3 Navo

UNIT 1 GENESIS AND GROWTH OF
NAVODAYA VIDYALAYAS
,
I Structure
1.1 Introduction
1.2 Objectives
1.3 Genesis of Navodaya Vidayalayas
1.4 Objectives of Navodaya Vidyalayas
1.5 Growth of Navodaya Vidyalas 1986-2001
1.6 Admission in Navodaya Vidyalayas
1.7 Academic and Other Activities in Navodaya Vidyalayas
1.8 The Future
1.9 Let Us Sum Up
1.10 Answers to Check Your Progress
1.1 INTRODUCTION
Navodaya Vidyalayas (NVs), also called Jawahar Navodaya Vidyalayas
(JNVs), are a country-wide chain of schools run by the Navodaya Vidyalaya
Samiti (NVS). Unlike other schools, these Vidyalayas are located in rural
areas, one in each district at present and they provide quality progressive
education free of cost to talented rural children.
This unit describes the origin of the scheme of Navodaya Vidyalayas and
traces their growth during the last sixteen years, 1986-2002. It lists the broad
as well as specific objectives of NVs and their salient features. Later on, the
unit describes the details of the admission process to NVs and the major
academic and other activities that make these Vidyalayas distinctively different
from others. In the end, the future prospects of NVs have also been dealt with.
I
1.2 OBJECTIVES
After studying this unit, you will be able to:
describe the objectives and the genesis of Navodaya Vidyalayas,

a outline the growth of Navodaya Vidyalayas during the last 15 years,
describe the eligibility qualifications for admission in Navodaya Vidyalaya
and the Jawahar Navodaya Vidyalaya Selection Test (JNVST),
a briefly describe the major academic and other activities in JNVs,
a trace the future growth of JNVs, and
assess the performance of JNVs in relation to their objectives.
1.3 GENESIS OF NAVODAYA VIDYALAYAS

The origin of Navodaya Vidyalayas can be traced to three ideas viz.
'excellence', 'equality of educational opportunity' and 'social justice'. Almost
four decade ago, the Education Commission in its report had a complete
Philosophy of
Navodaya Vidyalayas chaper on 'Towards Equalization of Educational Opportunity'. This chapter
starts with these words:
"One of the important social objectives of education is to eqwilize:
opportunity, enabling the backward or under privileged classes ancl
individuals to use education as a lever for the improvement of their
condition. Every society that values social justice and is anxious to
improve the lot of the common man and cultivate all available talenl'
must ensure progressive equality of opportunity to all sections of the
population. This is the only guarantee for the building up of an
egalitarian and humane society in which the exploitation of the weak
will be minimized." (1966,6.01)
The Education Commission cited regional imbalances in the availability of
educational institutions and noted, "Like all ideas in life, perfect equality of
educational opportunity is probably unattainable ... however ... In a good
system of education, there should be a continuous attempt to identifj factors
which tend to create significant forms of inequality and to adopt measures
either to eliminate them altogether or at least to reduce them to the minimum."
((5.07)
In 1985, "Challenge of Education: A Policy Perspective" recalled the

significance of addressing issues of equality, quality and relevance in
education, as was stressed by the Education Commission (1964-66) and
stressed that ... "the schools where the majority of children study, whether in
town$ or in rural areas, are far poorer in facilities, quality and relevance of
educdtion" (1985, 36). It highlighted that "a discriminatory situation is being
creatdd in favour of the urban and more affluent sections of society." Since
most privately managed 'quality' institutions those days were located in the
cities and Kendriya Yidyalayas had proved to be successful, the Government
of India because of its concern for equality took a decision to set up pace
setting schools in every district of India. These schools were expected to
provide quality education to children, especially from nual areas, irrespective
of their parents' economic status.
This decision was made a part of the National Policy on Education in 1986.
The Nlicy recommendations in respect of pace setting schools read as under:
"5.14: It is universally accepted that children with special talent or

aptitude should be provided opportunities to proceed at a faster pace,
by making good quality education available to them, irrespective of
their capacity to pay for it.
5.15: Pace setting schools intended to serve this purpose will be
established in various parts of the country on a given pattern, but with
full scope for innovation and experimentation. Their broad aims will be
to serve the objective of excellence, coupled with equity and social
justice (with reservation for SCs and STs), to promote national
integration by providing opportunities to the talented children largely
rural, fiom different parts of the country to live and learn together, to
develop their full potential, and, most importantly, to become catalysts
of a nation-wide programme of school improvement. The schools will
be residential and free of charge."
Pursuant to these recommendations, a Task Force was set up to work out the Genesis and Growth of
Navodaya Vidyalayas
details in respect of setting up and working of Navodaya Vidayalayas. The
recommendations of the Task Force are part of the Programme of Action
(1986). The Task Force worked out a two part programme for education of
bright children: part one was for potentially high achievers particularly in the
areas that are substantially not covered by the present system; part second was
a programme for gifted students who could be expected to make original
contribution in their subject areas if properly nurtured.
The Task Force proposed that under the scheme of Navodaya Vidyalayas
(NVs) for catering to the category of high achievers, one NV "be set up in each
district during the 7'h Five Year Plan period. The NVs were to have 75%
reservation for children from rural areas with reservation for SC and ST
according to their actual population in the district but in no case less than 15%
and 7%% respectively. As far as possible, girls were to constitute one-third of
student population in every NV. It was further proposed that NVs were to be
affiliated to the Central Board of Secondary Education.
The two model schools later converted into Navodaya Vidyalayas were set up
at Amravati (in Mahrashtra) and Jhajhar (in Haryana) in 1985-86. The
Navodaya Vidyalaya Samiti was registered on 20th February, 1986. The first
meeting of the NV Samiti was held on 28th November, 1986. The Navodaya
Vidyalaya Scheme was thus made functional in the year 1986 itself.
Six years after the introduction of Navodaya Vidyalaya Scheme, the

Programme of Action (1992) reported that so far 280 NVs had been set up in
29 States and Union Territories. Initially, Assam, Tamil Nadu and West
Bengal did not accept the Navodaya Vidyalaya Scheme though later on, Assam
accepted it.
A survey in 1989 revealed that NVs had largely attained their objectives
becaus~40.7% of their students were from families below poverty line;
77.45% students were from rural areas while 20.35% and 10.76% students
belonged to SCs and STs respectively. Girl students constituted 28.44% of the
student population, about 5% below the planned target of 33%. The survey
revealed that 16% of the NV students were first generation learners. Admission
to NVs is based on a culture-free test that measures the child's potential rather
than academic achievement. Since the test is culture-fiee, students from
different regions and with different background do not feel handicapped or at
disadvantage. This admission process has been described in detailed under
section 1.6.
1.4 OBJECTIVES OF NAVODAYA VIDYALAYA

SCHEME
The Navodaya Vidya.laya Scheme was launched by the Govt. of India with the
following broad objectives:
To provide good quality modern education including a strong component

of cultural values, environment awareness and physical education to
talented children in rural areas irrespective of their family's socio-economic
condition.
Philosophy o f
Navodaya Vidyalayas To ensure that all students of NVs attain a reasonable level of competence
in three languages as envisaged in three language formula.
To serve in each district as focal points for improvement in the quality of
scbool education through sharing of experience and facilities (MHRD,
2802, 100).
These broad objectives led to the following six specific objectives:
a) Providing good quality and modem education with an inherent
component of culture.
b) Inculcation of values.
c) Creation of environmental awareness.
d) Encouraging activities for physical and intellectual development.
e) Helping attainment of reasonable level of language competencies as
envisaged in three language formula.
f) Serving the districts, wherein the schools are situated, as model schools
sharing with schools around their experiences and resources.
With a view to attain these objectives, Navodaya Vidyalaya Samiti (NVS)

insists on the following salient features in all NVs:
Residential facility for all students whether from rural or urban areas.
Meeting full expenses on students' board and lodging, uniform, books,
stationary and travel by bus or rail to and from home to school.
Teaching up to class VIII through the medium of regional languages and
English for Mathematics and Science and Hindi for Social Studies class IX
onwards.
Providing freedom for innovation and experimentation.
Use of modem teaching aids and technology for interactive tzaching.
Necessary arrangements for physical education, games, sports, yoga.
ciltural activities, art education, and educational excursion.
S~pecificprogrammes for inculcating dignity of labour through work
experience.
Programmes aimed at promoting environmental awareness.
Organising hostel and school life as educational inputs for wholesome
development of learners' personality.
Attempting emotional and national integration through one year migration
programmes for class IX students whereby students from NVs from Hindi
speaking areas shift to NVs in non-Hindi speaking areas and vice-versa.
The migration programme enables students to see cultural plurality of India
and accept and respect differences as diversities in our way of life and
religion.
These features of the programmes of NVs have made this scheme substantially
different from other school education systems. The increasing number of'
students who seek admission to NVs year after year is a reliable indicator of
the prestige the Navodaya Vidyalayas enjoy in bur country.
Genesis and Growth of
Check Your Progress 1 Navodaya Vidyalayas
Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the.unit.
1. When was the policy decision taken to set up pace setting
schools which later on were called Navodaya Vidyalayas? (In
about 30 words)
...........................................................................
...........................................................................
...........................................................................
...........................................................................
2. What factors led to the setting up of Navodaya Vidyalayas
across the country (List any three).
a. ........................................................................
.........................................................................
b .........................................................................
........................................................................
C .........................................................................
........................................................................
3. The Task Force in 1986 came up with two-part programme for
education of bright children; what was their two-part
programme? (In about 30 words)
...........................................................................
............................................................................
...........................................................................
...........................................................................
4. The Navodaya Vidyalaya Scheme when launched by the
Govt. of India had three broad objectives. What was its first
broad objective?
...........................................................................
...........................................................................
...........................................................................
...........................................................................
5. List any three features of Navodaya Vidyalayas.
a. .................... ...................................................
........................................................................
b .........................................................................
........................................................................
C. ......................... ..............................................
........................................................................
Philosophy of
Navodaya Vidyalayas
1.5 GROWTH OF NAVODAYA VIDYALAYAS (1986-2002)
As you know the Navodaya Vidyalaya Scheme started during the academic
session 1985-86 with just two experimental schools. During 1986-87, their
numb@ rose to 83. The session 1987-88 witnessed the establishment of the
largest number of NVs; as many as 126 new NVs were sanctioned /established
during that year. Another 47 NVs were set up during 1988-89, followed by
another 5 the next year. At the end of the year 1989-90, the total number of
NVs was 261. The year 1990-91 was devoted to consolidation of the NVs and
strengthening of their educational programnizs as well as resources. During the
next two years i.e., 1991-92 and 1992-93, another 63 NVs were established
and their number rose to 324. The period 1993-95 witnessed the establishment
of another 49 NVs, increasing their total number to 373. By the end of 2000-
01, this1 number rose to 440. During 2001-2002, the total number of NVs rose
to 451; of these one was a state level NV set up in Haryana.
In terns of 100% coverage of the state, as many as .eight Statedunion

Territories have an NV in each district. According to Annual Report of NVS
(2000-2001) these States and UTs are Andaman and Nicobar (02), Chandigarh
(Ol), Dadar and Nagar Haveli (Ol), Darnan and Diu (02), Jammu and Kashmir
(14), Kwataka (23), Lakshadweep (Ol), Madhya Pradesh (47), Manipur (08),
Meghalaya (06), Mizoram (03), Orissa (16), Pondicheny (04), Punjab (13),
Rajasthan (30) and Tripura (03).
Seven States have above 90% coverage in terms of number of NVs in relation
to their number of districts. Bihar and Madhya Pradesh need another three and
four NVs respectively. Manipur, Assam, Meghalaya and Jharkhand have been
covered to the extent of 89%, 87%, 86%, and 84% respectively. At the lower
end is Mizoram (coverage 38%), it has just three NVs for its eight districts.
So far as the number of enrolled students in NVs is concerned, it rose from

mere 6253 in 1986 to 17445 in 1990, an increase of almost 179%. During
1990-1995, it rose to 25918, an increase of 48.57% during this period. The
total n d b e r of students enrolled in 2001 were 1,25,119; of these, NVs in Uttar
Pradesh Mad the highest number of students (14,752) while Dadra and Nagar
Haveli had the lowest number (113). In 2001, the total number of boys
studying In NVs was 82,570 and of girls 42,549. Of these 98,473 students were
from rural areas while 26,646 were from urban areas. The total number of SC
and ST students in 2001 was 29,578 and 17,915 respectively while the rest
(77,626) were general category students.
In 1991, Navodaya Vidyalayas were designated as Jawahar Navodaya

Vidyalayab as a mark of respect for Pandit Jawahar La1 Nehm, India's first
illustrious Prime Minister.
Check Your Progress 2 Navodaya Vidyalayas

b) Compare your answers with those given at the end of the unit.
1. During which session was the maximum number of Navodaya

Vidyalayas established?
in the session 19 19 ,
2. What was the total number of NVs by the end of 2001-02?
3. List three StatesKJnion Territories with 100% coverage through

Navodaya Vidyalayas:
(a) ....................................................................................
(b) ...................................................................................
(c) ....................................................................................
4. During which year was the prefix Jciwahar added to Navodaya

Vidyalayas?
........................................................................................
..........................................................................................
........................................................................................
- -
1.6 ADMISSION TO NAVODAYA VIDYALAYAS

I Admission to Navodaya Vidyalayas is in class VI; most NVs provide
I education from Class VI to Class XII. Admission to the NVs is through a
nation-wide admission test, known as the Jawahar Navodaya Vidyalaya
Selection Test (JNVST). This test is noneverbal and is specially designed to
ensure that deserving students do not face any disadvantage because of their
background. The JNVST is developed and administered by the Central Board
of Secondary Education (CBSE). The schedule of the JNVST is widely
publicized through electronic as well as print media. Consequently, India's
rural population is well aware of the test; the admission forms for the JNVST
are made available free of cost.
A student must fulfil six eligibility conditions to take the JNVST which are as
under:
a) A candidate must be studying in class V in a recognized school in the

district in which he seeks admission in a JNV. Admission is made only
after a candidate has passed class V before the admission.
b) A candidate must be in the age group 9-13 years on It May of the year in
which admission is sought. This applies to all candidates, including the SC
and the ST.
Philosophy of
Navodaya Vidyalayas c) A candidate must have studied and passed Class 111, IV and V from
recognized school(s) in the preceding three continuous academic sessions
for which the selection test is conducted spending one full academic
session in each class through the formal system of education, without any
repetition of class, gap and/or break in attendance.
d) A candidate who is not promoted to class V before November of the
prqceding academic year of which the test is conducted is not eligible to
apply.
e) A candidate must not have appeared in the selection test earlier because no
one is allowed to appear in the test for the second time under any
circumstances.
f) A candidate seeking admission under the rural quota must have studied and
passed class 111, IV and V from recognized school(s) located in the rural
areas.
The JNVST comprises three papers viz., Mental Ability (Time 60 minutes;
weighting 60%), Language (Time 30 minutes, weighting 20%) and Arithmatic
(Time 30 minutes, weighting 20%). A candidate has to attempt JNVST through
the medium in which (s)he studied and passed class V. For example, in order
to accommodate the candidates' regional language, JNVST 2000 was offered
in the following 20 languages:
Assamese, Bengali, Bodo, English, Garo, Gujrati, Hindi, Kannada,

Khasi, Malayalam, Manipuri, Marathi, Mizo, Oriya, Punjabi, Sindhi
(Arabic), Sindhi (Devnagri)), Tamil, Telegu & Urdu.
The conduct of JNVST is usually scattered and it is conducted on up to three or

four days. New admissions up to 80 students are made each year depending
upon availability of eligible candidates and the infiastructural facilities for
housing such candidates. If accommodation is not available in an NV, new
admissions are not made because JNVST is not offered in such districts. For
example, JNVST 2000 was not conducted in 12 districts, and in 105 JNVs,
new admissions were limited to 40 only due to limited accommodation
facilities. Table 1.1 provides year-wise details of candidates registered,
appeared and selected in JNVST.
Table 1.1: Details of Candidates for JNVST
S1. Year Registered Appeared Selected (%)

No.
1. 1986 NA 126017 6253 4.96
2. 1988 463960 370373 14769 3.98
3. 1990 343017 3 14762 17445 5.54
4. , 1992 421612 390772 20336 5.20
5. 1994 446880 416355 22999 5.52
6. 1996 430673 393975 24559 6.23
7. , I998 477096 433975 26741 6.16
8. 2000 583243 533333 278 13 5.21
Navodaya Vidyalayas
Thus it is obvious that during the 1990s, candidates selected through JNVST
for admission in NVs were between 5.20 and 6.23 percent of those who took
-the test.
It is now planned that during the next academic session, second-entry

admission be provided to eligible candidates for Class IX. The modalities for
the planned second entry admission are being formulated.
Check Your Progress 3

1. Which agency conducts the Jawahar Navodaya Vidyalaya

Selection Test?
...........................................................................
...........................................................................
..,..............................................+.........................
2. In which medium (language) is the JNVST to be attempted by
a candidate?
...........................................................................
...........................................................................
.......................................... ..................................
3. A candidate seeking admission to a Navodaya Vidyalaya must

be in the age group 9-13 years on the 1st of May of the year in
which the admission is sought. What concession is available
to an SC or ST candidate in this respect?
...........................................................................
........... ................................................................
........................................................................
4. Normally what percentage of candidates who take the JNVST
is selected for admission to Navodaya Vidyalayas?
...........................................................................
...........................................................................
...........................................................................
Philosophy of
Navodaya Vidyalayas 1.7 ACADEMIC AND OTHER ACTIVITIES IN
NAVODAYA VIDYALAYAS
In addition to their rich academic programme, Navodaya Vidyalayas have

taken,the following initiatives to further strengthen academics:
a) Intel Talent Discovery: In collaboration with Intel Asia Incorporation Ltd;

Navodaya Vidyalaya Samiti has started a scheme wherein NV students
ptepare research oriented exhibits. These exhibits are used in an
international exhibition in science subjects held in the USA. However,
these exhibits are first used in a city-level exhibition and are later on
displayed in national level competitions.
b) Pestolozzy, a voluntary agency supported by the British Council selects
four Navodaya Vidyalaya students for a full two-year course in community
sei-vice in the United Kingdom. After successful completion of the course,
these students will be supported to take up community service in India on
their return.
Cbmputer Education Programme has been sanctioned in 32 1 Navodaya
Vldyalayas. Of these 292 NVs have already implemented this programme.
The Principals in these 321 schools have already been trained by Intel
Corporation and 642 teachers two from each school, are being trained in
computer literacy, computer education and computer aided instruction. It is
pllanned that these 642 teachers will in turn train another 6420 NV teachers
through in-house training programme of 1-year duration. This programme
focuses on enabling teachers to use information and communication
technologies in the classroom as a teaching and learning tool. All JNVs are
being covered with CEP in phased manner.
d) Nbvodaya Vidyalayas as Smart Schools: The Ministry of Human Resource
Development has plans to set up 100 Smart Schools in the country. Of
these, 33 are to be Navodaya Vidyalayas which are to be upgraded as
SMart Schools. These schools will be provided with appropriate ICT
devices and software and this is expected to cost Rs. 25 lac per school.
These inputs shall make these schools comparable to the best available
elsewhere and the learners in Smart Schools would be autonomous and
able to take responsibility for their learning. Internet facility is also being
provided to Navodaya Vidyalayas. As many as 31 NVs have internet
faicility through which they receive as well as provide academic support to
~ t h e NVs.
r
e) Computer Awareness Programme for Neighbouring Schools: Navodaya
Vidyalayas have now taken up the responsibility of spreading computer
awareness in neighbouring schools. Of the 10,000 schools to be covered
under computer awareness programmes, Navodaya Vidyalayas will
conduct computer awareness programmes in 3200 schools in their
neighbourhood.
f) Aft in Education Projects: Two projects entitled "Land and People of
Brahmaputra" and "Weavers of North East" were taken up by the Art in
Education Wing, Navodaya Vidyalaya Samiti, to enable students and
teachers of NVs to enrich their knowledge of local history, geography,
society, and community heritage of the North East. These projects aim at
creating better understanding of the region among students of various states Genesis and Growth of
Navodaya Vidyalayas
of the North-Eastern Region studying in Navodaya Vidyalayas. Another
purpose of these projects is to add to the knowledge of Navodaya
Vidyalaya students in the rest of the country about the North-Eastern
Region.
The Project on "Land & People of Brahrnaputra" is being run in eight

Navodaya Vidyalayas in the North East Region while the Project on "Weavers
of North East" is being implemented in two Navodaya Vidyalayas in this
region. Each of these is assisted by a core group consisting of local
educationists, writers, cultural resource persons and community artists
specially identified by Navodaya Vidyalayas for successfUl implementation of
these Art in Education Projects.
1.8 THE FUTURE
Some of the initiatives recently taken up by Navodaya Vidyalaya Samiti shall

impact its efforts at attaining academic excellence in the near future. Chief
among these initiatives are the following:
a) Vision perspective for Navodaya 2010: All principals and teachers in

Navodaya Vidyalayas were invited to express their vision of Navodaya,
their aspirations for and perception of Navodaya as its team members.
Their responses will result in a publication that will present their vision for
Navodaya Vidyalayas 2010. Needless to say Vision 2010 will result in
many initiatives and programmes for promoting excellence.
b) Human resource development: The human resource development should

no doubt be a major concern of educational institutions. Navodaya
Vidyalayas have been quite active on this front. Five Navodaya Vidyalaya
Institutes have been set up to upgrade knowledge, competencies and
motivation levels of principals and teachers of Navodaya Vidyalayas.
Induction programmes have been developed for newly recruited principals
and teachers. These induction programmes focus on development of
leadership skills of principals and teachers. These institutes have
contributed to skills and motivation level of non-teaching staff of
Navodaya Vidyalayas also. During 200 1-2002, about 130 training courses
were successfully conducted for teaching as well as non-teaching staff of
Navodaya Vidyalayas.
The Ninth Five Year Plan had a target of establishing 482 Navodaya
Vidyalayas; of these 450 were sanctioned. During 2001-02, a total of 279
Navodaya Vidyalayas were upgraded as senior secondary schools and
consequently science, commerce, humanities and vocational streams were
introduced at the +2 level in these schools. 494 Navodaya Vidyalayas have
been set up till 31S' March, 2003. All 571 districts will be covered in Tenth
Five Year Plan.
Philosophy of
Navodaya Vidyalayas
~ o t b s : a) Write your answers in the space given below.
1. How many NV students are selected by Pestolozzy every year

for training in community services in the UK?
...........................................................................
...........................................................................
2. What is the focus of Computer Education Programme for
teachers of NVs?
...........................................................................
...........................................................................
3. How many NVs are being upgraded as Smart Schools at
present?
...........................................................................
I
...........................................................................
4. What are the objectives of the Projects "Land and People of
Brahmaputra" and "Weavers of North East"?
...........................................................................
...........................................................................
5. How many additional NVs are planned to be set up under the
Tenth Five Year Plan?
...........................................................................
...........................................................................
1.9 LET US SUM UP
The following points have been discussed in this unit:
i) The origin of Navodaya Vidyalayas can be traced to three ideas viz.,

'excellence', 'equality of educational opportunity' and 'social justice" The
Report of the Education Commission (1 966) and 'Challenge of Education
(1 985), a publication of the Govt. of India voiced these concerns.
ii) The National Policy on Education (1986) in sections 5.14 and 5.15 dealt Navodaya Vidyalayas
with these concerns and recommended that "pace setting schools .... be
established ... with full scope for innovation and experimentation".
iii) The broad aims of these schools were to "serve the objective of
excellence, coupled with equity and justice, ... to promote national
integration by providing opportunities to the talented children largely rural
... The schools will be residential and free of charge".
iv) The task force set up for concretising these recommendations proposed in
the Programme of Action (1986) that one Navodaya Vidyalaya be set up
in each district under the Seventh Five Year Plan for catering to high
achievers in rural areas.
v) Consequently, two model schools set up earlier at Amravati and Jhajhar

were re-named as Navodaya Vidyalayas. The Navodaya Vidyalaya Samiti
(NVS) was registered on 20th February, 1986.
vi) By 1992, 280 Navodaya Vidyalayas were set up in 29 States and Union
Territories.
vii) The broad objectives of NVs were (a) to provide good quality modem
education to talented children in rural areas irrespective of their family's
socio-economic condition; (b) to ensure reasonable level of competence in
three languages under three-language formula; and (c) to serve in each
district as focal points for quality improvement of school education
through sharing experiences and facilities.
viii) By the end of 2000-0 1, India had 440 NVs, their number increased to 45 1
during 2001-02. In 2001, the total number of students in NVs was
1,25,119.
ix) Admission to NVs is through a nation-wide admission test, called Jawahar

Navodaya Vidyalaya Selection Test (JNVST). Admission is for class VI.
A set of well-defined eligibility criteria must be fulfilled before ii student
is admitted to class VI. The JNVST consists of three papers viz., Mental
Ability, Language and Arithmetic. The test is available in 20 regional
languages and it must be attempted through the medium in which the
candidate passed class V. Only 5.2 to 6.2 percent of the total candidates
who sit for JNVST qualify for admission.
x) Navodaya Vidyalayas have a number of academic and co-curricular

a activities; chief among these are:
a) Intel Talent Discovery under which NV students prepare research

oriented exhibits for display in city level, national level and
international exhibitions in Science Subjects in the USA.
b) Collaborating with Pestolozzy, a voluntary agency supported by the

British Council to select and send four NV students for a two-year
programme in community development.
c) Launching Computer Education Programme in 292 NVs; this

programme has been sanctioned in 321 NVs. The principle and two
teachers from 321 NVs have already been trained by Intel Corporation
Philosophy of
Navodaya Vidyalayas in computer literacy, computer education and computer aided
instruction. The target is to train 6420 NV teachers through in-house
training.
d) Thirty two NVs are being upgraded as Smart Schools by spending

Rs. 25 lac per school for providing appropriate ICT devices and
software. These schools will also have internet facility to provide
academic support to other NVs.
e) NVs have been entrusted with the responsibility of spreading computer

awareness in 3200 neighbouring schools.
f) Two projects "Land and People of Brahrnaputra" and "Weavers of'

North East" have been started in eight and two NVs in the North
Eastern region respectively to help students and teachers of NVs to
enrich their knowledge of local history, geography, society, 'and
community heritage of the North-Eastern region.
xi) The future is quite bright for NVs. A Vision Perspective 2010 for'
Navodaya Vidyalayas is being prepared based on the views of NV
principals and teachers. Besides human resource development
programmes are also being conducted for upgrading knowledge,
competencies and motivation level of both principals and teachers.
Induction programmes have also been developed for newly recruited,
principals and teachers of Navodaya Vidyalayas for developing their
leadership skills.
xii) Three institutes have been set up for human resource development of
teaching staff (including principles) of NVs while another four institutes;
have been set up for the non-teaching staff. As many as 130 training
courses were conducted during 2001-02 for teaching and non-teaching;
staff of NVs.
xiii)The 10th Five Year Plan has a target of establishing another 250 NVs
thereby increasing their number to 700. At present courses in four streams
viz., sciences, humanities, commerce and vocational education are:
available in all senior secondary NVs. During 2001-02, 279 NVs were:
upgraded as senior secondary schools.
1 . 1 ANSWERS TO CHECK YOUR PROGRESS
Answers to Check Your Progress 1
1. The policy decision to set up pace setting schools, later on called Navodaya
Vidyalayas was taken in 1986 in the document "National Policy 011
Education" (1 986).
2. 8) Regional imbalances in schools especially quality schools.

b) Absence of quality schools in rural areas for talented children.
c) Soaring cost of quality school education which was beyond the means
of parents of talented rural learners.
Navodaya Vidyalayas
3. The two-part programme recommended by the Task Force in 1986 was as
under:
Part. I was for potentially high achievers particularly in the rural areas that
are substantially not covered by the present system.
Part I1 was a programme for gifted students who could be expected to
make original contribution in their subject areas if properly nurtured.
4. The first broad objective was "to provide good quality modem education
including a strong component of cultural values, environmental awareness,
and physical education to talented children in rural areas irrespective of
their family's socio-economic condition".
5. a) Residential facility for all students whether frop rural or urban areas.
b) Meeting full expenses on student's boarding and lodging, uniform,
books, stationary and travel from home to school and school to home.
c) Teaching up to class VIII through regional languages and English for
Mathematics and Science and Hindi for Social Studies class IX
onwards (other salient features listed under 1.4 are also acceptable).
2. 45 1 including a state level NV in Haryana.

