Weareanecofriendlylotandtryourbesttoliveinpeaceandfriendshipwithotherbirds,insects,animalsandthehumanbeingsaroundus.Weliveinaflockbeneaththeshadeofanexpansivebanyantreethatstretchesitsbountifulbrancheswidearoundthehugetreetrunk.Thetreeisahavenwithitsperpetualshade

andthebreezefromthethousandsofitsglossyleatheryleavesfanningandrustlingintheearlymorningair.Ilovethefeelofitsellipticallyshapedvelvetyleavesandbrushmyfeathersuponit.

“Iloveyourdarkcoolshade,Banyan”Isaidtohimoneday,towhichherepliedamicably,“DoyounowknowwhyIspreadmyarmssowideSparrow?SoIcould

embraceallyoucreatures!”AtthisIsnuggledcloseintooneofhisswayingslimaerialproproots,asIhavewatchedchildren,snuggle

160

ManualofAcademicProcedures(MAP)intotheirmother’ssaripalluforcomfortandrefuge.“Thereweretimes,Sparrow,inthedaysgoneby”(heseemedinclinedtoreminisce)“whentraderswiththeirwarestoppedtorestandmakeorfinalizetransactionshereatthe

shelteredbaseofmytrunk!”“Really?”saidI,swingingupontheaerialroot,mysoftfeatherrustlinginthebreezethemovementmade.OtherSparrowsjoinedmeandwefeltlikeflyingtrapezeperformersasweswungfasterandfasteraroundBanyan’strunk.

“Didtheycomeoften,Banyan?”“Oh,yes,Sparrow!Almosteveryday!Andattimesmanytimesinaday,too!Yes,yes,swingaway,youflouncingSparrows!You’recoolingtheairaroundme!”“Yes,theywerecalled‘banias’ortradersandhowsomeofthemarguedandquarrelled!Ohtherewassomuchnoiseandactivityaboutme!Anyway,thankstothebanias,Ihave

beencalledBanyaneversince!Hailingfromthefigfamilybasically,ImighthavebeencalledFiggyifithadn’tbeenforthebanias!Ha!Ha!”Helaughedawayquiteovercomebyhisownhumour.

“Figgy,Figgy!”Ichantedhappilyenjoyingthejokeasmuchastheswing.Atthispointhesuddenlysaid,“IdohaveaFigname,Sparrow!Butonewhichmakesmealittleashamed!”Iwas quite surprised at this declaration bymy friendBanyan. “I’m called ‘Strangler Fig’ by some!Yes, I remember now, but I don’t like being referred to by that name,

Sparrow!”

“Ohno,Banyan,didyoustranglesomeone!Howterrible!Butit’satreacherousname!”“Nothingsinisteraboutit,Sparrow.IremembermyseedwasdroppedintothecreviceofastatelyNeembyaMynah,afterhehadeatenhisfillofaredjuicybanyanfruit.ThereI

germinatedandgrewandsoonmyrootsgrowingdownwardsclawedintotheNeem’strunkandsubduedmyhost.AsathrivingyoungstermyrootsgrewquicklyuntiltheNeemnowstayswithinmyheartandallyoucanseeisme!DoyouthinkIhavedoneaterriblething,Sparrow?”heaskeddolefully,alltheelationofawhileagohavingvanished.

ForaninstantIwasatalossforwords.Ialmoststoppedswingingandsaidsoftly,“Ishereallyinthere?”IhoppedclosetotheBanyan’strunkandpeeredin.TheNeemsmiledfeeblyatmethroughthethickwoodycurtainsofBanyan.“Hehasgivenfoodandshelterforthousandsofbirds,”saidtheNeem,oursilentlistener.“Andamultitudeofinsectsnestinhim!Tellhimthat.Tellhimweareallapartoftheecologicalbalance!I’mfineinherethoughabitsapped,butveryhappytobeapartofhis

benevolence.Itfeelsgoodtoliveinhisheart!”“Wow”,saidI,andlovedtheNeem’sdocilespirit.TheBanyanseemedtosheddewytearsofmayberemorseorreliefandjoyatthehiddenNeem’stenderwords,Ireallycouldn’ttell.IthoughttomyselfthatIwillsetabouttakingacensusoftheresidentsofBanyanstraightaway.EvenasIflewtostartmynewassignmentasacensor,aswarmoffigwasps

whizzedpasttofeeduponBanyan’sclustersofredfigs.Theyhalfhummedandhalfbuzzedamid-summertune.IheardthechirpingofthetinywhiteBabblerswhohadmadetheirnestamongthedarkleaves.Theyhoppedfrombranchtobranchasthoughtheyhadagamegoingamong

themselves.IheardtheblackCrowscawatthefarend.TheywerethebiggestofthebirdsresidinginBanyanandcommandedeveryonefearandrespect,stutteringwiththeirblackcoatslike

advocatesandlawyersfromthecourthouseatthefarendofthevillage.IhoppedfrombranchtobranchdiscoveringtheresidentsoftheinteriorsofthebeautifullushBanyan.MyfirststopwasthenestofaWhiteCheekedBarbet,wherethemother

Barbetsatuponhereggsandsimplysaid,“Hi!”thendozedoffagainuponherwarmeggs.

HeartSpottedWoodpecker,adutyboundworkerwentknock,knock,knockinguponathickbranch

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ManualofAcademicProcedures(MAP)wherehesuspectedasmallbandoftermiteshadgnawedin.HehadridBanyanofafewsuchsilentdeadlyinvaderslately,buthisworkwasneverdone,hesaidtohimselfwitha

sigh.Henoddedtomecordiallyandcontinuedpecking.AfewOrangeHeadedThrushesflewinatthemoment,andsettleduponthebranchesoftheBanyan,rufflingtheiryellowfeathersafterthelongflight.Thesunlightfiltering

through the leaves insoft strands lit their feathers toabeautiful fieryglow.Theyflutteredamidst thebranches likeorange-yellowflamesof fire!Theygobbled thecaterpillars,weevilsandstraytermiteshungrilyandso,thefigwasps,alittleaway,feedingontheredfruitskeptawaryeyeonthem.

TheraucousgreenParrotsstoppedtheirchatteringandsatstillintheirclutchesasIhoppedby.Theysquawkedtheirgreetingandofferedmedryberriesandfruitsthatwastheir

dinner.TheirlemongreenfeatherswereawildcontrasttothedarkenedfoliageofBanyan.IhadnoideaBanyanhadsuchanarrayofbrightlycolouredresidents!AWhiteBelliedTreepiewhosatmusingonalowerbranchseemedverylonely.Hewasabeautifulgracefulbird,instartlingwhite,blackandbrown.Histailwasalongflowof

blackandwhite,cascadingelegantlybehindhim.Hewaitedforthereturnofhismate,goneinsearchoffoodtoanearbyforest.Hebowed,thenwiththedroopofhiswingscalledtohismate.Hisnestwasaplatformoftwigsmadereadyforegglaying.HegavemeadreamysmileandseemedtobeengrossedintheYellowBrowedBulbul’ssoulfulsingingthatdriftedfromathicklycoveredbranchoftheBanyan.

Ofthepasserinefamily,theBulbul’ssongenrapturedalltheresidentsofBanyan.Ihaveoftenbeenlulledtosleepbyhismelancholictunes.QuiteaflockofusSparrowsresidedinBanyan.Wehadthemostnumberofnestshere,amongthebranchesorintheholesandnichesthatdottedBanyan’sthickwoodytrunk.Someofmycousinshadmovedtotheeavesofhousesnearby,forwantofprivacyandspace.Forsurely,inatreethathousedalmostsomanyvarietiesofbirds,nottomention

theMynasthatwereourfrequentvisitors,andtheinsectswhichconstitutedapartialpartofBanyan’sresidents,wewereahardlyaquiet,secludedhousehold!AswarmofLemonButterflies flutteredaround the tree trunk like little shredsof sunshine.They flew inbetween the leafyboughsand restedupon the tender red leavesof

Banyan.SoonasmallswarmofPeacockPansyButterfliesinastartlinggreenblueflewbetweentheaerialroots,alightinguponthemincolourfulrows.“Hello,myfriends”saidBanyanashislongropeyrootsswayedintheeveningbreeze.“Hello,Banyan” theyall chanted inunison though itwas a feeble chant.Theywerenever inclined tomuchchatter since theybusied themselveswithpowdering their soft

gossamerwingstolookdelicateanddainty.“Howexquisiteyoualllook!”saidBanyan,alwaysgenerouswithhiscomplimentsespeciallywhenwell-deserved.ThebirdsandinsectspausedtowatcheachtimethegorgeousButterfliesflutteredby,asthoughtheywereprettyballetdancersintheirshimmeringbrightlycolouredwings.SinceBanyan stood by the banks of a river therewere lengthy patches of thick grass and reeds growing along the banks. Tiny flowers onweeds grew in profusion. The

Butterflieshadtheirfillofnectarfromtheseflowers.Sometimestheyhoveredoverthepinkwaterliliesintheriverorresteddelicatelyasthoughontiptoesupontheflatroundlotusleavesthatfloatedonthegreenwater.Itreallywasabeautifulsightastheyadmiredtheirreflectionsonthefatdewdropsthatrolledlikeblobsofdiamondsonthevelvetyleaves.Ourdayswerethusspentwithfindingamate,mating,nestbuilding,breeding,feeding–survivinginallthetranquilthatswathedtheBanyananditswhereabouts.

OnedayIdiveddown,aswealldo,withpartlyclosedwingsandroseupinaglide.Ourflightsareundulated,accompaniedbyalonglowwhistle.AtthetipoftheriseIvoiceda

sharpchipnote.Allthe

162

ManualofAcademicProcedures(MAP)sparrowsaroundmearosewithmeandtheairwasaflutterwithhundredsoftinysparrowwings.Weallflewawayindifferentdirections.Abouttentofifteenofusresteduponthetauttelephoneandelectricwiresthatspannedthemileslikefineblacksilkthread.Wewerelikenotesonamusicsheet–sometimesina

continuoussequence,andattimesaccommodatingunevengapsofbluesky,betweenus.Hurryingpassers-bypausedorstoppedtowatchusinsheeradmiration.Childrenwavedtousandformostpartweflewawayinfearthoughweknewnoharmwasmeant.

