H.P.

DEFENCE ACADEMY
ENGLISH SPEAKING CAPSULE- Day 1
1. Introduction/ Speech Presentation: [ 45 min- 1 Hr]

Correct way of Introducing oneself and the points to be kept in mind while giving
an extempore/ speech etc. A comprehensive/ extensive explanation( plus a
handout preferably) to be given by the teacher.

a) Make eye contact. Eye contact shows that you're engaged in the
interaction. Eye contact is one way to connect with another human and
show that the other person has your attention. When you make eye
contact, it shows that you are open and engaged.
 If you're not comfortable looking straight into someone's eyes,
stare at the point between the eyebrows; they won't notice the
difference.
 If you’re in a group setting, make periodic eye contact with those
around you.
b) Smile. It is important to keep a genuine, bright smile when you meet a new
person. Be genuinely happy to meet someone new and to share a positive
experience and it will help create a genuine smile. Including the upper part
of your face in your smile creates a more genuine and less fabricated smile.
c) Use appropriate body language. Your body language should communicate
that you are confident and at ease. Stand with your head high and your
back straight, being careful not to slouch. Mirror the body language of
people around you. Also mirror the pace of speech and tone of speech of
those near you to built rapport.[3]

d) Greet the audience and state your name. Important to state your first and
last name. As you say hello and give your name, remember to speak clearly and
confidently. Say, "Good morning, I’m Vineet Fredrick or "How is everyone doing
today? My name is Vineet Fredrick"
e) Share some relevant information about yourself. After you provide your
name, which class you are studying in, share why you and the speech are
relevant, making sure you provide your importance just by your tone. The sort of
information you share will depend on the audience and the subject you'll be
talking about. If you're giving extempore, feel like you are the confident of the
topic, stick to the topic, no view is wrong. If you are about to speak on a pre-
decided topic, make sure you do your homework, be prepared and consider
yourself the master of the topic.

f) Provide any other relevant information. For instance, you can provide a brief
background of your credible experience. “My name is Vineet Fredrick and I am a
student of class 8 and I am going to present my views on the topic……”

g) Communicate effectively. From the very start, make sure your voice is loud
enough for everyone to hear you. Avoid mumbling by pronouncing your
consonants crisply. You can even ask the audience if you are speaking loudly
enough for all to hear. People will not be able to understand you or respect
what you are sharing if they cannot hear you.

h) Move your body. Body language is very important. Stand with good posture,
and move freely while you speak. Stand up tall, move your shoulders back instead
of slouching, and keep your hands free, using them to gesture when necessary. If
you don't have to stand behind a podium, then walk around to show the crowd
how comfortable you are and to make yourself look less stiff.

i) Respect people’s space. If you have much more to say, don’t kep on going…

j) Try to follow up with a question. Try asking a question or two related to the
topic. This would keep the audience engaged…

k) Close the conversation. Give a brief one liner/ summary of what you have said
like, “I would like to close off by saying….”. If your conversation was informal, you
can say "It was great meeting you, Vineet. Hope to see you around."

l) Say goodbye like a professional. Close off the speech by properly summing up
the topic and saying thank you in a proper manner.
2. Correctness/ Incorrectness of speech presentation: [20 Min]

An activity involving students only, demonstrating the dos and don’ts of

speech/extempore presentation…..

3.Phonics/ Pronunciation: [ 45 Min]

A total of 10 words per day with correct pronunciation to be given by the teacher
with correct pronunciation ( U.K Eng) followed by recitation by the students.
Students also to note down…

 POEM- Poy-em(wrong) poe-um(right)

 WEDNESDAY wed-ness-day(wrong) wenz-day(right)
 PIZZA pi-za(wrong) peet-za(right)
 BOWL ba-ohl(wrong) bohl(right)
 BREAKFAST bray-k-faast(wrong) brek-fust(right)
 VIDEO wee-diyo(wrong) vid-i-yoh(right)
 VIOLIN voo-ee-lin(wrong) va-yuh-lin(right)
 MONK mawnk(wrong) munk(right)
 EXTEMPORE ex-tem-pour(wrong) ex-tem-puree(right)
 BURY buh-rry(wrong) be-rry(right)
 TOMB taw-mb(wrong) toom(b) (right)
 DENGUE den-goo(wrong) den-gee(right)
 COUPON koo-pun(wrong) koo-pawn(right)
 IRON eye-run(wrong) aye-urn(right)
 RESTAURANT res-trawnt(wrong) res-tuh-rawnt(right)
 ENGINEER in-jee-near(wrong) en-juh-near(right)
 DATA daa-ta(wrong) day-ta(right)
 DEEMON dey-mon/de-mon(wrong) dee-mon(right)
 TOUR toor(wrong) too-uhr(right)
 SUBSTRACT subs-tract(wrong) sub-tract(right)
 MISCHEVIOUS mis-CHEEV-ee-us( wrong) MIS-chiv-us( right)
 CABIN kay-bin(wrong) Cab-In(right)
 DESERT dess-ert( wrong) Dez-ert(right)
  EXECUTIVE exe-cute-tive(wrong) eggs-eck-uh-tiv(right)

