Activity Book M0-M9

INDEX
ELEMENTAL CUP
Day Lesson Name Page # Day Lesson Name Page #
Performance Review 1 Module 3: Listening

Learning Dashboard 2 Day 1 Active Listening 70
Module O: Orientation Day 2 Listening to Learn 72
Day 1 Know Your Capitals 28 Day 3 Listening Matters! 75
Day 6 Introduction to Advanced Level 29 Day 4 Key of Communication 78
Module 1: Speaking Day 5 Listening Relay 82
Day 1 Looking Ahead 31 Day 6 All Ears Listening Contest 85
Day 2 Field a Question 32 Module 4: Reading
Day 3 Third Eye 33 Day 1 Mini-Goals 86
Day 4 Envisioning the Future 35 Day 2 My Reading Level 88
Day 5 Personal Bridges 36 Day 3 Mindset Matters! 91
Day 6 Practice Time 38 Day 4 Power of Habits 93
Day 7 Final Practice 41 Day 5 Visual Reader 96
Day 8 The Elocution Contest 44 Day 6 The Page Turner Contest 100
Module 2: Writing Module 5: Teachback
Day 1 Thinking Hats 45 Day 1 Teacher for a Week 102

Day 2 Story Elements 47 Day 2 Perceiving Active Listening 104
Day 3 Step into Someone else's Shoes 51 Day 3 Follow the Word 106
Day 4 Perspective Building 54 Day 4 Read to Learn 109
Day 5 Use a Blue-Pencil 58 Day 5 Organize your Thoughts 112
Day 6 Proofreading 60 Day 6 Unleash Your Skills 115
Day 7 Getting Ready for the Contest 63 Day 7 The Crescendo Contest 117
Day 8 The Wordsmith Writing Contest 66 Day 8 Write me a Story 119
Mid Term Progress Review - 1 122
SCHOLASTIC CUP
Day Lesson Name Page # Day Lesson Name Page #
Module 6: Polishing your Speech Module 8: Listening and Responding

Vocabulary Builder 244 Vocabulary Builder 247
Day 1 Elements of Speech 125 Day 1 Take Away from All Ears 172
Day 2 Key Points 129 Day 2 Know your Barriers to Listening 182
Day 3 Flow 132 Day 3 Your Listening Goal 188
Day 4 Mapping Fear 135 Day 4 The Fine-Tune 193
Day 5 Tailoring your Speech 139 Day 5 Listening to Perspective 199
Day 6 The Soliloquy Contest 141 Day 6 Framing your Responses 204
Module 7: Mastering Writing Day 7 The SunoGraphy Contest 208
Day 1 Craft of Plot 142 Module 9: Personalising Reading
Day 2 Chalking an Outline 144 Day 1 Learning through Drama 211

Day 3 Understanding Purpose 148 Day 2 Maze Reader 215
Day 4 Arranging and Outline 153 Day 3 Question what you Read! 219
Day 5 Refining 156 Day 4 Joining the Dots 221
Day 6 Buckle Up! 162 Day 5 Making Predictions 225
Day 7 The Denouement Contest 166 Day 6 Playwright Pavilion 227
Day 7 The Goosebumps Contest 230
Day 8 Easier Said than Done 232
Mid Term Progress Review - 2 233
APPENDIX
# Lesson Name Page #
1 Vocabulary Builder 236

2 MOOC Credentials 252
3 MOOC Journal 253
4 Peer Review 256
5 Scholastic Cup: House Values 259
6 The Scholastic Contest 261
Performance Review
Areas of Opportunity (Please ensure that there are not more than three active areas of opportunity at any
given point of time. If you wish to add any opportunity, please ensure one of the earlier ones is closed.)
Active areas of opportunity
Use check marks to select areas of opportunity
Starting Point - Preposition and Minimal Pairs (word order, question / statement, -ing errors, SVA)
Assigned area of opportunity
Review # and Date Pronunciation Grammar
M2: Review 1 (Date: _______) ▢ Pen/ Pan/ Pain ▢ Note / Not ▢ Prepositions ▢ Adverbs
▢ Pen/ Pan/ Pain ▢ Note / Not ▢ Prepositions ▢ Adverbs

M4: Review 2 (Date: _______)
▢ Tap / Tape ▢ Live / Leave ▢ Word Order ▢ Questions
▢ Prepositions ▢ Adverbs
M7: Review 3 (Date: _______) ▢ s/sh ▢ j/z/zh ▢ Word Order ▢ Questions
▢ Tenses

M9: Review 4 (Date: _______) ▢ Tap / Tape ▢ Live / Leave ▢ Word Order ▢ Questions
▢ s/sh ▢ j/z/zh ▢ Tenses

Final Review (Date:
▢ Tap / Tape ▢ Live / Leave ▢ Word Order ▢ Questions
________)
▢ s/sh ▢ j/z/zh ▢ Tenses
Investment
Parameters Module 2 Module 4 Module 7 Module 9 Module 15
Review 1 Review 2 Review 3 Review 4 Final
To be filled by Students
No. of extra benefit quizzes taken __ / __ __ / __ __ / __ __ / __ __ / __
MOOC completion percentage
To be filled by Facilitator on a scale of 1 - 4
Class Participation
- Frequency
- Quality
Response to feedback
- Attitude
- Effort
- Reflection
Vocabulary Acquisition
- Retention
4 = Excellent 3 = Good 2 = Satisfactory 1 = Needs Improvement
1
Learning Dashboard
Module O | Day 5
Part A: My Learning Commitments
Review the list of skill development opportunities for each of the strands and rank (1 = most important; 5 least
significant) in the empty checkbox according to the actions you will take to improve your skill/competency.
Speaking skills: My improvement Goals
I Will:
▢ participate in class daily
▢ take my responsibilities as teacher of the day seriously to better my communication skills
▢ find opportunities to speak English outside FEA
▢ inculcate new words in my speech
▢ practice the pronunciation drills seriously and conscientiously
▢ ______________________________
Writing skills: My improvement Goals
I Will:
▢ practice writing sentences using new words that I have learned
▢ build a habit of writing grammatically correct English (once a week)
▢ review my written text to find and correct errors
▢ complete all the exercises in the Student Work Book (SRB)
▢ get my written work reviewed by my peers and ask for constructive feedback
▢ ______________________________
Reading skills: My improvement Goals
Present Lexile Score: ____ # of weekly practice sessions: ___
Target Lexile Scores @ end of Elemental Cup (Module 5)
Target Lexile Scores @ end of Scholastic Cup (Module 9)
Target Lexile Scores @ end of Cup of Life (Module 15)
Listening skills: My improvement Goals
I Will:
▢ make a habit of watching English channels like Disney, National Geographic, History Channel
▢ consciously prepare to listen by removing internal and external barriers
▢ improve my attention span by listening to audios/videos and summarizing them in a notebook
▢ listen intently to my facilitators and peers and will try to connect my answers to their views
▢ look up the meaning of words/phrases I don't fully understand
▢ ______________________________
2
MODULE 1 | SPEAKING STRAND
Part A: Wishlist from this Module | Day 1

Draft your learning journey for this module by answering these questions. An example has been provided to get
you started. Identify 2-3 more skills that you would like to focus on for the duration of the advanced program.
What skills/attributes they Where do you propose to use / What investment are you willing
would like to develop during the practice the learnt skills? to make to become good at the
course of this module (Speaking chosen skill
Strand)
Eg. I would like to become a I would like to give a speech on I will participate in class everyday
confident speaker. founders day in my school. and will also practice speaking in
front of my parents at home.
1.
2.
3.
To be filled on Day 5
To be filled on Day 5
3
Part B : Wishlist Reflection | Day 8
On a scale of 1-10, rate your performance on your wish list of Module 1:
Your How happy are you with the investment

Actionable Area score and the progress that you have made?
1.
2.
3.
What could you have done better?
Part C: Spoken Language Development Plan | Day 8
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MODULE 2 | WRITING STRAND
Part A1 : Yellow Hat | Day 1
How will you benefit from good writing skills?
Applying the Yellow Hat thinking framework to the benefits of good writing skills could lead to some
positive and optimistic thinking about how good writing skills can benefit you. Here are some potential
benefits to consider:
▢ Communication: Good writing skills enable effective communication, allowing me to express my thoughts
and ideas clearly and cohesively to others. This can enhance my personal and professional relationships
and help me succeed in my career.
▢ Education: Good writing skills are essential for success in education, as it often requires clear and concise
writing to convey complex ideas and arguments.
▢ Career advancement: Good writing skills are highly valued in the workplace and can help me stand out
among my peers, leading to career advancement opportunities.
▢ Personal growth: Developing strong writing skills can be a form of personal growth and self-expression,
allowing me to explore my creativity and share my unique perspective with others.
▢ Critical thinking: Good writing skills require critical thinking and analysis, enabling me to assess complex
information, identify key points, and communicate them effectively to others.
▢ Other:
Part A2: Red Hat | Day 1

How do you feel about your current writing abilities?
Applying the Red Hat framework about how you feel about your current writing abilities can help you explore
and express your emotional reactions and instinctive responses towards your writing skills without the need for
logical reasoning or justification. Here are some potential emotional responses you may have towards your
writing abilities:
▢ Frustration: You may feel frustrated with your writing abilities if you feel like you are not improving despite
your efforts.
▢ Confidence: You may feel confident in your writing abilities if you have received positive feedback or have
seen improvement over time.
▢ Anxiety: You may feel anxious about your writing abilities if you are unsure about how to improve or are
worried about meeting certain expectations.
▢ Pride: You may feel proud of your writing abilities if you have achieved a particular writing goal or have
received recognition for your writing.
▢ Uncertainty: You may feel uncertain about your writing abilities if you are not sure what areas to focus on or
what goals to set.
▢ Other:
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Part A3: White Hat | Day 1
What aspects of your writing need improvement?
Applying the White Hat framework encourages objective and factual thinking, which can be useful in
identifying areas of weakness in your writing. Here are some potential aspects of your writing that you can
evaluate objectively:
▢ Grammar and syntax: Reviewing my writing for errors in grammar and syntax can help me identify areas
where I may need improvement.
▢ Clarity and coherence: Assessing the clarity and coherence of my writing can help me identify areas
where my writing may be unclear or difficult to follow.
▢ Use of vocabulary: Examining ny use of vocabulary can help me identify areas where I may need to
expand my vocabulary or use more appropriate language for my intended audience.
▢ Structure and organization: Reviewing the structure and organization of my writing can help me identify
areas where I may need to improve the flow of my ideas or create a more logical and organized structure.
▢ Tone and style: Evaluating the tone and style of my writing can help me identify areas where I may need to
adjust my writing to better match my intended audience or purpose.
Part A4: Blue Hat | Day 1

Create a SMART Plan to improve your writing skills
A. Specific: I want to
▢ put in no efforts towards improving my writing skills.

▢ improve my grammar and syntax skills to ensure that my writing is clear and easy to understand.
▢ expand my vocabulary to help me express myself more precisely and creatively in writing.
▢ work on improving the organization and structure of my writing to make it more coherent and logical
▢ Other
B. Measurable: I will
▢ aim to write at least ____ words per day, increasing to ______ words per day by _______ [month/ date].
▢ seek the feedback from ______________________________ [peers / teachers / friends] ______ [number] in a
________ [period - week / month] and track the number of errors I make in my writing over time.
▢ aim to complete _________ [number] grammar quiz __________ [per day/week] , and track my progress in
terms of the number of questions I answer correctly. [extra benefit section of the SRB]
▢ use free online tools to help identity errors and areas of opportunity [grammarly / ProWritingAid / Hemingway
Editor/ Language Tool / Grammarcheck.net]
▢ Other
C. Achievable: I will
▢ set aside a dedicated block of time (__________________ [identify time]) each day for writing practice, and
eliminate distractions such as social media, TV, phone during that time.
▢ start with shorter writing tasks and gradually increase the length and complexity of my writing as I improve.
▢ enlist the help of a friend or family member (__________________ [identify person]) to hold me accountable
and motivate me to stick to my writing goals.
▢ Other
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D. Relevant: I will
▢ start with focussing on ___________________, which i believe will help me in my ____________ [exams /
work / email communication / creative writing hobby / etc]
▢ then move on to focussing on ___________________, which i believe will help me in my ____________
[exams / work email communication / creative writing hobby / etc]
▢ next focus on ___________________, which i believe will help me in my ____________ [exams / work /
email communication / creative writing hobby / etc]
▢ Other:
____________________________________________________________________________________
E. Time Bound: I will substantially improve

▢ my grammar and syntax by ____________________ [date/month]
▢ my use of vocabulary by ____________________ [date/month]
▢ my structure and organization by ____________________ [date/month]
▢ Other:
____________________________________________________________________________________
Part A5: Black Hat | Day 1

What obstacle do you foresee that will prevent you from achieving your plan?
It's important to consider potential obstacles and challenges that may arise when trying to improve your
writing skills.
▢ Lack of motivation or discipline: It's possible that you may struggle to stick to your writing goals, because
not every piece / draft will live up to your expectations.
▢ Difficulty measuring progress: While tracking your word count and seeking feedback can be helpful, it
may be difficult to gauge whether you are truly improving your writing skills.
▢ Over Reliance on online tools: While online grammar tools can be helpful, it's important to avoid
becoming overly reliant on them. You should still aim to develop your own knowledge and understanding
of grammar and syntax so that you can write effectively even without the use of these tools.
▢ Burnout or overwhelmed: If you set overly ambitious goals or try to improve too many aspects of your
writing at once, you may become overwhelmed or burn out.
▢ Other
Part A6: Green Hat | Day 1

How can you overcome your obstacles and challenges?
Green Hat thinking is all about generating creative and innovative solutions to problems
▢ Lack of motivation or discipline: I can

_________________________________________________________
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▢ Difficulty measuring progress: I can
___________________________________________________________
▢ Over reliance on online tools: I can

___________________________________________________________
▢ Burnout or overwhelmed: I can

______________________________________________________________
▢ Other_____________________________: I can
___________________________________________________
Part B1: Wishlist Reflection | Day 8

On a scale of 1-10, rate your performance on actionable areas:
Actionable Area Your How happy are you with the investment
score and the progress that you have made?
1.
2.
3.
8
Part B2: Self-reflection - Spoken Language Progression | Day 8
1. What aspects of spoken communication have you been working on since you made your plan?
2. Where did you practice it (outside of FEA classroom)?
⬚ after FEA class ⬚ at home ⬚ at school ⬚ with friends (non FEA)
3. Describe how you practiced?
4. How often did you practice (count only if it was a conscious and substantial effort)?
⬚ multiple time a day ⬚ once a day ⬚ once in 2 days
⬚ few times a week ⬚ once a week ⬚ not even once a week
5. What are you struggling with? What are you doing to overcome those challenges? How can your facilitator
help? Note: If you believe your facilitator can help you, please approach him/her at a mutually convenient
time.
6. Are you satisfied with your progress?

Before you answer the progression question, please reflect and recollect where you wish to be at the
beginning of Module 6.
⬚ Very dissatisfied ⬚ Somewhat dissatisfied ⬚ Meeting expectations ⬚ Exceeding expectations
7. What do you need to do at your end to move up the progression scale?
Part C: Spoken + Written Language Development Plan | Day 8

M2 plan to improve communication (output) skills
Speaking and writing are closely interconnected. While writing requires a specific set of skills like grammar,
vocabulary, and spelling, speaking relies on fluency, tone, and body language. Despite their differences, both
forms of communication complement each other. Writing allows speakers to structure their thoughts and
arguments better, while speaking allows writers to connect more intimately with their audience. Both forms of
communication are critical in conveying ideas, and they both improve through practice.
9
Review the language development plan you made in M1:D8 (SRB Part B) and add writing elements to improve
overall communication. Consider the investments that you will make to achieve your goals. Also identify
opportunities for practicing said skills.
10
MODULE 3 | LISTENING STRAND
Part A: Wishlist from this Module | Day 1

What skills/attributes would you like to develop during this module
Eg. When I am in a discussion situation, I will commit to listening to the speaker by putting aside all distractions
1.
2.
3.
Where do you propose to use / practice the learnt skills?
What investment are you willing to make to become good at the chosen skill?
Eg. I will make a peer learning group with my FEA classmates and will meet twice in the week to discuss and practice
listening
1.
2.
Part B: Wishlist Reflection | Day 6

On a scale of 1-10, rate your performance on actionable areas:
Actionable Area Your How happy are you with the investment and the
score progress that you have made?
Eg. Focus clearly, without bias on what is Eg. My team was able to meet only once a week. Those
being communicated by the speaker. meetings were very productive as everyone was engaged
and we always had good topics to ideate on.
1.
2.
3.
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Part C: Action Plan | Day 6

Specific: What will you do to improve your listening skills?
1
Measurable: How will you measure whether you have done what you had set out to do and your progress?
Achievable: How will you ensure that you remain on task?
Relevant: How can you be certain that the actions you have committed to undertake will improve your
listening skills?
Timebound: 4 weeks, before Module 8
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MODULE 4 | READING STRAND
Part A: Plan to Build a Reading Habit | Day 1
➩ Keep a target that is easy to perform (BJ Fogg floss one tooth: Reading eg. - read one page)
Consider how many pages you would like to read a day
➩ Do it daily (consistency is the key to creating a habit - do not skip)
Consider some of the barriers that may come in the way of your daily reading. Is your reading goal small
enough to overcome these barriers?
➩ Embed it into a routine (BJ Fogg does two pushups after visiting the bathroom: Reading eg. read a page after
eating)
Consider when you will perform your tiny habit? What will you link it to?
➩ Make it grow (BJ Fogg sometimes flosses more than one tooth)
Consider the conditions under which you can read more than your target.
➩ Celebrate - get your adrenaline going, celebrate - you have earned it
Consider how you will celebrate your accomplishment
Part B: Wishlist Reflection | Day 6

On a scale of 1-10, score yourself on the following parameters:
Parameter Your How happy are you with the investment and
Score the progress that you have made?
Reading interest
Reading comprehension (progression on

Lexile scale)
Reading stamina (for how many pages can

you stay focused?)
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Part C: Action Plan | Day 6

Specific: What exactly do you want to achieve with your reading skills?
▢ Reading speed ▢ Reading comprehension ▢ Vocabulary
What type of reading material do you want to focus on?

▢ fiction ▢ non-fiction ▢ specific genres ▢ academic texts ▢ _____________
Measurable: What is the specific target or goal that you want to achieve? (Eg. to read one book a week or to
increase your reading speed by 10 words per minute).
How will you measure your progress? (Eg.Will you track the number of books you read, the time it takes you
to finish a book, or your comprehension level?)
Achievable: Is your goal achievable and realistic given your current reading level and available time? Do you
have the necessary resources, such as books or online materials, to support your plan?
How will you ensure that you remain on task?

____________________________________________________
Relevant: How will achieving your reading goals fit into your larger personal or professional goals?
Timebound: 4 weeks, before Module 9
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MODULE 5 | LANGUAGE PROFICIENCY FEEDBACK
Part A: Language Proficiency Rubric | Day 8
Parameter Advance (4-5) Intermediate (2-3) Beginner (0-1)
Pronunciation Rarely makes errors in Makes some errors in Struggles pronouncing

Minimal pair (eh/ae, oh/aw, pronouncing minimal pronouncing minimal minimal pairs. Is unable
ae/ai, ih/ee) pairs and is able to pairs. Is able to realize to realize and correct
correct most of them. and correct some these mistakes.
mistakes.
Score ____ Feedback / Suggestions
Grammar Rarely makes common Make some common Make lots of common
Common grammatical errors grammatical errors and grammatical errors. Is grammatical errors. Is
(Word order, Articles, is able to correct most able to realize and unable to realize and
Prepositions - to/ for, of them. correct these mistakes. correct these mistakes.
Adverbs, question
formation)
Score ____ Feedback / Suggestions
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MODULE 6 | LANGUAGE DEVELOPMENT REFLECTION | SPEAKING STRAND
Areas of Opportunity
Language Investment as per plan Current Status (per Module 6) Actual investment made % Goal
Development Goal Achieved
(Per M1)
Reflection
If current status < 75%, identify reasons:
Language Development Goal 1 Language Development Goal 2
Language goal was too ambitious Language goal was too ambitious
Language goal was reasonable, but my efforts were not focuses Language goal was reasonable, but my efforts were not focuses
Investments goal was too ambitious Investments goal was too ambitious
Investment goal was reasonable, but I was not able to organize myself Investment goal was reasonable, but I was not able to organize myself
properly properly
If current status > 75%, celebrate your success and create positive energy.
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How do you plan to continue improving your speaking skills?
To answer this section, please consider the following:
1. What areas of your speaking skills do you wish to improve?
2. What resources (eg. peer support, reading resources, MOOCs etc.) will you use to achieve your target?
3. How much time will you take out of your routine to improve on this skill development plan?
4. How do you plan to measure your progress?
17
MODULE 7 | LANGUAGE DEVELOPMENT REFLECTION | WRITING STRAND
Language Investment as per plan Current Status (per Module 7) Actual investment made % Goal Achieved
Development Goal
(per M2)
Reflection
Language goal was reasonable, but my efforts were not focused Language goal was reasonable, but my efforts were not focuses
properly properly
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How do you plan to continue improving your writing skills?

1. What areas of your writing skills do you wish to improve?
2. What resources (eg. peer support, reading resources, MOOCs etc.) will you use to achieve your target?
19
MODULE 8 | LANGUAGE DEVELOPMENT REFLECTION | LISTENING STRAND
Goal Setting: Questioning, Planning & Problem Solving Toolkit (QPPT)

Use the Six Thinking Hats framework to identify tiny habits that will maximize your chances to win the contest.
Six Thinking Hats
Blue Hat (Testing waters) - What do you think about your listening comprehension skill?
How badly do you want to solve the problem?
White Hat - What are the methods/ actions that can help you improve your listening? (facts)
Yellow Hat - How much time and effort are you willing to put in listening practices?
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Red Hat - How confident are you about the actions that you have identified and your commitment to improve your listening comprehension skill (consider your response
to the previous hats before answering this question)?
Black Hat - What could go wrong in the plan? What can you do to ensure that the commitments made by you are upheld?
Green Hat - If your confidence level about your commitment is low/medium, what changes should be made to the commitments to increase the confidence level?
Blue Hat - What changes can you make to your schedule/ behavior (tiny habit) to deliver on your commitment?
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MODULE 8 | LANGUAGE DEVELOPMENT REFLECTION | LISTENING STRAND
Language Investment as per plan Current Status (per Module 8) Actual investment made % Goal Achieved
Development Goal
(per M3)
Reflection
Language goal was reasonable, but my efforts were not focuses Language goal was reasonable, but my efforts were not focuses
properly properly
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How do you plan to continue improving your listening skills?

1. What areas of your listening skill do you wish to improve?
2. What resources (eg. peer support, watching TV (Animal Planet, History Channel), AVs for listening practice, comprehension quizzes, podcasts,MOOCs, etc.) will
you use to achieve your target?
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MODULE 9 | LANGUAGE DEVELOPMENT REFLECTION |
READING STRAND
Part A: Goal Setting: Questioning, Planning & Problem Solving Toolkit (QPPT) | Day 3
Use the Six Thinking Hats framework to think about your current reading abilities and developing tiny habits to
become better readers:
Six Thinking Hats
Blue Hat - Reflect on your current reading habits. What changes would you like to make?
How can you create a conducive reading environment at home and at school?
Yellow Hat - What positive outcomes can result from improving your reading habits (academically or at
work)?
What personal goals can be achieved through consistent reading?
White Hat - What are some characteristics of effective readers? How much time should be dedicated to
reading each day?
Red Hat - How do you currently feel about your reading habits (What emotions arise when you think about
improving your reading habits)?
Green Hat - What strategies can you implement to develop better reading habits?
How can you create a reading schedule or set aside dedicated reading time?
Black Hat - What challenges or obstacles do you face in developing good reading habits?
What negative consequences can result from poor reading habits?
Are there any distractions or time-wasting activities that hinder your reading?
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Part B: FLT Feedback of Gratitude Video | Day 7
Grammar Observations
Pronunciation Observations
Student Action (To be completed by the student)
Target Date: _____________________________________
25
MODULE 9 | LANGUAGE DEVELOPMENT REFLECTION | READING STRAND
Language Investment as per plan Current Status (per Module9) Actual investment made % Goal Achieved
Development Goal
(per M4)
Reflection
Language goal was reasonable, but my efforts were not focused Language goal was reasonable, but my efforts were not focuses
properly properly
26
How do you plan to continue improving your reading skills?
5. What areas of your reading skill do you wish to improve? (e.g - reading speed, reading comprehension, vocabulary, Lexile levels)
6. What resources (eg. practice on ReadTheory, read more books (mention what types of book you will read), where will you source your reading resources from)
will you use to achieve your target?
27
Module O: Day 1 - Know your Capitals
Part A: Reflections of the Intermediate Level
Lesson Name Reasons for selection
Lessons where I has the most fun
Lessons that contributed most to

my growth
Part B: Expectations from the Advanced Program

Skills I would like to develop most These skills are important to me because...
Part C: Common Mispronounced Words

Day Words
Day 1
Day 2
Day 3
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Module O: Day 6 - Introduction to Advanced Level
Part A: Target Skills
On the left side of the table are some skills that you will develop in the advanced program. On the right side are
some examples of ways in which you can demonstrate those skills, but are not correctly matched. Read,
understand and match the following:
Skills Examples of Capitals
Soft Skills (Empathy, Resilience 🎓Academic: Make academic choices to achieve ikegai.
& Self Management)
🎯Employment: Pursue professional goals based on passion.
🤝Social: Build strong relationships with like minded people.
Digital Literacy 🎓Academic: Achieve academic goals without influence from family & friends.
🎯Employment: Accomplish organizational goals with little to no supervision.
🤝Social: Have the conviction to do what is right.
Establish link between personal 🎓Academic: Achieve balance - academic, extracurricular & social goals.
and professional goals
🎯Employment: Increase efficiency and productivity at the workplace.
🤝Social: Achieve work life balance.
Leadership and management 🎓Academic: Access latest information from a variety of sources.
skills
🎯Employment: These skills are necessary for all white collar jobs.
🤝Social: Create global networks.
Problem solving skills 🎓Academic: Build good learning habits.
🎯Employment: Continuously improve to remain relevant.
🤝Social: Adapt to new social norms with ease.
Independent mindedness 🎓Academic: Stay motivated during exams.
🎯Employment: Work under pressure to achieve workplace success.
🤝Social: Build better relations with your family and friends.
Collaboration skills 🎓Academic: Display critical thinking & creativity to become a top student.
🎯Employment: Find ways to lead people and achieve organizational goals.
🤝Social: Be recognised as a person with solutions.
Time management 🎓Academic: Build life skills by organizing school events/clubs.
🎯Employment: Motivate colleagues and help them achieve organization goals.
🤝Social: Build, maintain and guide social networks.
Building productive habits of 🎓Academic: Build skills through academic and extracurricular group activities.
the mind
🎯Employment: Work in teams to achieve success at work.
🤝Social: Gain respect by contributing to organizational and social goals.
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Part B: Team Strategy - Key Points for winning the Elemental Cup
30
Module 1: Day 1 - Looking Ahead
Part A: Word list
Each day of this Module, the facilitator will identify commonly mispronounced words by the class and will ask
you to add to this list. Please add them to this list
S.No. Minimal Pair S.No. Minimal Pair
1. Face/Phase 13.
2. Race/Raise 14.
3. Fill/Feel 15.
4. Still/Steal 16.
5. Set/Sat 17.
6. Snack/Snake 18.
7. Taste/Test 19.
8. Vest/Best 20.
9. Cop/Cope 21.
10. Hair/Here 22.
11. 23.
12. 24.
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Module 1: Day 2: Field a Question
PART A: Rate your peers as a speaker? (followup reviews in module 3 and 5)
Use the following table to rate your peers on their spoken language ability. Please be honest in your feedback as
your assessment will provide valuable insights to your friend on his/her spoken language capabilities. After your
assessment, have a discussion with the person you have rated and explain the score you have awarded for each
parameter. Be ready to provide anecdotal evidence to justify your reasoning.
Reviewers Name: _________________
Attribute Score Scoring Parameters (306 words)
Low Confidence (1-3): Difficulty starting conversations, nervous body

language, limited eye contact, stumbling or pausing frequently.
Moderate Confidence (4-7): Comfortable starting conversations, confident
body language, steady eye contact, able to express thoughts clearly, but still a bit
Confidence
nervous.
High Confidence (8-10): Extremely confident, comfortable in any conversation,
excellent body language, strong eye contact, articulate and able to effectively
express complex thoughts and ideas.
Low Clarity (1-3): Difficulty expressing ideas, frequent use of filler words,
hesitating, and difficult for listeners to understand.
Moderate Clarity (4-7): Able to clearly express basic ideas, limited use of filler
Clarity words, easy for listeners to understand the general message.
High Clarity (8-10): Extremely articulate, able to express complex ideas clearly,
confident and effective use of language, easy for listeners to understand and
retain information.
Low Engagement (1-3): Difficulty maintaining focus, inattentive body

language, limited eye contact, speaking in a monotone or disinterested tone.
Moderate Engagement (4-7): Capable of maintaining focus, active body
Engagement
language, moderate eye contact, speaking in an interesting and engaging tone.
High Engagement (8-10): Extremely focused, energetic body language, strong
eye contact, speaking in an enthusiastic and dynamic tone.
Low Adaptability (1-3): Difficulty adapting to changes or unexpected

situations, rigid in approach, struggles to adjust to new information or feedback.
Moderate Adaptability (4-6): Capable of adapting to some changes and
unexpected situations, open to feedback and new information, able to adjust
Adaptability
approach as needed.
High Adaptability (8-10): Extremely adaptable, flexible in approach, able to
quickly and effectively adjust to new information, changes, and unexpected
situations.
Low Passion (1-3): Lack of enthusiasm, uninterested or disinterested tone,

monotone delivery, minimal emotional connection with the topic or audience.
Moderate Passion (4-7): Some enthusiasm, interested tone, somewhat animated
Passion
delivery, some emotional connection with the topic or audience.
High Passion (8-10): Extremely enthusiastic, passionate tone, dynamic delivery,
strong emotional connection with the topic and audience.
32
Module 1: Day 3 - The Third Eye
Part A: The Explanation Game
What do you see? Your responses to teachers follow up questions
Part B: See, Think, Wonder
See
I See the following…
Think
Sample Think questions Why do you think that?
What do you think is happening in the pictures?
What do you think is the main idea/message/

theme of the picture?
What do you think might be the purpose or

intention of the creator of the picture?
How might different people interpret this

picture differently?
Add your own question…
33
Wonder
What do you find interesting, puzzling, or intriguing about the picture?
What would you like to know more about related to the picture?
If you could ask the creator of the picture a question, what would it be?
What are some larger questions or issues that the picture raises for you?
How might the picture impact or be related to the world around us?
Add your own question…
Part C: Preposition Quiz
Can you use prepositions correctly? Test your understanding with this grammar quiz.
1. We may play football. It depends ________ the weather

▢ on ▢ of ▢ from
2. We want to see a big increase ________ productivity.
▢ of ▢ in ▢ with
3. Excuse me, sir. You haven't ________ your drink.
▢ pay ▢ paid ▢ paid for
4. His wife is suffering ________ hepatitis.
▢ of ▢ with ▢ from
5. I hate the thought ________ going back to work.
▢ to ▢ of ▢ for
6. I am extremely sorry ________ breaking your window.
▢ for ▢ about ▢ Either could be used here
7. Who is responsible ________ the shopping this week?

