Government of Tamil Nadu Refresher Course Module 2021-2022 English

Government of Tamil Nadu
REFRESHER COURSE MODULE

2021-2022
12
ENGLISH
Department of School Education

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12th_English_RCM.indd 1 14-08-2021 12:15:32

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CONTENTS
S.No Title Page No.

1. Question tag 1
2. Relative Pronoun 3
3. Modals/Semi Modals 6
4. Derivatives 8
5. Conditional Clause 10
6. Subject Verb Agreement - Concord 12
7. Dialogue Writing 14
8. Sentence Pattern 16
9. Articles & Determiners 18
10. Prepositions 20
11. Tenses 22
12. Linkers 25
13. Direct and Indirect Speech 27
14. Transformation of Sentences – Simple, Compound & Complex 30
15. Active & Passive Voice 32
16. Clipped Words 36
17. Polite Alternatives/ Euphemisms 38
18. Homophones/ Confusables 40
19. Homonyms/Heteronyms 42
20. Blended words 44
21. Figure of speech 46
22. Describing a Process 48
23. Notice Writing 50
24. Drafting an e Mail 53
25. Summary writing/ Note making 55
26. Report writing 57
27. Article writing 59
28. Listening skill 61
29. Reading skill 63
30. Speaking skill 66
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1 QUESTION TAG
Learning Outcome
99 Solves grammar exercises with/without context.
Teacher Activity
Warm up Activity
The teacher asks few simple ‘yes or no’ questions like the following to motivate the students.
• Do you like coffee? – Yes, I do.
• Did you study yesterday? – No, I didn’t.
Teacher Activity 1
The teacher introduces question tag by writing a few examples on the black board.
E.g., She is a dancer, isn’t she? They are not writing, are they?
Then he/she explains what a question tag is. Question tag is a short question added to a statement. It
is used in conversation. Question tags are used for agreement, confirmation, warning, invitation and
request.
Teacher Activity 2
The teacher shows the important rules written in a chart to frame question tags.
The Question tag always begins with the auxiliary or modal verb found in the sentence.
If the statement is affirmative, use a negative tag.
E.g., Rani is a doctor, isn’t she?
If the statement is negative, use a positive tag.
E.g., They are not studying, are they?
Question tags end up with the personal pronouns.
E.g., The boys – they, My sister – she, The old man – he, Rani – she.
Question tags are always used in contracted forms like : do not – don’t, will not – won’t, is not –
isn’t, are not – aren’t, shall not -shan’t.

Teacher Activity 1
The teacher writes some more specific rules in a placard and makes the students understand one
by one.
Statements with the negative idea take a positive tag. Words like “none, never, nothing, nowhere,
little, few, badly, rarely, scarcely, hardly, seldom” have negative meaning.
E.g., They could hardly walk, could they?
Though the subjects ‘someone, some body, any one, no one, nobody, everything, everyone and
everybody’ are singular in meaning, the pronoun ‘they’ is used in the question tag.
E.g., Everyone attended the function, didn’t they?
The verb ‘am’ in the statement takes ‘aren’t’ as its tag verb.
E.g., I am a teacher, aren’t I?
In imperatives, the subject ‘you’ is hidden. So the subject of the tag is also ‘you’.
For warning and invitation “will you” is used as a tag. For polite requests and obligation “would
you” is used as a tag.
E.g., Join us for lunch tomorrow, will you?
Don’t make noise, will you?
Follow the traffic rules, would you?
Please lend me your bike, would you?
If there is no auxiliary verb in the sentence then the tag is formed with “do, does, did” form of
verbs.
E.g., I love cricket, don’t I?, Sheela sings sweetly, doesn’t she?, They played well, didn’t they ?
A sentence that begins with ‘Let’s…..’ takes ‘shall we?’ as a question tag.
E.g., Let us go for a walk, shall we?
A rising tone is used if the speaker really wants to know the answer, and a falling tone for agreement
and confirmation.
Student Activity
The students are divided into several groups. The students from one group presents the sentence
and the next group present its question tag. It continues till all the students get the chance.
Assessment
In each of the following tag questions there is a mistake; identify it and correct it.
1. He comes every Friday, isn’t he?
2. She didn’t watch the film, don’t she?
3. You weren’t invited to the party, was he?
4. He hasn’t lived here long, have he?
5. It’s great to see each other again, are we?

2 RELATIVE PRONOUN
Learning Outcome
Teacher Activity
Warm up Activity
The teacher asks the following riddles and the students come out with the answers.
It is a virus that kills many people.
He was a teacher, who became the president of India.
He is a comedian whose comedies we enjoy.
He was a president whom the people admire the most.
It is a hill station where everyone wants to visit.
It is a device used for communication to which every one is addicted.
Teacher Activity 1
The teacher here introduces the relative pronouns to the students.

A relative pronoun refers to some noun going before, which is called its antecedent (going before). In
other words it denotes a relative to an antecedent word, clause or sentence.
Teacher Activity 2
The teacher shows the chart containing the riddles which she has already dealt with in the warm up
session. She makes the students identify the relative pronouns in the sentences. As they identify, she
writes them on the board: that, who, whose, whom, where and which.
Teacher Activity 3
The teacher draws a tabular column on the board and explains how the relative pronouns are used
in sentences.
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Preceding noun Relative Pronoun Uses
When the preceding noun is a person ‘Who’ and ‘Whom’

can be used.
To be more precise, ‘Who is used when the answer is the

subject (like: he, she, they).
‘Whom’ is used when the answer is the object (like: him,

Person Who, Whom her, them).
E.g., Dr. Radhakrishnan was a teacher who became the

president of India. (Who became the president of India?
He not ‘him’)
Dr. A. P. J. Abdul Kalam was a president whom everyone

admires. (Everyone admires him not ‘he’)
‘Whose’ is the only possible relative pronoun for posses-

Possessions
Whose sive forms.
(person/things)
E.g., I saw a girl whose hair was so beautiful.
When the antecedent is a place, we have to use the relative

pronoun ‘where’.
Place Where
E.g., Rameswaram is the place where Dr. A. P. J. Abudul
Kalam was born.
The teacher explains that/which can be used if the an-

tecedent is a thing or animal. Use ‘that’ if the information
is essential for understanding and use ‘which’ if the infor-
Things That, Which mation is extra or additional.
E.g., My phone, which is an iPhone, is not working.
My phone that I bought yesterday is not working.
Student Activity
The students are asked to write five of their friends’ names on a paper. Then they have to write some
sentences about each friend using relative pronouns. Likewise, they are asked to write about their
teachers, famous personalities and interesting places using relative pronouns.

Assessment
I. Fill in the blanks with the relative pronouns.

1. Joe is the boy ________ came first in the running race.
2. I got the book __________ was lost yesterday.
3. This is the house _________ I was born.
4. Who has moved the paper ________ I left on the table?
5. This is the director _________ film got Oscar award.
6. The doctor _______ they called was an expert.
II. Match the following by using the apt relative pronouns.
S.no A Relative pronoun B
1. A dentist……….person whose I admire

2. A cellphone……..device who culture is ancient and good
3. Agra………….place whom looks after our teeth
4. Tamilnadu………….state that everyone loves to visit
5. Gandhiji……………..leader where is used for communication

3 MODALS/SEMI MODALS
Learning Outcome
Teacher Activity
Warm up Activity
The teacher asks the following question. What will you say to leave the class? The students say ‘May
I leave the class’, ‘May I go out’…etc. The teacher writes it on the blackboard and underlines it and
introduces the topic.
Teacher Activity 1
The teacher explains the difference between Main Verbs, Auxiliaries, Modals and Semi Modals.
Main Verbs It can stand alone, or they can be used with a helping verb, also called an auxiliary
verb. E.g., learn, read, write etc.,
Auxiliaries Helps the Main Verbs. Can function as Main Verbs as well. E.g., be, do, have.
Modals Used to express functions such as permission, ability, obligation, prohibition, lack of
necessity, advice, possibility, probability etc.,
E.g., can, could, shall, should, will, would, may, might, must
Semi Modals Verbs that sometimes behave like modal auxiliary verbs. It creates a unique meaning.
E.g., ought to, used to, need, dare.
Teacher Activity 2
The teacher presents the following modals:
Modals Expressing Example

Permission Can I have some water?
Can Possibility Overeating can cause obesity.
Ability I can ride a horse.

Permission Could you please listen to me?
Could Ability He could lift a sack of rice before this fever.
Possibility It could take a downward slide in a few days.
Belief My friend will be in her shop now.
Will Willingness She will explain this clearly.

Promises I will finish it in time.
Request Will you help me to complete my work?
When I missed the bus I thought I would be late to school.
Would in past Mother would not permit me to go to films often.
Would you please pass the salt?
Suggestions We shall have a cup of tea.
Shall Offers Shall we dance?
Ask for advice What book shall I refer to for this?
Advice All should be vaccinated.
Should
Logical conclusion You should be tired after your exams.
It may rain tonight as it is so hot now.
Not sure May I borrow your book for two days?
May
Asking /giving
Might Lockdown might be completely lifted in a fortnight.
permission
Might I copy this?
Must Necessity to do something We must follow the rules.
Semi Modals Expressing Example

Logical
He ought to be tired after his travel.
Conclusion
Ought to You ought to avoid such examples.
Advice
Students ought to follow the instructions.
Obligation
Used to Forgotten habits He used to play football when he was a student.
Need Necessity You need not to submit your assignment today.
Dare Challenging How dare you shout?
Student Activity
Students are divided into two groups. Each one is asked to say a sentence using Modals and Semi
Modals. The other group should pick out the verb and guess what they express.
Assessment
The students are asked to frame sentences as many as possible using Semi Modals.

4 DERIVATIVES
Learning Outcome
Teacher Activity
Warm up Activity
Students are asked to add prefix or suffix to make meaningful words. For example, honour –
honourable.
jump honest happy comfort

Then the teacher asks the students to divide root words and affixes.
Teacher Activity 1
The teacher explains that Derivatives are forming new words from a root word. They’re used to
transform the root word into a different grammatical category. Such transformations are done by
adding Prefix or Suffix with the root words. The teacher shows the following chart and explains how
root words derive new words when affixes are added to them.
Prefix Root word Derivative Suffix Root word Derivative

Anti- climax anticlimax -ment measure measurement
Bi- cycle bicycle -en wood wooden
Mis- place misplace -ess lion lioness
Re- start restart -less care careless
Im- patient impatient -ful care careful
Dis- honest dishonest -able comfort comfortable
Non- existence nonexistence -ment engage engagement
Teacher Activity 2
The teacher explains the following derivatives.