3. Any three of Andaman & Nicobar, Chandigarh, Dadra & Nagar Haveli,
Daman & Diu, Goa, J & K, Lakshdweep, Pondicherry, Kamataka, MP,
Manipur, Meghalaya, Mizoram, Orissa, Punjab, Rajasthan and Tripura.

1. The Central Board of Secondary Education conducts JNVST
2. JNVST is to be attempted in the regional language in which the candidate
passed class V examination.
3. No concession is available to an SC or ST candidate so far as the age
related condition is concerned.
4. Between 5.20 and 6.23 percent only.

1. Only four.
2. The Computer Education Programme focuses on enabling NV teachers to
use ICTs as a teaching and learning tool in the classroom.
3. Only 32 NVs are being upgraded as Smart Schools at present.
4. .The objectives of these projects are to promote enriched knowledge of
local history, geography, society and community heritage of the North-East
among students and teachers of NVs.
5. 250 only.
UNIT 2 RESIDENTIAL CULTURE OF
NAVODAYA VIDYALAYAS
Structure
Introduction
Objectives
Residential Culture of NVs
House System and its Organisation
Objectives of House System
Teachers' Role In Strengthening Residential Culture
Students' Role
Parents' Possible Roles
Let us Sum Up
Answers to Check Your Progress
2.1 INTRODVCTION
In many ways Navodaya Vidyalayas (NVs) are distinctly different fiom other
schools. The Vidyalayas' residential culture is perhaps a unique feature of
these Vidyalayas. All Navodaya Vidyalayas are residential and through this
feature, they attempt to attain their various objectives. Residential culture
provides a social melting - pot wherein students fkom different social classes,
differant economic backgrounds and sub - cultures learn to live harmoniously
as willing participant members of the school corporate body. Participation in
the school residential culture helps students learn to live together, to accept and
appreciate diversities and to identify themselves with the Vidyalaya and its
traditions. Through the>e experiences, students imbibe a set of values, which
are a pkt of the objectives for all Navodaya Vidyalayas. Unit 2 describes in
detail the Navodaya residential culture and the house system that keeps it
functioning. Later on, this Unit describes the objectives of the house system
and the key role that teachers especially the housemasters play in it. The
students too are expected to play a supporting role through their participation.
The recently formulated parent teachers council (PTC) makes it possible for
parents as well as members of the local community to strengthen the house
system and the Vidyalaya residential culture. All these aspects of NV
residehtial culture have been described in this Unit.
After going through this unit, you should be able to:
describe the significance of NV residential culture in children's education,

explain the NV house system and its organization,
list the objectives of NV house system,
di,scussthe various ways in which teachers as well as students can support
arid strengthen NV residential culture,
ellplain the various possible roles that parents can play in strengthening NV
residential culture.
Residential Culture of
2.3 RESIDENTIAL CULTURE OF NVS Navodaya Vidyalayas
Creation of residential culture with a view to ensure optional socialization of

each learner is a unique feature of Navodaya Vidyalayas. No other educational
scheme of the Government of India relies so heavily on residential culture for
learners' socialization and wholesome personality development as the
Navodaya Vidyalayas. A scrutiny of the efforts for achieving these ends
reveals that residential culture is a means to the attainment of certain well*-
defined objectives; it is not a goal in itself. The NVs' approach in creating and
maintaining residential culture is experimental. This explains why in every
Navodaya Vidyalaya, the focus is on monitoring and evaluating how
effectively the residential culture is promoting the attainment of its objectives,
facilitating learners' socialization and personality development. Consequently,
whenever necessary, additional inputs are provided in order to ensure that
residential culture promotes learners' participation in various activities and it
strengthens healthy interaction among students as well as between students and
teachers. Growing up in the residential culture of Navodaya Vidyalayas
enables learners to develop their social skills, especially interaction skills, and
to imbibe the philosophy of these institutions.
While learning in the classroom takes care of learners' curiosity, and academic
achievement, the lessons learnt through the residential culture and its house
system encourage learners to develop team spirit, camaraderie and bonds of
friendship. Navodaya Vidyalaya residential culture promotes cooperation
among members of each house and healthy competition through participation
in inter - house activities. Therefore, students learn good manners,
cooperation, self - discipline, self - reliance, loyalty, sense of duty and
responsibility, care for property, concern for group welfare and qualities of
good citizenship. It is because of the residential culture that all learners,
teachers and other employees feel that they live in, and belong to a large family
and take pride in being its recognized members. Participation in this larger
family provides catharsis and helps release tensions in learners' minds. The
learners' family can visit the Vidyalaya occasionally because legitimate space
has been provided by every NV for parents' visits. This arrangement satisfies
each learner as well as his 1 her parents.

1. Why did the Navodaya Vidyalaya Samiti (NVS) make
residential culture a unique feature of its Vidyalayas?
(Answer in one sentence)
........................................................................
........................................................................
2. Why did the NVS follow experimental approach in
improving the effectiveness of the Vidyalaya residential
culture? (Answer in one sentence)
.......................................................................
........................................................................
Philosophy of Navodaya
Vidyalayas 2.4 HOUSE SYSTEM AND ITS ORGANISATION
The' house system in Navodaya Vidyalayas is the key to understand its,

residential culture; it not only holds it together but also keeps it ticking. Every
Navodaya Vidyalaya family i.e. students and teachers are grouped into four
houses. Each house has its distinct name, a particular colour for its flag, badge,
T - shirt etc. The four houses in every Navodaya Vidyalaya are Aravali,
Nilgiri, Shivalik and Udaigiri. One may ask 'Why have the houses been named
after the mountains, and not after the famous Indians?' Mountains are a stable
part of our hoary history and their impact on our lives throughout our history
has been tremendous. The four mountains that lend their names to the houses
in each Navodaya Vidyalaya represent the four major regions of our country.
The Aravalis represent the West; the Shivaliks, the North; the Udaigiri, the
East; and the Nilgiris, the South. Together, they represent a strong, stable and
unified India being shaped on a Navodaya Vidyalaya campus.
The house system in a Navodaya Vidyalaya is like a large joint family, made
up of four smaller families, each with its distinct identity and all geared to a
common end. We know that growing up in a family enables every child to
develop one's personality in a wholesome manner, to become socialized, and
to learn lessons that are deeply ingrained in one's innermost psyche. The house
system strives to achieve these goals by providing a secure and affectionate
social environment with which one can easily identify oneself and take pride as
its recognized member.
Abraham Maslow divided human needs into two groups: (a) deficiency needs,
and (b) growth needs as shown below:
r Self - Actualization Need
Growth Needs I Aesthetic Need
L Need to- now and Understand
r Esteem Needs
Deficiency Needs
t
EIelongingness and Love Needs
I Safety Needs
L Physiological Needs
The house system in Navodaya Vidyalayas has been planned to fulfill all the
deficiency needs of every student. The need for food and shelter is a basic need
and unless it is fulfilled, children cannot develop into healthy human beings.
The campus mess provides wholesome food. The safe and secure campus life
fulfils physical safety needs of all students. Students easily learn to identify Residential Culture of
Navodaya Vidyalayas
themselves with their respective houses and take pride in being their bonafide
members. Participation in various house and inter - house activity fields
provides satisfaction to all students and the feeling of having done their job
well fulfils their esteem needs. In addition to these deficiency needs, life in a
house system provides rich first - hand experience for developing one's
communication skills, interaction skills and it provides valuable lessons in
social learning. Thus, the house system meets age - specific growth needs of
students to a great extent.
Every student in Navodaya Vidyalaya becomes the member of a particular

house when (s)he joins the school and leaves it only after completion of one's
school education. Membership of a house thus confers a distinct identity on
each student. A Navodaya Vidyalaya is espentially like a big self - sufficient
family, residing in a rural area, totally cut off from the mainstream urban
society. Most students come from the rural background and from families with
poor to moderate socio - economic status. Besides, Navodaya Vidyalayas are
co - educational and girls constitute almost one - third of student population.
Thus, the house system makes a Navodaya Vidyalaya a natural extension of
the home for each student. The availability of ready guidance and welfare -
oriented concern of teachers especially the housemasters provides an ambience
that promotes development. Senibr students play the role of elder siblings and
junior students look up to them for guidance and help. This provides a home
environment, softens the initial shock of separation from one's natural family.
Such an environment helps studerits to get over home sickness.
In every Navodaya Vidyalaya there are four junior houses, also called 'B'
Houses, and four senior houses, also called 'A' Houses for boys and one senior
and one junior house for girls. The junior houses consist of students of classes
VI to VIII while the senior houses consist of students of classes IX to XII.
Average strength of a house is about 5O.The girls in a Navodaya Vidyalaya are
also placed under two houses viz; the junior house and the senior house.
However, for effective management and supervision, both these houses are
usually further divided into four groups each. For participation in inter - house
activities, each group of girls of the junior house is linked with a junior boys7
house; similarly each group of girls of a senior house joins the corresponding
senior boys' house. The division of girl students in four groups is as shown
below:
Senior Girls' House Junior Girls7House

'A7 'B7
1. Aravali A 1. Aravali B
2. Nilgiri A 2. Nilgiri B
3. Shivalik A 3. Shivalik B
4. Udaigiri A 4. Udaigiri B
Each house (senior as well as junior) has a House Captain, a House Vice -
Captain, and two Prefects. These appointments are awarded to students in view
of their excellent performance in various activities of the Vidyalaya. Besides,
three Vidyalaya level appointments of students are made in consultation with
all housemasters for effective management of the Vidyalaya; these are School
Captain (one), School Vice - Captain Boys (one) and School Vice-Captain
Girls (one). These appointments are meant for students of the senior most class
Vidyalayas of the Vidyalaya and the students chosen for these appointments are not
& i t :<: .' expected to hold any appointment in their respective houses.
Seasoned and mature teachers capable of providing parental affection to all

students entrusted to them are appointed as housemasters. Each housemaster is
assisted by assistant housemasters, a house matron, and a house prefect and a
house captain. The typical organization of the house system in a Navodaya
Vidyalaya is shown in Figure 2.1.
Principal
(Vice-principal)
Aravali Nilgiri Shivalik Udaigiri

Housemaster Housemaster Housemaster Housemaster
Asstt. Asstt. Asstt. Asstt.

Housemasters Housemasters Housemaster Housemasters
House Captain House Captain House Captain House Captain
House Vice- House Vice- House Vice- House Vice-

Captain Captain Captain Captain
Prefects Prefects Prefects Prefects
Students Students Students Students
Fig.2.1: Organisation of House System in Navodaya Vidyalayas
2.5 OBJECTIVES OF HOUSE SYSTEM
In the education of the young ones, whenever a specific educational input is;
provided, its role as well as its possible consequences must be clearly
visualized. Navodaya Vidyalayas .have opted for education through residential
culture based on house system. Therefore one can assume that house system
plays a key role in the scheme of education envisioned by Navodaya
Vidyalayas. This becomes all the more significant when we recall that
Navodaya Vidyalayas use house system for providing residential culture as an
experiment.
According to the Navodaya Vidyalaya Samiti, the following are the major Residential : ~ I . . ~ I ~of
I \ a r u u a y a VrCulture
Nn-~aAn....
r u y a a a j aWr ~ E
objectives that Navodaya Vidyalayas strive to achieve through the house
system:
to provide a smooth transition from home fife to school life for all students,
to create and use social situations so that children's social and emotional
needs are fulfilled,
to enable students to integrate themselves well in the corporate life of

school,
to enable students to prepare themselves for playing different roles as

members of a group, community or society,
to inculcate the sense of responsibility to take ones' tasks and duties in life
- earnestly and discharge them to the best of ones' abilities,
1 to help every student develop hisher personality and integrity,
to develop the spirit of healthy competition among students,
to inculcate the qualities of self - dignity, self - confidence and respect for
others' views and opinions and discretion to take decisions on issues and
problems faced by them,
to develop a sense of belongingness among students and to create desire to

live in harmony,
to benefit from right example set by others and to set similar example for
others,
to inculcate among students respect for seniors, elders, teachers and a

caring attitude towards juniors and fraternity towards all,
to learn to live, work, endure and enjoy together and develop a degree of
sensitivity for others' feelings and needs, and
I
to inculcate among students personal, social and national values.

1. Why is the house system considered the key to effective

residential culture in all NVs? (Answer in one sentence)
........................................................................
........................................................................
........................................................................
2. How does the NV house system promote camaraderie, team
spirit, and fraternity? (Answer in two sentences)
........................................................................
........................................................................
........................................................................
........................................................................
3. List students' three growth needs that are fulfilled through
the NV house system.
i) ....................................................................
........................................................................
ii) ......................................................................
.(I!
........................................................................
iii) .....................................................................
........................................................................
2.6 TEACHERS' ROLE IN STRENGTHENING

RESIDENTIAL CULTURE
The success of the house system in creating, maintaining and strengthening

residential culture in Navodaya Vidyalayas depends upon the active role and
participation of teachers. Participation in the residential culture can be taken as
one of duties expected of teachers but then it is to be taken as one of the duties
only, its success and quality may suffer. In the Navodaya Vidyalaya vision of
education, the teacher should be temperamentally receptive to the campus
residence culture, not as a duty but as a preferred way of life. Then alone
residential culture can strike deep roots and flourish in Navodaya Vidyalayas.
In fact, values and behavior in keeping with fostering residential culture on the
Vidyalaya campus have been included in the code of professional ethics for
Navodaya Vidyalaya teachers. Nevertheless, teachers' temperamental
sensitivity can play a crucial role in strengthening the campus residential
culture. It would be therefore worthwhile to treat it as an important criterion
for selecting teachers for Navodaya Vidyalayas.
Even though the contribution of all teachers plays a significant role in evolving
and strengthening the campus residential culture, the housemasters and the
assistant hausemasters are indeed the key players in this context. A lot is
expected of them. It would not be proper to differentiate between the Residential Culture of
Navodaya Vidyalayas
contribution of the housemasters and that of the assistant housemasters because
an assistant housemaster of today would become a housemaster tomorrow.
Besides, the two are expected to constitute a team and work together for the
sacred cause. Both nevertheless play a pivotal role in this context.
Duties of a housemaster: The housemasters have been assigned a set of duties

that bear testimony to the important role they play in running a successhl
house system and thereby ensuring every student's participation in the
residential culture of the Vidyalaya. In fact, the two i.e. the housemaster and
the assistant headmaster play the role of surrogate parents for every student.
The duties of the housemasters listed below bring it out clearly:
to be responsible for maintaining discipline, cleanliness, and students' turn -

out with the assistance of house staff and prefects,
to ensure the implementation of code of conduct prescribed'for students
and staff and to ensure punctuality in daily routine from house raise to bed
time,
to conduct regular roll call in order to ensure the presence of the students in
the house, and to report immediately about sick or missing students,
to know the complete background, history, talents, and weaknesses of the
inmates and maintain a student - profile while providing opportunities for
their development,
to teach manners and etiquette to the inmates,
to appoint in-charges from house staff and students for different
committees e.g. Mess Committee, Cleanliness Committee, Gardening
Committee, and Committees for different sets of co-curricular activities
including games and sports on rotation basis,
to coordinate with tutorial in-charges to look after students' academic
progress, to remedy their deficiencies, set challenging tasks for the bright
ones and keep vigilance on their academic performance,
to supervise the conduct of self - study, supervised study hours and reading
and writing, home work, and projects carried out by the students,
to counsel and guide the students regarding their performance in academic
and co-curricular areas,
to organize co-curricular activities according to the calendar of activities,
to ensure proper maintenance of articles, clothing and equipment and get
repairs in time, to conduct kit inspection to keep off undesirable articles
and books and check on their cash periodically,
to look after health of wards, to attend to their special medical care, if
needed,
to keep in touch with parents through weekly written letters of students to
their parents and their intimation regarding pupils' progress, health and
conduct; to bring to the notice of the parents any emergency medical care
given to their children i.e. the Vidyalaya students,
Vidyalayas
to maintain arrival and departure records of students and entrust them
safely to parents on commencement of holidays and receive them warmly
with their team on their return to the Vidyalaya,
to censor the letters received by the students to keep them from going
astray,
to arrange weekly house inspection and fortnightly performance inspection
to assess the working of the house and motivate his team and wards, and
to identify the socio - psychological problems of the students and to find
solutions for them and to bring to the notice of the principal any problem
beyond their competence and scope of tackling within the ambit of their
duties.
In view of these duties expected of the housemasters, it is obvious that they are
indeed the pillars of the house system. It won't be wrong to state that the
housemaster is to a house what the principal is to a Navodaya Vidyalaya.
Usually, the post - graduate teachers are appointed as housemasters of the
senior houses while those for the junior houses are chosen out of the trained
graduate teachers of the Vidyalaya. However, the merits of the individual
teachers are far more important for this job than their designation and scale of
pay. The housemasters are usually appointed by rotation for a period of three
years so that their abilities and talents are made available to the members of
different houses during these years. The principal however has the discretion to
change a housemaster before the completion of three - year tenure.
Duties of an assistant housemaster: The duties of the assistant housemaster
are as under:
to assist the housemaster in maintaining discipline,

to plan activities, prepare students and conduct planned activities inside
and outside the Vidyalaya campus,
to discharge the duties of the housemaster when he is on leave or away on
duty,
to strive to know each student of the house individually and assist him in
the development of his character and personality,
to provide academic assistance to students to help them improve their
academic standards,
to visit the house at least twice a day in arrangement with other colleagues
to help the students maintain higher standards in cleanliness and hygiene.
The principal along with the housemaster inspects each house every fortnight.
They pay special attention to kit - layout and cleanliness.
Recently, Navodaya Vidyalaya Samiti initiated steps to re-cast parent - teacher
association (PTA) as parent teacher council wherein teachers are expected to
take parents along and work with as partners for improving the overall
functioning of the Vidyalaya and strengthening its residential culture. Parents
and the community are the principal stakeholders in Navodaya Vidyalaya.
Unless teachers, parents and community work with understanding and as
partners, Navodaya Vidyalayas may not be able to accomplish their mission
fully.
Residential Culture of
2.7 STUDENTS' ROLE Navodaya Vidyalayas
NV students play an important role in making the Vidyalaya residential culture

a success story. When a student joins a Navodaya Vidyalaya, (s)he is about
10-1 1 years old. The student leaves his / her home to join the NV. Residential
culture is common to both, the home as well as the Vidyalaya. However, there
are some differences too. For example, in the Vidyalaya one no longer takes
things for granted and leave things in a mess hoping that as usual some other
adult would take care of them, as the mother used to at home. The Vidyalaya
residential culture promotes discipline, accountability and readiness to assume
responsibility for one's actions and their consequences. However, the
Vidyalaya residential culture is not based on any distorted concept of learners'
individual freedom. It is essentially facilitative. The learner has teachers, the
assistant housemaster and the housemaster as well as senior students to guide
him and to help him if necessary. The student grows up as an equal among his
peers. He interacts with them, tries to understand them, communicates with
them, and thereby learns important skills, attitudes and values that may prove
later on extremely important in the world of work and the world of human
relations.
In fact, the Navodaya Vidyalaya learner is at the center of everything. It is

towards his / her all round development that the entire Vidyalaya and the
organisation is geared. A number of facilities have been made available by
every Navodaya Vidyalaya to its students. Uniform, textbooks and travel fiom
the Vidyalaya to home and home to the Vidyalaya and a certain amount of
toilet items are free for all students. Besides, mess arrangements and
cleanliness of the environment receive special emphasis in all Navodaya
Vidyalayas. The mess is run by the Vidyalaya under the overall direction of the
Chairman of the Vidyalaya Management Committee (VMC). Detailed
instructions have been formulated to ensure a hasslefree dining system so that
students, especially those fiom the junior classes, are not put to any
inconvenience. The students take their meals under the benign guidance of
teachers who ensure that every learner feeds himself / herself properly and
adequately. The Mess Committee in every Navodaya Vidyalaya has one
student representative from each class, one migrated student, the School
Captain and the School Vice-Captain (Girl) as its members. The Mess
Committee meets at least once in a month. The community dining experience
in the mess has a tremendous influence in creating and cementing friendship
among students. Later on as adults, they look back upon it quite nostalgically
and miss it.
Besides detailed safety and security measures for its student, every Navodaya
Vidyalaya has a well - functioning system of redressing studeilts' grievances.
A students' grievance box has been installed in every Navodaya ~idyalayaand
it is opened during the first week of every month by an officer nominated by
the District Collector. The students' grievances are attended to by the Principal
and depending upon their nature, sometimes these are resolved by the
concerned regional office. These grievances are quite useful in attending to the
changing needs and problems of students, both individually as well as
collectively. Students who communicate their needs, problems and grievance
orally to their teachers are also attended to quickly by the Vidyalaya.
Vidyalayas
Students' contribution to strengthening of the residential culture of the
Vidyalaya can be seen in many forms. Participation in various clirricular and
co-curricular activities, willing involvement in group projects, mutually
enjoyable interaction with juniors, peers and seniors, growing carnraderie and
fiiendship, sharing their joy and satisfaction with parents whenever they meet
them as well as teachers, and suggestions for making the Vidyalaya residential
culture stronger through responsible participation and as representative
member of students - these are some of the major ways through which students
strengthen the Vidyalaya residential culture and help it strike deeper and
stronger roots.
Students' migration from one NV to another across the country is a unique
featwe of the Vidyalaya residential culture. Since this migration is for one
session, special care is taken to make-the migrated students feel that they are in
a sister family of that they belonged to earlier and would return to after the
sessipn is over. To the students of the Vidyalaya, the companionship of the
migrated students offers an opportunity to deepen their understanding of the
people from parts of India and their life - styles. This experience is made
available to the NV students every year and it helps them develop a feeling of'
national identity and of belonging to the same country inspite of differences in
people's life styles. It promotes national integration and an understanding of'
our wonderful composite culture. Through sustained interaction with migrated
students, all NV students learn to accept differences in mother tongues, and life
styles and cherish these as precious diversities. Migration across NVs is thus a
unique feature of the NV residential culture for all students.

I Notes: a) Write your answers in the space given below.
I
I b) Compare your answers with those given at the end of the unit.
1. Why is teachers' role crucial in achieving effective
I
residential culture in NVs? (Answer in two sentences)
2. In your view, why is the housemasters' appointment not

made on the seniority basis? (Answer in about 50 words)
........................................................................
1' 3. Why is it said that "the Navodaya Vidyalaya learner is at
the center of everything? (Answer in about 3-4 sentences)
4. Describe in what way student migration provides a unique

opportunity to all NV students. (In 3-4 sentences)
Residential Cultdre of
2.8 PARENTS' POSSIBLE ROLES Navodaya Vidyalayas
Parents and local community constitute major stake-holders in Navodaya

Vidyalayas. The challenge that Navodaya Vidyalayas face from their various
stakeholders can be best met by ensuring greater marketability of the education
they provide and simultaneous harmonious personality development of the
learners who join them. Because Navodaya Vidyalayas are co-educational and
strive to achieve their objectives through their residential culture, close
cooperation of the parents and the local community is essential to their success.
Since 1986, Navodaya Vidyalayas have tried to achieve this cooperation from
parents and local community through parent teacher association (PTA). The
constitution of the PTA provided for electing three representatives of parents,
one from urban, and two from rural areas, one of these three being a woman.
PTA meetings were expected to promote discussions around and suggestions
for better safety, security, welfare, academic excellence and personality
development of the children.
The Vidyalaya Annual Day and the first Sunday of every month provide yet
another arrangement for interaction between parents and teachers. During their
visits to the Vidyalaya, the parent can discuss the welfare as well as the
progress of their ward with teachers and the principal. Almost every Navodaya
Vidyalaya has had the same experience over years. Parents and local
community not only take initiative but also share a great deal of
responsibilities in developing the infrastructure and resources of the Vidyalaya.
Thus the overall response of parents and local community has indeed been
very positive.
The recent surveys and evaluation studies conducted by DRS, New Delhi and
Indian Institute of Management, Ahmedabad, at the instance of Navodaya
Vidyalaya Samiti have emphasized that the role of parents and local
community as primary stakeholders should be strengthened and they should
now be treated as 'partners'. IIM, Ahmedabad has made specific suggestions to
provide greater avenues of cooperation to parents and local community in
order to further strengthen Navodaya Vidyalayas; chief among these are the
following:
holding more frequent meetings with parents through PTA during a ward's
first year of residence,
requiring a minimum attendance by parents e.g. 50%,
some autonomy to PTA to decide festivals of local importance,
encouraging parents to describe career path of the Vidyalaya alumni to
inspire other parents, sarpanchs and students,
encouraging parents to make constructive suggestions about various
facilities in Navodaya Vidyalayas e.g. food, water, students' safety,
security of students' belongings, better hostel upkeep, medical support etc.
With a view to secure greater contribution from parents and local community,
the Navodaya Vidyalaya Samiti has now decided to re-name PTA as parent-
Vidyalayas teachers council (PTC) and to re-organize its functioning. The following are
the aims and objectives of the PTC:
to maintain continuous interaction between parents and teachers / school

authorities,
to involve the parents in the development of the Vidyalaya by utilizing
their experiences and expertise,
to assist the Vidyalaya in resource mobilization and development of'
infrastructure facilities and their maintenance,
to assist the Chairman, VMC, in taking fast and effective
decisions,
to popularize the advantages of residential culture in terms of academic
excellence, character building and excellence,
to liaise with various organizations engaged in community service
programmes through participatory activities of children, parents and
teachers, and
to develop a network of alumni and their parents to help the institution to
play its role effectively as a pacesetter.
With a view to attain these objectives, the constitution of PTC provides for "1 5
reprqsentatives to be nominated by the General Body of parents in proportion
to the sections in the Vidyalaya with a female - male ratio of proportionate
strength of boys and girls". Compared to the earlier provision of electing only
t h e e parents, of these one female in the former PTA, the new provision indeed
encowages parents to play the role of partners and recognizes them as the
primary stakeholders in Navodaya Vidyalayas.
All W s have fixed the second Saturday of every month as the day when
parents would visit the Vidyalaya and the PTC meeting would be held.
Besides, the following specific instructions have been formulated for the
conduct of PTC meeting:
9:00 AM onwwds; Parents to meet children.