Whilewehadsatgossipinguponthewires,aBlackCrownedsparrowlark,thatwehadnamedBlackie,gaveussomenewsofhiswellbeing.Hehadmovedinwithhismate,

Tikkutoahouseinthevillagetonestuponitsrafters.ThefirstfewdayswhenBlackieandTikkuhadflownintothehouseinsearchofaplacetonest,theirchippingandflutterhadcausedGrandmotherandtheMotherofthehouse

tocalltheirdaughterMeenaandsayexcitedly,“Look,look,Meena,thosesparrowsseemtobesearchingforaplacetonest!Don’ttalkloudly,lestyoufrightenthemoff!”SoonBlackieandTikkuflewinwithtwigs,feathersandstrangelittlescrapstobuildtheirnestandGrandmothersaidhappily,herjoyoverflowinghertoothlesssmile,“Theyarenestingontherafters!That’sagoodomen,indeed!”BlackieandTikkuhearingthisthoughtitwasanauspiciousbeginningaswell,andtwitted,“That’sgood!”“Hownice!”saidMother,“ButIhopetheydon’tmessupthefloor!”Thentheyall tookthegreatest troublenever todisturbthesparrows.Theyspokein lowtonesasfaraspossible,andrushedto thedoor toquietavendorwhenheyelledto

announcehiswares.Eventhegrindingandpoundingsoundedsofterthesedays.FrombelowGrandmotherandMeenawatchedtheraftereagerly.Allwasquietupthere.BlackieflewawayoftentobringtidbitsforTikku.MeenanoticedBlackiewasquitea

handsomebirdwithstarklycontrastingblackandwhitemarkingsonhisface.YellowBrowedBulbuls,ThrushesorBarbets,whenflyingpastneverfailed togivehimasecondglance.Tikku,ontheotherhandwasofasubduedsandybrownhue,withherfeathersalwaysaglossyfluff.Onoccasionswhenshehadrestedonthefloorbeforeflyinguptotherafter,Grandmother,withherdwindlingeyesighthadmistookherforapowderpuff!Naturally,shewasstartledwhenTikkuflewup!

MeenaandMotherleftpiecesoffoodeachdayonacrackedblueporcelainsaucer.Theyleftwaterinacupthathadlostitshandle.BlackieandTikkumadeitahabittohelp

themselvesoftheofferedcrumbsoffood.Onegoldenmornwhenthesundazzledthroughthecoconutpalmfronds,sheddingspotsofdancinggoldlightuponthecourtyardofthehouse,tinychip,chipnoisescamefromabove.MeenajumpedingleeandshoutedtoherMotherandGrandmother.

“Amma,amma,paati,paati,thebabybirdshavehatched!Theyhavehatched!Icanhearthem,amma!”Motherwasbusygettingbreakfastandlunchreadyinthekitchenandshe

ranoutwipinghersweatingfacewithhersaripallu.Grandmotherwaddledintotheroomandlookedupandclappedherhandsforjoy.“Weareveryluckythebabieshavehatched!”Andshemadesomeweirdchippingsoundstryingtogettheattentionofthebirds.Mothergazedup,smiledandreturnedtothekitchenmuttering,“Timesarehardforus!MayGodsendusHisbountifulblessings!Don’tstandgazingatthebirdsMeena,getreadyandbeofftoschool.Takeyourlunch,andruntoschoolor

youwillbelate!”MeenatoreherselfawayfromstaringindelightatthenestandgrabbingherlunchboxsaidgoodbyetoherGrandmotherandMotheranddisappearedfromthehouse.Blackiewasseenbringingintinycaterpillars,fliesandbarkbeetlelarvaetofeedthehungrybabies.Hemadeshorttripstoandfrowithagrasshopper,millet,cornorsunflower

seedinhisdiminutivebeaks.

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ManualofAcademicProcedures(MAP)Thiswent on for nearly threeweeks andMeenagathered courage to climbup their bamboo ladder to softly peep into thenest on the rafter.Yes, the soft fluffy little baby

sparrowswereinthere.TheytweetedallthetimeandGrandmotherwasratherannoyedbyandby.Soonthebabiesbegantryingtofly,andMeenafinishedherhomeworkveryearlyeachdayjusttofindtimetobewithherlittlepets.Tikkuandthebabieshadgotquiteusedto

havingMeenawatchingthemandsoonallowedhertosoftlystroketheirdownsthathadnowgrownintobrownfeathers.ThebabysparrowsfellofftheirnestonandoffandMotherorMeenawouldpickthemupgentlyandplacethemsafelyinthenest.Theroofbeinglowtheydidnotreallyhurt

themselvesandlovedbeingstrokedgentlybyMeena.Theydidloveallthepampering,andattimesMeenafedthemwithtinygrainsorkernelevenwhiletheywereinthenest,andTikkudidn’tmind.

Thenoneday,muchtoMeena’sshockandgrief,aftertheyhadflutteredoutsidethehouseforafewdays,thebabysparrowsflewawaynevertoreturn.BlackieandTikkudid

returntonestintheevenings,though.Theyhoppedfromtherafterstothewindowsilltopeckatthegrainsandpeanutkernelleftontheporcelainsaucer,thenventuredcloseenoughtoGrandmotherevenasshesatfanningherselfwithapalmfrondfan.Attimestheyvisitedthekitchenandpeckedriceandcurryleaveslyingonthefloor.OrwatchedtwittingasMeenasatcolouringherpicturebookorfinishedherhomework.

Onesulleneveningwhenthesunseemedreluctanttoleaveturningdejectedlyfromorangetoyellowtocreamtoasadpalewhite,thebamboogateoftheirhousecreakedand

swungopen.Atallbrownmanstoodthereforafewsecondsandthenunsureofhimselfwalkedintothehouse.Hebentatthedoorandcalled,“Amma,amma!”AgaspwasheardfromwithinandGrandmotheryelled,“Myson,myson!”Motherfromthekitchensteppedforwardtoseewhotheintruderwas.Thensheturnedabeetrootredandvanishedintothekitchen.Meenawonderingwhothestrangerwasgot

uptoenquire.ThemanstaredatMeenaandsmiled.“Whereisyourmother?Callyourmother,girl!Amma!”heexclaimedwhenGrandmotherwasnearenough.Grandmotherweptforjoysincethemanbeforeherwasnootherthanherownson,whohadinadrunkenfrenzy,beatenhiswifetillshefaintedandthinkingherdeadhadfledto

adistantcityandhadnotbeenheardofsince.Meenahadbeenborn,andgrewupafatherlesschild.TheGrandmotherstoppedlamentingherson’sdepartureafterherbirthandMotherhadbusiedherselfinmenialcleaning

andcookinginvarioushousesinthevicinity.ShehadstruggledtoprovidefoodandshelterforGrandmotherandMeena.WhenMeenahadqueriedaboutherFather,Grandmothersimplysaid,“Hehasdesertedus.Heisgoneforever!Don’ttalkabouthim,girl!”HerMothermaintainedastaunchsilence,sighedandchangedthetopiceverytime,untilMeenahadstoppedaskingheranythingabouthim.SowhenFatherdidreturn,andMeenaheardGrandmotheraddresshimas‘son’sheknew.SheeyedhimsuspiciouslythoughFathersmiledandtriedtotalktoher.Shemoved

awayandhidbehindGrandmother.BlackieabovetweetedtoTikkuandtheypeepedovertherimoftheirnestandwatchedtheunexpectedscenariobelow.Therewasahonkingheardfromoutsidethecourtyard.Itwasanauto.Thedriverhonkedimpatientlyandwalkedtothethresholdofthehousewithlargesuitcases.Fatherpaidthedriverwhodroveawayintothecrowdedstreetsandwalkedinwithhissuitcases.Grandmotherwassurprisedtoseethesignofopulencesinceitwasobvioushe

haddonehimselfwellinthecity.SowhathadhappenedtoFatherinthecity?Hehadindeedgrownsoberoncefacedwiththeharshrealities

164

ManualofAcademicProcedures(MAP)ofthecity.Hehadbegunbymullingoverhisdisorientedlifeandthecrueltieshehadmetedhisunfortunatewife.Hehadheardlaterfromoneofthevillagersseekingworkinthe

citythathiswifewasindeedaliveandhadgivenbirthtoagirlchild.HehadweptatthethoughtofGrandmotherandhiswifeandofcoursethebabyhehadnotseen.Heresolvedtosethisliferightandbeganworkinghard.Heavoidedthetoddyshopsliketheplague.Hesavedmoney,wascheatedtwelvetimes,robbedofallhissavingsmany

timesandwasoutofworkforsixmonthsatastretchwheneventhelittlehehadsavedwasusedtokeephimselfalive.Heworkedtirelesslyunmindfulofthebodilyfatigueandnightsofsleeplesslabour.Hemulti-taskedandbegansavingpassionatelyforhisreturnhome.Fatherstruggledthusfor

sevenyears.Hehaddecidedthatwhenhedidchoosetoreturn,hewouldreturnasachangedmanofsoundmeans!Mother emerged by and by after grandmother ordered her to bring Father his meal. She busied herself with serving him themeagremeal of rasam, rice, brinjal fry and

buttermilk,withdowncasteyes.Shediddartsharpglancesathimonandofftosizehimup.Yes,hewasthinner,butlookedhealthyandstrong.Hedidn’tsmelloftoddyanymore.Helookedcleaninacrisp

whitecottonshirtthatwasalittlecrushedanddustyfromtravel.Heworeathicksilverplatedwristwatch.Motherwassecretlyhappytoseethisnewapparition,andwishedshedidn’tsmellofthekitchenandhadwornsomejasminesinherhair!Buthadsheknownhewouldreturntodayandthus?

ThisisthehappyendingtotheeventsthatBlackieandTikkuwitnessedfromatoptheirrafterwhichtheynarratedtotheSparrowsatBanyan.WhenweSparrowsheardofthisphenomenalchangeinthehousewhereBlackieandTikkunested,naturallyweallflewthereinflockstoseethingsforourselves.Whensome

twelvetofifteenofusSparrowsflutteredinGrandmotherlookedupinastonishmentandsaid,“Meena,Meena,seethesparrows!Thereisquiteaflockinhere!Comeandsee,girl!”MeenawassittingonherFather’slapwhensheheardherGrandmother’sexcitedcall.HerFatherwasreadingastorytoherandshowingherthecolourfulpictures.

OffshewenttoseetheSparrowsandsoonFatherandMotherjoinedthem,andoh,whataprettysighttheysaw!Softbrownsparrowssatinalongrowupontherafterschipping

awayandGrandmothersaid,“Theyareheretobringusmoreluck!Didn’tItellyousparrowswereagoodomen?”MotherwhisperedaprayertoGodinthanksforthecopiousfortunethathadinvadedthemwithherhusband’sreturn.WeSparrowssawforourselvesthefourhappysmiling

upturnedfaceswhichwatchedusfrombelowwithequalinterest.LaterweflewawayafterbiddingfarewelltoBlackieandTikkuandretiredforafitfulsleepuponthegraciousbranchesofBanyan,afterthiseventfulday.