Adjectives to Adverbs Verb to Nouns Tense Derivatives
Adjectives Adverbs collect collection look looked
Slow Slowly energize energy run runs
Clear Clearly laugh laughter kill killed
Hopeful hopefully excite excitement come comes
Glamorous Glamorously bake baker finish finished
Student Activity 1
Group Activity
Students are divided into three groups. One group is asked to say a root word. Next group would say a
Derivative for that root word. Third group would identify in what way the word has changed.
Student Activity 2
Individual Activity : Students are asked to fill in the blanks with correct Derivatives.
Verb Noun Adjective Adverb
accommodate accommadation --- ---
activate
admire
advise
Assessment
Fill in the blanks with the correct form of Derivative:
1. She visited an ____________ [amuse] park with her friends.
2. The boy stopped _______ [sudden]
3. He is __________ [aware] of the dangers in that project.
4. It is still ________ [rain]
5. He ____________ [go] for a walk every morning.

5 CONDITIONAL CLAUSE
Learning Outcome
Teacher Activity
Warm up Activity
The teacher presents the pandemic scenario and elicits their inferences pertaining to the impact of
corona. If corona had not affected the globe,
• The number of deaths could have been averted.
• People would not have lost their livelihood.
• The economy would not have nosedived.
If we follow the government’s guidelines, we can be safe.
Teacher Activity 1
The teacher then presents the following:

In every household, the following statements are often heard, right?
(Father to Son) - If you secure distinction, I will get you a bike
(Son to Father) - If I had a bike, I would drop you in your office.
(Father to Son) - If you had put more effort, you could have scored more marks.
From the above, the teacher helps the students to infer that a conditional sentence always has a cause
and an effect.
Teacher Activity 2
The teacher presents the three most prominent conditional clauses and its functions and helps the
students to give more examples.
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The real conditionals express
If + subject + simple factual or habitual conditions
E.g., If you eat organic food,
Type 1 present…., subject + will/ which have the possibility to
you will be healthy.
can/may/shall + v1… occur in the future or in the
present.
The unreal conditionals ex-
press hypothetical conditions
If + subject + simple
which have no possibility
past/where…., subject E.g., If I were a bureaucrat, I
Type 2 to occur in the past, present
+ would/could/might/ would help the poor.
or future. But describe what
should + v1…
could/might have occurred
supposedly.
If + subject + past perfect The type 3 conditional refers
E.g., If he had prepared well,
(had +v3) …, subject to an impossible condition
Type 3 we would have performed
+ would/would/might/ in the past and its probable
well in the exam.
should + have + v3 … result in the past.
Student Activity 1
To engage all the students, the teacher exhorts them to create new sentences using the end of
the previous one. For example, the teacher begins with a sentence. ‘If I secure high marks, I will get
admission in a reputed college’. The next student taking the clue from the end of the previous sentence
and says ‘If I get admission in a reputed college, I will get appointment easily’, the next student ‘If I get
appointment easily, I can buy an apartment soon’….This conditional train chugs non-stop till the last
student answers.
Student Activity 2
The teacher bifurcates the class into two groups namely cause and effect. A member of the cause
group says the part of the ‘If ’ clause with cause (If we grow trees) and the member of the Effect group
has to complete it with the effect part (we will get fresh air). In this way, using the three types of
conditionals, students shall frame sentences.
Assessment
Rewrite the given sentences using the ‘IF’ clause.

A. Be sincere. You will win laurels.
B. I am not a King. I would abolish poverty.
C. Rajiv did not have a car. He reached the venue late.
D. Ajay must plan well. He may accomplish the mission.
E. Veni came late. Hence, she got a seat in the last row.
F. Avoid junk food. You can be healthy.
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SUBJECT VERB AGREEMENT
6 - CONCORD
Learning Outcome
Teacher Activity
Warm up Activity
The teacher shows the following table and asks the students to find out the difference between the
two columns.
A B
This boy sings well. These boys sing well.
An apple tastes sweet. Apples taste sweet.
Her friend stays here. Her friends stay here.
The subject in each sentence in table A is singular and the verb is also singular. Similarly, the
subjects of the sentences in table B are plural in number and the verbs are also in the plural form.
Teacher Activity 1
The teacher explains the topic “Subject – Verb Agreement”, by explaining that subjects and verbs
must agree with one another in number (singular or plural). Thus, if a subject is singular, its verb must
also be singular. Whereas, if a subject is plural, its verb must also be in plural. The verb in a sentence
agrees with its subject in person and number. This agreement is called the Grammatical Agreement
or Concord.
Then she/he presents the rules for ‘Concord’
The teacher writes the following rules on the blackboard with examples:
When two subjects are joined by ‘and’, the verb is plural.

Rule 1
E.g., Rice and wheat are the staple foods in India.
When singular subjects represent one collective idea, a singular verb is used.
Rule 2
E.g., Slow and steady wins the race.
When two singular subjects are practically synonymous, the verb should be singular.
Rule 3
E.g., Health and prosperity is the need of the hour.
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When ‘if connectives’: with, together with, along with, in addition to, except, besides,
like, no less than etc. are used to combine two subjects, the verb agrees with the subject
Rule 4
mentioned first.
E.g., The President of America together with his dignitaries is invited to the function.
When two subjects are joined by ‘as well as’, the verb agrees in number and person with
Rule 5 the first one.
E.g., He as well as I is fond of music.
When two or more pronouns in the singular are connected by: or, nor, either…or,
Rule 6 neither…nor, they take a singular verb.
E.g., Neither Kiran nor her brother is to blame.
Words such as: each, either, neither, no one, any one, every one, someone, anybody,
Rule 7 somebody, everybody are singular and take singular verbs.
E.g., Each of her sons wants to buy a car.
The verb is singular for collective nouns.

Rule 8
E.g., The angry mob is shouting violently.
Teacher Activity 2
The teacher asks the students to go through the above rules and helps them to fill in the blanks.
1. Every country ________ (have/has) its own army.
2. The people _________ (are waiting/is waiting) for the game to start.
3. A herd of cows ________ (are/is) grazing in the pasture.
4. You and your friend _________ (deserve/deserves) the best.
5. The government __________ (have/has) promised to reduce the taxes.
Student Activity
The teacher asks the students to write ten sentences on their own, by using the correct subject –
verb agreement.
Assessment
Spot the error and replace it with suitable verbs according to the subject.
The Nunthorpe players was not downhearted by their recent cup defeat. Joe Ellis, the Captain, have
spoken for all the team when he said that they would be trying for the trophy again the next year. He
congratulated the supporters who was magnificent. Neither the manager nor he himself were feeling
downcast and they was all looking forward to the next season. Each of the team members were keen
to challenge for thenext season title. Everybody were confident.
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7 DIALOGUE WRITING
Learning Outcome
99 Develops questions for quiz, survey, scripts for drama.
Teacher Activity
Warm up Activity
The teacher gives different situations like…. how will you order coffee in a restaurant? / how will
you clarify your doubts with your teacher? etc., The teacher helps the students to frame questions
according to the situations provided.
Teacher Activity 1
The teacher presents the following:

Procedure for Dialogue Writing
It would be good if you start your conversation or dialogue with a question. For Eg: May I
come in? / Can I help you? / What are you doing?
Th
e first speaker should start his speech with polite phrases like, ‘Good Morning’, ‘Happy to see
you’, ‘Pleasant, hearing from you’ etc...
The situation given should be rightly used for framing questions.
When questions are asked, the appropriate explanation or the right answers should be given.
W
hen the dialogue / conversation is closed, concluding phrases like, ‘Thank You’ or ‘Nice
meeting you’ should be used.
Teacher Activity 2
Commonly dialogues or conversations are framed in the ‘Question/ Answer’ pattern.
May I come in? Yes, you may come in.

Where are you going? I am going to school.
What do you want? I want an ice-cream.
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How much does this cost? It costs two hundred rupees.
What is your name? My name is Ashok.
Appropriate usage of pronouns.
Person Number Nominative Possessive Accusative

I Singular I My Me
I Plural We Our Us
II Singular You Your You
Student Activity
The teacher asks the students to ask questions and give correct answers to the situation given below.
Fruit Vendor Customer

_________________? I want some fruits.
Which fruit do you want? _________________?
_________________? No, nothing else.
_________________? Yes, I have brought a bag.
Student Activity
The teacher gives several situations in general and asks two students to come forward and have a
conversation.
Assessment
1) Write a dialogue between a passenger and a ticket examiner.

2) Spot the errors in the given questions and frame correct questions.
i. What are the latest news?
ii. When shall we arrive in our destination?
iii. Describe the incident in details.
iv. Have anyone paid the fees?
v. Where is your pants?
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8 SENTENCE PATTERN
Learning Outcome
Teacher Activity
Warm up Activity
In order to motivate the students, the teacher shows the following chart and asks the students to
comment on it.
is dancing Kala Plays Raghu cricket the playground in Class the interesting is
The students come out with answers like…. the words are jumbled, the sentences are not in proper
order, the sentences are not meaningful. Then the teacher asks the students to rearrange it. She/He
then introduces the importance of sentence structure.
Teacher Activity 1
The teacher introduces sentence patterns by writing a few examples on the blackboard. The sentence
pattern consists of the following units and presents a few examples.
Rama eats banana

Subject (S) A subject performs the action in a sentence.
S
Priya sings.
Verb (V) Action done by the subject.
V
Object (O) An object of a sentence is the receiver of the

action.
Type 1 (IO) A direct object is ‘whom’ or ‘what’ the action My aunt gave me a recipe.
Indirect object is being directly done to.
IO DO
An indirect object is the noun ‘for whom,’
Type 2 ‘to whom,’ ‘for what,’ or ‘to what’ the action is
Direct object (DO) being performed.
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Babu is a doctor.
The description that comes after a linking verb
is called a subject complement, because it C
completes — or complements—the subject. (Subject complement)
Complement (C)
The complement which expresses the quality or They made her angry.
identity or condition of an object is called Object
C
Complement.
(Object Complement)
An adjunct is a word, a phrase, or a clause

She comes here often.
Adjunct (A) that can be removed from a sentence without
A
making the sentence grammatically wrong.
Teacher Activity 2
The teacher helps the students in identifying sentence pattern.