 BIOLOGY Bi-o-logy(wrong) bai-awe-lojy(right)

 QUOTE coat(wrong) kwo-te(right)
 SALON Sa-lun(wrong) sa-lawn( right)
 POLICE pu-liss(wrong) pu-leece(right)
 ANTARTIC ant-ar-tic(wrong) ant-arc-tic(right)
 ATTHELETE ath-e-leet(wrong) ath-leet(right)
 ELECTION elec-shun(wrong) e-lec-shun(right)
 ESCAPE ex-cape(wrong) es-cape(right)
 FEDERAL fed-ral(wrong) fed-e-ral(right)
 JEWELERY jew-lery(wrong) jew-e-lry(right)
 MUTE mu-te(wrong) mo-oot(right)
 OFTEN off-ten(wrong) off-fen(right)
 AUSTRALIA oss-tra-lia(wrong) auss-tra=lia(right)
 PARLIAMENT par-la-ment(wrong) par-lia-ment(right)
 SILICON sili-cone(wrong) sili-con(right)
 BANQUET ban-kway(wrong) ban-kwet(right)
 NICHE nee-ech(wrong) nee-esh(right)
 LIAB:E lie-bull(wrong) li-ah-bull(right)
 GIF gi-ff(wrong) ji-ff(right)
(Graphics Interchange Format)
 Most importantly, pro-noun-cia-shun(wrong) pro-nun-
cia- shun(right)

4. Ice Breaker/ Moral Dilemma: [20 Min]

Each day one situation/ question to be given to students the answer of

which they have to write on a piece of paper with their name and those
answers will be read out aloud in the class by fellow students in the
guidance/ presence of a teacher. (Answers should be real, what they feel
and not ideal).
Classroom problem solving activities need not be dull and routine. Ideally,
the problem solving activities we give our students will engage their senses
and be genuinely fun to do. The activities and lessons learned will leave an
impression on each child, increasing the likelihood that they will take the
lesson forward into their everyday lives.
Day 1 question: You go to a shop and the shopkeeper gives you extra Rs
20 as change. What will you do?

Day 2 question: You are overcome with hurt and anger when a classmate
spreads a lie about him. What would your action be?

Day 3 question: You are stumped on an important math test and you have
the perfect opportunity to cheat without getting caught. What do you do,
and how do you explain your decision?

Day 4 question: The incoming school president was caught breaking the
school rules. Should he be permitted to take office or should the student
body hold a new election?

Day 5 question: Jennifer knows her parents won't let her go to "the big
party" if they find out the host's parents are out of town. Should she lie
about it?

Day 6 question: Is it okay to carry a few extra napkins home from a

restaurant you visit, given the fact the restaurant is an expensive one and
charges a lot for it’s food?

Case studies ( especially for senior students)

Case study 1:

THE SITUATION
(present this to your students, especially seniors)
Erin knew something was weird when her parents greeted her after school by
saying, “Nice report card, Honey! We knew you could do it!” She put her backpack
down and picked up the report card from the kitchen table. English: A, Math: A-,
World Civilization: B+, Chemistry: A-. Erin looked again. And again.The chemistry
grade was wrong, there was no doubt about it. Erin thought back to last week.
She went into the final exam with an A-, but she received a C- on the exam. She
had been devastated. So much so, that she didn’t say anything about it to her
parents.So, what happened? Her teacher must have either miscalculated Erin’s
grade, or hit a wrong key when he was entering the grades. The science final was
worth forty percent of her grade. That would make her chemistry grade a B-. The
real question was, “Now what?”For better or worse, today was the first day of
semester break. Erin had a week before she would see her teacher again. She had
a week to figure out if she should tell the teacher about the mistake. She called
her best friend.“Why should you say anything?” was her friend’s response. “It was
the teacher’s mistake, not yours. That grade could decide whether or not you get
into the college you want.” Erin could see her friend’s point of view but
something didn’t sit well with her. Could she live with the idea of always knowing
that grade was a lie? The truth was, maybe she could.The week crawled by. By
Sunday, Erin was feeling a bit more clarity around her decision, but she was still
uneasy. That night at dinner she told her parents about her dilemma. She told
them how she knew the “right thing” to do was probably to tell her teacher about
the mistake, but she also knew how competitive grades and college applications
were at her school. Even despite the lower grade in chemistry, she worked hard
as a student and deserved to go to a good school as much as anyone, and that
grade would affect her overall GPA. At the same time, how would it feel to finish
off the year seeing that teacher in the hallway every day, or how will it feel next
year looking back on this choice?

What should Erin do?

