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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
Lecture,Discussion,PPT
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
Lecture,Discussion,PPT
followed GroupWorkLecure,
Modalities:byGroupWork&Presentation
by
Discussion,PPT
eachgroup;groupediting
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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.
16
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.
ManualofAcademicProcedures(MAP)
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
19
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.
ManualofAcademicProcedures(MAP)
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
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
23
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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.
28
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.
29
ManualofAcademicProcedures(MAP)
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
ManualofAcademicProcedures(MAP)
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.
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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
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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.
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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–
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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.
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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
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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
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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
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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.
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ManualofAcademicProcedures(MAP)GiveGulliveraModernIdentity.Writeastory...
WorksheetBasedonyourreadingoftheNovel,usingthepromptsgiveninthetablebelowmakeaG.O.(graphicorganizer)ofanyoneofGulliver’svoyage.Gulliverislostatsea…HowhefindslandThekindofplacehefindsThekindofpeoplehemeetsWhathappenstohimthereSomeimportantbeliefsofthepeople
Worksheet
BasedonyourreadingofthenovelmakeaflowchartofanyoneofGulliver’sadventures.
BrainstormthefeaturesoftheinhabitantsofLaputathatmakethemdifferentfromnormalhumanbeingsandwritetheminthemindmapgivenbelow.
ThreeMeninaBoatQ.2.MatchthethingsandplacesinthestorywiththeirdescriptionsLondon Thislocationisatownnearthebeginningofthetripwhereboatingispopularand
theresidentswearthemostflashyboatingcostumes
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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._________________
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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.
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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.
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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.
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ManualofAcademicProcedures(MAP)
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
48
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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ManualofAcademicProcedures(MAP)
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
50
ManualofAcademicProcedures(MAP)
helpAnne'sfamily?
Imaginethatyouareinhidingwithyourfamily.Writedescriptionsofeveryone'scharacter,yourfeelings,conversationsyouhave,andthingsyoudo.ExtendedActivitieswhichcanbetakenupfollowingthereadingoftheNovel:
Settingupofbookreadingclubintheclass/school.
Quizcompetitionsrelatedtothenovelcanbeconductedintheclass/school.
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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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:
54
ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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
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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
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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)
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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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.
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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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”
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ManualofAcademicProcedures(MAP)
Thestudentsaretoworkonthefollowingpatternandformat.
Tellthestudentstochooseatypeofsnakewhichtheycanimagine
Askthestudentstomakeaprojectfilekeepingthefollowingpointersasguidelines Giveanametoyoursnake?
Whereintheworlddoesyoursnakelive? Describethehabitatyoursnakelivesin Whatdoesyoursnakeeat?
Whatsizeandweightisyoursnake?
Whatcolourisyoursnakeandwhatkindofmarkingsdoesithave? Whatisthepredatorthatyoursnakeprotectsitselfagainst?
Describethreemoreinterestingthingsthatyoulearnedaboutyoursnake. DraworpastepictureofyoursnakeRememberAppreciationtotheparticipatinggroupsisamustaftereachactivityinordertomotivateandenhancelearning.Reflections:-
Asktheparticipantstoreflectonalltheactivitiesanddiscussions(heldinbothsessions) Didyouhavefundoingthem?
84
ManualofAcademicProcedures(MAP)Wereyourlanguageskillsenhancedandvocabularyenriched?
Don’tyouthinkthatthereadyavailabilityofthematerialmakesiteasierfortheteachertotakeuptheseactivitiesintheirclassroom?
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ManualofAcademicProcedures(MAP)
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:
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ManualofAcademicProcedures(MAP)
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)
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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.
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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
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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
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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.
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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
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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
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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
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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
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ManualofAcademicProcedures(MAP)
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
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ManualofAcademicProcedures(MAP)
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
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ManualofAcademicProcedures(MAP)
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.
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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
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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
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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)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
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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.
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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
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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.
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ManualofAcademicProcedures(MAP)
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
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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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ManualofAcademicProcedures(MAP)
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
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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
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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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ManualofAcademicProcedures(MAP)
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
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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
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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
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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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ManualofAcademicProcedures(MAP)
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
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.
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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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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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ManualofAcademicProcedures(MAP)
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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ManualofAcademicProcedures(MAP)
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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