The baby cries. S+V
Rani often eats chocolates. S+V+O
My grandparents always tell me stories. S+V+IO+ DO
My friend has sent a letter to me. S+V+DO+IO
The creative chef cooked. A+S+V
They came suddenly. S+V+A
Her eyes are beautiful. S+V+C
They named him Raju. S+V+O+C
I lost my purse with money in the bus. S+V+O+C+A
Student Activity
The students are asked to go through the above steps and frame suitable sentences for the patterns
given below.
S+V+O S+V+A S+V+O+C S+V+C
S+V+DO+IO A+S+V S+V+O+C+A S+V+IO+ DO
Assessment
Identify the pattern for the following sentences.

1. We completed the work on time _______________________
2. John made him leader ______________________________
3. Ram’s father is a lawyer ____________________________
4. She sold me her old car ___________________________
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9 ARTICLES & DETERMINERS
Learning Outcome
Teacher Activity
Warm up Activity
The teacher tells a riddle to the students, “I am a two letter word, I am used before apple, egg, ink
pot, orange, umbrella…. who am I? To which grammatical family I belong?
The students guess the answer “An” & “Articles”.
Teacher Activity 1
The teacher shows the following chart at first and explains the definition for Articles & Determiners.
Then he/she gets examples from the students.
Articles Determiners
Articles (“a,” “an,” and “the”) are determiners or

noun markers that function to specify if the noun Determiners are words that come before a noun
is general or specific in its reference. and serve to modify the noun. Determiners
The articles “a” and “an” are indefinite articles. modify nouns by providing context and
They are used with a singular countable noun specificity to the noun.
when the noun referred to is nonspecific or
generic. That cat is very fat. The word ‘that’ is the
The article “the” is a definite article. It is used determiner. The determiner moves to specify
to show specific reference and can be used with exactly which cat the speaker is referring to, in
both singular and plural nouns and with both order to clarify and contextualize the information.
countable and uncountable nouns.
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Teacher Activity 2
The teacher presents the types of determiners.
Possessive
Articles Ordinals Numbers Demonstratives Quantifiers
Adjectives
Some, Any,
First, Second, My, Your, His,
One, two, four, This, That, Every, More,
a, an & the Third, Last, Her, Its, Our,
twenty etc. These, Those. Much, Few,
Next etc. Your, Their.
Little.
The teacher writes few sentences on the black board &helps the students to fill in the blanks. Later
the teacher asks the students to explain its type.
1. I have _________ sweets in the box.
2. _________ Mount Everest is the highest peak in the world.
3. My brother and _________ brother are friends.
4. _________ apple is rotten.
5. Sunita came _________ in the race.
Student Activity
The teacher divides the students into several groups and asks the students to write10 sentences
using as many determiners as possible. The group with many determiners are the winners.
Assessment
The teacher asks the students to use their text book and select one lesson from it and circle as many
determiners as possible.
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10 PREPOSITIONS
Learning Outcome
Teacher Activity
Warm up Activity
The teacher writes the following sentence on the board. ‘The dog sits the table’. Then the teacher
asks the students what is wrong with the sentence (E.g., it’s missing a word; it doesn’t make sense).
Then the teacher explains that, in this sentence, it is unclear how the dog and the table are related to
one another.
Teacher Activity 1
The teacher presents the definition for Preposition as “A Preposition is a word or a phrase that is
used to show the relationship between a noun and another noun”. E.g., The Park is near her house.
The teacher then presents the chart describing the different types of Prepositions with examples.
S.No Type Example
at, on, in (at 10.30am, at bedtime, In 1991, in December,

1 Preposition of Time
on Christmas, on holiday)
at college, at home, in the taxi, in the sky, on the way, on

2 Preposition of Place
the radio.
to the park, towards the tunnel, through the window, into

3 Preposition of Direction the shop, across the river, over the mountain, along the
road, in the class, on the ground.
about smart phones, of the guests, for you, with his

4 Preposition for Agent
brothers.
5 Preposition for Instruments by Simon, with the black pen.

to, of, about, at, before, after, by, behind, during, for,
6 Prepositional Phrases
from, in, over, under, and with.
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Teacher Activity 2
The teacher presents the following and helps the students to fill in using appropriate prepositions:(
about, for, of, on, to, with).
1. Peter was extremely happy __________ his new computer.
2. Her mother had punished him __________ something he had done that day.
3. As soon as John joined the firm, he became anxious __________ promotion.
4. Her parents insisted __________ having us to tea.
5. This song reminds me __________ my last holiday in Barbados.
Student Activity
Individual Activity
The students are given a few lots with a preposition written on it. Each student frames a complete
sentence by using the given preposition.
Group Activity
The teacher divides the class into two groups. She then writes a few sentences on the board and asks
the students to give the appropriate answers.
Assessment
The teacher provides an excerpt from ‘Alice in Wonderland and asks the students to fill in the
blanks using appropriate prepositions.
Suddenly she came upon a little three-legged table, all made ______________ solid glass; there was
nothing ______________ it except a tiny golden key, and Alice’s first thought was that it might belong
to one ______________ the doors ______________ the hall; but, alas! either the locks were too large,
or the key was too small, but ______________ any rate it would not open any ______________
them. However, on the second time round, she came upon a low curtain she had not noticed
______________, and behind it was a little door about fifteen inches high: she tried the little golden
key ______________ the lock, and to her great delight it fitted!
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11 TENSES
Learning Outcome
Teacher Activity
Warm up Activity
The teacher asks the students to describe any object in three sentences and underline the verbs in
it. Then he/she discusses the time of the action in the sentences.
Teacher Activity 1
The teacher now introduces the three tenses – Present, Past and Future Tenses. With their previous
knowledge, the teacher again divides into twelve tenses. The teacher introduces the following chart to
the students and gets examples from the students for each tense.
Tense Definition Keywords Formation Example

Singular subjects - He,
daily, She, It - verb with S or ES 1. She goes to Church
generally, like goes, reads. every morning.
Simple It describes daily
usually,
Present event. Plural subjects - I, We, 2. I read stories daily.
always,
every day. They, You – remain the
same like go, read.
If subject I – am + verb+ I am reading now.

It is used to Now, ing.
Present indicate the at this If singular subjects (He, He is reading now.
Continuous ongoing time moment, She, It) – is+ verb+ ing.
(now). right now. If plural subjects (They, They are going to the
We, You) – are+ verb+ ing. office now.
22

If singular subjects (He, She has gone to the
She, It) – has+ v3 canteen just now.
For an action that
just, just
Present started in the past If plural subjects (They, I have finished my
now, homework just now.
Perfect and had continued We, You, I) – have+ v3
already.
till now. [E.g., Arrives (v1), Arrived
(v2), Arrived (v3).]
To refer to an Singular subject – has +
action that began been+ verb+ ing. He has been reading the
Present book since morning.
in the past still
Perfect Since, for
going on and I have been working in
Continuous Plural subject – have + this school since 2000.
may extend to the
future. been+ verb+ ing
He danced at the
function last night.
He flew to London
Yesterday, yesterday.
To express an Last year, Note: a) The verb ‘flew’
Simple Past action takes place Last week, is an irregular verb
in the past. Last which does not take
month. ‘ed’ in the past tense
like a regular verb. b)
The form of simple past
tense – verb+ ed.
Singular subject – was+

verb +ing. I was playing cricket all
An action going yesterday, morning yesterday.
Past
on at the same All last
Continuous They were watching
time in the past. night Plural subjects – were+ movies last night.
verb+ ing.
An action which
had completed when, after, Both singular and plural I had read the story
Past Perfect
before another before. subjects – had+ v3 before he came.
action took place.
An action which
Both singular and plural
Past Perfect began in the past since, for, I had been playing
subjects – had + been+
Continuous and continued in before. cricket when he came.
verb+ ing.
the past.
For an action /
condition / tomorrow, Both singular and plural
Simple I will meet my uncle
circumstance that next week, subjects – shall/will/can +
Future tomorrow.
has not taken next year. v1
place yet.
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An action as going by this I will be writing my
Future
on sometime in time will be + verb+ ing. exam by this time
Continuous
the future. tomorrow tomorrow.
An action that
We will have completed
Future will be completed by the end Subjects – shall (or) will +
my degree by the end
Perfect before another of this year. have.
of this year.
event takes place .
An action as
Future beginning in by this
Subjects – will have + been I will have been playing
Perfect progress and may time, by
+ verb + ing. basketball.
Continuous be completed in the end.
future.
Teacher Activity 2
The teacher presents sentences like Ram plays cricket, He is studying yesterday and helps the
students to spot the error.
Student Activity
The students are divided into two groups like A & B. One student from group A comes forward
and writes a sentence based on any tense forms. Now one student from group B identifies its tense. It
continues till all students get a chance.
Assessment
The teacher presents a passage for the students where the students underline the verbs in it and
write the other forms of the underlined verbs.
24

12 LINKERS
Learning Outcome
Teacher Activity
Warm up Activity
The teacher gives some sentences with linkers. Then he gets the students involved into the topic by
asking them a few questions.
Eg: 1. Despite his poverty, he is honest.
2. Though they played well, they lost the match.
3. He was very old, however he walked steadily.
Teacher Activity 1
The teacher introduces linkers by writing some sentences with linkers on the blackboard.
1. The man is sad because his wife has left him.
2. Furthermore, his son is leaving home.
3. In the end, he is alone.
The first linker (because) describes cause and effect. The second linker (furthermore) gives an
addition to the argument. The final linker (in the end) sums up the argument.
Then the teacher explains that linkers are words that relate ideas of sentences of a text with one
another. They connect the ideas logically.
They function in a way to guide the listener or the reader. Linkers are useful while making arguments.
They help us to establish our ideas explicitly.
E.g., 1. Raja did not perform well in the exam. Nevertheless, he got a distinction in English.
2. Car prices can vary a lot, for example, in Belgium VW Golf costs $1000 less than in Britain.
25

Teacher Activity 2
The teacher gives the forms of linkers.
I. Clause+ conjunction+ clause It was raining so I stayed at home.
II. Conjunction+ clause+ clause Though it was raining, I went out for a walk.
III. Preposition+ noun/phrase+ clause Despite the rain, I went for a walk.
It was a cold winter. Nevertheless, we decided to go for a

IV. Sentence+ adverbial+ sentence
walk.
Student Activity
One group of students are asked to write sentences with linkers. Another group of students will
identify the linkers and explain their functions.
Assessment
The teacher asks the students to fill in the blanks with the correct linkers.
1. __________ the rain, we went to the park.
2. __________ it was raining, we went to the park.
3. It was raining. __________, we went to the park.
4. John bought the watch, __________ the fact that it was expensive.
5. I finished the homework. It, __________ wasn’t easy.
6. John bought the watch __________ it was expensive.
7. I finished the homework, __________ it wasn’t easy.
8. __________ the weather is bad, I love Delhi.
9. __________, there were many challenges.
10. He appeared relaxed, __________ the danger.
26

DIRECT AND INDIRECT
13 SPEECH
Learning Outcome
Teacher Activity
Warm up Activity (Guess Who Said?)