NOTES FOR THE FACILITATOR (this is for you)

This is a case that almost everyone can relate to. We have either known someone
who has experienced a similar situation, experienced one ourselves, or imagined
what we might do if something like this were to happen to us. It tugs at our ethics
in some conflicting ways. One decision might make Erin feel she has done the
right thing in the moment by telling the teacher about the mistake, but what
about her chances to really prove herself at her first choice college? At the same
time, remaining silent might give her what she wants—the higher GPA—but what
will that decision feel like later even if she gets into her first choice college?

When I spoke to the teenager who was faced with this dilemma, she was both
torn and fairly philosophical. She was frustrated with the current system of highly
competitive tests and grades determining so much of her future. She questioned
the effectiveness of such a system and was angry that simply because she might
not test well on multiple-choice tests, she may lose a spot in college to someone
who may not truly be the better overall student. She also had a tight group of
friends who were amazed that she would even consider telling the teacher. This
made her decision even more difficult.

This is a good case if you want to get your group to practice some real back and
forth conversation around ethical choices. Most likely, you will get a nice sized
camp on each side of this issue. This case also lends itself well to having students
practice the art of reflective listening and persuasive argument. Often, if I stay out
of the way (except for a couple of pointed questions), students change camps
several times before the end of the discussion.

DISCUSSION QUESTIONS

(also, debate topics, writing assignments, etc.)

a.What might make this decision a hard one for Erin? Would this be a difficult
ecision for you? Why? Why not?

b. Why do you think Erin waited almost a week to talk to her parents about her
dilemma? If you were in her shoes, how long would you wait? Would you tell
them at all? Would your choice depend on whether you told your parents or not?

c. What you do in Erin’s place? Explain how and why you would.
d. Erin’s friend had a strong opinion about what she should do. How much would
your friends’ input affect your choice?

e. If you were Erin’s friend, what points might you tell her that might help her
make her decision?

f.What traits does one need to have to be a “good student”?

g. If Erin chose to keep the mistake a secret, does that make her guilty of
“academic dishonesty”?

h .Have you or someone you know ever had to make a similar choice where it felt
like there was lot to lose in the process?

Case 2:

Case Study:

Sam knew something was weird the second he got to class on Tuesday morning.
He saw kids whispering and pointing at him. Some were looking at him funny. He
sat down next to his best friend and picked up the graded report the teacher, Mr.
Crosby, had graded over the weekend. Sam looked at the ” A-“ and forgot about
the rest of the class for a minute. He had worked hard at that report and was
thrilled it had paid off. He looked up and saw a bunch of kids staring at him. While
the teacher cleaned up the white board, Sam whispered to Dylan, “ What’s going
on?” Dylan, looked down and said quietly, “Conner told everyone you copied your
report from the internet.” “ But, that’s a lie!” Sam said. “I never cheat and
everyone knows it.” He was hurt and angry. He couldn’t focus the rest of the
morning in class.

At recess he went up to Conner and asked him if he had really told everyone he
had cheated. “ It’s no big deal,” Conner scoffed. “ I only told a few people. Lighten
up. It was just a joke.” Sam turned and walked away. He wanted to yell at Conner,
or hit him, or something. He just wanted to make Conner feel as bad as Conner
had made him feel.
For the next two days, Sam avoided Conner but Sam and Dylan made up as many
lies as they could think of about Conner to get back at him. They told kids that he
was jealous of anyone who did well in school because he almost failed fourth
grade last year. They told the girl Conner liked that he still wet his bed sometimes.
But it wasn’t helping. Sam was still just as mad at Conner. In fact, all he thought
about now was Conner and what he had done.

On Thursday, Mr. Crosby had all three boys stay to talk with him during recess. He
told them they had until the end of recess to work out whatever it was that was
going on between them. If they had not all forgiven each other by the end of
recess, they had to go to the principal’s office. Then Mr. Crosby left the
classroom.The three boys stared angrily at each other waiting for someone to say
something. Sam didn’t know what to say. All he knew was that he was tired of
being mad and hurt. What could he do to make it stop? And what did Mr. Crosby
mean by all forgive each other?

Moral Dilemmas and Kids

How to solve?

The idea of forgiveness is a tricky one for all young people, but especially
elementary age kids. They don’t have sufficient experience to understand how
forgiving someone can actually make YOU feel better. The act of letting go of
negative thoughts and actions is a challenge for young kids and teens because the
drama and emotion truly suck them in and they lose perspective. Once that
happens, pride locks them in. Often they see no real way out. They need help
understanding and discussing the concept of forgiveness. They need help to see
that they have the power within themselves to achieve peace again, not the
person who hurt them.Can younger kids can really grasp this concept. As most of
you know, they can. It is the lack of discussing this concept of forgiveness that is
the obstacle. Younger kids actually “get it” better than the teens (or adults). And if
we bring this topic to the proverbial table more frequently, and make it more real
for the younger kids, perhaps it will make the soap operas of the high school years
more manageable.Moral dilemmas involve lot of mental conflict between two
choices, in which choosing one would result in offending another. At such
situations, it is important for a student to choose between the two unpleasant
situations and take the right decision.