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Annexure-4

ExtractsfromNovelsforOTBAHandout1

ThestoryofmylifeHelenKellerCHAPTERIIIMeanwhile thedesire toexpressmyselfgrew.ThefewsignsIusedbecame lessand lessadequate,andmyfailures tomakemyselfunderstoodwere invariablyfollowedby

outburstsofpassion.Ifeltasifinvisiblehandswereholdingme,andImadefranticeffortstofreemyself.Istruggled—notthatstrugglinghelpedmatters,butthespiritofresistancewasstrongwithinme;Igenerallybrokedownintearsandphysicalexhaustion.IfmymotherhappenedtobenearIcreptintoherarms,toomiserableeventorememberthecauseofthetempest.Afterawhiletheneedofsomemeansofcommunicationbecamesourgentthattheseoutburstsoccurreddaily,sometimeshourly.Myparentsweredeeplygrievedandperplexed.Welivedalongwayfromanyschoolfortheblindorthedeaf,anditseemedunlikelythatanyonewouldcometosuchanout-of-the-wayplaceasTuscumbiatoteachachildwhowasbothdeafandblind.Indeed,myfriendsandrelativessometimesdoubtedwhetherIcouldbetaught.Mymother'sonlyrayofhopecamefromDickens's"AmericanNotes."ShehadreadhisaccountofLauraBridgman,andrememberedvaguelythatshewasdeafandblind,yethadbeeneducated.ButshealsorememberedwithahopelesspangthatDr.Howe,whohaddiscoveredthewaytoteachthedeafandblind,hadbeendeadmanyyears.Hismethodshadprobablydiedwithhim;andiftheyhadnot,howwasalittlegirlinafar-offtowninAlabamatoreceivethebenefitofthem?WhenIwasaboutsixyearsold,myfatherheardofaneminentoculistinBaltimore,whohadbeensuccessfulinmanycasesthathadseemedhopeless.MyparentsatoncedeterminedtotakemetoBaltimoretoseeifanythingcouldbedoneformyeyes.Thejourney,whichIrememberwellwasverypleasant.Imadefriendswithmanypeopleonthetrain.Oneladygavemeaboxofshells.MyfathermadeholesinthesesothatIcouldstringthem,andforalongtimetheykeptmehappyandcontented.Theconductor,too,waskind.OftenwhenhewenthisroundsIclungtohiscoattailswhilehecollectedandpunchedthetickets.Hispunch,withwhichheletmeplay,wasadelightfultoy.CurledupinacorneroftheseatIamusedmyselfforhoursmakingfunnylittleholesinbitsofcardboard.Myauntmademeabigdolloutoftowels.Itwasthemostcomicalshapelessthing,thisimproviseddoll,withnonose,mouth,earsoreyes—nothingthateventheimaginationofachildcouldconvertintoaface.Curiouslyenough,theabsenceofeyesstruckmemorethanalltheotherdefectsputtogether.Ipointedthisouttoeverybodywithprovokingpersistency,butnooneseemedequaltothetaskofprovidingthedollwitheyes.Abrightidea,however,shotintomymind,andtheproblemwassolved.ItumbledofftheseatandsearchedunderituntilIfoundmyaunt'scape,whichwastrimmedwithlargebeads.IpulledtwobeadsoffandindicatedtoherthatIwantedhertosewthemonmydoll.Sheraisedmyhandtohereyesinaquestioningway,andInoddedenergetically.ThebeadsweresewedintherightplaceandIcouldnotcontainmyselfforjoy;butimmediatelyIlostallinterestinthedoll.DuringthewholetripIdidnothaveonefitoftemper,thereweresomanythingstokeepmymindandfingersbusy.WhenwearrivedinBaltimore,Dr.Chisholmreceiveduskindly:buthecoulddonothing.Hesaid,however,thatIcouldbeeducated,andadvisedmyfathertoconsultDr.AlexanderGrahamBellofWashington,whowouldbeabletogivehiminformationaboutschoolsandteachersofdeaforblindchildren.Actingonthedoctor'sadvice,wewentimmediatelytoWashingtontoseeDr.Bell,myfatherwithasadheartandmanymisgivings,Iwhollyunconsciousofhisanguish,findingpleasureintheexcitementofmovingfromplacetoplace.ChildasIwas,IatoncefeltthetendernessandsympathywhichendearedDr.Belltosomanyhearts,ashiswonderfulachievementsenlisttheiradmiration.HeheldmeonhiskneewhileIexaminedhiswatch,andhemadeitstrikeforme.Heunderstoodmysigns,andIknewitandlovedhimatonce.ButIdidnotdreamthatthatinterviewwouldbethedoorthroughwhichIshouldpassfromdarknessintolight,fromisolationtofriendship,

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ManualofAcademicProcedures(MAP)companionship,knowledge,love.Dr.BelladvisedmyfathertowritetoMr.Anagnos,directorofthePerkinsInstitutioninBoston,thesceneofDr.Howe'sgreatlaboursforthe

blind, and askhim if hehad a teacher competent to beginmy education.Thismy father did at once, and in a fewweeks there cameakind letter fromMr.Anagnoswith thecomfortingassurancethatateacherhadbeenfound.Thiswasinthesummerof1886.ButMissSullivandidnotarriveuntilthefollowingMarch.ThusIcameupoutofEgyptandstoodbeforeSinai,andapowerdivinetouchedmyspiritandgaveitsight,sothatIbeheldmanywonders.AndfromthesacredmountainIheardavoicewhichsaid,"Knowledgeisloveandlightandvision."

AnswerthefollowingQuestions:

Q.1Mothersplayimportantroleinchildren'slives.Commentandelaboratewiththehelpoftextandyourownexperiences.

Q.2Howwouldyouhelpadifferentlyabledclassmatetocopewithherdisabilityandstudies?Youcantakehelpfromthetext.

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Handout2THEDIARYOFAYOUNGGIRLWednesday,10March1943Icouldhearthegunsalllastnight.Iamalwaysfrightenedofshooting,andIusuallyclimbintoFather'sbedtofeelsafe.Thegunsarereallyloud,andyoucan'thearyourown

voice.Onenight,therewerestrangenoisesinsidetheAnnexe.Peterwentuptotheatticandfound--guesswhat?Anarmyofenormousrats!Friday,2April1943I'mintroubleagain!Lastnight,IwaslyinginbedandwaitingforFathertocomeandsaymyprayerswithme.Mothercameintotheroom,andaskedgently,`Anne,Daddyisn't

ready?ShallIlistentoyourprayerstonight?'`No,Mummy,'Isaid.Mothergotup,stoodbymybedforamoment,thenslowlywalkedtothedoor.Suddenlysheturnedround,andherfacewasfullofpain.Shesaid,`Idon'twanttobeangrywithyou.I.can'tmakeyouloveme!'Afewtearsfelldownhercheeksasshewentoutofthedoor.Ilaystill.Iknewthatitwascrueltosaythat,butIcouldn'tgiveheranyotheranswer.Ifeelverysorryforher.She'spushedmeawayfromherwithherunkindjokes.Shecriedforhalfthenight,anddidn'tsleep.Fatherdoesn'tlookatme,butIknowwhatheisthinking:`Howcanyoubesounkind?Howdareyoumakeyourmothersosad?'ButIcan'tapologize.

Tuesday,27April1943EveryoneintheAnnexeisstillquarrelling.Thereareairraidsandbombseverynight,andnobodycansleepwell.Ourfoodisterrible.Wehaveplainbreadandcoffee—notreal

coffee—forbreakfast.Wehavelettuceorgreenvegetables,andbadpotatoes.That’sall.Saturday,IMay1943YesterdaywasDussel'sbirthday.Hepretendedthathewasn'tinterested,butwhenMieparrivedwithalargebagofpresentsfromhisfriends,hewasasexcitedasachild!Hehad

chocolate,eggs,butter,orangesandbooks.Hearranged themon the tableand left themtherefor threedays, thesillyoldfool!Healreadyhasplentyof food.Wefoundbread,cheese,jamandeggsinhiscupboard.Hehasn'tgivenusanything,butwe'vesharedeverythingwithhim.

Sunday,13June1943Fatherwrotesomethingformybirthday—it'sveryfunny!It'saboutmc,andmyhardlifeintheAnnexe,undertheauthorityofparentswhoarealwaystellingmewhattodo!I

hadsomelovelypresentstoo,speciallyabigbookofGreekandRomanstories,andsweetsfromeveryone—peoplegavemesomefromthelastoftheirstores.Tuesday,15June1943Nextmonthwehavetogivebackourradiototheauthorities.It'sanofficialrule,andalloverthecountrypeoplearetryingtofindanoldradiotogiveinsothattheycankeep

theirrealradiosinsecret.It'sashamethatwehavetogiveinourbeautifulbigradio,butMrKleimanwillgiveusa`baby'radiowhichhehashiddenathome.We'llputitupstairs.It'snotallowed,ofcourse,butwe'renotallowedtobehereeither!Ourradiowithitswonderfulvoicereallyhelpsus.Wetellourselves,`Let'strytobebraveandcheerful.Thingsmustgetbetter!'

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Handout3THREEMENINABOATCHAPTERXI.HowGeorge,onceuponatime,gotupearlyinthemorning.George,Harris,andMontmorencydonotlikethelookofthecoldwater.Heroismanddetermination

onthepartofJ.Georgeandhisshirt:storywithamoral.Harrisascook.Historicalretrospect,speciallyinsertedfortheuseofschools.Iwokeatsixthenextmorning;andfoundGeorgeawaketoo.Webothturnedround,andtriedtogotosleepagain,butwecouldnot.Hadtherebeenanyparticularreasonwhy