The teacher presents the following sentences and asks students to pick the speaker from the clues
provided – (clues - Mother, teacher, police officer, best friend)
‘’Get out of the car.’’ Guess Who? ---- The Police officer said
‘’Take your Grammar Note’’. Guess Who? ----The Teacher said
What is the reporting verb in the first sentence? ‘Said’
Why do we use quotation marks? To show the exact words of the speaker.
The Teacher presents the two ways of conveying a message as Direct and Indirect speech.
Teacher Activity 1
The topic is highlighted using this activity.

The Teacher presents the two ‘R’s – ‘Repeating (something is being repeated exactly as it was) and
Reporting (reporting or describing what was said).
The teacher then presents the changes that happen while converting Direct speech into Indirect
speech.
1. Omission of comma and the quotation marks.

2. Use of linking words identifying the type of sentence within quotes.
3. Change of tense
4. Change of Adverbs of place or time
The teacher presents a few sentences within quotation marks and asks the students to identify the
sentences like statement, interrogative, imperative or exclamatory.
Teacher Activity 2
The teacher then presents the changes as per the reporting verb using a chart activity.
27

If the reporting verb is in the past tense, then the direct sentence is changed into its past tense. The
tense of direct speech remains unchanged when the reporting verb is in the present or future tense.
If the direct sentence contains the universal truth, then it remains unchanged in the Indirect Speech.
Priya said, “She is young”.
Reporting verb Direct sentence

The teacher presents a few sentences and helps students in identifying reporting verbs and direct
sentences.
Teacher Activity 3
The teacher presents the changes in tense forms and helps the students to convert from direct to
indirect.
Direct Speech Indirect Speech

Present simple Past simple
(Subject +V1st + Object) (Subject +V2 + Object)
Prema said, “I walk.” Prema said that she walked.

Prema said, “Water boils at 100 degree Celsius”. Prema said water boils at 100 degree Celsius.
(note: for general truth there is no change)
Present continuous Past Continuous
(Subject +is/am/are+V1 +ing+ Object) (Subject +was/were+V1 +ing+ Object)
Raju said, “I am having tea.” Raju said that he was having tea.
Present perfect Past perfect
(Subject +has/have+V3+Object) (Subject+had+V3+Object)
Mother said, “Priya has left for school.” Mother said that Priya had left for school.
Past simple Past perfect
(Subject+V2+Object) (Subject+had+V3+Object)
Veena said, “Aruna took pasta.” Veena said that Aruna had taken pasta.
Past Continuous Past perfect continuous
(Subject +was/were+V1 +ing+ Object) (Subject +had been+V1 +ing+ Object)
They told, “We were living in London.” They told that they had been living in London.
Future simple Present Conditional
(Subject+ will/shall+V1+object) (Subject+would+V1+object)
Ramesh said, “I will go to Singapore.” Ramesh said that he would go to Singapore.

Future Continuous Conditional Continuous
(Subject +will/shall+be+V1 +ing+ Object) (Subject +would+be+V1+ing+ Object)
Rani Said, “They will be watering plants.” Rani said that they would be watering plants.
The teacher then presents the changes in adverb of place, time and pronoun.
28

Direct Indirect Direct Indirect Direct Indirect Direct Indirect
The next
now then here there today that day tomorrow
day
Last week The previous week tonight that night ago before this that
thus so hence thence come go next following
I He/she you He/she/they we they they they
he he she she it it us them
our their his his her her its its
The teacher presents the rules in changing interrogative sentences.
The reporting verb said/said to is changed in asked, demanded, ordered, enquired as per the nature
of the sentence. While a sentence starts with a reporting verb then at the conversion time if /whether
is used as the joining clause. In case the sentence starts with “Wh” question word, then no extra
conjunction is used.
The teacher helps the students in converting the following interrogative sentences.
Ravi said, “What is Kala doing?” Ravi asked me what Kala was doing.
Usha said, “Will she come for dinner?” Usha asked if she would come for dinner.
The boy asked, “Where do you stay?” The boy enquired where I stayed.
Student Activity 1
The students are divided into two groups where one group presents a direct speech sentence and
the other group finds out the reporting verb and direct sentence from it.
Student Activity 2
The students are divided into several groups. The teacher provides a story book for each group. The
students in the group pick out direct sentences from it and convert it into indirect speech as per the
guidance provided by the teacher in the teacher activity.
Assessment
Narrate the following conversation.

Man: Excuse me Inspector, I have lost my purse in the market and I think that it has been stolen!
Police: Do you have any idea where you had lost it?
Man: Yeah, I think outside the tailor’s shop.
Police: Have you told anything about your lost purse to anyone?
Man: No, I haven’t told anyone about my lost purse.
Police: How much cash did it contain?
Man: It contained my debit card and 5000cash.
Police: Well, that’s a huge amount! Me and my team will try our best to find your purse out.
29

TRANSFORMATION OF SENTENCES
14 (SIMPLE, COMPOUND & COMPLEX)
Learning Outcome
Teacher Activity
Warm up Activity
The teacher writes a few sentences on the black board and asks the students to identify the subject
and the predicate. E.g., She talks, He plays cricket
Teacher Activity 1
The teacher presents the difference between a phrase and a clause.

Phrase A phrase is a group of words without a subject-verb unit. E.g., ‘The bus to Thoothukudi’.
Clause A clause is a group of words with a subject-verb unit. E.g., ‘The bus goes to Thoothukudi’.
Teacher Activity 2
The teacher presents the three types of sentences.
It consists of a single independent clause. It has a subject and a verb, and

Main clause
expresses a single complete thought. It does not contain a dependent
Simple +
clause or another simple sentence.
Phrase
E.g., Grandma waited for the train.
Contains two independent clauses (two simple sentences). Joins the
Main Clause
two clauses with a conjunction (for, and, nor, but, or, yet, so).
Compound +
The conjunction can change the meaning of the sentence.
Main Clause
E.g., Kani slept late, yet she made it to school on time.
An independent clause joined by one or more dependent clauses. A
Main Clause subordinating conjunction is at the beginning of the dependent clause.
+ If the dependent clause is at the beginning of the sentence, it must be
Complex
Subordinate followed by a comma. A dependent clause has a subject and a verb, but
Clause doesn’t make sense on its own.
E.g., Raju played outside in the yard until it was too dark to see.
30

Teacher Activity 3
The teacher presents the conjunctions used in the three types of sentences.
Simple Compound Complex
In spite of / despite / Though / Although / Even

but / yet / still
Notwithstanding / Nevertheless though
Due to / Owing to / Because of
/ On account of / Being / As a As / Since / Because So / and so
result of
too…to So…that…not Very….and so
On+verb+ing When+ subject+ verb/ As soon and then/ and at once/ and
(present participle) as+ subject+ verb immediately
Having+ Past participle/ After+ After+ subject+ had+ past
And then/ and so
present participle participle
Must... then only/ and/ and
In the event of.../ In case of… If+ subject+ verb
then
In the event of+ not….
Unless (If+ not) Must… or/ or else/ otherwise
In case of+ not….
To+ finite verb / In order to / so
So that+ subject+ can/ could Very…. So/ and so
as to
Besides being…. / Besides+
verb+ ing Not only……. But also/ also/ as
Nil
In addition, + verb+ ing well as
Apart from+ verb+ ing
Who/ which/ that/ why/ that+
Quality words and
quality word
Student Activity
The teacher divides the class into three groups and asks each group to give one example sentence
and the other group students change it into another type of sentence.
Assessment
The students choose any one lesson from the text book and pick out the 3 types of sentences and
transform those into other types.
31

15 ACTIVE & PASSIVE VOICE
Learning Outcome
Teacher Activity
Warm up Activity
The teacher introduces subject, verb and object by writing a sentence on the board.
Example: The teacher read the news.
The teacher -Subject read -Action word the news - Object
(Past)
Now the teacher asks the students to say the same sentence starting with ‘The News’ without
changing the meaning or tense. The teacher helps the students to say ‘The news was read by the teacher’.
The teacher writes both the forms on the board and asks the students to differentiate it.
Teacher Activity 1
The topic is highlighted using this activity. The teacher presents how to differentiate the two ways of
describing how sentences create relationships between actors, actions and objects of actions.
Active voice is actor +action +object -subject Passive voice is object+ action +actor -
does the action. something is done to the subject.
The teacher teaches Grammar. Grammar is taught by the teacher.
(Active voice) ( Passive voice)
The teacher then presents the rule to change active into passive voice.
Step 1 Step 2 Step 3 Step 4
Interchange the subject Change the subject Change the verb into
Add preposition by”
and the object. pronoun past participle
The teacher presents the tips to change pronouns from Active to passive.
I as me, we as us, you as you, He as him, She as her, It as it.
32