110:00AM to l:00 PM: Class teachers of respective classes to be available
in the classroom along with profile registers of the students and to explain
to the parents along with the child various observations on the performance
of the child and areas of improvement.
2:00 PM - 3:00 PM: Parents to meet the Principal along with teachers to
discuss various problems of children.
3 3 0 PM onwards: PTC meeting to be held and its minutes to be recorded.
Amang various functions of the PTC, the following are expected to strengthen
and improve the Vidyalaya residential culture directly or indirectly:
Review and discussion of strong as well as weak points of the Vidyalaya

functioning with special reference to academics, staff, student security,
discipline, food, water and electricity, upkeep of the hostel, medical
support, beautification / plantation of the Vidyalaya campus, cleanliness
and other facilities to make the stay of children more comfortable and Residential Culture of
Navodaya Vidyalayas
conducive to all round personality development.
Periodic interaction with students, house leaders in the Vidyalaya, and
migrated children in particular, to ascertain the problems faced by them
and to obtain suggestions for improvement in weak areas.
Visits to dorms, classroom, laboratory and library once in three months and
suggest measures for improvement if any.
Improvement of the Vidyalaya through participatory partnership.
Participation in and witnessing of all important functions and activities of
the Vidyalaya.
Counseling students who are emotionally upset, home sick, or involved in
misconduct or indiscipline.
Contributing to improved functioning of the mess through frequent visits,
having meals with students, interacting with students about quantity and
quality of food, ascertaining hygienic mess surroundings and preparation of
food, checking drinking water facilities, ensuring menu based on balanced
diet etc.
Assistance in publicity of the Vidyalaya in the district, organization of
social service activities and school functions, strengthening library and
laboratories, mobilizing resources for new projects, organization of
educational excursions and fairs, providing proper medical treatment to
sick children through financial, material and moral support whenever
needed.
Improvement of safety and security measures through periodic interaction
with students especially girl students, acquainting themselves with the
functional style of housemasters, ascertaining effectiveness of attendance
system to check the presence of students in the hostels and the Vidyalaya.
It is obvious from these new expectations from parents who are members of
the PTC that the Navodaya Vidyalaya Samiti expects parents and the local
community to play a comprehensive role in ~tre~lgthening and improving the
functioning of the Vidyalaya and its residential culture. Parents and the local
community are no longer viewed as possible stakeholders on the periphery;
they are now expected to play various roles of involved and constructive
partners of the Jawahar Navodaya Vidyalayas.
I Check Your Progress 4 I

1. Why do the NVs now treat parents and local community as

primary stakeholders and 'partners'? (In about 50 words)
1 Philosophy 01 Navodaya
Vidyalayas
2. Compared to the earlier PTA, how does the new PTC help
parents and local community work as "partners in
excellence" with the NVs?
3. List any three ways through which parents and local

community can strengthen and improve the Vidyalaya and
its residential culture.
........................................................................
ii) ....................................................................
2.9 LET US SUM UP

In the end, it can be concluded that residential culture is a unique feature of
all Navodaya Vidyalayas. The Navodaya Vidyalayas constitute a large
network of educational institutions and residential culture is common to all of
them. Since NVs have a very sizeable section of students from rural areas,
especially from families that may not be economically very well off, their
residential culture serves the function of a melting pot. Inculcation of culture,
valueis, awareness of the environment, and promotion of adventure activities
constitute a major objective of NVs. Students' participation in the NV
residential culture and various activities related to it under the House System
can help students assimilate values promoted through such socio -
educ~tional experiences. The experimental approach adopted by the
Navodaya Vidyalaya Samiti can help every NV monitor the quality and the
effects of its residential culture and fbrther improve it.
The success of NV residential culture depends to a great extent upon the

supportive role played by the teachers, the housemasters, the assistant
housemasters, the students and also the parents. The new scheme for seeking
greater cooperation from parents and local community through parent teachers Residential Culture of
Navodaya Vidyalayas
council (PTC) can help further strengthen the NV residential culture.
Significant points discussed in this Unit are given below:

The policy decision for promoting optimal socialization of all students and
attaining some of their basic objectives through residential culture is a
unique feature of all Navodaya Vidyalayas.
Navodaya Vidyalaya Samiti expects all Navodaya Vidyalayas to follow
experimental approach for enhancing the quality of their residential culture
and its effectiveness.
Navodaya Vidyalaya residential culture makes all students, teachers and
other employees of the Vidyalaya feel that they belong to an extended
family.
The house system holds together the NV residential culture and ensures
that it remains functional. The four houses in every NV viz; Aravali,
Shivalik, Udaigiri and Nilgiri represent a vision of composite and
integrated India. Each house has its distinct identity and is at the same time
an inseparable part of the Vidyalaya and its residential culture.
Every NV student becomes the member of a particular house when (s)he
joins the Vidyalaya and leavgs it only after completing one's studies. Thus,
each student has a distinct h&se identity.
Every NV has four houses for senior students (A houses) and another four
for junior (class VI - VIII) students (B houses) for boy students and one
senior and one junior house."for girl students. Thus, Udaigiri A would be a
senior boys' house and Aravali B a junior boys' house. About 50 students
are members of each house.
Each house has a House Captain, a House Vice-Captain and two Prefects.
Each NV has three Vidyalaya level appointments for students viz; School
Captain, School Vice-Captain (Boys) and School Vice-Captain (Girls).
These students are not expected to hold any appointment in their respective
houses.
Each house has a seasoned and mature teacher as its housemaster and
another as an assistant housemaster. Both the housemaster and the assistant
housemaster have well defined duties.
The Navodaya Vidyalaya Samiti has listed thirteen objectives that should
be attained through the NV house system. These objectives range from to
"providing a smooth transition from home life to school life for all
students" to "to inculcating among students personal, social and national
values".
The success of the Vidyalaya residential culture and of its house system
depends to a great extent on the role played by teachers, especially the
housemasters and the assistant housemasters. The teachers' temperament
and willingness to play the role of students' 'friend, guide and philosopher'
matters a great deal and this is kept in mind during their recruitment.
The student is at the center of things in the Vidyalaya residential culture
..A 4 "l . A I-
- 2A - - - A . 1 - - t .
r F 1 .
Vidyalayas
the Vidyalaya, The residential culture and the house system play a
facilitative role in this respect. Every student is provided with a number of
facilities free of charge. Students are members of the mess committee too.
Through a systematic grievance redressal system, all students are
encouraged to communicate their needs and complaints and to make
suggestions for improvement of various aspects 1 activities of the
Vidyalaya.
The new constitution of parent-teachers council (PTC), which replace the
earlief PTA, promotes the concept of parents and local community as
"Partners in Excellence" of NVs. The PTC constitution provides for "15
representatives to be nominated by the General Body of parents in
proportion to the sections in the Vidyalaya with a male - female ratio of
proportionate strength of boys and girls".
Specific instructions have been formulated to ensure that parents interact
with thcir wards, their teachers and the principal on the second Saturday of
every month and that the PTC meeting is held in the afternoon the same
day and its minutes are recorded.
Variou~ h c t i o n s of the PTC now expect parents and parent
representatives to check the quality and the effectiveness of various
facilities made available to the Vidyalaya students and to help improve
them. These hnctions of the PTC can help every NV improve its
hctioning and strengthen its residential culture.
- - -
2.10 ANSWERS TO CHECK YOUR PROGRESS
1. Because the NVS could attain its objectives only through residential
culture i~ its Vidyalayas.
2. Because through experimental approach it could monitor the effectiveness
of Vidyallaya residential culture, change inputs and study their effects.

1. Because the house system enables all NV students to make smooth
transition fiom their homes to the larger NV family.
2. The house system provides opportunities through house and inter-house
activities to learn to live, work, enjoy and endure together through
cooperation as well as team competitions. It helps students develop
sensitivity for others' needs and feelings.
3. Physiological needs, safety needs, belongingness and love needs, and
esteem needs. Any three to be listed in any order.

I .
1. Teachers' role is crucial because without their ready contribution the house
system and the Vidyalaya residential culture cannot become hlly
hctional. Teachers' temperament and their positive value system can help
them perceive their contribution as worthwhile and help develop the Residential Culture of
Navodaya Vidyalayas
Vidyalaya as a well - knit community.
2. The housemasters' appointment is extremely crucial to the success of the
house system. The housemasters should have the temperament and the
personality to act as 'fiiend, guide and philosopher' for every student and
should be role - models to their fellow - teachers. To become a
Housemaster is therefore viewed as a privilege.
3. This is so because each IW student gets a number of facilities free of
charge. The Vidyalaya residential culture and the house system are in place
to promote all round personality development of each learner. The students
are provided opportunities to excel, develop self - confidence and exercise
responsibility.
4. Student migration in all NVs enables the students in the Vidyalaya to
interact with NV students from other parts of the country. Through
sustained interaction with them, they learn to appreciate their differences as
diversities worthy of respect; they develop a feeling of national identity and
an understanding of our composite culture.
1. Indian Institute of Management, Ahmedabad and DRS, New Delhi on the

basis of their surveys of the NVs have recommended that providing greater
avenues of cooperation to parents and local community can strengthen the
Vidyalaya residential culture and make them partners in attaining the
Navodaya mission.
2. The earlier PTA provided membership for only three parent representatives
(two from rural area, one from urban area and one of the three being a
woman). The new PTC provides for 15 representatives to be nominated by
the General Body of parents in proportion to the sections in the Vidyalaya
with a female - male ratio of proportionate strength of boys and girls. The
new PTC thus provides more space for parents to work with the Vidyalaya
and improve its functioning.
3. Any three responses based on the functions of the PTC involving parents
and local community.
UNIT 3 TEACHERS' ROLES
Structure i
3.1 Introduction
3.2 Objectives
3.3 Teachers' Various Roles
3.3.1 In the Classroom
3.3.2 In Residential Culture of NVs
3.3.3 In Institutional Planning
3.3.4 In Continuous Comprehensive Evaluation
3.3.5 In Developing Academic Calendar
3.3.6 Teachers' Other Roles
3.4 Teachers' Code of Professional Ethics
3.5 LetUsSumUp
3.1 INTRODUCTION
Navodaya Vidyalayas are unlike other schools in many respects. The various
roles that Vidyalaya teachers are expected to play differ a good deal from those
of teachers in most other schools. The objectives of Navodaya Vidyalayas
clearly spell out the nature of activities that are to be conducted there. Besides
academic excellence and all round development of learners' personality, these
Vidyalayas have a social function. NVs have been entrusted with the
responsibility of improving educational standards in the district. Because of
these objectives, these Vidyalayas have to function as truly pacesetter
institutions.
Unit 3 deals with the various roles the NV teachers are expected to perform
and indeed perform. Teachers' roles have been described in relation to various
contexts of these Vidyalayas. Chief among these contexts are the classroom,
the house system, institutional planning, comprehensive and continuous
evaluation, and development of academic calendar. Under "Teachers' Other
Roles", other contexts like the playfield, the library, the Parent - Teachers
Council etc; have been taken up. In the end, the Unit describes the 'teachers'
code of professional ethics.
3.2 OBJECTIVES
r just@ why teachers' roles are more varied in NVs than in most other
schools,
r describe teashers' roles in various contexts of Navodaya Vidyalayas,
discuss the highlights of NV teachers' code of professional ethics.
Teachers' Roles
3.3 TEACHERS' VARIOUS ROLES
The Navodaya Vidyalaya Scheme spelt out three broad objectives viz:
"to provide good quality modern education - including a strong element of

culture, inculcation of values, awareness of the environment, adventure
activities and physical education - to the talented children predominantly
from the rural areas, without regard to their family's socio - economic
condition,
a to ensure that all students of Navodaya Vidyalayas attain a reasonable level
of competence in three languages as envisaged in the Three Language
Formula, and
to serve, in each district, as focal points for improvements in quality of
school education in general through sharing of experiences and facilities".
It was further planned that teaching three languages to every learner in NVs
under the guidelines for choosing the third language separately in Hindi -
speaking areas and non - Hindi speaking areas would give rise to "a whole
vista of comparative study and deeper mutual comprehension and appreciation
among the different language groups". It will also further facilitate "the
preparation of massive inter - lingual reference material as well .as literary
exchange to pull down language barriers and the prejudices built in them".
With a view to facilitate national integration, it was planned that "there will be
a migration of 20% students from each Navodaya Vidyalaya to another
Navodaya Vidyalaya in a different linguistic region. The migration will be,
approximately speaking, between Hindi - speaking and non - Hindi speaking
districts.
Since the Navodaya Vidyalaya Scheme envisaged a new experiment in school

education geared to fulfillment of social functions of education and national
p integration, it was decided that recruitment of NV teachers would be on all -
India basis, and teachers would be transferable among NVs. In other words to
ensure that NV teachers would be able to ensure the attainment of NV
*I objectives, it was decided that "in service training courses for NV teachers
would be organized in institutions like Regional Colleges of Education (now
Regional Institutes of Education), managed by NCERT and "the services of
experienced and meritorious teachers on deputation from NVs, State
Governments, and non - Government institutions would be taken. It was
planned that special non - monetary incentives besides financial incentives
will be provided to attract and retain talented and highly motivated teachers. In
short, it was emphasized that in view of broad objectives of NVs, the quality of
teachers who joined the system would make all the difference in terms of the
success of the scheme.
Thus, NV teachers are expected to serve the vision envisaged in Navodaya

Vidyalaya Scheme in as many ways as possible and in all contexts of
Vidyalaya functioning. Sub-sections 3.3.1 through 3.3.6 describe the various
roles that NV teachers are expected to perform.

1. How are Navodaya Vidyalayas expected to work as focal

points for improvement in quality of school education in the
district? (In one sentence)
........................................................................
........................................................................
2. How are Navodaya Vidyalayas expected to facilitate
national integration? (In two sentences)
........................................................................
........................................................................
3. How was it planned to retain talented and highly motivated
teachers in Navodaya Vidyalayas? (In one sentence)
........................................................................
........................................................................
3.1.1 In the Classroom
Like telachers in any other school, NV teachers have their usual assignment of
classro~m teaching. The NVs follow CBSE syllabus and use NCERT
textbooks. Every teacher tries to provide additional learning resources through
his / her classroom instruction to cover the gaps, if any, between CBSE
syllabus and NCERT textbooks. Suitable bridge courses have been developed
for class VI students, the entry class in NVs, to help new students reach the
expected level of academic achievement so that they can get along with
classroom lessons and develop necessary trilingual competence.
NVs focus on the use of new instructional technology e.g. computer - assisted
teaching and learning, use of new methods and techniques e.g. quiz, display,
library reading, library work based individual and group assignments, use of a
variety of audio - visual aids, peer guidance, self-study, supervised study, team
teaching etc. Teacher competencies for effective use of these techniques and
resources are accordingly developed through faculty training programmes
including in-service training. Use of innovative instructional techniques and
action tesearch is especially emphasized.
Classraom instruction in NVs is interactive and provides for diagnosis of
weaknesses and gaps in learning for the below average as well as enrichment
activities for the gifted children. 'Learning to learn' skills including the
development of reference skills and study skills receive substantial emphasis.
NV teachers pay particular attention to learners' communication and
computational skills because proper development of these skills accelerates
student learning and makes it more effective.
Teachers' Roles
Since science is essentially experimental in nature, NV science teachers use
process skills approach. Observation, setting up experiments, classification,
hyppthesis - formulation, validation,etc; are emphasized in teaching of science
especially up to the secondary classes. Laboratory work receives a lot of
emphasis; lab work is used for helping learners:
to set apparatus correctly for carrying out experiments,

to clarify science concepts through first - hand experience, practice,
demonstration and observation,
to carry out investigatory projects, and
to validate results reported by other students.
NV teachers are encouraged to set assignments and projects that lead to the use
of library resources. This is done through teaching of all curricular subjects. In
teaching of mathematics, application receives special attention so that learners
can appreciate the role of mathematics in various disciplines. In teaching
languages, especially English, communicative approach is used most of the
time so that proficiency in spoken language can be used to advantage for
developing reading and writing skills. Classroom instruction is supported by
individual as well as group assignments and projects. Many co-curricular
activities have their justification in strengthening the students' curriculurn-
based learning.
Thus, NV teachers individually as well as collectively play a variety of roles in

ensuring steady curriculum - based learning by students. This is achieved by
maintaining a learning - oriented ambience in the classroom and the school.
The CBSE results of NV students provide a testimony to the successful
performance of NV teachers.
3.1.2 In Residential Culture of NVs
The residential culture and the house system of Navodaya Vidyalayas have
been described in detail in Unit 2. In this unit, the treatment is limited to the
role of teachers. There is no doubt that the housemasters and the assistant
housemasters have specific roles to play in running their houses. Their roles
have been explained at length in Section 2.6. However, without the support of
other teachers, the Vidyalaya residential culture cannot be very effective.
The totality of the Vidyalaya residential culture is reflected in all activities

except those related to classroom instruction and those conducted inside the
classroom. Spoits and games are primarily organised by physical education
teachers but other teachers too can lend a helping hand by participating in these
activities. Inter - house activities and house activities cannot be effectively
organized without the ready support of all teachers. Since teachers are part of
the Vidyalaya residential culture, they participate in various activities and play
the expected lead role to make them successful. During meal hours, teachers
make it a point to ensure that their students are able to take their meals on time
and without any inconvenience.
NV teachers also play an important role in effective organization of co-

curricular activities and inter-house competitions based on them. For example,
Vidyalayas
teachers guide students in preparation of stage items, charts, models etc. Later
an they may be invited for their initial i.e. first round evaluation. Items short-
listed for inter-school or inter-district competition are further refined and
improved under teachers' guidance. Thus, there is hardly any competitive or
non-competitive, curricular or co-curricular activity to which NV teachers do
not contribute.
3.1.3 In Institutional Planning
It must be remembered that even though all NVs are run by the same NVS yet
each NV is unique in many respects. The demographic as well as socio-
economic features of a district within a state may differ from those af others.
The local community may be characterized by certain local specifics that may
not obtain elsewhere. A district with sizeable tribal or nomadic population rnay
set a different agenda for its Navodaya Vidyalaya. Since parents constitute the
primary stakeholder's group, their expectation from a NV may be uniquely
different; the parents may expect the NV to focus on particular thrust areas.
The NV is expected to know these and serve these. Hence the need for
institutional planning. Simply stated, institutional planning for a session refers
to a programme of development and improvement prepared by a NV on the
basis of the felt needs and the resources available or likely to be available with
a view to improving the school programme and school practices in terms of
attainment of its objectives. This institutional plan may be for a short or a
relatively longer duration. Thus, the focus of an institutional plan is on
maximum utilization of time, manpower and material resources for attainment
of its objectives.
The institutional plan is not the result of the thinking of just one person. An
effective institutional plan has to be the result of a team effort. All teachers
must be involved in it at all stages so that participatory decision - making
results in a more attainable institutional plan. A plan, which is based on the
inputs provided by the teachers, would invariably be owned by them and they
would leave no stone unturned in ensuring its full implementation. Conversely,
a plan that comes to teachers as given and to which they have not been a party
is likely to be a non - starter.
Comprehensive institutional planning provides for academic excellence imd

attainment of NV objectives by taking care of:
physical infrastructure,
academic programmes and innovations,
co-curricular activities,
student services,
pace-setting activities,
community relationship, and
general aspects.
Obviously, without teachers' involvement, institutional planning cannot be

comprehensive. Since NV teachers are involved in this exercise, the following
items under each of the seven areas are invariably proposed and discussed by Teachers' Roles
them:
(a) Physical infrastructure
Assessing adequacy of accommodation (classrooms, offices, residential

etc;) and plan for its expansion in future.
Assessing adequacy of teaching-learning aids and plan for their
enhancement under each type e.g. maps, charts, specimen, CDs,
computers, video and audio cassettes etc.
Assessing adequacy of library resources, reading room facilities, library
services and enhancing and improving these.
Assessing adequacy of laboratory equipment, chemicals, instruments;
projecting requirements in respect of various items during the session
and making provisions for their procurement.
Assessing available facilities for physical education and recreational
activities, providing for additional equipment and facilities and
replacement of consumable items and repair of non-consumable items.
Maintenance of school plant and beautification of NV campus with
lawns, plants, trees and seasonal flowers.
Assessing security aspects of the school plant and campus and
improving it, etc.
(b) Academic programmes and innovations

L
I
d
Formulating plan(s) to improve classroom teaching collectively as well
as for teaching of specific subjects through use of latest instructional
methods and techniques especially the innovative ones.
Planning for greater use of learner-centred instructional techniques and
activities, field trips and individual as well as group assignments and
I ; projects.
I- Improved implementation of comprehensive and continuous evaluation
of learners' achievement and maintaining record of their progress;
developing learners' profiles for discussion with parents;
Improving supervision and inspection, remedial instruction facilities,
guidance and counseling facilities.
Assessing faculty development programme, strengthening capacity-
building through various programmes with special focus on innovative
instructional techniques and problem-solving through action research.
Encouraging documentation of innovative practices, faculty research
and its publication for dissemination.
Assessing current facilities for training, providing facilities for
developing leadership among faculty and improving these.
(c) Co-curricular activities

Assessing and improving physical and cultural activities e.g. games
(indoor and outdoor), sports, drawing and painting, debates, drama, and
i other stage activities, exhibitions, excursions / tours etc.
Vidyalayas Assessing and improving the functioning of hobbies and clubs, NCC,
scouting and guide movements.
Assessing the working of house system and of various houses and their
improvement through house activities and inter - house activities.
I
Improving the effectiveness of social service activities and external
competitions etc.
(d) Student services
Assessing adequacy and effectiveness of coaching facilities, with foci~s

on special coaching facilities and improving these.
Improving health care and health education facilities.
Improving library and book bank facilities and making them more
effective.
'1
I
Improving activities and facilities for promoting science and
I
strengthening the development of scientific temper.
Improving facilities for work experience, 'earn while you leani'
i
activities.
Improving variety and effectiveness of extramural programme and
strengthening facilities for senior secondary students to participate
successfully in various competitive examinations.
(e) Pace setting activities
Assessing quality and effectiveness of existing training programmes for

teachers in neighbouring schools and formulating new ones to replace
programmes that are less effective.
Improving outreach as well as the quality of mobile library services.
Improving organization and conduct of inter-school and inter-district
competitions: cultural, science - based and those related to games and
sports.
Assessing and improving adequacy and effectiveness of community *
and extension service facilities and their outreach.
More effective organization and conduct of face-to-face interaction
programmes with local community.
(f) Community relationship activities
Assessing and improving the organization, conduct and effectiveness of

parent teachers council (PTC).
Assessing and improving organization and conduct of programmes and
activities related to social service leagues.
(g) General
~ a i n t e n a n c eand improvement of the Vidyalaya and campus discipline.

Assessing the Vidyalaya residential culture and improving its Teachers' Roles
effectiveness through various activities and measures.
Improving staff welfare oriented facilities.
Developing blue-print for improving the Vidyalaya calendar, its
implementation and effectiveness.
Improving the maintenance of records and reports.
Assessing daily routine of the Vidyalaya, weekly and monthly
programmes and improving these in terms of their organisation,
conduct and effectiveness etc.
The variety of activities that go into the making of a comprehensive

institutional plan and the scope of the institutional plan provide a testimony to
the role that NV teachers can play in making their Vidyalaya stand out in terms
of its achievements. Each NV teacher can contribute his 1 her suggestions and
participate in discussions to ensure that the Vidyalaya becomes a cut above the
rest.

1. List any three objectives that are served by laboratory work.
........................................................................
........................................................................
2. List any three roles of Navodaya Vidyalaya teachers that
enable their students to boost their academic achievement.
........................................................................
........................................................................
3. Briefly describe Institutional Planning. (In about 50 words)
........................................................................
........................................................................
........................................................................
........................................................................
4. List seven aspects of NV Institutional Plan.
........................................................................
........................................................................
........................................................................
-
of Nau
3.3.4 In Continuous Comprehensive Evaluation
It is widely realized that unless the scheme of students' evaluation is well

planned, continuous comprehensive evaluation cannot be reliable and valid.
The National Policy of Education, 1986, revised in 1992, conceptualised and
advocated learner evaluation as an integral part of the teaching-learning
process. It proposed that the process of continuous and effective evaluation
should take care of all the three domains of learners' development viz.;
cognitive, affective and psychomotor so that their (i.e. the learners') integral
development can be promoted. All Navodaya Vidyalayas introduced the
scheme of continuous comprehensive evaluation in1989-90. The following are
the objectives of the scheme:
to make evaluation an integral part of the teaching-learning strategies on

the basis of regular diagnosis followed by remedial instruction,
to f~cilitatesound judgement and to take timely decisions about the learner,
the teaching learning process and the learning environment,
to maintain desired standard for performance using evaluation as a quality
control device, and to provide scope for self-evaluation by teachers and
students.
The fact is that no scheme of continuous comprehensive evaluation can be

implemented without ready and full cooperation of teachers. NV teachers play
their expected role in formulation and implementation of continuous
comprehensive evaluation scheme. They construct achievement tests,
administer them, analyse and interpret students' performance, diagnose
learners' areas of weakness and organise systematic remedial instruction. So
far as evaluation of learners' non-cognitive development is concerned, teachers
observo students' typical (i.e. normal, usual) as well as atypical (i.e. unusual)
behaviour and discuss particularly atypical behaviour and maintain its record.
When parents visit the Vidyalaya and meet their wards and teachers to
ascertain the formers' progress, teachers discuss their wards' progress and
achievement in detail. Teachers maintain a record of their students' physical,
social, iind emotional development, their habits of regularity, punctuality, study
habits dtc.
During January 2003, the Navodaya Vidyalaya Sarniti introduced a scheme of

grading of Jawahar Navodaya Vidyalayas based on five criteria and
comprising 100 marks as under:
i) Academic components 50 marks

ii) Residential components 20 marks
iii) Inter-personal Relationship 10 marks
iv) Administration & Financial Management : 10 marks
v) Conduct of PTC, VMC, VAC & Alumni : 10 marks
Teachers' Roles
The break-up of s u b r i t e r i a under each criterion for grading of JNVs is as
follows:
(A) Academic Components

Max. Marks
i. Board results
Quantitative i.e. Pass Percentage

Qualitative i.e. First Divisions %
ii. Functioning of non-board classes
Coverage of syllabus in all classes

Testing and evaluation
Continuous comprehensive evaluation
iii. Other scholastic & co-scholastic activities
Morning assembly
Classroom teaching methodology
(including CAI)
Remedial teaching measures
Upkeep of library and lab
iv. Co-curricular activities
Sports & games

NCC
Scout & Guides
Pace setting
Music & Art
(B) Residential components
i. House system, mess safety and security

Maintenance of houses & activities
Mess management
Health, hygiene & cleanliness
ii. Physical facilities

Maintenance of school plant, dorms
and toilets & baths
Availability of water & electricity
Beautification of campus
Vidyalayas
iii. Inter-personal relationship
Cohesiveness
Participatory decision
Social welfare activities
k. Administration and financial management
Settlement of audit paras & claims of teachers

Maintenance of service records
Maintenance of stock register and cash books
Following purchase procedures
v. Conduct of PTC, VMC, VAC and Alumni
Monthly PTC Meetings

VMC and VAC
Alumni
The grading of a JNV is based on the scores obtained as follows:
Score Grade
80 and above A
45-60
Below 45
The proforma for grading of JNVs is filled by the Vidyalaya Principal, is later'
on validated by the Assistant Director who is incharge of the recently
introduced 'cluster scheme' and the final grade is determined by the Deputy
Director i.e. the R.O. This scheme of grading JNVs can help streamline,
conslolidate and strengthen the Vidyalayas as Centres of Excellence. It helps
fix a benchmark for each Vidyalaya in all areas of its hctioning. It has been
recoknmended that for.realization of this purpose, it is very essential that
performance level and standard of each Vidyalaya is assessed objectively and a
systematic action plan for achieving the benchmark is developed with the
suppart and cooperation of teachers and students. The Navodaya Vidyalaya
SamCti rightly hopes that this exercise of grading JNVs can help them reach the
take - off stage and transform themselves as real Centers of Excellence and
Paca - Setting Institutions. It can be easily seen that NV teachers can play a
pivotal role in getting a higher grade for their Vidyalaya, and help maintain it
and even improve upon it.
Teachers' Roles

1. List any three objectives of the Scheme of Continuous

Comprehensive Evaluation in NVs.
........................................................................
........................................................................
........................................................................
2. Briefly describe the recently introduced Scheme of Grading
Navodaya Vidyalayas and its criteria. (In 40 words)
........................................................................
........................................................................
........................................................................
........................................................................
3. List the sub-criteria and their weightings under Academic
Components of the proforma for Grading NVs.
........................................................................
........................................................................
........................................................................
4. Briefly describe teachers' role in getting a higher grading for
a NV. (In 50 words)
........................................................................
........................................................................
........................................................................
........................................................................
3.3.5 In Developing Academic Calendar
The proforma for grading of JNVs clearly indicates that 'academic

components' carry 50 marks out of a maximum of 100. This is the highest
weighting and therefore academic planning and development of academic
calendar are expected to engage serious attention of NV teachers and the
Vidyalaya Principal. This is indeed significant because JNVs envisage a new
style of supporting growth and development of learners. For this, talented and
gifted children predominantly from rural areas who otherwise would be denied
opportunities of receiving quality education are identified and enrolled as
students. The type of education conceptualized under the objectives of JNVs
<1
Vidyalayas has to be carefully planned and provided to all learners. The CBSE results of
NV students bring it out clearly that academic planning of NVs indeed makes a
qualitative difference as can be seen through the 1999 - 2002 results.
The results clearly speak for themselves and indicate that academic planning in
NV does make a difference in the academic achievement of its students.
Table 3.1 Comparative Results NVs & CBSE (1999-2002)
'Academic planning' is carried out by NV teachers under the guidance of the

Heads of the Departments and the Principal. For this, session-end reviews
provide inputs about areas of strength and areas of weakness. Areas of
weakness and areas wherein academic improvement can be made are identified
through faculty discussion. This may lead to further improvement of academic
(i.e. teaching-learning) resources and better utilization of the existing resources
during the next session(s).
'Academic calendar' refers to the plan of academic activities during the

session. It is concretised through decisions about what portions of the syllabi
will be taught during each term, through which activities and in what sequence.
The activities may include classroom activities, co-curricular activities,
submission of assignments and projects etc.
Besides, every N V teacher prepares a term plan for every class that (s)he
teaches. Since the term plans flow from the academic calendar, their
implementation ensures to a large extent the implementation of the academic
calendar itself. Thus, it is obvious that NV teachers take keen interest in
developing detailed plans for the academic session, for teaching of various
academic subjects and implementing these enthusiastically.
3.3.6 Teachers' Other Roles