weshouldnothavegonetosleepagain,buthavegotupanddressedthenandthere,weshouldhavedroppedoffwhilewewerelookingatourwatches,andhaveslepttillten.Astherewasnoearthlynecessityforourgettingupunderanothertwohoursattheveryleast,andourgettingupatthattimewasanutterabsurdity,itwasonlyinkeepingwiththenaturalcussednessofthingsingeneralthatweshouldbothfeelthatlyingdownforfiveminutesmorewouldbedeathtous.Georgesaidthatthesamekindofthing,onlyworse,hadhappenedtohimsomeeighteenmonthsago,whenhewaslodgingbyhimselfinthehouseofacertainMrs.Gippings.Hesaidhiswatchwentwrongoneevening,andstoppedataquarter-pasteight.Hedidnotknowthisatthetimebecause,forsomereasonorother,heforgottowinditupwhenhewenttobed(anunusualoccurrencewithhim),andhungitupoverhispillowwithouteverlookingatthething.Itwasinthewinterwhenthishappened,veryneartheshortestday,andaweekoffogintothebargain,sothefactthatitwasstillverydarkwhenGeorgewokeinthemorningwasnoguidetohimastothetime.Hereachedup,andhauleddownhiswatch.Itwasaquarter-pasteight.Angelsandministersofgracedefendus!exclaimedGeorge;andherehaveIgottobeintheCitybynine.Whydidn’tsomebodycallme?Oh,thisisashame!Andheflungthewatchdown,andsprangoutofbed,andhadacoldbath,andwashedhimself,anddressedhimself,andshavedhimselfincoldwaterbecausetherewasnottimetowaitforthehot,andthenrushedandhadanotherlookatthewatch.Whethertheshakingithadreceivedinbeingthrowndownonthebedhadstartedit,orhowitwas,Georgecouldnotsay,butcertainitwasthatfromaquarter-pasteightithadbeguntogo,andnowpointedtotwentyminutestonine.Georgesnatcheditup,andrusheddownstairs.Inthesitting-room,allwasdarkandsilent:therewasnofire,nobreakfast.GeorgesaiditwasawickedshameofMrs.G.,andhemadeuphismindtotellherwhathethoughtofherwhenhecamehomeintheevening.Thenhedashedonhisgreat-coatandhat,and,seizinghisumbrella,madeforthefrontdoor.Thedoorwasnotevenunbolted.GeorgeanathematizedMrs.G.foralazyoldwoman,andthoughtitwasverystrangethatpeoplecouldnotgetupatadecent,respectabletime,unlockedandunboltedthedoor,andranout.Heranhardforaquarterofamile,andattheendofthatdistanceitbegantobeborneinuponhimasastrangeandcuriousthingthatthereweresofewpeopleabout,andthattherewerenoshopsopen.Itwascertainlyaverydarkandfoggymorning,butstillitseemedanunusualcoursetostopallbusinessonthataccount.Hehadtogotobusiness:whyshouldotherpeoplestopinbedmerelybecauseitwasdarkand foggy!At lengthhe reachedHolborn.Not a shutterwasdown!not a buswas about!Therewere threemen in sight, oneofwhomwas a policeman; amarket-cart full ofcabbages,andadilapidatedlookingcab.Georgepulledouthiswatchandlookedatit:itwasfiveminutestonine!Hestoodstillandcountedhispulse.Hestoopeddownandfelthislegs.Then,withhiswatchstillinhishand,hewentuptothepoliceman,andaskedhimifheknewwhatthetimewas.What’sthetime?saidtheman,eyeingGeorgeupanddownwithevidentsuspicion;why,ifyoulistenyouwillhearitstrike.Georgelistened,andaneighbouringclockimmediatelyobliged.Butitsonlygonethree!saidGeorgeinaninjuredtone,whenithadfinished.Well,andhowmanydidyouwantittogo?repliedtheconstable.Why,nine,saidGeorge,showinghiswatch.Doyouknowwhereyoulive?saidtheguardianofpublicorder,severely.Georgethought,andgavetheaddress.Oh!that’swhereitis,isit?repliedtheman;well,youtakemyadviceandgotherequietly,andtakethatwatchofyourswithyou;anddon’tletshaveanymoreofit.AndGeorgewenthomeagain,musingashewalkedalong,andlethimselfin.Atfirst,whenhegotin,hedeterminedtoundressandgotobedagain;

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ManualofAcademicProcedures(MAP)butwhenhethoughtoftheredressingandre-washing,andthehavingofanotherbath,hedeterminedhewouldnot,butwouldsitupandgotosleepintheeasy-chair.Buthe

couldnotgettosleep:heneverfeltmorewakefulinhislife;sohelitthelampandgotoutthechess-board,andplayedhimselfagameofchess.Buteventhatdidnotenlivenhim:itseemedslowsomehow;sohegavechessupandtriedtoread.Hedidnotseemabletotakeanysortofinterestinreadingeither,soheputonhiscoatagainandwentoutforawalk.Itwashorriblylonesomeanddismal,andallthepolicemenhemetregardedhimwithundisguisedsuspicion,andturnedtheirlanternsonhimandfollowedhimabout,andthishadsuchaneffectuponhimatlastthathebegantofeelasifhereallyhaddonesomething,andhegottoslinkingdowntheby-streetsandhidingindarkdoorwayswhenheheardtheregulationflip-flopapproaching.Ofcourse,thisconductmadetheforceonlymoredistrustfulofhimthanever,andtheywouldcomeandrouthimoutandaskhimwhathewasdoingthere;andwhenheanswered,Nothing,hehadmerelycomeoutforastroll(itwasthenfouro’clockinthemorning),theylookedasthoughtheydidnotbelievehim,andtwoplain-clothesconstablescamehomewithhimtoseeifhereallydidlivewherehehadsaidhedid.Theysawhimgoinwithhiskey,andthentheytookupapositionoppositeandwatchedthehouse.Hethoughthewouldlightthefirewhenhegotinside,andmakehimselfsomebreakfast,justtopassawaythetime;buthedidnotseemabletohandleanythingfromascuttlefulofcoalstoateaspoonwithoutdroppingitorfallingoverit,andmakingsuchanoisethathewasinmortalfearthatitwouldwakeMrs.G.up,andthatshewouldthink itwasburglarsandopen thewindowandcallPolice!and then these twodetectiveswould rush inandhandcuffhim,andmarchhimoff to thepolice-court.Hewas inamorbidlynervousstatebythistime,andhepicturedthetrial,andhistryingtoexplainthecircumstancestothejury,andnobodybelievinghim,andhisbeingsentencedtotwentyyearspenalservitude,andhismotherdyingofabrokenheart.Sohegaveuptryingtogetbreakfast,andwrappedhimselfupinhisovercoatandsatintheeasy-chairtillMrs.Gcamedownathalf-pastseven.Hesaidhehadnevergotuptooearlysincethatmorning:ithadbeensuchawarningtohim.WehadbeensittinghuddledupinourrugswhileGeorgehadbeentellingmethistruestory,andonhisfinishingitIsettoworktowakeupHarriswithascull.Thethirdproddidit:andheturnedoverontheotherside,andsaidhewouldbedowninaminute,andthathewouldhavehislace-upboots.Wesoonlethimknowwherehewas,however,bytheaidofthehitcher,andhesatupsuddenly,sendingMontmorency,whohadbeensleepingthesleepofthejustrightonthemiddleofhischest,sprawlingacrosstheboat.Thenwepulledupthecanvas,andallfourofuspokedourheadsoutovertheoff-side,andlookeddownatthewaterandshivered.Theidea,overnight,hadbeenthatweshouldgetupearlyinthemorning,flingoffourrugsandshawls,and,throwingbackthecanvas,springintotheriverwithajoyousshout,andrevelinalongdeliciousswim.Somehow,nowthemorninghadcome,thenotionseemedlesstempting.Thewaterlookeddampandchilly:thewindfeltcold.Well,who’sgoingtobefirstin?saidHarrisatlast.Therewasnorushforprecedence.Georgesettledthemattersofarashewasconcernedbyretiringintotheboatandpullingonhissocks.Montmorencygaveventtoaninvoluntaryhowl,asifmerelythinkingofthethinghadgivenhimthehorrors;andHarrissaiditwouldbesodifficulttogetintotheboatagain,andwentbackandsortedouthistrousers.Ididnotaltogetherliketogivein,thoughIdidnotrelishtheplunge.Theremightbesnagsabout,orweeds,Ithought.Imeanttocompromisemattersbygoingdowntotheedgeandjustthrowingthewaterovermyself;soItookatowelandcreptoutonthebankandwormedmywayalongontothebranchofatreethatdippeddownintothewater.Itwasbitterlycold.Thewindcutlikeaknife.IthoughtIwouldnotthrowthewaterovermyselfafterall.Iwouldgobackintotheboatanddress;andIturnedtodoso;and,asIturned,thesillybranchgaveway,andIandthetowelwentintogetherwithatremendoussplash,andIwasoutmid-streamwithagallonofThameswaterinsidemebeforeIknewwhathadhappened.ByJove!oldJ.sgonein,IheardHarrissay,asIcameblowingtothesurface.Ididn’tthinkhedhavetheplucktodoit.Didyou?Isitallright?sungoutGeorge.Lovely,Isplutteredback.Youareduffersnottocomein.Iwouldn’thavemissedthisforworlds.Whywontyoutryit?Itonlywantsalittledetermination.ButIcouldnotpersuadethem.Ratheranamusingthinghappenedwhiledressingthatmorning.IwasverycoldwhenIgotbackintotheboat,and,inmyhurryto

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ManualofAcademicProcedures(MAP)getmyshirton,Iaccidentallyjerkeditintothewater.Itmademeawfullywild,especiallyasGeorgeburstoutlaughing.Icouldnotseeanythingtolaughat,andItoldGeorge

so,andheonlylaughedthemore.Ineversawamanlaughsomuch.Iquitelostmytemperwithhimatlast,andIpointedouttohimwhatadrivellingmaniacofanimbecileidiothewas;butheonlyroaredthelouder.Andthen,justasIwaslandingtheshirt,Inoticedthatitwasnotmyshirtatall,butGeorges,whichIhadmistakenformine;whereuponthehumourofthethingstruckmeforthefirsttime,andIbegantolaugh.AndthemoreIlookedfromGeorgeswetshirttoGeorge,roaringwithlaughter,themoreIwasamused,andIlaughedsomuchthatIhadtolettheshirtfallbackintothewateragain.Aren’tyougoingtogetitout?saidGeorge,betweenhisshrieks.Icouldnotanswerhimatallforawhile,Iwaslaughingso,but,atlast,betweenmypealsImanagedtojerkout:Itisn’tmyshirtitsyours!Ineversawamansfacechangefromlivelytoseveresosuddenlyinallmylifebefore.What!heyelled,springingup.Yousillycuckoo!Whycantyoubemorecarefulwhatyou’redoing?Whythedeucedon’tyougoanddressonthebank?You’renotfittobeinaboat,you’renot.Gimmethehitcher.Itriedtomakehimseethefunofthething,buthecouldnot.Georgeisverydenseatseeingajokesometimes.Harrisproposedthatweshouldhavescrambledeggsforbreakfast.Hesaidhewouldcookthem.Itseemed,fromhisaccount,thathewasverygoodatdoingscrambledeggs.Heoftendidthematpicnicsandwhenoutonyachts.Hewasquite famous for them.Peoplewhohadonce tastedhis scrambledeggs, sowegathered fromhisconversation,nevercared foranyother foodafterwards,butpinedawayanddiedwhentheycouldnotgetthem.Itmadeourmouthswatertohearhimtalkaboutthethings,andwehandedhimoutthestoveandthefrying-panandalltheeggsthathadnotsmashedandgoneovereverythinginthehamper,andbeggedhimtobegin.Hehadsometroubleinbreakingtheeggsorrathernotsomuchtroubleinbreakingthemexactlyasingettingthemintothefrying-panwhenbroken,andkeepingthemoffhistrousers,andpreventingthemfromrunninguphissleeve;buthefixedsomehalf-a-dozenintothepanatlast,andthensquatteddownbythesideofthestoveandchivviedthemaboutwithafork.Itseemedharassingwork,sofarasGeorgeandIcouldjudge.Wheneverhewentnearthepanheburnedhimself,andthenhewoulddropeverythinganddanceroundthestove,flickinghisfingersaboutandcursingthethings.Indeed,everytimeGeorgeandIlookedroundathimhewassuretobeperformingthisfeat.Wethoughtatfirstthatitwasanecessarypartoftheculinaryarrangements.Wedidnotknowwhatscrambledeggswere,andwefanciedthatitmustbesomeRedIndianorSandwichIslandssortofdishthatrequireddancesandincantationsforitspropercooking.Montmorencywentandputhisnoseoveritonce,andthefatsplutteredupandscaldedhim,andthenhebegandancingandcursing.AltogetheritwasoneofthemostinterestingandexcitingoperationsIhaveeverwitnessed.GeorgeandIwerebothquitesorrywhenitwasover.TheresultwasnotaltogetherthesuccessthatHarrishadanticipated.Thereseemedsolittletoshowforthebusiness.Sixeggshadgoneintothefrying-pan,andallthatcameoutwasateaspoonfulofburntandunappetizinglookingmess.Harrissaiditwasthefaultofthefrying-pan,andthoughtitwouldhavegonebetterifwehadhadafish-kettleandagas-stove;andwedecidednottoattemptthedishagainuntilwehadthoseaidstohousekeepingbyus.Thesunhadgotmorepowerfulbythetimewehadfinishedbreakfast,andthewindhaddropped,anditwasaslovelyamorningasonecoulddesire.Littlewasinsighttoremindusofthenineteenthcentury;and,aswelookedoutupontheriverinthemorningsunlight,wecouldalmostfancythatthecenturiesbetweenusandthatever-to-be-famousJunemorningof1215hadbeendrawnaside,andthatwe,Englishyeomen’ssonsinhomespuncloth,withdirkatbelt,werewaitingtheretowitnessthewritingofthatstupendouspageofhistory,themeaningwhereofwastobetranslatedtothecommonpeoplesomefourhundredandoddyearslaterbyoneOliverCromwell,whohaddeeplystudiedit.Itisafinesummermorningsunny,soft,andstill.Butthroughtheairthererunsathrillofcomingstir.KingJohnhassleptatDuncroftHall,andallthedaybeforethelittletownofStaineshasechoedtotheclangofarmedmen,andtheclatterofgreathorsesoveritsroughstones,andtheshoutsofcaptains,andthegrimoathsandsurlyjestsofbeardedbowmen,billmen,pikemen,andstrange-speakingforeignspearmen.Brightlycolouredcloakedcompaniesofknightsandsquireshaveriddenin,alltravel-stainedanddusty.Andalltheeveninglongthetimidtownsmens