Teacher Activity 2
The teacher presents the special rules to change interrogative sentence into Passive Voice.
Active Passive
(do, does or did) Does he help you? (is/are/am/was and were)
Are you helped by him?
Did he do this work?
Was this work done by him?
(is/are/am/was and were) (Use being after the subject and is/are/am/was and were)
Are you doing this work? Is this work being done by you?
Was she reading a novel? Was a novel being read by her?
(has/have and had) (Use been after the subject and has/have and had)
Has he helped you? Have you been helped by him?
Had he finished the work? Had the work been finished by him?
(shall/will/can and should) (Use be after the new subject and shall/will/can and should)
Can he do this work? Can this work be done by him?
Will you teach the children? Will the children be taught by you?
(Use them in starting of the sentences and who should
(Why/When and How)
replace by ‘By’ Whom)
Who has done this work? By Whom has this work been done?
When did you do this work? When was this work done by you?
Teacher Activity 3
The teacher presents the special rules to change imperative into Passive Voice.
Active Passive
(use ‘You are requested’, ‘You are ordered’ and
(For the expression of Order, Request and Advice)
you are advised’)
Please come here (request). You are requested to come here.
Walk slowly (advice). You are advised to walk slowly.
(‘Let’) (use be after the new subject)
Let me teach the students. Let the students be taught by me.
(Let + Object + Verb + Object) (Let + S + be + V3 + (by Agent))
Let them do this work. Let this work be done by them.
(One, Someone, and Nobody, Police, Judge and
(not necessary to mention them)
People)
Someone has beaten me. I have been beaten.
The Police enquired into the Case. The Case was enquired into.
33

Note: use ‘at/with/to/in’ instead of ‘by’ according to the Expression of the Active Sentence.
His Condition alarmed me. (use ‘at’ when there are expressions of ‘Surprising,
astonishing, shocking, alarming, disappointment’)
Your Performance in this match I was alarmed at his condition.
disappointed me. I was disappointed at your performance in this match.
I know him. Use ‘to’ after ‘known’ and ‘obliged’)

He is known to me.
Your honesty has pleased me. (use ‘with’ after ‘pleased, satisfied, disgusted, impressed,
annoyed’)
I have been pleased with your honesty.
This job interests me. (use ‘in’ after ‘Interested, consisted and ‘contained’)
I am interested in this job.
Teacher Activity 4
The teacher presents the quick overview of the active and passive voice verb forms.
Tense Active voice Passive voice
Verb form: first form of the verb. Verb form: is/am/are+ past participle
Simple present S + V + O - form of the verb -
tense
Ravi eats a mango. A mango is eaten by Ravi.
Present Verb form: is/am/are + -ing form of the Verb form: is/am/are + being + past
continuous verb - participle form of the verb -
tense Ravi is eating mango. A mango is being eaten by Ravi.
Verb form: has/have + past participle Verb form: has/have + been + past
Present perfect form of the verb - participle form of the verb -
tense
Ravi has eaten a mango. A mango has been eaten by Ravi.
Verb form: was/were + past participle

Verb form: past tense form of the verb -
Simple past form of the verb -
Ravi ate a mango.
A mango was eaten by Ravi.
Verb form: was/were + -ing form of the Verb form: was/were + being + past
Past continuous verb - participle form of the verb -
tense
Ravi was eating a mango. A mango was being eaten by Ravi.
34

Verb form: had + past participle form Verb form: had + been + past participle
Past perfect of the verb - form of the verb -
tense
Ravi had eaten a mango. A mango had been eaten by Ravi.
Verb form: will/shall + first form of the Verb form: will/shall + be + past
Simple future verb - participle form of the verb -
tense
Ravi will eat a mango. A mango will be eaten by Ravi.
Verb form: will/shall + have + past Verb form: will/shall + have + been +
Future perfect participle form of the verb - past participle form of the verb -
Ravi will have eaten a mango. A mango will have been eaten by Ravi.
Student Activity
The students are divided into two groups where one group presents sentences in an active voice and
the other group transforms it into passive voice.
Assessment
The teacher asks the students to open their English text book and choose one lesson from it. Then
they are asked to identify the sentences in active and passive form and transform those into other
forms.
35

16 CLIPPED WORDS
Learning Outcome
99 Develops write ups with clarity, using appropriate vocabulary, relevant thoughts and presents
with title and subtitles and debates on issues fluently and convincingly using authentic social,
scientific evidences.
Teacher Activity
Warm up Activity
The teacher tells the shortened forms of a few names and asks them to find the original names.
Then she motivates the students to tell their names in short forms. E.g., Ad-advertisement,
photo-photograph.
Teacher Activity 1
The teacher presents the following and gets examples from the students.
Clipping is one of the ways in which new words are created in English. It involves the shortening
of a longer word, often reducing it into one syllable.
E.g., Math is a clipped word for Mathematics.
Teacher Activity 2
The teacher then presents back clipping and fore clipping and helps students to give more examples.
Back clipping Fore clipping
A word formed by omitting the last part of the A word formed by omitting the first part of the
form from which it is derived. form from which it is derived.
E.g., Examination – exam E.g., Bridegroom – groom
Temperature – temp Telephone – phone
36

Teacher Activity 3
The teacher then presents mid clipping and compound clipping and helps students to give more
examples.
Mid Clipping Compound Clipping
This involves clipping more than one word to
The beginning and end of a word is clipped to
form a new word.
form a new word.
E.g., Navigation certificate – navicert
E.g., flu - clipped out of influenza.
Cable telegram – cablegram
Student Activity 1
The students are given a small card with a word written in it. The teacher asks them to guess the
clipped form of the word by the options given in the card. Each student comes out with the answer.
The teacher writes the correct clipped words on the board.
Student Activity 2
The students are divided into 4 groups like A, B, C and D. Group A is asked to write maximum
words for back clipping. Likewise, B for fore clipping, C for mid clipping and D for compound clipping.
Assessment
Write the clipped word for the following.
Gentleman - Facsimile -
Hippopotamus - Vivavoce -
Cinematography - University -
Microphone - Demarcate -
Write the original words for the given clipped words
Disco - Temp -
Disc - Café -
Champ - Gater -
37

POLITE ALTERNATIVES/
17 EUPHEMISMS
Learning Outcome
99 Speaks using everyday familiar expressions and phrases like greetings, expressions, gentle body
language for initiating talk etc.
Teacher Activity
Warm up Activity
The teacher presents the following sentences and asks the students to differentiate.
He has died. He passed away.
It is cheap. It is economical.
She is unemployed. She is between jobs.
Teacher Activity 1
The teacher presents the following.
A euphemism is a polite expression used in place of words or phrases that might otherwise be
considered harsh or unpleasant.
E.g., “visually challenged” instead of “blind” “home maker” for “house wife”
Teacher Activity 2
The teacher presents the different uses of Euphemisms.

passed over to the other side instead of died
Death and Dying late instead of deceased
dearly departed instead of deceased
letting someone go instead of firing an employee
Various States of Employment downsized instead of fired
considering options instead of unable to find a job
financially fortunate instead of spoiled
Financial Euphemisms wealthy instead of rich
negative cash flow instead of in debt
38

sniffles instead of runny nose
Bodily Functions and Aging aging instead of getting old
powder your nose instead of go to the toilet
well-fed instead of overweight
Characteristics, Attributes and
curvy instead of fat
Behaviours
late bloomer instead of being behind grade level
Student Activity
Students are divided into two groups. One group says a sentence with a negative expression and the
next group replaces the negative expression using euphemistic expressions.
Assessment
1. Match the following.
Impolite Expressions Euphemistic Expressions

1. pregnant a) Bearer
2. lavatory b) Passed away
3. slow learners c) Between jobs
4. Server d) in the family way
5. Blind e) Correctional facility
6. died f) Late bloomers.
7. Jail g) Moon landing
8. Cheap h) rest room
9. bald i) Economical
10. unemployed j) Visually challenged
2. Replace the underlined impolite expressions with euphemistic expressions.

a. Arun has bought a used car.
b. He is in the bathroom.
c. You are a liar.
d. He is completely deaf.
e. She is from a slum.
39

HOMOPHONES AND
18 CONFUSABLES
Learning Outcome
Teacher Activity
Warm up Activity
The teacher gives a few sentences using homophones and confusables. Then gradually leads the
class towards discussion on the function of homophones and confusables.
1. They prepared dessert in the desert.
2. This dish was made by the maid.
3. a) Columbus discovered America.
b) Charles Babage invented Computer.
Teacher Activity 1
The teacher writes a few sentences with homophones on the blackboard.

1. His son enjoyed the sun yesterday.
2. My dear daughter saw a deer in the forest last week.
3. The king rode on his horse on the road.
He/ She explains that homophones are two or more words with the same sound but with different
spelling and meaning.
E.g., Brake – to brake is to slow something down.
Break – to break is to shatter something into pieces.
40

Teacher Activity 2
The teacher introduces confusables by writing a few sentences with confusables on the blackboard.
I. 1) Her father gave her good advice. (Advice – noun)
2) Her teacher advised her to avoid bad companions. (Advise – verb)
II. 1) The judges should be disinterested while issuing judgements. (Disinterested – impartial)
2) Latha is uninterested in attending dance class. (Uninterested – bored)
Then the teacher explains confusables. These are words that are confused with one another in
meaning or usage because of similarities in spelling, pronunciation or meaning. E.g., Accept, Except.
Compliment, Complement.
Student Activity
The students are divided into two groups. One group is assigned to write pairs of homophones and
confusables on the blackboard. The other group will write meaningful sentences using the pairs.
Assessment
Fill in the blanks with the correct word.