Case 3:

Imagine you are walking to a store with your friend Gia. She tells you that Kayla, a
student at your school, stole money from the cafeteria and blamed Gia for it. As a
result, Gia was suspended for two weeks and had to pay the money back.As you
and Gia walk into the store, you see Kayla. Gia pushes Kayla slightly and drops a
pair of earrings into Kayla's purse. The alarm sounds once Kayla tries to walk out
of the store. She is pulled aside by security for shoplifting, and they call the police.
Kayla tells them that she is innocent and that Gia dropped the earrings in her
purse. Gia calls Kayla a liar and asks you to back her up.If you tell the truth, Gia
will get in trouble again and will face consequences from the law and her parents.
Kayla will go unpunished for originally stealing money from the cafeteria. If you
do not tell the truth, Kayla will finally be punished for stealing, and Gia will have
her revenge. However, you may be committing a crime by lying to the police
officers, and Kayla's punishment will be more severe than it would have been for
stealing money in the cafeteria.

a. The police arrive and ask for your version of the story. What do you say?
b. Who’s right in your opinion? Gia or Kyla?
c. If at all Gia was saying the truth that Kyla stole the money, are her actions
justified?

Case 4: Robin Hood Robber

You have witnessed a man rob a bank, but then, he did something
completely unusual and unexpected with the money. He donated it to an
orphanage that was poor, run-down and lacking in proper food, care, water
and amenities. The sum of money would be a great benefit to the
orphanage, and the children’s lives would turn from poor to prosperous.
Would you:

a: Call the police and report the robber, even though they would likely
take the money away from the orphanage,

Case 5: Friendship

Two-Guys-Talking-In-Coffee shop: Jim has the responsibility of filling a

position in his firm. His friend Paul has applied and is qualified, but
someone else seems even more qualified. Jim wants to give the job to Paul,
but he feels guilty, believing that he ought to be impartial. That’s the
essence of morality, he initially tells himself. This belief is, however,
rejected, as Jim resolves that friendship has a moral importance that
permits, and perhaps even requires, partiality in some circumstances. So he
gives the job to Paul. Was he right?

b: Do nothing and leave the robber and the orphans alone?

Case 6: Doctor’s Sick Patients

You are a very skilled doctor with five dying patients, each of whom needs a
different organ in order to live. Unfortunately, there are no organs available
to perform any of the transplants. It just so happens that you have a sixth
dying patient, suffering from a fatal illness, who will die sooner than the
other five if not treated. If this sixth patient dies, you will be able to use his
organs to save the five other patients. However, you have a medicine you
 can give to this sixth patient that will cure his illness and he won’t die.
Would you:
a: Wait for the patient to die and then harvest his organs or
b: Save the patient even though the other patients won’t get organs.
If you chose to administer the medicine, would you still do so even if the
medicine will not cure the patient, but, instead, delay his death to some
short term future date or time after the five patients will have died? Why

5. Vocabulary Building/ Dictionary Activity: [45 Min]

There are several strategies and concepts which can be employed for building
vocabulary. However, below we're going to cover just a few of the proven
strategies and concepts we believe are at the core of effective and life-long
vocabulary building – for students of any age.

Read. read. read.

Independent reading is key! The biggest factor influencing vocabulary is the

sheer volume of reading performed. Studies show that regular independent
reading and reading a rich variety of texts, provides the most positive
impact on vocabulary. Students who develop a habit of reading at a young
age, develop large vocabularies and have a greater ability to understand
written and verbal communication than students who don't read regularly.
It's just a fact, people with extensive vocabularies typically read a
lot.Developing an extensive vocabulary requires reading publications
covering various subjects and texts, including magazines, text books,
novels, etc. We recommend spending at least 20 minutes a night reading.
One night read a novel. The next a magazine. And when you read,
sometimes read aloud. Reading aloud from time to time provides the added
benefit of hearing the words you're reading.Instead of consulting a
dictionary every time you encounter an unfamiliar word while reading, try
to determine word meaning by evaluating the context of the sentence and
 surrounding words. Searching for clues in surrounding text will not only
help you decipher word meanings, it will cement in your memory what a
word means and improve your recall for future recognition and use.

Make it personal through association

Relating words to your life will make them easier to remember and use again. The
best way to do this is to associate newly learned words with people you know,
places you're familiar with, or important events in your life. Many people rhyme
new words they learn with words they already know to improve retention. This is
called "association". Associating new vocabulary with something already stored in
your brain makes it much easier for your brain to recall the new word in future.

Make it fun!

Building vocabulary is a very important aspect of life-long learning, personal

fulfillment and academic advancement, but let's be honest, it's not always the
most enjoyable activity – especially for younger children. If you want to make
building vocabulary effective, it needs to be fun.Utilizing word games is an
effective strategy for increasing vocabulary. Since games are engaging and fun,
children will usually devote more time studying vocabulary when it involves a
game. Word games are effective for helping anyone build their vocabulary, but
can be especially effective with adolescents or small children who get with
reading and other vocabulary building exercises.

