English Unit12

Unit 1
Glimpses of Greatness
Handbook for Class XI - ENGLISH
UNIT FRAME - UNIT I

Concepts/Skills Process/Activities with Learning Outcomes
Assessment
• Self confidence and • Reads and discusses the entry • Develops self confidence and
support in achieving activities. realizes the role of support in
success • Reads and comprehends the text overcoming hardships.
'His First Flight'.
• Appreciation of the • Discusses and identifies the • Appreciates a story and writes a
story points for review. review.
(Teacher assesses the process)
• Writes a review.
(Peer and teacher assessment-
process)
Indicators
- Appropriateness of language
- Comprehensiveness of ideas
- Organization
(Portfolio assessment of review.)
• Use of graphic • Revisits the story, analyses ideas • Coordinates and arranges infor-
organizer and completes the graphic orga- mation logically with the help
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nizer. of graphic organizer.
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(Self and peer assessment)
• Uniqueness of each • Discusses and lists the requisites • Categorizes different types of
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individual for attaining success. speeches.

• Features of motiva- • Reads and comprehends the text • Analyses the features of a good
tional speech 'I Will Fly'. speech.
(Self assessment) • Lists the qualities that make a
person unique.
• Goal setting • Discusses, shares and presents • Reflects on his/her ambitions

to the whole class. and sets goals.
(Peer assessment)
Indicators
- Style of presentation
- Clarity regarding attainment of
goals.
• Effective motivational • Revisits the text, lists the features • Performs a speech to motivate
speech - ideas, words, expressions, ex- others.
amples, quotes, closure state-
ment etc.
• Discusses and prepares a moti-
vational speech.
• Presents the speech to the whole
class.
(Teacher assessment - process)
Indicators
• Appropriacy of the contents.
• Structure of the motivational
speech.
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Unit - 1 GLIMPSES OF GREATNESS

Assessment
• Style of presentation
(Portfolio assessment of the
speech.)
• Structure and style of • Gathers the key ideas of Kalam's • Gets acquainted with
a personal e-mail speech. e-mail and its format and prac-
• Discusses and organizes. tises writing e-mails.
• Writes an e-mail in the format • Familiarizes himself/herself
as shown in the internet or hand- with the technical aspects of e-
outs. mail and net etiquettes.
(Portfolio assessment-e-mail)
• Inspiring lives of emi- • Video clipping (pre-reading). • Empathizes with others.

nent personalities • Discussion based on the • Develops the ability to face chal-
clipping. lenges and emerge successful
• The value of empathy • Teacher consolidation. even against limitations.
• Reads and comprehends the
text.
• Character analysis • Revisits the text and identifies • Analyses a character and writes a
the features of the character. paragraph.
• Shares in group.
(Self assessment)
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• Writes a paragraph.
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(Teacher assessment-portfolio)
Indicators
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- Brevity
- Comprehensiveness
- Quality of language
• Timeline as a chrono- • Reads the text again, collects the

logical record of major major events in the life of Hawk- • Identifies the facts needed for a
life events ing and lists them in the profile.
timeline. • Lists the major events of a
• Identifies the major facts needed person's life chronologically.
for a profile and lists them.
(Self and peer assessment)
• Interviews as a help to • Revisits the text and does activ- • Prepares questions and inter-
know about a person's ity III in the text. views a person.
attitudes and views • Discusses the purpose of the
interview and the nature of
questions asked.
• Identifies a person to be
interviewed.
• Prepares a set of questions.
(Peer assessment)
• Information collected • Interviews a person. • Prepares a profile using the

from an interview to • Discusses and shares the information collected from an
prepare a profile of a information collected. interview.
person • Selects the relevant details and
organizes them.
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Assessment
• Writes the profile.
(Teacher assessment-portfolio)
Indicators
- Appropriateness of content
- Authenticity of facts
- Organization
• People who have • Reads and analyses the statement • Imbibes the spirit of persever-
turned their disability given in the activity. ance.
into strength as a • Identifies a person with a similar • Prepares short motivational
source of inspiration story. speeches and presents them
• Collects and shares information. before the school assembly or
• Prepares a short motivational a small group.
speech.
• Presents the speech.
(Teacher Assessment)
Indicators given earlier along with
motivational speech.
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• Group discussion in- • Discusses and analyses the topic • Demonstrates the ability to
volving communica- in groups. analyze an issue.
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tion skills and inter- • Brainstorms and collects points. • Participates in a G D democrati-
personal skills • Presents their views in groups. cally.
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• Selects the best speaker from the

group for presentation in the
whole class.
• Class selects a moderator.
• Selected learners present their
views in the form of a GD.
(Peer and Teacher assessment-
process)
Indicators
- Initiation
- Communication skill
- Language
- Interpersonal skills
• Cohesive devices to • Locates the cohesive devices in • Uses cohesive devices in appro-
hold a text together the text. priate contexts.
• Discusses its purpose and effec-
tiveness.
• Gets familiarized with common
cohesive devices given in the text.
• Does the practice activity.
(Peer assessment)
• Certain words fre- • Reads the expressions given in • Uses collocations effectively.
quently co-occurring the text.
with certain others • Understands how the word 'crip-
pling' collocates with 'disease'.
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Assessment
• Learns to generate more colloca-
tions that come within their ex-
periential orbit. (Refer unit analy-
sis for more examples)
• Does practice exercise.
(Peer assessment)
• Developing proper at- • Watches 'What If', a short film • Reads and appreciates a poem.
titudes about every- based on Rudyard Kipling's • Understands the need to de-
thing and being fo- poem 'If'. velop proper attitudes and val-
cused in order to real- • Reflects on the film and brain- ues in order to realize one's
ize one's goal storms. goal.
• Teacher consolidation.
• Reads the poem and compre-
hends it with the help of 'Read
and respond' questions.
• Use of poetic devices • Revisits the poem and identifies • Analyses the poem based on the
to enhance the quality the theme, elements and poetic theme and poetic devices.
of language devices.
• Prepares notes.
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• Appreciation •Discusses the graphic organizer. • Prepares an appreciation.
involving critical •Analyses the poem on the basis
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analysis of theme, of the points.

language, poetic • Writes an appreciation.
features, relevance, (Teacher assessment - portfolio).
message, etc. Indicators
- Comprehensiveness
- Proper analysis
- Organization
• Conditional clauses • Picks out the statements using • Uses conditionals effectively.
as an integral part of 'if' from the poem and lists them
our communication in the given format.
activities • Identifies the structure with ref-
erence to the given table.
• Does the practice activity in the
text.
(Peer assessment)
• Write-ups to promote • Reads the article given in the text.

reflective thinking • Brainstorms. • Forms personal responses and
which includes • Selects a person suitable for prepares a write-up for the
personal responses write-up. school magazine/publication
about a person, • Prepares a write-up.
situations, events, etc. (Teacher assessment-portfolio)
Indicators
- Comprehensiveness
- Apt use of expressions
- Organization.
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Unit Analysis
Title : Glimpses of Greatness
Time : 32 periods
Texts : ‘Abe’s First Speech’ (anecdote from the life of
Abraham Lincoln-Entry text)
‘His First Flight’ (Story) by Liam O’ Flaherty
‘I will Fly’ (Speech) by Dr. A. P. J. Abdul Kalam
‘Quest for a Theory of Everything’ (Profile of Stephen Hawking)
by Kitty Gail Ferguson
‘If ’ (Poem) by Rudyard Kipling
Learning materials :
Video clips
Worksheets – Cohesive devices, Collocation, Conditional clauses
Graphic organizers – Tree diagram, Sun diagram
Short film
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Documentary on the life of Stephen Hawking
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Handout of a sample timeline
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Internet
Extended reading :
‘Teacher’s Pride’ (Article by Prof. B. Hrdayakumari)
ICT & URL addresses: I. Video clips
Song scene ‘Give me some sunshine...’ from the Hindi film ‘Three
Idiots’
‘Learning to Fly: A Bird Story’
http://www.youtube.com/watch?v=oItQOeKCr2M
www.youtube.com/watch?v=SA-Tnkevq2w
http://www.youtube.com/watch?v=HKh6XxYbbIc
Video clip from the Hindi film ‘Thare Zamin Par’
http://www.youtube.com/watch?v=RppblO9Iltk Stephen Hawking
A Personal Journey PBS
http://singularityhub.com/2010/05/03/how-does-stephen-
hawking-talk-video/ or http://www.youtube. com/
watch?v=DbHygyExIIk
http://www.youtube.com/watch?v=i0cVdPHOIxw
(Stephen Hawking - Black Hole Time Travel)
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Assessment :
Self assessment
Peer assessment
Teacher assessment
Concept : Traits of greatness
Learning outcomes :
The learner:
1.1 reads, comprehends and interprets stories, speeches, profiles and per-
sonal essays.
1.2 develops self confidence and realizes the role of support in overcom-
ing hardships.
1.3 appreciates a story and writes a review.
1.4 coordinates and arranges information logically with the help of graphic
organizer.
1.5 analyses the features of a good speech and prepares speeches.
1.6 performs a speech to motivate others.
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1.7 develops the ability to face challenges and emerge successful against
limitations.
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1.8 analyses a character and writes a paragraph.

1.9 identifies the facts needed for a profile and prepares profiles.
1.10 participates in a group discussion democratically.
1.11 uses cohesive devices in appropriate contexts.
1.12 uses collocations effectively.
1.13 reads and appreciates a poem.
1.14 analyses the poem based on the theme and poetic devices.
1.15 prepares an appreciation.
1.16 uses conditionals effectively.
Introduction to the Unit

The unit introduces certain unique characters and character traits so that the learner
will be motivated to dream high and set goals.
The unit aims at building confidence in the learner to strive for success in his / her
own unique way and eventually achieve greatness.
The learner has to realize that the key to success in any field is his / her perseverance.
Success in life doesn’t come easily and there are many failures and hurdles for a
person to clear before its achievement. The undying qualities of every successful
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person in this world are perseverance and the willpower to fight against hardships
and overcome them. These qualities make even the seemingly impossible, possible.
It is an apt saying that ‘fire is the test of gold, and adversity that of man’.
Entry activities
Time : 1 Period
Entry activity 1
Concept : Traits of greatness
Creative use of language
Motivation- intrinsic and extrinsic
Learning outcomes :
The learner
• lists the qualities of greatness.
Introducing the Unit:
• The teacher initiates a discussion with the help of the entry activities given in
the text.
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• Brainstorming and discussion based on the quotation.
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• Completes the graphic organizer.

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• e.g. : confidence, motivation, family support etc.

Resultant feedback and consolidation by the teacher will lead to the reading of
entry activity 2.
Entry activity 2
Concept : Creative use of language
Learning outcomes :
The learner
• evaluates a picture and writes a caption.
Process
• Reads, analyses and interprets the picture.
• Writes appropriate caption.
entry activity 3.
Entry activity 3
Concept : Motivation – intrinsic and extrinsic.
Learning outcomes :
The learner
• realizes the need for motivation.
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Process:
Reads and discusses ‘Abe’s First Speech’.
entry activity 4.
Entry activity 4
Reading of the text ‘Abe’s First Speech’:·
• Initiate silent reading (individual), comprehension and reflection, with the help
of while reading questions.
• Ensure discussion and comprehension (in groups/whole class) and self
evaluation.
• Additional questions can be framed and given, as and when the situation
demands.
• Teacher talk (explanation of hard spots and consolidation of ideas).
Teacher input:
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A political stump speech is a standard speech made by a politician
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running for office/ a speech addressed to the general public during a
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political campaign or in support of a cause.