1) You can trust Manu. He is very _______. (reliable/ reliant)
2) I have known Raja for a long time. He is a ______ officer. (human/humane)
3) You need to ______ more time to your studies. (allot/ a lot)
4) He earns a six _______ salary. (figure/ digit)
5) Is there _______ water on the Moon? (any/ some)
6) The _______ was very beautiful. (sea/ see)
7) My grandmother told me a _______ yesterday. (tale/tail)
41

HOMONYMS /
19 HETERONYMS
Learning Outcome
Teacher Activity
Warm up Activity
The teacher shows the following words and asks the difference between them.
‘peace’ and ‘piece’ ‘our’ and ‘hour’
Teacher Activity 1
The teacher introduces the topic ‘Homonyms’ and says that they are words that sounds alike but
have different meanings. It is divided as
Homophones Homographs
These are words pronounced in the same way but These are words written in the same way that
spelt differently. have different meanings.
Flu / flew
I live in the north of England.
Rein / rain
Your favourite pop star is singing live on TV
Pray / prey
tonight.
Tire / tyre
I cook vegetables daily.
Wait / weight
She is a good cook.
Air / heir
My friend gave me a present.
Sight / site
I was present in the morning.
Advise / advice
The teacher helps the students to come out with different examples for each.
42

Teacher Activity 2
The teacher then introduces ‘Heteronyms’ and helps the students to give a few more examples.
Heteronyms
They are a type of homograph that are also spelled the same and have different meanings, but
sound different. It was also known as ‘Heterophone’.
1)The insurance was invalid for the invalid.
2)I’d like to present you with a birthday present.
Student Activity 1
Fill in the blanks with the suitable words given in the brackets:
1.Birla is ______ and he can solve any problem. [industrial / industrious]
2.When we took an ______ , he got hurt by an ______ . [axel / axle]
3.The priest wanted to ____the____. [alter / altor]
4.Mr. Ram is a_____ man of ______ . [principle/principal]
Student Activity 2
Choose the correct alternative form of words given in the brackets:
1.One must not ____ once temper. [lose / loose]
2.Peace prevailed during the _____ of Ashoka. [rein / reign]
3.What _____ do you wish to follow? [career / carrier]
Assessment
Fill in the blanks with the suitable words given in the brackets.
1.It is not good to ________ at others. [ball / bawl]
2.Don’t __________ in others affairs. [medal / meddle]
3.Does ________ always smell so good? [seas / seize]
4.The children spoke _____ at school. [allowed / aloud]
43

20 BLENDED WORDS
Learning Outcome
Teacher Activity
Warm up Activity
The following words are written in a piece of paper and given at random to learners in the class.
Email (electronic mail), intercom (internal communication),
brunch (breakfast lunch), Interpol (international police)
The teacher asks the learners to read out the words one by one and asks the students to guess the
blended words and the words from which they are arrived at.
Teacher Activity 1
The teacher presents the meaning of word blend and its examples.
A word blend is formed by combining two separate words with different
meanings to form a new one.
Blended word Root word 1 Root word 2

sitcom situation comedy
moped motor pedal
sportscast sports broadcast
staycation stay vacation
biopic biography picture
The following words are written on the blackboard and learners are asked to guess the words from
which this particular word could have been formed.
frenemy Motel Heliport Docudrama Hitech
Medicare Edutainment Infotech Newscast Electrocute
44

Teacher Activity 2
The teacher writes the following words and the learners are asked to guess the possible blended
word that could be an outcome of these words.
alphabetic + camera + mechanics + smoke + splash +

numeric recorder electronics fog sputter
travel + binary + sky technology + lecture +
catalogue digit + laboratory wizard demonstration
Student Activity
The students are asked to take a Newspaper and circle the blended words in it.
Assessment
1. Choose the right combination of the word ‘emoticon’

a) emotion + icon b) emote + cone
c) emote + iconic d) emote + icon
2. Choose the right combination of the word ‘spork’

a) spoon + port b) spoon + fork
c) spill + cork d) sport + port
3. Choose the right combination of the word ‘paratroop’

a) Parachute + troop b) Parachute + troops
c) Para +army troop d) Paramilitary + troop
4. Choose the right combination of the word ‘workaholic’

a) work + holistic b) work + alcohol
c) work + alcoholic d) work + hole
5. Choose the right combination of the word ‘telecast’

a) television + forecast b) telephone + broadcast
c) television + broadcast d) television + cast
6. Choose the right combination of the word ‘agribusiness’

a) agriculture + businessman b) agriculture + busy
c) agriculture + business d) agriculture + businessperson.
45

21 FIGURE OF SPEECH
Learning Outcome
99 Identifies and appreciates figures of speech, rhyme scheme, intonation, verse and blank verse
etc. in the poetry. Expresses gratitude to elderly in writing and speech using vocabulary to
express feelings and emotions.
Teacher Activity
Warm up Activity
The teacher asks the students to compare their friends with any things or animals. Students come
out with different answers like “Veena dances like a peacock”, “Raju runs like a cheetah”, “Raghu’s leg
is a pillar”…etc.
The teacher then says that language can be used in two ways – Literal & Figurative. Literal
language means exactly what it says, while figurative language uses similes, metaphors, hyperbole,
and personification to describe something often through comparison with something different.
Teacher Activity 1
The teacher presents the following figure of speech with examples and helps students to come out
with more examples.
S.No Figure of Speech Explanation Example
Comparison is made between two The righteous shall flourish as the

1 Simile
objects. palm tree.
Unlike a simile, a metaphor’s

comparison is more indirect,
2 Metaphor The camel is the ship of the desert.
usually made by stating something
is something else.
An idea or thing is given human

3 Personification attributes and/or feelings or is Death lays His icy hand on kings.
spoken of as if it were human.
Direct address to someone/ Oh! Judgement! Those art fled to

4 Apostrophe
something. brutish beasts.
46

Words that begin with the same I hear the lake sound lapping with
5 Alliteration
Consonant sounds. low sounds by the shore.
It is a question someone asks

6 Rhetorical Question Can fish swim?
without expecting an answer.
using a word or phrase for effect,

The sad truth is that the truth is
7 Repetition two or more times in a speech or
sad.
written work.
It is an implied or indirect
Is there an Einstein in your physics
8 Allusion reference to a person, event, or
class? (Albert Einstein)
thing or to a part of another text.
Teacher Activity 2
The teacher gives the examples for figures of speech and helps the students to identify.
She sells seashells. - Alliteration
The snowflakes danced. - Personification
As blind as a bat. - Simile
Is rain wet? - Rhetorical Question
Student Activity
Students are divided into two groups. Each one is asked to give a sentence using Modals and Semi
Modals. The other group should pick out the verb and guess what they express.
Assessment
Identify the figure of speech in the following sentences.

1. Her hair, like golden threads, play’d with her breath.
2. Life is a dream.
3. Blink with the blind bat’s wings, and heaven’s bright face.
4. Milton! Thou should be living in this hour,
5. Who is here so vile that will not love his country?
47

22 DESCRIBING A PROCESS
Learning Outcome
99 Speaks fluently and spontaneously. Uses interesting, and need based multilingual vocabulary
Teacher Activity
Warm up Activity
The teacher asks the following questions to the students randomly.
What is your future goal?
What do you have to do to make that happen?
Listening to their answers the teacher says, “Yes, these are the steps or procedures to be followed to
achieve your goal. So, there is a process to do everything and today we are going to deal with the topic
‘Describing a Process’”.
Teacher Activity 1
The teacher introduces a model for ‘Describing a Process’ and explains that, “it is a process that
involves a series of instructions to describe how something is made or produced. In other words, it
elaborates how something is done like how a particular dish is made or how a machine operates or
how an experiment is done”.
Process of writing a newspaper article:

1. A headline or title should be written first. The title should be catchy.
2. Then a byline containing the name of the writer should be added.
3. After that we should start by giving an introduction about what the article is. It should attract the
readers’ attention and maintain interest in them.
4. Next, we should develop a cause and effect relationship. We should give the factual details that
we have collected and can add examples to it to support our views. Use simple language and
make it clear for the readers to understand.
5. Also compare and contrast various views, points of view or information regarding the topic.
6. Finally conclude the article by summing up the points discussed. You can also suggest some
ideas and can give your personal predictions based on your data.
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Teacher Activity 2
The teacher explains the procedures involved in describing a process.

In order to do something we need some items in hand to perform the process we want to do.
(E.g., We need a teapot, a kettle, some tea, cups, a teaspoon, milk and sugar for preparing a tea).
So, we should introduce those items and clearly state what they are.
We need to think of all the various steps involved in that process. Picture in your mind the
entire sequence of events and try to number them.
Try to imagine telling a story. There should be a beginning, a middle part and an end.
Arrange all the events in mind in the right chronological order so that the listener will be able
to understand and follow what you are saying.
Then describe each of these steps in order.
Teacher Activity 3
The teacher instructs the students a few important points regarding ‘Describing a process’.
While describing a process, use imperatives. (E.g., Take a cup of water in the bowl)
It can also be described in the passive form. (E.g., A paper is taken for cutting)
Linkers are essential to join each instruction together. Terms such as first, then, next, after that,
finally, etc., are used in the descriptive process.
Student Activity
The students are divided into several groups and each group is allotted with a topic like ‘how to
build a sand castle’ / ‘how to avoid a nervous breakdown during exams’ / ‘how ice cream is made’ and
the students have to describe the process for the topic provided.
Assessment
1) Describe the process of planting a sapling.

2) Describe the process of opening a savings bank account.
49

23 NOTICE WRITING
Learning Outcome
99 Write notices, advertisements, brief guidelines in case of natural calamities, accidents etc.
Teacher Activity
Warm up Activity
The teacher says “I’m an important part of an organization or institution. You can find me on the
piece of paper/ blackboard/ greenboard. Can you guess who I am?” The teacher presents clue for the
students to identify it as a ‘notice’.
Teacher Activity 1
The teacher shows a model notice and says that a notice is a formal means of communication. The
purpose of a notice is to announce or display information to a specific group of people. Notices are
generally meant to be pinned up on specific display boards whether in schools or in public places.
Notices issued by the government appear in newspapers.
The teacher then presents the format of a Notice and asks students to identify the parts of a
‘Notice’.
the name of the organization issuing the notice

the title ‘NOTICE’
the date
a heading to introduce the subject of the notice
the body of the notice
the writer’s signature, name (in block letters) and designation
The prescribed word limit is 50 words.
50

Teacher Activity 2
The teacher shows a chart and asks the students to pick out the important points to be remembered
for writing notice. The students pick the following points.
1. What is going to happen, (that is, the event)
2. Where it will take place
3. When it will take place (that is, the date and time)
4. Who can apply or is eligible for it
5. Whom to contact or apply to (that is, the issuing authority)
Teacher Activity 3
The teacher shows the following format for the students and fill it using the students’ response.
51

Student Activity
The students are asked to go through the above steps and fill the notice given below.
Assessment
The students’ council of your school has organized an educational tour to Rameswaram for the
students of classes XI and XII during the month of August. As the president of the council, write a
notice in not more than 50 words telling the students about this educational tour and inviting them
to join it.
52

24 DRAFTING AN e-MAIL
Learning Outcome
99 Writes e mail/ letters formal, informal and business letters with a sense of audience and purpose.
Teacher Activity
Warm up Activity
The teacher says, “The impact of Computers and the Internet has brought a huge change in the
means of communication. This one specific method of communication has replaced the conventional
method of communication, i.e., letter writing. Can you guess what?” The teacher presents some clues
for the students to identify it as an ‘email’.
Teacher Activity 1
The teacher introduces a model of an email and defines it.
There are two ways to write the email:

Formal Emails written to office administration, school authority, companies, government firms, etc.
Informal Emails written to family, relatives and friends
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Teacher Activity 2
The teacher explains the format for writing an email.