Repetition

One of the best ways to increase vocabulary is through repetition. Throughout the
day, repeat a word you're trying to learn to embed it within your memory. You
can also write down a word multiple times on a piece of paper to improve your
memory. Writing a word down provides the added benefit of seeing the word
again and again.
Create Sentences.

Another repetition strategy frequently used to improve vocabulary is to create a

sentence using a word you're trying to learn and then repeating the entire
sentence several times. Repetition of a word, within a context that communicates
its meaning, is a powerful strategy for enhancing vocabulary

 ACTIVITY-Students will be given a total of 15 words, a day to search the

meaning from the dictionary and note down in the note book. This will help
them in developing speed while accessing the dictionary as well as it
enhances their vocabulary. Example sentences will be given post each word
to substantiate the exercise.
 Adversary- someone who offers opposition
E.x=>The students are united by shared suffering, and by a common
adversary.
 Aplomb- great coolness and composure under strain
E.x=>I wish I had handled it with aplomb.
 Apprehensive- in fear or dread of possible evil or harm
E.x=> Virga still feels apprehensive when visiting an unfamiliar zoo.
 Aptitude- inherent ability
E.x=> I was recently asked in an interview, what is more valued by
companies – aptitude or attitude?
 Attentive-taking heed
E.x=>You make sure to be extra attentive to your friend.
 Banish- send away from a place of residence, as for punishment
E.x=>Napoleon loses so big that he is banished to an island.
 Barricade-block off with barriers
E.x=>The Secret Service ordered nearby streets and parking lots barricaded
for security.
 Bluff- frighten someone by pretending to be stronger than one is
E.x=> Most of the time what Bravo did was running to the crease and
bowling a slower one, he was bluffing.
 Brackish- slightly salty
E.x=>Brackish water can be used, but freshwater is easier and less costly.
 Brandish- move or swing back and forth
E.x=>Hart brandished a “Free Hugs” sign as he stood alone in front of a
police barricade.
 Commotion- confused movement
E.x=>Moments later came commotion, followed by shouts of “Stop pushing
me!”
 Concoction- any foodstuff made by combining different ingredients
E.x->There are some food combos that blend beautifully with each other to
create truly tasty concoctions.
 Conspicuous- obvious to the eye or mind
E.x=>Today, the link is more conspicuous: highlighted in blue, it appears
directly beneath the site’s login form.
 Contortion- a tortuous and twisted shape or position
E.x=>There was tumbling, human pyramids and bodies stretched into
extraordinary contortions.
 Counter- speak in response
E.x->The seller can then accept, counter or reject the offer.
 Cunning- shrewdness as demonstrated by being skilled in deception
E.x=>Moreover, it was no secret that Cleopatra had ruthless cunning and
superior intelligence.
 Debris-the remains of something that has been destroyed
E.x=>The blast rattled their homes and sent debris flying onto nearby
properties, they said.Washington Times
 Defiance-a hostile challenge
E.x->Schools still could expel students for violating school rules or laws and
could suspend students for willful defiance of authorities in grades 4
through 12.
 Deft- skillful in physical movements; especially of the hands
E.x=>To make it work requires a deft hand.
 Destination=the place designated as the end, as of a race or journey
E.x=> Airports get stacked up with planes that can’t take off for their
destinations.
 Diminish- decrease in size, extent, or range
 E.x=>By Friday morning, most of the heavy rain is expected to diminish.
 Disdain-lack of respect accompanied by a feeling of intense dislike
E.x=>In the visage of Grumpy Cat, it seems, her fans found the perfect holy
expression of indifferent disdain for all things.
 Dismal- causing dejection
E.x=>It’s been a pretty dismal month, as far as world events go, but the
news wasn’t all bad thanks to some very entertaining on-air mishaps.
 Dispel- force to go away
E.x=>For most of us, dispelling the darkness is as simple as turning on a
light.
 Eavesdrop- listen without the speaker's knowledge
E.x=>They eavesdrop on the noises that other birds make while hiding food
in order to steal the stash later, new research shows.
 Egregious- conspicuously and outrageously bad or reprehensible
E.x->Prosecutors questioned him about killings and other egregious human
rights abuses perpetrated by his regime.
 Ember- a hot, smoldering fragment of wood left from a fire
E.x=>“Every hot spot is an ember that, if not contained, can become a new
fire,” Obama said.
 Emerge- come out into view, as from concealment
E.x=>They say that program has helped them emerge from the shadows,
making possible a work permit, a Social Security number and enhanced self-
respect.
 Engross- consume all of one's attention or time
E.x=>I don’t know how long I was reading; I was so engrossed in the paper
that I did not hear any footsteps.Long
 exasperation
 a feeling of annoyance
 Like many a teenager on his school holidays, Parys is in bed, his mother
explains with exasperation.The Guardian (Aug 2, 2014)
 exhilarate
 fill with sublime emotion
 “To see Yosemite Falls coming to life this morning is truly exhilarating,” Park
Superintendent Don Neubacher said in a statement.
 Falter- move hesitatingly, as if about to give way
E.x=>“The rocket has faltered, but it won’t crash,” he said.