The term is derived from a custom in 19th century America, when political
candidates campaigning from town to town, stood upon tree stumps to
deliver a speech.
Campaign: The word denotes a vigorous concerted effort to
accomplish a purpose: e.g. a fund-raising campaign, an
advertising campaign for a new product, a candidate's political
campaign.
Abraham Lincoln has often been pictured as 'The Rail Splitter,' a brawny
frontiersman wielding a heavy axe and splitting logs to make rail fences.
Think and respond:

The learners discuss in groups and express their views.
the text.
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I. HIS FIRST FLIGHT

- Liam O' Flaherty
Time: 7 periods
Concept: Role of self-confidence and support in achieving success
Learning outcomes: well as several other novels and
The learner collections of short stories. His
autobiography, Shame the Devil, was
• develops self-confidence and real-
published in 1934.
izes the role of support in overcom-
ing hardships. Many of O'Flaherty's works have two
About the author common themes: Nature and Ireland. 'His
First Flight', a short story which
Liam O'Flaherty (August 28, 1896 - symbolizes the nervousness one
September 7, 1984), was an Irish novelist experiences before embarking on
and short-story writer whose works something new, is regarded as one of his
combine brutal naturalism, psychological most famous works.
analysis, and biting satire, with an abiding
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Introducing the text:
respect for the courage and persistence
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of the Irish people. He was a leading Suggestions / alternatives
figure of the Irish Renaissance. • Video clip of the song scene 'Give
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O'Flaherty abandoned his training for me some sunshine...'from the Hindi

priesthood and embarked on a varied film 'Three Idiots'
career as a soldier in World War I and a • Video clip -'Learning to Fly: A Bird
wanderer in South America, Canada, the Story'.
United States, and the Middle East. He URL: http://www.youtube.com/
took up different occupations as watch?v=oItQOeKCr2M
lumberjack, hotel porter, miner, factory Resultant feedback and consolidation
worker, dishwasher, bank clerk, and by the teacher will lead to the reading of
deckhand. After taking part in the text.
revolutionary activities in Ireland, he
Reading of the text:
settled in England in 1922, but returned
to Dublin in the mid-1920s. • Initiate silent reading (individual),
His books include Thy Neighbour's Wife comprehension and reflection, with
(1923), his successful first novel; The the help of while reading questions.
Black Soul (1924); The Informer (1925; • Ensure comprehension (in groups/
adapted as an Oscar-winning film by John whole class) and self evaluation.
Ford, 1935); Skerrett (1932); Famine • Additional questions can be framed
(1937); Short Stories (1937; rev. ed. and given, as and when the situation
1956); Insurrection (1950); The Pedlar's demands.
Revenge and Other Stories (1976); as
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• Teacher talk (explanation of hard comprehension - are closed-ended

spots and consolidation of ideas). questions. Higher order reasoning, such
Teacher input: as synthesis and evaluation, is
'His First Flight' is a story about a family stimulated through the use of open-
of seagulls in which the intelligence ended questions. Asking an open-ended
and psychology of these birds are question is a way to elicit discussion,
described. The writer talks about a brainstorm solutions to a problem, or
young seagull that is afraid of flying. It create opportunities for thinking
is obvious that the writer has minutely outside the box. The highest-order
observed and analyzed the behaviour open-ended questions engage students
of these birds. in dynamic thinking and learning, where
they must synthesize information,
Through the story of the birds, the analyze ideas, and draw their own
writer conveys the need for self- conclusions. Adolescents need to
confidence and self-reliance. Parents/ become critical thinkers, find their own
guardians can shoulder the voice, and be recognized for having
responsibility of looking after their opinions that matter.
dependants to a great extent, but not
So the questions given here are open-
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forever. So everyone should take up the
ended and analytical in type which will
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effort to become independent while
utilizing available guidance. help the learners evaluate the situation
and analyze the features of a story.
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ICT Suggestions / alternatives

• Video presentation of the story avail- • The teacher initiates a brainstorming
able on www.youtube.com/ and discussion based on the questions
watch?v=SA-Tnkevq2w given in the text.
Activity I Discourse inputs:
• Read and respond Imagery
Learning outcomes: Imagery, in a literary text, is an author's
The learner use of vivid and descriptive language
• reads a story and analyses the differ- and the pictures they create in your
ent features of it. mind. It appeals to the senses and
deepens the reader's understanding of
• thinks outside the story and appreci-
the work.
ates it.
Forms of imagery
Introducing the activity:
There are seven types of imagery, each
Discourse input: corresponding to a sense, feeling, or
Questioning techniques can improve action:
learning in different ways. Questions at • Visual imagery - pertains to sight,
the lower levels- particularly those that and allows one to visualize persons,
test one's knowledge and places, or events.
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• Auditory imagery - pertains to • Construct a thesis, i.e. concentrate on

sound and is often expressed using a central idea like the author's intent,
onomatopoeic words. theme, character, plot etc.
• Olfactory imagery - pertains to • Offer your perspective, i.e. discuss the
odour or smell. overall message of the story, its sig-
nificance and whether or not you
• Gustatory imagery - pertains to
would recommend it.
taste.
• Summarize the plot. Highlight those
• Tactile imagery - pertains to aspects of the story that pleased /
texture, or the sensation of touch. piqued your interest, such as the be-
• Kinesthetic imagery - pertains to ginning, the climax etc. Analyze the
movement, or action. ending of the story and reflect upon
• Organic imagery - pertains to it.
feelings of the body such as hunger, • Discuss the author's purpose and
thirst, or fatigue. whether or not you feel he / she
achieved it through the characters,
* The teacher can point out
storyline or style. If the story is meant
examples from the text.
to be an inspiring tale of overcoming
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Activity II
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odds, but has failed to motivate you
• Review or engage your interest, then the au-
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Concept : Appreciation of the story thor has not been successful in that
Learning outcomes: respect.
• Give constructive advice. If you can-
The learner not appreciate the story, do not criti-
• Appreciates a story and writes a re- cize the author on a personal level,
view. but instead focus your advice on the
Discourse input: story elements themselves.
Review • Draw your conclusion. Give your
A review of a story examines it critically overall opinion of the story and
and tries to fathom the author's intent whether or not you would recommend
and motivations. It gives the reader an it.
insight into the writer's reaction, and Introducing the activity:
whether or not the story has made any Suggestions/alternatives
impact. Structuring the review can be The learner
easy if you follow a few guidelines.
• identifies the points needed for the
• Jot down your impressions. Make review and prepares notes, on the
notes as you read the story. basis of the discussion and brain-
• Evaluate the writing style--whether it storming done earlier.
is a mystery, romance, thriller, Assessment
comedy or a literary piece of work. • The learner assesses himself / her-
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self while brainstorming. Activity IV

• Teacher assesses the process. • Think and respond
Follow-up activity: Learning outcomes:
• The learner writes the review using The learner
the ideas collected. • identifies the requirements for attain-
• Peer sharing. ing success.
• Presenting the review to the class. • understands the supporting role of
Assessment the family and the need for being at-
Process: tached to the family.
Peer assessment of the reviews.
Portfolio:
Suggestions/ alternatives
Teacher assesses the product using the • Brainstorming (self evaluation).
following indicators. • Analyzing the different factors (peer
Indicators: evaluation).
• Appropriateness of language • Coordinating ideas.
• Comprehensiveness of ideas Assessment:
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Process:
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• Organization of ideas
Activity III Teacher assesses the process.
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Tree diagram Resultant feedback and consolidation by

Concept: Use of graphic organizer. the teacher will lead to the text 'I will Fly'.
Learning outcomes: Sample T E Questions:
The learner 1. Prepare a humorous write-up on your
initial attempts at learning a new skill
• coordinates and arranges information
like learning to ride a bicycle or learn-
logically with the help of a graphic
ing to swim.
organizer.
2. We know that the verb 'fly' (of birds
/ insects) means to move through air
• Revisits the story, analyses ideas and using wings. Pick out the words
completes the graphic organizer. which have the same or nearly the
• Brainstorming of ideas. same meaning.
Resultant feedback and consolidation swoop ascend sink descend
by the teacher will lead to Activity IV. stay flit float dart soar
Assessment fall paddle ride hover shoot
sail flutter skim glide
Process:
spring flap
• Learner assesses himself / herself.
• Peer assessment of answers. 3. What lesson do you learn from this
• Teacher assesses the process. simple story?
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(This story teaches us the important (It is very difficult to do something

lesson that no task is difficult enough for the first time because of the sheer
to achieve. But we should be pre- novelty of the experience.)
pared to take risks and try again and 5. Have you ever found yourself in a
again. Nothing is impossible if we situation in which you are supposed
take the initiative and persevere.) to do something for the first time but
4. Why do first attempts always appear could not muster up the courage to
difficult? do it? (Swimming/cycling/presenta-
tion etc.)
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II. I WILL FLY

-Dr A. P. J. Abdul Kalam
Time : 5 periods
Concept : Uniqueness of each individual.
Learning outcome: the opening credits and in the final

The learner scene of the film. Since then, it has
• categorizes different types of become the representative song of the
speeches. Walt Disney Company, along with
Mickey Mouse as its icon. In the 1950s
• analyzes the features of a good
and 1960s, the song was used in the
speech.
opening sequences of all the editions
• lists the qualities that make a person of the Walt Disney anthology television
unique. series. It accompanies the Walt Disney
Introducing the text: Pictures' opening logo even today.
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Suggestions/alternatives h t t p : / / w w w. y o u t u b e . c o m /
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• Video clip of the song "When you watch?v=HKh6XxYbbIc
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wish upon a star ..."/ Print out of "Lyrics of the song "When you ..."
the lyrics (The teacher or a student When you wish upon a star
can sing the song, if ICT facility is Makes no difference who you are
not available.) Anything your heart desires
• A presentation (ppt) of famous Will come to you.
quotes on 'dreams' and 'vision' by Dr. If your heart is in your dream
Kalam or any other famous person/ No request is too extreme
Printout of the same/ Teacher pre- When you wish upon a star
sentation etc. can be made. As dreamers do.
Resultant feedback and consolidation Fate is kind
by the teacher will lead to the reading of She brings to those who love
the text. The sweet fulfilment of
Teacher input: Their secret longing.
"The song "When you wish upon a Like a bolt out of the blue
star..." was a song written by Leigh Fate steps in and sees you through
Hairline and Ned Washington for Walt When you wish upon a star
Disney's 1940 adaptation of Your dreams come true.
'Pinocchio'. The original version was Fate is kind
sung by Cliff Edwards in the character She brings to those who love
of Jiminy Cricket, and was heard over The sweet fulfilment of
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Their secret longing. Concept: Goal setting.

Like a bolt out of the blue Learning outcomes:
Fate steps in and sees you through The learner
When you wish upon a star
• reflects on his/her ambitions and sets
Your dreams come true. goals.
Reading of the text: • lists the qualities that make a person
• Initiate silent reading (individual), unique.
comprehension and reflection, with Introducing the activity:
the help of while reading questions. Suggestions/alternatives
• Ensure comprehension (in groups/ Video clip of a famous person who
whole class) and self evaluation. emerged from a humble background,
* Additional questions can be framed along with pictures, newspaper headlines,
and given, as and when the situation or articles, from childhood till date. (as
demands. ICT / Handout)
• Teacher talk (explanation of hard Resultant feedback and consolidation
spots and consolidation of ideas). by the teacher will lead to the activity.
Teacher input: Learners discuss and share their ambitions
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• 'Sasthrayan' was conducted at and resolutions, using the questions given
Paravur village near Kochi in 2012, in the text.
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to prepare 2000 students from differ- Follow-up activity:

ent schools in the village, towards at- Set goals and present to the class.
taining eligibility as engineers, scien- Peer evaluation on presentation of goals.
tists, doctors, qualified managers and
civil service officers. The programme Evaluation indicator
was initiated to empower 2000 fami- • clarity of ideas presented
lies of the village. • logical presentation
• 'I will Fly', a poem by the 13th cen- • fluency
tury Persian Sufi poet Jalaluddin Activity II
Rumi, was slightly modified by Dr. Speech
Kalam to suit the occasion of his
Concept: Effective motivational speech.
speech.
Activity I Learning outcomes:
Think and respond The learner
• performs a speech to motivate others.
The questions here are an extended
form of those given for comprehension Introducing the activity:
and reflection while reading. They are Suggestions/alternatives
life-related and evaluative in type • Video/audio clip of an inspiring
which will help the learner improve speech by Martin Luther King /
his/her life skills. Swami Vivekananda / J. Krishnamurthy.
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Resultant feedback and consolidation • Teacher assesses the process. The

by the teacher will lead to the activity. following tips may be used for the
Focus on: purpose.
Presentation Content Tips / indicators:
voice modulation ideas conveyed, Salutation
organization

body language use of illustra-
Introduction
tions/quotes/
examples etc. 
closure statement Content (comprehensiveness,
Process: appropriateness)
• Revisits the text, lists the features 
such as ideas, words and expressions, Style of presentation (voice
examples, quotes, closure statement modulation, body language,
etc. eye contact, facial expressions etc.)
• Discusses the features. 
• Prepares a motivational speech. Development and sequencing of ideas
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• Presents the speech before the whole
class.