▢ of ▢ for ▢ with
8. You remind me ________ a boy I was at school with.
▢ of ▢ off ▢ at
9. I am pleased ________ my exam results.
▢ with ▢ about ▢ at
10. The noise from upstairs prevented me ________
▢ to sleep ▢ from sleeping ▢ from sleep
Source: www.englishclub.com See Appendix 3 of the SRB for the answer key
34
Module 1: Day 4 - Envisioning the Future
Part A: Word list
1. Still/Steal 9. Mall/Mole
2. Pill/Peel 10. Sitting/Seating
3. Was/Vase 11.
4. Wine/Vine 12.
5. Bed/Bad 13.
6. Lack/Lake 14.
7. Sale/Sell 15.
8. Very/Berry 16.
Part B: Fill in the blanks with an appropriate preposition.
1. The child ran ________ the road.

▢ over ▢ across ▢ above
2. The news from ________ the borders are quite disquieting.
▢ along ▢ across ▢ over
3. I got up early ________ the morning.
▢ on ▢ in ▢ at
4. She arrived ________ Monday.
▢ in ▢ on ▢ at
5. I can run 4 miles ________ a stretch.
▢ on ▢ at ▢ by
6. We usually go swimming ________ the weekend.
Please select 2 correct answers
▢ on ▢ at ▢ in
7. The hall could seat ________700 people, but now it’s redundant.
▢ up to ▢ until ▢ as much as
8. The meeting has been postponed ________ Friday.
▢ till ▢ until ▢ before
9. There is a restaurant ________ the road which is strong enough to withstand severe storms and winds.
▢ down ▢ up ▢ Either could be used here
10. The meeting must start ________ time.
▢ in ▢ at ▢ On
Source: www.englishgrammar
See Appendix 3 of the SRB for the answer key
35
Module 1: Day 5 - Personal Bridges
Part A: Word list
1. There/Their 9. Coal/Call
2. Breathe/Breeze 10. Aid/Ed
3. Bit/Beat 11.
4. Merry/ Marry 12.
5. Hat/Hate 13.
6. Gate/Get 14.
7. Not/Note 15.
8. Vent/Bent 16.
Part B: Notes on MOOC:
Key Points Speech
Rubric
36
Part C: Elocution Speech: Key Points - Personal Bridges
Part D: Preposition Quiz

1. This material is different ___ that.
▢ to ▢ from ▢ with
2. You should explain this ___ them.
▢ to ▢ with ▢ at
3. He has been absent ___ Monday.
▢ for ▢ since ▢ from
4. I haven't been to the theater ___ a long time.
▢ for ▢ since ▢ from
5. He goes ___ school by car.
▢ to ▢ by ▢ on
6. This is a comfortable house to live ___.
▢ at ▢ in ▢ on
7. They are called ___ different names.
▢ with ▢ by ▢ for
8. We should not spend money ___ luxuries.
▢ for ▢ with ▢ on
9. I gave him a chair to sit ___.
▢ on ▢ in ▢ by
10. The new term begins ___ June 1st.
11. He poured the tea ___ the mug.
▢ in ▢ into ▢ on
Source: www.proprofs.com See Appendix 3 of the SRB for the answer
key
37
Module 1: Day 6 - Practice Time
Part A: Speech Writing - Key Points, Claims and Evidence
38
Part B: Speech Writing - Draft
Guidelines based on the Elocution Rubric (Excellent Criteria):
Overall Structure: The presentation has a clear and well-organized structure, including an engaging
introduction, a well-structured main body that flows smoothly from one point to the next, and a conclusion that
ties together the main points.
Supporting evidence: Provides clear, relevant and convincing anecdotal / supporting evidence for all main
points in the presentation.
39
Part C: Feedback on Practice Speech (FLOW)
Student Name (Presenter): _____________________

1. I look forward to _____ from you.
▢ hear ▢ hearing
2. She accused me _____ reading her letters.
▢ about ▢ of ▢ with
3. I completely agree _____ you.
▢ to ▢ with ▢ of
4. I do not agree _____ the argument that zoos protect animals.
▢ to ▢ with ▢ for
5. I must apologize _____ offending you.
▢ for ▢ about ▢ on
6. I think you should apologize _____ him.
▢ for ▢ with ▢ to
7. Do you believe _____ life after death?
▢ in ▢ at ▢ on
8. The headache prevented me _____ studying.
▢ with ▢ from ▢ of
9. I am quite pleased _____ my performance.
▢ with ▢ about ▢ at
10. I was hoping that she would pay _____ my drink but she didn’t.
▢ for ▢ no preposition
11. Her marriage_____ her childhood sweetheart did not last long.
▢ with ▢ to ▢ of
12. Nobody knows the reason _____ his untimely death.
▢ of ▢ with ▢ for
40
Module 1: Day 7 - Final Practice
Part A: Word list
1. Breathe/Breeze 11.
2. Cloth/Close 12.
3. Stall/Stole 13.
4. Cot/Coat 14.
5. Live/Leave 15.
6. Ten/Tan 16.
7. Mac/Make 17.
8. Aid/Ed 18.
9. Van/Ban 19.
10. Fill/Feel 20.
Part B: Public Speaking: MOOC Reflection-1

Important Information: 1 mark questions have only ONE correct answer. 2 mark questions may have MORE
THAN ONE correct answer. Please do not select multiple answers for 1 mark questions.
Questions Score
1. The five parts of canons (principal) of rhetoric are_____.

style, gestures, movement, invention, arrangement
arrangement, delivery, audience, invention, style __/1
invention, style, arrangement, memory, delivery
articulation projection, vocalization, gestures, movement
2. Define a monotonous speech.

A speech that engages the audience
A speech that is delivered using the same tone of voice and pitch __/1
A speech that uses multiple intonation patterns
A speech that addresses a single idea clearly
3. What can a speaker do to make it easier for listeners to decode their speech?
Shout at the top of his/her voice
Be animated and highly energetic __/1
Give contextual and prosodic cues
Use complex vocabulary and phrases
41
4. Choose the elements of a rhetorical situation. (Multiple answers possible)
Audience
Culture __/1
Purpose
Memory
5. How will you make sure that you are writing your speech for the ears not for the eyes?
(Multiple answers possible)
By using technical words
__/2
By using appropriate prosody
By using short sentences
By selecting vocabulary understood by audience
6. How will you make sure that you are writing your speech for the ears not for the eyes?
Persuade the listener to do or believe something
__/2
Make compelling presentations
Make false statements sound convincing
Deliver engaging speeches
Read the scenario and answer the following question

Scenario: You and your friend are talking about a movie both have seen. Responding to your
friends question about the movies, you have to choose between the following delivery styles:
A. the ending was louse (implying most other parts were good) or
B. the ending was lousy! (it was really not a good ending and you have strong feelings about this)
__/2
7. The two responses have different meanings because of (Multiple answers possible)
Prosody
Context
Syntax
Style
Total Score: __/10

Marking Scheme: Please see Appendix 1 in SRB for the correct answers.
For 1 mark questions, give yourself 1 point for every correct answer and 0 points for every incorrect answer.
For 2 mark questions, give yourself:
● ½ marks for every correct answer if the answer key reveals that there are 2 correct answers.
● ⅓ marks for every correct answer if the answer key reveals that there are 3 correct answers.
● ¼ marks for every correct answer if the answer key reveals that there are 4 correct answers.
Read the appendix carefully as it may provide you with clues on why a specific answer is correct. After you
have completed your self-assessment, tally your total scores and write it in the ‘Total Scores’ row.
42
Part C: Feedback on Practice Speech (FLOW)
Student Name (Presenter): _____________________
1. They swam _______ the river.

▢ across ▢ over ▢ on
2. They live in a village just _______ the border.
▢ across ▢ over ▢ Either could be used here
3. I work best _______ the evening.
▢ in ▢ at
4. See you _______ Saturday evening.
5. I can run 400 meters _______ about one minute.
▢ by ▢ in ▢ Within
6. We usually go and see grandmother _______ Sunday.
7. That car can seat _______ seven people.
▢ until ▢ as far as ▢ upto
8. I won’t be seeing him _______ Wednesday.
▢ until ▢ before ▢ Either could be used here
9. The nearest restaurant is about half a mile _______ the road.
▢ up ▢ down ▢ Either could be used here
10. None of the last six trains has been _______ time.
▢ in ▢ on
11. He could have been saved if they had brought him to hospital _______ time.
▢ in ▢ at
43
Module 1: Day 8 - The Elocution Contest
Part A: Preposition Quiz:
1. We walked ______ the edge of the desert.
▢ as far as ▢ up to ▢ until
2. It is another three weeks ______ the holidays.

▢ to ▢ until ▢ for ▢ up to
3. I don’t know how she manages to support such a large family. She has nothing ______ her pension.
▢ besides ▢ except ▢ apart from ▢ All of the above
4. Are you wearing anything ______ your sweater?

▢ below ▢ under ▢ underneath ▢ Either under or underneath
5. Do you mind? I was ______ you!

▢ in front of ▢ in front off ▢ before
6. We should arrive ______ their place ______ time ______ lunch.

▢ at, in, for ▢ in, to, at ▢ at, for, in ▢ at, by, for
7. They live ______ a small one bedroom flat ______ the third floor.
▢ in, in ▢ on, on ▢ in, on ▢ on, in
8. Granny is arriving ______ the 3.30 train.

▢ in ▢ with ▢ on
9. Last year, there were a large number of mangoes ______ the tree.
▢ in ▢ at ▢ on ▢ with
10. His house is ______ the way from Mumbai to Thane.

▢ in ▢ at ▢ by ▢ on
44
Module 2: Day 1 - Thinking Hats
Part A: Six Thinking Hats - BDA Exercise
Before
During
After
What did they learn from this activity?

__________________________________________________________
What surprised them during the activity?

_______________________________________________________
How can they apply what they learned to other situations or tasks?
___________________________________
45
Part B: Preposition Quiz
1. My best friend lives ______ Boretz Road.

2. I'll be ready to leave ____ about twenty minutes.
3. Since he met his new girlfriend, Juan never seems to be ______ home.
4. The child responded to his mother's demands ______ throwing a tantrum.

▢ with ▢ by ▢ from
5. I think she spent the entire afternoon ______ the phone.
6. I will wait ______ 6:30, but then I'm going home.
▢ from ▢ at ▢ until
7. The police caught the thief _____ the corner of Cascade and Plum Streets.
▢ in ▢ at ▢ from
8. My fingers were injured so my sister had to write the note _____ me.
▢ for ▢ with ▢ to
46
Module 2: Day 2 - Story Elements
Part A: Word list
1. February 9. Bot/ Boat
2. Help 10. Got/ Goat
3. Send/ Sand 11.
4. Bend/ Band 12.
5. Red/ Rad 13.
6. Sent/ Saint 14.
7. Letter/ Latter 15.
8. Better/ Batter 16.
Part B: Sniper Story Summary
47
Part C: The Wordsmith Checklist
Marking Scheme: No Error: 2 points, 1 Error: 1 point: 2 errors, no points will be given for that parameter.
Parameter / Points 2 pt 1 pt 0 pt
Is the piece of writing within the prescribed number of words?
Capitalisation (max 2 points in total):

● Have proper nouns been capitalized correctly?
● Have the first words of sentences been capitalized correctly?
● Have titles and headings been capitalized correctly?
Has correct punctuation been used to end sentences and abbreviations?
Are all words spelled correctly?
Have prepositions been used correctly to accurately convey thoughts and ideas and to
help the reader visualize the text better?
Have adverbs been employed to make the text engaging & specific?
Are there subject-verb agreement errors you notice?
Are there any errors in the past, present, and future tense?
Does the writing have a clear and logical structure (introduction, main body,
conclusion) that makes it easy to follow and understand ?
Total
Part D: The Sniper - by Liam O'Flaherty (1897-1984)

The long June twilight faded into night. Dublin lay enveloped in darkness but for the dim light of the moon that
shone through fleecy clouds, casting a pale light as of approaching dawn over the streets and the dark waters of
the Liffey. Around the beleaguered Four Courts the heavy guns roared. Here and there through the city, machine
guns and rifles broke the silence of the night, spasmodically, like dogs barking on lone farms. Republicans and
Free Staters were waging civil war.
On a rooftop near O'Connell Bridge, a Republican sniper lay watching. Beside him lay his rifle and over his
shoulders was slung a pair of field glasses. His face was the face of a student, thin and ascetic, but his eyes had
the cold gleam of the fanatic. They were deep and thoughtful, the eyes of a man who is used to looking at death.
He was eating a sandwich hungrily. He had eaten nothing since morning. He had been too excited to eat. He
finished the sandwich, and, taking a flask of whiskey from his pocket, he took a short drought. Then he returned
the flask to his pocket. He paused for a moment, considering whether he should risk a smoke. It was dangerous.
The flash might be seen in the darkness, and there were enemies watching. He decided to take the risk.
Placing a cigarette between his lips, he struck a match, inhaled the smoke hurriedly and put out the light. Almost
immediately, a bullet flattened itself against the parapet of the roof. The sniper took another whiff and put out
the cigarette. Then he swore softly and crawled away to the left.
Cautiously he raised himself and peered over the parapet. There was a flash and a bullet whizzed over his head.
He dropped immediately. He had seen the flash. It came from the opposite side of the street.
He rolled over the roof to a chimney stack in the rear, and slowly drew himself up behind it, until his eyes were
level with the top of the parapet. There was nothing to be seen--just the dim outline of the opposite housetop
against the blue sky. His enemy was under cover.
48
Just then an armored car came across the bridge and advanced slowly up the street. It stopped on the opposite
side of the street, fifty yards ahead. The sniper could hear the dull panting of the motor. His heart beat faster. It
was an enemy car. He wanted to fire, but he knew it was useless. His bullets would never pierce the steel that
covered the gray monster.Then round the corner of a side street came an old woman, her head covered by a
tattered shawl. She began to talk to the man in the turret of the car. She was pointing to the roof where the sniper
lay. An informer.
The turret opened. A man's head and shoulders appeared, looking toward the sniper. The sniper raised his rifle
and fired. The head fell heavily on the turret wall. The woman darted toward the side street. The sniper fired
again. The woman whirled round and fell with a shriek into the gutter.
Suddenly from the opposite roof a shot rang out and the sniper dropped his rifle with a curse. The rifle clattered
to the roof. The sniper thought the noise would wake the dead. He stooped to pick the rifle up. He couldn't lift it.
His forearm was dead. "I'm hit," he muttered.
Dropping flat onto the roof, he crawled back to the parapet. With his left hand he felt the injured right forearm.
The blood was oozing through the sleeve of his coat. There was no pain--just a deadened sensation, as if the arm
had been cut off.
Quickly he drew his knife from his pocket, opened it on the breastwork of the parapet, and ripped open the
sleeve. There was a small hole where the bullet had entered. On the other side there was no hole. The bullet had
lodged in the bone. It must have fractured it. He bent the arm below the wound. the arm bent back easily. He
ground his teeth to overcome the pain.
Then taking out his field dressing, he ripped open the packet with his knife. He broke the neck of the iodine
bottle and let the bitter fluid drip into the wound. A paroxysm of pain swept through him. He placed the cotton
wadding over the wound and wrapped the dressing over it. He tied the ends with his teeth.
Then he lay still against the parapet, and, closing his eyes, he made an effort of will to overcome the pain. In the
street beneath all was still. The armored car had retired speedily over the bridge, with the machine gunner's head
hanging lifeless over the turret. The woman's corpse lay still in the gutter.
The sniper lay still for a long time nursing his wounded arm and planning escape. Morning must not find him
wounded on the roof. The enemy on the opposite roof covered his escape. He must kill that enemy and he could
not use his rifle. He had only a revolver to do it. Then he thought of a plan.
Taking off his cap, he placed it over the muzzle of his rifle. Then he pushed the rifle slowly upward over the
parapet, until the cap was visible from the opposite side of the street. Almost immediately there was a report,
and a bullet pierced the center of the cap. The sniper slanted the rifle forward. The cap clipped down into the
street. Then catching the rifle in the middle, the sniper dropped his left hand over the roof and let it hang,
lifelessly. After a few moments he let the rifle drop to the street. Then he sank to the roof, dragging his hand
with him.
Crawling quickly to his feet, he peered up at the corner of the roof. His ruse had succeeded. The other sniper,
seeing the cap and rifle fall, thought that he had killed his man. He was now standing before a row of chimney
pots, looking across, with his head clearly silhouetted against the western sky.
The Republican sniper smiled and lifted his revolver above the edge of the parapet. The distance was about fifty
yards--a hard shot in the dim light, and his right arm was paining him like a thousand devils. He took a steady
aim. His hand trembled with eagerness. Pressing his lips together, he took a deep breath through his nostrils and
fired. He was almost deafened with the report and his arm shook with the recoil.
Then when the smoke cleared, he peered across and uttered a cry of joy. His enemy had been hit. He was reeling
over the parapet in his death agony. He struggled to keep his feet, but he was slowly falling forward as if in a
dream. The rifle fell from his grasp, hit the parapet, fell over, bounded off the pole of a barber's shop beneath
and then clattered on the pavement.
Then the dying man on the roof crumpled up and fell forward. The body turned over and over in space and hit
the ground with a dull thud. Then it lay still.
The sniper looked at his enemy falling and he shuddered. The lust of battle died in him. He became bitten by
remorse. The sweat stood out in beads on his forehead. Weakened by his wound and the long summer day of
fasting and watching on the roof, he revolted from the sight of the shattered mass of his dead enemy. His teeth
chattered, he began to gibber to himself, cursing the war, cursing himself, cursing everybody.
49
He looked at the smoking revolver in his hand, and with an oath he hurled it to the roof at his feet. The revolver
went off with a concussion and the bullet whizzed past the sniper's head. He was frightened back to his senses
by the shock. His nerves steadied. The cloud of fear scattered from his mind and he laughed.
Taking the whiskey flask from his pocket, he emptied it into a drought. He felt reckless under the influence of
the spirit. He decided to leave the roof now and look for his company commander to report. Everywhere around
was quiet. There was not much danger in going through the streets. He picked up his revolver and put it in his
pocket. Then he crawled down through the skylight to the house underneath.
When the sniper reached the laneway on the street level, he felt a sudden curiosity as to the identity of the
enemy sniper whom he had killed. He decided that he was a good shot, whoever he was. He wondered if he
knew him. Perhaps he had been in his own company before the split in the army. He decided to risk going over
to have a look at him. He peered around the corner into O'Connell Street. In the upper part of the street there
was heavy firing, but around here all was quiet.
The sniper darted across the street. A machine gun tore up the ground around him with a hail of bullets, but he
escaped. He threw himself face downward beside the corpse. The machine gun stopped.
Then the sniper turned over the dead body and looked into his brother's face.
Source: https://www.classicshorts.com/stories/sniper.html
Part E: Adverbs of Frequency Quiz

1. I ________ wake up early on weekends. (rarely/quickly)
2. He __________ studies for his exams. (always/happily)
3. We go to the beach __________ in the summer. (frequently/carefully)
4. She __________ goes to bed late. (sometimes/beautifully)
5. They __________ eat fast food. (often/quietly)
6. My friends and I __________ play tennis on Saturdays. (usually/hard)
7. She __________ works out at the gym. (rarely/lovingly)
8. He __________ forgets his keys. (sometimes/slowly)
9. We __________ have pizza for dinner. (never/quickly)
10. They __________ travel abroad. (frequently/happily)
50
Module 2: Day 3 - Step In Someone else’s shoe
Part A: Selecting key points
The setting of the scene is of a war zone. You are a farmer / student / mother / sports person / peace loving
patriot residing in the war zone and your life has been impacted. Write a story from your perspective using the
SRBST framework. Before writing your story complete the table below to identify the key points of your story.
S (Somebody) ▢ farmer ▢ student ▢ mother
Select assigned character ▢ sports person ▢ peace loving patriot
W (Wanted)
What does my character
want?
B (But)
What are the challenges?
S (So)
What do I do?
T (Then)
How does it end?
Prepositions I would like to ▢ since ▢ towards ▢ below ▢ under ▢ over

use (select atleast 5 from the ▢ beside ▢ behind ▢ across ▢ around ▢ into
list)
Adverbs i would like to

include in my story
Part B: Arranging Key Points

Use this section to arrange and stylise key points of your story, identify subordinate points and manage its
overall flow. If your story includes some claims, think about how you will present the evidence in an engaging
way.
Beginning:
________________________________________________________________________________
Body:
____________________________________________________________________________________
Ending:
___________________________________________________________________________________
51
Part C: My Story
Part D: Peer Feedback
What was good about the story:

________________________________________________________________
What can be improved:

_______________________________________________________________________
Assign an overall rating (1-10) on:

Low Score High Score
- How engaging was the story : 1 2 3 4 5 6 7 8 9 10
- How well was the story written: 1 2 3 4 5 6 7 8 9 10
52
Part E: Adverbs of Time Quiz
1. My friend and I will _______ go to the movies tonight. (tonight/quickly)

2. She __________ finished her homework before dinner. (already/happily)
3. We usually have breakfast __________ in the morning. (early/quickly)
4. He __________ wakes up at 6 a.m. (never/suddenly)
5. I __________ saw that movie last year. (recently/always)
6. They will arrive __________ in the afternoon. (early/late)
7. She __________ gets up at 7 a.m. (sometimes/never)
8. We __________ go to bed early during the week. (usually/carefully)
9. He __________ comes to class late. (never/quickly)
10. They went to the park __________. (yesterday/often)
53
Module 2: Day 4 - Perspective Building
Part A: Topics
House Issues
Issue #1: Making all classes online

Your view as
Students
Parents of primary school child
Parent of older children
Teachers
Employers
Issue #2: Statistical evidence suggests that digital payment is on the rise.
Your view as
Villagers
Urban society
Labour contractor
Government
Owner of a digital payments company
Issue #3: Flooding in a city after one good shower

Your views as
People who live in that city
Municipal corporation
International observers
Pregnant women trying to get to the hospital
Tourist visiting during monsoons
Issue#4: An entrepreneur who launched the water ATM facility, where people can draw a
liter of clean water for as little as Rs 5.
Your views as
Villagers who don’t have enough drinkable water
People who can afford clean water
Municipal Corporation who claims to provide clean water
Government
Person who is below the poverty line
Part B: Essay - Identifying Key Points

Use this section to arrange key points, identify subordinate points and manage its overall flow. If your essay
includes some claims, think about how you will present the evidence in an engaging way.
Perspective:
______________________________________________________________________________________
Key Points:
1.
2.
54
3.
Part C: Essay - Arranging Key Points

Use the template below to arrange your thoughts before writing your essay. Use short phrases and bullet points.
The template is illustrative and all lines do not need to be filled.
Introduction
Key point:
________________________________________________________________________________
Subordinate point 1:
________________________________________________________________________
________________________________________________________________________
Body 1
Key point:
________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evidences:
________________________________________________________________________________
Body 2
Key point:
________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Evidences:
________________________________________________________________________________
Ending
Key point:
________________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Possible adverbs that can be used:
____________________________________________________________
________________________________________________________________________________________
55
Part D: Essay
56
Part E: Peer Feedback
Highlight what you liked about the essay:

________________________________________________________
Areas of Opportunity:
1.
2.
Score based on Rubric: _____ / 18
Part F: Types of Adverbs

Review SRB Part C (M2:D3 - My Story) for adverbs categorize them by type in the table below.
Type of Adverb Words
Manner (e.g.: quickly, happily, perfectly)

Quickly - "She finished her work quickly."
Frequency (e.g.: Never, often, sometimes)

Never - "I never skip breakfast before work."
Time (e.g.yesterday, soon, later)

Soon - "We will be leaving for the airport
soon."
Place (e.g: down, away, north, behind)

Behind - "The car is parked behind the
building."
Degree (e.g: too, very, extremely)

Very - "I am very happy to see you."
Certainty of an action
Somewhere - I left my phone somewhere in this
room.
Certainty of state
Obviously - "It's obviously a fake painting."
Part G: Adverb of Manner Quiz

Select the correct adverb
1. The team played ___________ in the championship game. (determinedly/determined)
2. The little girl danced ___________ in her tutu. (gracefully/graceful)
3. The magician waved his wand ___________ to make the rabbit disappear. (abruptly/abrupt)
4. The choir sang ___________ during the concert. (beautifully/beautiful)
5. The horse galloped ___________ across the field. (majestically/majestic)
6. The chef seasoned the dish ___________ to give it a bold flavor. (expertly/expert)
7. The hiker climbed ___________ up the mountain trail. (steadily/steady)
8. The artist painted ___________ with her brush strokes. (masterfully/masterful)
9. The comedian delivered his punchline ___________ to get a big laugh. (perfectly/perfect)
10. The students worked ___________ to finish their group project. (collaboratively/collaborative)
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Module 2: Day 5 - Use a Blue Pencil
Part A: Word List
1. Face 9. Bet/ Bat
2. Tap/ Tape 10. Met/ Mat
3. Lack/ Lake 11.
4. Mac/ Make 12.
5. Great 13.
6. Shack/ Shake 14.
7. Jack/ Jake 15.
8. Opportunity 16.
Part B: The new and improved ‘My Story’
58
Part C: Adverbs of Degree Quiz
1. She was _____ surprised when she heard the news.
▢ very ▢ hardly ▢ almost ▢ slightly
2. I'm __________ certain that I left my keys on the kitchen counter.
▢ hardly ▢ quite ▢ barely ▢ completely
3. The sun was __________ hot that day, I had to wear a hat and sunglasses.
▢ fairly ▢ barely ▢ extremely ▢ totally
4. She was __________ thrilled when she found out she got the job.
▢ completely ▢ fairly ▢ absolutely ▢ hardly
5. The man was __________ engaged in his work, he didn't notice the thief come in.
▢ fairly ▢ completely ▢ hardly ▢ nearly
6. We're __________ ready to leave, we just need to grab our bags.
▢ totally ▢ fairly ▢ absolutely ▢ hardly
7. We can't go to the movies tonight, I'm __________ certain that I'll be able to finish this project by then.
▢ not ▢ quite ▢ fairly ▢ completely
8. I've __________ finished cleaning the house, I just need to sweep the floors.
▢ barely ▢ very ▢ almost ▢ totally
9. He __________ passed the exam, he got a 40% (passing grade).
▢ hardly ▢ barely ▢ nearly ▢ completely
10. I __________ recognized her in the crowd, she had changed so much since the last time I saw her.
▢ hardly ▢ completely ▢ fairly ▢ quite
59
Module 2: Day 6 - Proofreading
Part A: Word List
1. Have 9. Fade
2. Give 10. Led/ Lad
3. Every 11. Set/ Sat
4. Very/ Vary 12.
5. Apollo 13.
6. Apologize 14.
7. Said/ Sad 15.
8. Fed/ Fad 16.
Part B: Public Speaking: MOOC Reflection - 2

Questions Score
1. What is the purpose of an outline in a speech?

To prepare an overview
To provide the order to the main points __/1
To ensure that the speech flows smoothly
All of the above
2. A claim is…
A statement of fact
An assertion you can not support with evidence __/1
An important piece of evidence that supports your main point
The logical connection that your audience must make to understand your assertion
3. A persuasive presentation could be done to __________.

change belief and instruct
change opinion and inform __/1
Share new ideas
change belief, opinion or behavior
4. In public speaking, the role of 'invention' is to... (Multiple answers possible)

consider what the audience needs to know
design memorable key points __/1
decide which points to include or exclude from a speech
consider the word choice that your audience will relate to
60
5. What could be the impact on the audience of a speech that has too many key points?
The audience will... (Multiple answers possible)
find it hard to remember the key points
__/2
get distracted and lose interest
be focused and will try to remember all important information
consider the speaker fully prepared for his/her speech
6. Which piece of evidence could be used to support this claim: High school students
should be required to wear uniforms. (Choose only one answer)
After adding all costs, one set of school uniform could end up costing more than Rs.
500
A student reported, "Allowing us to wear our own clothes gives us a chance to show our __/2
unique style and independence."
At one school district that recently required students to wear uniforms, attendance rates
went up and behavior incidents went down
School uniforms can be ordered online
7. Read the argument below from a person arguing for city action at a council meeting: We
should build a separate bike lane because the current road is dangerous for cyclists.
Currently, cyclists like myself, can not get to work on time. I end up having to rush and
might lose my job due to chronic tardiness.
Identify the biggest problem with the above argument: (Multiple answers possible) __/2
The speaker does not present statistics to support his claim
The arrangement is confusing
The argument is too wordy
The evidence does not relate to the claim
Total Score: __/10
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Part C: Practice Proofreading
Circle the errors and use the extra space between the lines to write the correct form.
With the invention of the personal computer and Internet a new age to comunication has began. Now people
can communicate fastly and more easy than ever before, writing, editing and storing the information had
become quick and easy. It was no longer necessary to write draft after draft when changes could be made so
easily using to a Word Processor program, Messageses can now be sent anywhere in the world at no time,
without addressing envlopes or licing stamps.
Total Errors Found: _____

+ 1.00 Mark for each correct error found: _____
- 0.25 points for each correct language identified as error: _____
Total points _____
Part D: Quiz - Adverb of Place

An adverb of place is a type of adverb that describes or indicates the location or position of the action or verb in
a sentence. It provides information about where an action or event is taking place. Adverbs of place can describe
a variety of locations including direction, position, and distance.
8. The concert was held ________ in the large arena.

▢ above ▢ indoors ▢ beneath ▢ across
9. The team ran ________ the field towards the goalpost.
▢ against ▢ across ▢ below ▢ behind
10. She looked ________ at her feet while walking.
▢ backward ▢ downward ▢ inside ▢ outside
11. We went ________ to the top of the mountain.
▢ upward ▢ below ▢ aside ▢ away
12. The runners sprinted ________ towards the finish line.
▢ backward ▢ forward ▢ around ▢ sideways

13. The campers set up their tents ________ in the woods.
▢ deep ▢ heavily ▢ sparsely ▢ strangely
14. The car drove ________ the long and winding road.
▢ nearby ▢ cautiously ▢ straight ▢ around
15. The picnic basket was placed ________ the shade of a large tree.
▢ upward ▢ outdoors ▢ beneath ▢ forward
16. The family sat ________ at the dinner table, passing the dishes around.
▢ outdoors ▢ neatly ▢ lazily ▢ indoors
17. Rahul looked ________ for a bat, but could only find a hockey stick
▢ around ▢ hastily ▢ desperately ▢ ahead
62
Module 2: Day 7 - Getting Ready for the Contest
Part A: Diagrammatic Representation: Writing Process
63
Part B: Diagrammatic Representation: Presentation
64
Part C: Quiz: Adverbs of Time
1. An adverb of time tells us when or _______ the action occurs.