 Foresight- seeing ahead; knowing in advance; foreseeing

E.x=>But nobody had the wherewithal or foresight to think that day would
actually happen.
 Fragrance- a distinctive odor that is pleasant
E.x=> After 30 minutes in the oven, what hits you first is the enticing, warm
fragrance that fills your kitchen.
 Furtive- secret and sly or sordid
E.x=> What muffled whispers do they share, what furtive games are they
playing?
 Grueling- characterized by effort to the point of exhaustion
E.x=> As of Dec. 19, 22 students will have made it through a grueling
curriculum that requires about 700 hours of computer code.
 Gusto- vigorous and enthusiastic enjoyment
E.x=>They each approach their tasks with gusto that can only be admired,
even if the results can’t.
 Habitation- the act of dwelling in or living permanently in a place
E.x=> Although the area is not fit for human habitation, many poor people
who work in the coal mines live here.
 Hasten- speed up the progress of; facilitate
E.x=>Rather than wait for that day, he set out to hasten its arrival.
 Headway- forward movement
E.x=>At times, you feel like you’re struggling to run forward, going through
the motions but making no headway, frozen in place.
 Ignite- cause to start burning
E.x->Firefighters say the blaze started when stain-soaked rags ignited on
the front porch.
 Illuminate- make free from confusion or ambiguity
 E.x=> The problem is that for illuminating answers, you need to ask the
right questions.
 Impending- close in time; about to occur
E.x-> First, he gives the enemy 12 days of warning about impending air
attacks.

 Imperious-having or showing arrogant superiority

E.x=>It was a little scary how quickly he flipped from friendly to
imperious.New York Times
 Jabber- talk in a noisy, excited, or declamatory manner
E.x=>A parrot jabbered atop its cage and a monkey squealed and battered
at its bronze ring, until its owner brought bananas.
 Jargon- technical terminology characteristic of a particular subject
E.x=> Steer clear of jargon, me-too claims, and statements without
substance.
 Jostle- make one's way by pushing or shoving
E.x=>In Jerusalem, great religions have crowded and jostled their way down
through millenniums.
 Jut- extend out or project in space
E.x=>From its long beak juts a fearsome tooth.
 Kindle- call forth, as an emotion, feeling, or response
E.x=>Recently in class I saw the fire of an idea flicker in a first-year student’s
eyes—and so to kindle it I cold-called him.
 Knoll- a small natural hill
E.x=>The home, set on a quarter-acre knoll, has views of the city, the
Hollywood Reservoir and the Hollywood sign.
 Luminous- softly bright or radiant
E.x=>It was briefly one of the most luminous stars in the galaxy.
 malleable
 easily influenced
 “Memory is so malleable or volatile that each time we see something, the
memory is actually influenced and re-created.”
 Materialize- come into being; become reality
 E.x=> By the time people reach their 70s, they’re beginning to look back at
the plans they made and dreams they had that never materialized.
 Meander- move or cause to move in a sinuous or circular course
E.x=> Instead of straight paths and noisy throngs, the new park will have
meandering walkways and quiet places for picnicking nestled in gently
sloping "lawn valleys."
 Meticulous- marked by extreme care in treatment of details
Ex=> It's a six-page scene and very meticulous, step by step.
 Misgiving- uneasiness about the fitness of an action
E.x=> Quite a few said they had come despite the misgivings of parents who
wanted them to focus on studying.
 Momentum- an impelling force or strength
E.x=> Mitchell believed that a song’s momentum should always push
upward, ascending like the slope of a mountain into the unknown.
 Monotonous- sounded or spoken in a tone unvarying in pitch
E.x=> Unfortunately, their monotonous verbiage reminds me of Charlie
Brown’s teacher in the “Peanuts” TV shows.
 Multitude- a large indefinite number
E.x=> They surround you in their multitudes - hundreds, maybe thousands
of them, swooping and stinging and injecting venom into your flesh.
 Muster- gather or bring together
E.x=> Fans chanted and hollered and enriched the arena with as much life
as they could possibly muster.
 Narrate- give a detailed account of
E.x=> Standing amid bags of garbage, he starts sorting, tearing open plastic
bags and narrating his finds.
 Obscure- not clearly understood or expressed
E.x=> The book contains little plot, an abundance of obscure poetry and the
untimely death of three protagonists.
 Ominous- threatening or foreshadowing evil or tragic developments
E.x=> “Evil forces around the world want to harm Americans every day,” an
ominous voiceover states.
 Outlandish- conspicuously or grossly unconventional or unusual
 E.x=> Not everything in the show is outlandish; some events are all too
realistic.
 Persistent- stubbornly unyielding
E.x=> It says, “together, if we face obstacles and counter the negative with
a persistent positive, we might just change the world.”