Appropriate use of language (rhetorical
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Discourse input:
questions,
Tips for a good speech: apt expressions, stories, quotes, etc.)
• Be clear about your purpose - to in- 
spire, instruct, support, or lead to ac- Conclusion (positive and effective,
tion etc. catchy, has a punch etc.)
• Make a striking beginning.
• Get organized, i.e. develop the intro-

duction, body, and conclusion. Thanking the audience
Assessment
• Ensure clarity and brevity.
Teacher assesses the portfolio (speech)
• Be persuasive.
Activity III
• Use expressions of interaction.
• e-mail
• Use effective pauses.
Concept: Structure and style of personal
• End with an appropriate conclusion. e-mails
Assessment - process: Learning outcomes:
• Peers assess the speech based on in- The learner
dicators like appropriateness of the
• gets acquainted with e-mails and their
content, style of presentation, struc-
format, and practises writing e-mails.
ture of a motivational speech etc.
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• familiarizes himself/ herself with the Discourse inputs:

technical aspects and etiquettes of Steps for preparing a good e-mail:
e-mail.
• Start with a salutation.
• Write in short paragraphs.
Suggestions/alternatives • Stick to the topic.
Sample e-mails via internet / printout. • Use capitals appropriately.
Resultant feedback and consolidation • Sign off the e-mail.
by the teacher will lead to the activity.
* For short informal e-mails, use
Process 'Best regards, With regards or
The learner: Kind regards'.
• gathers the key ideas of Dr. Kalam's For a more formal e-mail, it is es-
speech. sential to close appropriately with
• discusses and organizes. 'Yours sincerely/Yours faithfully'
• writes an e-mail in the format as etc.
shown in the internet or handouts. While writing to people you know
Assessment well, sign off with something such
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as 'All the best,' 'Take care,' or
Portfolio-e-mail
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'Have a nice day,' before typing
your name.
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24
III. QUEST FOR A THEORY OF EVERYTHING

-Kitty Gail Ferguson
Concept : Inspiring lives of eminent personalities; the value of empathy
Time : 9 periods
Learning outcomes: She has written several science books for

The learner lay persons and youth, including books
on biographical facts and the social
• empathizes with others.
background in which scientific
• develops the ability to face challenges developments have taken place. Her best-
and emerge successful in spite of known books include biographical works
handicaps. on Stephen Hawking, Tycho Brahe and
Stephen Hawking Johannes Kepler and the ancient
One of the most remarkable figures of mathematician and philosopher
our age, Stephen Hawking is a Cambridge Pythagoras.
genius who has earned international Ferguson uses her gift for translating the
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reputation as the most brilliant theoretical language of theoretical physics into a
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physicist since Einstein. 'Stephen language which makes Hawking's
Hawking' is an insightful, absorbing, and scientific work accessible to ordinary
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inspiring account of his extraordinary life people like us. With the help of a rare
and brilliant mind. access to Hawking, including childhood
photos and in-depth research, she has
About the author
created a rich and comprehensive picture
Kitty Gail Ferguson (born on December of Hawking's life; his childhood; the
16, 1941) is a science writer, lecturer, and heartbreaking ALS diagnosis when he
former professional musician. was a first-year graduate student; his long
Ferguson was born in San Antonio, Texas, personal battle for survival in the pursuit
where she spent her childhood. She of a scientific understanding of the
developed an interest in astronomy and universe and his rise to international fame.
physics even as a child. She studied music Introducing the text:
at the Juilliard School and had a twenty-
Suggestions/alternatives
year career as a professional musician.
While spending a year in England with • Video clip from the Hindi film 'Thare
her husband, Ferguson was able to Zamin Par'
rekindle her early passion for science. Points for discussion:
After her return to the United States, she • Deformity of the child
began writing highly successful books on • Innate potential
science. She currently lives in Bluffton,
• Motivation given
and Cambridge, England.
• How talents are brought to light
25
Resultant feedback and consolidation • Caius: pronounced as 'keys.'

by the teacher will lead to the reading of • Cosmology: (from the Greek word
the text. ‘kosmos’ which means 'world' and logia
Reading of the text: which means 'study of') is the study of
Initiate silent reading (individual), the origin, evolution, and eventual fate
comprehension and reflection, with the of the universe. Physical cosmology is the
help of While reading questions. scholarly and scientific study of the origin
and evolution of large-scale structures and
Ensure comprehension (in groups/whole
their dynamics, and the ultimate fate of
class) and self evaluation.
the universe, as well as the scientific laws
*Additional questions can be framed and that govern these realities. Religious
given, as and when the situation demands. cosmology (or mythological cosmology)
Teacher talk (explanation of hard spots is a body of beliefs based on the
and consolidation of ideas). historical, mythological, religious, and
ICT: esoteric literature and traditions of
h t t p : / / w w w. y o u t u b e . c o m / creation and eschatology.
watch?v=RppblO9Iltk Stephen Hawking • Physical cosmology is studied by
A Personal Journey PBS scientists, such as astronomers, and
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theoretical physicists; and academic
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Teacher inputs:
philosophers, such as metaphysicians,
• Amyotrophic lateral sclerosis: A
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philosophers of physics, and philosophers

disease known in America as Lou of space and time. Modern cosmology is
Gehrig's disease, and in Britain as motor dominated by the Big Bang theory, which
neuron disease. It causes a gradual
attempts to bring together observational
disintegration of the nerve cells of the
astronomy and particle physics.
spinal cord and the brain, that regulate
voluntary muscle activity. The first • Quantum mechanics: (QM - also
symptoms are usually weakness and known as quantum physics, or quantum
twitching of the hands, and sometimes theory) is a branch of physics which deals
slurring of speech and difficulty in with physical phenomena at nanoscopic
swallowing. As the nerve cells scales where the action is on the order of
disintegrate, the muscles they control the Planck constant.
atrophy. Eventually, this happens to every It is the science of the very small: the
muscle of the body. Movement becomes body of scientific principles that explains
impossible. Speech and other means of the behaviour of matter and its
communication are lost. Death occurs interactions with energy on the scale of
almost within two or three years as a atoms and subatomic particles.
result of pneumonia or suffocation when Toward the end of the 19th century,
the respiratory muscles fail. The brain scientists discovered phenomena in both
however remains completely lucid till the the large (macro) and the small (micro)
end. To some, this seems an advantage; worlds that classical physics could not
to others, a horror.
26
explain. Coming to terms with these software) gave him the means to express
limitations led to two major revolutions his revolutionary theories in physics.
in physics - one being the Theory of
• ALS/motor neuron disease affects
Relativity and the other was the
around seven people in every 100,000.
development of Quantum Mechanics.
When physicists discovered the While there are a few treatments for ALS,
limitations of classical physics, they there is no known cure. For Hawking,
developed the main concepts of the motor neuron disease was almost a death
quantum theory that replaced it in the sentence. He was told that he had but a
early decades of the 20th century. few years to live after the initial diagnosis.
• Tracheotomy: A surgical procedure Now, almost 40 years later, though his
which consists of making an incision on body may be in decline, the body of his
the anterior aspect of the neck and works has been growing.
opening a direct airway through an Hawking's battle with motor neuron
incision in the trachea (windpipe). The disease has led to an uneven decline in
resulting stoma (hole), or tracheostomy, his ability to communicate over the years.
can serve independently as an airway or
as a site for a tracheostomy tube to be After his tracheotomy in 1985, however,
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inserted; this tube allows a person to Hawking had to find a new way to
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breathe without the use of his or her nose communicate. Walter Woltosz developed
or mouth. Both surgical and percutaneous Hawking's first software programme that
Dr
(pertains to any medical procedure where allowed him to spell by clicking a button.
access to inner organs or other tissue is The software, called Equalizer, was
done via needle) techniques are widely developed with Woltosz's company
used in current surgical practice. Words Plus, and different versions arose,
• How does Stephen Hawking speak? including EZ Keys which Hawking
Very few scientists have captivated the currently uses. With this software,
public interest as much as the renowned Hawking was able to write just four words
British physicist Stephen Hawking. His a minute, but it became his portal to the
theories about black holes, his books, and outside world. It is through this
his appearances on the Simpsons and Star technology that he has written books,
Trek have made him an international icon essays, and delivered countless lectures.
of intelligence and science. A part of ICT
Hawking's fame comes from the manner
in which he communicates: a computer h t t p : / / w w w. y o u t u b e . c o m /
generated voice. Struck by motor neuron watch?v=DbHygyExIIk (How Stephen
disease (ALS/Lou Gehrig's), the brilliant Hawking communicates?)
professor lost much of his muscle control, http://singularityhub.com/2010/05/
and a necessary tracheotomy removed his 03/how-does-stephen-hawking-talk-
ability to speak on his own. Instead, video/
custom devices (commercially available
27
Black holes: Give examples to substantiate your

It is a great amount of matter packed into answer.
a very small area, like a star ten times more Self assessment
massive than the Sun, squeezed into a The learner evaluates himself / herself.
sphere approximately the diameter of • Shares the responses in groups.
New York City. The result is a
gravitational field so strong that nothing, Teacher assessment
not even light, can escape through it. • Portfolio - character analysis.
ICT Indicators:
h t t p : / / w w w. y o u t u b e . c o m / • Brevity
watch?v=i0cVdPHOIxw (Stephen • Comprehensiveness
Hawking - Black Hole Time Travel) • Quality of language
Activity I Activity II
• Writing • Timeline
Concept: Character analysis Concept: Timeline as a chronological
record of major life events
Learning outcomes:
Learning outcomes:
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The learner
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• analyses a character and writes a para- The learner
graph. • identifies the facts needed for a pro-
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Introducing the activity: file.

The learner • lists the major events of a person's
life chronologically.
• revisits the text and identifies the fea-
Teacher input:
tures of a character.
• shares in group. A timeline is a way of displaying a list
• writes a paragraph. of events in their chronological order,
Resultant feedback and consolidation sometimes described as a project
by the teacher will lead to the activity. artefact. It is typically a graphic design,
showing a long bar labelled with dates
• Additional questions could be given alongside itself, and usually, events
to elicit points that support. The labelled on points where they would
learner writes the answer. have happened.
Suggested questions:
• What do you learn about Stephen
Suggestion/alternative
Hawking as a student, both in school
and college? The teacher
• What was the impact of the disease • gives handouts of a lifeline showing
on Stephen Hawking? the events in the life of Benjamin
• Do you think that Stephen Hawking Franklin.
is a genius on a par with Einstein?
28
Hawking Interview (HBO)

• Revisits the text and does Activity
III in the text.
• Discusses the purpose of the inter-
view and the nature of the questions
asked.
• Identifies the person to be inter-
The learner: viewed.
• reads the text again, collects the • Prepares a set of questions.
major events in the life of Hawking, Resultant feedback and consolidation
and labels them on the timeline. by the teacher will lead to the activity.
• identifies the major facts needed for The learner collects information with the
a profile and lists them. help of
Resultant feedback and consolidation • the excerpt given in the text.
by the teacher will lead to the activity. • brainstorming in the group.
The learner Assessment:
• collects data from the profile. Peer assessment
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• shares in groups. Resultant feedback and consolidation
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Assessment: by the teacher will lead to the activity.
Activity IV
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Self and peer assessment

• Profile
Resultant feedback and consolidation
by the teacher will lead to the next Concept: Information collected from an
activity. interview as being helpful in preparing a
person's profile.
Activity III
Learning outcomes:
• Interview
The learner
Concept: Interviews as a help to know
• prepares a profile using the informa-
about person's attitudes and views. tion collected from an interview.
Learning outcomes: Introducing the activity:
The learner The learner
• prepares questions and interviews a • interviews a person.
person. • discusses and shares the information
Introducing the activity: collected.
The learner watches an interview with • selects the relevant details and orga-
Stephen Hawking on Youtube, taken on nizes them.
6th June 2014. • writes the profile.
URL: http://www.youtube.com/ Assessment of the process:
watch?v=T8y5EXFMD4s (Last Week Teacher assesses the process and
Tonight with John Oliver: Stephen portfolio.
29
Indicators Concept: Group discussion involving