1. From: Sender’s Mail id
2. To: Recipient’s Mail id
3. Cc: Other concerned person with visible email ids
4. Bcc: Other concerned person with invisible email ids
5. Subject: Reason for writing the mail
6. Greeting/Salutation: Such as Sir, Respected Sir, Dear + Sir/name, Hi + name, Hello + name
Content of the email
7. Main Body:
1. Introduction, 2. Discussion of the matter in detail, 3. Conclusion
8. Closing line: Thank you, I look forward to hear from you, , I await receipt of, etc.
9. Attachments: Attach reference files
10. Signature: Sincerely, Best wishes etc., followed by your name and contact details.
Student Activity
The students are asked to go through the main points and the format regarding drafting an email
and are asked to fill the email given below.
Write an email to inform your classmates regarding the intra-school quiz competition.
Assessment
1) Write an email to the editor of a leading newspaper expressing your strong feeling against the lack
of moral values in younger generation.
2) Write an email inviting your friends for a birthday party.
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SUMMARY WRITING /
25 NOTE MAKING
Learning Outcome
99 Develops questions and answers making use of study skills e.g. note making, summarizing etc.
Teacher Activity
Warm up Activity
The teacher asks the students to remember a recent book they have read and allows them to write
down their thoughts and share it.
Teacher Activity 1
The teacher presents the steps in Summary writing and Note - Making.
Summary Writing Note-Making

The teacher gives a few instructions. Read the passage.
Read the passage and understand the content. Identify the main and supporting details.
Cut- short the passage to one- third of its Heading and sub- heading should be
length. numbered.
First, write the rough draft (strike off the Functional words like articles, relative words
rough draft). should be avoided.
Then write the fair draft. Along with short phrases, symbols and
abbreviations could be used.
Format.
Note- Making:
Summary Writing:
1. Heading
1. Rough draft i. Sub- heading, Sub points
2. Title a. point1
3. Fair draft b. point2
2. Heading
3. Sub- heading, Sub points
a. point1
b. point2
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Teacher Activity 2
The teacher gives a passage on the abuse of tobacco. He/She instructs them to read it carefully and
sort out the main points. He/She helps the students in the following
Summary Note-Making
Rough Copy Abuse of Tobacco
Abuse of Tobacco 1.Tobacco – Bad Habit
The use of tobacco is spread widely as a bad a. tobacco is widely used.
habit. It is used by millions of people. It is smoked b. used by the way of smoking and chewing.
and chewed by men and women. It was brought c. used by men and women.
by Sir Walter Raleigh to Europe from America.
Even the best tobacco ‘virginia’ is considered the 2. History of Tobacco
worst. It does not seem any good. Using tobacco a. brought by Sir Walter Raleigh from America.
is most harmful to the human system. Smoking b. Virginia – the best tobacco.
tobacco causes lung, throat and mouth cancer.
Though it is very dangerous to health, more 3. Harmful Effects of Tobacco
people are using it in the form of cigars, cigarettes a. affects the human system.
or beedies. This is a very bad habit. It is very b.
causes cancer in the lungs, mouth and
difficult to get rid of this habit once it is formed. throat.
4. Methods of Using Tobacco
Fair Copy
a. in the form of cigars/ cigarettes.
Abuse of Tobacco
b. in beedies.
The use of tobacco is a bad habit. It is smoked
and chewed by millions of men and women. It
was brought by Sir Walter Raleigh to Europe
from America. Even the best tobacco virginia is
considered the worst. There is no good in using
tobacco. Smoking tobacco will produce lung
cancer. Chewing tobacco causes mouth and
throat cancer. Though it is very dangerous to
health, many people are using it in the form of
cigars, cigarettes or beedies. It is difficult to get
rid of this habit once it is formed.
Student Activity
The teacher divides the students into different groups and presents news articles to each group. She/
He asks the students to prepare notes and then write a summary for it.
Assessment
The teacher asks the students to select any passage out of their interest from any books they like and
prepare notes, and write a summary for it with suitable title.
56

26 REPORT WRITING
Learning Outcome
Teacher Activity
Warm up Activity
The teacher says I’m about an incident, accident, a natural calamity, coverage of an official functions,
the visit of the dignitary, can you guess me who I am? The Teacher presents the clue for the students
to identify it as ‘report writing’.
Teacher Activity 1
The teacher says that a report is a short sharp, concise documents which is written for a particular
purpose and audience. It generally sets on a situation or problem. It is a factual paper and needs to be
clear and well- structured. The teacher then presents the format of a report and asks the students to
identify the parts of a ‘Report’.
The title ‘Report Writing’
The topic of the report
The writer’s name
The date
Teacher Activity 2
The teacher shows a Chart and asks the students to pick out the important points to be remembered
for writing a report.
1. Write the title and name of the reporter
2. Mention the date
3. Mention place and date of event
57

Teacher Activity 3
The teacher shows the model of a report and explains it.

Be concise factual and clear
Use past tense
Use the active voice to make writing Flow smoothly and easily
The teacher then presents the main parts of the report.

Title
Introduction
The scope
Duration, data collection,Detailed discussion and their analysis
Conclusion
Student Activity
Read the information and fill in the report blanks.

Global Warming
Caused ecological threat to many
A threat We must check it Otherwise, it will be too late
countries
Global warming ________ [1] the world. It ________ [2] disturbances. There is a ________ [3]
countries and islands. If we want to save our planet, we ________ [4]. We have to use methods to
create ecological balance otherwise it ________ [5].
Assessment
1. Write a report for your school magazine describing a cultural fest held in your school in which
various schools of your city take part.
2. Write a report for the newspaper describing a traffic jam in which you, along with many, were
trapped for many hours.
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27 ARTICLE WRITING
Learning Outcome
99 Writes creatively emphasizing the
Teacher Activity
Warm up Activity
The teacher says I am present in newspaper, magazine and website content. Can you guess who I
am? The teacher presents clues for the students to identify it as ‘Article’.
Teacher Activity 1
The teacher shows a model article and says article writing is a piece of written work of current or
recent news. It can be items of general interest or specific topics. They are published in print forms, such
as newspapers and magazines. The teacher then presents the format of an Article and asks students to
identify the parts of an ‘Article’.
i. Heading- The heading should be catchy and in not more than 5-6 words.
ii. By Line- It refers to the name of the person writing the article.
iii. Body- It is the main part of your writing piece. It generally consists of 3-4 paragraphs.
Paragraph 1: It is always prescribed that you begin with a short introduction of the topic; it’s
meaning to be precise. Briefly tell what the article is about giving some quotations
or startling facts to arouse the interest of the readers.
Paragraph 2 Or Paragraph 2&3: Now this part can be written in either one or two paragraphs.
You are required to do a complete analysis of the subject matter in question. It may include-
Types - In how many forms does the problem exist? You are required to mention the
various possible types (if it exists).
Current Scenario - Then you need to explain the current situation, the problems (if any)
and whether after any corrective actions, betterment in the situation has been observed or
not.
It may include advantages / disadvantages depending upon the topic in question.
Cause And Effect Relationship- Develop the cause and effect relationship by supporting
it with facts or data. You may also write the consequences.
Any other relevant and related information.
59

Paragraph 3 Or Paragraph 4: The conclusion. It is the concluding paragraph. It is important to
conclude what you’ve started. Never leave an article open-ended. Now, it is to be remembered
that wherever you elaborate a problem, you always have to mention the steps being taken to
improvise the situation and suggest a few solutions as well. Predictions and personal problems
may be included. This paragraph needs to be short and precise. Here also, you could add some
glitter to your art piece with some quotes.
Teacher Activity 2
The teacher shows a chart and asks the students to pick out the important points to be remembered
for writing an article. The students pick the following points.
1. Focus on the theme or topic of the article.
2. When and where is mentioned.
Teacher Activity 3
The teacher explains the important tips to be followed.

1. Be brief and concise.
2. Cover the essential elements of who, what, when, where, how and why?
3. Compare and contrast views, points of view or information.
4. Give examples to support your view.
5. Use simple language.
Student Activity
The students are divided into several groups and each group is allotted with a topic. Each group has
to prepare and present an article on the given topic.
Assessment
You are Ramesh/Rani, a student of class XII A. Clean drinking water is important for health. Write
an article in 150-200 words for your school magazine about the above topic.
60

28 LISTENING SKILL
Learning Outcome
99 Listens to speeches, lectures, radio talks etc., reflects; to communicate through speech and
writing.
Teacher Activity
Warm up Activity
To check the level of the students’ listening skills, the students are asked to open a page as instructed
by the teacher. She/He utters words from that page and students have to circle those using pencil.
Then the teacher narrates a story and checks the understanding of students by asking a few questions.
Teacher Activity 1
The teacher presents the following tips for the students in acquiring listening skills.
Face the speaker and maintain eye contact.
Be attentive, but relaxed.
Listen to the words and try to picture what the speaker is saying.
Don’t interrupt while listening.
Wait for the speaker to pause to ask clarifying questions.
Pay attention to what isn’t said—to nonverbal cues.
Teacher Activity 2
(A talk is recorded. Students listen to the talk and choose the best answer when questions are
asked)
“Good morning. I would like to welcome you to your first yoga class. Before we begin our exercises,
it is important that we understand a few facts about yoga. First, Yoga is not a religion. It is a way of
life and can serve only to improve your present way of life. It is an exact and delicate art. According
to yoga, one should never tug, strain or pull strenuously. Never practise on a full stomach because an
empty stomach permits greater flexibility”.
61

1. According to the speaker, what is the one thing that yoga should not be classified as _____________.
a) delicate art b) a way of life c) a religion d) an exact science
2. What happens if a person practices yoga on a full stomach?
a) His health will benefit greatly b) Will be able to breathe freely
c) He will lose weight instantly d) His flexibility will decrease
3. According to the speaker, what is yoga?
a) an exercise b) a workout c) a way of life d) a meditation
Student Activity
The teacher plays an audio clip of a telephonic conversation that takes place between Mr.Robert
and a Receptionist. After listening the students are asked to answer the questions given below.
Receptionist: (Phone rings) Good morning! M.R.N. Software Solutions. May I help you?
Mr. Robert : Hello! I want to speak to Mr. Peter, please.
Receptionist : I’m sorry. Mr. Peter is in a meeting right now. Would you like to leave a message?
Mr. Robert : Yes, please. This is Mr. Robert of TVS Company, Madurai.
Receptionist: Mr. Robert. Is that R-O-B-E-R-T?
Mr. Robert : Yes, that’s right. Please ask Mr. Peter to call me when the meeting is over, before 3p.m.
It is very urgent.
Receptionist: All right, and your phone number, please?
Mr. Robert : Nine-one-six-two-five-seven-eight-three-two-one.
Receptionist: Is that nine-one-six-two-five-seven-eight-three-two-one?
Mr. Robert : That’s it.
Receptionist: Ok. I’ll ask him to call you, once the meeting is over.
Mr. Robert : Thank you, Madam.
Receptionist: Welcome, Sir.
1. To whom is the receptionist talking to over the phone?