▢ how come ▢ how many ▢ how often
2. Which is correct? Jenny isn't here _______. Can I take a message?

▢ soon ▢ now ▢ then
3. It'll stop raining soon, so let's wait until _______.

▢ now ▢ then ▢ soon
4. Christmas is celebrated _______ on December 25.

▢ daily ▢ monthly ▢ annually
5. Harry's never used a gun _______, so he couldn't be the killer.

▢ before ▢ earlier ▢ already
6. The bus arrived _______ than usual, so we had to wait.

▢ late ▢ later ▢ lately
7. The drought lasted many months, but the rains _______ came.
▢ ever ▢ already ▢ eventually
8. The concert will take place _______ in the evening

▢ usually ▢ tonight ▢ often
9. They arrived _______ to catch the train.

▢ early ▢ irregularly ▢ finally
10 . She visits her grandparents _______.

▢ once a week ▢ slowly ▢ yesterday
65
Module 2: Day 8 - The Wordsmith Writing Contest
Part A: Identifying Key Points
Use this section to arrange key points, identify subordinate points and manage its overall flow. If your essay
includes some claims, think about how you will present the evidence in an engaging way.
Key Points:
1.
2.
3.
Part B: Flow Chart
66
Part C: Draft Submission
Topic: __________________________________________________________
67
Part D: Final Submission
Topic: __________________________________________________________
68
Part E: Adverb Quiz
1. This bag is big ______.
▢ very ▢ enough ▢ awfully
2. Our teacher is _______ friendly.
▢ always ▢ extremely ▢ very
3. We _______ have enough work.
▢ purely ▢ fully ▢ hardly
4. I _____ have enough money.
▢ closely ▢ badly ▢ very
5. Are you _______ here?
▢ completely ▢ almost ▢ very
6. We ______ love living in New York.
▢ absolutely ▢ really ▢ both
7. The price is ______ good.
▢ fairly ▢ strongly ▢ far
8. The food is _______ good.
▢ extremely ▢ least ▢ most
Source: www.englishclub.com
69
Module 3: Day 1 -Active Listening
Part A: Word list
1. Breath/Breathe 9. Mad/Made
2. Heart/Hurt 10. Bea /Beet
3. Chick/Cheek 11.
4. Men/Man 12.
5. Man/Main 13.
6. Vroom/Broom 14.
7. Laid/Led 15.
8. Stall/Stole 16.
Part B: Quiz: Word Order and SVA

Rearrange the given words to form a grammatically correct and meaningful sentence. Pay attention to the proper
word order and sentence structure.
Eg He (to school / every day / goes) He goes to school every day.
1. I (a lot / my car / drive) I _____________________________________________?

2. James (a newspaper / buys / every day) James
_________________________________________?
3. Our family (goes / every year / to Greece) Our family
_____________________________________?
4. I (very much / books / like) I _____________________________________________?
5. They (to Paris / next year / want to go) Our family
_____________________________________?
6. My son (today / very hard / is studying) My son
________________________________________?
7. My mum (very well / doesn’t speak / English) My mum ______________________________________?
8. My aunt (today / in hospital / is) My aunt

_______________________________________?
Source: speakspeak.com
70
Part C: Quiz: Question Formation
Please carefully read each given statement. Your task is to rewrite each statement as a question where the
original statement would be the answer.
Eg The students play football. What do the students play?

Answer Question
1. John is writing a letter. _________________________________________________

?
2. She walks home from school. _________________________________________________

?
3. The children are sitting in the garden. _________________________________________________

?
4. Peter runs with his dog on Sundays. _________________________________________________

?
5. My rabbit has a cage in the garden. _________________________________________________

?
6. They go to work by bus. _________________________________________________

?
7. David likes cats because they are nice. _________________________________________________

?
8. Jenny isn't sleeping late today. _________________________________________________

?
9. We are going to the cinema. _________________________________________________

?
10. I'm leaving now. _________________________________________________

?
Source: www.englisch-hilfen
71
Module 3: Day 2 - Listen to Learn
Part A: Word list
1. Chit/Cheat 9. Heart/Hurt
2. Led/Lad 10. Beg/ Bag
3. Bran/Brain 11.
4. Tale/Tell 12.
5. Vow/Bow 13.
6. Cot/Coat 14.
7. Breath/Breathe 15.
8. Dip/Deep 16.
Part B: Role Play Feedback

What did you like? What can be improved?
Content
- Clarity of main message and supporting points
- Logical organization and coherence
Delivery
- Confidence and poise
- Vocal Clarity
- Effective use of non verbal communication (eye
contact, gestures)
Impact
- Ability to inspire, persuade and inform
- Call to action or key takeaways
- Overall impression or memorability
Part C: Quiz: Word Order

1. a singing he now is song new

________________________________________________
72
2. not do like I Mondays
________________________________________________
3. at cats usually sleep do not night

________________________________________________
4. computer Tuesday afternoons seldom lab on the she to goes

_________________________________________
5. late stay up do not on weekdays mum and dad

________________________________________________
6. reporter running to the car is the

________________________________________________
7. play friend my not tennis does

________________________________________________
8. never goes skating grandmother his

________________________________________________
9. I see hamsters two cannot

________________________________________________
10. has breakfast in kitchen always the Jack

________________________________________________
Source: www.englisch-hilfen.de/en/
Part D: Question Formation Quiz

Fill in the blanks with the correct question word or verb form to complete the sentence. Choose the most
appropriate option from the given choices. Pay attention to the subject, verb tense, and question word in each
sentence to determine the correct answer.
1. Who ________________ you work with?
are do
2. ______________ Peter at work yesterday?
Was Did
3. Where __________ you yesterday?
were did
4. Why _____________ he angry?
was did
5. ________________ you like traveling?
Are Do
6. Who __________ with you in the office yesterday?
did was
73
7. When______________ you born?
were did
8. What ___________ he do?
is does
9. _______________ you agree with me?
Are Do
10. ___________ you feel OK?
Do Are
Source: https://www.eltbase.com/quiz/097_13.htm
74
Module 3: Day 3 - Listening Matters!
Part A: Describing People
Listen to two students talking about the teachers at their college. Match the teacher’s names to the photos.
Mrs King Mr. Parker Mr.Willis Mr. Johnson
Mr. Chandler Mrs. Brighouse Mr. Joseph Miss. Wood
Ms. Tully Mrs. Amos
Source: www.examenglish.com
75
Part B: Afford Feedback
Feedback provided by _____________________
Criteria Score Rationale (Focus on Excellent and Fair ratings only)
Attention
Focus
Feelings
Observe
Restate or
Rephrase
Determine
Part C: Word Order Quiz

1. Which of the two sentences below shows correct English word order?
a. She speaks well English.
b. She speaks English well.
a. Why you did say that?
b. Why did you say that?
a. She showed her homework her mother.
b. She showed her mother her homework.
a. Sometimes I play tennis on a Sunday.
b. I play sometimes tennis on a Sunday.
76
a. That is my pen. Give to me it.
b. That is my pen. Give it to me.
a. Never I eat breakfast.
b. I never eat breakfast.
a. I did quickly my homework.
b. I quickly did my homework.
a. He drew for his mother a picture.
b. He drew a picture for his mother.
a. You played yesterday very well.
b. You played very well yesterday.
a. I showed my new music player to my friend.
b. I showed to my friend my new music player.
Source: esl.fis.edu/grammar
Part D: Question Formation Quiz
1. He likes my little dog. _______________________________________________
2. He ate two packets of crisps. _______________________________________________
3. She goes to school. _______________________________________________
4. The glass broke. _______________________________________________
5. They like him because he is always friendly. _______________________________________________
6. The Millers live in a cottage. _______________________________________________
7. She played tennis from 1980 to 1987. _______________________________________________
8. The man looks confused. _______________________________________________
9. They stole George's bike. _______________________________________________
10. The cat ate the sausage. _______________________________________________
Source: www.english-4u.de/en
77
Module 3: Day 4 - Key of Communication
Part A: Word List
1. Let/ Late 9. Most
2. Wet/ Wait 10. Draw
3. Bet/ Bait 11.
4. Fat/ Fate 12.
5. Hat/ Hate 13.
6. Get/ Gate 14.
7. Hope/ Hop 15.
8. Row/ Raw 16.
Part B: Afford Feedback

Feedback provided by _____________________
Criteria Score Rationale (Focus on Excellent and Fair ratings only)
Attention
Focus
Feelings
Observe
Restate or
Rephrase
Determine
78
Part C: Learning Reflection: See | Think | Wonder
Match the images to the following words:
▢ Attention ▢Focus ▢Feelings ▢Observe ▢Rephrase & Restate ▢ Determine
79
Part D: Word Order Quiz
Read each sentence carefully and choose the option that correctly places the words in the sentence. Select the
most appropriate word order for each sentence.
1. Every day
I go every day there. I go there every day Either could be used here.
2. Fluently
I want to speak English fluently. I want to speak fluently English.
3. Since
He's been since three o'clock here. He's been here since three o'clock.
4. Probably
I probably won't have time to do it. I won't probably have time to do it.
5. Never
I've never met her. I've met her never.
6. There
I went last week there. I went there last week.
7. Own
I did it on my own. I did on my own it.
8. Often
Do you come here often? Do often you come here?
9. Hard
He worked hard all week. He worked all week hard.
10. Well
The computer system worked well. The computer system well worked.
11. On the radio

It was this morning on the radio. It was on the radio this morning.
12. Where
Could you tell me where is she? Could you tell me where she is?
Source: https://www.usingenglish.com/quizzes/119.html
80
Part E: Question Formation Quiz
Fill in the correct question word (Who, What, Where, When, Why, How, Which, Whose, Whom, How much,
etc).
1. ________ sits next to Frank? Clara.
2. ________does the boy come from? He's from Newcastle.
3. ________old are her children? They are seven and ten.
4. _________is Peter's birthday? In April, I think.
5. _________much is the shirt? It's twenty pounds.
6. _________is best at playing tennis? It's Bob.
7. _________are you going? I'm going to my friends.
8. _________is an orange juice? It's fifty pence.
9. _________does the restaurant open? It opens at six o' clock.
10. ________can I get some ice cream? You can get some at the snack bar.
81
Module 3: Day 5 - Listening Relay
Part A: Word list
1. Ran/Rain 9. Chase/Chess
2. Rod/Road 10. Volt/Bolt
3. Mate/Met 11.
4. Vote/Boat 12.
5. Fist/Feast 13.
6. Ben/Ban 14.
7. Or/Ore 15.
8. Full/Fool 16.
Part B: Public Speaking: MOOC Reflection - 3

Important Information: 1 mark questions have only ONE correct answer. 2 mark questions
may have MORE THAN ONE correct answer. Please do not select multiple answers for 1
mark questions.
Questions Score
1. Identify which part of the speech should the speaker 'get the audience's attention, indicate
the purpose and thesis, establish credibility, and preview the speech's main points.'
While concluding __/1

During transitions
In main body
During introduction
2. What common mistakes do people make while delivering a speech?
They repeat their statements

They ask questions from their audience __/1
They try and help their audience remember the key points
They ignore the importance of repetition
3. What are some common mistakes that people make when concluding their speech?
Saying that they are going to conclude and then speak for another ten minutes
Providing a sense of closure to the audience __/1
Sounding their final line slower with more pauses between words
Encouraging audience to ask questions
82
4. What qualities should good support to claims have? (Multiple answers possible)
Support should show the validity of your claim.

Support should be repeated __/1
Support should be the same as the main idea of your speech.
Support should provide more detail to help your audience understand your topic.
5. What are the benefits of highlighting the main ideas of your speech? (Multiple answers
possible)
Provides a roadmap to the audience that is easy to follow
__/2
Adds to the mystery of the speech
Presents a logical structure to the audience
Helps you craft a longer speech
6. How would improper transitions impact the delivery of my speech?(Multiple answers

possible)
The audience would not be able to understand the flow of the speech
__/2
It would disengage the audience and raise unnecessary questions
It would not have any major impact and provide audience a chance to ask questions
It would break the flow of the presentation
7. Let's say you are delivering a speech on the benefits of MOOC for lifelong learners (One
or more answers are possible) Topic: MOOCs are better than universities for lifelong
learners I. MOOCs offer more courses that are appropriate for lifelong learnersII.
MOOCs better respond to the learning needs of lifelong learners
Identify the best discussion points for claim II:
MOOCs are more flexible: 1) MOOCs are more flexible 2) Universities are not flexible __/2
3) Lifelong learners need flexibility
MOOCs allows lifelong learners to have flexibility as per their learning needs: 1)
University requires set timing and content 2) MOOCs allows self-paced learning 3)
Lifelong learners need self paced learning option
MOOCs are better for lifelong learners: 1)University do not understand the needs of
profession students 2) MOOCs understand the needs of professional students 3)
Professional students should take the MOOCs
Total Score: __/10
83
Part C: Word Order Quiz
1. room. my tidy I always ____________________________________________
2. sometimes TV. watch I ____________________________________________
3. the car. I never wash ____________________________________________
4. often day. sleep I during the ____________________________________________
5. homework. I my do always ____________________________________________
6. bike red My is broken. ____________________________________________
7. Do bananas? like you ____________________________________________
8. Where do live? you ____________________________________________
9. is What ? it time ____________________________________________
10. does TV? watch she Where ____________________________________________
Source: www.tolearnenglish.com
Part D: Asking Questions Quiz

1. He ran across the street. ____________________________________________
2. She said it very politely. ____________________________________________
3. I spent my holidays in Switzerland. ____________________________________________
4. I play three times a week. ____________________________________________
5. My brother teaches me a lot. ____________________________________________
6. They gave up on Monday. ____________________________________________
7. They started the climb on Sunday morning. ____________________________________________
8. The children went to the shopping center. ____________________________________________
9. They met at the station. ____________________________________________
10. He did his workout. ____________________________________________
84
Module 3: Day 6 - All Ears Listening Contest
Part A: Word list
1. Cat/Kate 9. Fizz/Fees
2. Fist/Feast 10. Hop/Hope
3. Ben/Ban 11.
4. Late/Let 12.
5. Dan/Drain 13.
6. Serve/Serb 14.
7. Ought/Oat 15.
8. Pull/Pool 16.
Part B: Word Order Quiz

Arrange the words to make affirmative sentences. Place time expressions at the end of the sentences.
1. go / now / home / will / I I will go home now
2. give / the present / tomorrow / we / him / will ______________________________________________
3. her / met / last night / at / we / the station ______________________________________________
4. was / last week / he / in hospital ______________________________________________
5. in Greece / spend / I / will / next year / my holiday_____________________________________________
6. must / at five o'clock / leave / we / the house ______________________________________________
Source: www.ego4u.com/en
Part C: Asking Question Quiz
1. ______are you so angry? Because they have lost again.
2. ______is that boy over there? That's Simon Long.
3. ______old is his cat? 6 weeks, I think.
4. ______book is this? It's Nelly's.
5. ______does the film begin? At 7.30.
6. ______does Mr Olson live? He lives in Market Street.
7. ______is the weather like in Chicago? It's cold and windy.
8. ______ are the ski boots? They are 380 dollars.
9. ______did Jack feel? He feels alright.
10. ______do you usually have for breakfast? I usually have toast and coffee.
11. ______ can speak French? I think Stacy can.
12. ______ pullover is that? It's Frank's.
Source: www.ego4u.com/en
85
Module 4: Day 1 - Mini Goals
Part A: Word list
1. Nod/ Node 9. Hit/ Heat
2. For/ Fore 10. Lawn/ Loan
3. Photo 11.
4. Photography 12.
5. Sit/ Seat 13.
6. Live/ Leave 14.
7. Fest/ Feast 15.
8. Met/ Meat 16.
Part B: Articles Quiz

Do you know when to use 'a', 'an' and 'the'?
1. I had ____ fish and ____ chips for dinner.

▢a-a ▢ the - Ø ▢ the - the ▢Ø-Ø
2. I'm on ___ diet. No ___ sugar for me!
▢a-Ø ▢ the - the ▢ the - a ▢Ø-a
3. I'm staying at ___ hotel on ____ Hudson river.
▢ the - the ▢ a - the ▢a-a ▢a-Ø
4. Can I pay by ___ check?
▢a ▢ the ▢Ø
5. ___ friend of mine is coming to visit next week.
▢A ▢ The ▢Ø
6. Have you got ____ car fixed yet?
▢a ▢ the ▢Ø
7. I heard ___ knock on ___ door.
▢a-a ▢ a - the ▢ Ø - the
8. When do you get ___ home?
▢a ▢ the ▢Ø
9. I wish he wouldn't talk during ___ lesson. Maybe the teacher should have ___ word with him.
▢ the - a ▢ a - the ▢ Ø - the ▢Ø-Ø
10. There was ____ sound in ____ living room.
▢ the - Ø ▢ the - the ▢Ø-Ø ▢ a - the
Source: www.thoughtco.com
86
Part D: Quiz: SVA
Choose the appropriate prepositions on, in, at or to.
1. The dogs ________ loudly in the park. (bark/barks)

2. My friend and I ________ going to the movies tonight. (is/are)
3. The team captain, as well as his players, ________ confident about the upcoming game. (is/are)
4. Each of the students ________ a copy of the textbook. (has/have)
5. The company's profits ________ significantly in the last quarter. (has/have)
6. Neither the teacher nor the students ________ happy about the new schedule. (is/are)
7. The committee members ________ a decision on the proposal. (has/have)
8. Twenty dollars ________ a reasonable price for the concert ticket. (is/are)
9. One of the keys to success ________ hard work. (is/are)
10. Every morning, the birds ________ outside my window. (sing/sings)
87
Module 4: Day 2 - My Reading Level
Part A: Tiny Habit for Reading
I will read after
_______________________________________________________________________________
I will read at least ___________________pages per day
I will celebrate by
_____________________________________________________________________________
My preferred reading tip from the video ‘Building Reading Habits’ is

____________________________________
Part B: Reading Passage: Read Theory

Two Sides (199 words)
Marcia says that all of her friends have a cell phone, but Marcia’s mother doesn't want to buy her one.
Marcia's mother doesn't want Marcia to play video games either. What is more, the Internet scares her.
Marcia's mother says, "If Marcia has a cell phone, how do we know whom she is talking to? Video games are
bad for you. The Internet is dangerous and uncontrolled. It’s like having a gun in the house. We should just
ban her from using the computer, and I'm not buying her a cell phone until she is eighteen. This is the only
way we can be sure that Marcia is safe."
Marcia’s father disagrees with Marcia's mom. Although he agrees that there are some dangers to it, he likes
the Internet, and finds it to be very useful. "The trouble is," he says, "we just can’t stop Marcia from using the
internet, as this would put her at a disadvantage. Also, I like video games. I think that, when played in
moderation, they are fun. Obviously, it is not good to play them without restraint or self-control. Finally, I
think Marcia needs a cell phone. We can’t take these things away."
In paragraph 2, Marcia's dad says, "We just can’t stop Marcia from using the Internet, as this
would put her at a disadvantage." What does Marcia's dad mean by this? (Craft and Structure)
A. Marcia needs to learn how to use the Internet if she wants to have friends in the future.
Team Fire B. Marcia should not stop using the Internet because this will seriously slow her learning.
C. If a person's ability to use the Internet becomes important in the future, Marcia will be at
a loss.
D. If Marcia does not learn to use the Internet on her own, then she will never learn to
recognize its dangers.
In paragraph 2, Marcia's dad says, "Finally, I think Marcia needs a cell phone." Given what
you know about Marcia’s mother’s concerns, what is the best reason Marcia's dad can provide
to convince Marcia's mom that Marcia needs a cell phone? (Key Ideas and Details)
A. Marcia can use her cell phone to talk to her friends, instead of needing to borrow one of
Team Earth ours.
B. Having a cell phone will teach Marcia how to use new technology.
C. Because all of her friends have one, it would be unfair to disallow Marcia to have a cell
phone.
D. If Marcia is in trouble she can use her cell phone to call for help.
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Marcia plays video games for an hour or two. Then she eats lunch and meets her friends at the
skating rink. That night, Marcia and her friends go to see a movie. (Craft and Structure)
A. On Saturday, Marcia plays video games all evening. The next day, she wakes up early
and goes for a walk through the woods near her house. When her friend calls Marcia,
they talk about what they are going to wear to school on Monday.
Team Air B. Marcia plays video games for an hour or two. Then she eats lunch and meets her friends
at the skating rink. That night, Marcia and her friends go to see a movie.
C. Marcia plays video games all morning. When her friends ask her to play outside, Marcia
tells them that she is too busy and continues to play.
D. Marcia plays video games for an hour every day for five days straight. During these
days, she does not watch any TV.
Which of the following would be the best way for Marcia to change the way her mom thinks
about technology? (Core Standard: Key Ideas and Details)
Team Water A. Read her a newspaper article that talks about the importance of technology.
B. Provide her an instruction manual detailing how the latest cell phone functions.
C. Take her to the library and show her the top five most popular internet websites.
D. Spend the weekend playing video games with her.
Part C: Articles Exercise

Fill in the blanks with an appropriate article.
1. Yesterday I heard ____ interesting story which is ____ best I have ever heard.
▢ the, the ▢ an, a ▢ an, the
2. I saw ____ pretty woman in the store.
▢ the ▢a
3. Ceylon is ____ island in ____ Indian Ocean.
▢ an, an ▢ an, the ▢ the, the
4. He has ____ keen eye for detail.
▢a ▢ the
5. He was ____ only child of ____ rich merchant.
▢ an, the ▢ the, the ▢ the, a
6. We expect ____ official inquiry into the incident.
▢ an ▢ the
7. ____ person who died yesterday was ____ heart patient.
▢ A, a ▢ The, a ▢ The, the
8. Son, ‘I want ____ pencil.’ Mother, ‘Where is ____ pencil I gave you yesterday?’
▢ a, the ▢ the, the ▢ a, a
9. I saw ____ old man. He was carrying ____ umbrella.
▢ a, an ▢ an, an ▢ a, a
10. I saw ____ rhino in ____ zoo.
▢ the, a ▢ a, the ▢ a, an
Source: www.englishgrammar.org
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Part D: Quiz: SVA
1. Which of the following sentences demonstrates correct subject-verb agreement?

a) The group of students was studying for their exam.
b) The group of students were studying for their exam.
c) The group of students is studying for their exam.

a) Each of the students have a different opinion on the matter.
b) Each of the students has a different opinion on the matter.
c) Each of the students had a different opinion on the matter.

a) The committee were divided on the issue.
b) The committee was divided on the issue.
c) The committee is divided on the issue.

a) The statistics shows that the majority of people prefer coffee over tea.
b) The statistics show that the majority of people prefer coffee over tea.
c) The statistics showed that the majority of people preferred coffee over tea.

a) One of the students are going to the party.
b) One of the students is going to the party.
c) One of the students were going to the party.

a) Each of the children were given a balloon.
b) Each of the children was given a balloon.
c) Each of the children are given a balloon.

a) The dog and the cat chases the squirrel.
b) The dog and the cat chase the squirrel.
c) The dog and the cat chased the squirrel.

a) Neither the book nor the movie was very good.
b) Neither the book nor the movie were very good.
c) Neither the book nor the movies is very good.

a) Everybody knows that the earth revolves around the sun.
b) Everybody know that the earth revolves around the sun.
c) Everybody knew that the earth revolved around the sun.

a) The number of people in attendance are high.
b) The number of people in attendance is high.
c) The number of people in attendance were high.
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Module 4: Day 3 - Mindset Matters!
Part A: Word list
1. Rid/ Read 9. Blade
2. Fed/ Feed 10. Cost/ Coast
3. Hid/ Heed 11.
4. Head 12.
5. Hell/ Hail 13.
6. Sell/ Sale 14.
7. Said/ Seed 15.
8. Bled/ Bleed 16.
Part B: Name, Place, Animal, Thing
Round Name Place Animal Thing
Part C: Quiz: Articles

Fill in the blanks with an appropriate article - a, an, the.
1. The world is ____ happy place.
2. She is ____ accomplished dancer.
3. Where is ____ hat that I brought from London?
4. Aluminum is ____ useful metal.
5. Would you open ____ window, please?
6. He returned after ____ hour.
7. This is ____ answer to ____ problem that our teacher gave us.
8. Which is ____longest river in the world?
9. He is ____ close friend of mine.
10. I went to ____ school to see ____ principal.
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Part D: Quiz: SVA
1. Which of the following sentences have correct subject-verb agreement?

a) The cat meows. b) The cats meows.
c) The cat meow. d) The cats meow.

a) The teacher teach. b) The teacher teaches.
c) The teachers teaches. d) The teachers teach.

a) The bird sings. b) The bird sing.
c) The birds sing. d) The birds sings.

a) The dogs barks. b) The dog bark.
c) The dog barks. d) The dogs bark.

a) The car drives. b) The cars drive.
c) The cars drives. d) The car drive.
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Module 4: Day 4 - Power of Habits
Part A: Improving Reading Comprehension
Tip 1:
_______________________________________________________________________________________
Tip 2:
_______________________________________________________________________________________
Tip 3:
_______________________________________________________________________________________
Tip 4:
_______________________________________________________________________________________
Tip 5:
_______________________________________________________________________________________
Tip 6:
_______________________________________________________________________________________
Tip 7:
_______________________________________________________________________________________
Tip 8:
_______________________________________________________________________________________
Tip 9:
_______________________________________________________________________________________
Tip 10:
______________________________________________________________________________________
Part B: Analysis of Sample Speech

Rate the sample speech on the parameters given below on a scale of 1-5, with 1 being the
lowest and 5 the highest. In the last column add your remarks on what you would do to
improve the quality of the speech.
Criteria Your score What can be improved?
Invention ___ / 5
Arrangement ___ / 5
Style ___ / 5
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Delivery ___ / 5
Speech Length ___ / 5
Part C: Articles Exercise

Fill in the blanks with an appropriate article - a, an, the.
1. I met ________ pretty girl there.
2. It is ________ interesting movie.
3. ________ child is playing with his toys.
4. She is ________ finest actor I have ever seen.
5. Can you see ________ cat over there?
6. She wants to be ________ architect.
7. There is ________ spider on the roof.
8. Rich people must help ________ poor.
9. She has ________ mole on her right arm.
10. ________ train arrives at 3.30.

Part D: Quiz: SVA with indefinite pronouns

Indefinite pronouns are pronouns that do not refer to a specific person, place, or thing. They are used to refer to
people, places, or things in a more general or nonspecific way. Examples of indefinite pronouns include
"someone," "anyone," "everyone," "anything," "everything," "nobody," "none," "something," "somebody," and
"anybody."
1. Evaluate each of the following sentences in present tense form and identify the one with the correct
subject-verb agreement?
a) Someone has my book.
b) Someone have my book.
c) Someone had my book.
d) Someone are getting my book.
a) Everybody know the answer.
b) Everybody knows the answer.
c) Everybody known the answer.
d) Everybody knowing the answer.
a) Anyone can doing it.
b) Anyone can does it.
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c) Anyone can done it.
d) Anyone can do it.
a) Each of the students had a textbook.
b) Each of the students have a textbook.
c) Each of the students has a textbook.
d) Each of the students are reading their textbook.
a) Either of the options am acceptable.
b) Either of the options are acceptable.
c) Either of the options were acceptable.
d) Either of the options is acceptable.
a) Someone else were driving.
b) Someone else are driving.
c) Someone else was driving.
d) Someone else is driving.
a) Nobody knows the answer.
b) Nobody know the answer.
c) Nobody known the answer.
d) Nobody knowing the answer.
a) Neither of the students had a pen.
b) Neither of the students have a pen.
c) Neither of the students has a pen.
d) Neither of the students are looking for a pen.
a) Anything are possible.
b) Anything is possible.
c) Anything was possible.
d) Anything were possible.
a) Some of the cake was eaten.
b) Some of the cake were eaten.
c) Some of the cake has been eaten.
d) Some of the cake have been eaten.
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Module 4: Day 5 - Visual Readers
Part A: Word list
1. Remember 9. Plan/ Plane
2. Forever 10. Dim/ Deem
3. Gentle 11.
4. Mad/ Made 12.
5. Fell/ Fail 13.
6. Block 14.
7. Blame 15.
8. Family 16.
Part B: Video Analysis
S
(Somebody)
W (Wanted)
B (But)
S (So)
T (Then)
Part C: Public Speaking: MOOC Reflection - 4

Questions Score
1. "What is the 'illusion of transparency '?

The audience rates speakers worse than the speakers rate themselves
The speakers rate themselves better than their audience rate them __/1
The speakers rate themselves worse than their audience rate them
The audience rates speakers the same as the speakers rate themselves"
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2. Describe voice projection.
Expressing emotions with your voice
Is similar to yelling __/1
Expressing your anger with your voice
Relates to your ability to be heard loud and clear across the room
3. If the rate of speech of a speaker is too fast, it shows___.

nervousness, tension, anxiety or a flighty personality
enthusiasm, excitement, and informality __/1
dullness, listlessness, laziness
calmness, acceptance, and formality
4. How can a speaker have a vibrant pitch? (Multiple answers possible)

By doing some vocal warm-ups
By avoiding reading the speech too much __/1
By selecting appropriate vocabulary
By taking long pauses"
5. How can the degree of evaluation impact the delivery of your speech? (Multiple answers
possible)
Helps you perform better at your workplace
__/2
Causes anxiety and fear of failure
Prevents you from expressing yourself on stage
Helps you compare with someone with more expertise than you
6. In what ways does practicing proper gestures help you compose physical delivery of your
speech? (Multiple answers possible)
Engages your audience by helping them visualize your message
Emphasizes the main points and delivers the clear message of your speech __/2
Helps you have controlled gestures and draws attention of the audience to the main
message
Allows you to speak faster and louder on the stage
7. Rakesh is a designer for a local glass production facility. While demonstrating new
equipment to customers he forgets what he planned to say. He becomes flustered and his
clients become noticeably annoyed. What should he do to manage his apprehension?
Find a comfortable, quiet place to sit or lie down __/2
Pause and take a sip of water
Leave the stage and quit
Take a deep breath and continue speech
Total Score: __/10
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Part D: Quiz: Articles
Fill in the blanks with an appropriate article -a, an, the.
1. Is there _______ supermarket near your house?
2. _______ unemployed are losing hope.
3. _______ cousin of mine is _______ sailor.
4. Sam is _______ brother of Mary.
5. _______ lion is _______ king of beasts.
6. _______ rich must help _______ poor
7. Can I have _______ copy of this book?
8. Yesterday I received _______ letter from _______ old friend.
9. My sister wants to be _______ architect.
10. I have _______ cousin who wants to be _______ singer.
Part E: Quiz: SVA with two or more subjects (compound subjects)
Rules:
Compound subject with "either / or" or "neither / nor": If the subjects are connected by "either / or" or
"neither / nor", the verb used in the sentence should agree with the subject closest to the verb. For example,
"Either the cat or the dogs are sleeping on the couch."
Compound subject with "and": If the subjects are connected by "and", the verb used in the sentence should
be plural. For example, "The cat and the dog are sleeping on the couch."
Evaluate each of the following sentences in present tense form and identify the one with the correct
1. Neither the flowers nor the vase ____ on the table.
a. is
b. are
c. was
d. were
2. Either the dog or the cats ____ the food from the table.
a. stole
b. steals
c. is stealing
d. are stealing
3. Not only the computer but also the printer ____ not working.
a. is
b. are
c. qas
d. were
4. Neither the book nor the movies ____ interesting.
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a. is
b. are
c. was
d. were
5. Either the students or the teacher ____ to blame for the mistake.
a. is
b. are
c. was
d. were
6. The teacher and the students ____ studying for the exam.
a. is
b. are
c. was
d. were
7. The party and the guests ____ having a good time.

a. is
b. are
c. was
d. were
8. Both the manager and the employees ____ responsible for the project.
a. is
b. are
c. was
d. were
9. Suresh and Mukesh ____ in a meeting.

a. is
b. are
c. was
d. were
10. The dog and the cats ____ playing in the yard.
a. is
b. are
c. was
d. were
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Module 4: Day 6 - The Page Turner Contest
Part A: Word list
1. Terrible 9. Heart/ Hurt
2. Fast/ Fest 10. Goal/ Gaul
3. Bloke/ Block 11. Hole/ Hall
4. Woke/ Walk 12. Voter/ Water
5. Breath/ Breathe 13.
6. Bread/ Breed 14.
7. Liver/ Leaver 15.
8. Hitter/ Heater 16.
Part B: Quiz: Articles
Fill in the blanks with appropriate articles - a, an, the.