• Appropriateness of content communication skills and interpersonal
skills.
• Authenticity of facts
Learning outcomes:
• Quality of language
• Organization The learner
Resultant feedback and consolidation • demonstrates the ability to analyse an
by the teacher will lead to the activity. issue and participate in a G D demo-
cratically.
Activity V
Discourse tips:
• Short Speech (Thought for the day
Group discussion:
to be presented before the school
assembly) Group discussion occurs in many different
formats - from very informal ones
Concept: People who have turned their
between friends, to highly structured and
disabilities into their strength, as a source
challenging discussions included as part
of inspiration.
of a selection process.
Learning outcomes:
In both cases, there are a number of
The learner specific skills that can help our learners
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• imbibes the spirit of perseverance. become better performers which will
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• prepares short motivational speeches enable them to contribute effectively to
group discussions. They can be done in
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and presents them before the school

assembly or a small group. preparation for job interviews or as
Introducing the activity: extended speaking practice simply to
The learner increase fluency.
• reads and analyses the statement GDs are used to assess certain group
given in the activity. skills that cannot be otherwise evaluated
in an interview. These include reasoning
• identifies a person with a similar ability, leadership quality, inspiring ability,
story. flexibility, creativity/out-of-the-box
• collects and shares information. thinking, social skills, listening and
• prepares a short motivational speech. articulation skills, situation handling
• presents the speech. ability, interpersonal ability to function as
Assessment: a team player, body language and attitude.
Teacher Assessment Why teach group discussion skills?
(Indicators: same as those given earlier Developing group discussion skills is
with motivational speech.) useful for everyday life as we regularly
Resultant feedback and consolidation by find ourselves having discussions amongst
the teacher will lead to the activity. friends, family and colleagues.
Activity VI Additionally, group discussions are
increasingly being used in the job market
• Group discussion during interviews and selection
30
procedures. These can take a variety of • Your attitude and confidence

formats, but the key skills remain very Introducing the activity
similar.
The learner
Group discussion also offers an • watches visualization of model GDs
opportunity for extended speaking (and in Youtube.
listening) practice by all the contributors.
• h t t p : / / w w w. y o u t u b e . c o m /
As a skill development method, it is
watch?v=7gcsZ9H2I6s (PO's Group
therefore useful for all learners.
Discussion --Topic: International
Dos and Don'ts of Group discussion Terrorism)
• Keep eye contact while speaking. • h t t p : / / w w w. y o u t u b e . c o m /
• Initiate the GD. watch?v=3bVh1Llqhs0 (How a
• Allow others to speak. Group Discussion should be handled
• Speak clearly. -- Topic: Can Lokpal Bill eradicate
corruption completely?)
• Make sure to keep the discussion on
track. (Any other interesting GD)
• brainstorming and reflection on the
• Maintain a positive attitude/Be
presentation of the G D.
confident.
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• discusses and analyses the topic in
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• Speak sensibly.
groups.
• Listen carefully to others.
• brainstorms and collects points.
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• Do not go into unnecessary details. • presents their views in groups.

• Use a formal way of dressing. • selects the best speaker from the
What skills are judged in a group group for presentation in the whole
discussion? class.
• How good you are in communicat- • class selects a moderator.
ing with others. Process assessment
• How you behave and interact with a Teacher assesses the process.
group.
• Selected learners present their views
• How open-minded and motivating in the form of a GD.
you are.
Assessment:
• Your listening skills.
Peer and Teacher assessment
• How you put forward your views, i.e.
Indicators
clarity of your views and expressions.
• Your leadership and decision-making • Initiation
skills. • Communication skills
• Language
• Your analytical and logical skills and • Interpersonal skills
subject knowledge.
Resultant feedback and consolidation
• Problem solving and critical thinking by the teacher will lead to Activity VI.
skills.
31
Activity VI • does practice exercise.

Cohesive devices •
Concept: Cohesive devices to hold a Assessment
text together. Peer assessment
Learning outcomes: Teacher input
The learner Collocations are habitual juxtaposition
• uses cohesive devices in appropriate / combination / concurrence of a
contexts. particular word with another word or
Introducing the activity: words with a frequency greater than
chance. They are partly or fully fixed
The learner
expressions that become established
• locates the cohesive devices in the through repeated context-dependent
text. use. Such terms as 'crystal clear',
• discusses its purpose and effective- 'middle management', 'nuclear family',
ness. and 'cosmetic surgery' 'strong tea',
• gets familiarized with common cohe- 'heavy drinker', bright idea etc. are
sive devices given in the text. examples of collocated pairs of words.
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• does the practice activity. Sample Collocations
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Assessment There are different types of collocations.
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Peer assessment Collocations can be adjective + adverb,

Activity VII noun + noun, verb + noun and so on.
Below, you can see seven main types of
Collocations:
collocation in sample sentences.
Concept: Certain words frequently co-
1. adverb + adjective
occurring with certain others.
• Invading that country was an
Learning outcomes:
utterly stupid thing to do.
The learner
• We entered a richly decorated
• uses collocations effectively. room.
Introducing the activity • Are you fully aware of the
The learner implications of your action?
• reads the expressions given in the 2. adjective + noun
text. • The doctor ordered him to
• understands how the word 'crippling' take regular exercise.
collocates with 'disease'. • The Titanic sank on its maiden
• learns to generate more collocations voyage.
that come within their experiential • He was writhing on the ground
orbit. (refer to Unit analysis for more in excruciating pain.
examples.)
32
3. noun + noun • He has been asked to give a

• Let's give Mr Jones a round of presentation about his work.
applause. 6. verb + expression with preposition
• The ceasefire agreement came • We had to return home be-
into effect at 11am. cause we had run out of
• I'd like to buy two bars of soap, money.
please. • At first her eyes filled with
4. noun + verb horror, and then she burst into
• The lion started to roar when tears.
it heard the dog barking. • Their behaviour was enough
• Snow was falling as our plane to drive anybody to crime.
took off. 7. verb + adverb
• The bomb went off when he • She placed her keys gently on
started the car engine. the table and sat down.
5. verb + noun • Mary whispered softly in
• The prisoner was hanged for John's ear.
• I remember vaguely that it was
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committing murder.
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• I always try to do my home- growing dark when we left.
work in the morning, after
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making my bed.
33
IV. IF
- Rudyard Kipling
Time : 6 periods
Concept : Developing proper attitudes about everything and being focused
in order to realize one's goal
Learning outcomes: strikes me personally as the most

The learner complete man of genius that I have ever
known."In 1907, he was awarded the
• reads and appreciates a poem.
Nobel Prize in Literature, making him the
• understands the need to develop first English-language writer to receive
proper attitudes and values in order the prize, and to date he remains its
to realize one's goal. youngest recipient. Among other honours,
About the author he was sounded out for the British Poet
Joseph Rudyard Kipling (30 December Laureateship and on several occasions for
1865 - 18 January 1936) was an English a knighthood, all of which he declined.
short-story writer, poet, and novelist. He Introducing the text:
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was known for his tales and poems of
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Suggestions / alternatives
British soldiers in India and stories for
children. He was born in the Bombay The learner
Dr
Presidency of British India, and was taken • watches 'What If' - a short film based
by his family to England when he was five on Rudyard Kipling's poem.
years old. Kipling's works of fiction URL: http://www.youtube.com/
include The Jungle Book (a collection of watch?v=dpQsFtcgWBY (What If
stories which includes "Rikki-Tikki- - short film based on Rudyard
Tavi"), the Just So Stories (1902), Kim Kipling's poem.)
(1901), and many short stories, including • reflects on the film and brainstorms.
'The Man Who Would Be King' (1888); Resultant feedback on the short film
and his poems include 'Mandalay' (1890), and consolidation by the teacher will
'Gunga Din' (1890), 'The Gods of the lead to the reading of the poem.
Copybook Headings' (1919), 'The White
Reading of the text:
Man's Burden' (1899), and 'If' (1910). He
is regarded as a major innovator in the The learner
art of the short story; his children's books • reads the poem and comprehends it
are enduring classics of children's with the help of 'Read and respond'
literature. questions.
Kipling was one of the most popular *Additional questions can be framed
writers in England (in both prose and and given, as and when the situation
verse) in the late 19th and early 20th demands.
centuries. Henry James said: "Kipling Teacher talk (explanation of hard
34
spots and consolidation of ideas) Something Of Myself, published

Teacher input: posthumously in 1937, the year after
In 1896, thirty-one-year-old Rudyard his death at the age of 70, he
Kipling became an internationally- acknowledges the inspiration for If in
renowned poet and story-teller, when a single reference: 'Among the verses
he wrote a poem with a one-word title: in 'Rewards' was one set called 'If' - they
"If." The poem was inspired by "The were drawn from Jameson's character,
Jameson Raid," an 1895 military action and contained counsels of perfection
in the Boer War in South Africa. The most easy to give.'
raid was led by an English nobleman Two of its most resonant lines, 'If you
named Leander Starr Jameson. It was can meet with triumph and disaster and
in many ways a military disaster, but treat those two imposters just the
Jameson became a hero in the British same', is written above the players'
press for his courage in attempting the entrance to the Centre Court at
raid and his willingness to take Wimbledon.
responsibility for the failure of the
mission. The entire affair aroused ICT
enormous patriotic fervor in England, • What If - short film based on
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and Kipling was obviously caught up Rudyard Kipling's poem.
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in the temper of the times. • (If... (1968) full movie)
URL: http://www.youtube.com/
Dr
Although it may not seem so to the

millions who can recite its famous first watch?v=dpQsFtcgWBY (What If
- short (awesome) film based around
line, 'If' is also a bitter condemnation
Rudyard Kipling's poem.)
of the British Government led by Lord
h t t p : / / w w w. y o u t u b e . c o m /
Salisbury, and the duplicity of its
watch?v=PmoHv8Mf_-o (If...
Colonial Secretary Joseph Chamberlain,
(1968) full movie)
for covertly supporting Dr Jameson's
raid against the Boers in South Africa's Activity I
Transvaal in 1896, only to condemn • Read and reflect
him when the raid failed. Concept: Use of poetic devices as
Kipling was a friend of Jameson and enhancing the quality of language.
was introduced to him, so scholars Learning outcomes:
believe, by another colonial friend and The learner
adventurer, Cecil Rhodes, the financier
• analyses the poem based on the
and statesman who extracted a vast
theme and poetic devices.
fortune from Britain's burgeoning
African empire by taking substantial Introducing the activity:
stakes in both diamond and gold mines The learner
in South Africa. • revisits the poem and identifies the
theme, elements and poetic devices.
In Kipling's autobiography,
• prepares notes.
35
Assessment is, at some point of comparison, the

Teacher assesses the process. same as another otherwise unrelated
object. It is a figure of speech
Discourse input: comparing two unlike things without
Theme: using either "like" or "as".
The theme of the poem is that one It is not to be mistaken with a simile
should develop proper attitudes about which does use "like" or "as" in
everything, keeping an eye on the goal comparisons.
or the main prize. If you keep yourself Metaphor is a type of analogy and is
focused and have your priorities fixed, closely related to other rhetorical figures
you will not be distracted by other of speech that achieve their effects via
things and you will reach your goal. association, comparison or resemblance
including allegory, hyperbole, and
"If" urges a balanced, grounded simile.
stoicism in the face of life's ups and e.g.: Unforgiving minutes refer to time
downs. that waits for no man, it is like a race
Figures of speech where every second is important.
a) Personification 'Worn out tools' refer to the feeling of
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total exhaustion that can force someone
Personification is a figure of speech in
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to give up.
which human characteristics are
attributed to an abstract quality, animal, 'Make one heap of all your winnings' is
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or inanimate object. The non-human compared to a pile of money won at

the gambling table.
objects are portrayed in such a way that
we feel they have the ability to act like 'Walk with Kings' means to socialize
human beings. with important people.
e.g.: Dreams are personified as masters 'Talk with crowds' refers to interacting
who can control our lives. In this case, with all kinds of people.
dreams assume a human role/quality, c) Symbol
that of being a master. Symbolism is the use of symbols to
'Triumph' and 'disaster' are imposters signify ideas, an image, action, and
who can lead us astray. Success is qualities by attributing meanings that
personified as 'Triumph' and can make are different from their literal sense.
us satisfied. Failure is personified as It can take different forms. Generally,
'Disaster'. It can influence us to believe it is an object representing another to
that failure is permanent. give it an entirely different deep and
Will is personified as 'a person who significant meaning. Sometimes,
encourages us not to give up.' however, an action, an event or a word
spoken by someone may have a
b) Metaphor symbolic value.
A metaphor is a figure of speech that Symbols do shift their meanings
describes a subject by asserting that it depending on the context they are used
36
in. Thus, the symbolic meaning of an Activity IV

object or an action is understood by
when, where and how it is used. It also Conditional clause:
depends on who reads them. Concept: Conditional clauses as an
e.g.: 'Knaves' represent scoundrels, liars integral part of our communication
or conmen. activities.
'Crowds' symbolize the common folk/ Learning outcomes:
people. The learner
'Kings' represent the important people • uses conditionals effectively.
in society. Introducing the activity:
'Common touch' represents humility/ The learner:
simplicity. • picks out the statements from the
Resultant feedback and consolidation poem using 'if' and lists them in the
by the teacher will lead to Activity III. given format.
Activity III • identifies the structure with reference
to the given table.
• Appreciation
• does the practice activity in the text.
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Concept: Appreciation involving Assessment:
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critical analysis of theme, language,
poetic features, relevance, message etc. Peer assessment
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Learning outcomes: Extended activities:

The learner I. Write-up
• prepares an appreciation. Concept: Write-ups to promote
Introducing the activity: reflective thinking which includes
personal responses about a person,
Suggestions/alternatives situation, event etc.
The learner Learning outcomes:
• discusses the graphic organizer. The learner
• analyses the poem on the basis of the
• forms personal responses and pre-
themes.
pares a write-up for the school maga-
• writes an appreciation.
zine/publication.
Assessment:
Teacher input
Teacher assessment.
A written account, in particular, for a
Indicators newspaper or magazine article giving
• Comprehensiveness an opinion or review of an event,
• Quality of language performance, person, or product;
usually a report or article that makes a
• Proper analysis
positive judgment about something.
• Organization
37
Introducing the activity: Assessment:

Suggestions/alternatives Teacher assessment (portfolio - write-up)
The learner Indicators
• reads the article given in the text. • Comprehensiveness
• brainstorms. • Quality of language
• selects a person suitable for a write- • Apt use of expressions
up. • Organization.
• prepares a write-up.
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Dr
38
SAMPLE T.E QUESTIONS
1. Read the following excerpt from the story 'His First Flight' and answer the ques-
tions that follow.
His mother had picked up a piece of fish and was flying across to him with it. He
leaned out eagerly, tapping the rock with his feet, drying to get nearer to her as
she flew across. But when she was just opposite to him, abreast of the ledge, she
halted, her legs hanging limp, her wings motionless, the piece of fish in her beak
almost within reach of his beak.
i) The word ……………. in the excerpt means 'stopped'. (1)
ii) What was the mother bird trying to do? Did she achieve in her attempt?
Explain your answer in three or four sentences.
(3)
iii) Suggest a suitable title to the excerpt.
2. In his speech Dr. Kalam quotes a few lines from a poem which ends with the
t
following lines.
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I am not meant for crawling,
I have wings, I will fly
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I will fly and fly

i) What is meant by the expression 'not meant for crawling?'
(1)
ii) Explain the title of the speech 'I Will Fly', which is also derived from this
poem.
(2)
iii) Why is the expression 'I will fly' repeated in the last part of the poem?
What does the author want to express through it?
3. Read the following lines from the poem 'If' and answer the questions that follow.
'If you can dream- and not make dreams your master;
If you can think- and not make thoughts your aim,…'
i) What does 'dream' mean here? (1)
a) desire
b) longing
c) goal
d) ambition
ii) How can 'thoughts' influence a man's success? (2)
39
iii) Dr. Kalam hire' with the following lines,

"Dream, dream, dream
Dreams transform into thoughts,|
Thoughts result in action"
Make a comparison between the views of Dr. Kalam and Kipling about 'dreams'
and 'thoughts'. (4)
4. Why do the first and the second stanzas of the poem 'If' end with colons?
(2)
Writing
1. ‘Where there is a will, there is a way’. How far is this statement true in the case
of the young seagull in the story 'His First Flight?' Write your answer in a para-
graph of about 100 words. (4)
2. It is usually said, 'Behind every successful man there is a woman'. How far is this
true in the life of Stephen Hawking and Jane? Answer in a paragraph. (6)
t
af
3. Write a note on Liam O' Flaherty's attitude towards the father and mother in his
story 'His First Flight'.
Dr
4. Imagine that you are winner of the 'Young Master Mind Award' for the year. So
you are selected to attend the world conference of young scientists. Stephen
Hawking is going to be chief guest. There you get an opportunity to introduce
him to the young scientists gathered there. Prepare a short speech to introduce
Stephen Hawking to them. (6)
40
Unit 2
Words and Deeds
UNIT FRAME - UNIT II

Assessment
• The essence of • Reads the text. • Participates actively in
Gandhiji's teach- • Group discussion. group discussion.
ing
• Factual compre- • Silent reading. • Reads and comprehends

hension • Reads and comprehends. a text.
• Peer /Teacher evalua-
tion.
• Techniques of • Group activity • Reads, analyzes and

note making • Revisits the text, lists makes notes.
points, organizes and
completes the activity
and makes notes.
• How Gandhiji in- • Group discussion. • Summarizes a passage/

spired the free- • Revisits the text, lists text.
dom fighters points, organizes and
completes the activity
t
• Organizing ideas and writes a paragraph.
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in a paragraph • Peer /Teacher evalua-

tion.
Indicators: Content,
Dr
Coherence, clarity of
presentation, use of
language.
• Delivering a • Group discussion. • Prepares and delivers a

speech • Gathers points through speech.
brain storming, lists
them and prepares a
speech about Gandhiji
and delivers it.
tion.
Indicators: Body lan-
guage, voice modulation,
pronunciation, clarity,
logical development,
comprehensiveness.
• Each individual • Group discussion. • Participates actively in

and society has • Lists and gives examples group discussion.
role to ensure of women's rights and
equal rights to discusses the present • Celebrates human
women. condition of women. achievement and main-
• Group discussion • Peer /Teacher evalua- tains equanimity.
tion.
• Indicators: Clarity of
presentation, relevance
of expressions
42
Unit - 2 WORDS AND DEEDS

Assessment
• Letter to the • Group discussion. • Drafts different types of
editor • Analyses the sample let- letters.
ter and writes a letter to
the editor.
• Peer/Teacher evalua-
tion.
Indicators: Format, clar-
ity, coherence, use of
language.
• Subject-verb • Group discussion. • Demonstrates the ability

agreement • Reads, generalizes and to use correct concord
(concord) assimilates the concord rules in discourses
rules and completes the
activity.
• Dictionary refer- • Group discussion. • Demonstrates the ability

ence skills • Looks up a dictionary, to use dictionary
discusses the purpose of reference skills
it and completes the
activity.
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• Factual and • Silent reading-The price • Reads and comprehends
interferential of flowers. a text.
comprehension • Reads, comprehends
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and answers different

levels of questions from
the text.
tion.
Indicators : Communi-
cation skills, accuracy of
responses.
• The significance • Group discussion. • Reads, analyzes and

of the title ‘The • Revisits the story, analy- makes notes.
Price of Flowers’ ses its emotional value • Develops an empathetic
attitude towards life.
• Character • Group discussion. • Sketches the character

sketch • Lists the words that de- of a person systemati-
scribe Maggie, classifies cally.
them according to the
traits of her appearance,
qualities, attitude, and
writes a character
sketch.
tion.
Indicators: Format, clar-
ity, coherence, appropri-
ateness of language.
43

Assessment
• Different types of • Group discussion.
stories • Revisits the story, • Reads and comprehends
discusses and identifies a text.
the category to which it
belongs.
• Writing an infor- • Group discussion.

mal letter • Revisits story, discusses • Drafts a letter.
and drafts a letter.
tion.
Indicators: Format/
clarity/coherence/vo-
cabulary/appropriate
language.
• Preparing a con- • Group discussion. • Enhances vocabulary.

versation • Revisits story, discusses
and drafts imaginatively
a conversation and
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enacts it.
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tion.
Indicators: telephonic
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etiquettes, Communica-
tion skills.
• Critical review of • Group discussion. • Prepares a critical

a story • Revisits the story, dis- review of poems/short
cusses the style , narra- stories.
tion, language, impact of
words and usages , loca-
tion characterization,
etc of the story and writes
a brief review.
tion.
Indicators: Content, clar-
ity, coherence, personal
opinion.
• Reporting con- • Group discussion. • Uses reported speech in

versation • Reads, generalizes and various contexts.
assimilates the rules of
direct speech and indi-
rect speech, and com-
pletes the activity.
tion.
Indicators: Accuracy.
44

Assessment
• Good deeds will • Silent reading. • Reads and comprehends
be remembered a text.
for ever • Reads, comprehends and
summarizes the text. • Upholds the importance
of values in life.
• Elaborating the • Group discussion. • Elaborates ideas in the

ideas, found in • Revisits the poem, dis- given line from the text.
the significant cusses and elaborates
lines of the poem the ideas in the given
lines.
• Peer/Teacher evalua-
tion.
Indicators: Clarity,
coherence.
• Rhyme scheme/ • Group discussion. • Appreciates literary ele-

Figures of • Revisits the poem, dis- ments or literary de-
speech cusses the poetic devices vices.
and summarizes into
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notes.
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tion
Indicators: Content,
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clarity, coherence.
• Appreciation of • Group discussion. • Prepares an apprecia-

the poem • Revisits the story, dis- tion of poems.
cusses the style , narra-
tion, language, import of
words and usage, location
characterization, etc of
the story and writes a
brief review.
tion.
Indicators: Appropriate-
ness of language, com-
prehensiveness of con-
tent, use of cohesive de-
vices, organization.
45
UNIT ANALYSIS
Essay AND THEN GANDHI CAME

Short story THE PRICE OF FLOWERS
Poem DEATH THE LEVELLER
Introduction
Literature enriches, refines and widens our aesthetic perceptions. It
also creates an awareness of the evils of society. Further, it changes
society beyond our powers of calculation with its humanising influence.
Literature also helps foster generosity and morality in us. Death is
the inevitable end of all life and our life must be well spent. It is our
actions and good deeds which give meaning to life. Words and deeds
t
are thus important. These chapters help learners uphold the importance
af
of values and attitudes in life. Understanding the Indian culture and

values will, no doubt, help the individuals to mould their character.
Dr
Concept:
The importance of culture, values and attitudes in life
Learning outcomes :
The learner:
2.1 maintains the relationship between words and deeds.
2.2 upholds the importance of values in life.
2.3 realizes the need for enriching the culture of India
2.4 develops an empathetic attitude as a real strength factor.
2.5 appreciates literature.
2.6 reads and comprehends analyses, and interprets a text.
2.7 makes use of correct concord in discourses.
2.8 uses reported speech in various contexts.
2.9 uses the skills required for dictionary-reference.
2.10 prepares and deliver speeches.
2.11 participates actively in group discussions.
2.12 drafts different types of letters.
46
2.13 prepares an appreciation of poems/short-stories.