In addition to the teachers' roles described so far, teachers are involved in
interaction with parents and local community from time to time. It can be said
that teachers present the assuring face of NV to parents anxious about the
welfare of their children / wards enrolled in the Vidyalaya. During and before
the PTC meetings, the teachers' role can allay the fear of many parents about
the development and progress of their wards. Teachers' role in this context can Teachers' Roles
be called truly crucial.
So far as teachers' interaction with members of local community is concerned,

through their role the teachers can make community resources available to the
Vidyalaya to support and enrich its programmes. Through their persuasive
approach, the teachers can enlist community cooperation and help; launch a
number of community service projects to develop social sensitivity among
students. There have even been some instances of teachers succeeding at
generating financial resources from the community for initiating certain
projects in NV, which would have been nearly impossible otherwise.
In addition to these, NV teachers like teachers anywhere else perform many

I other, seemingly minor roles that crop up from time to time. These roles
I contribute a great deal to the overall image and prestige of the Vidyalaya.
NV teachers also update their professional knowledge and competencies

through participation in in-service teacher education programmes, and self-
study. They take part in workshops, seminars and symposia whenever these are
organized by the Samiti.
3.4 TEACHERS' CODE OF PROFESSIONAL ETHICS
The Navodaya Vidyalaya Samiti has approved the code of professional ethics
and code of conduct for teachers of all Navodaya Vidyalayas. This code is in
five parts; A through E. Part A describes what is expected of every NV teacher
as a professional. Part B describes acts that constitute breach of code of
conduct. Part C describes actions that will not be deemed as breach of code of
conduct, while Part D describes Central Civil Services (Conduct) Rules, 1964.
Part E describes in brief certain miscellaneous rules. Of these, Part A which
deals with the code of professional ethics and reflects various roles expected of
NV teaches is given below:
a) Every teacher shall at all times
i. maintain absolute integrity,

.. maintain devotion to duty, and
11.
iii. do nothing, which is unbecoming of an employee of Navodaya
Vidyalaya Samiti.
b) The teacher shall uphold the dignity of teaching community by maintaining

professional dignity, integrity and transparent conduct and high standards
in discharging hisiher duties and thereby command respect of students,
parents and society.
c) The teacher shall respect the Constitution of India, the National Flag and
the National Anthem, all religions and languages, cultural differences and
promote love for motherland, respect for law of the land in himselfherself
and students, helping them to imbibe the principles of secularism,
democracy, national unity and an outlook of universal brotherhood.
d) The teacher shall help the students to develop to their full potential over
their limitations of background, irrespective of their caste, creed, sex,
Vidyalayas status, religion, language and cultural variations, extending love and
affection equally to them.
e) The teacher shall create in himselfherself and students a strong urge for
peace and strength of character to shun overt or covert violence of any sort.
f) The teacher shall pay special attention to the students from weaker sections
of society with a view to bring them in the initial induction period and be
more sympathetic, helpful and patient with slow learners.
g) The teacher shall involve himselfherself actively in the all round

development of pupils' personality through their physical, intellectual,
social, cultural and emotional development and actively planning,
participating and helping them in various kinds of curricular and co-
curricular activities.
h) The teacher shall keep hisher bearing including speech, dealings and
relations with every one around clean, cordial and absolutely above any
kind of suspicion.
i) The teacher shall promote scientific temper, spirit of enquiry, creative self-
expression and aesthetic sense among the students and encourage them to
question and satisfy their curiosity and impart a value orientation to his
teaching.
j) The teacher shall conscientiously strive to improve the quality of hisher

teaching by constantly updating hisher own knowledge and by learning
and practicing the latest educational technology including computers and
by being a learner throughout hisher life.
k) The teacher shall be temperate and sober in hisher habits and abide by the
laws relating to intoxicating drugs and drinks. Helshe should scrupulously
avoid smoking; chewing betel and not indulge in any such other habits.
t
1) The teacher shall consider the property and funds of the Vidyalaya, as they
were placed in hislher trust and exercise the same prudence and care, as
F
helshe would do to hisher own property and funds.
m) The teacher shall cooperate and secure cooperation of others in all matters,
which aim at development of all round personality of pupils.
n) The teacher shall be properly dressed at all times and helshe should not be
an object of ridicule, resentment or pity.
o) The teacher should always be punctual in respect of hislher duties.
p) The teacher should participate in programmes of professional growth like

in-service education and training, seminars, symposia, workshops,
conferences, self-study etc.
q) The teacher should give full respect and recognition to female and male
colleagues and refrain fiom making derogatory statements about them.
r) The teacher should be co-operative with the head of the institution.and Teachers' Roles
colleagues in and outside the institution in both curricular and co-curricular
activities.
s) The teacher should seek to establish cordial relations with students'

parentslguardians.
t) The teacher should provide information regularly to parents regarding the

attainments and shortfalls of their wards.
u) The teacher should abide by the rules and regulations of the Vidyalaya and
show due respect to the constituted authority, by faithhlly carrying out
instructions of the superior authority.
v) The teacher should commit himself fully to the philosophy, aims, and
objectives and residential culture of Navodaya Vidyalaya Samiti and
constantly strive for realization of set goals of the scheme.

1. Briefly describe an 'academic calendar'. (In two sentences)

........................................................................
........................................................................
2. List any three roles that NV teachers play in academic
planning.
........................................................................
........................................................................
........................................................................
3. List any two roles under 'teachers other roles' category that
NV teachers perform.
........................................................................
........................................................................
3.5 LET US SUM UP
The above description of the teachers' roles in Navodaya Vidyalayas clearly

establishes that due to the distinct nature of these Vidyalayas and their
objectives, the nature of the roles played by its teachers is quite unlike that of
teachers' roles in most urban schools. The code of professional ethics of
Navodaya Vidyalaya teachers brings it out very clearly. It appears that because
of these multiple roles, Navodaya teachers become more involved in the
Philosophy o f Navodaya
Vidyalayas
attainment of Navodaya mission. Due to their various roles with students,
pareints and local community, they are perceived as teachers who are a cut
above the rest and who have the development and welfare of their students as
their cherished values. It should be obvious to everyone that success at playing
these roles does not come easily. It needs sustained commitment and sel6-
appraisal so that an acceptable level of role performance is achieved by the
individual teacher. This task becomes somewhat easier when the senior
teachers work as role - models and encourage other teachers to progress and
attain their level through peer feedback and reflection.
The main points that emerge from this unit are described below:
The broad objectives of NVs as listed in the Navodaya Vidyalaya Scheme

reveal that these Vidyalayas are very different from most other schools in
o w country.
Because the broad objectives of NVs are different, the NV teachers play a
variety of roles.
The roles played by NV teachers can best be analysed and understood in

the five contexts of the Vidyalayas. These are the classroom, the house
system, institutional planning, comprehensive continuous evaluation and
academic calendar. The NV teachers play a few other roles too which are
in addition to the roles played by them in the above five contexts.
In - the - classroom roles of NV teachers include the following: (a) helping

new students complete bridge courses to reach the desired level so that they
may follow classroom lessons; (b) conducting classroom instruction using
new technology and methods and techniques interactively; (c) diagnosing
learners' weaknesses and gaps in learning and conducting remedial
instruction; (d) conducting laboratory work for teaching science; (e) setting
a variety of assignments and projects and checking these later; (f) guiding
and counselling students for various tasks and skills; and (g) providing
controlled practice for development of reference skills and laboratory work
skills.
In order to ensure proper residential culture in the Vidyalaya and proper

h c t i o n i n g of the house system, NV teachers play the role of
housemasters, and assistant housemasters. Other teachers provide
necessary guidance for various activities including co-curricular and inter,-
house activities.
A11 NVs prepare plans for development of the Vidyalaya. Institutional plan
is a programme of development and improvement prepared by the
Vidyalaya on the basis of its felt needs and the resources already available
or likely to be made available for improving the Vidyalaya programme and
practices for attainment of its objectives.
Institutional plans of NVs may differ from each other because of the
demographic and socio-economic features of a district and also because of
characteristics and needs of its local commuaity. Teachers play a major
tole in institutional planning in NVs. An institutional plan which has been
developed with the involvement of the teachers has better chances of its Teachers' Roles
successful implementation.
A comprehensive institutional plan of a NV includes seven aspects viz., (a)

physical infrastructure; (b) academic programme and innovation; (c) co-
curricular activities; (d) student services; (e) pace - setting activities; (f)
community relationship activities; and (g) general i.e. aspects not included
under the other six aspects. The role played by the NV teachers can
improve the institutional plan and also make it more successful in terms of
its implementation.
NV teachers play a very positive role in implementing comprehensive

continuous evaluation in the Vidyalaya and thereby achieving its
objectives. The five objectives of comprehensive continuous evaluation are
(a) making evaluation an integral part of the teaching-learning process,
(b) using evaluation for improvement of learner achievement and teaching-
learning strategies through regular diagnosis and remedial instruction,
(c) facilitating sound judgement and timely decisions about the learner, the
learning process and the learning environment; (d) maintaining desired
standard for performance using evaluation as a quality control device; and
(e) providing scope for self-evaluation to teachers and students.
NV teachers support and implement comprehensive continuous evaluation

by constructing achievement tests and assessing learner achievement,
diagnosing learners' weaknesses and providing remedial instruction. In
addition to assessing their learners' cognitive development, they also assess
their non- cognitive development and prepare learner profiles which they
discuss with their parents.
The Navodaya Vidyalaya Samiti recently developed a scheme of grading

of NVs on 100 marks based on five criteria of their functioning viz.,
academic components (50 marks), residential components (20 marks),
inter-personal relationship (10 marks), administration and financial
management (10 marks) and conduct of PTC, VMC, VAC and alumni
(10 marks). Each of these criteria consists of a number of sub-criteria.
Through their positive and supportive role, NV teachers can help their
Vidyalaya get a better grade.
NV teachers play a positive role in academic planning of the Vidyalaya and

in developing its academic calendar. Because of these, the CBSE results of
NV students have been consistently better than those of other students.
'Academic calendar' refers to the plan of activities during an academic

session. It gives the sequence in which various activities, academic as well
as co-curricular are to be organized and when assignments or projects are
to be submitted by the students.
The 'other roles' of NV teachers include interaction with parents with a

view to sharing their ward's learner profile and assuring them about the
welfare, security and progress of their ward. NV teachers also interact with
the local community and elicit their cooperation in strengthening the
Vidyalaya and its programme. Beside. these, NV teachers participate in in-
Vidyalayas
service training programmes in order to ensure their professional
development.
All NV teachers are expected to adhere to the code of professional ethics

and the code of conduct approved by the Navodaya Vidyalaya Samiti.
These codes also highlight the various roles that NV teachers are expected
to play.
1. Navodaya Vidyalayas are expected to serve as focal points for

improvement in quality of education in the district by sharing their
experiences and resources.
2. NVs are expected to facilitate national integration by arranging migration
of 20 percent of its students to other NVs in a different linguistic region.
This migration is broadly between NVs in Hindi and non-Hindi speaking
districts.
3. By providing special non-monetary and monetary incentives to the talented
and highly motivated teachers.
1. Any tlpee of these in any order.
a) Setting up science apparatus correctly.

b) Clarification of science concepts through first-hand experience.
c) Carrying out investigatory projects.
d) Validating results reported by others.
2. Any three of the following in any order:
a) Interactive classroom teaching.

b) Assessing student learning through teacher made tests.
c) Diagnosis of weaknesses or gaps in learning and their remediation.
d) Setting and checking a variety of assignments/projects.
e) Guiding and motivating students for better academic achievement.
3. "Instit~tional Planning" means a programme of development and

improvement prepared by an educational institutional on the basis of its felt
needs and the resources available or likely to be available to it for
attainment of its objectives.
4. These may be listed in any order:
i) Physical Infrastructure
ii) Aaademic Programme
iii) Co-curricular activities Teachers' Roles
iv) Student Services
v) Pace-Setting Activities
vi) Community relationship, and
vii) General aspects.
1. Any three of the following in any order:
a) Making evaluation an integral part of teaching-learning process.

b) Improving learner achievement and teaching-learning strategies
through regular diagnosis and remedial instruction.
c) Facilitating sound judgements and timely decisions about the learner,
learning process, and the learning environment.
d) Maintaining desired standards for performance using evaluation as a
quality control device.
8) Providing scope for self-evaluation to teachers and students.
2. The recently introduced Scheme of Grading NVs in the context of "cluster"
system carries 100 marks and is based on the following five criteria"
a) Academic components 50 marks

b) Residential components 20 marks
c) Inter-personal Relationship 10 marks
d) Administration & Financial Management : 10 marks
e) Conduct of PTC,VMC,VAC and Alumni : 10 marks
3. The sub-criteria under Academic Components of the proforma for grading

NVs may be given in any order:
Y
a) Board results 20 marks

b) Functioning of Non - Board Classes 10 marks
c) Other Scholastic & co-scholastic activities : 10 marks
.d) Co-curricular activities 10 marks
4. NV teachers can be helpful in getting a better grading for their Vidyalaya

by taking care of the various aspects on which the final grade depends.
They can work out various plans for better performance of their Vidyalaya
on each of its various aspects and achieve these.
1. Academic calendar,is the plan of academic activities during an academic

session. It describes what academic activities will be carried out and in
which sequence.
Vidyalayas
2. In any order:
a) NV teachers participate in academic discussions and contribute to the

preparation of academic calendar.
b) They prepare term plans for teaching their subject(s).
c) They teach according to the term plan, which is based on academic
calendar, and thus ensure its implementation.
3. Any two of the following teachers' roles in any order:
a) Interacting with parents and reducing their anxiety about the

development and welfare of their wards.
b) Interacting with local community and eliciting their cooperation and
help for the vidyalaya and its programmes.
e) Participating in in-service training programmes and ensuring their
professional development.
d) Performing other roles that may be necessary from time to time.
UNIT 4 NAVODAYA VIDYALAYAS:
ORGANISATION AND
MANAGEMENT
Structure
Introduction
Objectives
Navodaya Vidyalaya Samiti (NVS): Constitution and Objectives
Organisation of Navodaya Vidyalaya Samiti
Executive Committee of the NVS: Composition, Functions and Powers
Academic Advisory Committee: Composition, Functions and Powers
Finance Committee: Composition and Functions
Regional Committees of the NVS and their Functions
Management of Navodaya Vidyalayas
Financial Management of Navodaya Vidyalayas
Principal: Major Academic and Administrative Duties
Let Us Sum Up
4.1 INTRODUCTION
You will appreciate by now that Navodaya Vidyalayas (NVs) constitute a

country-wide system of progressive education and unless this system is
properly organised and functionally oriented, it may not prove successful. The
I fact that NVs have been functioning well and have attained their objectives
t successfully has been responsible for their progressive expansion. During the
10th Five Year Plan, another 250 NVs are to be established. This is a
testimony to good organisation and management of NVs.
The Navodaya Vidyalaya Samiti (NVS) manages all NVs centrally but in order
to enable it to do so, the Navodaya Vidyalaya Samiti too needs to be properly
organised and managed. The initial parts of Unit 4 describe the organisation
and management of the Navodaya vidya1aya Samiti in term of its various
bodies, their composition and their functions.
Besides, each Navodaya Vidyalaya needs to be managed locally. It is expected

to function as a focal point for supporting quality improvement of school
education in schools in the district. Obviously, if the NVs are to attain their
objectives, they must be supported by the district administration. The later
parts of Unit 4 deal with these aspects and describe how NVs are managed.
The Principal plays a key role in maintaining proper academic programme in a
NV and also in ensuring a supportive ambience for it. Unit 4 in its concluding
section deals with it.
I
The Regional Offices of the Navodaya Vidyalaya Samiti function as living
links between NVs in a region and the Navodaya Vidyalaya Samiti. The
middle sections of unit 4 describe the functioning of the Regional Offices.
Thus Unit 4, the concluding Unit of the Block provides a valuable inside view
of how NV system functions and how this Navodaya Vidyalaya Samiti and its
Vidyalayas Regional Offices jointly support the Navodaya Vidyalayas throughout the
country.
4.2 OBJECTIVES
After going through this unit, you will be able to:
describe the constitution and functions of the Navodaya Vidyalaya Samiti,

describe the organisati'on of the Navodaya Vidyalaya Samiti and its
Regional Offices,
describe the composition and functions of the Executive Committee (EC)
m of the Navodaya Vidyalaya Samiti and of its two sub-committees viz.,
Academic Advisory Committee and the Finance Committee,
describe management, including financial management, of Navodaya
Vidyalayas,
list major academic and administrative duties of the NV Principal.
4.3 NAVODAYA VIDYALAYA SAMITI (NVS):

CONSTITUTION AND OBJECTIVES
The Navodaya Vidyalaya Samiti (NVS) is an autonomous registered society

which manages and regulates the functioning of Navodaya Vidyalayas (NVs)
throughout the country. It was registered as a society on 2othFebruary, 1986
and its first meeting was held on 28th November, 1986. The following is the
list of the members of NVS:
i) Minister of the Ministry of Human Resource Development

(MHRD) (Chairman).
ii) Vice-Chairperson of the society to be nominated by the Govt. of
India. (Usually, the Minister of State for Education, Ministry of
HRD is the Vice-chairperson of NVS).
iii) Representative of the Ministry of Human Resource Development.
iv) Representative of the Ministry of Finance (Ex-Officio) - Financial
Member.
V) Chairman, Central Board of Secondary Education (CBSE).
vi) Director, National Institute of Educational Planning and
Administration (NIEPA), New Delhi.
vii) Commissioner, Kendriya Vidyalaya Sangathan (KVS), New Delhi.
viii) Director, National Council of Educational Research and Training
(NCERT), New Delhi.
ix-x) Two Education Secretaries of StateIUT Governments (to be
nominated by the MHRD).
xi-xii) Two Directors of Public Instruction or Directors of Education of
StateLTT Governments (to be nominated by thc MHRD).
xiii-xvi) Four Educationists/Scientists (to be nominated by the MHRD). Navodaya Vidyalayas:
Organisation and
jrvii-xviii) Two representatives from the Industry (to be nominated by the Management
MHRD).
xix-xx) Two Principals of Navodaya Vidyalayas (to be nominated by the
MHRD).
xxi-xxiii) Two Members of Parliament from Lok Sabha (one of whom shall
be a lady member) and one Member of Parliament from Rajya
Sabha (to be nominated by the MHRD).
xxiv) Commissioner, Navodaya Vidyalaya Samiti.
xxv) Joint Director (Administration) and Ex-officio Secretary of the
Society.
Main objectives of the Navodaya Vidyalaya Samiti are as under:
(a) to establish, endow, maintain, control and manage schools and to do all
acts and things necessary for or conducive to the promotion of such schools
which will have the following objectives:
i) to provide good quality modem education including a strong

component of inculcation of values, awarenesi of the environment,
adventure activities and physical education to the talented children
predon~inatelyfrom the rural areas without regard to their family's
socio-economic condition,
ii) to provide facilities, at a suitable stage, for instruction through a
common medium viz. Hindi and English, all over the country,
iii) offer a common core curriculum for ensuring comparability in
standards and to facilitate an understanding of the common and
composite heritage of our people,
iv) to progressively bring students from one part of the country to another
in each school to promote national integration and enrich the social
content,
v) to serve as a focal point for improvement in quality of school education
through training of teaching in live situations and sharing of experience
and facilities.
b) to lay down policies regarding curricula, media of instruction, admission of

students and other programmes of Navodaya Vidyalayas,
c) to establish, develop, maintain and manage hostels for the residence of
students of Navodaya Vidyalayas,
d) to aid, establish and conduct other institutions as may be required for the
furtherance of the Society's objects in any part of India,
e) to do all such things as may be considered necessary, incidental, or
conducive to the attainment of all or any of the objects.
The Navodaya Vidyalaya Samiti is assisted in its functioning through its

Executive Commiitee,and its two sub-committees viz. Finance Committee and
Academic Advisory Committee. The registered ofice of the Society is located
0
in Delhi. 0
Vidyalayas 4.4 ORGANISATION OF NAVODAYA VIDYALAYA
SAMITI
As can be seen in Figure 4.1, the Commissioner is the apex authority of NVS.
In discharging hisher duties, the Commissioner is assisted by five officers who
are next to himher in hierarchy. These are Joint Director (Administration),
Internal Financial Advisor and Chief Accounts Officer (IFA & CAO), Joint
Director (Academic), Joint Director (Planning/Monitoring) and General
Manager (Construction). Each of these officers except Joint Director
(Planninghionitoring) has a well structured department to assist himlher in
looking after hislher duties and discharging hisher functions. For example, as
is obvious in Fig. 1, Joint Director (Admn.) is assisted by Deputy Director
(Admn.) and Deputy Director (Personnel). They in turn are assisted by two
Assistant Directors each. Section Officer of the concerned office plays a key
role in day-to-day functioning of the office. Joint Director (Academic) looks
after, academic affairs as well as training. Joint Director (Aca.) is assisted by
Deputy Director (Academic) and Assistant Director (Academic). Likewise, the
General Manager (Construction), assisted by four executive engineers, looks
after construction work of NVS .
COMMISSIONER
I
Joint Director I.F.A. & C.A.O. Joint Director Joint Director General Manager
(Admn.) (Planning1 (Constn.)
Monitoring
47
Dy. Dir
(Admn.)
Dy. Dir
(Pers.)
Dy: ~ i :
(Fin.)
Dy. Dir
(Acad.)
Dy. Dir
(Trg.)
Ex. Eng. Ex. Eng. Ex. Eng. Ex. En,E.
Asstt ~sstt.
Dir.
Asstt.
Dir, , ~sstt.
Dy , , Asstt.
Di[
Asstt
Dir. 1 Asstt.
Dir.
Asstt.
Dir.
~ s s t t . Asstt.
Dir. Dir
Asstt.
Dir.
I
SO
(Admn )
SO
(Estt.)
SO
(Fin.)
SO
(Budget)
So
(Audit)
SO
(Acad.)
Jr. Syst.
Analyst
r--l
Asstt. Eng. SO (Constn.)
I Reeional oftice
I . Bhopal
2. Chandigarh
3. Hyderabad
Deputy Director
4. Jaipur
5. Lucknow
I
I
I
6. Patna
7. Pune
Asstt.
Dir.
Asstt.
Dir.
Asstt.
Dir. I Asstt.
Dir.
Ex.
Engineer
Accounts
Officer
,
I
8. Shillong
SO SO
(Admn.) (Fin.)
Fig.4.1: Organisational Chart of Navodaya Vidyalaya Samiti

So far as the organisation of Regional Offices is concerned, each Regional Navodaya Vidyalayas:
Office is headed by a Deputy Director who has been delegated powers by the Organisation and
~ana~ement
Commissioner to look after the functioning of the Regional Office concerned
and to administer it. The Deputy Director is assisted by four Assistant
Directors, an Executive Engineer and an Accounts Officer. The Deputy
Director directly looks after administration and finance sections of the
concerned Regional Office. Thus, it can be seen that the various offices and
departments of the NVS and its regional offices have been structured and
organised in a manner that ensures their smooth functioning.

1. How many persons constitute the Navodaya Vidyalaya

Samiti?
....................................r...................................
..........................................................................
2. Who functions as the secretary of the Navodaya Vidyalaya

Samiti?
........................................................................
........................................................................
3. List the names of the Committee(s) and the Sub-
committee(~)that assist the Navodaya Vidyalaya Samiti in
its functioning?
a) .....................................................................
b) .....................................................................
c) .....................................................................
d) .....................................................................
e) .....................................................................
4, Who is the top administrative authority in the organisation

of the Navodaya Vidyalaya Sarniti?
........................................................................
........................................................................
5. List two major responsibilities of the Joint Director
(Academic).
a) .....................................................................
b) .....................................................................
---
Vidyalayas 4.5 EXECUTIVE COMMITTEE OF NVS:
COMPOSITION, FUNCTIONS AND POWERS
The Executive Committee of the NVS has thirteen-members committee

including the Chairman and the Vice-Chairperson and its composition is as
follows:
1. Minister in the Ministry of HRD - Chairman

2. Vice-Chairperson of the NVS - Vice Chairperson
3. Representative of the Minister of HRD - Member
4. Representative of the Minister of Finance (Ex-officio) - Member
5. Chairman, CBSE (Ex officio) - Member
6 . Director, NIEPA (Ex-officio) - Member
7. Commissioner, Kendriya Vidyalaya Sangalhan
(Ex-officio) - Member
8. Director, NCERT (Ex-officio) - Member
9. Commissioner of the Navodaya Vidyalaya Samiti
(Ex-officer) - Member
10. Educationist/Scientist nominated by the Minister
of HRD - Member
11. Educationist/Scientist - Member
12. Joint Director (Academic) - Member
13. Joint Director (Admn.) and Ex-officio Secretary of
the Society - Member
Any person who ceases to be a member of the Society ipso facto ceases to be a
member of the Executive Committee.
The functions and powers of the Executive Committee of NVS are as under:
a) The EC shall generally cany out the objects of the Samiti as set forth in the
Memorandum of Association.
b) The EC shall be responsible for the management of all affairs and funds of
the Sarniti and shall have authority to exercise all the powers of the Samiti.
c) The EC shall have the powers to frame regulations, not inconsistent with
the l$ules/Regulations of the Samiti for the administration and management
of the affairs of Samiti.
d) The regulations to be framed by the EC may provide for the following
matters:
i) to prepare and sanction budget estimates and sanction expenditure for
various activities of the Samiti,
ii) to execute contracts, investment of funds of the Samiti and sale or
alteration n f s l ~ investmenis
h
iii) to get accounts of the Samiti audited, Navodaya Vidyalayas:
Organisation and
iv) to create p ~ s t sand lay down procedure for selection and appointment Management
of the officers and staff of the Samiti, the schools and the other
institutions managed by the Samiti subject to the conditions as may be
prescribed by the Govt. of India from time to time:
v) to prescribe the terms and tenure of appointment, emoluments,
allowances, rules of discipline and other conditions of service of the
officers and staff of the Samiti, provided the prior approval of the Govt.
of India is obtained as under (iv) above,
vi) to lay down terms and conditions governing scholarships, free ships,
financial and other concessions, grant-in-aid, deputation, research
schemes and projects in relation to students and staff of the schools and
other institutions,
vii)to constitute Boards, Committees and other bodies as may be deemed
fit and to prescribe their functions, tenure etc. and also to dissolve the
Boards, Committees or other bodies set up by it,
viii)to acquire, hold, deal and dispose of property in any manner
whatsoever for the purpose of the Samiti,
ix) to determine procedures for payment of pension, gratuities or provident
fund of employees of the Samiti for their wives, children or other
dependents,
x) to lay down procedure regarding admission of students, and
xi) to take all steps as may be necessary for the furtherance of the
objectives of the Samiti and the proper administration of its students.
The Chairman of the SamitiExecutive Committee is to-ensure that decisions

taken by the SamitiExecutive Committee are implemented and the actions
taken in this regard are to be reported at the next meeting of the Samiti or the
Executive Committee as the case may be.
4.6 ACADEMIC ADVISORY COMMITTEE:

COMPOSITION AND FUNCTIONS
The Academic Advisory Committee is a sub-committee, of the Executive

Committee of the NVS. It consists of nine members as under:
1. Commissioner, NVS - Chairman

2-5. Four persons to be nominated by the Chairman,
NVS from amongst outstanding educationists - Member
6. Representative of NCERT - Member
7. Representative of NIEPA - Member
8. Commissioner/Joint Commissioner (Academic) KVS - Member
9. Joint Director (Academic) - Member Secretary
The term of the nominated members of the Academic Advisory Committee is
three years. The Committee can function not withstanding the absence of one
or all nominated members.
Vidyalayas
The Eunctions of the Academic Advisory Committee are as under:
(i) to advise the SamitiICommittee about the academic and co-curricular

programmes to be introduced in the Navodaya Vidyalayas,
(ii) to help prepare guidelines for the implementation of these programmes,
(iii) to review periodically these programmes and suggest measures for
overcoming any shortfalls,
(iv) to help Navodaya Vidyalayas realise, among others, the following
objectives of the society:
(a) to develop Navodaya Vidyalayas as "Schools of Excellence" in the
context of national goals of education,
(b) to initiate and provide experimentation in education in
collaboration with other expert bodies like CBSE, NCERT etc.,
(c) to promote national integration,
(d) to initiate all action necessary for the firtherance of the objectives
of Navodaya Vidyalayas.
(v) to advise the Committee about the training programmes, both pre-service
and in-service for the teachers of the Navodaya Vidyalayas and prepare
guidelines for the implementation programme, and
(vi) to review the publication programmes of the Samiti.
4.7 FINANCE COMMITTEE: COMPOSITION AND