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ManualofAcademicProcedures(MAP)doorshavehadtobequickopenedtoletinroughgroupsofsoldiers,forwhomtheremustbefoundbothboardandlodging,andthebestofboth,orwoebetidethehouseandall

within;fortheswordisjudgeandjury,plaintiffandexecutioner,inthesetempestuoustimes,andpaysforwhatittakesbysparingthosefromwhomittakesit,ifitpleasesittodoso.Roundthecamp-fireinthemarket-placegatherstillmoreoftheBaronstroops,andeatanddrinkdeep,andbellowforthroisteringdrinkingsongs,andgambleandquarrelastheeveninggrowsanddeepensintonight.Thefirelightshedsquaintshadowsontheirpiled-uparmsandontheiruncouthforms.Thechildrenofthetownstealroundtowatchthem,wondering;andbrawnycountrywenches,laughing,drawneartobandyale-housejestandjibewiththeswaggeringtroopers,sounlikethevillageswains,who,nowdespised,standapartbehind,withvacantgrinsupontheirbroad,peeringfaces.Andoutfromthefieldsaround,glitterthefaintlightsofmoredistantcamps,asheresomegreatlordsfollowersliemustered,andtherefalseJohnsFrenchmercenarieshoverlikecrouchingwolveswithoutthetown.Andso,withsentinelineachdarkstreet,andtwinklingwatch-firesoneachheightaround,thenighthaswornaway,andoverthisfairvalleyofoldThamehasbrokenthemorningofthegreatdaythatistoclosesobigwiththefateofagesyetunborn.Eversincegreydawn,inthelowerofthetwoislands,justabovewherewearestanding,therehasbeengreatclamour,andthesoundofmanyworkmen.Thegreatpavilionbroughtthereyestereveisbeingraised,andcarpentersarebusynailingtiersofseats,whileprenticesfromLondontownaretherewithmany-colouredstuffsandsilksandclothofgoldandsilver.Andnow,lo!downupontheroadthatwindsalongtheriversbankfromStainestherecometowardsus,laughingandtalkingtogetherindeepgutturalbass,ahalf-a-scoreofstalwarthalbert-menBaronsmen,theseandhaltatahundredyardsorsoaboveus,ontheotherbank,andleanupontheirarms,andwait.Andso,fromhourtohour,marchupalongtheroadeverfreshgroupsandbandsofarmedmen,theircasqueandbreastplatesflashingbackthelonglowlinesofmorningsunlight,until,asfaraseyecanreach,thewayseemsthickwithglitteringsteelandprancingsteeds.Andshoutinghorsemenaregallopingfromgrouptogroup,andlittlebannersareflutteringlazilyinthewarmbreeze,andeverynowandthenthereisadeeperstirastheranksmakewayoneitherside,andsomegreatBarononhiswar-horse,withhisguardofsquiresaroundhim,passesalongtotakehisstationattheheadofhisserfsandvassals.AnduptheslopeofCoopersHill,justopposite,aregatheredthewonderingrusticsandcurioustownsfolk,whohaverunfromStaines,andnonearequitesurewhatthebustleisabout,buteachonehasadifferentversionofthegreateventthattheyhavecometosee;andsomesaythatmuchgoodtoallthepeoplewillcomefromthisdayswork;buttheoldmenshaketheirheads,fortheyhaveheardsuchtalesbefore.AndalltheriverdowntoStainesisdottedwithsmallcraftandboatsandtinycoracleswhichlastaregrowingoutoffavournow,andareusedonlybythepoorerfolk.Overtherapids,whereinafteryearstrimBellWeirlockwillstand,theyhavebeenforcedordraggedbytheirsturdyrowers,andnowarecrowdingupasnearastheydarecometothegreatcoveredbarges,whichlieinreadinesstobearKingJohntowherethefateful

Charterwaitshissigning.Itisnoon,andweandallthepeoplehavebeenwaitingpatientformanyanhour,andtherumourhasrunroundthatslipperyJohnhasagainescaped

fromtheBaronsgrasp,andhasstolenawayfromDuncroftHallwithhismercenariesathisheels,andwillsoonbedoingotherworkthansigningchartersforhispeoplesliberty.Notso!Thistimethegripuponhimhasbeenoneofiron,andhehasslidandwriggledinvain.Fardowntheroadalittlecloudofdusthasrisen,anddrawsnearerandgrowslarger,andthepatteringofmanyhoofsgrowslouder,andinandoutbetweenthescatteredgroupsofdrawn-upmen,therepushesonitswayabrilliantcavalcadeofbrightlydressedlordsandknights.Andfrontandrear,andeitherflank,thereridetheyeomenoftheBarons,andinthemidstKingJohn.Heridestowherethebargeslieinreadiness,andthegreatBaronsstepforthfromtheirrankstomeethim.Hegreetsthemwithasmileandlaugh,andpleasanthoneyedwords,asthoughitweresomefeastinhishonourtowhichhehadbeeninvited.Butasherisestodismount,hecastsonehurriedglancefromhisownFrenchmercenariesdrawnupinthereartothegrimranksoftheBaronsmenthathemhimin.Isittoolate?Onefierceblowattheunsuspectinghorsemanathisside,onecrytohisFrenchtroops,onedesperatechargeupontheunreadylinesbeforehim,andtheserebelliousBaronsmightruethedaythey

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ManualofAcademicProcedures(MAP)daredtothwarthisplans!Abolderhandmighthaveturnedthegameevenatthatpoint.HaditbeenaRichardthere!thecupoflibertymighthavebeendashedfromEngland’s

lips,andthetasteoffreedomheldbackforahundredyears.ButtheheartofKingJohnsinksbeforethesternfacesoftheEnglishfightingmen,andthearmofKingJohndropsbackontohisrein,andhedismountsandtakeshisseatintheforemostbarge.AndtheBaronsfollowin,witheachmailedhanduponthesword-hilt,andthewordisgiventoletgo.Slowlytheheavy,bright-deckedbargesleavetheshoreofRunningMede.Slowlyagainsttheswiftcurrenttheyworktheirponderousway,till,withalowgrumble,theygrateagainstthebankofthelittleislandthatfromthisdaywillbearthenameofMagnaChartaIsland.AndKingJohnhassteppedupontheshore,andwewaitinbreathlesssilencetillagreatshoutcleavestheair,andthegreatcornerstoneinEngland’stempleoflibertyhas,nowweknow,beenfirmlylaid.

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Handout4GULLIVER'STRAVELSCHAPTERIIThehumoursanddispositionsoftheLaputiansdescribed.Anaccountoftheirlearning.Ofthekingandhiscourt.Theauthor’sreceptionthere.Theinhabitantssubjecttofearand

disquietudes.Anaccountofthewomen.ATMY ALIGHTING, I was surrounded with a crowd of people, but those who stood nearest seemed to be of better quality. They beheld me with all the marks and

circumstancesofwonder;neitherindeedwasImuchintheirdebt,havingnevertillthenseenaraceofmortalssosingularintheirshapes,habits,andcountenances.Theirheadswereallreclined,eithertotheright,ortheleft;oneoftheireyesturnedinward,andtheotherdirectlyuptothezenith.Theiroutwardgarmentswereadornedwiththefiguresofsuns,moons,andstars;interwovenwiththoseoffiddles,flutes,harps,trumpets,guitars,harpsichords,andmanyotherinstrumentsofmusic,unknowntousinEurope.Iobserved,hereandthere,manyinthehabitofservants,withablownbladder,fastenedlikeaflailtotheendofastick,whichtheycarriedintheirhands.Ineachbladderwasasmallquantityofdriedpeas,orlittlepebbles,asIwasafterwardsinformed.Withthesebladders,theynowandthenflappedthemouthsandearsofthosewhostoodnearthem,ofwhichpracticeIcouldnotthenconceivethemeaning.Itseemsthemindsofthesepeoplearesotakenupwithintensespeculations,thattheyneithercanspeak,norattendtothediscoursesofothers,withoutbeingrousedbysomeexternaltactionupontheorgansofspeechandhearing;forwhichreason,thosepersonswhoareabletoafforditalwayskeepaflapper(theoriginalisclimenole)intheirfamily,asoneoftheirdomestics;noreverwalkabroad,ormakevisits,withouthim.Andthebusinessofthisofficeris,whentwo,three,ormorepersonsareincompany,gently tostrikewithhisbladder themouthofhimwho is tospeak,and the rightearofhimor themtowhomthespeakeraddresseshimself.This flapper is likewiseemployeddiligentlytoattendhismasterinhiswalks,anduponoccasiontogivehimasoftflaponhiseyes;becauseheisalwayssowrappedupincogitation,thatheisinmanifestdangeroffallingdowneveryprecipice,andbouncinghisheadagainsteverypost;andinthestreets,ofjustlingothers,orbeingjustledhimselfintothekennel.