1. Is there _______ restaurant near _______ the house you live in?
2. We must help _______ needy.
3. _______ daughter of my friend is _______ accomplished dancer.
4. Samuel, _______ brother of Mary is _______ artist.
5. _______ cow is _______ useful animal.
6._______ rich are not always happy.
7. He gave me _______ copy of _______ Bible.
8. He received _______ message from _______ king.
9. Man is _______ only animal that uses fire.
10. The train was late by _______ hour.
Part C: Quiz: SVA
1. Which of the following sentences has a subject-verb agreement error?

a) The group of students is going on a field trip tomorrow.
b) The herd of cows are grazing in the field.
c) My favorite color is blue.
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a) A cat, along with her kittens, is sleeping on the bed.
b) A team of doctors are working on a new treatment.
c) A tree, with its branches reaching high, provides shade in the park.

a) Everyone in the room is paying attention to the speaker.
b) The books on the shelf are organized alphabetically.
c) The choir sing beautifully together.

a) Neither the teacher nor the students are happy about the schedule change.
b) Either the orange or the apple is a good choice for a snack.
c) Both the mother and her children is going to the park.

a) The company's profits have been increasing steadily over the last year.
b) A group of tourists are taking pictures of the famous landmark.
c) The committee meets once a week to discuss new initiatives.

a) Each of the students have their own laptop for the class.
b) A collection of rare stamps is on display at the museum.
c) A crowd of people are waiting for the concert to start.

a) The river flows peacefully through the valley.
b) One of the athletes has broken a world record.
c) My favorite type of music are classical.

a) The pair of shoes fits perfectly.
b) A herd of deer are grazing in the meadow.
c) A group of friends are planning a trip to the beach.

a) The company's policy is to promote from within.
b) A swarm of bees are flying around the flowers.
c) A herd of elephants are migrating to a new location.

a) The staff is required to attend a training session next week.
b) A pack of wolves are howling in the distance.
c) The family is going on a vacation to the mountains.
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Module 5: Day 1 - Teacher for a Week
Part A: Notes: MOOC Instruction Video
Part B: Crescendo Contest: Plan to Excel

Guidance: Plan may include ⬩identifying the strengths of each member ⬩ mapping language strand with the
competencies of house members ⬩identifying TOTD responsibilities for each day of the module⬩actions and
responsibilities to maximize daily points, etc.
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Part C: Identifying Verb Tenses
Review the questions below, form sentences and organize them as per the correct tense.
● What do we do regularly (every day)?
● What is one thing your sibling did yesterday that he/she enjoyed?
● What is the first thing you will do tomorrow?
● What do your parents do?
● Share one universal truth…
Time Write the sentence and underline the Verb
Past
Present
Future
Part D: Simple Sentences Quiz

1. He ____________ (play) basketball every Saturday morning.
▢ is playing ▢ play ▢ plays ▢ has been playing
2. She ____________ (write) a letter to her best friend yesterday.
▢ will write ▢ wrote ▢ writes ▢ written
3. We ____________ (watch) a movie tonight at 8 pm.
▢ watching ▢ had watched ▢ has been watching ▢ will watch
4. They ____________ (be) at the beach all day yesterday.
▢ were ▢ are ▢ will be ▢ is
5. I ____________ (study) for my exams last night.
▢ was studying ▢ studied ▢ studied ▢ will study
6. He ____________ (have) breakfast at 7 am every morning.
▢ had ▢ will have ▢ has ▢ have
7. Water ________ {boil) at 100 degrees Celsius at sea level.
▢ is boiling ▢ boil ▢ boiled ▢ boils
8. They ____________ (walk) to school every day.
▢ are walking ▢ walks ▢ had walked ▢ walk
9. We ____________ (leave) for our trip in two hours.
▢ left ▢ will leave ▢ are leave ▢ were leaving
10. He ____________ (run) 5 miles every morning.
▢ runs ▢ run ▢ had run ▢ has run
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Module 5: Day 2 - Perceiving Active Listening
Part A: Word list
S.No. s/sh & j/z/zh Sound S.No. s/sh & j/z/zh Sound
1. So 9. Race
2. Show 10. Rays
3. Sheet 11. Bus
4. Sit 12. Buzz
5. Rage 13. Leisure
6. Raise 14. Measure
7. Fudge 15.
8. Fuzz 16.
Part B: Task of the Day - Teach back Plan
MOOC Concepts to be covered through Teach back
Presentation Key public speaking concepts to be

Order Teach Back Concept/s Time Allocated demonstrated*
* In Modules 1 - 4, you have learned and applied all the concepts from the entire MOOC. During this time
you would have tried out some of the techniques and would want to try out others. You are encouraged to use
these teach back sessions to practice these concepts. Use this space to identify those concepts that you would
like to focus on during your teach-back sessions.
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Part C: Quiz: Simple Tense
1. On your return from a holiday in Varanasi, you want to share details about your trip with a friend. How would
you begin your conversation?.
I visited Varanasi last week.
I have visited varanasi last week.
2. Select the example of the simple tense.

will study
has studied
is studying

Lisa had been playing with her new toys all morning.
Lisa is still playing with her new toys.
Lisa played with her new toys all day yesterday.
4. Select the main verb in I will play tennis with Harriet tomorrow.
will
play
tennis

Daniel has taken medication for the pain.
Daniel takes medication for the pain.
Daniel is taking medication for the pain.
6. In the sentence Nature provides exceptions to every rule ‘provides’ is in the simple tense.
True
False
7. I____ the Russian ballet with my mother yesterday. Select the verb which is the simple past tense.
watched
was watching
8. Select the first verb in the sentence My mother had a great deal of trouble with me, but I think she enjoyed it..
had
think
9. True or false? The simple present tense can be used for activities that are not currently happening, and it can
be used for future events.
True
False
10. The sentence Our patience will achieve more than our force is in the:
Simple present tense
Future perfect tense
Simple future tense
Source: Adapted from www.grammar-monster.com
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Module 5: Day 3 - Follow the Word
Part A: Word list
1. Pronunciation 9. Buzz/ Budge
2. Communication 10. Mesh/ Mess
3. Decision 11.
4. Vision 12.
5. Casual 13.
6. Visual 14.
7. Ledger 15.
8. Judge 16.
Part B: Outline
Please use a pencil to write so that you can make changes / corrections.
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Part C: Contest Presentation (Draft)
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Part D: Quiz: Simple Tense
The simple tense is used for a variety of expressions. Some of them are factual statements (including universal
truths and preferences) and habits.
Examples:
Past Simple Tense Present Simple Tense Future Simple Tense
"The sun rose in the east." "The sun rises in the east." "The sun will rise in the east."
(a general truth) (a general truth) ( a general truth)
She used to walk to work "She walks to work every day." She will walk to work everyday
everyday (a past habit) (a habitual action) starting tomorrow
(a habit in the making)
"He lived in Paris for ten years." He lives in Paris. He will live in Paris (a future
(a completed action in the past) (a current action) action)
He will probably live in Paris (a
probable future action)
Using simple tense in factual statements makes them clear, direct, and easy to understand. It helps convey
information in a straightforward manner, without any added complexity or confusion.
1. Do you _____ chocolate milk?
▢ like ▢ likes ▢ be like
2. He _____ not want to go to the movies.
▢ do ▢ does ▢ is
3. He ____________ now.
▢ playing tennis ▢ wants breakfast ▢ been walking home
4. It _____ a beautiful day today.
▢ is ▢ are ▢ am
5. Sorry, Lisa _____ not here at the moment.
▢ am ▢ is ▢ be
6. They're not here. They ____________ right now.
▢ are going to school ▢ swims at the beach ▢ are on holiday
7. Robert _____ not go to my school.
▢ is ▢ does ▢ are
8. My parents _____ in a two-bedroom apartment.

▢ live ▢ lives ▢ are live
9. We _____ Asian.
▢ do be ▢ are ▢ do are
10. You _____ so happy today!
▢ looks ▢ seem ▢ be
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Module 5: Day 4 - Read to Learn
Part A:
Clarification questions (ideas concepts you wish to discuss with your housemates)
Presentation ideas / concepts (ideas / concepts you wish to communicate through your presentation_
Review and enhance draft presentation (ideas / concepts that can be used to enhance Draft 1)
Pay it forward (ideas / concepts that would be beneficial to other houses_
Part B: Rewrite your presentation

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Part C: Steps to Giving & Following Instructions in the Workplace
If you’re a boss, supervisor or manager, you’re probably used to giving a lot of directions at work. But if you’re
not, you may be someone who mostly takes instructions from others. To get a task done properly, there are a few
things we can all do to give and follow directions more effectively.
Tips on giving directions:

1. Provide context and be specific: Give all the details. Provide any background to help that person better
understand the task at hand. Try your best to be as detailed as you can, especially when you have a set
idea about how the task should be done.
2. Ask politely rather than barking orders: Tone of voice can change everything, especially when telling
someone what to do. Speak at a reasonable volume and use kind, respectful words. Try to avoid
negative language and don’t forget to say “please.”
3. Offer the other person the opportunity to ask questions: Whenever the one receiving the task is unsure,
it’s important that you allow him time to ask questions. The better he understands what to do, the
greater chance for a successful outcome.
4. Resist any urge to micromanage: If you give directions properly, you should not feel the need to
oversee or micromanage. Instill faith in your task-doer by letting him do things without you to the best
of his ability.
5. Provide positive feedback and appropriate gratitude: When the task is complete, be sure to affirm the
person. This makes your team members feel respected and trusted. And give clear, helpful feedback or
constructive criticism if the task was done improperly.
Tips on taking directions and fulfilling tasks:

1. Actively listen: Try to listen intently, not just hear. When you actively listen, you can better understand
what you need to do. Here’s a trick that may help: pretend that there is going to be a quiz after the
conversation. Visually think about what's being said and maybe even repeat it in your head.
2. Take notes: Instead of trying to remember everything, write it down. There’s nothing wrong with
keeping notes; it shows that you are prepared, organized and want to do the job correctly.
3. Ask questions: If you are even slightly unsure of what you are being asked to do, don’t be afraid to
question. Make sure the other person allows you the chance to find out all the needed details to move
forward.
4. Respond with a good attitude: Just as the person giving directions needs to speak respectfully, it’s
important to respond respectfully. If you go into the conversation with a bad attitude, it’s likely that
performing the task will be much more challenging.
5. Before starting the task, make a checklist: Whenever there is a job that requires multiple steps, try
organizing a to-do list. Check things off as you go to make sure you don’t miss anything. Then when
you’re done, be sure to review your work.
For some jobs, following step-by-step directions is pertinent, but in the case of working in an office, warehouse,
restaurant, etc., learning how to provide direction properly and knowing how to take direction make for a
smoother and more productive work environment.
Source: https://thinkx.net/blog/5-steps-to-giving-and-following-instructions-in-the-workplace
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Part D: Tenses Quiz
Choose the correct answer.
1. By the time we ____, everyone had left.
arrived
had arrived
2. I _____ a long time ago.

finished
had finished
Either could be used here.
3. By that time, everybody ____ exhausted.

was
had been
4. She told me she ____ it ages ago.

did
had done
5. I ____ of it until you mentioned it.

didn't hear
hadn't heard
6. I ____ enough time to finish the exam.

didn't have
hadn't had
7. If I ____, I'd have helped.

knew
had known
8. If I ____, I'd tell you.

knew
had known
9. No sooner ____ than I realized what was going on.

did I arrive
had I arrived
10. Until last month, I _____ it before.

didn't try
hadn't tried
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Module 5: Day 5 - Organize your Thoughts
Part A: Word list
1. Sore 9. Siege
2. Shore 10. Sees
3. Page 11. Ice
4. Pays 12. Eyes
5. Pace 13. Composure
6. Says 14. Conclusion
7. Sack 15.
8. Shack 16.
Part B: Final Draft

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Part C: Rules for Successful Time Management
While there’s no denying that time management plays a major rule in your success, how can you become a
master of time management? Start by following these rules:
1. Start your day on the right foot. Have a morning routine where you have time to gather your thoughts
and prepare for the day.
2. Have a plan on what you want to accomplish. Set reasonable and practical goals that you can achieve
that day.
3. Break large tasks down. Large and complex tasks can be overwhelming - which leads to
procrastination. Break these down into smaller chunks that are more achievable.
4. Prioritize and eliminate the non-essential. Focus only on your three most urgent and important tasks for
the day and forget everything else. You can add these to your to-do-list.
5. Delegate. If there are tasks you aren’t strong at or dread doing, hand them off to someone else to
complete so that you can focus on more pressing matters.
6. Use timers. A timer can keep you on track when you get distracted or make sure that you don’t spend
too much time on a specific task.
7. Stay organized. Make sure everything has a home and is returned when not in use. This way you aren’t
wasting time looking for an item when you need it.
8. Review your calendar. At the end of each day review your calendar. This way you can plan accordingly
for tomorrow.
9. Spend your downtime wisely. Read, write, learn something new, socialize with friends, volunteer, and
build your network. Do any of these instead of working 24/7 or spending your free time on activities
that don’t contribute to your success.
Adapted from: How Time Management Plays A Major Role In Your Success
Part D: Tenses Quiz

1. ____ English for two years.
I make studying
I have studying
I studied
I have been studying
2. His car ___ from outside his office.

was stolen
has stolen
is steal
was stole
3. I ____ people who are not polite.

am hating
hating
hate
hated
4. Tomorrow, ____ to the dentist.

I going
I will to go
I is go
I am going
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5. She ___ it last week.
has bought
buying
bought
is buying
6. Do you want to ____ with me?

play skiing
skiing
do ski
go skiing
7. They ___ the party because he arrived.

are ending
ended
will end
had ended
8. He _________ from university next year.

has graduate
will have graduated
will graduate
is going to graduate
9. I ___ to the party, but I was too busy.

would have had gone
would gone
would have gone
wanted to go
10. ____ time to learn English is important.

Making
To making
Have make
Make
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Module 5: Day 6 - Unleash your Skills
Part A: Simple Tense Quiz
1. Early signs of the rebirth of civilization in Western Europe _____ to appear in the 11th century as trade _____
again in Italy.
were beginning / will start
began / started
would begin / starts
begin / was starting
began / would be starting
2. When a group _____ to a new country, its members _____ that they have to modify their way of life,
including their celebrations of significant events.
will immigrate / find
immigrated / would find
are immigrating / will be found
immigrates / find
were immigrating / found
3. When he _____ that his nomination would mean competing with his closest friend, he _____ to withdraw.
realizes / will be decided
realized / was deciding
will realize / decides
would realize / decided
realized / decided
4. Computers that once _____ up entire rooms _____ now small enough to put on desktops and into
wristwatches.
took / are
were taking / would be
will take / will be
are taking / will be
would take / are
5. The immune system _____ by distinguishing between the body's own materials and things that _____ foreign
to the body.
is working / were
works / would be
will be working / are
works / are
was working / will be
6. Despite the multiethnic nature of the Balkans it _____ that most inhabitants of the peninsula '_____ common
ancestors.
will seem / will share
seems / share
seemed / will share
seems / were sharing
would seem / will be sharing
7. The minute we _____ his gift we _____ him a note of thanks.

received / wrote
receive / would write
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are receiving / wrote
will receive / would write
were receiving / wrote
8. Women and children _____ a right to live their lives free from all forms of violence and abuse, and society
_____ a duty to recognize and defend this right.
will have / had
would have / has
have / has
will have / would have
have / had
9. As soon as there_____ even a temporary break in the weather the climbers _____ their attempt to reach the
summit.
is / will renew
was / renew
will be / renewed
is / renewed
was / will renew
10. She says she _____ late at the office every evening and doesn’t_____ home until about eleven.
is working / won’t get
would work / getting
was working / get
will be working / won’t get
works / get
Source: www.grammarbank.com
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Module 5: Day 7 - The Crescendo Contest
Part A: Word list
1. Wash/ Was 9. Major
2. Rice/ Rise 10. Maze/ Mace
3. Wise/ Vice 11. Education
4. Race/ Rage 12.
5. Pace/ Page 13.
6. Session 14.
7. Season 15.
8. Sunshine 16.
Part B: Simple Tense Quiz
Choose the appropriate options to complete the sentences.

1. The skill of safe driving ____ necessary to avoid collisions, which ____ many thousands of people annually.
is / hurt
was / will hurt
would be / is hurt
will be / were hurt
is / would be hurt
2. As the doctor ____ into the room the nurse ____ him the temperature chart of the patient.
was coming / will hand
will come / was handing
is coming / will be handing
came / handed
comes / was handing
3. After natural gas ____ out of the ground, it ____ to a processing plant where it is cleaned of impurities.
comes / goes
is coming / will go
came / will be going
will come / will go
comes / was going
4. When I ____ to the park with my friend Jake, we ____ fun because it was such a nice day.
was going / have
would go / were having
went / had
am going / will have
go / will have
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5. Anatomy ____ the branch of biology that ____ with the structure and organization of living things.
is / would deal
was / is dealing
will be / dealt
would be / deals
is / deals
6. Although footballers mainly ____ their feet to move the ball around, they ____ any part of their bodies other
than their hands or arms.
are using / used
will use / are using
were using / will be using
use / may use
used to use / used
7. The little girl ____ to remain sitting under the table until her father ____ home.
wants / will come
wanted / comes
would want / will come
wanted / came
will want / come
8. The lecturer ____ the student who was the closest to the door to turn off the light when the film ____.
is asking / is starting
was asking / would start
asked / started
would ask / starts
asked / would start
9. In ancient times, the status of manual laborers ____ low as slaves ____ most physical labor.
is / would do
was / did
would be / do
was / would be doing
will be / was doing
10. The digestive system ____ a group of organs that ____ primarily to convert ingested food into metabolically
useful substances.
was / would be functioning
will be / function
is / function
would be / was functioning
is / will function
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Module 5: Day 8 - Write me a Story
Part A: My Research on Storytelling Elements
Part B: Jeopardy Game Rules

General
Each team will stand in a line.
Each team will nominate one person from their team to play the next round.
The nominated members will stand in a circle.
After the round is over, all members of the team who played the round, will move to the back of the line.
How to play:
Display the game board: The Jeopardy game board consists of two categories, each with five clues of
varying difficulty levels, ranging from 100 to 500 points.
Choose a team to go first: The team that goes first is usually chosen randomly.
Select a category: The first team chooses any category and the facilitator/TOTD reads the question with the
lowest points.
Answer the question: The team has to respond to the question with an answer.
Scoring:
In case the question is answered correctly, the team will be given the number of points allocated to the
question.
In case the question is answered incorrectly, the question will pass to the team on the right of the team that
answered incorrectly.
Lifelines:
Each team will have one lifeline.
If the person who is eligible to answer the question does not know the answer, he/she may consult his/her
team members and then respond to the question.
In case, a lifeline is used, the number of points awarded for the correct answer will be half of the original
value.
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Part C: Scholastic Cup / Soliloquy Contest
Daily task Contest points Bonus points
Attendance 5 pts
Assignment* / MOOC** 5 pts Presentation 20 pts Master Teacher - Module 6 5 pts
Enthusiastic participation in FLT 5 pts
* While reviewing the FHB, look out for the step / section marked Assignment. If the assignment is located in
the extra benefits section, students are expected to complete the activity at home or before/after class.
** MOOC assignments will be done in class. Students who are unable to complete it in class will be expected to
stay back after class to complete the MOOC assignments or do them at home.
Part D: Quiz: Simple Tenses

1. Sarah _____ (run) three miles every day.
runs
ran
will run
had run
would run
2. The company _____ (expand) its operations to Asia next year.

is expanding
expanded
will expand
had expanded
would expand
3. Mary usually _____ (drive) to work, but today she _____ (take) the bus.
drives / is taking
drove / takes
will drive / took
had driven / would take
would drive / was taking
4. The sun _____ (rise) in the east and _____ (set) in the west.
rises / sets
rose / set
will rise / will set
had risen / had set
would rise / would set
5. The doctor _____ (prescribe) some medication for my headache.

prescribed
prescribes
will prescribe
had prescribed
would prescribe
6. We _____ (watch) a movie tonight.

will watch
watched
have watched
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were watching
would watch
7. The students _____ (study) hard for their exams.

are studying
studied
will study
had studied
would study
8. The cat _____ (sleep) on the sofa all day yesterday.

slept
sleeps
will sleep
had slept
would sleep
9. The teacher _____ (explain) the lesson again for the students who were absent.
explained
explains
will explain
had explained
would explain
10. The weather _____ (be) great all week, but it _____ (rain) tomorrow.
has been / will rain
was / rains
will be / rained
had been / would rain
would be / had rained
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Mid Term Progress Review - 1
Individual Development Journey
of
_________________________________
[Student Name]
122
Section A: Capital Development
Reflect and list down the skills that you have developed in the last 5 modules.
Take some time to think and identify the skills that you believe have had the most impact on your capitals.
Write a maximum of 2 skills for each capital. You should also be able to justify your selections by giving
anecdotal evidence.
Academic Capital Employment Capital Social Capital
1. 1. 1.
2. 2. 2.
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Section B: Investment
List down the investments you have made to develop the identified skills.
Which investments benefited you the most? Justify your answers.
What can you do to take maximum benefit of the investment you made? (Think in terms of time, assistance,
tools you may require)?
Section C: Accomplishment
Keeping in mind your destination (end goal), reflect on your journey so far. Use the table below to estimate how
much of the journey has been completed and how much is remaining.
Reflect on the skill-sets you have Reflect on your learning journey Now you know what you have
identified in Section A above and and identify what you have accomplished and what you would
think of proficiency levels you already accomplished and what like to accomplish, identify what
would like to achieve in those more you need to achieve (learn, percentage of journey you have
skills (3 skills). Decide on your practice, demonstrate). covered and what percentage of
proficiency based on a time your learning journey you need to
horizon of 4 months of continuous travel?
effort.
1.
2.
3.
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Module 6: Day 1 - Elements of Speech
Part A: Wordlist
1. Shell 9. Wage
2. Sell 10. Ways
3. Stage 11. Sue
4. Stays 12. Zoo
5. Rice 13. Aversion
6. Rise 14. Casual
7. See 15.
8. She 16.
Part B: Engage and Excel: Teamwork for Scholastic Cup Triumph
125
Part C: Team Action plan to win the Scholastic Cup
Tiny Habit Pledge: I will
126
Part D: Soliloquy Speaking Rubric
Speaking Rubric
Criteria Excellent (5-4 pts) Good (3-2 pts) Fair (1-0 pts)
Content
Overall The presentation has a clear and The presentation has a The presentation has a poorly
Structure well-organized structure, generally organized structure, organized structure, making it
including an engaging but could benefit from greater difficult for the audience to
introduction, a well-structured clarity or engagement in the follow and understand the
main body that flows smoothly introduction, or improved presentation, and leaving a
from one point to the next, and a organization and coherence in sense of confusion or
conclusion that ties together the the main body. unfinished business.
main points.
Supporting Provides clear, relevant and Provides mostly relevant and Provides minimal or weak
evidence convincing anecdotal / supporting convincing supporting supporting evidence for main
evidence for all main points in the evidence for main points in the points in the presentation
presentation presentation
Delivery
Articulation Clearly enunciates words and Generally clear in speech, but Struggles with pronunciation
(clear phrases, effectively puts thoughts may have occasional and articulating words,
pronunciation & into words difficulties with pronunciation causing speech to be unclear
enunciation)
Accent and Properly emphasizes syllables, Generally demonstrates Struggles with accent and
Emphasis demonstrates clear understanding appropriate accent and emphasis, leading to a
(proper stress on of accent and pronunciation emphasis, but may have confusing or unclear speech
syllables) occasional errors
Voice Modulates voice effectively, Occasionally modulates voice, Rarely modulates voice,
(tone & pitch avoiding monotony and but may have difficulty leading to a monotonous and
modulation) enhancing the impact of speech avoiding monotony unengaging speech
Gesture (facial Uses appropriate body language, Occasionally uses appropriate Rarely uses appropriate
expressions, facial expressions, and gestures to gestures, but may struggle to gestures, leading to a flat and
hand enhance speech effectively convey meaning unengaging speech
movements &
body language) The speaker has memorized the The speaker has memorized the The speaker depends heavily
speech and delivers it fluently. speech. He/she uses on notes.
fillers/takes unnecessary
pauses.
Total Points
Part E: Quiz: Continuous Tense

Fill in the blanks with an appropriate continuous tense form.
1. I _______ an interesting novel now.

was reading
am reading
will be reading
2. She _______ with her parents at the moment.
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was staying
is staying
will be staying
3. This time tomorrow we _______ Raj’s birthday.

were celebrating
are celebrating
will be celebrating
4. The child _______ for his parents at the bus stop yesterday.
was waiting
is waiting
will be waiting
5. I _______ ready when she came.

was getting
am getting
will be getting
6. He _______ in the afternoon.

was leaving
is leaving
will be leaving
7. The child _______ soundly when his mother arrived.

was sleeping
is sleeping
will be sleeping
8. I _______ when the lights went out.

was reading
am reading
will be reading
9. The boys _______ in the park when it started raining.

were playing
was playing
are playing
10. We _______ to Mexico next summer.

were going
are going
will be going
Source: englishgrammar.org
128
Module 6: Day 2 - Key Points
Part A: Group Strengths and Weaknesses quick write
To be filled in by the Teacher of the Day
Things that my group can do well (Strengths) Things that my group needs to work on (Weakness)
1. 1.
2. 2.
3. 3.
One thing I contributed in today’s class One thing I didn’t do well in today’s class
Teammate 1: Teammate 1:
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Part B: Body Language: Its Importance and Applications in Various Professions (455
words)
Body language is a vital tool in communication that can help individuals to better understand the intentions,
feelings, and thoughts of others. It can also be an effective means of self-expression and can be used to convey
confidence, interest, and authority. This is why, aside from polishing up your own body language skills, there are
many professions in which people rely heavily on reading the body language of others.
One such profession is law, where lawyers use body language to gain an advantage in court. They analyze their
client's body language and guide them on how to use appropriate body language to gain the most approval from
the judge and jury. They also observe the body language of opposing attorneys, judges, and juries and ensure
that they are sending out the correct message through their own body language. The same goes for law
enforcement, where police officers need to focus on both their own body language and that of the people they
encounter every day on the job. They need to make sure their body language conveys control and authority to
reduce the chances of being threatened.
Salespeople are also big users of body language. They study the body language of their customers, including
their posture, facial expressions, and even the way they walk, to determine their level of interest in a product.
Based on this information, they approach the customer in a non-confrontational way and offer them added
benefits of the product, which may be a deal-closer.
In human resource departments, body language is becoming more and more important as a tool to read
applicants during the interview process. It helps to determine which types of individuals are more suited for
specific jobs.
Apart from understanding the body language of others, identifying specific communication patterns in the words
that people use can also help individuals to determine what others are thinking. By focusing on the words people
use and studying their body language, one can determine if someone is holding back information, stretching the
truth, or even lying.
Body language can be described as a mixture of posture and bodily movement. It includes patterns of the eyes,
legs, arms, hands, head, and posture. Research shows that more than 70 percent of our communication is
non-verbal when engaged in a face-to-face conversation. This highlights the importance of understanding and
using body language to improve communication skills.
To improve one's own body language skills, it is essential to practice good posture, maintain eye contact, and
use appropriate hand gestures. Additionally, individuals should pay attention to their tone of voice, as it can
also convey emotions and intentions. It is important to remain relaxed and confident in order to convey a
positive message through one's body language.
130
Part C: Continuous Tense Quiz
Fill in the blanks with an appropriate past continuous tense form.
1. I _____ with my son when you _____

played, called
was playing, were calling
was playing, called
played, were calling
2. The doorbell _____ while I _____a bath.
rang, was having
will ring, am having
was ringing. had
3. As I _____ for the bus, I _____. Joe crossing the road.
waited, saw
was waiting, saw
waited, was seeing
4. When we _____ home, we discovered that water _____ down the walls.
reached, ran
reached, was running
was reaching, was running
5. It _____ while I _____in Mumbai.
was happening, was living
happened, was living
happened, lived
6. I _____ all day yesterday.
had slept
was sleeping
7. What _____ at 11 pm last night?
did you do
were you doing
had you done
8. When I _____ into the office, everybody _____
was walking
walked, worked
walked, was working
9. I _____ a beautiful dream when the doorbell rang.
had
was having
saw
watched
10. Was Rahul _____ for his final exams when you _____ his room?
busy, were visiting

studying, were visiting
studying, visited
in studying, visited
Source: Adapted from englishgrammar.org
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Module 6: Day 3 - Flow
Part A: Word list
1. Sort 11. Sing
2. Short 12. Zing
3. Tinge 13. Casually
4. Tins 14. Disillusion
5. Seal 15.
6. Zeal 16.
7. Seat 17.
8. Sheet 18.
9. Jag 19.
10. Zag 20.
Part B: Style Scripting Project (200-250 words)
132
Peer Feedback
Part C: Let it Flow: Self-Motivational Speech that Inspires (approx 200 words)
133
Part D: Simple or Continuous Tenses
Identify the appropriate tense to form a grammatically correct and meaningful sentence.
1. I _________ I didn't hear the doorbell.

slept (simple past tense)
was sleeping (continuous present)
2. I _________ her many times but she didn't answer.

phoned (simple past tense)
was phoning (continuous present)
3. 'What _________ then?' 'I was watching TV.'

did you do (simple past tense)
were you doing (continuous present tense)
4. He _________ money from the rich and gave it to the poor.

stole (simple past tense)
was stealing (continuous present tense)
5. 'Did you meet James yesterday?' 'Yes, I _________ him.'