FUNCTIONS
The Finance Committee (FC), another sub-committee of the Executive

Committee of the NVS has six members. Its composition is as under:
1. Financial Advisor (Ministry of HRD) - Chairman

who is the Finance Member of the NVS
2. Commissioner, NVS - Member
3. Joint Secretary (Secondary Education) - Member
Ministry of HRD
4. Chairman, CBSE - Member
5. Commissioner, Kendriya Vidyalaya Sangthan - Member
6. Internal Finance Advisor & Chief Accounts Officer, - Ex-Officio
Member Secretar
The Finance Committee has the following duties:
to scrutinise the accounts and budget estimates of the Samiti and to makc
recommendations to the Executive Committee,
to consider and make recommendations to the Executive Committee on
proposals for new expenditure on account of major works and purchases
which are to be referred to the Finance Committee for opinion before the:y
are considered by the Executive Committee,
to scrutinise re-appropriation statements and audit notes and make
recommendations thereon to the Executive Committee,
to review the finances of the Samiti from time to time and have concurrent Navodaya Vidyalayas:
Organisation and
audit conducted whenever necessary, and
to give advice and make recommendations to the Executive Committee on
any other financial questions affecting the affairs of the Samiti.
Figure 4.2 illustrates the relationship between the Navodaya Vidyalaya Samiti
and its Committees.
Academic Advisory Committee Finance Committee

Fig.4.2: Relationship between the NVS and its Committees

I . How many persons does the Executive Committee consist

of?
........................................................................
2. Who is the Ex-officio secretary of the Executive
Committee?
.........................................................................
3. How many persons does the Academic Advisory
Committee consist of?
........................................................................
4. Who is the Member-Secretary of the Academic Advisory
Committee?
........................................................................
5. How many persons can be nominated as members of the
-~
Academic Advisory Committee? What is their term of
membership?
........................................................................
6. Who is the Ex-officio Member-Secretary of the Finance
Committee?
........................................................................
7. How many nominated members does the Finance
Committee have?
........................................................................
Vidyalayas 4.8 REGIONAL COMMITTEES OF NVS AND THEIR
FUNCTIONS
The Navodaya Vidyalaya Samiti functions through its eight Regional Offices.
The details of each Regional Office and the StatesNTs under each are given
below:
Regional StatesKTTs Covered Total JNVS

Office covered
(as on 31/3/2003)
1 . Bhopal Madhya Pradesh, Orissa, 75
Chattisgarh
2. Chandigarh Punjab, Himachal Pradesh, Jammu 44

& Kashmir, Chandigarh
3. Hyderabad Andhra Pradesh, Karnataka, Kerala, 69
Pondicheny, Andaman & Nicobar,
Lakshdweep
4. Jaipur Rajasthan, Haryana, Delhi 51+1 *
5. Lucknow I Uttar Pradesh, Uttaranchal
I I
75+1 *
6 . Patna I Bihar, Jharkhand, West Bangal
I I
60
7. Pune Maharashtra, Gujarat, Goa, Daman 54
& Diu, Dadra & Nagar Haveli
8. Shillong Meghalaya, Manipur, Mizoram, 63
Arunachal Pradesh, Nagaland,
Tripwa, Sikkim, Assam
* State Level Navodaya Vidyalayas
The Regional Offices have been given functional autonomy, under the overall
supervision and control of the Commissioner of the NVS for exercising
effective control over the functioning of the Navodaya Vidyalayas falling
under their respective jurisdiction. The Deputy Director as head of the
Wgional Office is, among other things, responsibl-e for:
(a) recruitment, promotions and transfers of teachers within the region,

(b) proper maintenance of service records of the staff appointed by Regional
Office,
(c) inspection of the Vidyalayas, and
(d) proper exercise of the powers delegated to the Regional Officers vide Para
6.3 (iv) of Chapter IV.
The Deputy Director of the Region is assisted by Assistant Directors and other
supporting staff.
The Navodaya Vidyalaya Samiti has further created eight Sub-Regional

Offices and these are located at ~hubaneswar,Delhi, Ranchi, Mangalore,
Jamrnu, Ahmedabad, Nagpur and Imphal.
4.9 MANAGEMENT OF NAVODAYA VIDYALAYAS -
Oreanisation and
Management
With a view to exercise general supervision over proper running and
functioning of the Navodaya Vidyalayas, including observance of discipline by
the students as well as the staff, the day-to-day management of the Navodaya
Vidyalayas has been entrusted to the Vidyalaya Management Committee
constituted by the Samiti.
The composition of the Vidyalaya Management Committee is as follows:
1. District Magistrate/Collector/DeputyCommissioner or
any other senior officer of the StateDistrict specifically
nominated by the Samiti - Chairman
2. District Education Officer - Member

3. Executive Engineer of the State PWD (Building) B/R - Member
4. Principal of a local college or a senior secondary
school preferably a residential school - Member
5. Senior most teacher of the Navodaya Vidyalaya - Member

6 . District Medical Officer - Member
7. Principal of the concerned Navodaya Vidyalaya - Member

Secretary
The tenure of the office of the members of a Vidyalaya Management Samiti

(VMS) is three years but they are eligible for re-nomination for the second
term. The teacher member is appointed by the Principal by rotation on
seniority basis for a calendar year. The members/office bearers of the
, Vidyalaya Management Committee can continue beyond the term of three
years till the new VMC is constituted.
The following are the functions/powers of the Vidyalaya Management

Committee:
a) to exercise control over expenditure in respect of the funds provided by the

Samiti for the Vidyalaya and follow rules laid down by the Samiti. This
specifically implies proper custody of funds, due control over expenditure,
and ensuring payment to proper persons and parties of correct amount and
proper maintenance of accounts,
b) to prepare budget estimates for the next financial year and sending
suggestions in respect of new items of expenditure with due justification
thereof. These include non-recurring items e.g. buildings, repair, furniture,
equipment etc.,
Philosophy o f Navodaya
Vidyalayas
c) to select staff for the Vidyalaya on ad-hoc basis according to the procedure
prescribed by the Samiti,
d) to exercise general supervision over the proper running and functioning of

the Vidyalaya including maintenance of discipline among students and
staff members,
e) to exercise general supervision over the proper functioning of hostel,

including the catering management by the Vidyalaya,
f) to follow all rules and instructions issued by the Samiti and make
suggestions for any improvement on any matter pertaining to the
Vidyalaya, and
g) to assist the Vidyalaya to secure local assistance for its smooth functioning.
The Vidyalaya Management Committee is assisted in its functioning by two

sub-committees viz. Vidyalaya Appointment Committee and Vidyalayel
Purchase Advisory Committee. Besides, for each Vidyalaya, the Regional
Office appoints a Vidyalaya Advisory Committee within the framework of
rules, regulations and directives laid down by the Samiti and the Executive:
Committee.
- --- - - - - - --
4.10 FINANCIAL MANAGEMENT OF NAVODAYA

VIDYALAYAS
Proper financial management of the Vidyalayas is stressed by the Navodaya

Vidyalaya Samiti. In other words, the NVS expects that funds made available
to the Navodaya Vidyalayas are properly utilised and their use is consistent
with efficiency. Since the Principal is the administrative head and disbursing
officer of the Vidyalaya, helshe is personally responsible for maintaining a
high standard of financial management.
Financial management comprises four aspects viz.
Financial Planning,
Financial Spending,
Financial Accounting, and
Financial Propriety.
Just as an architect prepares a blue-print of a building before starting

construction, similarly, for proper financial management of a Navodaya
Vidyalaya, a financial blue-print is prepared. This blue-print is called a
'budglet' and it is a statement of estimated annual revenues and expenditure of a
Navodaya Vidyalaya. For preparing a good budget, it is essential that the
needs of the Vidyalaya in terms of its proper functioning and maintenance are
identified as well as prioritised and estimates of financial requirements during
the year are made.
The process of fund flow for Navodaya Vidyalayas is as under: Navodaya Vidyalayas:
Organisation and.
Management
Annual Budget is sent by NVS to MHRD
I
'(t
Grant-in-aid is received by NVS
fiom MHRD in quarterly installments
Grant-in-aid is apportioned by the NVS
Funds are received by Regional Offices
On the basis of approved budget, h d s are routed to

the Vidyalayas in quarterly installments
For proper financial spending, it is essential that:
a) the quantum of expenditure is essential and inescapable,

/'
b) general or specific sanction of the competent authority is obtained, and

c) budget provision for the purpose exists or a proper re-appropriation with
sanction fiom competent authority is obtained.
Financial accounting refers to maintaining proper record of all expenditure

incurred during a financial year under appropriate heads of account e.g.
salaries, assistance to students, equipment, works, etc. The accounts are
compiled every month so that the Principal can compare them with the budget
provisions and ascertain the balance available.
Financial propriety relates to observance of financial discipline. It implies:
strict adherence to the principles and powers for incurring expenditure with
due concern for economy; and
faithful adherence to the limits of finance available for different objects of
expenditure.
Principals of Navodaya Vidyalayas are expected to observe the above

mentioned aspects of financial management in the procurement and utilization
of h d s for their Vidyalayas.
4.1 1 PRINCIPAL: MAJOR ACADEMIC AND

ADMINISTRATIVE DUTIES
The principal plays a key role in setting the proper tone for academics in a
Navodaya Vidyalaya. Helshe is the academic as well as administrative head of
the Vidvalava. Unless the ~ r i n c i ~ aisl well aware of what is exbected of
Vidyalayas himlher and feels confident, the Vidyalaya may not be able to attain its
objectives. The principal must be steeped in the ethos of Navodaya Vidyalayas
and feel himself7herself to be an important functionary in translating the
scheme and objectives of Navodaya Vidyalayas into action. Helshe should be
able to lead hisher team of teaching and non-teaching staff.
I The main duties of the Principal in a Navodaya Vidyalaya are as follows:

to ensure that academic activities are organised properly, particularly with
reference to the residential character of the Vidyalaya for a rapid and
hmonious development of students,
to take appropriate measures necessary for proper health and hygiene of the
Vidyalaya community,
to ensure proper planning and implementation of proformas relating to
continuous comprehensive evaluation for students,
to draw up and issue necessary standing orders covering all aspects of
Vidyalaya administration and to review constantly and update such orders,
to incur expenditure strictly in accordance with the relevant rules and
budgetary allocations and to exercise effective financial control,
to ensure proper accounting of all funds, stores and equipment etc; and
introduce appropriate checks to avoid any misappropriation,
embezzlement, loss or misuse of Vidyalaya money,
to follow prescribed procedure and regulations for purchase of various
items,
to conduct physical verification of cash, at least once a month,
in view of residential character of the Vidyalaya, to ensure proper
maintenance of Vidyalaya buildings, hostel and mess, proper and optimal
utilisation of all accommodation and other assets of the Vidyalaya, and
proper provision of required physical facilities like furniture, water,
electricity, utensils, etc.; for Vidyalaya hostelslmess,
to provide academic and professional leadership to the staff,
to ensure preparation of students' time-tables and calendar for Vidyalaya
activities,
to hold periodical staff meetings to review the progress of students in
general and weak students in particular and to take suitable remedial
measures,
to maintain cumulative records of the students and send periodical report to
parents,
to supervise the work of housemasters,
to establish rapport with the schools in the vicinity and provide guidance to
primary schools for improvement for standards and sharing of facilities,
and
to organise activities and projects for inculcation of proper values.
Organisation and
Check Your Progress 3 Management
4
1. Which Regional Office looks after NVs located in
(a) Delhi (b) Uttaranchal (c) Orissa
2. How many Sub-Regional Offices have been set-up so far by

the NVS?
3. Who among the following constitutes the Vidyalaya

Management Committee? Answer by putting a tick mark
(41.
a) Executive Committee b) Commissioner, NVS
c) Concerned Regional Office d) the NVS
4. Who is personally responsible for proper financial

management of a Navodaya Vidyalaya?
........................................................................
5. Briefly explain the meaning of 'Financial Propriety'.
6. List any two major academic and two major administrative

duties of a Navodaya Vidyalaya Principal.
Academic Duties
Administrative Duties
Vidyalayas 4.12 LETUSSUMUP
The important points discussed in this unit are as follows:
The Navodaya Vidyalaya Samiti (NVS) runs all the Navodaya Vidyalayas
in India. The NVS is an autonomous registered society and it was
registered on the 2othFebruary, 1986.
The NVS, also known as 'the Samiti', consists of 25 persons with the Union
Minister of Human Resource Development as its chairman and the Join
Director (Admn.) as its Ex-officio Secretary.
The main objectives of the NVS are listed in its Memorandum of
Association and give it overall authority as well as responsibility for
establishing, managing and controlling all the Navodaya Vidyalayas and
attaining their objectives.
The NVS is assisted in its functioning by the Executive Committee and its
two sub-committees viz. the Academic Advisory Committee and the
Fkance Committee.
The Commissioner, NVS is the apex authority of the NVS. Helshe is
assisted by five officers who rank next to himfher viz., Joint Director
(Admn.), IFA & CAO, Joint Director (Academic), Joint Director
(Planning/Monitoring) and General Manager (Construction).
The NVS has set up eight Regional Offices and eight sub-regional ofices
in various parts of India for efficient administration and management of the
Navodaya Vidyalayas in each region. Navodaya Vidyalaya Scheme has
not been accepted by Tamil Nadu and West Bengal. Navodaya Vidyalayas
in all States and Union Territories have been specifically allotted to
different Regional Offices of the NVS.
Each Regional Office of the NVS is headed by a Deputy Director. The
Commissioner, NVS has delegated powers to the Deputy Directors to
ensure functional autonomy of the Regional Offices.
The Executive Committee of the NVS is a 13-member committee with
Minister in the Ministry of HRD as its Chairman and Joint Director
(Admn.) of the NVS as its Ex-officio Secretary. It is the Executive
Committee that generally carries out the objectives of the Samiti. The
Executive Committee (EC) has powers to frame regulations. The Chairman
ensures that all decisions of the EC are implemented.
The Academic Advisory Committee is a sub-committee of the EC; it has
nine members with Commissioner, NVS as its Chairman and Joint Director
(Academic) as its Member-Secretary. The term of its four nominated
members is three years. The Academic Advisory Committee advises the
NVS or the Executive Committee on all academic matters and
programmes.
The Finance Committee, the second sub-committee of the Executive
Committee is a six-member committee with Financial Advisor in the
MHRD as its Chairman and IFA & CAO as its Ex-officio Member
Secretary. The Finance Committee assists the NVS and the Executive Navodaya Vidyalayas:
Organisation and
Committee in all financial matters. Management
Every Navodaya Vidyalaya is looked after and managed by its Vidyalaya
Management Committee (VMC), a seven-member committee with the
District Magistrate/Collector or Deputy Commissioner as its Chairman and
the Vidyalaya Principal as its Member Secretary. The powers and
fbnctions of VMC have been clearly listed. It looks after the general
management and supervision of the concerned Navodaya Vidyalaya. It is
assisted in its work by two sub-committees viz., Vidyalaya Appointment
Committee and Vidyalaya Purchase Advisory Committee.
Financial Management of Navodaya Vidyalayas has its obvious
importance, Financial management consists of (a) financial planning; (b)
financial spending, (c) financial accounting and (d) financial propriety.
The principal is the kingpin in proper functioning of Navodaya Vidyalayas.
The academic as well as administrative duties of the Principal have been
clearly stated.

Answers to Check Your progress 1
25
Joint Director (Admn.) of the Navodyaya Vidyalaya Samiti.
a) The Executive Committee.
b) Academic Advisory Committee.
c) Finance Committee
Commissioner, Navodaya Vidyalaya Samiti.
a) Academic affairs of the NVS
b) Training of NVS personnel.

1. 13 persons.
2. Joint Director (Admn.) of the NVS.
* 3. 9 persons.
4. Joint Director (Academic) of the NVS.
5. Four eminent educationists; three years.
6. IFA & CAO of the NVS
I
7. None
I Answers to Check Your Progress 3

1. (a) Jaipur, (b) Lucknow, ( c ) Bhopal.
2. 8
I
I 3. (dl
4. The principal of the Vidyalaya.
5. 'Financial propriety' means observance of financial discipline. It is a two-
fold concept. It implies (a) strict adherence to the principles and powers for
I
incurring expenditure economically and (b) not exceeding the limits of
finance available for different objects of expenditure.
6 . Notes: The duties at (1) and (2) should be clearly academic and those at
I (3) and (4) should be clearly administrative.
Vidyalayas
SUGGESTED READINGS
1. Annnal Report 2001-2002, Ministry of Human Resource Development,
Govt. of India, New Delhi.
2. Annual Report 2000-01, Navodaya Vidyalaya Samiti, New Delhi.
3. Chatlenge of Education, (1985): Govt. of India, MHRD, New Delhi.
4. National Policy on Education, (1986): Govt of India, MHRD, New Delhi.
5. Programme of Action, (1986): Govt. of India, M H & N ~ W Delhi.
6. Programme of Action, (1992): Govt. of India, MHRD, New Delhi.
7. Report of the Education Commission, (1964-66): Govt. of India, MHRD,
New Delhi.
UNIT 5 LANGUAGE AND
COMMUNICATION
Structure
Introduction
Objectives
Language Creates Meanings
Language Acts and Information Retrieval
Functions of Languages
Lexico Grammar
Individual Sounds and Intonations
Meanings: Meanings Use Socio-Cultural Information
5.8.1 Sememic and Pragmemic Implications on Meaning
Let Us Sum Up
Suggested Readings
5.1 INTRODUCTION
All living things communicate, especially members of the animal kingdom i.e.
insects, birds and of course human beings. The communication patterns,
communication channels and the content structure adopted by human beings is
so rich and complex that the communication system of human beings is
considered to be totally different from the communication systems of animals.
The human communication system, viz; language, i; different from other

systems in many ways. Human beings, when they speak, use two clearly
distinguishable systems - the sound system and the grammatical system. The
sound system refers to the sounds that we use to create and identi@ words and
also the intonation we use while speaking. The grammatical system refers to
the way words, phrases, clauses and sentences are organised. This kind of
DUALITY of PATTERNING is not available in the communication systems
used by animals.
Language is also called a cultural semiotic. Language is part of human culture.

This is a system which signifies not only day to day needs of human beings but
also their culture and their historic continuity. Only human beings seem to use
their communication to talk about the past, the present and the future and also
about things totally imagined or symbolized. This kind of SYMBOLIZATION
and CULTURIZATION is unique to human languages. As part of this many
communities have developed writing systems, which is totally absent among
animals.
5.2 OBJECTIVES
In this unit, we introduce you to the basics of communication and explain how
1iguage is used to communicate. We will actually take' you to a new
understanding of language where we show how language 'creates' meanings
and 'manages' meaningful relations.
Understanding
Language Systems
By the end of the unit, you should be able to:
look at language as a very fascinating phenomenon which 'creates'

meaning,
understand the various constituent parts of a language,
comprehend the various functions performed by a language, and
distinguish between language-based meanings and context based
information.
5.3 LANGUAGE CREATES MEANINGS
A linguistic unit is characterised by two aspects expression and signifleation.

For ekample a word like 'sun' has its expression part in speech. It starts with a
sibilant sound (s) and ends with a nasal sound (n) and in between there is a [
I
vowel. Depending upon the dialect the exact quality of the vowel may vary in I
writing, the word starts with 's', ends with 'n' and in between we have 'u'.
The signification of 'sun' has several layers to it. It refers to the planet, the
source of light, the source of heat, the central point of the solar system, the
source of moonlight, object of worship for some people and so on. Thus the
word 'sun' has referential value and also certain cultural values attached to it.
This dpplies to words of any language.
When we use language in a given context, most often it is the context that
triggers the sentences we use and also the sentences derive part of the meaning
from the context. But all the speakers do not come out with the same
sentences. So actually what happens is that a speaker in a context responds to
the context on hislher own way and comes out with a sentence thereby creating
a 'meaning'. The listener 'understands' the sentence in hisher own way and
while trying to comprehend the sentence helshe 'creates' a meaning of hisher
own. When there is a difference between the two 'created' meanings, we say
the sentence is not properly understood.
1f'we understand this subtlety between the sentence meaning and context
meaning, it becomes clear that we don't really 'convey' something which is
already existent but create something which is not existent. In other words
every sentence is unique and cannot be recreated or retold with exactly the
same meaning through other set of words. Thus meanings are the products of
the linguistic units. It looks as though it is a parallel production of expression
and signification. This does not mean that, we cannot isolate core meaning of a
sentence and express it in a different way or in a different language. What does
it mean then? What actually it indicates is that the total message a sentence
reflects is not independent of the sentence itself whereby we can recreate it
totally and exactly the same way. Across languages sharing the same culture,
we may find equivalent expressions. Look at the following sentences:
a) Please come in.

b) Come on in.
c) Why don't you come in?
d) Come in.
These sentences may share a 'common core' but they differ in the 'total Language and
Communication
import' or 'message'. Sentence (d) is not marked by politeness as Sentence (a)
is. It is not marked by 'informality' as Sentence (b) is. Sentence (c) is a kind
of 'entreaty', i.e. a request blended with 'persuasive' appeal. Thus every
sentence creates its own meaning.
- - - - -
List out three sentences which share the 'core meaning' but differ in their
'message'
(1) .........................................................................................
(2) :...:....
................................................................................
(3) .........................................................................................
5.4 LANGUAGE ACTS AND INFORMATION

RETRIEVAL
A language act, more specifically termed a 'speech-act' is an act of Speech in a

given situation. The creator of this act, the speaker (also known as the
'encoder') tries to share with another person the hearer (also known as the
'decoder') some information. When the receiver gets that information we can
say that communication has taken place between the first user (the encoder, the
source of the act) and the second user (the decoder, the target of the act). In
this section, we will discuss this process of communication.
The initiator of the process of communication may be a speaker, a writer or a

character in a piece of literature. Let us call this the SOURCE. On the other
hand, we have at the receiving end of communication a hearer, a reader. the
member of an audience, or another character in the piece of literature. Let us
call this the TARGET. The so-called 'source' may also be the 'target' in
certain contexts, when helshe is simultaneously receiving the message, which
as an afterthought he/she has the opportunity to revise. The target actually is
not in a position to 'know' what the real intention of the source is. Helshe
builds for himself/herself, with the help of the expression structure, a
configuration of meanings assumed to have been intended by the source.
In view of this recreative process, the target is also the source. There are
certain stages of the communication process which we can comment upon
when the source decided to convey some ideas helshe tried to filter off two
types of information:
i) SHARED INFORMATION
ii) PRIVATE INFORMATION
The shared information is part of the information shared by the encoder and the
decoder by virtue of having been exposed to the same context of situation and
context of culture. The private information is that which the source intends to
'withhold' from the target. This withholding process may include concealment
of truth and devices like irony, sarcasm and flattery. Let us call the original
Understanding configuration in the mind of the source INTENTION.' ThiS'Cfitention of 'the
*
Language Systems
s o w e is caused by three aspects: the nature of the source, the cognitive
cap~bilifies of the source and the factors of the context. When 'private filters"
withhold private information what we have is the MESSAGE or
PRAGMATIC CONFIGURATION. When 'shared filters' filter off the socio-
cultural and contextual information, what we have is the CONTENT (or
MEANING) or SEMANTIC STRUCTURE. The semantic structure formation
can be diagrammatised as shown below:
a. SOURCE [Nature, Capabilities, Factors]
INTENTION
CONFIGURATION
4 SHARED FILTERS -FI STRUCTURE
The qontent is translated into EXPRESSION or FORMAL STRUCTURE by

certain 'structuration processes'. The structuration processes translate content
into lexical items, grammatical categories and certain 'enunciation' devices.
The formation of expression structure can be diagrammatised as follows:
EXPRESSION
STRUCTURATION or
b. CONTENT PROCESSES FORMAL
STRUCTURE
The axpression structure is then realized as SPEECH or WRITING via

'realizption rules'. The 'enunciation' devices are realized as intonation pattern
in speech and represented as punctuation marks in writing; the target received
the sigpals in their entirety:
EXPRESSION
or REALIZATION
, FORMAL
$TRUCTURE
*
TARGET
When 'there is a gap in the reception of signals the expression structure

captured by the target will be defective. Once the signals are received, the
target decodes the information and tries to get at the INTENTION. The target
works back through the processes represented in a, b, and c above. The target Language and
I Communication
gets at the FORMAL STRUCTURE working with the output by using
!,
'identification techniques' which are the decoding counterparts of 'realization'
rules. Any disturbance caused in the channel or the 'mental state' of the target
can result in differences in the source's formal structure and the target's formal
structure. The mental state of the target has two aspects - the decoder's
'ability' to comprehend hislher 'command' of the code. The ability could be
hisher innate capacity or the capacity at a given moment in a given context.
The first stage of decoding could be presented as follows:
SPEECH
FORMAL IDENTIFICATION A
a. STRUCTURE TECHNIOUES
WRITING
+
I
TARGET
[ability, command]
The target retrieves meaning from the formal structures with the help of
'interpretation strategies':
1
CONTENT
or INTERPRETATION FORMAL
SEMANTIC STRATEGIES STRUCTURE
STRUCTURE -
The content thus retrieved however is not the total import. The target therefore
has to use 'shared indicators' to get the message. To get the intention of the
source, one has to use 'private indicators'. For this helshe should know the
nature of the source. These indicators defilter the filtered information.
SHARED 4
INDICATORS
4- INTENTION MESSAGE
INDICATORS
Any disturbance caused by the ignorance of the indicators leads to wrong

decoding of the signals. If one looks at the funeral oration of Mark Antony in
Shakespeare's Julius Caesar (Act 111, Sc.2) the significance of the filtering of
private information is well understood. Antony is furious about the
assassination of Julius Caesar by Brutus and his co-conspirators. But he is
aware of the respect the conspirators command from the Roman public. So in -
the early parts of his funeral address Antony refers to Brutus and others as
"honourable men, all honourable men". Only in later parts of his address
Antony comes out with his real feelings towards them. The use of the
expression "honourable men" was then sarcastic and he was withholding his
private information which he releases once he prepares the mob to receive the
I
I Understanding p i n t . If a reader of the play reads only the first ten lines or so he can never
Language Systems
understand the 'intention' of Mark Antony.
As wk have seen above in 5.4 any difference in the 'message structure' of the
encoder and 'the message structure' of the decoder, whatever be the reasons
for the difference, can lead to a non-understanding, resulting may be in a mis-
undeastanding. The difference may be due to lexical differences (words),
grammatical differences or phonological differences. For example, if some one
said 'she fish' when heishe wanted to say 'sea fish' we have Phonemical
difference as the source for mis-understanding. The hearer may wrongly think
that the speaker was referring to the gender of the fish.
Identify the source of difficulty or differences one may encounter in

understanding the following sentences:
1. I saw him near the bank.

2. Visiting teachers can be expensive.
3. What are they doing in the sip?
5.5 FUNCTIONS OF LANGUAGES
Whenever we communicate with the help of a speech act we do something.

This we capture in our study of functions of language.
The following functions and sub-functions are postulated in Systemic

Functional Grammar.
1. Ideational 1. Experiential
..
11. Logical
2. Interpersonal iii. Interactional (Rhetorical)

...
in. Attitudinal
3. Textual iv. Thematic

v. Informational
The concept of language function needs explication here. Halliday explains the
multiple function of language as: "A speech act involves selecting and putting
into effect, simultaneously, a large number of multiple options ... from ...
behavioural (but not 'behaviorist') stand point. Whence language is seen as
the potqntial and actual exploitation, at once creative and repetitive, of sets of
options ... in socio-personal situations and setting, we may derive the notion
of multiple function of language" (Halliday, 1973).
Let us pow discuss these functions one by one. The Ideational function of
language combines two functions, namely, experiential and logical. Through
the experiential sub-function, the speaker is enabled to embody in language his
experieqce of the real world, including the internal world of his own
consciousness. The logical sub-function refers to the structuration of
;
experience in terms of certain relations (e.g. sequentiality, consequentiality, Language and
, Communication
subordination, and coordination).
The Interpersonal function is the function through which social groups are
delimited, and the individual is identified and reinforced; in making interaction
possible. Language also serves in the expression and development of the
personality. The interactional sub-function refers to the relationship between
two interlocutors that is expressed in a speech act. On the other hand, the
attitudes of the speaker to the listener or the object of interlocution come under
the attiludinal sub-function of language.
Textual function is the function whereby language serves to create texts. The
thematic sub-function revolves around the concept of 'point of departure' for a
given speech act. The informational sub-function revolves round the
informational importance different blocks have in a given speech act.
t
The fact that language fulfils different functions is reflected in the organization
of the grammar. Each function is expressed by one block of options. These
blocks are called components of grammar. The components of a grammar
serve the functions of language and reflect the functions in the way they are
organised. The components derive their names from the names of the functions
they serve. The ideational component accounts for the expression of content,
including, the persons, objects, abstractions, processes, qualities, states and
relations that constitute the phenomena of experience (the experiential
component) and, the abstract logical patterns related to experience though
indirectly (the logical component). The interpersonal component involves the
hearer as an essential participant in the speech. The interactional sub-function
gets reflected in this component of grammar in the form of mood, expressing
sentence function in the sense of statement, question, command, etc. The
attitudinal sub-function gets reflected in different options e.g. lexical items,
intonation, etc. The textual component is concerned with the distribution of
information in the clause, various forms of emphasis, etc. This component is
also relevant to the speaker-hearer relation, since it is hisher control over this
part of the language system that enables the speaker to interact appropriately
with the interlocutor, and to structurate what helshe is saying through the
various thematic and other options, in such a way as to construct dialogue.
Identify the interpersonal function performed by the following sentences:
1. Could you please lock it for me?