2.14 reads, analyzes and makes notes.
2.15 summarizes a passage/text.
2.16 elaborates the ideas in the given line from the text.
2.17 prepares a critical review of poems/short stories.
2.18 sketches the character of a person systematically.
2.19 improves and enriches vocabulary.
2.20 prepares short discourses.
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47
1. AND THEN GANDHI CAME

- Jawaharlal Nehru
This excerpt is from Nehru's book "The a classic in India since its first publication
Discovery of India". It is about Gandhiji, in 1946. In 1955, Nehru was awarded the
a leader of his people, unsupported by Bharat Ratna, India's highest civilian
any outside authority. It explains how honour.
Gandhiji enlightened the freedom Unit Analysis
fighters, and brought about a vast
1. Entry activity
psychological revolution.
Let`s begin / Group Discussion
About the author
Time : 30 minutes
Jawaharlal Nehru was a key figure in
Indian Politics and India's freedom Concepts / skills
movement. He was the Prime Minister The essence of Gandhiji's teachings.
of India since its establishment as an Learning outcome
independent nation in 1947, until his
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Students demonstrate their ability to
death in office in 1964. He is considered
af
to be the architect of modern India as a uphold the importance of values in

sovereign, socialist, secular and life.
Dr
democratic republic. Process/suggestions

Nehru was a prolific writer. He wrote • Organizing group discussions to
many books such as "The Discovery of share the views of students about
India", "Glimpses of World History" and Gandhiji.
his autobiography, "Towards Freedom". • Circulating the entry text in the form
Of his collection of letters, 30 letters to of handouts to select groups of stu-
his daughter (written when she was 10 dents. The given text is the opinion
years old and in a boarding school in of Albert Einstein on Gandhiji. He
Mussoorie) was published as a book, wrote it on the occasion of Gandhiji's
"Letters from a Father to his Daughter". 70th birthday.
"The Discovery of India" was written • Discussing the opinions of other
during his imprisonment from 1942 to eminent persons on Gandhi, like
1948 in the Ahmednagar Fort. He was Martin Luther King, Pearl S Buck,
jailed for his participation in the Quit Tagore, U Thant, Richard
India Movement. The book provides a Attenborough, etc.
broad view of Indian History and culture. Listing the points of view of students:
Nehru says that India in the past was a - A leader of his people
country that lived in harmony and peace,
- A freedom fighter
but the evils of society corrupted the
people. The book is widely accepted as - One true to his words
48
- One having an unusual kind of clad as one of themselves, speaking to

power them in their own language… who else
has so unreservedly accepted the vast
Famous quotes on Gandhi
masses of the Indian people as his flesh
U Thant and blood…… Truth awakened
"Many of his principles have universal Truth…
application and eternal validity, and I A man of wisdom
hope the passing years will show that ……………….........................
his faith in the efficacy of non-violent
……………….........................
pressure as an agent for peaceful change
is as justified today all over the world • Ensuring the language expressions to
as it was in his time in India." be used in group discussions
Pearl S Buck • Evaluating whether the entry text was
successful in creating a good intro-
"He was right, he knew he was right,
duction about Gandhiji in students,
we all knew he was right. The man
along with improving their commu-
who killed him knew he was right.
nication skills, pronunciation, deliv-
However long the follies of the violent
ery, modulation of voice, use of body
continue, they but prove that Gandhi
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language, etc.
was right. `Resist to the very end`, he
af
said, `but without violence`. Of • Groupwise consolidation and presen-

violence, the world is sick. Oh, India, tation of the opinions of students,
Dr
be worthy of your Gandhi". as a short note, for the class.

Assessment
Will Durant
"Not since Buddha has India so • Through peer evaluation and
revered any man. Not since St. Francis teacher evaluation
of Assissi has any life known to history • Indicators: Short-note: / the essence
been so marked by gentleness, of Gandhian teachings/Coherence
disinterestedness, simplicity of soul / clarity of presentation / use of
and forgiveness of enemies. We have language, etc.
the astonishing phenomenon of a Opinions of eminent persons on Gandhiji
revolution led by a saint."
Discourse tips
Martin Luther King
To begin the discussion
"Gandhi was probably the first person
in history to lift the love ethic of Jesus It is a significant topic. Let's
above mere interaction between begin…..
individuals, to a powerful and effective Our topic is…….
social force on a large scale. Now let's share our views
about…..
Tagore
To express opinion
"Mahathma Gandhi came and stood at I feel ………..
the door of India's destitute millions,
49
I think…. 2. Read and reflect

I'm of the view ……….. Time : 45 minutes
I've no doubt that………
Concepts / skills
I hold the same opinion…
As far as I know….. • Impacts of the World War I
I believe…. • The essence of Gandhi's teaching`
To support the opinion of others/ • Gandhi's influence on the people
agreeing of India
That is what I was trying to • The psychological revolution that
say….. Gandhi brought about
Your ideas also support my Learning Outcomes
view…
I hold the same opinion. Students demonstrate their ability to
That's right. I also think so. comprehend, analyse the given
I fully agree... text and interpret it.
To disagree Process/suggested
I'm sorry, I don't agree….
• Creating an atmosphere in the class
I'm afraid, I feel differently…..
room for silent reading, comprehen-
t
I'm sorry, I don't think so..
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sion and reflection of the text using

To emphasize your opinion
I'm absolutely sure that…… while-reading questions and other
Dr
I've definitely no doubt that… questions.

I've no doubt that... • Ensuring comprehension (in groups
To ask for the opinion of others / in the whole class) of the text with
I think you seem to have a additional questions.
different opinion….. • Teacher talk / explanation of hard
What is your opinion about it? spots and teacher consolidation.
What are your comments? Assessment
To give suggestions
I suggest that…. Question-answer / Peer evaluation and
What about…. Teacher evaluation.
To surrender Criteria : Question-answer/
I concede….. Communication skills/Content /
You are right, I concede. Coherence/Clarity of presentation /Use
All right, then….. of language.
To interrupt the conversation 3. Note making
Just a minute…
Excuse me for interrupting you, Time : 25 minutes
but I feel/think… Concepts / skills:
Could you listen to what I have
• Techniques of note-making.
to say….
Pardon me…
50
Learning Outcomes: day, under the influence of competitive

Students demonstrate their ability to: industrialism, the slightest approach to
• read, analyse and make notes non-resistance is despised, and men are
expected to be able to keep their end
• summarize information in coherent
up. In practice, our effective morality
passages.
is that of material success achieved by
Process: means of a struggle; this applies to
• Creating an atmosphere in the class nations as well as to individuals.
room, for reading the text once again Anything else seems to us soft and
carefully and silently and for com- foolish.
pleting the activity of note-making ( Skeptical Essays-Bertrand
on the basis of the reading of stu- Russell)
dents.
4.Think and write
• Helping them to make a summary on
Paragraph writing
the basis of note-making.
Time : 20 minutes
An unfamiliar passage for note making
in an appropriate format. Concepts / skills
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A sample passage for note-making • Gandhi inspired the freedom
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fighters
Read the following passage carefully and • Organization of ideas in a
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make notes on it. Suggest a suitable paragraph

title for it also. Learning Outcome
We have in fact, two kinds of morality Students demonstrate their ability to
side by side: one which we preach but prepare short write-ups.
do not practice, and another which we Process/suggested
practice but seldom preach. • Creating an atmosphere in the class
Christianity, like all religions except room for sharing the views of
Mormonism is Asiatic in origin; it had students in groups.
in the early centuries that emphasis on • Listing the points of views of
individualism and other worldliness. students one by one.
From this point of view, the doctrine
• Presentation of their consolidation
of non-violence was intelligible. But before the class.
when Christianity became the nominal
Assessment
religion of energetic European princes,
it was found necessary to maintain that Process assessment through Peer
some texts were not to be taken literally, evaluation and Teacher evaluation.
while others, such as "render unto Indicators: Content, coherence, clarity of
Caesar the things that are Caesar's", presentation, use of language.
acquired great popularity. In our own
51
5. Speech Kalam 'Our daily needs as ordinary South

Time : 30 minutes
Africans.." by Nelson Mandela, "The
Light has gone…" by Jawaharlal
Concepts/skills: Nehru, etc.
• Relevance of Gandhian values • Preparing the script of the speech
• Preparation and delivery of a speech to be delivered on Gandhi Jayanthi
Learning Outcomes: Day.
Students demonstrate their ability to: • Delivering the speech before the
• prepare a script organizing relevant class, taking into account the tips
points. for public speaking.
• delivering a speech. Assessment
Process: • Through peer/teacher evaluation.
• Motivating students to brainstorm • Speech should highlight the relevance
ideas. of Gandhian values - body language,
• Listing the main points of views of eye contact, pronunciation, logical
development, etc should not be
students in grids.
ignored.
t
• ........................ Teacher inputs:
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1. The speech "I have a dream…." by

Dr
• Truthfulness Martin Luther King.

Gandhian I have a dream…….
Values • ........................ Martin Luther King. Jr
Five score years ago, a great American,
• Fearlessness
in whose symbolic shadow we stand
signed the Emancipation Proclamation.
• Peace This momentous decree came as a great
• Play about Harichandra beacon light of hope to millions of
• Book on Shravana Negro slaves who had been seared in
• Quit India Movement the flames of withering injustice.
• Non-co-operation Movement But one hundred years later, we must
• Showing video clips of motivational face the tragic fact that the Negro is still
speeches like "I have a dream…."by not free. One hundred years later, the
Martin Luther King Jr. life of the Negro is still sadly crippled
"I come to bury Caesar, not to praise him" by the manacles of segregation and the
by Mark Antony, "I am not worried chains of discrimination. One hundred
whether I live or die….." by Indira years later, the Negro lives on a lonely
Gandhi, "Sisters and brothers of island of poverty in the midst of a vast
America…" by Swami Vivekananda, ocean of material prosperity. One
"My vision for India…." by APJ Abdul
52
hundred years later, the Negro is still • Pronunciation

languishing in the corners of American • Brevity
society and finds himself as an exile in • Logical development
his own land. So we have come here • Clarity of presentation
today to dramatize an appalling • Illustrations and examples
condition. • Comprehensiveness of the
.……. We must not allow our creative context etc
protest to degenerate into physical 6. Group Discussion
violence. Again and again we must rise Time : 30 minutes
to the majestic heights of meeting Concepts / skills:
physical force with soul force. Go back
to Mississippi, go back to the slums and Each individual and society must
ghettoes of our northern cities, knowing ensure equal rights to women .
that somehow the situation can and will Learning Outcomes:
be changed. Let us not wallow in the Students demonstrate their ability to
valley of despair. participate in group discussion.
I say to you today, my friends, that in Process:
spite of the difficulties and frustrations • Enlisting women's rights.
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of the moment, I still have a dream. It • Discussing present conditions of

is a dream deeply rooted in the women with the help of news pa-
Dr
American dream. per cuttings.

I have a dream that one day this nation 7. Letter to the Editor
will rise up and live out the true Time : 30 minutes
meaning of its creed; "We hold these
Concepts / skills
truths to be self-evident that all men
are created equal." • Writing official letters
I have a dream that one day on the red Learning Outcome
hills of Georgia the sons of former Students demonstrate their ability to:
slaves and the sons of former slave • participate in group discussions.
owners will be able to sit down together • draft letters.
at a table of brotherhood. Process
I have a dream……………………..
• Creating an atmosphere in the class
Excerpts from the speech delivered on the room for sharing views about com-
steps at the Lincoln memorial in Washington mon issues.
DC., on August 28,1963.
• Listing the common issues one by
Discourse tips one.
Tips for public speaking: • Referring to a few national dailies of
• Body language a week and collecting reports about
• Eye contact instances where women were de-
• Voice modulation prived of their rights, and analyzing
53
how the issues related to women are The Xanadu

presented. Hyderabad
• Writing a letter to the Editor. 4. The salutation
Assessment 5. Subject heading
Indicators: Format, clarity, coherence, use (Sub: Ignoring the role of English)
of language. 6. Body/content
List of common issues - The reasons for writing the letter
-- Threat to communal harmony - Stating the problem/reaction
-- Drug addiction - Suggestions/opinion
-- Deteriorating living standards 7. The complimentary close
-- Stray animals 8. Signature
-- Bad conditions of local roads 8. Concord
-- Reckless driving Time : 30 minutes
-- Traffic snarls Concepts / skills
-- Pavement hawkers
1. Subject-verb agreement
-- Inadequate bus service
Learning Outcome
t
-- Commercialization of education
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-- Bad condition of local hospitals Students demonstrate their ability to

-- Women's issues use correct subject-verb agreement in
Dr
-- High price of essential commodities discourses.