2. To whom does Mr. Robert want to talk to?
3. What is the name of the Receptionist’s Company?
Assessment
Students are divided into several groups. Each group prepares a paragraph and questions for
conducting listening activity to other groups.
62

29 READING SKILL
Learning Outcome
99 Reads longer texts with implicit meaning and describes inferring from contexts, phonological
cues etc. with clarity.
Teacher Activity
Warm up Activity
The teacher presents interesting anecdotes from the lives of eminent statesmen who were hardcore
bibliomaniacs. To name a few Dr. B. R. Ambedkar, Dr. C. N. Annadurai, Bhagat Singh.
Teacher Activity 1
The teacher presents the following chart to show the purpose of reading.
Reading
To get general To get specific To infer the

information information Author’s attitude
Teacher Activity 2
The teacher presents the list of reading comprehension strategies.
Skimming refers to the process of reading a text quickly to get a general idea of the text.
Scanning is reading a text in order to find specific information such as figures, dates, or names.
Using background /prior knowledge o understand the text.
Making predictions. This refers to the act of encouraging learners to actively predict what the text
is about, based on text evidence such as headings, pictures graphs, etc.
63

Generating questions. Learners are guided to think ahead and generate as many questions about
the text as possible.
Guessing the meaning of difficult words and expressions from context.
Making connections - There are three types of connections: readers are encouraged to make
connections to themselves, to the world and to other similar texts.
Using graphic organizers - visual charts and tools are used to visually represent and organize a
student’s knowledge or ideas.
Inferring the author’s attitude – feeling what the author feels.
Teacher Activity 3
The teacher helps the students to read the following passage and answer the questions given below.
Dry fruits are useful in various diseases of the brain, muscles and tissues. In particular almonds
have unique properties to remove brain weakness and strengthen it. Almonds preserve the vitality of
the brain, strengthens the muscles, destroys diseases originating from nervous and bilious disorders.
Walnut is another dry fruit that possesses wonderful qualities of curing brain weakness. According
to Dr. Johnson, almonds, figs, grapes, dates, apples* and oranges are rich-in phosphoric elements and
should normally be used by brain workers. Phosphorus nourishes the vital tissues of the body. It keeps
the mind full of enthusiasm for more work.
S.No Question Option 1 Option 2 Option 3 Option 4
cure various
Dry fruits are
strengthen our diseases of the give confi- empower us to do
1 useful because
heart brain, muscles dence to us challenging tasks
they
and tissues
It destroys
diseases
Which one is It preserves
It strengthens originating It strengthens our
2 not a property the vitality of
the muscles from nervous digestive system
of almonds? the brain
and bilious
disorders
Phosphoric almonds, figs, almonds,
element is grapes, dates, figs, papayas, all the green
3 seasonal fruits
profusely apples and guavas and vegetables
found in oranges pineapples
Brain workers
should take they nour-
they remove they keep the
fruits rich in ish the vital
4 brain mind full of all the above
phosphoric tissues of the
weakness enthusiasm
elements be- body
cause
The word
highly
5 unique means ordinary unusual enlightened
qualified
the same as
64

Student Activity
Students are divided into several groups. The teacher presents a paragraph to the students. Each
group has to frame questions as given below and ask it to check the comprehension of the students in
the other groups.
Writing an appropriate title for the text.
Locating referents (i.e., what do these words refer to?)
Sentence completion.
Matching.
Comprehension questions. (E.g., What is the name of the revolution mentioned in the passage?)
True or false statements.
Chart completion (i.e., information transfer).
Assessment
The culture of nuclear families is in fashion. Parents are often heard complaining about the difficulties
in bringing up children these days. The basic need of a growing youth is family, love, attention and
bonding along with moral values. One should not forget that ‘charity begins at home’. Independence
and individuality both need to be respected, in order to maintain the sanctity of family. Children, today
are to be handled with tact in order to bridge the ever-widening generation gap. Only the reasonable
demands need to be fulfilled, as there are too many expenses to be met and too many social obligations
to be taken care of by the parents. Our forefathers lived happily in joint families. There was perfect
harmony between the generations. There never existed the concept of old-age homes. There was deep
respect for the family elders and love, care and concern for the youngsters. Even the minor family
differences were solved amicably.
1. Write a suitable title for the given passage.

2. Mention any two major common concerns of a nuclear family.
3. The expression ‘charity begins at home’ means ____________________.
4. Describe the atmosphere in joint families.
5. Which word in the passage means ‘Holiness of life’?
a) amicably b) old-age c) sanctity d) youngsters
65

30 SPEAKING SKILL
Learning Outcome
99 Speaks fluently and spontaneously. Uses interesting, and need based multilingual vocabulary
Teacher Activity
Warm up Activity
The teacher places different objects on the table and asks the students to describe it to anyone. The
teacher appreciates the learner for his effort and gives inputs on appropriate tone and body language
while speaking in front of a group.
Teacher Activity 1
Tips for Public Speaking

The teacher presents the following tips for the students to develop speaking skill.
1. Know Your Audience
2. Get Comfortable with Your Environment
3. Know Your Purpose
4. Practice…and Practice More
5. Learn from the Pros
6. Encourage Yourself
7. Show Confidence — Even If You Don’t Feel It
8. Share Your Personality
9. Let Mistakes Go
10. Make eye contact
11. Plan & Structure your speech
12. Do not stick on to the notes you’ve prepared
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Teacher Activity 2
Introducing a friend
The teacher helps the students to use the following clues and develop their introducing skill.
This is my friend ________________, (name) Details of his family________________

My friend ________________ is a ___________________ person. ( jovial, serious, friendly),
His favorite subject is ________________, (History, Mathematics, Science)
His hobbies are ________________, (gardening, reading, listening music)
His ambition is to become a ________________(Lawyer, Architect, Doctor).
Teacher Activity 3
Story completion
The teacher starts to tell a story, but after a few sentences he/she stops narrating. Then, the teacher
encourages the students to narrate from the point where she/he stopped.
Each student starts to narrate from the point where the previous one stopped. Each student is
supposed to add from four to ten sentences.
The teacher motivates the students to add new characters, events, descriptions and so on.
Student Activity 1
Introducing others
Students are asked to come to the front in pairs and asked to introduce each other.
Student Activity 2
Role play
The teacher writes different roles on small cards and puts them in a box.
The students are asked to come one by one, pick one card and perform it.
E.g., Y
ou are Ajay and you have toothache. You are visiting a Dentist and tell him your problem….
etc.,
67

Student Activity 2
Story telling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may
create their own stories to tell their classmates.
Assessment
The students are asked to prepare a speech and present it on any of the given topics.
How can global warming be stopped?
Should students be allowed to have their mobile phones with them during school?
Is dieting a good way to lose weight?
68

Government of Tamil Nadu Refresher Course Module 2021-2022 English

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Government of Tamil Nadu Refresher Course Module 2021-2022 English

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Government of Tamil Nadu

REFRESHER COURSE MODULE

Department of School Education

12th_English_RCM.indd 1 14-08-2021 12:15:32

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S.No Title Page No.

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99 Solves grammar exercises with/without context.

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99 Solves grammar exercises with/without context.

The teacher here introduces the relative pronouns to the students.

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When the preceding noun is a person ‘Who’ and ‘Whom’

To be more precise, ‘Who is used when the answer is the

‘Whom’ is used when the answer is the object (like: him,

E.g., Dr. Radhakrishnan was a teacher who became the

Dr. A. P. J. Abdul Kalam was a president whom everyone

‘Whose’ is the only possible relative pronoun for posses-

When the antecedent is a place, we have to use the relative

The teacher explains that/which can be used if the an-

E.g., My phone, which is an iPhone, is not working.

My phone that I bought yesterday is not working.

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I. Fill in the blanks with the relative pronouns.

2. I got the book __________ was lost yesterday.

3. This is the house _________ I was born.

4. Who has moved the paper ________ I left on the table?

5. This is the director _________ film got Oscar award.

6. The doctor _______ they called was an expert.

II. Match the following by using the apt relative pronouns.

S.no A Relative pronoun B

1. A dentist……….person whose I admire

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99 Solves grammar exercises with/without context.

The teacher presents the following modals:

Modals Expressing Example

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Will Willingness She will explain this clearly.

Semi Modals Expressing Example

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99 Solves grammar exercises with/without context.

jump honest happy comfort

Prefix Root word Derivative Suffix Root word Derivative

The teacher explains the following derivatives.

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Fill in the blanks with the correct form of Derivative:

1. She visited an ____________ [amuse] park with her friends.

2. The boy stopped _______ [sudden]

3. He is __________ [aware] of the dangers in that project.

4. It is still ________ [rain]

5. He ____________ [go] for a walk every morning.

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99 Solves grammar exercises with/without context.

The teacher then presents the following:

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Rewrite the given sentences using the ‘IF’ clause.

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99 Solves grammar exercises with/without context.

When two subjects are joined by ‘and’, the verb is plural.

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The verb is singular for collective nouns.