Met (simple past tense)
was meeting (continuous present)
6. The train _________ at 6.30.

Arrived (simple past tense)
was arriving (continuous present)
7. The children _________ when their mother _________ home.
slept (simple past tense), got (simple past tense)
were sleeping (continuous past), was getting (continuous past)
were sleeping (continuous past), got (simple past tense)
8. I cooked dinner while Mike _________ the house.
was tidying (simple past tense)
tidied (simple past tense)
9. I _________ dinner when the lights went out.
had (simple past tense)
was having (continuous past tense)
10. It ......................... me quite some time to learn French.
took (simple past tense)
was taking (continuous past tense)
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Module 6: Day 4 - Mapping Fear
Part A: Word list
S.No. s/sh & j/z/zh sound S.No. s/sh & j/z/zh sound
1. Save 11. This
2. Shave 12. These
3. Jest 13. Supervision
4. Zest 14. Television
5. Miss 15.
6. Ms 16.
7. Sort 17.
8. Short 18.
9. Wodge 19.
10. Was 20.
Part B: Feedback on presentations

Criteria Excellent (5-4 Good (3-2 pts) Fair (1-0 pts) Score Rationale (please
pts) provide your
reasoning on the
score assessed)
Content
Overall The presentation has The presentation has a The presentation has a
Structure a clear and generally organized poorly organized
well-organized structure, but could structure, making it
structure, including benefit from greater difficult for the
an engaging clarity or engagement audience to follow and
introduction, a in the introduction, or understand the
well-structured main improved organization presentation, and
body that flows and coherence in the leaving a sense of
smoothly from one main body. confusion or
point to the next, unfinished business.
and a conclusion
that ties together the
main points.
Supporting Provides clear, Provides mostly Provides minimal or

evidence relevant and relevant and weak supporting
convincing convincing supporting evidence for main
anecdotal / evidence for main points in the
supporting evidence points in the presentation
for all main points in presentation
the presentation
135
Delivery
Articulation Clearly enunciates Generally clear in Struggles with

(clear words and phrases, speech, but may have pronunciation and
pronunciatio effectively puts occasional difficulties articulating words,
n& thoughts into words with pronunciation causing speech to be
enunciation) unclear
Accent and Properly emphasizes Generally Struggles with accent

Emphasis syllables, demonstrates and emphasis, leading
(proper demonstrates clear appropriate accent and to a confusing or
stress on understanding of emphasis, but may unclear speech
syllables) accent and have occasional errors
pronunciation
Voice Modulates voice Occasionally Rarely modulates

(tone & effectively, avoiding modulates voice, but voice, leading to a
pitch monotony and may have difficulty monotonous and
modulation) enhancing the avoiding monotony unengaging speech
impact of speech
Gesture Uses appropriate Occasionally uses Rarely uses

(facial body language, appropriate gestures, appropriate gestures,
expressions, facial expressions, but may struggle to leading to a flat and
hand and gestures to effectively convey unengaging speech
movements enhance speech meaning
& body The speaker depends
language) The speaker has The speaker has heavily on notes.
memorized the memorized the speech.
speech and delivers He/she uses
it fluently. fillers/takes
unnecessary pauses.
Total Points
Part C: My strategy to overcome stage fear
136
Part D: 10 Steps to Mindful Public Speaking (490 words)
Mindfulness is a popular concept that encourages individuals to pay attention to their present experiences rather
than getting lost in their thoughts. By focusing on the present, individuals can significantly improve their lives.
Here are some tips to help you practice mindfulness:
1. Use a powerful posture: Stand in a private place for 2-3 minutes in a “Superhero pose” by placing your
hands on your hips, shoulders back, and feet firmly balanced. Research shows that consciously altering your
posture this way increases testosterone, a hormone associated with confidence, and decreases cortisol, a
stress hormone.
2. 4/8 breath: Before speaking, breathe in through your nose for a count of four and exhale through your
mouth for a count of eight as slowly as you can. This helps calm the “fight or flight” response that often
happens in the first two minutes of public speaking.
3. Connect your mind with your body: Pay attention to the feelings and sensations in your body and name
them without judgment, such as "my heart is beating quickly – and it’s OK." This simple step can help calm
your body down.
4. Invoke self-compassion: Send yourself feelings of kindness, as you would to someone else in a difficult
situation. Imagine someone you care about is having difficult feelings and transfer those feelings of warmth
and kindness to yourself.
5. Make effective eye contact: Make relaxed eye contact with members of the audience for five to 20 seconds
each. This activates the “social engagement system” and calms the “fight or flight” response.
6. See and be seen: Try to see audience members as individuals and let them see the real you. Make eye
contact with someone in the audience at least 90% of the time to feel a greater sense of connection.
7. Keep your attention centered on you: Stay aware of your body's sensations and feelings and let the
audience come to you. Focus on your own confidence and power, rather than trying to please the audience.
8. Include the audience in your personal space: Imagine expanding your personal space to include your
listeners, as if you’re inviting them into your home. It’s a feeling of “this is my house – and you’re
welcome”. Doing this will make you feel more confident and connected to your audience and also make
them feel more part of the talk. This creates a feeling of inclusivity.
9. Allow the connection to be more important than the content: During your presentation, focus on the
connection with your audience rather than the precise words you're saying. Pay attention to the feeling of
seeing and being seen and the exchange between you and your audience. By doing this, you can access a
state of flow and creativity that can make your presentation more engaging.
10. Let yourself enjoy it!: Confidence isn't about never feeling nervous. Instead, it's about being okay with
feeling nervous and allowing yourself to enjoy the experience regardless. The more fun you have, the more
fun your audience will have.
Part E: Continuous Tense Quiz

1. I ____ten miles a day now.
was running
will be running
am running
2. We ____ the party now.

were planning
are planning
will be planning
3. He ____in the river now.

is swimming
was swimming
will be swimming
4. Jason ____ to his teacher’s comments attentively. Don’t disturb him.

listen
was listening
is listening
137
5. I ____ a lot faster earlier, but now I want to swim longer.
was swimming
am swimming
will be swimming
6. We____ the sunset together soon.

were watching
is watching
will be watching
7. I ____ donuts when he came in.

had
was having
will be having
8. The parents ____ the teachers on Tuesday.

meet
is meeting
will be meeting
Source: www.tutorialspoint.com
138
Module 6: Day 5 - Tailoring your Speech
Part A: 4 Steps to effectively connect with your audience (472 words)
All effective communication begins with knowing your audience and speaking their language – both literally
and figuratively. That doesn’t mean changing your core messages, but rather adjusting the way you present them
or the context you offer to help explain those messages in a way that resonates most directly with the people to
whom you are speaking. Sometimes that is much harder than it sounds because audiences can vary greatly,
whether across a team or an entire organization. So where should you begin?
STEP 1: Determine who your audience is.

You might start by making a list of the various groups that form your audience for an upcoming presentation or
a memo that you’re writing. Don’t limit this list. Make sure you consider all aspects of your audience, including
peers and those to whom you report, if that applies.
Think about the different segments of your audience and specifically:
● what they have in common, and
● where they differ.
STEP 2: Consider what is on their minds.

Put yourself in their shoes and think about how they view your topic and what they care about. Looking at the
world through their eyes will help you develop an effective message and deliver it in ways that will make your
audience more likely to listen, engage and act.
STEP 3: Think about what you need them to know.

While it is absolutely critical that you adjust your messages and means of communication to your audience, that
doesn’t mean you should lose sight of what you need them to know. Remember your core messages and make
sure you are clearly and effectively incorporating them into your communication, while simultaneously
packaging them in a way that will best meet your audience where they are.
STEP 4: Think about what you need them to think, feel or do based on what you tell them.
More than just passing along information, effective communication should inform, engage, and inspire listeners
or readers. Ask yourself what you want the audience to remember as a result of what you have said. Are you
calling them to take action of any kind? Is that “ask” clearly conveyed and repeated for emphasis? The most
effective communication moves people to action, and many times we need to ask for what we want!. Think
about a story that you could tell that they might relate to, or a way you could relate back to how their actions
will have a broader impact on the company as a whole.
Ultimately, the key is knowing your audiences and presenting the information they want to hear along with the
information they need to hear in a way that works best for them. When you think about message delivery in
those terms, you’re setting up yourself and your audiences for a positive communications experience – no matter
the topic you are conveying.
Source: Adapted from https://www.yourthoughtpartner.com/blog/6-steps-for-effectively-connecting-with-your-audiences
139
Part B: Continuous Tenses Quiz
1. It is a very long flight. I guess she ________ (sleep) all the way to Malaysia.
will slept
will be sleeping
will sleeping
2. I __________ (study) the whole day tomorrow.
will be studied
will study
will be studying
3. This time tomorrow you ....... sitting in a deck chair on the beach.
will
are
will be
4. They _______ (move) to Germany soon.
will moved
will have moved
will be moving
5. This time next week, we ______(celebrate) New Year’s Eve with our friends from Russia.
will celebrating
will be celebrating
will be celebrating
6. If you get late again tonight, I _________ (not wait) for you. So, we’re clear.
won’t be waiting
won’t waiting
will be waiting
7. ___________ (play) football tomorrow afternoon?
Will they be playing
Will they be play
Will playing they
8. I love the band Parikrama. ___________ (play) tomorrow at Pragati Maidan.
They will play
They will be playing
Will they be playing
Source: adapted from www.englishintro.com
140
Module 6: Day 6 - The Soliloquy Contest
Part A: Quiz: Simple and Continuous Tenses

Use the correct form of verb in the following sentences:
1. I _____ fine.
feel
am feeling
Either could be used here
2. I _____ you shouldn't do this.

feel
am feeling
3. What _____ you _____about my hair style?

do, think
are, thinking
4. I _____your dad tomorrow.

see
am seeing
5. The fish _____ awful.

smells
is smelling
6. I _____ this song.

like
am liking
7. I rang her up because I _____ to talk.

wanted
was wanting
8. I _____ what you mean.

see
am seeing
Source: www.englishgrammar.org/
141
Module 7: Day 1 - Craft of Plot
Part A: Question, Planning and Problem Solving Toolkit
For this exercise, use the Six Thinking Hats framework to identify tiny habits that will maximize your chances
to win the contest.
Six Thinking Hats

Blue Hat (Testing waters) - What does each team member think about taking responsibility for winning
the Denouement contest?
How badly does each team member want to solve the problem?
White Hat - What are some actions that can result in points for the team? (facts)
Yellow Hat - What is each member willing to commit to gain points for the team?
Red Hat - How confident are you about the actions that you have identified (White hat) and each team
member’s commitment towards additional points (Yellow hat)?
Black Hat - What can the team do to ensure that the commitments made by each team member are
upheld?
Green Hat - If your confidence level about your team member’s commitment is low/medium, what
changes should be made to the commitments to increase the confidence level?
Blue Hat - What changes can each member make to their schedule/ behavior (tiny habit) to deliver on
their commitment?
142
Part B: Past Simple Vs Present Perfect
Tense Example
The present perfect tense indicates an action or event that was completed at "I have visited Italy, which is why I
some point in the past but has relevance to the present. It emphasizes the know what the roads are like there"
connection between the past and the present, as well as the completion or implies that the speaker has personal
duration of the action. experience with Italy and that this
The perfect tense is formed using a form of the auxiliary verb "have" (in some experience is relevant to the present
cases "has" or "had"). context.
The simple past tense indicates an action or event that was completed in the "I visited Italy in 1983" simply reports
past, without any connection to the present or any implications for the a past action that occurred at a specific
future. time in the past.
1. Jack _____ (live) in Boston for the past 15 years.

has lived
lived
2. Janet ____ (work) for Smith and Brothers before she came to work for us.
worked
has worked
3. Dad, ____ (you/finish) reading the paper yet?
did you finish
have you finished
4. I would love to visit Prague sometime. Unfortunately, I ____ (be/never) there.
have never been
was never
5. Peter _____ (play) Tennis for five years when he _____ (be) at school.
played - was
has played - has been
6. Can you help me? I _____ (finish) my homework, but I still don't understand number seven.
have finished
finished
7. I _____ (work) in Italy for five years. I ____ (begin) work as soon as I arrived.
have worked - have begun
have worked - began
8. I'm afraid I'm not hungry. I _____ (eat/already).
Did eat already
have already eaten
9. When Jack was at school, he _____ (learn) to play the saxophone. He _____ (play) it ever since.
has learned - has played
learned - has played
10. Could you give me some advice? I _____ (buy) this sweater at Macy's yesterday. Do you think I should take
it back?
bought
have bought
Source: www.thoughtco.com
143
Module 7: Day 2 - Chalking an Outline
Part A: Scriptwriting Topics
1. Jetpacks 2. Invisible Ink
3. Artificial mustache 4. 3D printer
Part B: Outline your Script
Action:
Background:
Development:
Climax:
Ending:
144
Part C: Peer Feedback (Denouement Rubric)
Excellent Average Needs improvement Score Comments
(4-5 points) (2-3 points) (0-1 points)
Inciting Incident (Action and Background)
The story has background The story has background The story has partial
knowledge (main knowledge (main background knowledge
character and setting), and character and setting), (main character or setting)
has a strong effect that which barely engages the and doesn’t engage the
makes the story gripping reader. reader at all.
and compelling.
Rising Action (Development)
The RISING ACTION/s The RISING ACTION to The RISING ACTION to

to your fiction story your fiction story that your fiction story does not
clearly develops the mostly develops the develop the problem or
problem or conflict problem or conflict conflict.
through a series of events through a series of events
that build interest or that build interest or
suspense. You've applied suspense.
the craft of plot to build
interest or suspense
leading up to the climax.
Climax
The CLIMAX of the The CLIMAX of the The CLIMAX of the

fiction story clearly fiction story mostly fiction story does not
develops the TURNING develops the TURNING sufficiently develop the
POINT of the story where POINT of the story where TURNING POINT of the
the problem or conflict the problem or conflict story where the problem or
reaches its peak. reaches its peak. conflict reaches its peak.
Resolution (Ending)
The story comes to a The story comes to a clear The story comes to an
satisfying ending that resolution but is not ending that leaves the
enables the reader to satisfying. reader wondering and
predict what could happen disappointed.
next.
Language (Clarity and Grammar)
Writing is mostly clear

Writing is clear and Writing is unclear and
and concise, with mostly
concise, with appropriate wordy, with inappropriate
appropriate word choice
word choice and sentence word choice and sentence
and sentence structure.
structure. Ideas are structure. Ideas are not
Ideas are mostly
communicated effectively. communicated effectively.
communicated effectively.
Writing has some errors in Writing has many errors in

Writing has no or very few
grammar, spelling, and grammar, spelling, and
errors in grammar,
punctuation, but they do punctuation, which
spelling, and punctuation.
not impede understanding. impede understanding.
Total out of 30
145
Part D: Writing Style (234 min)
Your audience and writing purpose will determine your writing style. The four main types of
writing styles are persuasive, narrative, expository, and descriptive.
Persuasive: For this writing style, the writer is trying to convince the reader of the validity of a
certain position or argument. Persuasive writing includes the writers’ opinions, and provides
justifications and evidence to support their claims.
Examples: Letters of recommendation; cover letters; Op-Eds and Editorial newspaper articles;
argumentative essays for academic papers
Narrative: Often seen in longer writing samples, the purpose of this writing style is to share
information in the context of a story. Narratives should include characters, conflicts, and settings.
Examples: Short stories; novels; poetry; historical accounts
Expository: This type of writing is used to explain a concept and share information to a broader
audience. Expository writing provides evidence, statistics, or results and focuses on the facts of a
certain topic. This type is not meant to express opinions.
Examples: How-to articles; textbooks; news stories (not editorials or Op-Eds); business, technical,
or scientific writing
Descriptive: This type of writing is used to depict imagery to create a clear picture in the mind of
the reader. This method helps the readers become more connected to the writing by appealing to
their senses. Descriptive writing employs literary techniques such as similes, metaphors, allegory,
etc to engage the audience.
Examples: Poetry; fictional novels or plays; memoirs or first-hand accounts of events
Part E: Present Perfect and Simple Past

1. I __________ (watch) a movie last night.
watched
have watched
2. She __________ (live) in New York since 2010.

lived
has lived
3. They __________ (not eat) sushi before.

did not eat
have not eaten
4. He __________ (visit) his grandparents last weekend.

visited
has visited
5. I __________ (already finish) my homework.

already finished
have already finished
146
6. She __________ (not see) that movie yet.
did not see
has not seen
7. They __________ (play) soccer every weekend when they were kids.
played
have played
8. He __________ (just arrive) at the airport.

just arrived
has just arrived
9. She __________ (work) at the company for 10 years.

worked
has worked
10. We __________ (not go) to the beach last summer.

did not go
have not gone
147
Module 7: Day 3 - Understanding Purpose
Part A: Wordlist
1. Save 11. This
2. Shave 12. These
3. Jest 13. Supervision
4. Zest 14. Television
5. Miss 15.
6. Ms. 16.
7. Sort 17.
8. Short 18.
9. Session 19.
10. Was 20.
Part B: Craft of Plot: MOOC Reflection - 1

Questions Score
1. Choose the one which shows the elements of plot in order?

Climax, rising action, exposition, falling action, resolution
Exposition, climax, rising action, falling action, resolution __/1
Exposition, rising action, climax, falling action, resolution
Resolution, rising action, climax, falling action, exposition
2. What happens in the falling action?

A conflict is introduced
The setting is described in detail __/1
Events begin to calm down after the climax
The plot comes to an end
3. In a story, what is an inciting incident?

It introduce the conflict in the plot
It outline the character of the protagonist __/1
It reveals the inspiration of the author
It is a moment of comic relief
148
4. Look at the picture and identify which part of the story is represented by this blue box?
__/1
Exposition
Rising action
Climax
Resolution
5. A great character can make a great plot. As per the author, the following traits of a
protagonist help build a memorable character. Multiple answers possible.
What are his/her weaknesses?
__/2
What can the character do to surprise you?
What does the character need?
What are the character’s strengths
6. How is a story different from a plot? Multiple answers possible.

A story is a narrative, a plot is what happens in a story
A story is a sequence of unrelated events, whereas a plot is a series of linked events __/2
Stories appear in movies while plots appear in novels
Unlike a story, a plot has a climax
7. Why is the exposition important to a story? Multiple answers possible.

It provides crucial information about the story's characters and setting
It reveals the moral of the story __/2
It helps readers imagine the end of the story
Exposition is the base on which the story is constructed
Total Score: __/10
149
Part C: Writing Project
Idea Board
Writing Style for your project: ____________________________
Title: ___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
150
Part D: Peer Feedback (Denouement Rubric)

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
151
Part E: Mastering the art of providing constructive feedback on written text (341 words)
Giving feedback on written text requires careful consideration to ensure that the recipient understands the areas
of improvement and can make meaningful revisions. Here are some steps to follow when giving feedback on
written text:
Read the text thoroughly: Take the time to read the entire text and understand its context, purpose, and
intended audience. Note down your observations and specific areas that require feedback.
Start with positive comments: Begin your feedback by highlighting the strengths of the written text. Identify
the aspects that the writer has done well, such as strong arguments, clear organization, or engaging language.
This helps create a positive tone and acknowledges the writer's efforts.
Be specific and objective: When providing constructive feedback, be specific about the areas that need
improvement. Focus on objective aspects like grammar, sentence structure, clarity, logical flow, or relevance to
the topic. Use examples from the text to illustrate your points and make your feedback more actionable.
Prioritize the feedback: If you have multiple suggestions or corrections, prioritize them based on their
significance and impact on the overall quality of the text. Start with the most critical issues that need immediate
attention, and then move on to minor suggestions.
Offer alternative solutions: Instead of simply pointing out mistakes or weaknesses, provide alternative
solutions or suggestions. This helps the writer understand how to improve their writing and encourages them to
think critically. For example, if you notice repetitive sentences, suggest rephrasing or combining them for better
flow.
Use a constructive and respectful tone: Be mindful of your tone and language to ensure that your feedback is
constructive and respectful. Avoid sounding overly critical or harsh, as it may discourage the writer and hinder
their progress. Frame your feedback as a means of improvement rather than a personal attack.
Explain the rationale: Whenever possible, explain the rationale behind your feedback. Help the writer
understand why certain changes are necessary or how they can enhance the effectiveness of their writing.
Providing context and reasoning increases the likelihood of the writer embracing and implementing the
feedback.
Part F: Perfect Tenses Vs Simple Tenses

Identify the correct verb tense in the sentences below:
1. Have you __________ (see/saw) the latest movie that came out last week?
2. My grandfather __________ (live/lived) in this city for over 50 years.
3. She __________ (travel/traveled) to many different countries since she graduated from college.
4. Yesterday, I __________ (buy/bought) a new phone to replace my old one.
5. They __________ (not be) to this restaurant before, but I am sure they will enjoy the food.
6. _____________(Has/ Is) the party started? Please save a few pizzas for me. I am running late
7. We __________ (visit/visited) the art museum last weekend and it was amazing.
8. He __________ (work/worked) at the same company for 10 years before he decided to quit and start
his own business.
9. How many times __________ (you be) to Paris?
10. She __________ (just return/just returned) from a trip to Europe and she can't stop talking about all the
beautiful places she visited.
152
Module 7: Day 4 - Arranging an Outline
Part A: Word list
1. Fridge 11.
2. Freeze 12.
3. Wage/ Ways 13.
4. Percentage 14.
5. Magazine 15.
6. Wish/ Wiz 16.
7. Show/ So 17.
8. Finish 18.
9. Phrase 19.
10. Grace/ Graze 20.
Part B: Instructions for the writing activity

Write a 250-word creative scene and write in the empty box provided below. Encourage students to follow the
word limit. Reiterate that a well structured and organized 200-word is better than a poorly written 300-word
write-up (30 min).
153
154

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
155
Part D: Celebrating Excellence (260 words)
Meilleurs Ouvriers de France, or MOF, is a prestigious competition that celebrates the best craftsmen in France.
Established in 1924, this competition is held every four years and attracts skilled craftsmen from across the
country, who compete for the title of "Un des Meilleurs Ouvriers de France," or "One of the Best Craftsmen in
France."
The competition covers a wide range of crafts, including baking, butchery, pastry-making, locksmithing, and
jewelry-making, among others. The prize for winning the MOF competition is primarily the title and the
recognition that comes with it. It provides an opportunity for craftsmen to showcase their skills. Winning the
MOF competition is considered a great honor and a mark of distinction, and the winners are highly respected
within their respective industries. This recognition can lead to increased opportunities for employment, as well
as greater visibility and respect within the industry.
Competing in the MOF competition provides an opportunity for craftsmen to learn from their peers and develop
their skills further. The competition attracts some of the most skilled craftsmen in the country, and the
opportunity to watch and learn from them can be invaluable. This experience can also help craftsmen to identify
areas where they need to improve and develop new techniques and skills.
The MOF competition can be a way to preserve traditional crafts and ensure that they continue to thrive. The
competition celebrates the skills and knowledge that have been passed down through generations, and by
participating, craftsmen can help to ensure that these crafts continue to be valued and appreciated for years to
come.
Part E: Present Perfect Vs Past Simple

1. Which sentence is NOT correct?
This is the news. There has been an earthquake in Japan last night.
This is the news. There has been an earthquake in Japan.
2. Which question follows this statement?

‘I’ve been to New York.’
Really? When have you gone?
Really? When did you go?
3. Complete the sentence.

‘I ____ out last Friday.’
didn’t go
haven’t been
4. Which sentence is NOT correct?

He’s recently got a new job in Frankfurt.
I’ve bought a new mobile phone two days ago.
5. Which word can complete the sentence?

I haven’t seen him ____.
yet
last night
6. Which word CANNOT go in space?

I’ve _____ spoken to James about the meeting.
already
yet
156
7. Which words complete the sentence?
I _______ Helen since we _______ at school together.
knew / ‘ve been
‘ve known / were
8. Which sentence is true?

My parents have lived in Canada for three years.
They used to live in Canada but now they live somewhere else.
They still live in Canada now.
9. What is the correct reply?

Jack has broken his leg.
Oh no! How has he done that?
Oh no! How did he do that?
Source: www.examenglish.com
157
Module 7: Day 5 - Refining
Part A: Wordlist
1. Sack 11. Major
2. Shack 12. Maze
3. Shake 13. Vision
4. Sake 14. Elimination
5. Mushroom 15.
6. Lotion 16.
7. Shine 17.
8. Sign 18.
9. Has 19.
10. Was 20.
Part B: Refine your write-up

Rewrite a 250-word creative scene and write in the empty box provided below. Encourage students to follow the
word limit. (18 min).
158
159

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
160
Part D: Present Perfect Tenses and Simple Past Tenses
1. The teacher _________________ the first part of the lesson till now.
has explained
explained
2. He __________ in his project since May

has worked
worked
3. They ___________ friends since they were two.

are
have been
4. She __________ this computer program in 2005.

has learnt
learnt
5. She ________________ History last year.

has studied
Studied
6. They ______________ Cadburys chocolate more than twice a day, for a year.
ate
have eaten
7. They ____________ horrified in their exam last September

felt
have felt
8. It ___________ the Filmfare sponsor for one year.

has been
was
9. We really ___________ the Pankaj Uddhas concert last night.

have enjoyed
enjoyed
10. I _______________ comics since I was a little boy.

read
have read
Source: www.proprofs.com
161
Module 7: Day 6 - Buckle Up!
Part A : Craft of Plot: MOOC Reflection - 2
Questions Score
1. According to the author, what is a 5 point checklist that all good scenes need?
An action, Dialogue, General information, Inner point of view, Definite starting point and
stopping point
An action, Dialogue, Specific intimate details, Inner point of view, Respond and reveal __/1
An action, Dialogue, Specific intimate details, Inner point of view, Definite starting point and
stopping point
Starting point, Dialogue, Specific intimate details, Inner point of view, Ending point
2. What do the three Rs stand for in 'inner point of view'?

React, Regret, Reveal
Regret, Reveal, Reappear __/1
React, Respond, Reveal
Reappear, React, Reveal
3. According to Amity Gaige, what should an author focus on to enhance the reading pleasure
of his/her work?
Using simple words
__/1
Embedding sensory details and atmosphere in scene
Following the craft of plot structure
Writing about his/her dreams
4. The author provides some tips on editing your story. Which of these tips can be useful for any
type of writing?
Omit needless words
__/1
Write to meet the word limit
Write in passive voice
Add examples to emphasize your point
5. What is the difference between falling action and resolution? Multiple answers possible.
Falling action resolves a conflict while resolution introduce it
Falling action is used in novels and and resolution is used in poetry
The falling action is where the characters are introduced, and the resolution is where the __/2
characters change in some way
Falling action provides a link between all of the action of the climax to the end of the story, or
the resolution
6. How does a well written background affect a story? Multiple answers possible.
Helps readers determine the context of the story
Makes the climax interesting
Lays the foundation for the development of the story __/2
Highlights the main idea of the story
162
7. What is the purpose of a scene? Multiple answers possible.
Dramatizes events
Creates an emotional connection between characters and readers __/2
Builds suspense
Gives readers a vivid sense of where and when events take place
Total Score: __/10
Read the appendix carefully as it may provide you with clues on why a specific answer is correct. After you have
completed your self-assessment, tally your total scores and write it in the ‘Total Scores’ row.
Part B: Rules of the Contest

1. Two hats will be provided: Hat 1 contains 7 topics and Hat 2 contains products.
2. Randomly select one slip from Hat 1 and one slip from Hat 2.
3. Sit with your house members after everyone has chosen a topic and a product and brainstorm creative
ideas within your groups. This includes inventing, arranging, styling, and incorporating story elements
(Inciting Incident, Rising Action, Climax, Resolution) and ABDCE framework.
4. Conduct research and engage in discussions to gather ideas, actively listening to all suggestions.
5. Create an outline for a 250 word scene/story (advertisement, short story, or movie).
6. Review your story for grammatical errors, uninteresting parts, and flow issues by reading it silently and
aloud.
7. Choose two housemates to provide feedback on your outline, including constructive comments on liked
content, areas for improvement, and irrelevant content.
163
Part C: Story Outline
I have to write: ▢ Movie Script ▢ Short Story ▢ Advertisement (Select 1)
My Topic is: _____________________________________
164
Part D: Peer Feedback (Denouement Rubric)
and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
165
Part E: Embracing Mindful Collaboration (321 words)
In today's interconnected world, collaboration has become an essential element for success. However, the
quality of collaboration can vary greatly, ranging from chaotic and unproductive interactions to harmonious and
efficient teamwork. One powerful approach to foster effective collaboration is through the practice of
mindfulness.
Mindfulness and mindful collaboration

Mindfulness, rooted in ancient Buddhist traditions, involves being fully present in the current moment, aware of
one's thoughts, emotions, and actions without judgment. Mindful collaboration is an intentional approach that
blends the principles of mindfulness with the act of working together towards a common goal. When applied to
collaboration, mindfulness brings a heightened level of awareness, empathy, and clarity, enabling individuals to
communicate and cooperate with greater effectiveness.
Practicing Mindful Collaboration:
● Cultivate Presence: Begin by bringing mindful awareness to the collaborative process. Set aside
distractions, focus on the present moment, and engage fully with the task or conversation at hand. By
redirecting attention to the present, participants can contribute actively and make valuable contributions.
● Foster Active Listening: Practice mindful listening by giving undivided attention to others. Suspend
judgment, avoid interrupting, and seek to understand different perspectives fully. This practice promotes
deeper connections, empathy, and a sense of psychological safety within the team.
● Embrace Open-Mindedness: Approach collaboration with a beginner's mind, free from preconceived
notions or biases. Let go of the need to be right and embrace curiosity, welcoming diverse viewpoints and
ideas. This mindset encourages creativity and prevents stagnation.
● Cultivate Emotional Intelligence: Develop self-awareness and empathy towards others. Recognize and
regulate your emotions to promote a positive team dynamic. Encourage open communication, trust, and
constructive feedback to foster an environment where everyone feels heard and valued.
Conclusion: In a world that demands effective collaboration, mindful practices provide a transformative
approach to harness the collective intelligence of individuals. By infusing collaboration with mindfulness, we
can unlock its full potential, enabling teams to communicate more effectively, solve problems creatively, and
achieve higher levels of productivity.
Part F: Simple Past Vs Present Perfect

1. Maria lives in Delhi. Before she _____ (move) here, she ____ (live) in Mumbai for three years.
moved - has lived
moved - lived
has moved - lived
2. Peter ____ (go) to Paris last year. That means that he ____ (be) to Paris three times!
went - has been
went - was
has gone - was
3. Just a moment! I _____ (not think) of a good idea yet!

haven't thought
didn't think
don't think
4. Maria _____ (believe) that for ages!

believes
has believed
was believed
166
5. How long _____ (you/live) there before coming here?
have you lived
did you live
do you live
6. She _____ (write) concise emails but doesn't know how to send them.
has written
writes
written
7. I ____ (just/have) something done to my hair. Do you like it?

have just had
just have had
just have
8. Hurry up! The concert _____ (begin) and we are late.

begins
has begun
began
9. Shreya Ghoshal _____ (record) many albums last year and will probably make many more.
has recorded
recorded
10. Udit Narayan _____ (record) many albums during his wonderful career.
records
has recorded
Recorded
Source: Adapted from www.thoughtco.com/past-simple-or-present-perfect-english-quiz
167
Module 7: Day 7-The Denouement Contest
Part A: Contest Submission
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
168
Part B: Peer Feedback (Denouement Rubric)
Reviewed by: _________________________

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
169
Reviewed by: _________________________

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
170
Part C: Present Perfect Tense Vs Simple Past Tense
Identify the correct tense (present perfect or simple past) for the sentences below and complete the sentences:
1. The film _____________________ (not start) yet.
2. Paul _____________________ (clean) his car yesterday.
3. _____________________ (eat) Beetroot?
4. It _____________________ (rain) since yesterday.
5. I _____________________ (lose) my phone last Sunday.
6. What _____________________ (do) last weekend?
7. We _____________________ (been) to India twice.
8. _____________________ (been) in Spain last summer?
9. Dr Abdul Kalam _____________________ (write) 'Wings of Fire'.
10. I _____________________ (always love) you.
171
Module 8: Day 1 - Take Away from All Ears
Part A: Word list
1. Change 11. Exposure
2. Chains 12. Zippers
3. Anxiety 13. Scientists
4. Quizzes 14. Area (commonly mispronounced word)
5. Bushes 15.
6. Dishes 16.
7. Lotion 17.
8. Gash 18.
9. Gust 19.
10. Composure 20.
Part B: Notes
172
Part C: Listening Quizzes
Quiz 1: Listen to the Audio 1 and answer the questions.
Questions Score
11. Riverside Village was a good place to start an industry because it had water, raw materials and fuels
such as ______ & ______.
Coal, firewood
__/1
Firewood, coal
Coal, firework
Water, mineral
12. The metal industry was established at Riverside Village by __________ who lived in the area.
Villagers
Local craftsmen __/1
Shopkeeper
Industrialist
13. There were over _____ water-powered mills in the area in the eighteenth century.
170
116 __/1
160
117
14-20. Listen to the directions and label the plan below
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Match the location to the correct number.
Ques Gift shop Woodside Workshop Cafe Showroo Cottages Ticket Scores
No. m office
14. __/1
15. __/1
16. __/1
17. __/1
18. __/1
19. __/1
20. __/1
Total Score: __/10
Marking Scheme: Please see Appendix 2 in SRB for the correct answers. Give yourself 1 point for every correct
answer and 0 points for every incorrect answer. Read the appendix carefully as it may provide you with clues on
why a specific answer is correct. After you have completed your self-assessment, tally your total scores and write
it on the ‘Total Scores’ row.
Label the map below. Select the correct letter, A-E, to questions 11-15.
Questions Score
11. Science Museum _______

A D C B __/1
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12. National History Museum _______
__/1
C B E A
13. Car Park _______

__/1
E D A C
14. Shopping Mall _______

__/1
B A C E
15. Primary School ______

__/1
D A B E
What is the improvement of each main point of interest in the area? Choose FIVE answers from the box and the
correct letter, A-G, next to questions 16-20.
16. Car Park ________________

__/1
G E D A
17. Primary School ____________

__/1
B E C G
18. Science Museum __________

__/1
A B D C
19. National History Museum ____

__/1
A G D E
20. Shopping Mall _____________

__/1
B E G A
Total Score: __/10
Marking Scheme: Please see Appendix 2 in SRB for the correct answers. Give yourself 1 point for every correct
answer and 0 points for every incorrect answer. Read the appendix carefully as it may provide you with clues on
why a specific answer is correct. After you have completed your self-assessment, tally your total scores and
write it on the ‘Total Scores’ row.
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Questions Score
21. The proposal will _______.

be reviewed by two examiners.
__/1
be added to the final grade.
be returned with feedback.
22. The proposal will consist mostly of _______.