Itwasnecessarytogivethereaderthisinformation,withoutwhichhewouldbeatthesamelosswithmetounderstandtheproceedingsofthesepeople,astheyconductedmeup

thestairstothetopoftheisland,andfromthencetotheroyalpalace.Whilewewereascending,theyforgotseveraltimeswhattheywereabout,andleftmetomyself,tilltheirmemorieswereagain rousedby their flappers; for theyappearedaltogetherunmovedby thesightofmy foreignhabitandcountenance,andby theshoutsof thevulgar,whosethoughtsandmindsweremoredisengaged.

Atlastweenteredthepalace,andproceededintothechamberofpresence,whereIsawthekingseatedonhisthrone,attendedoneachsidebypersonsofprimequality.Before

thethrone,wasalargetablefilledwithglobesandspheres,andmathematicalinstrumentsofallkinds.Hismajestytooknottheleastnoticeofus,althoughourentrancewasnotwithoutsufficientnoise,bytheconcourseofallpersonsbelongingtothecourt.Buthewasthendeepinaproblem;andweattendedatleastanhour,beforehecouldsolveit.Therestoodbyhim,oneachside,ayoungpagewithflapsintheirhands,andwhentheysawhewasatleisure,oneofthemgentlystruckhismouth,andtheotherhisrightear;atwhichhestartledlikeoneawakedonthesudden,andlookingtowardsmeandthecompanyIwasin,recollectedtheoccasionofourcoming,whereofhehadbeeninformedbefore.Hespokesomewords,whereuponimmediatelyayoungmanwithaflapcameuptomyside,andflappedmegentlyontherightear;butImadesigns,aswellasIcould,thatIhadnooccasionforsuchaninstrument;which,asIafterwardsfound,gavehismajesty,andthewholecourt,averymeanopinionofmyunderstanding.Theking,asfarasIcouldconjecture,askedmeseveralquestions,andIaddressedmyselftohiminallthelanguagesIhad.WhenitwasfoundIcouldneitherunderstandnorbeunderstood,Iwasconductedbyhisordertoanapartmentinhispalace(this

176

ManualofAcademicProcedures(MAP)princebeingdistinguishedaboveallhispredecessorsforhishospitalitytostrangers),wheretwoservantswereappointedtoattendme.Mydinnerwasbrought,andfourpersons

ofquality,whomIrememberedtohaveseenveryneartheking’sperson,didmethehonourtodinewithme.Wehadtwocourses,ofthreedisheseach.Inthefirstcourse,therewasashoulderofmuttoncut intoanequilateral triangle,apieceofbeef intoarhomboides,andapuddingintoacycloid.Thesecondcoursewastwoduckstrussedupin theformoffiddles;sausagesandpuddingsresemblingflutesandhautboys,andabreastofveal in theshapeofaharp.Theservantscutourbreadintocones,cylinders,parallelograms,andseveralothermathematicalfigures.

Whilewewereatdinner,Imadeboldtoaskthenamesofseveral thingsin their language,andthosenoblepersons,bytheassistanceof theirflappers,delightedtogiveme

answers,hopingtoraisemyadmirationoftheirgreatabilitiesifIcouldbebroughttoconversewiththem.Iwassoonabletocallforbreadanddrink,orwhateverelseIwanted.Afterdinnermycompanywithdrew,andapersonwassenttomebytheking’sorder,attendedbyaflapper.Hebroughtwithhimpen,ink,andpaper,andthreeorfourbooks,

givingmetounderstandbysigns,thathewassenttoteachmethelanguage.Wesattogetherfourhours,inwhichtimeIwrotedownagreatnumberofwordsincolumns,withthetranslationsoveragainstthem;Ilikewisemadeashifttolearnseveralshortsentences;formytutorwouldorderoneofmyservantstofetchsomething,toturnabout,tomakeabow,tosit,ortostand,orwalk,andthelike.ThenItookdownthesentenceinwriting.Heshowedmealso,inoneofhisbooks,thefiguresofthesun,moon,andstars,thezodiac,thetropics,andpolarcircles,togetherwiththedenominationsofmanyplainsandsolids.Hegavemethenamesanddescriptionsofallthemusicalinstruments,andthegeneraltermsofartinplayingoneachofthem.Afterhehadleftme,Iplacedallmywords,withtheirinterpretations,inalphabeticalorder.Andthus,inafewdays,bythehelpofaveryfaithfulmemory,Igotsomeinsightintotheirlanguage.Theword,whichIinterprettheflyingorfloatingisland,isintheoriginallaputa,whereofIcouldneverlearnthetrueetymology.lap,intheoldobsoletelanguage,signifieshigh;anduntuh,agovernor;fromwhichtheysay,bycorruption,wasderivedlaputa,fromlapuntuh.ButIdonotapproveofthisderivation,whichseemstobealittlestrained.Iventuredtooffertothelearnedamongthemaconjectureofmyown,thatlaputawasquaislapouted;lap,signifyingproperly,thedancingofthesunbeamsinthesea,andouted,awing;which,however,Ishallnotobtrude,butsubmittothejudiciousreader.

Thosetowhomthekinghadentrustedme,observinghowillIwasclad,orderedatailortocomenextmorning,andtakemeasureforasuitofclothes.Thisoperatordidhisoffice

afteradifferentmannerfromthoseofhistradeinEurope.Hefirsttookmyaltitudebyaquadrant,andthen,witharuleandcompasses,describedthedimensionsandoutlinesofmywholebody,allwhichheentereduponpaper;andinsixdaysbroughtmyclothesveryillmade,andquiteoutofshape,byhappeningtomistakeafigureinthecalculation.Butmycomfortwas,thatIobservedsuchaccidentsveryfrequent,andlittleregarded.

Duringmyconfinementforwantofclothes,andbyanindispositionthatheldmesomedayslonger,Imuchenlargedmydictionary;andwhenIwentnexttocourt,wasableto

understandmanythingsthekingspoke,andtoreturnhimsomekindofanswers.Hismajestyhadgivenorders,thattheislandshouldmovenorth-eastandbyeast,totheverticalpointoverLagado,themetropolisofthewholekingdombelow,uponthefirmearth.Itwasaboutninetyleaguesdistant,andourvoyagelastedfourdaysandahalf.Iwas

notintheleastsensibleoftheprogressivemotionmadeintheairbytheisland.Onthesecondmorning,abouteleveno’clock,thekinghimselfinperson,attendedbyhisnobility,

courtiers,andofficers,havingpreparedalltheirmusicalinstruments,playedonthemforthreehourswithoutintermission,sothatIwasquitestunnedwiththenoise;neithercouldIpossiblyguessthemeaning,tillmytutorinformedme.Hesaidthat,thepeopleoftheirislandhadtheirearsadaptedtohear“themusicofthespheres,whichalwaysplayedatcertainperiods,andthecourtwasnowpreparedtobeartheirpart,inwhateverinstrumenttheymostexcelled.”

InourjourneytowardsLagado,thecapitalcity,hismajestyorderedthattheislandshouldstopover

177

ManualofAcademicProcedures(MAP)certaintownsandvillages,fromwhencehemightreceivethepetitionsofhissubjects.Andtothispurpose,severalpackthreadswereletdown,withsmallweightsatthebottom.

Onthesepackthreads thepeoplestrung theirpetitions,whichmountedupdirectly, like thescrapsofpaper fastenedbyschoolboysat theendof thestring thatholds theirkite.Sometimeswereceivedwineandvictualsfrombelow,whichweredrawnupbypulleys.

TheknowledgeIhadinmathematics,gavemegreatassistanceinacquiringtheirphraseology,whichdependedmuchuponthatscience,andmusic;andinthelatterIwasnot

unskilled.Theirideasareperpetuallyconversantinlinesandfigures.Iftheywould,forexample,praisethebeautyofawoman,oranyotheranimal,theydescribeitbyrhombs,circles,parallelograms,ellipses,andothergeometricalterms,orbywordsofartdrawnfrommusic,needlessheretorepeat.Iobservedintheking’skitchenallsortsofmathematicalandmusicalinstruments,afterthefiguresofwhichtheycutupthejointsthatwereservedtohismajesty’stable.

Theirhousesareveryillbuilt,thewallsbevil,withoutonerightangleinanyapartment;andthisdefectarisesfromthecontempttheybeartopracticalgeometry,whichthey

despise as vulgar andmechanic; those instructions they give being too refined for the intellects of theirworkmen,which occasions perpetualmistakes.And although they aredexterousenoughuponapieceofpaper,inthemanagementoftherule,thepencil,andthedivider,yetinthecommonactionsandbehaviouroflife,Ihavenotseenamoreclumsy,awkward,andunhandypeople,norsoslowandperplexedintheirconceptionsuponallothersubjects,exceptthoseofmathematicsandmusic.Theyareverybadreasoners,andvehementlygiventoopposition,unlesswhentheyhappentobeoftherightopinion,whichisseldomtheircase.Imagination,fancy,andinvention,theyarewhollystrangersto,norhaveanywordsintheirlanguage,bywhichthoseideascanbeexpressed;thewholecompassoftheirthoughtsandmindbeingshutupwithinthetwoforementionedsciences.

Mostof them,andespeciallythosewhodeal intheastronomicalpart,havegreatfaithinjudicialastrology,althoughtheyareashamedtoownitpublicly.ButwhatIchiefly

admired, and thought altogether unaccountable,was the strong disposition I observed in them towards news and politics, perpetually inquiring into public affairs, giving theirjudgmentsinmattersofstate,andpassionatelydisputingeveryinchofapartyopinion.IhaveindeedobservedthesamedispositionamongmostofthemathematiciansIhaveknowninEurope,althoughIcouldneverdiscover the leastanalogybetweenthe twosciences;unless thosepeoplesuppose, thatbecause thesmallestcirclehasasmanydegreesas thelargest,thereforetheregulationandmanagementoftheworldrequirenomoreabilitiesthanthehandlingandturningofaglobe;butIrathertakethisqualitytospringfromaverycommoninfirmityofhumannature,incliningustobemostcuriousandconceitedinmatterswherewehaveleastconcern,andforwhichweareleastadaptedbystudyornature.

Thesepeopleareundercontinualdisquietudes,neverenjoyingaminutespeaceofmind;andtheirdisturbancesproceedfromcauseswhichverylittleaffecttherestofmortals.