 Pertinent- having precise or logical relevance to the matter at hand

E.x=> You write about things that feel pertinent and urgent to you, and that
varies depending on what stage of life you are going through
 Plenteous- affording an abundant supply
E.x=>"The harvest truly is plenteous, but the labourers are few."
 Potential- existing in possibility
E.x=>What potential global threat should policymakers pay more attention
to?
 Precipice- a very steep cliff
E.x=> "Every minute of every day, we were on the precipice of failure,
which is an exciting place to be," Marsh says.
 Pristine- completely free from dirt or contamination
E.x=> Back at the jail, Snow White is getting under Anna's skin a bit --
shaking her once pristine view of the princess.
Quell- overcome or allay
E.x=>The White House has tried to quell anxieties about the danger of
Ebola spreading in the United States.
 Recluse- one who lives in solitude
E.x=> Long before his days as the world’s most famous recluse, Howard
Hughes flew planes fast and far.
 Recuperate- restore to good health or strength
E.x=> Sleep is the time when your body recuperates and rebuilds from the
day’s stress
 Replenish- fill something that had previously been emptied
E.x=> They bring in dredged sand to replenish the beach.E.x=> The truth is
that we need only look at recent human history to find real, live, utterly
repugnant evil.
 Restitution- a sum of money paid in compensation for loss or injury
E.x=> While restitution is paid to the victim, criminal fines and felony
assessments are paid to a crime victims’ fund.
 Sabotage- destroy property or hinder normal operations
E.x=> “We want at least a district that won’t sabotage the dreams of its
youths.”
 Scarcity- a small and inadequate amount
E.x=> Water—its scarcity, quality and the regulations affecting it—is
becoming a new corporate headache.
 Scurry- move about or proceed hurriedly
E.x=> Ever wonder how cockroaches scurry around in the dark while you
fumble to switch on the kitchen light?
 Serenity- the absence of mental stress or anxiety
E.x=> The surrounding waters and beautiful pools that surround the hotel
create a real sense of calm and luxurious serenity.
 Sociable- friendly and pleasant
E.x=> Running with others is really sociable and great fun
 Somber- grave or even gloomy in character
E.x=> It was also the day before one of the most somber of American
anniversaries: Pearl Harbor was bombed 73 years ago Sunday.
 Specimen- an example regarded as typical of its class
E.x=> The researchers detected it in older starfish samples, museum
specimens from as early as 1942.
 Stamina- enduring strength and energy
E.x=> A 6-year-old might not want to walk the mile into Petra, but
teenagers have enough physical and intellectual stamina to appreciate
going to these places.
 Subside- wear off or die down
E.x=> The virus has a history of subsiding, then flaring up again.
 Swagger- a proud stiff pompous gait
E.x=> The Giants had arrived here with the swagger of a team that had won
two of the last four World Series titles.
 Swarm-move in large numbers
 E.x=> In “ Swarm” mode, the robots instead follow one another, like
children chasing a soccer ball.

 Tactic- a plan for attaining a particular goal

E.x=> Technology has been used as a crime-fighting tactic, but not as a tool
to determine what happens during a police action.
 Terse- brief and to the point
E.x=> It’s a request to which Dipper responds, with terse eloquence,
“Weird.”
 Translucent- allowing light to pass through diffusely
E.x+. It comes in several colors, including attractive translucent ones.
 Uncanny- surpassing the ordinary or normal
E.x=> The Dark Sky App tells you the weather where you are with an
uncanny accuracy.
 Unsightly- unpleasant to look at
E.x=> But that’s just a quibble, an unsightly pimple on what is a greater
problem.
 Versatile- able to move freely in all directions
E.x=> Eggs are among the most versatile foods and the proteins change
when you heat them, beat them or mix them with other ingredients.
 Vigilant- carefully observant or attentive
E.x=> Because there are so many scammers out there, banks are vigilant
about verifying that you are who you say you are.
 Vulnerable- capable of being wounded or hurt
E.x=>Second, older cells are more vulnerable to this damage—or less able
to repair themselves.
 Waft- be driven or carried along, as by the air
E.x=>The birds were chirping, and a warm breeze wafted through the
screens.Washington Post
 Waver- pause or hold back in uncertainty or unwillingness
E.x=>He is tough as nails, never wavers, speaks the truth and stays focused.
 Weather- face and withstand with courage
 E.x=> You even get subjected to ridicule, and you have to weather that
storm.
 Zeal- a feeling of strong eagerness
E.x=>The enthusiasm has caught on among his regulars, who come often,
linger and talk about pumpkins with the zeal of converts.