Topics
__/1
Methods
Results
23. For the practice paper, the tutor has directed the students to make sure to _______.
pay attention to time limits.
__/1
write at least 6,000 words.
keep on topic
Complete the sentences below. Select ONE WORD AND/OR A NUMBER for each answer.
24. There is no need to ________ lots of people.

Interview
Discuss __/1
Contact
Examine
25. Pay attention to the _________ of the final report.

Quality
Size __/1
Format
Colour
26. Prepare _________ , one for the teachers, another for the students themselves.
4 copies
3 copies __/1
2 copies
5 copies
27. The deadline of the final paper is __________ .

May 11
April 11 __/1
May 10
April 1
28. The students can __________ their topics before the beginning of April.
not change
change __/1
write
submit
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29. Students deciding to change topics must deliver a ________ to the research in advance.
demo
note __/1
presentation
play
30. At the beginning of the report, the hypothesis and an outline of the _________ are needed.
story
script __/1
procedure
plan
Total Score: __/10
Marking Scheme: Please see Appendix 2 in SRB for the correct answers. Give yourself 1 point for every
correct answer and 0 points for every incorrect answer. Read the appendix carefully as it may provide you
with clues on why a specific answer is correct. After you have completed your self-assessment, tally your
total scores and write it on the ‘Total Scores’ row.
Questions Score
11. How many patients does the hospital consult every year?
A. 3,000.
__/1
B. 5,000.
C. 11,000.
12. When can patients meet the female doctor?

A. On weekday mornings.
__/1
B. Three days a week.
C. Only on Mondays and Fridays.
13. Who is the expert on treating hearing loss?

A. Mr. Roberts.
__/1
B. Mr Green.
C. Mr. Edwards
14. Where are patients recommended to buy their medicine?

A. The supermarket in the town.
__/1
B. Pharmacies nearby the city center.
C. The health care's pharmacy.
15. What will the patients be asked about whether they are willing to do?
A. Letting one student attend the consultation.
B. Asking postgraduate students to do treatment. __/1
C. Meeting students in group discussion.
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Label the map below. Select the correct letter, A-H, next to questions 16-20.
16. Reception ________

E
A __/1
F
G
17. Mr. Green's room ______

E
F
__/1
H
A
18. Medical Records Office _______

G
B __/1
H
I
19. Surgery Room ______

B
A __/1
C
E
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20. Manager's Office _______
B
A
C __/1
G
Total Score: __/10
Marking Scheme: Please see Appendix 2 in SRB for the correct answers. Give yourself 1 point for every
correct answer and 0 points for every incorrect answer. Read the appendix carefully as it may provide you with
clues on why a specific answer is correct. After you have completed your self-assessment, tally your total
scores and write it on the ‘Total Scores’ row.
Part D: Article: 10 Tips for Improving Your Memory (535 words)

In a world filled with vast amounts of information, having a sharp memory is a valuable asset. Whether you're
studying for exams, trying to remember important details at work, or simply aiming to enhance your cognitive
abilities, improving your memory can significantly impact your daily life. Fortunately, there are various proven
techniques and strategies that can help you boost your memory and retain information more effectively. By
incorporating these methods into your routine, you can sharpen your recall and unlock the full potential of your
mind. In this article, we will explore a range of practical and efficient ways to improve your memory,
empowering you to learn, retain, and recall information with greater ease.
1. Practice mnemonic devices: Mnemonics are memory aids that help you remember information by
associating it with familiar and easy-to-recall cues. Examples include acronyms, rhymes, visual imagery, or
creating a story around the information you want to remember.
2. Regular exercise: Engaging in physical exercise has been shown to enhance memory and cognitive function.
Exercise increases blood flow to the brain and promotes the growth of new neurons, particularly in the
hippocampus, a brain region involved in memory formation.
3. Get sufficient sleep: Sleep plays a crucial role in memory consolidation. Aim for 7-9 hours of quality sleep
each night to allow your brain to process and retain information better. Avoiding electronic devices before
bed and maintaining a consistent sleep schedule can also be helpful.
4. Break information into chunks: Instead of overwhelming yourself with a large amount of information,
break it down into smaller, more manageable chunks. This technique, known as chunking, allows your brain
to process and store information more effectively.
5. Use spaced repetition: Instead of cramming information all at once, space out your learning sessions over
time. This approach, known as spaced repetition, involves reviewing information at gradually increasing
intervals. It helps reinforce memory and prevents forgetting.
6. Stay mentally active: Engaging in activities that challenge your brain, such as puzzles, reading, learning a
new skill, or playing strategic games, can help improve memory and cognitive function. Continuously
exposing your brain to new and stimulating experiences can promote neural plasticity.
7. Maintain a healthy diet: Certain nutrients, such as omega-3 fatty acids, antioxidants, and vitamins, are
important for brain health. Incorporate foods like fatty fish, fruits, vegetables, nuts, and seeds into your diet.
Stay hydrated and limit the consumption of processed foods and excessive sugars.
8. Manage stress: High levels of stress can impair memory and cognitive function. Practice stress management
techniques like meditation, deep breathing exercises, yoga, or engaging in activities you enjoy to reduce
stress and promote mental well-being.
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9. Make use of visual aids: Visualizing information can make it easier to remember. Create diagrams, charts,
or mind maps to represent and connect ideas visually. Use color coding, highlighters, or other visual cues to
emphasize important points.
10. Teach or explain what you've learned: Explaining a concept or teaching someone else about it requires you
to retrieve and organize the information in a way that enhances your understanding and memory of it.
Remember that everyone's memory abilities vary, and it's important to find the techniques that work best for
you. Experiment with different strategies and be consistent in their application to improve your memory
effectively.
Part E: Grammar Quiz: Past Simple, Present Simple and Future Simple Tense
Section 1 - Past Simple Tense:
1. What is the past simple tense of the verb "go"?
went
gone
go
going
2. Which sentence is in the past simple tense?
I am going to the store.
She will eat dinner later.
They watched a movie yesterday.
We are playing soccer.
3. What is the past simple tense of the verb "eat"?
eating
eats
ate
eat
4. Choose the correct form of the verb in the past simple tense:
He ________ a book yesterday.
reads
reading
read
have read
5. Which sentence is in the past simple tense?
I will call you tomorrow.
They are swimming in the pool.
He finished his homework last night.
We have been studying for hours.
Section 2 - Present Simple Tense:
6. What is the present simple tense of the verb "write"?
wrote
writes
written
writing
7. Which sentence is in the present simple tense?
She is cooking dinner right now.
We will go to the beach tomorrow.
They always play basketball on Sundays.
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I have studied for the exam.
8. What is the present simple tense of the verb "run"?
ran
runs
running
run
9. Choose the correct form of the verb in the present simple tense:
I ________ to school every day.
went
go
going
have gone
They went to the park yesterday.
He is playing guitar at the moment.
We visit our grandparents every weekend.
I have finished reading the book.
Section 3 - Future Simple Tense:
11. What is the future simple tense of the verb "sleep"?
sleep
sleeping
slept
will sleep
12. Which sentence is in the future simple tense?
She is going to the party tonight.
They ate dinner an hour ago.
We are playing tennis tomorrow.
He will visit his parents next week.
13. What is the future simple tense of the verb "drive"?
drove
drives
driven
will drive
14. Choose the correct form of the verb in the future simple tense:
We ________ a movie tomorrow.
watch
watching
watched
will watch
15. Which sentence is in the future simple tense?
I am reading a book right now.
They have already finished their project.
She will meet her friends for lunch.
We were playing soccer yesterday.
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Module 8: Day 2 - Know your Barriers to Listening
Part A: Pre-assessment Quiz
Questions Score
1. What disheartened Cara most after her first diagnosis? People's advice that...
She limit her dreams and ambitions
She get married and have children __/1
She not go to the Grand Canyon adventure trip
She give up her international career
2. What does Cara mean by "Courage is the result of tough reflection and real work involving
the balance between fear and bravery"
Fear provides the courage to talk to strangers
__/1
It is the magical place between foolishness and exploring the unknown
Brave actions result in dreams coming true
Fortune favors the brave who ignore their fears
3. Why didn't people suspect that she was suffering from a rare muscle wasting condition?
People thought that she was a polio survivor
She lied about her illness __/1
She disguised her illness effectively
She participated in adventure activities
4. Why did Cara say that the Grand Canyon is true wilderness and worthy of all of its
accolades?
Because of its raw and natural beauty
__/1
Because only one percent people could reach its base
Because of the treacherous journey down to the south rim
Because of 200 km pristine blue waters of the Colorado river
5. Why was Cara afraid of declaring her illness to her employers? Multiple answers possible.
She did not understand the severity of her illness

She was afraid of losing her job __/2
She had difficulty accepting her illness
She would be sent home from Angola
6. What life learning experience did Cara get from her adventurous trip? Multiple answers
possible.
Bravery is necessary for dreams to come true
__/2
She will not do horse riding again
Life is about finding balance between fear and courage
Only one percent people out of one billion go to Grand Canyon's base
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Total Score: __/08
Part B: Barriers to Effective Listening

1. My Barriers to Effective Listening
2. My Solutions/Strategies to the Identified Barriers
183
Part C: Quiz: Human Activity and Climate Change
Questions Score
What are the greenhouse gasses?

Methane, carbon dioxide and water vapor
Methane, carbon dioxide and smog __/1
Chlorofluorocarbons, water vapor and oxygen
Methane, carbon dioxide and oxygen
Which of the following is not true about greenhouse gasses?

Greenhouse gasses keep some of the heat from escaping
Traps heat close to the surface and increases earth's temperature __/1
The more greenhouse gasses, the more heat gets trapped
Greenhouse effect results in evaporation and causes sea levels to fall
The more greenhouse gasses in the atmosphere, the more heat gets trapped, strengthening
the greenhouse effect and increasing____________.
the amount of CO2
__/1
the water level
the earth's temperature
the ozone particles
How does climate change affect health? Multiple answers possible

Growing nutritious crops becomes more difficult
It causes asthma, heart disease and lung cancer __/2
It contributes to smog that leads to disease
New agricultural challenges increase chances of illness
What challenges are associated with climate change? Multiple answers possible
Melting ice sheets
Replacing fossil fuels with renewable energy sources __/2
Diminished water supplies
Increased smog
What impact does climate change have on the weather? Multiple answers possible
More intense flood
Frequent droughts __/2
Major Storm
Heavy Snowfall
Total Score: __/09
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Part D: Extra Benefit Quiz: Civilizations
Important Information: All Questions have only ONE correct answer. Please do not select multiple answers.
Questions Score
1. How many people did Petra accommodate, according to the narrator?

__/1
Answer _________________________________________________
2. What did the Persians call Petra?

A pleasure of sorts.
Paradise. __/1
Heaven unearthed.
Melting pot.
3. According to the narrator, why did Petra survive against armies and natural calamities?
Because it was built like a great, strong marble structure.
Because it was built in the middle of the desert where no one wanted to come. __/1
Because it was built and integrated into the sandstone cliff.
Because of massive pillars at the front of the structure.
4. Why did a flourishing city like Petra decline?

Because of shortage of water.
Because of conquests. __/1
Because the desert claimed it back.
Because of new trade routes.
5. What does the narrator mean when he says, “…here the canyons and gullies became streets
and thoroughfares…”?
He meant that the water erosion made streets out of these mountains.
He meant that people settled here and this landscape was extensively used by __/1
civilization.
He meant that it was difficult to walk through these narrow gullies.
He meant that this ancient city had great engineers.
6. What does the narrator mean when he says, “The desert reclaimed the city”?
He means that the people of the desert sang praises about this great city.
He means that the city lost its residents and became part of the quiet desert. __/1
He means that the government of Petra changed.
He means that the city turned to sand.
Total Score: __/06
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Part E: Quiz on Tenses
Section 1: Past Continuous Tense
1. Choose the correct sentence in the past continuous tense:
She was working on her project tomorrow.
They will be playing soccer yesterday.
I was studying when the phone rang.
We are watching a movie last night.
2. Fill in the blank with the appropriate form of the verb in the past continuous tense:
I _____________ (cook) dinner when the power went out.
3. Identify the sentence that is NOT in the past continuous tense:

He was reading a book while it was raining outside.
We were playing tennis at the club yesterday.
They will be traveling to Paris next week.
She was dancing at the party when her favorite song came on.
4. Rewrite the sentence in the past continuous tense:

They eat breakfast every morning. ________________________________________________.
5. Which of the following sentences is in the past continuous tense?

She is going to the grocery store later.
We will be going on vacation next month.
He was painting a picture yesterday.
They are playing basketball right now.
Section 2: Present Continuous Tense
6. Choose the correct sentence in the present continuous tense:

He is playing the guitar yesterday.
I will be going to the concert tonight.
We are studying for the exam at the moment.
They were working on the project last week.
7. Fill in the blank with the appropriate form of the verb in the present continuous tense:
Look! The children _____________ (play) in the garden.
8. Identify the sentence that is NOT in the present continuous tense:

They will be going to the beach tomorrow.
She is cooking dinner for us tonight.
We were playing tennis yesterday.
9. Rewrite the sentence in the present continuous tense:

I eat lunch at 12 o'clock. ________________________________________________.
10. Which of the following sentences is in the present continuous tense?

He went to the store yesterday.
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We will go to the park next weekend.
They are watching a movie right now.
She will be painting a picture tomorrow.
Section 3: Future Continuous Tense
11. Choose the correct sentence in the future continuous tense:

I am working on my assignment now.
We will be studying for the test tonight.
They were playing soccer yesterday.
She is dancing at the party.
12. Fill in the blank with the appropriate form of the verb in the future continuous tense:
By this time next week, I _____________ (travel) to Europe.
13. Identify the sentence that is NOT in the future continuous tense:
He will be sleeping when you arrive.
They are going to the movies later.
We will be eating dinner at 7 p.m.
She was baking cookies yesterday.
14. Rewrite the sentence in the future continuous tense:

We have a meeting tomorrow. ________________________________________________.
15. Which of the following sentences is in the future continuous tense?

They are playing soccer right now.
We went to the beach last weekend.
She will be reading a book tonight.
He is going to the gym in the morning.
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Module 8: Day 3 - Your Listening Goals
Part A: Word List
1. Moss 11. Journal
2. Mosh 12. Journalize
3. Mass 13. Rejuvenate
4. Mash 14. Prejudice
5. Dose 15.
6. Dash 16.
7. Saw 17.
8. Share 18.
9. Persuasion 19.
10. Mirage 20.
Part B: Quiz: 13 Year Old Long Distance Runner
Questions Score
1. How many road races has Arielle Avina won?

Over 200 road races
Over 100 road races __/1
Over 40 road races
Over 30 road races
2. According to Arielle's mother, what inspired her to be a runner?

Her mother was a runner
She liked competing with the boys __/1
She wanted to run in the olympic
She was struggling in her academics
3. Apart from running, what else does Arielle Avina like to do?
Singing
Art __/1
Racing against boys
Collecting medals
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4. What does it take to be a good runner? Multiple answers possible.
Understand what your body wants
Be mentally strong __/2
Start practice when you are 7 years old
Ignore pain and injury
5. What does Arielle want to do in her future? Multiple answers possible.

She wants to run in the Olympics
She wants to run in the Boston Marathon __/2
She wants to go to Oregon and run for them
She wants to run 1 mile in 6 minutes
6. How did Arielle's mother boost her confidence when she was struggling academically?
Multiple answers possible.
By showing her that hardships can be overcome through hard work
By encouraging her to read more __/2
By channeling her energy into running
By motivating her by intentionally letting her win her first race
Total Score: __/09
189
Part C: Extra Benefit Quiz: Pandemic, Nature and Us
Questions Score
1. What percentage of all diseases have emerged because of land use change?
__/1
Answer: ____________
2. According to the narrator, what is putting us at greater risk of pandemic diseases?

Our relationship with nature
Our relationship with animals __/1
Climate change
Mass extinction is an observed pattern
3. How many new diseases does the scientist expect to emerge in the future?
5 diseases every 5 years
1 new disease every year __/1
1 new disease every decade
5 new diseases every year
4. What is “making things worse”, according to the scientist, while interacting with animals?
The fur is not clean and can spread diseases
The fur is harvested in winter when viruses are most likely to spread __/1
The animals are kept in stressful conditions causing them to release more viruses
Animals carry viruses
5. According to the narrator, ‘what is land use change?’

when you build a wooden cabin.
when you build a road. __/1
urbanization of wildlife territory.
ownership of land changes.
6. Which human actions result in changes in biodiversity?

Planting trees and restoring natural habitats.
Limiting the use of pesticides and promoting organic farming. __/1
Encouraging sustainable fishing practices and protecting marine ecosystem
Building urban infrastructure and expanding industrial activities.
Total Score: __/06
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Part D: Quiz on Tenses
Section 1: Simple Past Tense
1. Which verb form is used in the simple past tense?
Present participle
Base form
Past participle
2. Choose the correct simple past tense form of the verb "go" for the pronoun "he."
go
going
went
3. Which sentence is in the simple past tense?
I am studying for my exams.
She walked to the park yesterday.
They will visit us next week.
4. What is the simple past tense of the verb "eat"?
eating
ate
eaten
5. Fill in the blank with the correct simple past tense form of the verb "write": "She _____ a letter yesterday."
writes
wrote
written
Section 2: Continuous Past Tense
6. Which verb form is used in the past continuous tense?
Base form
Past participle
Present participle
7. Choose the correct past continuous tense form of the verb "play" for the pronoun "I."
play
playing
played
8. Which sentence is in the past continuous tense?
He cooks dinner every night.
They were watching a movie when I arrived.
We have visited that museum before.
9. What is the past continuous tense of the verb "run"?
run
running
ran
10. Fill in the blank with the correct past continuous tense form of the verb "sleep": "They _____ when the
phone rang."
sleep
sleeping
were sleeping
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Section 3: Past Perfect Tense
11. Which verb form is used in the past perfect tense?
Base form
Past participle
Present participle
12. Choose the correct past perfect tense form of the verb "read" for the pronoun "we."
read
reading
had read
13. Which sentence is in the past perfect tense?
I will finish my work later.
She had already left when I arrived.
They are going to the party tomorrow.
14. What is the past perfect tense of the verb "go"?
go
going
had gone
15. Fill in the blank with the correct past perfect tense form of the verb "see": "He _____ the movie before it
started."
sees
saw
had seen
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Module 8: Day 4 - The Fine-Tune
Part A: Word list
1. Strange 11. Luxury
2. Shallow 12. Wisdom
3. Fresh 13. Lisp
4. Wages 14. Area (commonly mispronounced word)
5. Social 15.
6. Washes 16.
7. Occupation 17.
8. Zeal 18.
9. Station 19.
10. Leisure 20.
Part B: Summer Jobs
Speakers Identify their summer job Benefits mentioned by the speaker
Speaker 1
Speaker 2
Speaker 3
Speaker 4
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Part C: Word Graphic Organiser
List of Focus Words:
Part D: Quiz: Laugh Out Loud with Rowan Atkinson
Questions Score
1. What show made the anchor a big fan of Rowan?

Why are we here?
Black Adder __/1
Johnny English Strikes Again
Fawlty Towers
2. What is the meaning of the word 'Sitcom'?

Comic situation
Satellite comedy __/1
Situational comedy
Romantic comedy
3. Who felt demoralized after witnessing Rowan's comedy routine at Oxford? __/1
194
John Cleese
Richard Curtis
Charlie Chaplin
Harold Lloyd
4. Which spy movies does Rowan Atkinson talk about in the video?
Skyfall
Black Adder __/2
Johnny English Strikes Again
Fawlty Tower
5. How was Rowan able to make people laugh for 7 minutes without saying a single word?
Multiple answers possible.
Started making faces in front of audience
__/2
Used fancy words learnt in the Oxford University
Started babbling without using words
Acted as an old spy
6. What did Rowan Atkinson teach in Johnny English Strikes Again? Multiple answers possible.
History
Espionage __/2
Geography
English
Total Score: __/09
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Part E: Extra Benefit Quiz: Unveiling the Economics Behind the Olympics
Questions Score
1. Why does the narrator suggest that we could be watching the ‘Death of the Olympics’?
The narrator suggests that the viewership has reduced.
The narrator observes the economic challenges faced by the host country. __/1
The video highlights the fact that the 2026 Olympics has not been finalized yet.
Adding winter sports could sideline other events.
2. How much revenue did the IOC take from Olympics 2016 for TV rights?
4% of revenue
2.87 billion dollars __/1
Revenue from TV rights
70% of revenue
3. According to the narrator, what challenge do the host cities stand to face after the games are
over?
They won’t have enough funds to host the next games.
__/1
They don’t know how to put the constructed venue to alternate use.
The property prices increase and affect the economy.
Bank loans have to be repaid with taxpayer funds.
4. What does the phrase “up against the wall mean?”

In a difficult spot.
Specifically financial stress. __/1
Getting promoted as the president or the top executive.
Attending a meeting.
5. What did the new plan to ensure the future of Olympics, according to Prof. Zimbalist, essentially
portray the IOC as?
More affordable, more sustainable and more flexible.
__/1
More reliable, more affordable and more flexible.
More flexible, more durable and more affordable.
More responsible, more reliable and more flexible.
6. What did Prof. Andrew Zimbalist suggest that the IOC do to ensure a healthy future for the
Olympics?
Promote the Olympics as a winter event.
Select a permanent host for the Olympics. __/1
Increase winter sports in the Olympics.
Plan ten years in advance.
Total Score: __/06
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Part F: Quiz on Tenses
Section 1: Present Simple Tense
1. Which sentence uses the present simple tense correctly?

I am going to the store yesterday.
They will be playing tennis tomorrow.
She writes a letter to her grandmother every week.
2. Choose the correct present simple tense form of the verb "to be" for the pronoun "I."
am
is
are

She will bake a cake tomorrow.
They are playing soccer right now.
He reads books every day.
4. What is the present simple tense of the verb "run" for the pronoun "he"?
run
running
runs
5. Fill in the blank with the correct present simple tense form of the verb "study": "We _____ for exams every
evening."
study
studying
studies
Section 2: Present Continuous Tense
6. Which sentence uses the present continuous tense correctly?
They went to the park yesterday.
She is finishing her work everyday.
Sarah is currently participating in a dance competition.
7. Choose the correct present continuous tense form of the verb "work" for the pronoun "she."
work
working
works
8. Which sentence is in the present continuous tense?
They eat breakfast every morning.
We have visited that museum before.
9. What is the present continuous tense of the verb "dance" for the pronoun "you"?
dance
dancing
dances
10. Fill in the blank with the correct present continuous tense form of the verb "play": "He is _____ soccer with
his friends."
plays
play
playing
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Section 3: Present Perfect Tense
11. Which sentence uses the present perfect tense correctly?
They have eaten dinner an hour ago.
She is going to the party tomorrow.
He has finished his homework already.
12. Choose the correct present perfect tense form of the verb "go" for the pronoun "we."
go
going
gone
13. Which sentence is in the present perfect tense?
I play the guitar every evening.
She has not yet left for the movies.
They will visit us next week.
14. What is the present perfect tense of the verb "write" for the pronoun "he"?
write
wrote
written
15. Fill in the blank with the correct present perfect tense form of the verb "see": "We _____ that movie
before."
see
saw
have seen
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Module 8: Day 5 - Listening to Perspective
Part A: Word List
S.No s/sh & j/z/zh sound S.No. s/sh & j/z/zh sound
.
1. Boss 11. Usual
2. Brush 12. Visual
3. Rust 13. Fist
4. Rushed 14. Fish
5. Shore 15. Beautiful (Commonly mispronounced word)
6. Saw 16.
7. Dodge 17.
8. Edge 18.
9. Noisiest 19.
10. Because 20.
Part B: Listening Worksheet
What is the tone of the character(s)? What emotions are they displaying?
What is / are the messages that are being communicated?
199
Part C: Audio Assessment Worksheet
Tone Emotions
Messages
Part D: Role Play Worksheet
200
Part E: Quiz: Protect Nature, Protect Trees
Questions Score
1. According to the speaker, what percentage of Redwood trees have been cut down?
4%
96% __/1
95%
33%
2. Why did the speaker say that he is empathetic towards trees?

His entire family likes trees
He has knowledge of cloning trees __/1
Like these trees he had also been given up for dead
He wants to be a climate change warrior
3. According to David, what natural disaster has California been experiencing?

Snow fall
Drought __/1
Soil erosion
Flooding
4. What does their Micropropagation Tissue Culture Lab do? Multiple answers possible.
Produce one million trees
Research and development to produce lots of trees __/2
Export trees around the world
Grow new species of trees
5. What legacy does David want to leave for his grandchildren? Multiple answers possible.
To reverse the destruction to nature caused by humans
Research and grow many trees every year __/2
Clone Redwood trees
Re-establish and rebuild the old growth forest
6. Which of these attributes are true for the Redwood tree? Multiple answers possible.
Can grow up to 10 feet in a year
Thrives in warm regions __/2
Grows over 350 feet high
Provide a link to the dinosaur era
Total Score: __/09
201
Part F: Extra Benefit Quiz: Why Apple is so expensive
Important Information: 1 mark questions have only ONE correct answer. Please do not select multiple
answers.
Questions Score
1. The video starts with a CNBC reporter comparing the cost of some of his apple products to rent.
How many month’s rent does he compare with the price of the products?
__/1
Answer: ________________
2. What was the difference in the starting price of an Iphone in 2007 and 2018?
$400
$499 __/1
$500
$599
3. What is the Apple tax?