Theirapprehensionsarisefromseveralchangestheydreadinthecelestialbodies:forinstance,thattheearth,bythecontinualapproachesofthesuntowardsit,must,incourseoftime,beabsorbed,orswallowedup;thatthefaceofthesun,will,bydegrees,beencrustedwithitsowneffluvia,andgivenomorelighttotheworld;thattheearthverynarrowlyescapedabrushfromthetailofthelastcomet,whichwouldhaveinfalliblyreducedittoashes;andthatthenext,whichtheyhavecalculatedforone-and-thirtyyearshence,willprobablydestroyus.Forif,initsperihelion,itshouldapproachwithinacertaindegreeofthesun(asbytheircalculationstheyhavereasontodread)itwillreceiveadegreeofheattenthousandtimesmoreintensethanthatofredhotglowingiron,andinitsabsencefromthesun,carryablazingtailtenhundredthousandandfourteenmileslong,throughwhich,iftheearthshouldpassatthedistanceofonehundredthousandmilesfromthenucleus,ormainbodyofthecomet,itmustinitspassagebesetonfire,andreducedtoashes:thatthesun,dailyspendingitsrayswithoutanynutrimenttosupplythem,willatlastbewhollyconsumedandannihilated;whichmustbeattendedwiththedestructionofthisearth,andofalltheplanetsthatreceivetheirlightfromit.

Theyaresoperpetuallyalarmedwiththeapprehensionsofthese,andthelikeimpendingdangers,thattheycanneithersleepquietlyintheirbeds,norhaveanyrelishforthe

commonpleasuresandamusements

178

ManualofAcademicProcedures(MAP)oflife.Whentheymeetanacquaintanceinthemorning,thefirstquestionisaboutthesun’shealth,howhelookedathissettingandrising,andwhathopestheyhavetoavoidthe

strokeoftheapproachingcomet.Thisconversationtheyareapttorunintowiththesametemperthatboysdiscoverindelightingtohearterriblestoriesofspiritsandhobgoblins,whichtheygreedilylistento,anddarenotgotobedforfear.

Thewomenoftheislandhaveabundanceofvivacity:they,contemntheirhusbands,andareexceedinglyfondofstrangers,whereofthereisalwaysaconsiderablenumberfrom

thecontinentbelow,attendingatcourt,eitheruponaffairsoftheseveraltownsandcorporations,ortheirownparticularoccasions,butaremuchdespised,becausetheywantthesameendowments.Amongthesetheladieschoosetheirgallants:butthevexationis,thattheyactwithtoomucheaseandsecurity;forthehusbandisalwayssoraptinspeculation,thatthemistressandlovermayproceedtothegreatestfamiliaritiesbeforehisface,ifhebebutprovidedwithpaperandimplements,andwithouthisflapperathisside.

Thewivesanddaughterslamenttheirconfinementtotheisland,althoughIthinkitthemostdeliciousspotofgroundintheworld;andalthoughtheylivehereinthegreatest

plentyandmagnificence,andareallowedtodowhatevertheyplease,theylongtoseetheworld,andtakethediversionsofthemetropolis,whichtheyarenotallowedtodowithoutaparticularlicensefromtheking;andthisisnoteasytobeobtained,becausethepeopleofqualityhavefound,byfrequentexperience,howharditistopersuadetheirwomentoreturn frombelow. Iwas told that a great court lady,who had several children, – ismarried to the primeminister, the richest subject in the kingdom, a very graceful person,extremelyfondofher,andlivesinthefinestpalaceoftheisland,–wentdowntoLagadoonthepretenceofhealth,therehidherselfforseveralmonths,tillthekingsentawarranttosearchforher;andshewasfoundinanobscureeating-houseallinrags,havingpawnedherclothestomaintainanolddeformedfootman,whobeathereveryday,andinwhosecompanyshewastaken,muchagainstherwill.Andalthoughherhusbandreceivedherwithallpossiblekindness,andwithouttheleastreproach,shesoonaftercontrivedtostealdownagain,withallherjewels,tothesamegallant,andhasnotbeenheardofsince.

Thismay perhaps pass with the reader rather for an European or English story, than for one of a country so remote. But hemay please to consider, that the caprices of

womankindarenotlimitedbyanyclimateornation,andthattheyaremuchmoreuniform,thancanbeeasilyimagined.Inaboutamonth’stime,Ihadmadeatolerableproficiencyintheirlanguage,andwasabletoanswermostoftheking’squestions,whenIhadthehonourtoattendhim.His

majestydiscoverednottheleastcuriositytoinquireintothelaws,government,history,religion,ormannersofthecountrieswhereIhadbeen;butconfinedhisquestionstothestateofmathematics,andreceivedtheaccountIgavehimwith

greatcontemptandindifference,thoughoftenrousedbyhisflapperoneachside.

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Annexure-5


Annexure-6


Annexure-1

SECTION-4

FromWritingtoCreativeWriting

Objectivesofthesession:

understandthedifferencebetweenwrittenandspokenlanguage

identifywhatwritinginvolves

understandtheprocessofwriting

developwritingtaskssuitedtothelearner’sneeds

identifywaysofencouraging/motivatinglearnerstowrite

understandhowtoassesswrittenworkDevelopingWritingWritinghelpsusexpressideasandconveyourthoughtstoreaders.Inaclassroom,theprocessofwritingisreallyimportantasithelpsusimproveuponwhatisbeingwritten.

Writingisnotsomethingthatbeginsandendswhenitisputdownonpaperforthefirsttime.Itisaprocessthatinvolvesplanning,drafting,revisingandediting.Inordertoimprovethewritingskillsofourlearnersweneedtounderstandtheprocessofwriting.Thepurposeofwritingistheexpressionofideas,theconveyingofamessagetoareader.Writtenlanguage isdifferent fromspoken languageand therefore thewriteralsoneeds tokeep inmindsomeformalaspectssuchasneathandwriting,correctspellingandpunctuation,appropriategrammarandcarefulselectionofvocabulary.

DifferencebetweenSpeakingandWritingThemajordifferencebetweenwrittenand spoken language forms is thatone is addressed toa readerand theother is addressed toa listener.Therefore, awritten textuses

acceptable standard language whereas while speaking wemay sometimes use regional words or phrases. The presence of a listener also gives the speaker the liberty to useincompletesentencesbecausebodylanguagealsohelpsincommunicatingandconveyingideas.Nowreadthedifferenceslistedbelowanddiscusswhichofthesecanbeidentifiedintheexamplegivenabove.

Spokenlanguage Writtenlanguage

Mayormaynotbeincompletesentences Generally,usescompletesentences

Usesfacialexpression,volumeandvoiceUsespunctuationmarkstoconveythemeaning

suchastheuseofexclamationmarkstoshow

modulationtomakethemeaningclear

surprise.

Usesnon-verbalcommunicationlikeeyecontactetc Cannotusenon-verbalcommunication

Cancheckwiththelistener(s)whethertheCannotcheckwiththereaderimmediately

intendedmeaninghasbeenunderstoodornot

Canbeaskedquestionsbythelisteners Usuallyhasnocontactwiththelisteners

Mayusenon-standarddialect Usestandarddialect

Canshiftcontextandthemesasperthesituation Issystematicallyorganizedintermsofsubject

matterandthemes

185

ManualofAcademicProcedures(MAP)Agreatdealofwritingissentencewriting.Studentsrepeatorcompletegivensentencestoreinforcethestructure,grammar,andvocabularytheyhavelearned.Theyworkwith

patternsentences,performingsubstitutionsortransformations.Theyneedtogobeyondthosesentenceexercisesinorderto

communicatewithareader,

expressideaswithoutthepressureofface-to-facecommunication,

exploreasubjectortheme

recordexperience,and

becomefamiliarwiththeconventionsofwrittenEnglish.Whatmakesagoodwriter?

Alwaysthinksoftheaudience

Doesnotdeviatefromthemainpurpose

Spendsconsiderabletimetoplan(IdeasandArguments)

Makesgooduseofreliablesourcesofknowledge

Letsideasflowsmoothly(coherenceandcohesion)

Followsaroughorganisationplan

Seeksandmakesuseoffeedback

Givesalotofattentiontochoiceofwords(lexis)

Willingly(re)revises(accuracyandappropriacy)

Looksbackatthewritingatlongintervals

(ThelisthasbeentakenfromM.L.Tickoo(2003)TeachingandLearningEnglish.NewDelhi:OrientLongman)ProcessapproachtowritingProcess Teacherswhousetheprocessapproachkeepinmindtwocrucialaspectsofwriting:enough

Approach spaceandtimetostudentstogenerateandtry-outnewideas,andfeedbackonthecontentof

theirwriting.Thefollowingstagescanbefollowedintheprocessapproach

•Thefocusinthisapproachisontheprocessitself.Thisdoesnotmean,however,thatthe

product,thecompletedwrittenpiece,isnotimportant.Butthebeliefinthisapproach

isthatenoughinvestmentismadeatthelevelofprocessitself,thentheproductwould

automaticallyfollowtobebetterorganized.

•Thisisalearner-centredapproachandthefocusisontheproduction,generation,

disseminationofideasamongthelearners.Thefocusthusshiftsawayfromtheproduct

totheprocess–whatarethestudentsengagedinratherthanwhatarethestudents

producing?

•Inthisapproach,Prewriting,drafting,editing,andre(re)visingareessentialaspectsof

theprocess.Theteachersacknowledgethefactthatwritingisnotaneasyprocessand

itisoftenmessystumblingfromonepointtoanother.Itofteninvolvesquitealotofre-

ordering,re-sequencing,re-writing,adding,deleting,draftingetc.Theteachersneedto

acknowledgethatthisprocessisasimportantasthefinishedproductitself.

•Anessentialaspectoftheprocessapproachisfeedbackandguidance.Thoughthis

requiresconsiderableamountoftime,itisessentialtodeveloptheskillofwriting.One

ofthewaysthatteacher’stimecanbeminimizedisbyencouragingthestudentstoshare

theirwritingamongthemselvesandcreatingasystemofpeerevaluation.Aftertheinitial

vetting,studentscanthensharetheirideaswiththeteacher. SummarizingtheProcessApproachProcessapproachtowritingemphasizesthestepsawritergoesthroughwhencreatingawell-writtentext.

186

ManualofAcademicProcedures(MAP)Thestagesinclude:Brainstorming:writingdownmanyideasthatmaycometoanindividual’smindorthroughdiscussionsasawholeclassactivity.Outlining:organizingtheideasintoalogicalsequenceDrafting:writerconcentratesonthecontentofthemessage(ratherthantheform).Revisions:inresponsetothewriter’ssecondthoughtsorfeedbackprovidedbypeersorteacher,thedraftisrevised.Proof-reading:withanemphasisonform.Correctthelanguageandappropriatenessofitsuse.RewritingtheFinaldraft:Writethefinaldraftnow.