-- Anti-social activities in your locality Process:
………….................................. • Creating the need for a deeper un-
………….................................. derstanding of the knowledge about
Discourse tips concord.
Format of a Letter to the Editor • Administering a task/work sheet re-
lated to concord for discussion like
The letter to the editor of a newspaper
this:
is a type of official letter. It provides a
forum for the people to express their Task sheet
strong concern about issues of social, 1. Five rupees is/are not a big amount.
political and economic interest. They 2. The police is/are coming.
can also express their reactions and 3. I as well as my children am/are com-
views about the news and views that ing.
appear in newspapers. 4. The novelist and poet has/have died.
Format: 5. One of the students is/are absent.
1. Sender's name
• Providing ample time for discussing
2. The date and assimilating concord rules with
3. Inside address the help of the language tips given
The Editor, in the Reader and of an advanced
54
grammar book. elements can be found out from the

• Completing the textual activity dictionary entry.
(Activity VI). The headword: The word at the
9. Word Finder beginning of each entry.
Time : 30 minutes The spelling: The spelling in other
Concepts / skills: English also.
The pronunciation: One or more
• Dictionary reference skill
pronunciations are given using a
Learning Outcomes: phonemic transcription and within
Students demonstrate their ability to straight brackets. To help correct
use dictionary reference skill pronunciation, stress marks are used.
Process: The etymology: It refers to the
• Looking up a dictionary to see how derivation or history of the word.
different meanings of words are The parts of speech: How the word
given in it. is used in a sentence is explained then.
• Discussing the purpose of a good The definition: It refers to what the
dictionary. head word means.
t
• Listing a few words from the Reader An example: An illustrative sentence
af
and finding out their contextual containing the word, using it as

explained by the definition.
Dr
meaning and the parts of speech to

which they belong to. And using A compound: The headword with
them in sentences also. another word added to it, making a new
• Completing the textual activity word`
(Activity VII). An idiom/phrase: A special way of
Using a dictionary using the word in a sentence, which it
A dictionary deals with the words of a is impossible to work out from the
language. It contains various kinds of definition alone.
information about words. A dictionary How to use an online dictionary:
can be a very false friend, unless it is Online dictionaries are easy. Choose a
used properly. An advanced learner's suitable online dictionary. Type in the
dictionary contains a large amount of word; example, "define: pierce". The
information about each word. Once the search engine will bring a large amount
word is located, several useful of information about the word.
55
2. THE PRICE OF FLOWERS

- Prabhat Kumar Mukhopadhay
The bonds of human relationship are very "Flowers", basically, express our varied
strong. They are so complex that it is emotions in life. Flowers have no price
difficult for us to explain. Words have a tag. They express our emotional
soothing effect and they cement the bonds attachment. In our happy moments, they
of relationship. bring us joy and on the contrary, on sad
About the author occasions they bring us consolation. The
significant character in the story is the
Prabhat Kumar Mukhopadhyay (1873- thirteen year old and disciplined girl,
1932) was a well known writer. He was Mag gie. She is quite realistic and
both a short-story writer and novelist. He fascinating. The general tone of the story
graduated from Calcutta University and is highly pathetic. We may even shed
went to England to study law. He tears along with Mr. Gupta.
returned to India as a lawyer He used to
t
10. Read and reflect
contribute poems to Bengali journals
af
from his early youth. Rabindranath Time : 45 minutes

Tagore inspired him to write short stories
Dr
Concepts / skills:
and novels. He has about 30 published • The bonds of human relations are to
works to his credit. His stories are
be very strong.
collected in more than a dozen volumes.
Kallia, Patrapushpa, Navakallia, • Indian culture and values
Farmata Babaji, Deshi O Bilati, Learning Outcomes:
Gahanar Baksha, are some of his Learners demonstrate their ability to:
significant stories . His stories are mainly • read, comprehend the given text.
based on realities, reflecting real people,
places and events, and his characters • develop an empathetic attitude.
belong to the middle class. Their hopes Process:
and aspirations, joys and sorrows are • Creating an atmosphere in the class-
woven finely into his stories. However, room for silent reading, comprehen-
the situations and coincidences give them sion and reflection of the text using
depth and unfold many layers of human while-reading questions and other
personality. The best example of such a similar questions in Activity 1.
story is his "The Price of Flowers". It
• Ensuring comprehension (in groups
was written in Bengali and has been
/ in the whole class) of the text with
translated into English by Lily Ray.
additional questions.
In "The Price of Flowers", Prabhat
• Teacher talk / explanation of hard
Kumar Mukhopadhyay admirably
portrays the life of a poor English family. spots and teacher consolidation.
56
Evaluation: 2. What impression do you form of Mr.

• Peer evaluation/ Teacher evaluation Gupta after reading the story?
• Indicators : Communication skills, 3. Describe the first meeting between
accuracy of responses. Mr. Gupta and Maggie.
Teacher tips 4. Was Maggie's family poor? Why? Jus-
tify.
Additional questions to explore
various aspects of literature 5. How did Maggie conclude that Mr
Gupta was not a yogi?
1. Literary works help us to study the
culture and values of people. What 6. Why didn't Mr. Gupta return the shil-
are the values we understand from ling to the girl ?
the story? List them below: 7. Why did Mr. Gupta take some money
- politeness with him when he went to see Mrs.
Clifford?
- hospitality
8. What is your impression about
- faith
Maggie after reading the story?
-
9. Who had great faith in the supernatu-
2. What impression does Mrs. Clifford ral powers of the crystal? And why?
t
get about India from her conversation
10. After learning about the death of her
af
with Mr. Gupta?

brother, Mag gie went to see
3. What is the role of the ‘crystal ring’ Mr.Gupta. What did she want to
Dr
in the story? know from him?

4. How do superstitions relate to the 11. The story probes the finer emotions
culture of people? of compassion and love for others,
5. Pick out the most poetic/ dramatic even in a strange land. Highlight this
situations in the story. aspect by quoting relevant instances.
6. A literary work is the author's re- 11. Discussion
sponse to the life around him/her.
How far is this statement true in the Time : 30 minutes
case of the story? What kind of a life Concepts / skills:
is portrayed in it? • Importance of values in life.
7. What does the author want to tell the
readers through this story? Learning Outcomes:
8. What is the intention of the author? Students demonstrate their ability to:
More questions for comprehension • participate in group discussion.
1 Do you think that there are many • uphold the importance of values in
myths about India in the minds of life.
the western people? Answer the ques- Process:
tion on the basis of the reading of the • Summarizing the story in a few sen-
story. tences.
57
• Finding Maggie who wishes to place of words, quality of language.

flowers on the grave of her dead Teacher inputs:
brother, as the central character of Words to describe Maggie
the story.
Thirteen years old, anxious figure, large
• Analyzing the emotional significance
eyes, affectionate, considerate, tender
of flowers --the consolation that the
hearted, hardworking, polite, sad
money she paid for the flowers pro-
expression, disciplined, polite manners,
vides.
sacrificing attitude, respectful, caring,
• Providing new titles for the story
sensitive, hard-working, poor, sad
based on the symbolization of a expression, sense of beauty, grateful to
flower; love, sacrifice, affection, etc others, pure soul, devotion to mother,
Evaluation: considerate, etc.
• Peer/Teacher evaluation. 1. Appearance of Maggie
• Indicators: Writing short notes, Thirteen years old
participation in group discussion, Anxious figure
suitable title. Large eyes
12. Character sketch ……….........................
t
Time : 45 minutes ……….........................
af
Concepts / skills: 2. Qualities / traits of Maggie

Hard working
Dr
• Features of a character sketch

Disciplined
Learning Outcome Polite manners
Students demonstrate their ability to: ……….........................
• participate in group discussion. ……….........................
• prepare a short write up. 3. Her attitude towards others
Respectful
Process: Caring
1. Picking out the words used by the ……….........................
author and other words personally ……….........................
opine to describe the character of 4. Personal opinion about the girl.
Maggie. ……….........................
2. Completing the chart given in the ……….........................
Reader based on the above words. 13. Web Diagram
3. Writing a brief character sketch of Time : 45 minutes
Maggie in a coherent passage.
Concepts / skills:
Evaluation:
• Categories of stories
• Peer evaluation and Teacher evalua-
tion Learning Outcomes:
• Indicators: Clarity, coherence, choice Students demonstrate their ability to
58
participate in group discussion. the main idea. Also one idea is

Process: maintained in one paragraph
• Discussing different types of stories. Order: Writing the sentences in a
• Matching the table in the Activity IV natural way according to their
• Finding the category to which "The importance in a natural way.
Price of Flowers" belongs to. Variety: The sentences to be differed
14. Write up in length and structure and style.
Time : 45 minutes Limit: Unnecessary details to be
avoided.
Concepts / skills:
A write-up must have a heading, usually
• Bases of likeness of professions. in capital letters. All the relevant points
Learning Outcomes: are dealt in its body. It should have an
Students demonstrate their ability to: introductory sentence and a concluding
• participate in group discussion. sentence.
• write on their personal interests. 15. Letter
Process: Time : 30 minutes
Concepts / skills:
t
• Discussing the statement "I want
af
work that will make me use my head, • Culture of India

brain work" in groups. • Drafting letters
Dr
• Relating this statement to their lives. Learning Outcomes:

• Preparing a write-up about the pro- Students demonstrate their ability to:
fession they like (individually).
• participate in group discussion.
• Presenting the write-up in front of
• draft a personal letter.
the class.
Process:
Evaluation:
Discussion and writing of a personal
• Peer evaluation and Teacher evalua-
letter.
tion.
Evaluation:
Discourse tips
1. Peer evaluation and Teacher evalua-
Write-up
tion
A write-up is a small unit of
Indicators: Format, coherence, choice of
composition. It is a group of sentences
words, quality of language.
expressing a connected series of
thoughts relating to one topic. It is the Discourse tips
development of a single main thought Format of a personal letter
or idea or experience. Personal letters are informal letters.
Features of a write-up They are written to friends and relatives.
Unity: The sentences to be logically Format:
arranged and they must be bore upon 1. Heading
59
Place persons over the telephone. At that

Date time they are not in the vicinity of each
2. The salutation other. But they can hear directly. A
good language function is, therefore, to
3. Body/message
be used then.
4. The complimentary close
Introducing
5. Signature
Hi Gupta, it is Maggie calling.
6. The superscription (on the enve-
lope ) Hello. This is Maggie calling.
16. Role play/ Telephonic conversa- I'm Gupta, can I speak to Maggie,
tion please?
Time : 30 minutes Hello, I am Gupta. May I know who
is on the other end?
Concepts / skills:
Hello, Gupta speaking. Can I get
1. Telephonic conversation Maggie?
Learning Outcomes: Hello Maggie, how are you?
Students demonstrate their ability to: Hello, is it 4446449039? Can I get
• participate in group discussion Maggie?
t
.........................................………..
af
• prepare telephonic conversations.

.........................................………..
Process:
Dr
• Discussion and writing of a tele- Connecting someone

phonic conversation. Please, hold on. I'll get her.
• Ensuring the language expressions in One second please.
telephonic conversation. May I know who you are?
Hang on one second.
Evaluation: Just a minute.
1 Peer evaluation and Teacher evalua- ..........................................………..
tion. ..........................................………..
Criteria: Enacting a likely conversation/ Making special requests
telephonic etiquettes /communication Can you hold for a minute?
skills Could you please repeat that?
Discourse tips Please tell me everything. I'll tell her.
Telephonic conversations ..........................................………..
..........................................………..
Telephone has become an unavoidable
Concluding conversation
factor in our day to day life. No day Thanks for calling.
passes without conveying messages I'll talk to you again soon, Bye`
over the telephone. A telephonic Talk to you later.
conversation is different from a face to OK. See you later.
face conversation. Actually, it is the We'll meet in person soon.
conversation generally between two All right. May I hang up?
60
17. Review Importance of dialogues

Time : 30 minutes Composition in the form of a con-
Concepts / skills: versation between two people.
1. Critical review It advances the stories.
Learning Outcomes: Reveals speaker's self.
Students demonstrate their ability to Climax
write a critical review of the story. The highest point/the turning
Process: point of the story
1. Detailed discussion in groups about It is the importance of turns/
the theme, style of narration, lan- twists/coincidences
guage, impact of words and expres- The part of story where the
sion, location, characterization, dia- excitement is pushed to its
logue, the opening and ending , etc. limits.
of the story . Plot
Evaluation: The sequence of events to
Peer evaluation and Teacher evalua- develop the basic idea.
tion The story that is told in it.
t
Indicators: Content, clarity, coherence, A secondary situation less impor-
af
clear personal opinion tant than the main plot is the sub
plot.
Dr
Teacher inputs:
Resolving problems/issues/
Tips :Short-story literary techniques mysteries.
for writing a review Characters
Definition of short story The central character-all the
It is a brief prose narrative with limited major events have some impor-
characters and situations. It generally tance to his character
concentrates on a single character and Character is revealed through:
on a single episode. Physical appearance
Constituents of story: Thoughts, feelings and dreams
Theme Actions-what a character does/
Characters does not do
Plots Reactions-what others say about
Incidents a character and how others react
Settings to the character
Development of story Suspense
Description Uncertainty or anxiety the reader
Narration feels about what is going to hap-
pen next.
Interaction
Setting
61
The time and place of a story 18. Reporting