2. What a bargain indeed!
3. He is going to be there.
4. He is a crook, John is.
5. Please come in.
5.6 LEXICO GRAMMAR
To build on what we have said earlier in 5.5, the study of language can be done
at three levels or strata dealing with Sounds (Phonic level), Form (Lexico-
grammatical level) and Content (Semantico-Phonetics level). When we study
phonic substance of a language we get its Phonetics. When we study its sound
Understanding
patterns, the way it organizes its sounds to distinguish between words and
Language Systems
sentences we get its Phonology. For example, we know that /p/ and /ph/
contrast in and [ph] do not contrast in English:
'Pit' [phit] ; 'Peter ['phi :t a]

'Spit' [Spit] ; Pa'role [P 3 ' r a Ijl]
Aspiration [hj occurs only when the consonant is not preceded or followed by
anothelr consonant and when it is in a stressed syllable. This applies to three
consorlants in English: / p 1, / t /, / k /. Details of sounds will come up in
section 5.7 and of meaning in section 5.8. Below we take up lexico-
grammatical level.
We will start by discussing the difference between lexis and grammar. The
lexis ur the vo$abulary of a language giyes us 'open sets' of nouns, verbs,
adjectives, etc. Dictionaries mainly have words that are called lexical items.
On thd other hand grammatical categories like tense, aspect, person, gender
and number give us 'closed systems' and these are mainly discussed in
grammbr books. Grammatical words like prepositions, pronouns also give us
'closed systems' though we can define their 'meaning'. That's why they are
discussled both in grammar books and dictionaries.
For the sake of discussion, let's discuss grammar and lexis separately. We can
talk of linguistic units that constitute grammar of English: sentence, clause,
group (or phrase) word and morpheme. Morpheme is the smallest
grammatically identifiable unit. Look at the following sentence:
Seritende Yes. The tall boys can join the volleyball team.
Clause (2) Minor Clause Major Clause
Group (4) Yes

I
Can join the Volleyball team
1 2A A 3 4
Word (9) Yes The tall boys can join the volleyball team
l1 l2 3l l4 l 5 6l l 7 l 8 l9
Morpheme (1 1): Yes The tall boys can join the volleyball team
1 2 3 4 5 6 7 8 9 10 11
Word oopider and agreement are grammatical features but not grammatical units.
For example:
John stopped Mary
Mary stopped John
It is the word-order that decides the grammatical values. In
I am a teacher
She is a student
Language and
Cemmunicatlon
The verb agrees with the subject agreement, tense number and person features.
Similarly lexical items can be analysed in terms of units and features. Lexical
items like boy, girl, tree are simple lexical items, learns, blackboard, rainbow
and lighthouse are compound lexical items. On the other hand items 'let in
for', 'come out with' and 'kick the bucket' are complex lexical items.
We can describe lexical items in terms of their scatter elocutional Span or

range and sets. The scatter of a lexical item is the other forms it has. For
example strong, strength. Strongly, strong then, strongs, strongest are the
scatter of the lexical item STRONG. The COLLOCATIONAL SPAN of a
word is the concurrence possible with other words. For example 'Strong' can
co-occur with person, arguaent and coffee. On the other hand 'powerful' does
not co-occur with coffee. A lexical set is the total set of words a lexical item
can share in a given field. For example 'divan' can occur in a set with other
words like chair, sofa, bed, table and takhtpush, 'Divan' in the meaning of a
furniture will be part of a set where we have zamindar raja darbar and court. A
lexical set will have synonyms, antonyms and related words in it.
1 Check Your Progress 4
I Give the Scatter and set of the following words:

(i) good (ii) long (iii) love (iv) think
5.7 INDIVIDUAL SOUNDS AND INTONATION
To be a successful speaker we should use the individual sounds correctly and

also use other features where stress and intonation. Individual sounds
distinguish between words
Pit chit
Pet bet
Pat mat
Pot cot
Individual sounds are brought together in a word they are organized in terns of
sound patterns. For example:
Philosophy, philosophical
Understanding
have the main stress on two different syllables /to/ and /so/. This leads to
Language Systems
difference in prominence in pronunciation. In Russian and English, the
presence and absence of stress leads to a difference in the vowel quality.
Intonation is the sound pattern that accompanies the utterance. Intonation

comprises three things: (i) The division of an utterance into smaller units (ii)
the ~ h o i c eof the information focus, and (iii) the use of a /rise/ rise-fall/
falllfall-rise/level/tone.The meaning of an utterance changes with the change
of intonation pattern. When we use a fall tone we sound 'certain' whereas
when we use a fall-rise tone we show same kind of reservation. For example:
He is smart ( 7)
He is smart ( /
' 1
A 'level' tone shows' lack of commitment. Similarly a 'rise - fall' tone shows
assertiveness in spite of other not agreeing with it.
We choose 'information focus' on the basis of the contextual importance of an

item. For example in the following sentence we can focus on any of three
words.
a) Jagan slapped 'Mohan

b) Jagan 'slapped Mohan
c) 'Jagan slapped Mohan
The change in tone could be on any of the three places. We split a clause into
two clause-structure and we get two points of focus. For example:
The dog 'died

The 'dog it was that 'died
The analysis of an utterance into tone groups or tone units (a unit which has a
'tone' marked or one of its contents called tonality. The placement of sentence
stress on the items under information focus is called tonicity. The pitch
movement or tone reflects the contextual value of a unit.)
-
Where is the information focus in the following utterances? The sentences in

brackets give you the context.
(When is he going back')

He is going back tomorrow.
(The car looks different)

The.owner painted it last week.
(What did he do with it?)

He repaired it. That's why it is working.
Language and
5.8 MEANINGS USE SOCIO CULTURAL Communication
INFORMATION
Meaning takes care of almost everything that tends to transpire between the
'encoder' (sender) and the 'decoder' (receiver) of a message through a 'code'
(medium). It is here that we have to compare the use of words like 'meaning',
'sense, 'reference', 'message', and 'denotation'. SENSE AND DENOTATION
are interdependently related categories. Sense refers to the link that exists
between related lexical items; e.g., 'horse' is related to 'stallion', 'mare' and
'pony' in a specific sense. On the other hand denotation refers to the link that
exists between lexical items and the outside world in terms of entities,
properties, situations, relations etc. in the outside world; e.g. 'horse' denotes a
class of entities which is a proper subclass of the class of entities denoted by
'animal'. It is very significant to note that different languages structurate
sense-relations in their lexical sets in different ways. Again one has to remind
oneself here of the note of 'perception'. A linguistic community looks at the
world phenomena through the grid provided by its lexical items. Any further
delicate observation warrants further classification, not reclassification
provided by the different languages.
Reference is also a relation, which holds between an expression and the outside
phenomena. But here the relationship is context-bound. The value of the real
reference depends on the information available in the context. To decode (i.e.
comprehend or understand) an expression like 'his habits', we have to note the
contextual information and sometimes even the contextual information.
'Contextual' information will be available from the other expressions in the
text (see below). Let us examine the following sentences:
1. Mohan doesn't like his habits.

2. Mohan isn't fond of his habits.
One would tend to interpret 'his' in the first sentence as referring to some one
other than Mohan, whereas in the second sentence one would interpret it as
referring to Mohan himself.
There is yet another way in which 'reference' can be used. For example
'Shimla' and 'Capital of Himachal Pradesh' may refer to the same city but they
don't really 'mean' the same thing.
'Message' is the totality of information that gets conveyed from one person to
another. It will take into consideration the extra-linguistic information
available in a given context. For example the expression 'on the other side of
the border' means linguistically the same whether the speaker is in Amritsar or
in Lahore. But the message is totally different. The Lahore based speaker is
referring to India and the Amritsar based speaker is referring to Pakistan. This
information is available not in the meaning of the expression but in the 'locale'
of the speech-act. Ldt us use the following formula here:
Message = meaning + information
'Meaning' is 'code-based' and 'information' is 'coder-based', and 'message' is

the totality of communication that takes place in the process of a
communicative act. Information is of two types - one is contextual and the
Understanding othet is cultural. The contextual information is available in context of situation
Language Systems
- in the form of time, place and occasion of the speech act. The cultural
infomation is available in the context of culture, which members of a given
community share. For example, the expression 'Guru' will have a certain
special significance for the people of Punjab vis-a-vis the people of the other
parts of India. The study of the code-based aspects of message, namely
'meaqling', comes under Semantics. On the other hand the study of the code-
based aspects of message, here referred to as 'information', come under
Pragmatics.
5.8.1 Sememic and Pragmemic Implications on Meaning
It is very important to make a distinction between two types of 'primes' while

discussing 'meaning' and 'message'. A lexical item may be said to be
composed of a certain set of Sememes. But in the socio-cultural milieu of a
speech community, most lexical items develop certain special shades of
meaning. For example, the word 'cow' does not carry the same message for an
Indian and a Britisher. This information, which is contingent on the
background of the speaker can also be analysed in terms of minimal units. If
the minimal unit of the code based signification is sememe, the minimal unit of
the coder-based signification can be conveniently called pragmeme. Let us
look at the following expression:
1. Six wives of Henry the Eighth.

2. Eight wives of Lord Krishna.
From history and mythology we know that Henry VIII married six times each
time divorcing the previous wife. In other words the expression is
characterized by 'successivity'. One the other hand Lord Krishna had eight
wives at the same time. Here the feature is 'simultaneity'. Unless we make it
specific, a Eureopean tends to interpret the first expression in terms of
simultaneity'. These two features are pragmemic, but not sememic, because the
expressions themselves don't say anything in this regard.
Sometimes, however, we cannot be too clear about the distinction between the
sememic and pragmemic features. Let us look at rthe following:
Master (x Slave)
Husband
Father
Friend
In the ca$e of the 'master' the meaning feature of (AUTHORITY) will be

sememic. On the other hand it is not sememic in the case of 'friend'. But in
the case of 'husband' and 'father' we may face a threshold where the two
frontiers, sememic and pragmemic meet.
We have been using the expression 'lexical items' as if it were the same as
'word'. The two concepts need to be distinguished. Word is a grammatical
unit, wherqas lexical item or lexeme is a semantic unit. Most of the time words
and lexemes are isomorphic (identical) but not always. When they are identical
they are called Word-lexemes. Sometimes we also get phrasal-lexemes, where
the whole phrase functions as one item for the purposes of meaning. Idiomatic;
expressions, like 'kick the bucket' (=die) are single units semantically but Language and
Communication
grammatically they retain their complexity. The past tense of 'kick the bucket'
is 'kicked the bucket' will have a literal interpretation, not a figurative or
idiomatic one. Between a literal expression and an idiomatic expression we
have clichis or fixed collocations like 'cut and dry' where both literality and
idiomatic might be present together.
-
Try to identify Sememes and Pragmemes of the following words:
'COW' 'pigeon' 'snake'
5.9 LET US SUM UP
In this unit, we have tried to discuss various aspects of language, which play
important roles in communicating through any language. Our focus in this unit
has been the process of communication in English language, so we have taken
examples from English only. The primary function of a language is to
exchange messages through the use of an error free language. Without directly
discussing the importance of error free language in an educational set up, we
have addressed a number of issues, which help communication in general and
educational communication in particular. At times, you may have felt that the
unit is too technical and you don't require to know these terms and processes
to know and use English. You will realise that this knowledge about language
will give you a basis and a scientific approach to grasping language easily and
systematically. To be precise the goal of the unit has been to bring to home the
importance of language (both verbal and written) in communication. It is
expected that the explanations provided in the unit will help you choose the
most appropriate form of language in your classroom interactions and out-of-
classroom interactions with students.
1. e.g.: He likes potatoes.

Potatoes he likes.
What he likes is potatoes.
2. bank (1) river

(2) financial bank
visiting teachers - (1) visiting (our) teachers

(2) teachers visiting (us)
sip - mispronunciation (for ship)
3. 1. request ,
2. surprise
3. question
4. statement
5. request
Understanding 4. (i) a) scatter: good better, best, betterment, goodness
Language Systems
b) set: good, bad, well, excellent. ........
(ii) a) long, length, lengthen, languish, longevity, long longest
b) long, tall, big, huge, short,
(iii) a) long, loved, loving, lovely, lover
b) love, like, hate.. ......
(iv) a) think, thought, thinking
b) think, ponder, brood, .........
5. 1. He is going back tomorrow.

2. The power pointed it last week.
3. He repaired.it. That's why it is-working.
6. 'Cow' [bovine, feminine, milch cattle] - sememes

'pigeon' [bird, tender] - sememes
[messenger of peace ] - pragmemes
'snake; [reptiie, poisonous] - sememes
[sin], [sacred] - pragmemes
- -- - - - -
5.11 SUGGESTED READINGS
1. Fliske, J., (1982): Introduction to Communication Studies. Metheun,

Uondon.
2. Halliclay, M.A.K., (1973): Explorations in the Functions of Language.
Eklward Arnold, London.
3. Pkakasam, V. and Abbi, A., (1986): Semantics: Theories and Language
T~aching.Allied Publishers, New Delhi.
4. Mijay Narayana, B., (2001): Language Matters. Osmania University and
Book Links Corporation, Hyderabad.
UNIT 6 LANGUAGE AND EDUCATION
Structure
Introduction
Objectives
Understanding Language Learning Process
6.3.1 Second or Foreign Language Learning
6.3.2 Language Skills
Place of Language in Education
6.4.1 Language and Thinking
6.4.2 Language Deficit
English as Subject Vs Medium
Knowing Language Vs Using Language
6.6.1 Competence Vs Performance in L2
Let Us Sum Up
6.1 INTRODUCTION
In the last unit you have already read about the role and relevance of language
in communication. You have learnt how individual sounds or stress and
intonation can influence rpeaning and communication. Just by the change of a
sound or putting intonation at a wrong place the meaning can be changed.
Meaning can also change by translating a text if we do not keep in mind the
objective of translation i.e. to convey the message.
In this unit we are going to discuss some phenomena, which will help us
understand the system and role of language especially in the educational
context. Language is just a tool to communicate but this has often become a
source of contention and division among people. As teachers of various school
subjects, required to teach in various parts of the country, you need to
understand the place of language particularly English in education and also
society. This will help you take a more considered and scientific approach
towards the language used by students in classroom and in the examination.
We teachers come from various backgrounds and hold various levels of
competencies in different languages. Even though our competence in language
has very little to do with our knowledge of subject matter but quite often when
we are not able to express ourselves (either in oral or written language) we are
not considered good teachers. Somehow overall evaluation of our performance
is largely dependent on our knowledge of language we use to teach and write.
In this unit we will discuss various issues involved in the role of language in
education.
6.2 OBJECTIVES
After going through this unit you should be able to:
explain language types and relevance of each language type;
explain some important concepts of language;
speak on the importance of language, especially English in educational
achievement; and
develop strategies to improve your own language.
Understanding
Language Systems 6.3 UNDERSTANDING LANGUAGE LEARNING
PROCESS
Learning a language is like learning to play a game or in other words

developing certain skills. There are four basic language skills - listening,
speaking, writing and reading. If you notice the natural process of language
learning the child picks up a language by listening to others around him or her.
Through hundreds and thousands of hours of listening to others especially the
mother or anyone else who minds the child, the child starts producing first the
sounds and later words repeated before himlher. If you have been interested in
understanding the language acquisition process in children, you would have
noticed that by the time the child is one year old helshe starts speaking words.
Between eighteen to twenty four months children start forming two to four
word sentences. However, by the age of four years children acquire complete
command of the language they use. This innate capacity of children to learn
language does not remain so. They do not show equal intelligence in learning
the gecond language.
It is apparent that the family and society in which it is born predetermine every
child's language. If the mother and other members in the family speak one
language, the child will pick up one language, if two or more languages are
being used, the child will pick up all the languages that helshe will hear,
Similarly if the child is born in a family which does not use the standard form
of ane of the national language (as mentioned in the VIII Schedule of our
Constitution) but speaks a dialect the child will develop proficiency in the
dialect.
I guess you must have children in your school who come from families where
a dialect is spoken and the child is not able to speak a standard form of Hindi,,
T a i l , ~ a l y a l a m Kannada,
, Telgu, Oriya, Bangali, Assamese, Urdu, Punjabi,,
K a s h i r i , haarathi, Gujrati, Konkani, Dogri, Sindhi, or English. They may be
speking a form of language, which is not considered standard and so not used
for writing literary texts or teaching in a classroom. Some children, through
great effort pick up standard form by reading books but in speaking they use
sounds, which are influenced by their mother tongue.
As children grQwup and go to school, they start learning alphabets, then words
and then start constructing sentences and continuous texts. If the child is
learning to write a language, which helshe has been using at home the pace of'
leaming the language is faster. As soon as the child learns to write helshe can
start writing all the words that is acquired since the early childhood. The need
to ldarn the grammar is also minimal as the child acquires the grammar
natutally.
As most of us learn English as the second or third language we develop good

competence in the mother tongue by the time we start learning English. If you
start analyzing your mother tongue you would realize that language consists
mostly of arbitrary sounds and systems. Why should a 'tree' be called a tree
and not 'gree'? There is no convincing answer to this. Language is a system
of atbitrary sounds, words and also at times grammar. So when we learn
English at a higher age we start questioning the system and often try to find
logical arguments for the arbitrary structures and rules. Good learners would
accept the system as it is and not'get bogged by questions often asked by Language and
commoners. . Education
6.3.1 Second or Foreign Language Learning

I
In every society various languages are used in various situations. In the house
or family domain and other social domains like the playground, school, the law
court either the same language is used or different languages are used. The
'Mother Tongue' may or may not be used in all these domains. Only those
whose mother tongue is English use English in all these domains, like the
Australians, New Zealanders, the British and the Americans. This is also
known as L1. L1 is also called as 'native language', 'first language', etc.
In many parts of the world, including India, English is used as a school subject
i.e. the medium of instruction in education and other social and official
communication. The language used for such purposes but not used as mother
tongue is known as L2. L2 is also known as 'second language', 'non-native
language', 'foreign language', etc.
Sometimes English is used only to carry on minimal interaction with people

whose language we do not know at all, like two people from two different parts
of the country who have not learnt English in school or otherwise but know a
lot of words. The only common language (or a few words and expressions)
people find which can be used is English. English used in such contexts is
known as 'Link Language'.
Most of us are L2 speakers of English. We come from families where we use a

language other than English but in schools we learn English. Most of us are
bound to have a deficient language development because our language learning
efforts are divided between two or more languages. If both languages are learnt
simultaneously, at an early age the process may be easier and both languages
can be acquired naturally. However, as we learn and use English mostly for
classrooin teaching and academic interaction we require to develop only a
particular type of language sad vocabulary - i.e. language required for
academic purposes.
Froin the above discussion you must have understood that there are various
types of languages L1, L2, FL etc. The status of language is determined and
defined on the basis of its use in various situations known as domains.Unlike
the L1 or 'mother tongue' speakers of English we only need to learn the type
of English required to perform our job well i.e. teach the subject we have to
teach without faltering for expressions or vocabulary and without making
mistakes.
6.3.2 Language Skills
The knowledge and the ability to use language have been divided into four
different skills namely listening, speaking, reading and writing. These skills as
it would be apparent denote the ability of a person in that area of language.
(a) Listening: The ability to listen and understand a language in various

acoustic conditions spoken by people from various backgrounds i.e.
native as well as non-native speakers.
Understanding
Laagwgt Systems Speaking: The ability to speak a language without mistakes and as close
(b)
to the standard form of the language as possible so that speakers of the
language from various backgrounds can understand us.
( c ) Reading: The ability to read and understand texts written for various
purposes like common people as well as discipline relevant to the
I
teacher.
(d) Writing: The ability to write in a coherent language the ideas

desiredlrequired to be explained for the target readers.
Thd definitions mentioned above are brief definitions and they should help us
undierstand our own linguistic behavior as well as of our students.
-
Try to write the following definitions:
(i) What is 'Mother Tongue'?
....................................................................................
....................................................................................
....................................................................................
I
....................................................................................
(ii) What is a language?
....................................................................................
....................................................................................
....................................................................................
....................................................................................
I
(iii) What is a dialect?
....................................................................................
..................................................................................
....................................................................................
....................................................................................
*
6.4 , PLACE OF LANGUAGE IN EDUCATION
At the center of teaching-learning activities is language. No teaching activity

can btt performed without the use of language. If you carefully examine, you
will aotice that language, communication and education are interrelated
processes. Language and communication are integral components of
educational transaction. To transact the prescribed curriculum the teacher has
to devise various activities so that the content can be transferred and then other
activities are devised with the help of students so that the content transacted is
thoroughly understood by the children. The level of knowledge of the teacher
in the language and the mastery in the use of the language (also known as the
competence and performance which will be discussed in detail later) is bound
to influence the quality of teaching. We try to explain the content of the lessons
in our own words first and then take up other activities. In doing so we explain
or paraphrase the chapter in a number of ways in our own words. To do this
well, we need a good vocabulary and understanding of grammar. Sometimes,
when we teachers lack in vocabulary and grammar our students identi@ the
mistakes and do not hold high opinion of us. To be able to justifL our position
and convince students of our knowledge we need to have a good command of
the language we use in teaching.
6.4.1 Language and Thinking
Has it ever occurred to you that our language might be influencing our thought
process? This question becomes important because we need to organize our
lectures and we organize our lectures in a particular language. If language
influences our thought then perhaps we need to take care of our language.
From the sections above you must have understood that there is a very strong
relationship between language, society and individual upbringing or exposure
to different languages. American linguists Edward Sapir and Benjamin Lee
Whorf have worked extensively on this area and it is known as Shapir-Whrf
hypothesis. This will help us understand our teaching in relation to our
language.
We will try to understand the concept through an example. Languages have

words to express the actions (or activities), objects and customs where the
language is being used. If an object or custom does not exist in a particular
area, the language being used may not have words for such things. For
example Inuit has many words to express the state of snow because the Eskimo
live in snow-covered area all through the year. Languages spoken in other
areas may have just a couple of words for snow. Cambridge Learners
Dictionary has only a couple of related words for snow and a few related
words for ice. If an English speaker lands in Arctic region or E Siberia shehe
would divide the various states of snow through these few words. Similarly
for a Hindi speaker from Rajasthan may have a number of words for hot
weather but an English speaker may have only a couple of words in English to
express all the various states of hot weather. Don't you think English language
has not only influenced the thinking of the English speaker but also in some
sense predetermined the thinking process.
You would have made out that one language may have various expressions for
a particular concept but the same concept may not be differentiated fiom
another concept for which there may,be another word. However, when we
learn a different language we need to consciously develop vocabulary for the
purposes we would be using the language. Our students from families not
using a standard form of language or a different language may face such
handicaps in the classroom communication. Similarly, we the teachers may
also be handicapped by our mother tongue.
Understanding
Language Systems 6.4.2 Language Deficit
In the last two or three decades the importance of education has been,
highlighted. It has been emphasized that education is important not only for
individual growth but as an indispensable tool for development. Throughout
the world efforts in reaching education to all has been emphasized. We find
that a number of initiatives have been taken in the developed countries since
the World War-I1 and in the developing world since the Jomtien Conference on
'Education for All' held in 1990. Most of these efforts begin with primary
education, either for children or adults, and that too language teaching,
Language is the primary tool to access knowledge and information. You may
also be involved in some of these literacy programs. Besides, as your students
come from rural background you are well placed to understand this
phenomenon.
Basil Bernstein, a British Sociologist and teacher studied the role of language
in relation to social class and education. In the post-war period there
deveiloped an understanding in Britain that individual ability and not class
shodd be the basis of education. Bernstein studied the role of language in
edudational achievement of participants from different backgrounds. Through
his tesearch Bernstein concluded that learners from less-privileged sections
also use a form of language which is not very developed. He named their
langhage as restricted code whereas learners from well off sections use a more
developed form of language. He named their language elaborated code. In
fornial schools the language used for teaqhing and examination is the
elaborated code. You would realize that the language of learners from well off
families is the same as that of the school. They do not have to make much
efforts to develop the language used in the classroom and also examination
whereas learners from less privileged families have to make double efforts.
Less privileged children use a standard form of language in the classroom
wheteas a dialect or less developed form of language at home. They have to
make much more effort to maintain good proficiency in the language used for
edudation. The phenomenon can be understood through an experiment that
wasiconducted earlier. Speech of some children from a school in Delhi and a
school in Chennai were recorded and played to trainee teachers. After hearing
the speech, the teachers were asked to describe the speakers. The teachers
were! totally wrong. The speakers they identified as North Indian, Hindi
spedkers upper middle class were children from South India, studying in a well
reputed Delhi school and the children they identified as South India were
North Indian children studying in a school in Chennai.
Two things are clear from the experiment that our place of living and education
gives us our linguistic identity and that we are identified and sometimes get
credit or discredit because of our social identify rather than actual qualities
becduse of the perceivers biases. In brief we wish to explain that as teachers
we must try and overcome such biases.
This phenomenon is known as 'deficit theory'. There has been criticism of this
theory but it has great strengths. You would be able to differentiate between
learhers and adopt different strategies 'for various learners in your class.
Besides, understanding of this phenomenon would help us understand our own
linghistic capabilities and handicaps and overcome those weaknesses.
Language and
Check Your Progress 2 Education
(i) Identify children with different mother tongues and ask them to read a
passage of English. ldentify the difference in pronunciation of various
sounds, of children from different language backgrounds.
(ii) Ask children from your class to write a passage on a given topic and
identify the variation in vocabulary of children from different
linguistic, social and cultural backgrounds.
6.5 ENGLISH AS SUBJECT Vs MEDIUM
Whether we teach English as one of the subjects or use English to teach any
other subject we need to have equal command of the language and be able to
use the language with equal confidence. Sometimes some of us who do not
teach language express the view that we do not require to use correct and error
free language because our job is to teach the subject content. Some of us take
this view is taken because of our incompetence in the language. Teachers of
English or for that matter of any language are different to any other subject
only in the knowledge of subject matter. Teachers of English would know
about history of the language, various literary trends and authors of various
ages and would also have read a large number of texts from various periods.
This is not expected of teachers of subjects other than English.
It is said 'the mouth is the window to the mind'. Those who excel in their own
fields do so by acquiring knowledge by reading and when they speak they
reflect learning. Those who are not able to express themselves well are not
recognized as learned or knowledgeable. Only those who are able to express
themselves without any constraint are understood by listeners and readers and
judged as good, better or best. Those who may be learned but are not able to
express well cannot be related highly.
6.6 KNOWING LANGUAGE Vs USING LANGUAGE
Through your interaction with people, and also may be through your personal
I experience you would have realized that some of us know EngIish well enough
I
to read newspaper, stories and novels and also books related to our discipline
1 and specialization to understand everything, communicated in English but
cannot express our ideas in English. Even if we use English we cannot speak
in a coherent manner and explain the things well enough for our audience to
I
understand clearly what we want to speak and explain. The two types of
I
'knowledge' i.e. knowledge about the language and the ability to express our
ideas through the use of appropriate words and expressions are known as
'competence' and 'performance'. As teachers we need to know the technical
terms and jargon to teach our subjects and also be able to express ourselves
through the 'speaking skill' in the classroom.
I 6.6.1 Competence Vs Performance in L2
It would be helpful to understand in brief the two concepts of linguistic

competence' and 'performance' in the context of English as a second
Understanding language. Linguistic competence is the total knowledge - both directly usable
Language Systems knowledge like the knowledge of sounds, words, phrases, etc. and the non-
usable knowledge like grammar of a language which helps us use a language
but id not demonstrated, appropriate contexts of use of certain language.
Precisely the complete knowledge is known as 'linguistic competence'. On the
other band the actual use of language in listening, speaking, reading or writing
is known as 'performance'.
The level of competence as well as performance in second language is often

found to be lower than the native language. There is no reason to be shy aboyf
it. This may happen because of the low input or exposure second language
users get in the second. We should aspire and try to develop our competence
and that of our students but those who lack it should not be taken as poor
performers.
6.7 LET US SUM UP
Language learning is a natural process and hbman beings have an innate or

natural capacity to learn a language. As we grow this ability diminishes and
we lose this capacity and find it difficult to learn a new language. First
languqge or languages we learn at an early age are learnt without much effort
and biases. However, as we grow we start comparing and contrasting the
language to be learnt with our mother tongue. This makes language learning
difficult.
Society, education and our own understanding of language and the roles it
plays in education are likely to help us take a more scientific approach towards
our own language and the learning achievement of our students. An important
objective of this was to make it clear that the language a child uses is a gift of
the society to him. The child should not be penalized for his linguistic
performance but should be helped to improve wherever helshe lacks. This unit
has attempted to discuss some such phenomena.
Answecs to Check Your Progress 1
In techpical terms 'Mother tongue' is also known as 'first language' or 'native

langua$e'. As the three terms would mean the language acquired first by a
person which normally is taken as the language predominantly used by the
person i s known as the mother tongue. However, we find increasing number
of people who use a second language or language learnt in the school like
English, for large number of Indians, in which they acquire better proficiency
and slowly lose grip of the first language or the mother tongue. To be precise,
we may call the language learnt first normally at home, the mother tongue
whatever may be the level of competence.
What isi language?