Writingreinforcesthegrammaticalstructures,idioms,andvocabularythatonehaslearnt.

Whenwriting,studentsalsohaveachancetoexperiment(andmanipulate)withthelanguage,gobeyondwhattheyhavejustlearnedtosayandtakerisks.

Theyoftendiscoveranewwayofexpressinganidea.Theydiscoverarealneedforfindingnewideas,therightwordsandsentences.

Writingletsstudentsthinkcriticallyandreviewandrevisetheideasandlanguage.Theylearntoorganisetheideasintoacoherentwhole,LetUstakeanexample

‘Cleanliness-Whatneedstobedone?’Writeanarticleonthegiventopic

Brainstorming(wholeclassactivity)blackboard

Cleanliness

0. Cleanlinessisnexttogodliness---Community,personal,social,Country/national

1. Diseases–malaria,dengue–

2. Essentialforgoodhealth,sanitation,hygiene,washhandsregularly

3. Beautiful,neat,nice,happy

4. Segregationofgarbage,wastedisposal

5. Reputation,image,India’saspirationtoberecognisedasacleancountryNotetotheteacher:

Brainstormingshouldbeconductedasawholecleanactivity.Involveallthelearners.Encouragethemtosharewhateverwords/ideascometotheirmind.Asateacher,youcategorisetheinputintodifferentbubblea/clouds/parts,eachcanbeusedtodevelopaparagraph.

Outlining:Todevelopacoherentparagraphthentalkabouteachparagraph---expandthewords/ideaintosentences.

Talkaboutcohesivedevicesthatareusedtojointwoideas/sentences.

Someexamplesofcohesivedevicesare:and,but,inspiteof,therefore,however,firstly,secondly,finally,inviewofetc.Thesearethewordsthathelpconnectideasmaintainaflow.

Writing/Drafting:Nowaskthelearnerstowriteonarticleusinginformationthattheyhavegathered.

Revising:Nowaskthestudents(pairactivity)tosharetheirdraftwitheachotherandlookforareasofimprovement.Asateacheryoulookforcommonerrors.Mostlyyouwillfindthatstudentshavemadeerrorswiththeuseofteases.Youcancollectivelytalk&aboutthecorrectsentencesforthestudentstodoself-assessment.

Editing/ProofReading:askthestudentstocorrecttheirarticlebasedontheinputreceivedfromtheirfriendandtheteacher.

187


Rewriting:askthestudentstowritethefinaldraft.Theentireprocesswithalltheproofscanbeputintheportfolioofthestudents.

RubricforAssessment(self/teacher)

Descriptoror Topic

Coherence&Cohesion

Vocabularyused Grammar

grades development (range) Punctuation,Excellent

(A) Coversallthe hasusedappropriate Usesarangeof Grammar,

ideasrelated

tolinkerstojoin

sentencesvocabularyas

per Punctuationetc.

thetopic andthereisaflowof thetopic. correct

ideas Verygood

(B)Coversmost

ofhasusedbasic

linkers usesVocabularyMakesafew

errors

theideas

related suchasbut,andetc.justAppropriate

to

tothetopicuseofclauses

minimal thetopic

Good(c)Thetopicis

only UsesonlysimpleUsesjust

SufficientMakeserrors

but

partially

covered sentence Vocabulary comprehensible

NeedsItisnot

relatedSentencesare

disjointedUsesin

sufficient Difficultto

improvement togiventopic andthereisalackof Vocabulary understandthe

(D) flowofideas. passage.Summingup

Teachstudentsthestagesappropriatetowriting;brainstorming,drafting,editing,revising,fine-tuningetc

Providemodelsofsuccessfulwritinganddiscussthefeaturesthatmakethemeffective;askstudentsto‘notice’successfulwriting

Discussthepurposeofwritingandtheaudiencebeforedelvingintoanysortofwritingpractice

Selectwritingtopicsthatareofinteresttostudentsandrepresenttasksthatwillbeusefultotheirfuturelearning

Avoidwritingforitsownsakelikequestionsandanswers;devisereal-lfetaskssothatstudentsdevelopreal-lifeskillsReferencesNCERT.(2005).NationalCurriculumFramework-2005Tickoo,M.L.2009.TeachingandLearningofEnglish:ASourcebookforTeachersandTeacherTrainers.NewDelhi:OrientBlackswan.

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SECTION-5

Annexure-1


Annexure


Annexure-2


POSTTestDearTeachersWelcometotrainingprogrammeinEnglishlanguageteaching-learning.Wesincerelyhopethatthisprogrammewillprovideyouscopeforlearningandunderstandingtherecent

developments in the field of language teaching-learning. This is also an opportunity to share our experiences, problem faced in the classroom, successful practices and not soencouragingmomentsinourteachinglifeinandoutsidetheschool.Inordertounderstandourselveslet’srespondtothefollowingquestions.Pleasechoosetheoptionsyoufeelareappropriate.Youmaychoosemorethanoneoption.Thankyouforyourcooperation.

a.Name : b.Age :

c.Sex :Male/Femaled.

Experience :

e.Qualifications : f.Nameoftheschool : e.TeachingClasses&Subjects:

DuringthelastthreeyearsIhaveparticipatedin

0. Oneorientation/trainingprogrammesinEnglishlanguageteaching.

1. Twoorientation/trainingprogrammesinEnglishlanguageteaching.

2. Morethantwoorientation/trainingprogrammesinEnglishlanguageteaching.

3. Notattendedanyorientation/trainingprogramme

ThepurposeofteachingEnglishisthatwithintenyearsofeducationlearnerscan

0. readthetextbook.

1. knowtheanswersofthequestionsinthetextbook.

2. understandthesummaryofthelesson.

3. developbasicliteracyskillsofreadingandwriting.

Englishistaught/learntthrough

0. learningofgrammar

1. learningofsoundsandsymbols.

2. learningtousethelanguageinmeaningfulcontexts.

3. learningbydevelopingvocabulary.

Multilingualismis

0. teachingmanylanguages

1. usingtranslationtoteachEnglish

2. astrategyofusingthelanguagesofchildrenintheclassroom.

3. providingtextbooksinchild’sownlanguage.

Accordingtoyou,whichofthefollowingstatementsisnotcorrect?

0. Teachingofproseismeantforlearninglanguage.

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0. Teachingofproseismeantforunderstandingthesystemofalanguage

1. Teachingofproseismeantforgeneratingtheideasandtothinkcriticallyaboutissues.

2. Teachingofproseismeantforlearningtherulesofgrammar.

Iconsiderthatexaminationshouldbeonsubjectspecific

basedontextbooks

whatchildrenhavelearntoveraperiodoftime.strictlyaccordingtothesyllabus.

Iwanttotakepartintheprocessofdevelopingtextbooksbecause

3. Iknowtheprocessesinvolvedinlearningalanguage.

4. IhavecollectionofstorieswhichIhavereadinschool.

5. Icanframegoodquestionsongrammar.

6. Iamaqualifiedandanexperiencedteacher.

Accordingtoyouwhichofthefollowingvocabularydevelopmentstrategiesarebesttohelpstudentsinfindingthemeaningsoftheunfamiliarwords?0. Guessingthemeaningsofunknownwords.

1. Writingdownallunknownwordsandfindtheirmeaningsindictionary.

2. Memorizingmeaningsofwordsbeforereading.

3. Makingguessesaboutthemeaningsofunknownwordsusingcontextclue.

Inalesson(Prose,Poetry,Story)itisimportantthatthereshouldbe

0. amoralmessage.

1. examplesofbravery.

2. examplesofourachievements.

3. lived-inexperiencesofchildren.

IfollowoneofthestrategiesmentionedbelowfordevelopingskillsofspeakinginEnglishinmyclass.0. LearnersaretoldtospeakonlyinEnglish.

1. LearnersareassignedthetaskofwritinganswersinEnglish.

2. Learnersaretoldtoread-aloudapassagefromtheEnglishtextbook.

3. Learnersaretoldtoexpresstheirviewsonagiventopicwhereinmixingofcodeandcodeswitchingisallowed.

Ibelievethatfamiliaritywiththetextisimportantforthereadersbecauseit

0. enhancesspeedofreading.

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0. developsskillofspeaking.

1. supportsindevelopinglearner’sownview-point.

2. helpsinwritinganswers.

Inmyschool‘ContinuousandComprehensiveEvaluation’ispartoftheprocessesof

0. givingmarks/grades.

1. teachingandlearning.

2. takingtestsandexamscontinuously.

3. doawaywithwrittenexaminations.

Thepurposeofteachinggrammaris

0. tofamiliarizethechildrenwiththerulesoflanguage.

1. toknowthedefinitionofgrammaticalcategories.

2. toenablethelearnerstodiscoverhowlanguageisused.

3. Noneoftheabove.

‘Groupwork’and‘pairwork’aregiveninordertoencourage

0. cooperationandmutuallearning.

1. competitivenessandfastlearning.

2. franknessandinteraction.

3. Individuallearning.

IntheEnglishclass,achildgivesthecorrectanswerbutusesawordorphraseinherlanguage,you,astheteacher

0. ignoreit.

1. askthechildifshecansayitinEnglish.

2. scoldthechild.

3. saythesentenceinEnglishyourself.Saywhetheryouagree,partiallyagreeordisagreetothefollowingstatements.

AgreePartiallyAgreeDisagree

Textbookistheonlytoolforteaching-learningofEnglish/languageLanguagelearningtakesplaceonlyinschool.

Identificationoflettersisessentialforlearningtoreadduringtheinitialstagesoflearning.

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LanguageskillsdevelopfromListeningtoWritinginlinearmanner(LSRW)

Learningtowriteisadevelopmentalprocess

Languageskillsaretransferablefromonelanguagetoanother.

ChildrenusetheEnglishlanguagecomfortablyduringgroupwork.

ProjectworkinEnglishlanguagelearningshouldbeinter-disciplinary.

Teachingvocabularyislistingthedifficultwordsandtheirmeanings.

GoodpronunciationisthekeytospeakEnglish

Youngchildrenarecapableofreflectingonstories.

Classroomshouldhavediscussionsonsocialrealitieswhichchildrencanunderstand.ToteachEnglishmoreeffectively,Iwouldliketoknow/learnthefollowingbetter.Please(√)marks,ifyoufeeltheneedfortrainingonthefollowing.

Sl.Activity

Please(√)

No.

mark 28. Howtoorganisepairwork,groupwork

29

Language/Englishlanguageactivitiessuitable

forthedevelopmentalstagesofchildren. 30. Howtolinkunitsandlessonsacrossclasses.

31. Howtodevelopmaterials.

32.

Usefulteachingmaterials&tools(i.e.,picture

books&videos)andhowtousethem 33. Languagepedagogythatsuitsyounglearners.

34.

ThemeaningandthepurposeofEnglish

educationatelementaryschools

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Manual of Academic Procedures (MAP) - SelfStudys

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