6. Personality Development: [10-30 Min]

a) Students to write down 5 personality traits about yourself. ( Teacher to

explain what are personality traits giving examples like confidence,
hardworking etc.) or the teacher can give the students 5 specific personality
traits.
b) On a scale of 1-5 each student to mark him/herself on those specific traits
written by him. ( again, responses to be actual not ideal)
c) Teacher to evaluate then student by student, the strong suites and the
traits which need to be worked on.
d) Teacher to pen down the latter and would be worked upon later in the
workshop/capsule.
 This is an important and continuous activity and will be continued and
assessed….

One specific activity each day. Today’s …

Learn something about your neighbor---

The students in the class can be separated into pairs and each person is asked to
listen to the life story/ home time of the other. After that each student is asked to
give a 1- min presentation on that individual. This activity can be made more
interesting by including such things as: a secret which nobody else knows/ my
proudest moment…
7. Video/Digital English Activity: [30-45 Min]

This will serve multiple purposes. Word Recognition+ Spell Check+ Grammar+
Pronunciation+ Creative abilities. A video to be played with…

a) Audio+ Subtitles. This helps in pronunciation+ Spellings+ the context of the

words.
b) Audio mute+ Subtitles On. This helps in the recall memory of the words
which the students have heard the first time round.
c) Audio off+ Subtitles off. This helps on the memory grounds as well as
familiarity with the words and when and how and in what context thise
specific words were used
d) One last exercise for senior students can be included (optional). A mute
video without audio and without subtitles to be played and students to fill
in with the dialogues. This would be a creative level exercise.

8. Etiquettes Development: [30-45 min]

One important etiquette will be discussed daily by the teacher present.

Today’s etiquette: Dinning Etiquettes/ Table Manners

One of the important aspects of personality development and personal

grooming is dining etiquette. When it comes to any meeting/
gathering/conference, you do not want to have poor dining etiquettes
especially when there is a risk of losing a lot. Unfortunately, there are many
people that do not pay attention to dining etiquettes but sometimes, it is these
impressive manners that can win you respect as well as shows your manners.
Here are some of the dining etiquette tips that can help you to make a better
impression the next time you are asked to a formal dinner.
a. When to start Eating: At a small table of only two to four people, wait until
everyone else has been served before starting to eat. At a formal or business
meal, you should either wait until everyone is served to start or begin when
the host asks you to.

b. Take small bites and do not open your mouth and chew your food. Often
when attending a dinner, you will be talking to those around you. Make sure
that you do not talk with food in the mouth. . No one wants to see an
individual who chews with his or her mouth open. Finish you morsel, swallow
it, and pat your table napkin on your mouth and then talk. Smaller bites allow
you to chew through your food faster, allowing you to talk to anyone quickly.

c.Try avoiding to eat with your hands. For some reason, people still pick food
items with their hands. This should be avoided especially when you are in a
professional setting. Try and pick those food items that so not require you to
use your hands. Choose items that you can easily cut with your knife and pick
with a fork. Even when you are using a finger bowl, do not put both your hands
in it. Only dip one hand at a time. Gently pick up your table napkin and wipe
your hands with it.

d. Handling Utensils:

1)Hold your fork in your left hand, tines downward.

2)Hold your knife in your right hand, an inch or two above the plate.

3)Extend your index finger along the top of the blade.

4)Use your fork to spear and lift food to your mouth.

e. Napkin Etiquettes:

1)Place the napkin in your lap upon seating.

2) When leaving the table temporarily, put the napkin on your chair.
 3) At the meal's end, fold your napkin and place it to the left of your place
setting.

f. In case you need to pick an emergency call while dining, please take
permission from people sitting with you and excuse yourself to go out of the
restaurant to talk. When you come back after the call, do apologize to people that
you are dining with and then get involved with the discussion in the meeting
again.

g. Don’t put your elbows on the dinner table. The act of resting your elbows on
the table is generally a sign that you are tired and/or bored. This is surely not the
impression you want to give others while you are attending a formal dinner.
Hence remember to not rest your elbows on the table the next time you go for a
formal dinner.

h. Not ordering anything/ eating anything is a sign that you are not comfortable
in that setting and gives an impression that you do not mingle with people that
easily. All said and done, dining etiquette should not restrict you from enjoying
your meal and relaxing!

Plus a video demonstrating good table manner/ etiquettes will be shown….

9. Extempore on: [20-30 Min]

 My three favourite animals and why?

 What would you find in my closet?
 The best letter of the alphabet…
 A trip to remember…
 If only I could eat three food…
 Three surprising facts about me…
 If I could travel through time, I will….
 The smartest cartoon character is…
 This is made fun made activity for students which will not only help with
their spoken English part but also cater to their imaginations…

10. Creative Writing Exercise as home work:

This again is meant to be creative/out of box thinking activity which will not only
serve the purpose of written English part but also binds the interest of the
students invoking their creativity…

 You become a character in your favourite video game and…

 You get stuck in an elevator with…
 You come back from the school to find a surprise gift on your bed. What
does it contain?
 You find Rs 500 note on the road. How will you spend it?
 You win a cooking contest for your famous ---------recipe.