"Languhge is a purely human and non-instinctive method of communicating
ideas, emotions and desires by means of voluntarily produced symbols". by
Edward Sapir
(in Language in 192 1)
"A language is a system of arbitrary vocal symbols by means of which a social Language and
group co-operates". Education
B. Block and G.L. Trager
(in Outline of Linguistic Analysis in 1942)
"A dialect is a regionally and socially distinctive variety of a language

identified by a particular set of words and grammatical structures. Spoken
dialects are usually also associated with a distinctive pronunciation, or accent.
Any language with a reasonably large number of speakers will develop
dialects, especially if there are geographical barriers separating groups of
people from each other, or if there are divisions of social class. One dialect
may predominate as the official or standard form".
David crystal in A First Dictionary of Linguistics and Phonetics. (1980)
You may procure the Cambridge Learner's Dictionary, which comes with a
CD ROM. Play those words which are pronounced differently by students.
UNIT 7 SPOKEN DISCOURSE
Structure
Introduction
Objectives
Sounds of English
7.3.1 Vowels
7.3.2 Consonants
Word and Syllable
Stress/Accent
7.5.1 Some Patterns of Accentuation
7.5.2 Stress Shift
7.5.3 Accent in Connected Speech
Intonation
7.6.1 Intonation and its Meanings
Let Us Sum Up
Suggested Readings
7.1 INTRODUCTION
Spoken language is characterized by certain features that make our speech

understood by others. If we do not pronounce a particular sound properly, or
we do not use stress properly on a particular syllable in a word, we may not
convey the meaning we want to. Thus it becomes necessary (particularly while
using English as a second language) for us to know what characterizes the
language we are using. In this unit we shall describe some of the characteristic!;
of spoken English.
7.2 OBJECTIVES
use the sounds of English in your speech properly,

read and write words written in phonetic script,
mark stress and intonation to a certain extent in connected speech, and
use right intonation in your speech.
7.3 SOUNDS OF ENGLISH -

Speech sounds are commonly produced by shaping the speech organs while the
air is expelled through lungs. Speech sounds include consonants and vowel:;.
Consonants are sounds which are produced either by obstruction or by
narrowing of the vocal tract. For example, the sound /p/ is produced by closing
the lips and releasing the air to come out suddenly from the mouth. On the
other hand, vowels are produced without obstruction of the air coming out of
the vocal tract. For example, /a/is produced with the mouth open and without
any obstruction in the air passage.
There are 44 sounds in English - 24 consonants and 20 vowels. Speech Spoken Discourse
sounds are represented using phonetic symbols. The phonetic symbols are
usually put between two slant lines. We shall study them in the following sub-
I sections.
7.3.1 Vowels
There are 20 vowel sounds in English represented by five vowel letters, a, e, i,
o and u. Twelve of them are called pure vowels and eight are diphthongs.
Pure vowels are simple and are produced by keeping the mouth open or closed
and by raising or lowering the tongue. For example, the vowel /a:/ is produced
by opening the mouth fully and keeping the tongue lower. And the air flow is
felt at the back of the tongue. Thus, it is a back, open, low vowel. Pure vowels
are as follows:
/I/ as in ill, fit, city, me
1 : as in feel, eel, teen, mean
/PI as in apple, ant, cat, bat
/U/ as in book, foot, put, pull
I : / as in food, fool, two, roof
/el as in pen, men, lend, egg
lp/9/ as in shot, shop, cot, bought
I : as in all, tall, talk, fall
/ a / asin about, suppose, waiter
/ J /3:/ as in early, earth, girl, bird
1 A 1 as in cup, but, shut, unwell
a : as in ask, balm, far, aunt
The diphthongs are those sounds that are produced by a glide from one pure
vowel to another. For example, the diphthong /aI/ is produced by a movement
of the tongue from /a/ position to /I/ position. In English, diphthongs are eight
in number and they are as follows:
/el/ as in ape, male, day, pay
/ail as in fire, ice, fry, lie
/a/9/ as in oil, foil, boy, toy
/aU/ as in owl, town, bow
/aV/ as in old, road, so, goat
lea/ asin air, chair, fare
/la/ asin fear, dear, year, near
/ I as in poori-during, tour, lure

Fill in each space with an appropriate vowel and say the word aloud.
1. flew /fl /
2. peel /p 11
3. bun /b n/
4. land 11 n d /
5. mouse /m z/
6. care k /
7. bird /b dl
8. clever . kl v /
9. trial /tr 1/
10. open / pnl
Understanding
Language Systems
7.3.2 Consonants
There are 24 consonant sounds in English. These are represented by 21

consonant letters. Consonant sounds, as mentioned above, are produced with
an obstruction of the air passage in the vocal tract. The consonants are given
below with examples in different positions of a word.
consonant initial medial final

position position position
/p/ as in Pot apple tap

/b/ as in but table cab
It/ as in top mutter seat
Id/ as in do ladder bed
/k/ as in kettle market luck
/g/ as in gun ago mug
/m/ as in map tomato balm
/nlas in not any bin
/g/ as in - singer sing
111as in lap fellow pill
It11 as in chill nature batch
Id3 1 as in jug largest bridge
If/ as in fall prefer of
/v/ as in van river brave
181 as in think method cloth
/$I as in the mother bathe
IS/ as in seal ' possible mass
/zl as in zeal laser rose
/I/ as in sure assure smash
13/ as in - measure garage
Ad as in hello ahead -
/r/ as in room career -
/j/ as in youth pupi 1 -
/w/ as in well tower -
Do you have the same sounds in your mother tongue? Do you produce the
above saunds the same way as you do in your language?
Except a few, all the above consonants are produced almost the same way as
we produce sounds in Indian languages. We shall describe here only those
sounds which are found in English but not in Indian langpges. 181 and /a1 are
produced by placing the tip of the tongue between the upper and lower teeth
and allowing air to go out making a hissing sound.
/v/ is produced by putting the lower lip very close to the upper teeth and
allowing the air to come out. But/wl is produced by rounding the lips and
spreading the lips while the sound is made.
/z/ is produced by making a slit between the tip of the tongue and the alveolar Spoken Discourse
ridge and allowing the air to come out. But /tl/ and Id31 are produced by
. stopping the air at the alveolar ridge with the tongue and releasing it.
>
Fill in each space with an appropriate consonant and say the word aloud.
win
match
assure
zoo
possible
lamb
singer
stop
special
clever
7.4 WORD AND SYLLABLE

A group of speech sounds make a syllable, and the syllables together make a
word. Each syllable has a vowel in it, which is called nucleusbThe nucleus is
preceded and followed by one or more consonants. The maximum number of
consonants that can occur before and after the nucleus varies from language to
language. In English, the nucleus may be preceded by three consonants and
followed by four consonants. In other words, in English, the maximum
number of consonants that occur before the nucleus is three and after the
nucleus is four.
A word may contain one or more syllables. That is, a word in English can be
either monosyllabic or polysyllabic. Look at the following monosyllabic
words. V stands for vowel and C for consonant
CCV grow
CCCV screw
cvc Pat
VC in
VCC axe
VCCC acts
VCCCC texts
Some examples of disyllabic words, trisyllabic words and words with more
than three syllables are given below:
Understanding
Language Systems
Disyllabic words Trisyllabic words Words with more syllables
alrrive balchellor unlfor)tulnate

allone ciglarlette cir)cullaltion
unlknown imlporltant imlpolssilble
ildea yeslterlday conlsildelraltion
fowlteen unlderlstand adlmilni(stra(tive
winldow exlpenlsive obljeclti(vilty
proglramme tellelphone naltiolna(li(zaltion
celllphone tolbalcco inlfelrilolrilty
cottlon malgalzine un)re(lilalbillilty
fablle perlsolnal in)terlnaltio(nalli(zaltion
How many syllables are there in each of the following words:
1. footprint 6. composition
2. herself 7. contentment
3. whaever 8. bright
4. post-graduate 9. classroom
5. principal 10. appear
When we look up a word in a dictionary, we find a mark ( ' ) on some part of a

word, don't we? Have you ever wondered what that mark is? This mark is
called stress or accent. It indicates that a particular syllable has to be
pronounced louder than the other syllables in the word. That syllable is the
prominent syllable. For example, in the word [ca 'reer] the second syllable is
the prominent syllable. In ['village], the first syllable is the prominent one. The
stress is not usually marked on the word, if it is monosyllabic. In a word with
three, or more than three, syllables there will be more than one prominent
syllable. In that case, the most prominent syllable is said to receive primary
n ~ ~ o nnrl
n t tho n t h n v ~vor-n;xro ~ n ~ n n r l n
o ~
. ~~~o nWnto
t thnt tho nv;rnnnr n ~ ~ o ;r
n t
shown with a vertical bar above and ih front of the syllable a i d thesecondarv
accent is shown with a vertical bar below and in i o n t of the syllable. FO;
example, In me ronowng rnsyllaDic woras, Dorn primary ana seconaary
accents have been marked:
=cigaa 'rette =recorn= 'mend =under 'stand 'recog ~ r n i z e
It is necessary for one to look up a dictionary to find out which syllable is

accented in a word since there is no good indication of it. There are, however,
a few patterns of stressing English words. We can tell which syllable in a
word is stressed by looking at the suffix (i.e., the word ending).
Before we look at the patterns of stressing English words, I would like you to
do the following activity.
Spoken Discourse
Read the following words aloud by stressing the syllable marked for accent.
1. 'colour, 'proper, 'chair, 'separate, 'telephone, 'rocket, 'permanent, 'order,

'difficult
2. ge'ology, ho'tel, be'cause, ap'point, a'rrive, dra'matic, ex'treme, as'sistant,

dis'cuss
3. audi'torium, plane'tarium, recom'mend, nomi'nation, ope'ration,

exami'nation
7.5.1 Some Patterns of Accentuation
a) In words ending with -ion, sion, and -tion, the stress is on the syllable
preceding them. In other words, in these words the second syllable
from the end is accentuated.
Examples: 'nation, ad'mission, exami'nation, oc'cassion
b) In words ending with the suffix -ic, -ical, and -ically, the accent is on
the syllable preceding the suffix.
Examples: spe'cific, poli'tical, eco'nomical, pro'lific, 'colic
c) Words ending in -ity, -fy and -ate have the third syllable from the end
is stressed.
Examples: i'dentify, cer'tificate, possi'bility
d) In words ending with -nee and -self/-selves, the accent is on the last
syllable. That is, the suffixes -nee and -self/-selves receive stress.
Examples: him'self, nomi'nee, our'selves
e) The words ending in -ever receive stress on the suffix itself.
Examples: which'ever, whatever, where'ever etc.
f) In words ending with -logy, and -graphy, the stress is on the syllable
preceding the suffix. In other words, the third syllable from the end is
accented in such words.
Examples: psy'chology, bi'ology, bi'ography, ge'ography

Understanding
Language Systems
Place the stress on the appropriate syllable in the following words and say each
word loudly.
player, economic, content (noun), financial, generous, collector, establish,

fundadnental, inferior, economy, whenever, preparation, celebrate, themselves,
responsibility, certificate, examinee, examination, exclusive, father,
prosperous, fundamental, however
7.5.2 Stress Shift
In English, though the stress seems to be fixed, it shifts in derivatives. That is,
when a word is derived from another, the accent shifts its position. For
example, the primary accent is on the first syllable in ['photograph]. But in
[pho'tbgrapher], the primary accent is on the second syllable and in
[photd'graphic], it is on the third syllable. 'Photographer' and 'photographic'
are derived from 'photograph' by the addition of suffixes -er and -ic
respectively. This kind of stress shift is seen in many derivatives. A few more
examples are given below:
su'perior superi'ority
res'ponsible res ==ponsi'bility
ex'amine ex rami'nation
a'cademy aca'demic a =cade1mician
'category cate'goric
'music mu'sician
7.5.3 Accent in Connected Speech
Wheri we actually speak, we don't speak word by word. We speak utterances

made up of one word to several words. This is 'connected speech'. The
acceatual patterns of connected speech are similar to the accentual pattern of
polysyllabic words. We have seen that in polysyllabic words, there is one
syllable that is most prominent and receives the primary accent while other
prominent syllables receive the secondary accent. Similarly, in connected
speeah some words are prominent and they stand out from the rest. These
prominent ones are marked for stress. Usually the content words are prominent
words and they are accented. Form words, unless they are focused, are not
acceqted. Let us now consider some examples and see how accent is marked.
1. She Led.
2. He is guying a fin.
3. Come to the p/arty.
4. a i d you guy the Kook?
5. Have you &en L%ela?
In sentence (I), there is only one prominent word while in others there are two
words that are prominent. When we listen to an English speaker speaking the
sentences above, we hear only those words which are accented. Because of
this, the pronunciation of the words in connected speech changes, particularly
in the case of non-prominent words. For e.xample, the word 'is' in isolation is
pronounced as /Iz/, but in connected speech it becomes /z/ or Is/. Similarly, the Spoken 'Discwne
word 'to' is pronounced as Itul in isolation and /tU/ in unaccented position in
speech. The first form is called 'strong form' of the word and the second one
'weak form'. Remember, if the word is focused it becomes prominent and
receives accent. Then the strong form is used. Most Indians use accent on all
the words. That is, we do not distinguish prominent words from non-prominent
words. This makes our speech odd and looks as if we are using written
English. Sometimes we may not be understood by others.
Moreover, we cannot even speak the sentences referred to above as they are
accented. Recall that we said the accentual pattern in a sentence is similar to
the accentual pattern in a polysyllabic word and only one syllable is the most
prominent one. Similarly, out of the prominent words in a sentence, only one
stands out. That is, there is only one word which is most prominent in a
sentence. We shall discuss in the next section how in a context the most
prominent word is accented.
ICheck Your Progress 6 I

id en ti^
the prominent words and mark them with [ / ] in the following
sentences:
John is a teacher.
John and Bill are good friends.
John says that he likes ice-cream.
He went to market yesterday.
Meet me tomorrow at 10.
Apples are good for health.
I'm afraid you haven't understood me.
He wants to become a doctor.
She lived in Delhi for 10 years.
I'd like to speak to the principal.
7.6 INTONATION
When we speak, our focus is only on one of the words in a sentence. That word
is the most prominent word in the sentence. Usually, in normal discourse, the
most prominent word is the last one. The prominent syllable in this word
receives the primary (or tonic) accent and others receive secondary (or non-
tonic) accents. The tonic accent is marked in several ways.
When we hear a native speak English, we realize that helshe doesn't always
speak with the same pitch. We hear variations in the pitch. In other words,
sometimes the pitch rises and sometimes it falls. It even sometimes remains at
the same level. This kind of variation in the pitch in speech is called
intonation. The most prominent syllable of the most prominent word in a
sentence is marked for intonation. The different signs are used in marking
intonation are as follows:
(- ) if the tone is falling. The pitch falls from high to low. This is called falling
Understanding (1)if the tone is rising. The pitch rises from low to high. This is called rising
Language Systems
tone.
( " )if the tone is falling and rising. The pitch falls first and then rises. This is
called fall-rise.
( A )if the tone is rising and falling. The pitch rises first and then falls. This is
called rise-fall.
While marking intonation, we should consider three important factors: (i) the
division of a sentence into sense groups, (ii) the choice of a tonic syllable, and
(iii) the choice of a tone.
When we utter a long sentence we don't say it at a stretch. We divide the

sentence into small groups and pause after each group. For example, look at
the following sentences:
1. If he had been here, / he would have solved the problem.

2. The principal said, 1 "Don't keep the door open."
3. In case he comes home, / ask him to come to the office.
4. All the teachers who have gone on strike / do not get their salaries.
5. When the mathematics teacher was away, / I taught the subject.
All these sentences have two groups in each. Each group is a sense group
since each group completes some sense. These groups are also called breath
groups because after each break the speaker breathes before saying the next
group. That means, we cannot pause wherever we like while uttering a
sentence. These groups can also be called tone groups because each group is
said with a particular intonation.
After dividing a 'long sentence into tone groups, we need to choose a syllable
on which we can initiate a pitch movement during speech. In other words, we
need to choose a word which we want to focus. For example, in Sunil is
listening to music, Sunil, listening and music will receive the accent while is
and to will not. A speaker can choose any of the three words Sunil, listening
and music to initiate the pitch movement. That is, any of these can be a tonic
syllable. The choice depends on what the speaker wants to convey. For
instance, if the speaker is replying to the question 'What is Sunil listening to?'
he will choose music as the tonic syllable. If the reply is to the question 'Who
is listening to music?', then Sunil will be the choice. The choice of the tonic
syllable in every tone group is made this way. Here we haven't divided the
sentence into tone groups since it is simple. So the sentence as a whole is a
tone group.
If we don't want to add emphasis on any of the words, then the last word
becomes the tonic syllable.
Before we learn how to choose a tone for the tonic syllable, do the following
activity.
Spoken Discourse
Divide the following into various sense groups:
1. If you want to go home soon, take a taxi.

2. He says, "he cannot come here tomorrow".
3. The boy whom we saw yesterday cannot eat whatever he likes.
4. When you go out, shut all the windows. .
5. Because of my uncle's illness, I won't be able to attend the meeting.
7.6.1 Intonation and its Meanings
After dividing a sentence into tone groups (Recall that we do this only if
necessary) and choosing a tonic syllable, we need to choose one of the various
tones - fall, rise, fall-rise, rise-fall. The choice depends again on what meaning
one wants to express. It is impossible to suggest a particular tone to be used to
express a particular meaning. However, we can link a grammatical function or
attitude with intonation. That is, each sentence type usually has a particular
tone. They are as follows:
1. Statement Falling tone

Eg. John is going to theharket.
The earth istound
2. Wh-question Falling tone

Eg. When did you\arrive?
What is he aoing?
3. Yes-no questions Rising tone

Eg. Is your brother still in b m e r i c a ?
Can we meet at 10 to fhorrow?
4. Command Falling tone

Eg. Don't 'open the door!
Give me that hook!
5. Request Rising tone

Eg. Open the door please.
'y.
Turn off the radlo,,please.
6. Not sureidoubtful Fall-rise w

Eg. Has John arrived? He hasn't yet.
He is handsome. (but not clever)

7. Calling 4
Fall-rise
Eg. Auto! Auto!
8. Enthusiasm Rise-fall
A
Eg. Will you come home? Oh, yes.
Are you interested in learning more about intonation and practising different
meanings and the tones that convey them? Then either watch English channels
on television or listen to radio.
IJnderstanding
Language Systems
7.7 LET US SUM UP
In English, there are 44 sounds - 20 vowel sounds and 24 consonant sounds
Of the 20 vowel sounds, twelve are pure vowels and eight are diphthongs.
English words are also characterized by stress. Stress in a word depends on the
number of syllables, affixes on the word or grammatical category of the word.
A n ~ t h e rimportant feature of English speech is intonation. Intonation plays a
great role in conveying specific meanings.
-
Check Your Progress 1, Check Your Progress 2, Check Your Progress 3,
Check Your Progress 4, Check Your Progress 5
Compare your answers for Check Your Progress 1-5 with the transcription
given in a pronunciation dictionary.
1. 'John is a 'teacher.
2. 'John and 'Bill are 'good 'friends.
3. 'John 'says that he 'likes ice-'cream.
4. He 'went to the 'market 'yesterday.
5. 'Meet me to'morrow at 10.
6. 'Apples are 'good for 'health.
7. I'm a'fraid you haven't under'stood me.
8. He 'wants to be'come a 'doctor.
9. She 'lived in Delhi for '10 'years.
10. I'd 'like to 'speak to the 'principal.
1. If you want to go home soon, / take a taxi.
2. He says, / "he cannot come here tomorrow".
3. The boy whom we saw yesterday /cannot eat whatever he likes.
4, When you go out, / shut all the windows.
5. Because of my uncle's illness, / I won't be able to attend the meeting. Y

1. Balasubrarnanian, T., (198 1) A Textbook of English Phonetics for Indlian
Students. Macmillan, Madras.
2. Bansal, R.K. and Harrison, J.B., (1972): Spoken English for India. Orient
Longman, Madras.
3. Gimson, A.C., (1980): An Introduction to the Pronunciation of Eng1.ish.
ELBS and Edward Arnold (Publishers) Ltd., Hong Kong.
4. Jones, D., (1984): English Pronouncing Dictionary. 1 4 edition.
~ ~ J.M. Dent
and Sons Ltd., London.
UNIT 8 STRUCTURE OF A SIMPLE
SENTENCE
Structure
Introduction
Objectives
Constituents of a Sentence
Transitivity
Tense and Aspect
8.5.1 Present Simple and Present Progressive
8.5.2 Present Perfect and Past Simple
8.5.3 Present Perfect Progressive and Past Progressive
8.5.4 Past Perfect and Past Simple
8.5.5 Future Time
Modality
8.6.1 May, Can, Might and Could
8.6.2 Must, Have to, Ought to and Should
ConcordAgreement
Let Us Sum Up
Suggested Readings
-- - - -
- - -
8.1 INTRODUCTION
No two languages have the same structure. Each language is unique in its
structure. That is why, all of us face problems in learning English, which is
different from our languages. The learninglteaching of English may be
effective, if we know the differences or similarities between English and our
languages. We shall look at some of the basic features of an English sentence,
which we hope will help us teach better. In this unit we shall deal with the
structure of a simple sentence.
8.2 OBJECTIVES
describe certain features of simple sentences of English,

use some simple structures of English correctly,
correct ungrammatical sentences.
- - -- -
8.3 CONSTITUENTS OF A SENTENCE
A sentence is the most used vehicle of communication. It bears a particular

structure and conveys the sense the speaker wants to convey. Each sentence
consists mainly of two parts, namely, subject and predicate. The subject of a
sentence is whatlwho we are talking about. The subject agrees with the verb in
person and number in present tense.
Understanding Subject Predicate
Language Systems
1. James is a student.
2. His sister likes him very much.
3. James and his sister go to the same school.
4. That they are intelligent is known to everyone in the school.
From the above sentences we know that a subject may be a noun (in sentencle
I), a noun phrase (in sentence 2), a compound noun (in 3) and a clause (4).
The subject inverts with the auxiliary verb in a question. For example, in
sentence 5 below, the subject is Pramod and the auxiliary verb is is.
5. Is Pramod working in a high school?
In a sentence, if we remove the subject, what remains is the predicate. A

predicate consists of mainly a verb. If the verb is transitive, it is followed by
the object. An object is usually a noun phrase. An object can become the
subject of the passive voice of the sentence. For example,
The President inaugurated the exhibition object.

The exhibition ,,bject was inaugurated by the President.
Some verbs like give are followed by two objects - direct object and indirect
object. If the verb is intransitive, there is no object following it. That is, some
predicates will have only a verb. For example, look at the following sentences:
The baby slept. (Intransitive verb)

The principal gave evervone indirect object a nIementod,re,t object.
Objects can also occur after prepositions. They are called prepositional objects..
For example, in
He went to the market.
the market is the prepositional object.
Verbs like be, seem, and appear are followed by complements. A complement
may be an adjective, a noudnoun phrase, a prepositional phrase or an adverb.
For instance, consider the following:
1
Krishna Murty is a poet. (noun phrase)

He looks very happy. (adjective phrase)
He is in the drawing room. (prepositional phrase)
He was a few minutes ago. (adverb)
Who is Pramod? (question word)
The complements in all these sentences are called subject complements

because they talk about subject. A complement can modify an object. Then
the complement is called object complement
John called me object a fool object complement,

They named the baby object Preeti object complement-
Structure of a Simple
Sentence
Subject, object and complement form the core constituents of a sentence. In
addition to these, we may find what are called adjuncts in a sentence, These
are optional elements. A sentence may contain one or more adjuncts. An
adjunct is a peripheral constituent.
I had my breakfast at 8 o'clock.

The boy found his toy under the table.
When does the train arrive?
Identify subject, object, complement and adjunct in the following

sentences:
1) The earth is round.

2) The students wanted extra class-hours.
3) Who went to the railway station?
4) Where were you yesterday?
5) They sent me a good greeting card.
6) The meeting was held on Thursday at 11 a.m.
8.4 TRANSITIVITY
A verb is an essential constituent of a sentence. No sentence in English exists

without a verb. Verbs have been classified depending on various aspects. One
of them is transitivity.
Verbs are usually divided into two classes based on what a verb needs after it -
transitive verbs and intransitive verbs. Verbs that need objects are called
transitive verbs. The verbs that are underlined in the following sentences are
some examples of transitive verbs.
They are watching TV.

The boy threw the ball.
Verbs that do not need objects after them are called intransitive verbs.
The students have slept.

Birds flew.
There can be an adverb after the intransitive verb but it is only an optional
constituent.
-
The students have got UD early.
Eagles&f very high in the sky.
Understanding Transitive verbs can further be classified into monotransitive, ditransitive, and
Language Systems
complex-transitive verbs. The verbs that need only one object are referred to
as monotransitive verbs. The verbs that need two objects (direct object and
inditect object) are called ditransitive verbs and those verbs that need an object
and a complement are complex-transitive verbs.
She cleaned the shelf. (monotransitive)

They gave me indirect object a good room direct object. (ditransitive)
The principal considers me object intelligent ,o,,~e,,,t. (complex-
transitive)
A class of verbs function both as transitive and intransitive verbs. They are
called ergative verbs. They are very common in English. Most of us have
problem in using them. Following are some of the example sentences
containing ergative verbs.
The boy opened the door. (transitive use)

The door opened. (intransitive use)
We boiled the milk. (transitive use)
The milk boiled. (intransitive use)
IdentifL whether the underlined verb in each of the following sentences is

transitive or intransitive. If any verb is transitive, then say whether it is a
monot+ansitive, ditransitive or complex-transitive.
I 1) The principal filed a case against the government. I

2) Don't the door.
3) Please send me a copy of the book.

4) WhereisJoseph-?
5) The door opened.
6) He told me that he had been in the library.
1 7)
8)
She asked me a question.
We called him a fool.
I
9) The President invited the delegates for dinner.
8.5 TENSE AND ASPECT
Tense expresses the time of an event or action and the aspect indicates whether
the event oq action is complete or progressing. Tense and aspect is a major area
and needs a lot of space to explain. In this section, we shall look at some of
the difficulties we face. If you want to know more about tense, go through the
books given in the references at the end of this unit. Each verb in English has
four forms: present, past tense, present particiy:,: and past participle. Some
examples are:
Sentence
Regular verbs
Present tense Past tense Present participle Past participle

talk talked talking talked
close closed closing closed
work worked working worked
cook cooked cooking cooked
play played playing played
Irregular verbs
Present tense Past tense Present participle Past participle

give gave giving given
see saw seeing seen
go went going gone
drive drove driving driven
buy bought buying bought
8.5.1 Present Simple and Present Progressive
The present simple is used to describe habits or things that happen regularly.
For example,
My children go to bed very early.