Conflict Time : 30 minutes
Opposition between characters or Concepts/skills:
forces.
1. Direct and indirect speech
The conflict might be :
Learning Outcomes:
protagonist versus nature
protagonist versus society Students demonstrate their ability to:
protagonist versus antagonist • use correct reported speech in dis-
courses.
protagonist versus herself or him-
self Process:
Irony 1. Creating the need for a deeper un-
Verbal derstanding of the knowledge about
Situational reported speech.
Ending of the story 2. Administering a task/work sheet re-
lated to concord for discussion like
Dramatic and startling
this:
Life-like and natural
Task sheet
t
Moral
af
Language and style Rewrite the following into reported

speech?
Suitable to the characters and situ-
Dr
ations We chatted pleasantly and soon

The way of expressing something. reached a telegraph office.
Figures of speech "Let us wait for the Westminster bus
here." I said.
Symbolism
Allegory "Would you mind walking?", she
asked
Suspense
"Not at all", I answered, "If it is not
Irony
difficult for you."
Presentation
"No. I walk home every day".
First person point of view/the narrator
is a character in the story and the 3. Providing ample time for discussing
words like I, me, we are used. and assimilating reported speech
rules with the help of the language
Second person point of view/the
tips given in the Reader and an ad-
narrator tells the story. The pronouns
vanced grammar book.
you, your, yours, etc are used to address
the readers. 4. Completing the textual activity (Ac-
tivity IX)
Third person point of view/someone
outside the story is looking in and telling Evaluation:
the story as he or she sees it unfold. Peer evaluation and Teacher evaluation
Indicators: Accuracy
62
1. Conversion of assertive sentences

Change of tense in the speech part:
DIRECT SPEECH INDIRECT SPEECH
Simple present Simple past
Tom said, "I watch TV." Tom said that he watched TV.
Present continuous Past continuous
Tom said, "I am watching TV." Tom said that he was watching TV.
Present perfect Past perfect
Tom said, "I have watched TV." Tom said that he had watched TV.
Present perfect continuous Past perfect continuous
Tom said, "I have been watching TV." Tom said that he had been watching TV.
Change of modals in the speech part

Simple past Past perfect
Tom said, "I watched TV." Tom said that he had watched TV.
Past continuous Past perfect continuous
t
Tom said, "I was watching TV." Tom said that he had been watching TV.
af
Past perfect Past perfect

Tom said, "I had watched TV." Tom said that he had watched TV.
Dr
Past perfect continuous Past perfect continuous

Tom said, "I had been watching TV." Tom said that he had been watching TV.
Exceptions
Direct : He said, "Face is the index of mind" (proverbial truth)
Indirect : He said that face is the index of mind.
Direct : The teacher said, "The sun rises in the East" (geographical truth)
Indirect: The teacher said that the sun rises in the east.
Direct: "Two and two make four and not six."(factual truth)
Indirect: She said that two and two make four and not six.
Will Would
Tom said, "I will watch TV". Tom said that he would watch TV.
Shall Should
Tom said, "I shall watch TV". Tom said that he should watch TV.
Can Could
Tom said, "I can watch TV". Tom said that he could watch TV.
May Might
Tom said, "I may watch TV". Tom said that he might watch TV.
Must Had to
Tom said, "I must watch TV". Tom said that he had to watch TV.
63
Change of adjectives and adverbs in the speech part

This That
These Those
Here There
Yesterday The previous day
Now Then
Ago Before
Today That day
Tonight That night
Tomorrow The following day
Last month The previous month
Next week The following week
2. Conversion of interrogative sen- 3. Conversion of imperative sen-

tences tences
The reporting verb is changed into The reporting verb is changed into
ask/inquire/enquire, etc request/beg/entreat/ask, etc.
t
If the question begins with a No conjunction is needed to report
af
question word, no conjunction is the speech part.

Dr
needed. The imperative word is changed into

If the question begins with an auxil- infinitive one.
iary verb, if / whether is used to in-
troduce the speech part.
64
3. DEATH THE LEVELLER

- James Shirley
Deeds speak louder than words. Good 1666.

deeds will be remembered for ever. The Message of the poem
powerful poem, "Death the Leveller" is
The poem is a dirge spoken at the funeral
about the glory of deeds. It is a funeral
of Ajax and taken from Shirley's play,
song. It warns us against thinking that
"The Contention of Ajax and Ulysses".
social status, rank, royalty, position,
The death of the mighty hero makes the
power, nobility, etc exempts us from the
poet aware of the essential mortality of
final fate of all, for death knows no
humanity. The tone is resigned and
distinction between rich and poor, high
fatalistic. Death is a reality. No one
and low. Death is inevitable and is
can apprehend or fight it. We should live
inescapable.
differently without any fear of death. But,
About the author since death looms over us always and
James Shirley (1596-1666) was born in may snatch our life away without
t
London. After graduation, he took Holy allowing any time for the request of
af
Orders. In 1625, he converted to forgiveness over our faulty deeds, we

Dr
Catholicism and had to resign his have to think over our plans before
headmaster's post in St.Alban's Grammar carrying them out.
School. In order to earn a living for 1. Read and enjoy
himself, and his wife, he turned to the
Time : 45 minutes
theatre and started writing plays His
career as a playwright extended from Concepts / skills:
1625 to the suppression of stage plays • Good deeds will be remembered for
by Parliament in 1642. He published four ever
small volumes of poems and plays. His Learning Outcomes:
plays were witty and satirical, the themes Students demonstrate their ability to:
relating to current styles and attitudes.
Two famous plays of him were "The • read, comprehend, analyse and in-
Contention of Ajax and Ulysses" and terpret the given poem.
"The Lady of Pleasures". He survived • uphold the importance of values in
many upheavals in life time like a life.
personal religious conversion to Process:
Catholicism, the English Civil War, the 1. Creating an atmosphere in the class
Puritans and Oliver Cromwell, outbreaks room for silent reading, comprehen-
of the plague and exile in Ireland. H e sion and reflection of the poem us-
and his wife died as a result of privations ing while-reading questions and
following the Great Fire of London in other similar questions.
65
2. Ensuring comprehension (in groups/ Rhyme scheme

in the whole class) of the poemt with Rhyme scheme is the pattern of rhyme
additional questions. between lines of a poem. It is usually
3. Teacher talk / explanation of hard referred to by using letters to indicate
spots and teacher consolidation. which lines rhyme. Actually it is the
Evaluation: pattern of end rhymes.
Peer evaluation and Teacher evaluation "Death the Leveller" is structured into
Indicators: Appropriateness of responses. three stanzas with eight lines each /
(octaves). The rhyme scheme of the
Additional questions for
poem is ababccdd.
comprehending the poem.
The glories of our blood and state a
1. How does the title help in understand-
Are shadows, not substantial things; b
ing the poem?
There is no armour against Fate; a
2. Comment on any interesting uses of Death lays his icy hand on kings; b
language. Sceptre and Crown c
3. Identify the emotions and feelings in Must tumble down, c
the poem. How have they been com- And in the dust be equal made d
municated?
t
With the poor crooked scythe and
af
4. Why is death called the leveller? spade. d

5. What is the message of the poem?
Dr
6. Discuss the tone of the poem?
66
SAMPLE T.E QUESTIONS
I. Read the following dictionary entry carefully, and answer the

questions given under.
t
af
Dr
1. She speaks good English. Which part of speech does the underlined
words belong to?
2. She had a good look at the robbers. What is the contextual meaning
of the word ‘good’?
3. He is good ----cooking. (Fill in the blanks with correct preposition).
4. What is the superlative degree of good?
5. Make a sentence using ‘good’ as an expression of surprise.
6. "My grandfather is good to me" means………
a. My grandfather is very kind to me.
b. My grandfather is very pleasant to me.
c. My grandfather is very successful to me .
d. My grandfather is very satisfactory to me
7. What do you mean by ‘a good 10’ books?
II. Rewrite as directed
1. Supply a verb in agreement with its subject
a. The teacher with his students_______ just arrived.
b. Neither of the films ______ interesting.
c. I as well as my father _______ watching a film now.
67
d. A good deal of time _____ wasted on this case.

e. Either you or he _______ there.
III. Imagine you are Maggie and report the following dialogue.
"Are you leaving today?"
"Yes, Maggie, today is the day of my departure." the narrator said.
"How long will it take you to reach your country?"
"A little more than two weeks."
"In what part of the country do you live?"
"I have entered the Punjab civil service. I shall not know exactly
where I am posted until I arrive there."
"Is the frontier very far from there?"
"No, not very."
IV. Write a critical appreciation of the poem, ‘Death the Leveller.’

(Hints: Introduction-brief summary of the poem-poetic devices used
in the poem-message of the poem- personal opinion about the poem)
t
V. Read the extracts given below and, elaborate and comment upon
af
the contextual ideas in each of them in about 100 words.

a. And, yet fear builds its phantoms which are more fearsome
Dr
than reality itself, and reality, when calmly analysed and its
consequences willingly accepted, loses much of its terror.
b. The peasant was shaken up and he began to emerge from his
shell.
c. The glories of our blood and state
Are shadows, not substantial things
There is no armour against Fate.
VI. You are Girish. The illegal occupancy on roads and pavements has
resulted in increased rate of road accidents on one of the over-
crowded roads in your locality.
Write a letter to the editor of one of the newspapers about the
issue and suggest some remedial actions.
68

English Unit12

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English Unit12

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Unit 1

UNIT FRAME - UNIT I

individual for attaining success. speeches.

• Goal setting • Discusses, shares and presents • Reflects on his/her ambitions

Concepts/Skills Process/Activities with Learning Outcomes

• Inspiring lives of emi- • Video clipping (pre-reading). • Empathizes with others.

• Timeline as a chrono- • Reads the text again, collects the

• Information collected • Interviews a person. • Prepares a profile using the

Concepts/Skills Process/Activities with Learning Outcomes

• Selects the best speaker from the

Concepts/Skills Process/Activities with Learning Outcomes

analysis of theme, of the points.

• Write-ups to promote • Reads the article given in the text.

1.8 analyses a character and writes a paragraph.

Introduction to the Unit

• Completes the graphic organizer.

• e.g. : confidence, motivation, family support etc.

political campaign or in support of a cause.

Think and respond:

I. HIS FIRST FLIGHT

O'Flaherty abandoned his training for me some sunshine...'from the Hindi

• Teacher talk (explanation of hard comprehension - are closed-ended

ICT Suggestions / alternatives

• Auditory imagery - pertains to • Construct a thesis, i.e. concentrate on

self while brainstorming. Activity IV

Tree diagram Resultant feedback and consolidation by

(This story teaches us the important (It is very difficult to do something

II. I WILL FLY

Learning outcome: the opening credits and in the final

Their secret longing. Concept: Goal setting.

to prepare 2000 students from differ- Follow-up activity:

Resultant feedback and consolidation • Teacher assesses the process. The

• familiarizes himself/ herself with the Discourse inputs:

III. QUEST FOR A THEORY OF EVERYTHING

Learning outcomes: She has written several science books for

Resultant feedback and consolidation • Caius: pronounced as 'keys.'

philosophers of physics, and philosophers

Black holes: Give examples to substantiate your

Introducing the activity: file.

Hawking Interview (HBO)

Self and peer assessment

Indicators Concept: Group discussion involving

and presents them before the school

procedures. These can take a variety of • Your attitude and confidence

• Do not go into unnecessary details. • presents their views in groups.

Activity VI • does practice exercise.

Peer assessment Collocations can be adjective + adverb,

3. noun + noun • He has been asked to give a

Learning outcomes: strikes me personally as the most

spots and consolidation of ideas) Something Of Myself, published

Although it may not seem so to the

Assessment is, at some point of comparison, the

or inanimate object. The non-human compared to a pile of money won at

in. Thus, the symbolic meaning of an Activity IV

Learning outcomes: Extended activities:

Introducing the activity: Assessment:

SAMPLE T.E QUESTIONS

I will fly and fly

iii) Dr. Kalam hire' with the following lines,

UNIT FRAME - UNIT II

• Factual compre- • Silent reading. • Reads and comprehends

• Techniques of • Group activity • Reads, analyzes and

• How Gandhiji in- • Group discussion. • Summarizes a passage/