It is the extra amount that customers are willing to pay for Apple products
It is the 245 billion dollars in cash reserves that Apple holds __/1
It is the premium price for innovation
It is the premium price for security
4. What did the narrator mean when he said, “…at the cusp of the digital download revolution.”
He is referring to the time immediately after online shopping reached its peak
He is referring to the start of the age of downloading music from the internet __/1
He is referring to the start of the age of the smartphones
He is referring to innovative ways to download and listen to music
5. What makes the narrator speculate that Apple’s industry dominance is under pressure?
Customers are concerned that their digital life is being monopolized by Apple
The number of Iphones are more that the number of people in most countries
__/1
Apple is unable to cross their peak sales value
Apple products are not as premium as they used to be
6. According to the narrator, why did Apple fall to the third most popular phone position in 2018?
The life of smartphones is increasing
Apple’s manufacturing costs are increasing __/1
Apple does offer as many features in their smartphone
The price of the Iphone is just too high
Total Score: __/6
202
Past Simple Tense: Yesterday, I studied for my history test and aced it with flying colors.
Convert the above sentence above into grammatically correct sentences as per instructions below:
1. Present continuous tense:
___________________________________________________________________
2. Present perfect tense:

______________________________________________________________________
3. Present simple tense:

______________________________________________________________________
4. Future simple tense:

_______________________________________________________________________
5. Future continuous tense:

___________________________________________________________________
6. Present Perfect continuous tense:

____________________________________________________________
7. Future continuous tense & Present simple tense (combination):

____________________________________
203
Module 8: Day 6 - Framing your Responses
Part A: Discussion Notes

Document your discussion on the following topic for presentation to the class: ‘Do video games like PUBG
harm or benefit your intelligence/brain?’
Part B: Quiz: 3D Printing is Changing is Changing the World

Questions Score
1. According to Dr. Anthony Atala, what are the major challenges in regenerative medicine?
Not having adequate supply of tissues and organs to meet demand
Transplanting new organs in patients __/1
Designing new organs for transplant
Manufacturing tissues for surgical purposes
2. According to the video, what are some research considerations at MIT, a leading tech university
in the United States?
Having a computer generate an efficient design of a desired object
__/1
Program materials to self assemble
Design materials that can make their own decisions, learn, adapt and perform
Develop a machine that can self replicate
3. Tim Ellis says, "We have limited time in our lives and we should aspire to do something
ambitious". What does he mean?
We should set high targets for ourselves and work hard to accomplish them
We should work towards making ourselves financially secure __/1
We should secure a stable job in the limited that is available

We should follow the path advised by parents and well wishers
204
4. 3D printing, also known as additive manufacturing, is becoming popular with manufacturers.
What's your understanding of 3D printing after watching the video?
3D printing creates a digital object from a physical design
3D printing creates a physical object from a digital design __/2
3D printing can be used to regenerate physical objects
3D printing requires you to wear glasses to see objects in 3 dimensions
5. According to the CEO of Desktop Metal, how will 3D printing impact mass production?
Multiple answers are possible.
By producing lightweight and strong tools
__/2
By designing materials that are shape efficient
By setting up a global system of trade
By making supply chains more effective
6. What factors contributed to the rising popularity of 3D printing. Multiple answers are possible.
The 3D printer became smaller and cheaper.
The patent on the technology expired. __/2
The technology was not patented.
The 3D printing aids best in transportation
Total Score: __/9
Part C: Identify listening challenges
205
Part D: Extra Benefit Quiz: The Rise and Fall of Forever 21
Questions Score
1. How much did Forever 21 make as revenue at its peak?

__/1
Answer: ________________
2. How many new stores did the company, Forever 21, aim to open by 2017?
4 stores every 6 months
900 stores in 3 years __/1
600 stores in 3 years
600 stores in 1 years
3. Why did they change the name of the store to Forever 21?
It was easier to say and more fashionable
It emphasized the idea of being trendy, fresh and young in spirit __/1
The clothing style was for people around 21 years old
They could not use the old name Fashion 21 any longer
How did the Changs ‘Leverage their success’?

They made the store popular among Korean- American groups
They opened new stores __/1
They stole popular fashion designs
They increased the speed of production
What does the narrator describe as the biggest reason for the decline of Forever 21?
The prices of their products was too low
They kept changing the fashion trends too quickly __/1
They kept introducing more physical stores
They were unable to keep their styles trendy
4. What does the phenomenon ‘Retail Apocalypse’ mean according to the video?
The shutting down of physical stores
The influence of fast fashion brands like Zara __/1
The beginning of Covid 19
The size of the retail market in the USA
Total Score: __/6
206
Part E: Quiz on Tenses
Present perfect tense: ‘The student has completed all the assignments for the semester.’
Convert the above sentence above into grammatically correct sentences as per instructions below:
1. Past Simple Tense:

________________________________________________________________________
2. Present continuous tense:

___________________________________________________________________
3. Present simple tense:

______________________________________________________________________
4. Future simple tense:

_______________________________________________________________________
5. Past continuous tense:

______________________________________________________________________
6. Future continuous tense:

____________________________________________________________________
207
Module 8: Day 7 - The SunoGraphy Contest
Part A: The Age of AI - Contest Article (150 words)
Title: ________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
208
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Part B: Extra Benefit Quiz: Volcanoes 101
Important Information: 1 mark questions have only ONE correct answer. Please do not select multiple
answers.
Questions Score
1. According to the narrator, how many active volcanoes can be found across the world?
__/1
Answer: ________________
2. When and where was the most destructive volcanic eruption witnessed?
India in 1850
Indonesia in 1815 __/1
Italy in 1800
Mount Canberra in 1815
209
3. What does the narrator mean when she says, “…Fuelled by an ancient wrath.”?
She is referring to past civilizations that have gone and become fossils
She is referring to earth’s formative years __/1
She is referring to an old book that talks about the creation of Earth
She is talking about the surface of the Earth
4. How can Calderas (Volcano type) be best described?

Large depressions in the ground
Tall steep mountains __/1
Dome shaped
Underwater chains of volcanic mountains
5. What factors, mentioned in the video, does the VEI consider?

Volume of lava and other emissions and the height of the eruption cloud above the volcano
It considers all explosions that are 10 times bigger than the previous one. __/1
VEI considers 8 factors so far but may include others later
The age of the volcanic mountain
6. Despite their destructive nature, how do volcanoes make life on Earth possible?
They control population
Volcanic ash is rich in nutrients and makes the land fertile __/1
Volcanoes contribute to the rotation of the planet
The heat from the volcanoes provides life giving energy
Total Score: __/6
Part C: Quiz on Tense

Fill in the blanks using the cues given in the brackets:
1. I usually _________ (present tense) books, but today I am ___________(continuous tense) a newspaper
(read).
2. He often _________ (present tense) basketball, but this week he is ___________ (continuous tense) playing
soccer. (play, watch, any other action verb that logically fits the sentence)
3. He ______________ (simple past) to Paris last summer and ______________ (present perfect) all the
famous landmarks.
4. I ______________ (simple past) a new car yesterday and ______________ (present perfect) it around the
city.
5. I ______________ (simple past) my homework this morning, and I ______________ (present perfect) it
online.
210
Module 9: Day 1 - Learning through Drama
Part A: Word List
1. Badge 11. Occasion
2. Sledge 12. Revision
3. Selfish 13. Explosion
4. Shellfish 14. Exist
5. Sore 15.
6. Sure 16.
7. Tuesday 17.
8. Sunday 18.
9. Wage 19.
10. Ways 20.
Part B: Notes for Skit
211
Part C: Reading Log: Recording of Daily Task
Book Name: ______________________________________
Day Pages Read New Words Bookmark*
M9:
D1
(IC)**
M9:
D1
(DT)**
M9:
D2
IC)**
M9:
D2
(DT)**
M9:
D3
IC)**
M9:
D3
(DT)**
M9:
D4
IC)**
M9:
D4
(DT)**
212
M9:
D5
IC)**
M9:
D5
(DT)**
M9:
D6
IC)**
M9:
D6
(DT)**
*Identify key story elements that are interesting and can be adapted to your house's contest storyline. For easy
reference, include page number, paragraph number and key message.
** IC = In Class | DT = Daily Task

Read the story below and identify the tense used in the underlined sentence:
Jack's Key to the Secret Garden

Once upon a time, there was a young boy named Jack. He lived in a small village nestled among the hills.
(_________________) Jack loved exploring the woods near his house (_________________), where he
would often stumble upon hidden treasures.
One sunny day, Jack set off on his adventure, carrying a small backpack and a sense of curiosity. As he
walked through the dense forest, he noticed a glimmer of light through the trees. Excitedly, he followed the
light and discovered a shimmering golden key on the ground. (_________________)
"Wow! I wonder what this opens" (_________________) Jack wondered aloud.
As Jack held the key in his hand, he imagined all the possibilities that lay ahead. He was certain that the key
belonged to a chest full of treasure. In his excitement, he explained, “I will be rich!” (_________________)
Eager to uncover the mystery, Jack continued his journey through the woods. He soon stumbled upon an old,
rusty gate. With anticipation, he inserted the key into the lock and turned it. To his surprise, the gate creaked
open, revealing a hidden garden full of colorful flowers and chirping birds. (_________________)
Jack couldn't contain his excitement and shouted, "Look at this beautiful garden!" (_________________)
In the garden, Jack encountered an elderly woman named Clara (Simple past). She smiled warmly at him and
said, "You've found the key to my secret garden. Thank you, young lad!"
Overjoyed, Jack replied, (_________________) "You're welcome, ma'am! I'm glad I could unlock the magic
of this place."
From that day forward, Jack and Clara became great friends, spending their days tending to the garden and
sharing stories. (_________________) The simple key had unlocked not just a physical gate but also a bond
between two kindred spirits. (_________________)
213
Points for the Goosebumps Contest
Daily task Contest points Bonus points
Script Writing 30 pts

Skit Presentation 30 pts
Attendance 5 pts Master Teacher - Module 9 5 pts
Extra Benefit Daily Task (7pg+/day) 5 pts Reading 100 pgs in 5 days
The presentation and writing
Enthusiastic participation in FLT 5 pts 10 pts
points will be averaged for a max
of 30 points
214
Module 9: Day 2 - Maze Reader
Part A: Outline based on Craft of Plot
Inciting Incident (Action & Background):
Rising Action (Development):
Climax:
Resolution (Ending):
215
Part B: Peer Feedback
Reviewed by: _________________________

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
216
Part C: Team Feedback on Skit
Feedback for House ______________
Score out of
Rubric Parameters Things you liked Areas of Opportunity
5
Dialogue
Equal Participation
Presentation
Overall Impact
217
A Coffeehouse Encounter: Stories Unfold
Emily is walking through the bustling city streets, taking in the sights and sounds around her. People are
hurriedly passing by, cars are honking in the distance, and street musicians are playing lively tunes.
(_________________)
As she is strolling along, she notices a quaint little café tucked away in a corner. The aroma of freshly brewed
coffee is filling the air, enticing her senses. (_________________) Curious, she pushes open the door and
steps inside. (_________________)
The barista greets her with a warm smile and says, "Welcome! What can I get you today?"
(_________________)
Emily looks at the menu and replies, "I'll have a cappuccino, please."
While the barista is preparing her drink, (_________________) Emily glances around the cozy café. People
are engrossed in conversations, laptops are open, and the gentle hum of voices is filling the air.
As she is sitting down at a table near the window, sipping her cappuccino, a man approaches her.
(_________________) He has a friendly face and a notebook in his hand.
"Excuse me," he says, "I couldn't help but notice your interest in the café. I'm a writer, and I'm working on a
story about this place. Would you mind if I ask you a few questions?"
Emily smiles and replies, "Sure, I'd be happy to help."(_________________)
The man introduces himself as Michael and begins asking her about her experience in the café. As they are
talking, Emily is sharing her observations and feelings, describing the cozy atmosphere and the taste of the
coffee. (_________________)
"I've been coming here for years," Michael says. "It's a place that inspires me. The stories I've heard and the
people I've met here have been shaping my writing."
Emily is fascinated by his words and asks, "What are you working on right now?" (_________________)
Michael's eyes light up as he replies, "I'm in the midst of writing a novel about a café, where strangers are
finding connections and stories are unfolding. (_________________) It's a tale of love, loss, and the beauty
of human interactions."
They continue their conversation, discussing literature, writing techniques, and the power of storytelling.
As Emily leaves the café, she feels a sense of inspiration and warmth. (_________________) The encounter
with Michael has reminded her of the magic that can be found in the simplest of moments and the stories that
can be woven from everyday experiences.
218
Module 9: Day 3 - Question what you Read!
Part A: Word List
1. Siege 11. Descend
2. Sees 12. Oxygen
3. Crushed 13. Socks
4. Crust 14. Shock
5. Seer 15.
6. Sheer 16.
7. Boys 17.
8. Cats 18.
9. Conclusion 19.
10. Unusual 20.
Part B: Outline based on Craft of Plot
Climax:
219
Part C: Peer Feedback
Reviewed by: _________________________

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
220
Module 9: Day 4 - Joining the Dots
Part A: Outline based on Craft of Plot

Climax:
221
Part B: Peer Feedback
Reviewed by: _________________________

and compelling.

Climax

Resolution (Ending)
next.

Ideas are mostly

errors in grammar,
Total out of 30
222
Part C: Making Connections - Text to Self
Part D: Making Connections - Text to Text
Part E: Creative Science Project

On M9:D8, each student will have the opportunity to demonstrate their creativity by building one of the
following items: [Anemometer & Ball Launcher]. Review the list of items you need to bring to the class on the
day of the project. As a matter of routine, we have assigned the responsibility to the TOTD to coordinate the
collection of items required.
Anemometer Ball Launcher
Required Materials Required Materials

● Cardboard ● Tennis ball can or cardboard tube (like a potato chip
● Scissor container)
● 4 Paper Cups ● Plastic drink bottle that fits inside the tennis ball can
● Stapler ● Rubber band
● Tape ● Scissor
● Thumbtack ● Masking Tape
● Straight Pin ● Pencil
● Pencil with an eraser ● Tennis Ball
● Marker
● Stopwatch
223
Journey of Friendship: Memories and Milestones
Sophia and Ethan have been best friends since kindergarten. They have shared countless memories, from
playground adventures to late-night study sessions. (___________________)
One sunny afternoon, they sit on a park bench, enjoying the warm breeze. Sophia turns to Ethan and says,
"Can you believe how far we've come? We have accomplished so much together." (___________________)
Ethan smiles and nods, replying, "Absolutely! It's amazing to think about all the obstacles we have overcome
and the goals we have achieved." (___________________)
As they reflect on their journey, Sophia remarks, "Remember when we won the science fair in fifth grade?
We put so much effort into that project." (___________________)
Ethan chuckles and says, "Oh yes, how could I forget! We have spent hours in my garage, conducting
experiments and writing our research."(___________________)
Sophia continues, "And what about our high school graduation? We have worked hard for those diplomas."
(___________________)
Ethan agrees (___________________), "Definitely! All those late nights studying and supporting each other
through tough exams paid off in the end."
As the sun sets, they stand up from the bench, ready to face new challenges and create more memories
together. The journey may continue, but their friendship remains a constant source of strength and joy.
(___________________)
224
Module 9: Day 5 - Making Predictions
Part A: Making Predictions

I predict, that in the next few pages
__________________________________________________________________________________________
and the book will end
__________________________________________________________________________________________
Part B: Structure for Skit
Title: _________________________________________________________
Background context:
Setting:
Plot:
Characters:
Character Name Character traits (role, relationship to other Played by
characters, strengths and flaws)
Character 1
Character 2
Character 3
Character 4
Character 5
225
Part C: Quiz on Tenses
Read the story below and write the correct verb in the gray boxes [_________] using the cue at the end of the
sentence. Additionally, identify and write tenses of the sentences in the space provided (_______________).
Eg I [___ate___] a heavy meal last night (simple past). I will visit the doctor later today ( simple future )
An Extract from a Diary
Yesterday, I _________ tennis with my friends at the local court (simple past). We had a great time and
enjoyed the sunny weather (_______________). The match started at 10 a.m., and we played until noon
(_______________).
Currently, I am _________ a report for my boss (present continuous). He needs it by the end of the day
(_______________). I am taking a short break to gather my thoughts before continuing (_______________).
The deadline is approaching (_______________), so I must finish this report soon (_______________).
Next week, I _________ go on vacation to the beach (simple future). I have booked a beautiful resort
(_______________), and I am looking forward to relaxing on the sandy shores (_______________). The
forecast predicts that the weather will be sunny, so I will spend most of my time swimming and sunbathing
(_______________).
While I _________ _________ dinner last night (past continuous), my phone rang (_______________). It
was my best friend, and we talked for hours (_______________). We were reminiscing about our childhood
(_______________) and all the fun we had together (_______________).
In the past month, I have traveled to three different countries for work (_______________). I _________
_________ Spain, France, and Italy (present perfect). Each trip has been a unique experience
(_______________), and I have learned a lot about different cultures and traditions (present perfect).
In the future, I will continue to explore new opportunities and expand my horizons (simple future). I will
strive for success in both my personal and professional life (_______________). Life is full of possibilities,
and I _________ excited to see what lies ahead (simple present).
226
Module 9: Day 6 - Playwright Pavilion
Part A: Script of GooseBumps Skit
227
228
Part B: Evaluate Contest Script

and compelling.

Climax
The CLIMAX of the The CLIMAX of the The CLIMAX of the fiction
fiction story clearly fiction story mostly story does not sufficiently
develops the TURNING develops the TURNING develop the TURNING
POINT of the story where POINT of the story where POINT of the story where
the problem or conflict the problem or conflict the problem or conflict
reaches its peak. reaches its peak. reaches its peak.
Resolution (Ending)
satisfying ending that resolution but is not ending that leaves the reader
enables the reader to satisfying. wondering and
next.

*Writing is clear and Writing is unclear and
Ideas are mostly

errors in grammar,
punctuation, but they do punctuation, which impede
not impede understanding. understanding.
Total out of 30
* The script will lose points on this parameter if the dialogues lack delivery and emotion cues.
229
Module 9: Day 7 - The Goosebumps Contest
Part A: Goosebumps Rubric
Criteria Excellent (4-5 points) Good (2-3 points) Needs improvement

(0-1 points)
The skit was relevant to the The skit somewhat relevant to The skit was irrelevant to the
story of the book. the story of the book. story of the book.
Relevant to the
assigned They clearly demonstrated that Students demonstrated that they Students were not able to
Goosebumps they understood the topic and had some understanding of the showcase that they understood
story all the content (characters, book but didn't properly play and followed the content
setting, and emotion). out the skit. (characters, setting, and
emotion) of the book.
The dialogues sustained The dialogues largely sustained The dialogues rarely sustained
audience attention throughout audience attention and were audience attention in the drama
the drama by allowing for easy clear most of the time, with but were not meaningful and
Dialogue understanding of character occasional moments of did not contribute to the
interactions and plot confusion or ambiguity. storyline.
progression.
It seemed that the team It seemed that the team It seemed that the team tried to
encouraged the weakest somewhat encouraged the hide the weakest member in the
Equal
member to participate and was weakest member to participate smallest/easiest role.
Participation
given an important role in the but not given an important role
skit. to play.
The students tell the story with The students tell the story with The students tell the story with
excellent use of the required good use of the required limited use of the required
prosody, facial expressions and prosody, facial expressions and prosody, facial expressions or
Presentation movements to make the movements to make the movement to make the
characters more believable and characters more believable and storytelling more interesting or
the story more easily the story more easily clear.
understood. understood.
The students were able to The students were able to The students were able to
complete at least 4 journeys complete at least 3 journeys complete at least 2 journeys
Speed
from the book before finalizing from the book before finalizing from the book before finalizing
the skit. the skit. the skit.
The performance had a

The performance had a notable The performance has some
profound impact on the
impact on the audience, with impact on the audience, but
Overall Impact audience, combining strong
good dialogues and a may lack consistency or depth
dialogues, engaging plot, and
well-constructed plot. in its overall execution.
thematic depth.
230
Part B: Presentation Feedback
Feedback for House ______________
Score out of
Rubric Parameters Things you liked Areas of Opportunity
5
Relevant to the
assigned
Goosebumps story
Dialogue
Equal Participation
Presentation
Speed
Overall Impact
231
Module 9: Day 8 - Easier Said than Done
Part A: Quiz on Tenses
Read the article below and write the tenses of the sentences in the space provided.
Electric Vehicles: Transforming the Future of Transportation
Electric Vehicles (EVs) have revolutionized the automobile industry [___________________]. They offer
numerous advantages over traditional gasoline-powered vehicles [___________________]. In the past, EVs
were considered niche products [simple past], but now they are gaining popularity worldwide
[___________________]. The future of transportation lies in electric vehicles, as they are more
environmentally friendly and sustainable [___________________].
One of the main benefits of EVs is their zero-emission nature [___________________]. They do not produce
any tailpipe emissions [___________________]. Consequently, these vehicles are polluting the environment
less than the ICE vehicles [___________________]. This is especially important in reducing air pollution and
combating climate change. Moreover, EVs also have lower operating costs compared to gasoline cars
[___________________]. They require less maintenance and have fewer moving parts, which translates to
lower repair and maintenance expenses [___________________].
The EV market has grown rapidly in recent years [___________________]. Companies have invested
heavily in research and development to improve battery technology [___________________], resulting in
longer driving ranges and faster charging times [___________________]. In addition, the availability of
charging infrastructure has been expanding, making it more convenient for EV owners to recharge their
vehicles [___________________].
In the future, we can expect even more advancements in EV technology [___________________]. Battery
technology will continue to improve [___________________], allowing for even longer driving ranges and
faster charging. Furthermore, autonomous driving features will become more prevalent in EVs, making
transportation safer and more efficient [___________________]. We may even see the development of
wireless charging technology, eliminating the need for physical charging stations.
In conclusion, EVs are the future of transportation [___________________]. Their numerous advantages,
including zero emissions, lower operating costs, and technological advancements, make them an attractive
option for consumers. As the demand for cleaner and more sustainable transportation grows, the EV market
will continue to expand [___________________], driving innovation and a greener future.
232
Mid Term Progress Review-2
Individual Development Journey
of
_________________________________
[Student’s name]
233
Section A: Capital Development
Reflect and list down the skills that you have developed in the last 4 modules.
Take some time to think and identify the skills that you believe have had the most impact on your
capitals. Write a maximum of 2 skills for each capital. You should also be able to justify your
selections by giving anecdotal evidence.
Academic Capital Employment Capital Social Capital
1. ___________________ 1. ___________________ 1. ___________________
2. ___________________ 2. ___________________ 2. ___________________
Section B: Investments
List down the investments you have made to develop the identified skills.
Which investments benefited you the most? Justify your answers.
What can you do to take maximum benefit of the investments you made (Think in terms of time,
assistance, tools you may require)?
234
Section C: Accomplishments
Keeping in mind your destination (end goal), reflect on your journey so far. Use the table below to
estimate how much of the journey has been completed and how much is remaining.
Reflect on the skill-sets you Reflect on your learning Now you know what you have
have identified in Section A journey and identify what you accomplished and what you
above and think of proficiency have already accomplished and would like to accomplish,
levels you would like to what more you need to achieve identify what percentage of
achieve in those skills (3 (learn, practice, demonstrate). journey you have covered and
skills). Decide on your what percentage of your
proficiency based on a time learning journey you need to
horizon of 4 months of travel?
continuous effort.
1.
2.
3.
235
Appendix 1 Vocabulary Builder
Module O - Vocabulary Builder

Day Word and its meaning
MO:D2 White Collar(aj) - White collar work is that which is done using brain capacity
Empower(v) - Make (someone) stronger and more confident, especially in controlling their life
and claiming their rights.
Eg. A good education system should empower its students to become independent learners.
Demonstrate(v) - Show
Eg. A high performing student is one who demonstrates a sound understanding of the subject
matter.
MO:D3 Resonate(v): Identify personally

Eg. Movies that resonate with the audience that do well at the box office.
Potential(aj): Having the capacity to develop into something in the future

Eg. All of you have the potential to become successful in your lives, should you put your mind
to it.
MO:D4 Correlation(n): A connection between two or more things

Eg. There is a proven correlation between skill-sets and income, the higher the skill, the
greater the income.
Goosebumps(n): A state of the skin (caused by cold, fear, or excitement) in which small bumps
appear on the surface (as the hairs become erect)
Eg. I expect to get goosebumps out of excitement when you deliver fine speeches during your
Module 1 Contest.
MO:D5 Appellant(n): A person who applies to a higher court for a reversal of the decision of a lower
court
Eg. The high court decided in favor of the appellant and set him free from custody.
Hone(v): Refine or perfect

Eg. Group discussions offer a great opportunity to hone language skills, but only if you
participate.
MO:D6 Plagiarism(n): The practice of taking someone else's work or ideas and passing them off as one's
own
Eg. Your assignments at your schools as well as at FEA should demonstrate your own
understanding rather than it being plagiarized from someone else.
Strategy(n): A plan
Eg. As you know, the advanced program has contests at the end of every module. The winning
team will be the one that implements the best strategy.
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Module 1 - Vocabulary Builder
M1:D1 Rhetoric(n): The art of speaking or writing effectively

Eg.Voice modulation and pauses are two examples of rhetoric in speech while punctuation and
word selection (vocabulary) are examples of rhetoric in writing.
Enhance(v): To improve the quality

Eg. Deliberate practice is the only proven way to enhance skills.
Articulate(aj): Showing the ability to speak fluently

Eg. The less we hesitate to speak, the more articulate we become.
M1:D2 Attribute(n): Quality or feature

Eg. At the beginning of Module 1, you were required to identify one attribute of your spoken
skills that you would like to improve. I hope that you thought long and hard to identify the
correct one.
Enthusiasm(n): Eagerness
Eg. Nothing great can be ever achieved without enthusiasm.
Plot(n): The main events of a play, novel, film, or similar work, devised and presented by the
writer as an interrelated sequence.
Assimilate(v): Take in and understand fully (information or ideas)

Eg. Increasing your vocabulary will make it easier for you to assimilate reading
comprehension skills.
M1:D3 Interpretation(n): Understanding

Eg. Your interpretation of the meaning of the word could be totally different from mine.
Tactile(aj): Touchable
Concept(n): Idea or theory

Eg. You have been introduced to several concepts over the period of intermediate and basic
books. How will you apply them to achieve your goals of advanced level?
Wonder(v): Desire to know something; feel curious

Eg. When I started learning English, I often used to wonder why I bother to read. Gradually, I
realized that reading is an important way to acquire knowledge, get new ideas, learn new words
and so on.
Extreme(aj): Very great

Eg. You will find that enhanced reading skills are of extreme importance in your journey to
acquire superior communication skills.
M1:D4 Redundant (aj): Not useful or no longer needed

Eg. Your words might seem redundant to listeners if you repeat them often.
Scripts(n): The written text of a play, film, or broadcast.
Devastated(v): Destroy or ruin.

Eg. Many towns have been devastated by strong storms and freak weather conditions.
Withstand(v): Remain undamaged

Eg. A good language development plan will withstand most unexpected challenges.
M1:D5 Anecdotal(aj): Based on personal stories/narratives

Eg. When your examples are anecdotal, they are memorable.
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Modulation(n): Variation in the strength, tone, or pitch of one's voice
Circumstance(n): Situation
Eg. We must not allow our circumstances to stop us from achieving our goals.
Establish(v): Show, prove or demonstrate

Eg. If you want to win the title of Master Teacher, you have to establish yourself as a
responsible leader of the class.
Relevant(aj): Appropriate (to what is being done, considered or discussed).

Eg.You can choose any relevant topic to speak on.
M1:D6 Estimate(v): Roughly calculate or judge a value, number or quantity, etc.

Eg. She was able to estimate the time of her speech while drafting it.
Optimize(v): Make the best use of (a situation or resource).

Eg. If you wish to advance your language skills, you need to optimize the use of available
extension resources.
M1:D7 Reflect(v): To think and consider

Eg. We should always reflect on our past achievements so that we can strive for the best.
Grooming(n): The things that you do to make your appearance clean and neat
Simulate(v): To do or make something that looks real but is not real

Eg. The goal of any teacher is to craft exciting lessons that simulate real life situations that
students will face in future.
Compelling(aj): Forceful
Eg. Using appropriate vocabulary would help you craft a compelling speech.
M1:D8 Pause(n): A short period in which something such as a sound or an activity is stopped before
starting again
Eg. She took momentary pauses while delivering her speech.
Ability(n): The physical or mental power or skill needed to do something

Eg. You should employ all your ability and strength to do the best you can in contests for
yourself and your teammates.
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M2:D1 Framework(n): Structure (of a system or text)

Eg. Analyzing the framework of a learning process helps you understand it better.
Ideation(n): The process of developing an idea

Eg. Ideation encourages thoughts, opinions and solutions that would have otherwise been
ignored.
Consider(v): Think carefully about (something)

Eg. You should consider all your teammates' ideas before finalizing the final report.
Collective(aj): Done by people as a group

Eg. Your collective strategies can help you win the contest.
M2:D2 Wordsmith(n): A skilled user of words
Parapet(n): A low protective wall along an elevator structure (Eg. a balcony or roof)
Eg. She stood on the bridge, leaning over the parapet to watch the water race.
Armored car(n): A bullet proof car
Tremendous(aj) : Very great in amount

Eg. He had shown a tremendous amount of energy while presenting his ideas.
M2:D3 Bartending(n): Work serving drinks at a bar
Monk(n): A Buddhist priest
Compensation(n): Money, awarded to someone in recognition of loss

Eg. He is seeking compensation for injuries suffered at work.
Alter ego(n): A secondary personality

Eg. Superman is Clark Kent's alter ego.
M2:D4 Stakeholder(n): An interested party

Eg. FEA students and their parents are important stakeholders in the FEA program.
Acquaintances(n): A person known to you but not very well

Eg.
1. You can seek help from acquaintances to gather information for your project.
2. A person should always further his relationships beyond being an acquaintance. Having a
strong bond with people enables you to build a strong network.
M2:D5 Strive(v): Make great efforts to achieve something

Eg. You should strive to create a detailed action plan as it will contribute towards doing well in
this module’s contest.
Blue-penciling(v): to edit especially by shortening or deletion

Eg. Radhika was very proficient with blue-penciling her article to comply with the word limit.
M2:D6 Brainstorm(n): Hold a group discussion to produce ideas

Eg. We encourage our students to engage in independent brainstorming exercises so that they
can become better thinkers and problem solvers. Remember all ideas are welcomed - so start
brainstorming!
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Intended(v): Planned or desired
Eg. The vocabulary builder intends to broaden your vocabulary so that you may choose the
most appropriate word to convey your message. Reading is another good way to build your
vocabulary.
M2:D7 Flowchart(n): A diagram that shows the steps of a process
Comprehensive(aj): Detailed and Complete

Eg. The FEA provides a comprehensive set of resources to its students so that they can improve
their language skills.
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M3:D1 Utterances(n): A remark or a comment

Eg. Frequent utterances like “I hear you” or “I understand”, by a listener, encourage the
speaker to freely express his/her opinion.
Stone Faced(aj): Showing no emotion
Foremost(aj): Most important

Eg. The foremost thing to success is to be open to challenges.
M3:D2 Pursue(v): Follow or chase

Eg. The better we plan to pursue our dreams, the faster we will realize them.
Persuade(v): To get someone to do something by giving reasons

Eg. One of the biggest problems that an average Indian child faces is to persuade his parents
about his interests. However, this discussion is necessary to pursue their dreams.
M3:D3 Apprehension(n)/ Apprehensive(aj): Nervousness

Eg.
1. The best way for you to remove your own apprehension about your future is to work
hard and do well.
2. I am sometimes apprehensive about the seriousness of some students as they do not
contribute to class discussions.
Impede(v): To interfere with or slow the progress of

Eg. Your inability to find time to complete the extensions will impede your ability to become
good communicators.
M3:D4 Illustration(n): A picture or diagram that helps make something clear or attractive
Predominant(aj): Primary or Main

Eg. A predominant concern of a person/student who wishes to succeed is to make good use of
his/her opportunities.
Encounter(n): Run into or come across

Eg. Whenever you encounter difficulties in understanding what someone is saying, you should
ask questions.
M3:D5 Rapport(n): Relationship or bond

Eg. Forming a good rapport with your housemates would be critical for you to stand a chance
to win the Elemental cup.
Indecisive(aj): Not able to make decisions

Eg. How many of you are indecisive about what you would like to do when you grow up?
M3:D6 Perceive(v): Consider or think

Eg. People who can speak good English are perceived to be better educated.
Succinct(aj): Brief or clearly expressed

Eg. In the next module, you will learn how to deliver a succinct elevator speech.
Vague(aj): Unclear
Eg. A weak vocabulary will produce vague sentences.
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M4:D1 Ascertain(v): Find out or discover

Eg. Ikigai is about ascertaining the link between what you love to do, whether you can make a
career of it and what the world needs.
Relay(v): Pass on
Eg. You should come to the class everyday. Do not rely on friends to relay information to you as
there will be significant loss in translation.
M4:D2 Expose(v): Have the opportunity to learn or experience new things

Eg. In the curriculum, students will be exposed to various career choices regardless of their
areas of interest.
Insightful(aj): having a deep understanding

Eg. Using thinking routines to evaluate a problem at hand results in us asking insightful
questions that can help us find appropriate solutions.
M4:D3 Robust(aj): Strong

Eg. You are advised to make robust plans to achieve your dreams.
Ultimately(ad): Finally or at the end

Eg. Ultimately your success lies in your own efforts and willingness to put in the hard work.
M4:D4 Perseverance(n): Continued efforts to achieve something despite the difficulties/obstacles

Eg. Success comes to those who persevere despite adversity and failures. Thomas Alva Edison
preserved making the light bulb despite multiple failures.
Critique(v): A detailed analysis

Eg. When we critique the work of others, we not only offer helpful suggestions but we also
learn things that can be helpful to us.
M4:D5 Assumption(v): To guess

Eg. Taking action based upon assumptions seems like a certain way to make a bad decision.
After all, you’re not working with all the facts.
Flustered(aj): Confused
Eg. The curriculum covers one lesson in a day. If it covered multiple lessons in a day, it would
lead you overwhelmed and flustered.
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M5:D1 Crescendo(n): The loudest point reached in a gradually increasing sound

Eg. The music reached a deafening crescendo.
Collaborative(n): The action of working with someone to produce something
Eg. Discussion and collaboration within the team would help you develop your
communication skills.
M5:D2 Perceive(v): Become aware of

Eg. The more we practice active listening, the more we perceive its relevance.
Discrete(aj): Separate
Eg. All team members should prepare for their presentation discretely and pool their ideas to
make it a group presentation.
Gain Traction: Gain support or attention
Eg. Just like traction is important to control your car, movement is important to engage with
your audience.
M5:D3 Inquisitive(aj): Having a desire to know or learn more

Eg. Inquisitive people always ask questions and search for answers in their minds.
Seemingly(ad): According to the facts that you know
Eg. Her speech was seemingly well structured and flawless.
M5:D4 Component(n): A piece or a part

Eg. Language development has four main components: Speaking, writing, listening and
reading.
Immerse(v): To become completely involved in something
Eg. You can develop your communication skills by being immersed in discussions.
M5:D5 Consequently(ad): As a result

Eg. A good presentation is one that responds most effectively to its rhetorical situation.
Consequently, there is no “one thing” that always works in public speaking. You need to
develop skills, experience and judgment.
M5:D6 Unleash(v): Release or free

Eg. As a leader, it is important to help people get excited about their task and motivate them to
unleash their full potential.
Commodity(n): Material
Eg. If you want to pursue your dream, perseverance is a necessary commodity.
M5:D8 Employ(v): Make use of

Eg. Students should employ all the strategies they have learnt from Public Speaking MOOC in
their day to day conversations.
M5:D9 Deduce(v): Draw a logical conclusion

Eg. A simple way to know the meaning of a new word is to read and understand the sentence
and deduce the meaning of the word.
Mandate(v): As a rule
Eg. Moral obligation mandates that each teammate makes a sincere effort to win the Elemental
Cup.
Benchmark(n): A level of quality that can be used as a standard when comparing other things
Eg. FEA students are confident and articulate and will be able to do well on global standards
and benchmarks.
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M6:D1 Soliloquy(n): The act of speaking one's thoughts aloud (especially by a character in a play)
Eg: Practicing soliloquy in front of a mirror is an effective method for improving
pronunciation.
Scholastic(aj): Relating to school, education, learning
Eg: A robust plan that challenges you increases your chances of achieving your scholastic
goals.
Mindful(aj): Focusing one's awareness on the present moment
Eg: Being mindful while speaking will allow you to identify and correct common mistakes that
you make while communicating.
M6:D2 Filtering(v): To select or remove particular type of information (from something)

Eg: The careful process of filtering information while inventing key points helps you craft an
impactful speech.
Leverage(v): To use (something) to maximum advantage
Eg: The extension articles, quizzes and videos will help you leverage your communication skills
and exposure to get a job.
Intermittent(v) Not regular
Eg: Intermittent or irregular practice will slow the rate of progress in any field, including
building strong communication skills.
M6:D3 Pursuit(v): The act of trying to achieve a plan

Eg: People in pursuit of excellence are focussed on small daily improvements by adopting good
habits.
Definitive(aj): Firm, Final and Complete; not to be questioned or changed
Elite(n): Superior in terms of ability or qualities
M6:D4 Intellect(n): Intelligence

Eg: We often make mistakes while learning new concepts and trying to develop intellect.
Resilience(n): The ability to recover quickly from difficulties
Eg. The greater your resilience, the faster you recover from failures.
Vulnerable(aj): Exposed to negative outcomes
Eg: An individual who does not contribute to team goals makes his/her team vulnerable to
failure.
Tell-tale sign: Signs that indicate something happened
Eg: Using frequent fillers and pauses while speaking is a tell-tale sign of nervousness
M6:D5 Credibility(n): The quality of being believable/trusted

Eg: A person’s credibility comes from his actions and not from his words.
Authentic(aj): Genuine
Eg: Considering that there are many fake websites, we must research our sources to find
authentic information.
Soccer moms club: A group of middle-class mothers who spend most of their time looking after
their children
Best foot forward: Do the best you can
Eg: If you wish to learn a new skill and contribute to your team, you need to put your best foot
forward.
M6:D6 Septuagenarian(n): A person who is between 70 and 79 years old

Kitty Party: A kitty party is a get together of women with common interests coming together to
organize a party to do something to have fun
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Module 7: Vocabulary Builder
M7:D1 Craft(n): To produce something using skill or experience
Plot(n): Sequence of main events of a play, novel, film, devised and presented by the writer
Exposition(n): A comprehensive description and explanation of an idea
Inciting incident: The event that forms the basis of the story
Rising action: A series of relevant incidents that create suspense, interest, and tension in a story
leading to the climax
Climax(n): The most interesting and high of a story which usually happens near the end
Falling action: Winding down of the story after the climax
Resolution: The conclusion of story’s plot
Denouement (Origin- French): The conclusion of story’s plot
M7:D2 Authentic(aj): Original

Eg. Reading from trustworthy websites gives you authentic information.
Jetpack(n): A device worn on the back that helps a person to fly

A flying machine worn by a person on his/her back
Gremlin(n): An imaginary creature that gets inside machines and makes them stop working
Detractors(n): A person who is critical of you, often unfairly

Eg. In life you will meet many detractors who will say that you are no good, do not let them
demotivate you.
M7:D3 Validity(n): The quality of being correct

Eg. A thorough research of a claim guarantees validity of your opinions.
Depict(v): To represent or show

Eg. The quality of your writing depicts your grasp of the language.
Memoirs(n): A written record of a person’s knowledge of events or of a person's own

experiences
M7:D4 Contemporary(aj): Existing or happening now

Eg. Reading contemporary authors gives you a better sense of the world.
Revolutionise(v): Change (something) radically or fundamentally

Eg. The Internet has revolutionized how people communicate, get information and even do
their jobs.
Evoke(v): Recall (a feeling, memory, or image)

Eg. Even small wins evoke a sense of accomplishment that pushes us to take on greater
challenges.
245
M7:D5 Rigorous(aj): To look at or consider every part of something to ensure it is correct or safe
Eg. Rigorous practice of the prescribed wordlist will facilitate better pronunciation of English
sounds.
Intricate(aj): Very Complicated and detailed

Eg. Reading articles on a subject will help you understand intricate details of a certain concept.
M7:D6 Clone(n): A living being that is genetically identical to the original
Rare stone(n): A stone/ mineral that is not easily available
Amusement Park(n): A large outdoor area with rides, shows and other entertainments
Needle in a haystack: Something or someone that is difficult or nearly impossible to find
Game Console: A device specially made for playing video games
Vivid(aj): Something that is clear or something that stands out

Eg. The topics of this module’s contest require you to tap into your creativity and vivid
imagination.
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M8:D1 Ambiguous(aj): Not clear or decided

Eg. If you want to sound less ambiguous, you should speak using good grammar. Grammar
quizzes will help you with your concepts.
Inferences(n): A conclusion reached on the basis of evidence and reasoning

Eg. Please reference multiple websites for your research as the accuracy of your inferences
depends on the quality of information that you have.
Obsolete(aj): Outdated
Eg. The world we live in is rapidly changing and a learning attitude ensures that we do not rely
on obsolete information.
Daydream(v): To be lost in your own thoughts while awake
M8:D2 Treacherous(aj): Very dangerous

Eg. Heavy rain during monsoons can make driving treacherous.
Diminish(v): Decrease
Eg. Integrity is a core value that does not diminish.
Rebuttal(n): A statement that a claim (or criticism) is not true

Eg. A convincing rebuttal requires strong evidence. A strong evidence requires thorough
research and subject matter understanding.
Mitigate(v): Reduce
Eg. Continuous practice of learning a new language will mitigate the chances of making
mistakes.
Prejudice(n): an unfair and unreasonable opinion formed without just ground

Eg. Prejudice about the qualifications of a speaker can be a barrier to receiving the
information as intended.
Accolade(n): A mark of acknowledgment

Eg. The Scholastic Cup digital certificate is an accolade that acknowledges your all round
superior performance from Module 5 - 9.
M8:D3 Consistency(n): The condition of always happening or behaving in the same way
Eg. Consistent practice is the shortest way to success. Each one of us should put in our best
efforts to strengthen our skills and to increase the chances of our team’s success.
Vocalize(v): To express feelings or ideas in words

Eg. At FEA we encourage shy students to vocalize their thoughts and participate in
discussions.
M8:D4 Caffeine(n): A chemical substance found in coffee, tea, and cocoa
Baffle(v): Confuse
247
Eg. Some concepts are difficult to understand and can leave you baffled. To get the most out of
your time, learn to ask meaningful and intelligent questions.
Counter Intuitive(aj): Opposite to common-sense expectation

Eg. The belief that cheating helps us perform better in assessments is counter-intuitive. In
reality, it is harmful as it prevents us from acquiring knowledge and skills.
Province: State (usually in other countries).
Babble(n): Talk continuously in a foolish, excited, or incomprehensible way

Eg. Use appropriate pronunciation, prosody and grammar to speak clearly and not babble.
Espionage(n): Spying
Eg. Digging through someone's trash to get information is one of the oldest acts of espionage
in the spy business.
M8:D5 Stone age(n): The early period in human history when people made tools and weapons only out
of stone.
Destruction(n): The act of destroying

We should handle sensitive equipment like computers and headphones with care, as rough
treatment will result in their destruction.
Interpret(v): Translate
Eg. The accuracy of your interpretation of events, messages, etc. depends on your experiences
(read, heard and seen).
Affinity(n): A strong connection towards someone or something

Eg. People who do well in life are those who have strong affinity towards learning and
adapting.
Renal(aj): Relating to kidneys
Micropropagation(n): The practice of rapidly multiplying plant stock material to produce many
saplings of the plant
Thrives(v): To grow, develop and be successful

Eg. Learning thrives in a supportive environment when all team members contribute positively
and proactively.
M8:D6 Considerate(aj): Thoughtful of others

Eg. A good leader is one who is considerate and mindful of the circumstances and limitations
of his/her teammates.
Interrupt(v): To stop someone from speaking by saying or doing something

Eg. The key to being a good listener is to listen without being interrupted by your own
thoughts.
Regenerative(aj): Relating to something growing or being grown again
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Artificial Intelligence(n): Intelligence demonstrated by machines, as opposed to natural
intelligence displayed by humans
M8:D7 Exponentially(ad): Increasing more and more quickly

Eg. It just takes one year of hard work to achieve the skills for success. Use this year wisely and
invest in yourself exponentially.
Compositions(n): Something that a person has created or written (esp. a text, a work of art, or a
piece of music)
Eg. A story, a song, a painting or a letter all require multiple drafts before they become
compositions to be proud of.
Avatar(n): An electronic image that is used to represent a person in the virtual world
Neural Network(n): A computer operating system, designed to function like a human brain.
Machine Learning(n): The ability of a machine/computer to teach itself (just like a human
brain).
Ace(v): master/excel
Eg. Graduate students who wish to ace the employment process should enroll themselves for
the Career Starter Pack, post the completion of the Advanced Level.
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M9:D1 Skit (n): A short theatrical sketch or act, usually comical
Oratory (n): Skillful in public speaking

Eg. FEA students have a high command over the English language which is reflected in their
confidence and oratory skills.
Dress-rehearsal (n): A final rehearsal of a live show
Stiff (aj): Inflexible or rigid

Eg. People who lack confidence in their communication abilities often go stiff in a public
speaking environment. You should therefore, build your confidence by participating in
classroom discussions.
M9:D2 Goosebumps(n): A state of the skin (caused by cold, fear, or excitement) in which small bumps
appear on the surface (as the hairs become erect)
Eg. I expect to get goosebumps out of excitement when you deliver fine speeches during your
Module 1 Contest.
Werewolf (n): A mythical creature that transforms from human to wolf on full moon nights.
Carnival(n): A street festival
Doom(n): Death, destruction, or some other terrible fate
Ease(n): Effortless, simplicity

Eg. The benefits of the Career Starter Pack available to students after graduation is designed to
allow students to find their desired jobs with ease.
Escape(v): Get free from something/someone

Eg. People who are in the habit of escaping from doing their share of work often struggle in
life.
M9:D3 Portray(v): Depict or describe something or someone in a certain way.

Eg. A successful person always portrays himself/herself as a professional. He/she is always
punctual, demonstrating respect for the other person’s time.
Encounter(v): To come across something/someone

Eg. Your ability to overcome the challenges that you encounter will greatly depend on your
preparedness. It is therefore important that you become a lifelong learner.
M9:D4 Extend(v): Stretch

Eg. Books expose readers to the collective knowledge of the universe. Those who are able to
extend their reading interests end up being knowledgeable and wise.
Thumbtack(n): A pin to attach papers to a board/wall
Reckless (aj): Action without caution

Eg. Appearing for a job interview without adequate preparation is reckless and can lead to
disastrous consequences.
Embark(v): To begin a journey

Eg. In the next module you will embark on your journey towards the Cup of Life (new contest). In
this journey you will learn the skills that are valued by employers (build employment capital).
Migration(n): The permanent change of residence by an individual or group
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M9:D5 Quotient(n): A degree of engagement
Eg. A well laid out plan promises a positive outcome, which in turn is bound to increase your
happiness quotient.
Inferences(n): A conclusion based on evidence and reasoning

Eg. Making inferences while reading (Like text to self, text to world or text to text) makes reading
more memorable and improves comprehension.
Rationalise(v): To find reasons to explain your behavior or decisions

Eg. Being on time is an essential quality for workplace success. Tardiness at work or otherwise,
can not be rationalized.
Vested(aj): Having a personal stake

Eg. In our journey of life, we meet all types of people. We should spend time with those who invest
in us and have a vested interest in our success.
M9:D6 Pavilion(n): Theater
Groan(v): To make a deep sad sound (Day 5 for ICa Vocabulary Builder)
Gnaw(v): Bite or chew (Day 5 for ICa Vocabulary Builder)
Penultimate(aj): Second from the last

Eg. Success comes to those who do not give up even at the penultimate second and continue to
strive till the very end.
M9:D7 Dress-rehearsal (n): A final rehearsal that mimics a real performance
Accelerate(v): Speed up
Eg. Some of you may be friends who spend time together outside of the FEA classroom,
communicating in English with each other will accelerate the development of your English
language skills.
Metaverse(n): A digital (virtual reality) world that is designed to mimic the real world
M9:D8 Anemometer(n): An instrument that measures wind speed and direction.
Wiggle(v): To move or rotate with quick movements
D-day(n): A day on which an important task/project needs to be done.

E.g. Next working day (tomorrow) is the D-day for preparing your DIY report card. Start thinking
about the investment that you have made and the capitals that you have developed to make your
report cards useful and authentic.
Mid Mobile Hawking(v): Setting up a temporary stall and selling goods on the footpath or a cart
Term
Review Deem(v): To have a particular opinion about something
251
Appendix 2 MOOC Credentials
Coursera Login Email ID Coursera Password
252
Appendix 3 MOOC Journal
♛ Introduction to Public Speaking
Part A: Questions that I want answered about from the MOOC are:
Example: (I get nervous in front of people) How can the MOOC help me build my confidence while
speaking in front of an audience?
1.
2.
3.
♛ Week 1 - MOOC Notes
Part A: Questions that I have about the MOOC are: Part B: The answers are:
1.
2.
3.
Part C: How did your questions help you interpret the MOOC / impact your learning experience?
253
1.
2.
3.
1.
2.
3.
254
1.
2.
3.
255
Appendix 4 - Peer Review
M1: D2
Rate your peers as a speaker
Use the following table to rate your peers on their spoken language ability. Please be honest in your feedback as your
assessment will provide valuable insights to your friend on his/her spoken language capabilities. After your assessment, have
a discussion with the person you have rated and explain the score you have awarded for each parameter. Be ready to provide
anecdotal evidence to justify your reasoning.
Reviewers Name: _________________
Low Confidence (1-3): Difficulty starting conversations, nervous body language, limited
eye contact, stumbling or pausing frequently.
Moderate Confidence (4-7): Comfortable starting conversations, confident body
Confidence language, steady eye contact, able to express thoughts clearly, but still a bit nervous.
excellent body language, strong eye contact, articulate and able to effectively express
complex thoughts and ideas.
Low Clarity (1-3): Difficulty expressing ideas, frequent use of filler words, hesitating,
and difficult for listeners to understand.
Moderate Clarity (4-7): Able to clearly express basic ideas, limited use of filler words,
Clarity easy for listeners to understand the general message.
confident and effective use of language, easy for listeners to understand and retain
information.
Low Engagement (1-3): Difficulty maintaining focus, inattentive body language, limited
eye contact, speaking in a monotone or disinterested tone.
Moderate Engagement (4-7): Capable of maintaining focus, active body language,
Engagement moderate eye contact, speaking in an interesting and engaging tone.
High Engagement (8-10): Extremely focused, energetic body language, strong eye
contact, speaking in an enthusiastic and dynamic tone.
Low Adaptability (1-3): Difficulty adapting to changes or unexpected situations, rigid in

approach, struggles to adjust to new information or feedback.
Moderate Adaptability (4-6): Capable of adapting to some changes and unexpected
Adaptability situations, open to feedback and new information, able to adjust approach as needed.
High Adaptability (8-10): Extremely adaptable, flexible in approach, able to quickly and
effectively adjust to new information, changes, and unexpected situations.
Low Passion (1-3): Lack of enthusiasm, uninterested or disinterested tone, monotone

delivery, minimal emotional connection with the topic or audience.
Moderate Passion (4-7): Some enthusiasm, interested tone, somewhat animated delivery,
Passion some emotional connection with the topic or audience.
High Passion (8-10): Extremely enthusiastic, passionate tone, dynamic delivery, strong
emotional connection with the topic and audience.
Example of good feedback (during peer Discussion): Compared to your last presentation, I noticed a significant
improvement in your confidence level. You maintained steady eye contact with the audience, your body language was
confident and relaxed, and you were able to clearly articulate your thoughts and ideas. However, I still noticed a few
moments where you paused or stumbled slightly, which suggests that there is still some room for improvement. Overall, I
would rate your confidence level in this presentation as a 6 or 7 on the scale. With some additional practice and focus, I'm
confident that you can continue to improve and reach a higher level of confidence in your presentations.
256
M3: D6
Reviewers Name: _________________
information.


Example of good feedback (during peer discussion): Compared to module 1, I noticed a significant improvement in the
clarity of your ideas. Your messaging is well-structured, and you use clear and concise language to convey complex ideas
effectively. You rarely use filler words, which helps to maintain the audience's attention, and you provide numerous
examples to support your ideas. However, there are a few moments where your delivery can be more polished, and you can
provide additional context for the arguments you make. Overall, I would rate your clarity as a 7 or 8 on the scale. With some
additional preparation and practice, I believe you could continue to improve and reach a higher level of clarity in your
presentations.
257
M5: D8
Reviewers Name: _________________
information.


Example of good feedback (during peer discussion): Compared to module 1, I noticed a significant improvement in the
clarity of your ideas. Your messaging is well-structured, and you use clear and concise language to convey complex ideas
effectively. You rarely use filler words, which helps to maintain the audience's attention, and you provide numerous
examples to support your ideas. However, there are a few moments where your delivery can be more polished, and you can
provide additional context for the arguments you make. Overall, I would rate your clarity as a 7 or 8 on the scale. With some
additional preparation and practice, I believe you could continue to improve and reach a higher level of clarity in your
presentations.
258
Appendix 5 - Scholastic Cup: House Value Systems
The House of Helpers (235 Words)
The qualities - caring, interpersonal skills, generosity and friendliness - possessed by The House of Helpers
can be used to build strong team dynamics in several ways. Here are some examples:
Encourage open communication: The House of Helpers can use their interpersonal skills to encourage open
communication among team members. They can foster a culture of honesty and trust, where everyone feels
comfortable sharing their thoughts and ideas.
Create a supportive environment: The House of Helpers can use their caring and generous qualities to
create a supportive environment where team members feel valued and appreciated. They can celebrate each
other's successes and offer help and encouragement when needed.
Build strong relationships: The House of Helpers can use their friendly qualities to build strong
relationships among team members. They can organize team-building activities, such as social events or
group outings, to promote bonding and foster a sense of unity.
Practice active listening: The House of Helpers can use their interpersonal skills to practice active listening,
where they fully engage with what other team members are saying and show empathy for their perspectives.
This can help to build trust and understanding among team members.
Foster a collaborative culture: The House of Helpers can use their qualities to foster a collaborative culture
where team members work together to achieve common goals. They can encourage team members to share
their ideas and brainstorm together to find creative solutions to challenges.
The House of Achievers (206 words)
The qualities - ambitious, motivated, sociable, and competitive - possessed by The House of Achievers can be
used to build strong team dynamics in several ways. Here are some examples:
Set clear goals: The House of Achievers can use their ambitious and motivated qualities to set clear goals for
the team. By establishing specific targets, they can create a shared sense of purpose and direction.
Encourage healthy competition: The House of Achievers can use their competitive qualities to encourage
healthy competition among team members. They can organize friendly contests or challenges that inspire
individuals to push themselves and strive for excellence.
Foster a collaborative culture: The House of Achievers can use their sociable qualities to foster a
collaborative culture where team members work together to achieve common goals. They can encourage
team members to share their ideas and opinions and collaborate on projects.
Celebrate achievements: The House of Achievers can use their competitive qualities to celebrate
achievements and milestones. By recognizing individual and team accomplishments, they can motivate team
members to continue striving for excellence.
Provide feedback: The House of Achievers can use their ambitious and motivated qualities to provide
feedback to team members. By offering constructive criticism and praise, they can help individuals grow and
develop their skills.
259
The House of Loyalists (228 words)
The qualities - trustworthy, devoted, sensitive, and informed decision-makers - possessed by The House of
Loyalists can be used to build strong team dynamics in several ways. Here are some examples:
Build trust: The House of Loyalists can use their trustworthy qualities to build trust among team members.
They can maintain transparency and honesty in their interactions, which can help to create a culture of trust
and reliability within the team.
Foster a sense of devotion: The House of Loyalists can use their devoted qualities to foster a sense of
devotion and commitment to the team's goals. They can motivate team members to stay focused and
dedicated to the mission of the team.
Practice empathy: The House of Loyalists can use their sensitive qualities to practice empathy towards their
colleagues. They can listen actively and be sensitive to the needs of others, which can help to create a
supportive and understanding work environment.
Make informed decisions: The House of Loyalists can use their informed decision-making qualities to make
informed and rational decisions for the team. They can analyze information carefully and make
well-thought-out decisions, which can lead to better outcomes for the team.
Communicate effectively: The House of Loyalists can use their trustworthy and sensitive qualities to
communicate effectively with team members. They can convey messages clearly and respectfully, which can
help to minimize misunderstandings and conflicts within the team.
The House of Reformers (250 words)
The qualities - responsible, persistent, courageous, and determined - possessed by The House of Reformers
can be used to build strong team dynamics in several ways. Here are some examples:
Take responsibility: The House of Reformers can use their responsible qualities to take responsibility for
their actions and decisions. They can encourage team members to do the same, which can help to create a
culture of accountability and responsibility within the team.
Persevere through challenges: The House of Reformers can use their persistent qualities to persevere
through challenges and setbacks. They can motivate team members to stay focused and resilient in the face of
obstacles, which can help to create a sense of determination and perseverance within the team.
Take calculated risks: The House of Reformers can use their courageous qualities to take calculated risks
when necessary. They can encourage team members to step outside their comfort zones and try new
approaches, which can lead to innovation and growth for the team.
Stay determined: The House of Reformers can use their determined qualities to stay focused on the team's
goals. They can motivate team members to remain persistent and determined in their pursuit of success,
which can help to create a strong sense of purpose and direction within the team.
Support each other: The House of Reformers can use their qualities to support each other during
challenging times. They can provide encouragement and support to team members, which can help to build
camaraderie and a strong sense of teamwork within the team.
260
Tear here _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Appendix 6 - The Soliloquy Contest

Soliloquy Rubric
Feedback by ______________________
Criteria Excellent (5-4 pts) Good (3-2 pts) Fair (1-0 pts) Score Rational
Content
Overall The presentation has a The presentation has a The presentation has
Structure clear and generally organized a poorly organized
well-organized structure, but could structure, making it
structure, including an benefit from greater difficult for the
engaging introduction, clarity or engagement audience to follow
a well-structured main in the introduction, or and understand the
body that flows improved organization presentation, and
smoothly from one and coherence in the leaving a sense of
point to the next, and a main body. confusion or
conclusion that ties unfinished business.
together the main
points.
Supporting Provides clear, Provides mostly Provides minimal or

evidence relevant and relevant and convincing weak supporting
convincing anecdotal / supporting evidence for evidence for main
supporting evidence main points in the points in the
for all main points in presentation presentation
the presentation
Delivery
Articulation Clearly enunciates Generally clear in Struggles with

(pronunciation words and phrases, speech, but may have pronunciation and
& enunciation) effectively puts occasional difficulties articulating words,
thoughts into words with pronunciation causing speech to be
unclear
Accent and Properly emphasizes Generally demonstrates Struggles with

Emphasis syllables, appropriate accent and accent and emphasis,
(stress on demonstrates clear emphasis, but may have leading to a
syllables) understanding of occasional errors confusing or unclear
accent and speech
pronunciation
Voice Modulates voice Occasionally modulates Rarely modulates

(tone & pitch effectively, avoiding voice, but may have voice, leading to a
modulation) monotony and difficulty avoiding monotonous and
enhancing the impact monotony unengaging speech
of speech
Gesture Uses appropriate body Occasionally uses Rarely uses

(facial language, facial appropriate gestures, appropriate gestures,
expressions, expressions, and but may struggle to leading to a flat and
hand gestures to enhance effectively convey unengaging speech
movements & speech meaning
The speaker depends
body
The speaker has The speaker has heavily on notes.
language)
memorized the speech memorized the speech.
and delivers it He/she uses fillers/takes
fluently. unnecessary pauses.
Total Points
261

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INDEX

Day Lesson Name Page # Day Lesson Name Page #

Performance Review 1 Module 3: Listening

Day 1 Thinking Hats 45 Day 1 Teacher for a Week 102

Day Lesson Name Page # Day Lesson Name Page #

Module 6: Polishing your Speech Module 8: Listening and Responding

Day 2 Chalking an Outline 144 Day 1 Learning through Drama 211

# Lesson Name Page #

1 Vocabulary Builder 236

Review # and Date Pronunciation Grammar

▢ Pen/ Pan/ Pain ▢ Note / Not ▢ Prepositions ▢ Adverbs

▢ Pen/ Pan/ Pain ▢ Note / Not ▢ Prepositions ▢ Adverbs

▢ Pen/ Pan/ Pain ▢ Note / Not ▢ Prepositions ▢ Adverbs

No. of extra benefit quizzes taken __ / __ __ / __ __ / __ __ / __ __ / __

MOOC completion percentage

To be filled by Facilitator on a scale of 1 - 4

Speaking skills: My improvement Goals

Writing skills: My improvement Goals

Reading skills: My improvement Goals

Present Lexile Score: ____ # of weekly practice sessions: ___

Target Lexile Scores @ end of Elemental Cup (Module 5)

Target Lexile Scores @ end of Scholastic Cup (Module 9)

Target Lexile Scores @ end of Cup of Life (Module 15)

Listening skills: My improvement Goals

Part A: Wishlist from this Module | Day 1

Your How happy are you with the investment

What could you have done better?

Part C: Spoken Language Development Plan | Day 8

Part A1 : Yellow Hat | Day 1

How will you benefit from good writing skills?

Part A2: Red Hat | Day 1

Part A4: Blue Hat | Day 1

▢ put in no efforts towards improving my writing skills.

E. Time Bound: I will substantially improve

Part A5: Black Hat | Day 1

Part A6: Green Hat | Day 1

▢ Lack of motivation or discipline: I can

▢ Over reliance on online tools: I can

▢ Burnout or overwhelmed: I can

Part B1: Wishlist Reflection | Day 8

What could you have done better?

2. Where did you practice it (outside of FEA classroom)?

⬚ after FEA class ⬚ at home ⬚ at school ⬚ with friends (non FEA)

3. Describe how you practiced?

6. Are you satisfied with your progress?

⬚ Very dissatisfied ⬚ Somewhat dissatisfied ⬚ Meeting expectations ⬚ Exceeding expectations

7. What do you need to do at your end to move up the progression scale?

Part C: Spoken + Written Language Development Plan | Day 8

Part A: Wishlist from this Module | Day 1

Where do you propose to use / practice the learnt skills?

Part B: Wishlist Reflection | Day 6

Part C: Action Plan | Day 6

Achievable: How will you ensure that you remain on task?

Timebound: 4 weeks, before Module 8

Part A: Plan to Build a Reading Habit | Day 1

Consider how many pages you would like to read a day

➩ Do it daily (consistency is the key to creating a habit - do not skip)

➩ Celebrate - get your adrenaline going, celebrate - you have earned it

Consider how you will celebrate your accomplishment

Part B: Wishlist Reflection | Day 6

Reading comprehension (progression on

Reading stamina (for how many pages can

Part C: Action Plan | Day 6

No. of extra benefit quizzes taken / / / / /

Present Lexile Score: __ # of weekly practice sessions: _