The school reopens in June every year.
It is also used while giving factual information.
Oil floats on water.

The earth revolves around the sun.
The present progressive is indicated by the auxiliary verb 'be' and the present
participial form of the verb. It is used to describe an event or an action that is
happening at the moment.
'What is Kiran doing?' 'Kiran is having a bath.'

He has exams. That's why, he is getting tensed up.
The present progressive also indicates that a situation is temporary.
Every Sunday, I go to the Church next to my house.

But for the last two Sundays, I am going to the Church in
Gandhinagar.
He is quite worried. He is smoking a lot.
An important fact to remember here is that the present simple (not present
progressive) is used with the verbs like smell, see, feel, hear, know,
understand, remember, own, possess and contain which describe a state.
I see a bird on the tree. (not 'am seeing')

We have a good scheme just for you. (not 'are having')
Understanding
Language Systems
l ~ h e c kYour Progress 3 I
I otes: a) Write your answers in the space given below.
c) Compare your answers~withthose given at the end of the unit.
Fill in each blank with either present simple or present

progressive form of the verb given in brackets.
1) We always vegetables from a street vendor. (buy) I

2) She is my sister. She two children. (have>
3) I usually to school (drive). But today I
by bus. (go)
4) Whenever he goes to Delhi, he (stay) in the IGNOU
Guest House. But this time he (stay) in a hotel.
5) 'Hello, can I speak to Dr. Kumar?'
'He (have) a shower. Can you call some time
later, please?'
8.5.2 Present Perfect and Past Simple
The present perfect is indicated by the use of the auxiliary verb havelhas and
the past participle form of the main verb. It is used to refer to an event or
action that happened in the past but it is not known precisely when it happened
or it is not important tp mention the time of the actiodevent.
Ihave already seen this film. I don't want to come.
In contrast, past simple is used to refer to an actiodevent that happened at a

specific time in the past. That is, the time of the actiodevent is known.
The President inaugurated the games at 4 o'clock on Friday.

Columbus discovered America.
An event that has happened recently is also indicated by present perfect.

~ e ' 'just
s come from work. Let him have a cup of tea.
I've just had my breakfast. I'm not hungry.
Sometimes present perfect is used to indicate when the effects of an

actiodevent that happened in the past are visible at the time of speaking.
She can't cook now. She's burnt her fingers.

Look at his clothes. He has played in the mud.
The present perfect is also used to refer to some actiodevent that happened in
the past and is still happening now. On the other hand, the past simple is used
only to denote that something happened in the past.
Sentence
We stayed in Delhi for 4 years. (We are no longer staying in Delhi.)
We have stayed in Delhi for 4 years. (We are still staying in Delhi.)
She wrote 10 novels before she turned a film actor. (She stopped
writing)
She has written 10 novels. (She may still be writing.)
Fill in each of the blanks w?th either present perfect or past simple form of the
verb given in the brackets.
1. The government (declare) DA yesterday.
2. Look! He's limping. He (hurt) his leg.
3. When I (enter) the classroom, all the children were playing.
4. Veena (not, come) yet. I think she is still in the school.
5. 'Where's your scooter?'

'I (give) it to my brother.'
8.5.3 Present Perfect Progressive and Past Progressive
The present perfect progressive is indicated by using havehas been and the
present participle form of the main verb. It refers to a situation or an event that
has begun in the past and is in progress at the time of speaking. For example,
look at the following sentences:
Ahmed has been playing Chess for the last 10 years. (That is, Ahmed
started playing Chess 10 years ago and is still playing.)
She has been teaching in this school since 1990. (That is, she started
teaching in this school in 1990 and is still teaching.)
Here we have to note another important point. T'he present perfect progressive
focuses on how long an action or event is progressing.
I
Past progressive is indicated by the past tense form of be and the present
. participle form of the main verb. It is used to talk about an actionlevent that
I was happening at a particular moment in the past.
When she came home, I was reading the newspaper.

We were cleaning our rooms last Sunday.
Since the past progressive indicates an action continuing at a point of time in

the past, it cannot be used to show events still happening now. For example,
the following sentences are wrong:
They were working since morning. (incorrect)

They have been working since morning. (correct)
They were working for 4 hours. (incorrect)
They have been working for 4 hours. (correct)
Understanding
Language Systems
The past progressive can also be used to refer to two simultaneous events in
the gast.
Rahim was reading a book while Ram was writing a letter.

When I was teaching, some students were playing tic-tac-toe.
Use in each blank either present perfect progressive or past progressive form of'
the verb given in brackets.
1. While we the movie, the power went off twice. (watch)

2. We are very tired. We continuously for the last
ten days. (work)
3. As the principal a lecture, all the students left the hall
from behind. (give)
4. He Mathematics since 1990. (teach)
5. E know you finished your M.A. in 1995. But what
since then? (you, do)
6. When Shilpa came home, I my lunch. (have)
7. While she coffee, we chess. (make,
play)
8. When I reached the station, the train the platform. (just,
leave)
9. They for an hour now. (quarrel)
10. While he the bus, he lost his purse. (get into)
8.5.4 Past Perfect and Past Simple
The past perfect is indicated by the auxiliary had and the past participle form
of the main verb together. Let us look at the following sentence in order to
understand the past perfect.
We then realized that the train had already left.
There are two events in this sentence - (i) realization and (ii) the train leaving.
The event 'leaving' .occurred before 'realization'. From this we understand,
when there are two past events in a sentence, one occurring after the other,
the first event can be described by using the past perfect. The following
diagram explains the sentence given above.
the train left realization now
A few more examples of the same are here.
All the tickets had already been sold out by the time we reached the
cinema hall.
When we went to the temple, the prayers had already been offered.
Sometimes we can indicate the chronological order of the past events by using Structure of a Simple
Sentence
a time adverb. For example, the words after, before, as soon as, then indicate
the sequence of events. In such cases the past perfect is optional. That is, only
past simple can be used in describing all the events.
Before he went to school, he went to the market.

(= Before he went to school, he had gone to the market.)
The boys left the playground after the teacher reminded their home
work.
(=The boys left the playground after the teacher had reminded their
home work.)
Past habits can be described by using the past simple or the modal auxiliary
verb used to.
In those days, I went to school very late.

I used to go to school very late when I was a child.
Correct the following sentences:
1. By the time we went to the market, all the shops were closed.
2. Preeti was very sad. She didn't get good marks in the exam.
3. "I don't like this bed", had said his wife.
4. When I went to the market, I had realized that I forgot my purse.
5. Kumar worked all day, so he was really tired.
8.5.5 Future Time
Future time is expressed by using the modal auxiliary verb wilYshalYgoing to,
present simple or present progressive. But the verb does not change its form to
express future time as it does to express past time.
Will, shall, be going to are commonly used to indicate the future time. When
they are used, the main verb is in the infinitive form. An infinitive is a verb
without any tense - i.e. past or present.
They will come home tomorrow evening.

We shall visit the principal tomorrow.
The Minister for Education is going to come as the chief guest.
In present-day English there is no difference between will and shall when they
are used to refer to only future time. That is, will can replace shall or vice
versa in statements about the future. However, there are differences between
the use of will and be going to. Both of them can be used to express
prediction. But will is used, if the prediction is based on one's opinions or past
experience.
I think we will have a nice time at the party.

I know she sings well. We'll all enjoy her songs.
Understanding
Language Systems
To talk about intentions or future plans made some time ago, we can use be
going to.
The District Education Officer is going to visit the school on Monday.

We're going to have dinner with the chief guest after the dance
performance.
But, will is used to refer to the decisions made on the spot while speaking. It
also shows 'willingness'.
- I forgot my pen.
- Don't worry. I'll give you mine.
The present continuous can also be used to refer to future time. It is mainly
used to indicate a definite arrangemenuplan that has already been made.
They're meeting the principal at 10 a.m. (planned)

He isn't coming this evening. (planned)
The present simple can be used to talk about fixed events such as reference to a
time table, and a calendar.
The Rajadhani Express from Hyderabad arrives at 10 a.m.

Our school reopens on 1 June.
Christmas is on a Wednesday this year.
Read each sentence given below. Then write a complete sentence using the
future time markers and the words given in brackets.
1. There haven't been any rains this year. So, -

(the prices, high, be, very, food grains, of)
2. Have you decided the chief guest for your programme?

Yes, -
(the chief guest, the principal, be)
3. It's very late.

(leave, we, now)
4. I am too tired. I think -

(faint, I)
5. The President will inaugurate the seminar. -

(he, then, the library, visit)
-
8.6 MODALITY -
Among the auxiliaries, a certain class of auxiliaries is called modal auxiliaries
since they express moods like possibility, ability, obligation, politeness,
prediction and so on. This class includes auxiliaries such as may, might, can, Structure of a Simple
Sentence
. could, will, would, shall, should, ought to, have to, need to, be able to, be to
etc. We shall look at some of these with some of the meanings they convey in
this section.
8.6.1 May, Might, Can, Could
All these modals (may, might, can and could) can express possibility.
However, the kind of possibility or the degree of possibility that they express
.varies from one to the other. Both may and might express a general possibility
of an event/action. When might replaces may in a sentence, the degree of
possibility goes down.
This vacation I may go to my village.

r- It's not very cloudy. It might rain.
i
Negative of maylmight indicates the impossibility.
We maylmight not have school today. (= It is possible that we will not

have school today.)
If the subject of the sentence is you, then may indicates permission.
You may smoke now. (= You're allowed to smoke now.)

You may take the bag inside. (=You're allowed to take the bag inside.)
Can is used to indicate a theoretical possibility of an actiodevent.
This year, there can be a scarcity of water.

We can close the passage in order to stop any miscreants coming in.
Could is also used to denote possibility of an actiodevent but it is preferred

when we are giving an opinion about which we are unsure.
- Who's at the door?

- It could be Vijay.
t.
In this sentence, could can be replaced with may or might. But could shows
lesser possibility of the prediction.
-, If these modals are used along with have, they indicate possibility of a past
actiodevent.
It may/might have rained yesterday. (=It is possible that it rained

yesterday.)
They maylmight have shifted the office to some other place. ( = It is
possible that they shifted the office to some other place.)
All these four modals (can, may, could and might) can be used in yes-no
questions with a difference in degree of politeness. Can indicates
informal/intimate/impoliteness. Could indicates more politeness than may.
Might shows extreme politeness, so it is used very rarely.
Understanding Can 1 go now? (impolitelinformal)
Language Systems
May I go now? (politelformal)
Could I go now? (very politelvery formal)
Might I go now? (very rare)
In addition to the meanings mentioned above, can expresses present/future

ability and could expresses past ability.
Don't w o w . He can repair it. (= He knows how to repair it.)

Can you win a game with him? (Will you be able to win a game with
him?)
I could walk 10 kms a day when I was in school. (= It was possible for
me to walk 10 kms a day, when I was in school.)
I could reach the school in 10 minutes. ( = It was possible for me to
reach school in 10 minutes.)
Compare the following pair of sentences.
John could win the game easily. (But he didn't because he got hurt.)
John was able to win the game easily. (He won the game.)
Could indicates only 'past ability' while was able to indicates 'past ability
with achievement'.
Rewrite each of the following sentences using may/might/can/could.
1. It's possible that it'll rain today.

.............................................................
.........................................................................................
2. It's possible for me to take leave for three days.
.........................................................................................
.........................................................................................
3. It was possible for Raju to send greetings.
.........................................................................................
.........................................................................................
4. It'spossible that she will recover soon.
.........................................................................................
.........................................................................................
5. It's possible that we will get DA this month.
.........................................................................................
.........................................................................................
$.6.2 Must, Have To, Should, and Ought To Structure of a Simple
Senteece
Musi or have to can be used if we think that it is necessary to do something.
The walls are dirty. We must/ have to paint them.

There isn't much room here to sit. We must, have to look for some
other place.
Have got to or gotta is same as have to but it is less formal and generally used
in spoken English.
I've got to finish my work soon. I

We gotta hurry up.
Have (got) to can also be used to refer to external obligation. In other words,
when someone or some outside circumstances or authority makes something
necessary, have (got) to is used.
We have to see the headmaster immediately. (i.e., The headmaster has

called us and it's not our intention to meet him.)
But if we use must instead of have to in the above sentence, it indicates

speaker's decision.
We must see the headmaster immediately. (i.e., We need to discuss

with the headmaster regarding something. So we decide to see him.)
In addition to the above meanings, must is used to refer to a conclusion.
Look! The classroom is fill. There must be 100 students in the class.
The washing machine is not working. You must have put more clothes
than it can take.
Must does not have a past tense. Hence had to is used to denote past
obligation.
I had to go home early since I was feeling unwell.

We had to wait for a long time as the guest arrived late.
Should or ought Oo is used to indicate the responsibility or duty.
You should ought to inform when you are leaving.

They should, ought to have told us that they were not coming.
There are many other meanings that modal auxiliaries convey. So we suggest
that you refer to one of the grammar books given in the references.
Understanding
Language Systems
Rewrite the following sentences using musthave to/should so that there is no

change in meaning.
1. It is necessary that you wear a helmet when you are driving a motorbike.
......................................................................................
2. (The principal wants me to wait for some more time.)
It is necessary for me to wait for half an hour more.
......................................................................................
3. (Look .at the table. It is messy.) It is necessary for us to clean the table.
.......................................................................................
4. (That evening was my daughter's birthday.) That's why it was necessary
for me to leave the office early.
......................................................................................
5. It is necessary that you go home immediately.
......................................................................................
One of the areas in grammar in which most of us feel difficulty is agreement.

In English, the subject and the verb in a sent2nre agree in person and number.
If the subject is a singular noun or third person singular pronoun, the verb in
the present tense shows number agreement.
Indu gets up early every day. ('Indu', a singular noun)

He goes to a gym every day. ('he', third person, singular
pronoun)
They go to Church on Sundays. ('they', third person plural
pronoun)
Children go to bed early. ('children', pl&al noun)
I read novels. ('1', first person singular pronoun)
Havehas is in present tense. Has is used when the subject is third person
singular and have is used in other cases.
I/we/youlthey have read all the lessons.

He/She/Rupa/Ram has read all the lessons.
The past tense of havehas is had. It can be used with any subject.
Sentence
When a subject consists of two or more nouns or pronouns joined by a
conjunction like and, the verb has plural agreement.
She and I go to the market every Monday. (not goes)

Sita and Gita are friends. (not is)
ThL :ipal as well as his wife were at the h c t i o n . (not was)
However, if the nounslpronouns in the subject are joined by a conjunction like

.
either.. or, then the verb agrees with the nearest pronounlnoun.
Either Sita or her fiiends have to meet the principal.
If any of, each of, neither of or none of and a plural noun is the subject of a
sentence, the verb can be either singular or plural. However, in written
English, singular verb is preferred.
None of the teachers is I are in the school.

Neither of them is1 are willing to participate in the programme.
I don't know if any of our students was I were in the'
competition.
If a number of, a lot of, a plenty o f , all, some a plural noun constitute the
subject of a sentence, the verb is plural. However, if the subject has the
number of the verb is singular.
A number of students are absent today.

The number of students absent is 30.
A lot of birds migrate in winter.
If a lot of, plenty of, any of, none of or some of and a mass noun constitute.
the subject of a sentence, the verb is singular.
Plenty of water is wasted by the residents of this colony.

A lot of sugar is imported this year.
Some nouns do not look like plural but they need a plural verb.
The staff are demanding bonus this year.

The police are still investigating the crime.
Some nouns look as if they are plural, but they need a singular verb.
The news is that no one has won the match.

The scissors is on the table.
Understanding Check Your Progress 10
Language Systems
Fill in each blank with either islare or hasthave.
1. Each of the teachers given a memento at the annual day

celebrations.
2. Every classroom in our school equipped with a Tape-

recorder and a VCR.
3. Every teacher the right to teach the way helshe wants to.
4. The number of English medium schools increasing

evkry year.
5. None of the teachers a dictionary.
6. Sachin and Ganguly scored a century each.
7. The police investigating the crime.
8. The teaching staff demanding a hike in their salaries.
8.8 LET US SUM UP

,
In this unit we have looked at some of the common grammatical features of
English. Specifically we studied the structure of a simple sentence, tense,
aspect dnd modality in English.
The earth is round.

Subject complement
2. The students wanted extra class-hours.
Subject object
3. Who went to the railway station?
Subject prepositional object
4. Where were YOU yesterday?
Complement Subject Adjunct
5. They sent me a good greeting card.

Subject Indirect object Direct object
6. The meeting was held on Thursday at 11 a.m.
Subject Adjunct Adjunct
Sentence
filed monotransitive
open monotransitive
send ditransitive
sitting intransitive
opened intransitive (ergative)
told ditransitive
asked ditransitive
called complex-transitive
invited monotransitive.
1. buy
2. has
3. drive, am going
4. stays , is staying
5. ishaving
1. declared
2. has hurt
3. entered
4. has not
5. have given
1. were watching
2. have been working
3. was giving
4. has been teaching
5. have you been doing
6. was having
7. was making, were playing
8. was just leaving
9. have been quarrelling
10. was getting into
1. By the time we went to the market, all the shops had been
closed.
2. Preeti was very sad. She hadn't got good marks in the exam.
3. "I don't like this bed", said his wife.
4. When I went to the market, I realized that I had forgotten my
purse.
5. Kurnar had worked all day, so he was really tired.
Understanding Answers to Check Your Progress 7
Language Systems
1. So, the prices of food grains will be vtry high.

2. Yes the principal is going to be the chief guest.
3. We will leave now.
4. I think I am going to faint
5. Then he will visit the library.
1. It maylmight rain today.

2. I can take leave for three days.
3. Raju could sent greetings.
4. She may / might recover soon.
5. We may / might get DA this month.
1. You shouldlought to wear a helmet when you are driving a

motorbike.
2. I must wait for half an hour more.
3. We mustlhave to clean the table.
4. That's why I had to leave the office early.
5. You should go home immediately.
Anl~wersto Check Your Progress 10
1. is
2. is
3. has
4, is
5. has
6. have
7. are
8. are

Eastwood, John (1999): Oxford Practice Grammar. Oxford University Press,
New Delhi.
Gethin, Hugh (1990): Grammar in Context. Collins ELT, London.
Leech Geoffrey and Jan Svartvik (1990): A Communicative Grammar of
English. Longman.
Quirk, Randolf, Sidney Greenbaum, Geoffrey Leech and Jan Svartvik (1989):
A Grammar of Contemporary English. Longman, Hong Kong.
Verma. S.K., and Hemalatha Nagarajan (1999): An Interactive Grammar of
Modem English. Frank Brothers and Co., New Delhi.
UNIT 9 STRUCTURE OF A COMPLEX
SENTENCE
Structure
Introduction
Objectives
Focussing
9.3.1 Passive Voice
9.3.2 Topicalization
Interrogation
Complex Sentence
9.5.1 Noun Clauses
9.5.2 Adjectival Clauses
9.5.3 Adverbial Clauses
Compound Sentences
Let Us Sum Up
Suggested Readings
9.1 INTRODUCTION
When we speak or write either in English or in our mother tongue, we do not

use only simple sentences. We connect one sentence with another, using
conjunctions. We use longish sentences. What is the structure of those
sentences? Let us study some of the features of such sentences in this unit.
I 9.2 OBJECTIVES
I/
I After going through this unit, you will be able to:
'I
focus certain elements of a sentence while speaking and writing,
describe certain features of complex sentences,
construct complex and compound sentences.
9.3 FOCUSSING
/
While speaking we draw the attention of our listenerslaudience to certain
things by focusing them. When we focus an item in a sentence, the structure of
the sentence changes. There are various ways of focusing an item in a
sentence. We shall see in this section two of them, namely, passivization and
topicalization.
9.3.1 Passive Voice
When there is a be form and a past participle of the main verb in a sentence,
that sentence is said to be in 'passive voice'. Look at the following sentences:
I
Understanding 1. John added some salt to the water.
Language Systems
2. Some salt was added to the water (by John).
In the first sentence there is no auxiliary verb be and the verb is not in past
participial form. But in the second sentence there is the auxiliary verb be and
the main verb is in past participial form. That means, the second sentence is in
passive voice and the first one is in active voice. In the active sentence, John
is the subject and it is focused. In the passive sentence, some salt is the subject
and it is focused. That is, the subject of a sentence is always focused. In other
words, when we want to focus something, we can use it as the subject.
In both the sentences, John is the doer of the action. In the passive sentence,
the doer of the action appears after the preposition by and the doer of the
action is optional. The doer of the action is mentioned in a passive sentence
only if it is important or necessary in the discourse. It is generally not used.
Look at the following sentences:
3. When he was travelling in the bus, his purse was stolen.

4. 400 children were food poisoned.
The doer of the action is mentioned in a passive sentence only when it is

necessary for the discourse.
5. The seminar was on "Pollution in Metropolis". It was inaugurated by the

President.
In this sentence, it is important to mention the person who inaugurated the

seminar.
,Also notice the verbs in all the above examples are transitive. That is, passive
voice is possible only with transitive verbs. We cannot have passives with
intransitive verbs.
You know that there are two objects for a ditransitive verb. Can you guess,
then, how many pass,ives are possible with a ditransitive verb? You are correct.
Two passives are possible. For example, look at the following sentence:
The students gave the teacher a greeting card.
The teacher was given a greeting card A greeting card was given to the
by the student. teacher by the student.
There are two objects in the above sentence: direct object and indirect object.
In one sentence, the direct ob.ject is made the subject and in the other, thie
indirect object is made the subject of the sentence. Given below is one morie
example.
Passive voice was taught by him.
He taught us passive voice.
We w r x taught passive voice by him.

Check Your Progress 1 Structure of a Complex
Sentence
A. Write passive sentences using the wordslphrases given in brackets. Use
only the present simple tense.
1.......................................................................................
(the school/close/on Sunday)
2 .......................................................................................
(our sch'oollpaint~everyyear)
3.......................................................................................
(The Chief Ministerlinvitelto the exhibition)
4. ......................................................................................
(This booklpublish/OUP)
5 .......................................................................................
(yodnot allowed/to smoke here)
B. Write passive sentences using the wordslphrases given in brackets. Use

only the past simple tense.
1.......................................................................................
(the school/build/in 1975)
2. ......................................................................................
(my car/steal/last Monday)
3.......................................................................................
(30 childrenkidnap)
4.. ......................................................................................
(the examinations/postpone/to 19 July)
5. ......................................................................................
(Iltelllthat he was a humble man)
9.3.2 Topicalization
A second way of focusing an element in a sentence is by topicalization. By
topicalization, we mean bringing an element to the initial position of a
sentence. Look at the following:
He likes fish with whisky.
In this sentence, the subject is already in front and so it is focused. But if we
want to focus the object fish, we have to bring it to front - either by
passivization (as we did in the earlier section) or by topicalization as follows:
Fish, he likes with whisky.
Understanding Here the word fish is in front, yet it is not the subject. By doing so, we are
Language Systems
saying: He likes fish with whisky but not chips. Similarly, we can focus the
words with whisky.
With whisky, he likes fish. (not with coke.)
Other ways of focusing an element in a sentence are clefting and emphasizing
using stress. If you are interested in knowing more about these, please look up
the references given at the end of this unit.
9.4 INTERROGATION
There are three main types of questions found in English, namely, (i) yes-no
questions, (ii) alternate questions and (iii) wh-questions. The answers to yes-no
questions is either 'yes' or 'no'. For example, the response to each of the
following questions is either 'yes' or 'no'.
Do you speak Hindi?

Is your mother at home?
Does she like apples?
An alternate question gives a choice of answers. Look at the following

examples:
Do you like tea or coffee?

Is your brother younger or older than you?
A wh-question has a wh-word in it. Wh-words are the question words - what,
who, where, why, when, whose and how. Following are wh-questions:
When is John going to Bangalore?

Where is your house?
Whose house is this?
What is important in question formation in English is 'subject-auxiliary

inversion', which we do not find in Indian languages. So we find some of our
learners using questions in English without subject-auxiliary inversion. For
example, you might have heard your students saying: Where you are going? It
should, however, be noted that there is no subject-auxiliary inversion, if the
1
4
subject of the sentence is questioned. For instance look at the following
sentence:
I
Breeti works in a school. + Who works in a school?
Here the subject 'Preeti' is replaced with the question word 'who'.
A further difficulty in framing questions is that a 'dummy do' is inserted in

some sentences. Sentences in present simple and past simple do not contain
any auxiliary verb. In such cases, 'do' form is used as the auxiliary.
Remember do/does is the present tense form and did is the past tense form.
For example,
They play football very well. +Do they play football very well? Structure of a Complex
He works in a school. + Where does he work? Sentence
They won the match. + Did they win the match?
The verb be has both the functions as a main verb and an auxiliary verb.
Hence it can be used in front of the subject in a question even if it is the only
verb in a sentence (main verb).
She is intelligent.+ Is she intelligent?

We are invited to the party. + Are we invited to the party?
The verb have can also be used both as an auxiliary verb and a main verb.
However, a question using a sentence with have has two forms.
Has she a brother? (British English)
She has a brother.
Does she have a brother? (Ameiican English)
In addition to the above types of questions, there is a very common question

form called 'question tags' or 'tag questions'. A question tag is a short
question used at the end of a statement and is used mainly in spoken and
informal English. It is used mainly for confirmation. So the response to a tag
question is usually a. definite yes or no., If the statement is positive, the
question tag is negative and if the statement is negative, the question tag is
positive. For example,
He didn't go to school today, did he? (Positive question tag)

You are coming to the party, aren't you? (Negative question tag)
A question tag consists of an auxiliary verb, which is same as the auxiliary of

the statement and a pronoun that represents the subject of the statement.
The principal of your school has taken voluntary retirement, hasn't he?
As in other question forms, 'dummy do' is used whenever there is no auxiliary

in the statement for which we need to add a question tag.
The players wanted accommodation in the city, didn't they?

He goes to a gym everyday, doesn't he?
However, the question tag is aren't I for the sentence I am a teacher and for
imperative sentences, the auxiliary in the question tag is will.
Open the cupboard, won't you?

Understanding Check Your Progress 2
Language Systems
A. Write questions for the following answers.
1.......................................................................................
Yes, I'm Praveen.
2. ......................................................................................
I'm working as a teacher in a private school.
3.......................................................................................
The school is in Nehru Place.
4. ......................................................................................
Yes, it is very far.
5.......................................................................................
I go there by bus.
B. Write question tags for the following:
1. Meena is not coming to schpol today, ......................

'7
2. He always boasts of himself, ..................... ?

3. Sheela likes fruits ........................... ?
4. I look tired, ......................?
5. The boys played very well, .......................?
9.5 COMPLEX SENTENCE

A group of words with the subject-predicate structure is called a clause.
Remember we have seen in the previous unit, a sentence also has the subject-
predicate structure. Then is a clause different from a sentence? No, not really.
Both a sentence and a clause have the same structure. But a clause can be
either dependent or independent whereas a sentence is always independent. In
fact, a single independent clause is a simple sentence. The following is both a
sentence and an independent clause.
James is a doctor.
If there is more than one clause in a sentence then the sentence may be either a
complex sentence or a coordinate sentence. We shall look at the structure of'
compound sentences in the next section.
A complex sentence is one in which there is one independent clause and one or
more dependent clauses. ,Look at the following sentence:
When the bell rings, the children stand in rows.
dependent clause independent clause
In this sentence, there are two clauses - orie dependent and another Structure Of a
Sentence
independent clause. The dependent clause in a complex sentence is called
I 'subordinate clause' and the independent clause is called 'mainlprincipal
clause'. The subordinate clause is usually introduced by a subordinating
conjunction. The words in bold in the following sentences are some
subordinating conjunctions.
As soon as he reached the school, the bell rang.

If we go to school, we'll have to show homework.
I could not go to school because I was ill.
We can also classify clauses on the basis of tense. If the verb in a clause is
tensed (i.e., it has present tense or past tense), then the clause is called 'finite
I clause'.
The teachers said that they didn't like the programme.
finite clause
It was decided that all of us should go on the picnic.

finite clause
If the verb in a clause is not finite, the clause is called a 'non-finite clause'. A
non-finite clause may be 'infinitival clause' if the verb in it is a 'to-infinitive'
or a 'participial clause' if the verb is either 'present participial' ( k g ) or 'past
participial' (-ed).
The principal persuaded the teachers to participate in the demonstration.
I non-finite (infinitival clause)
The government wanted its people to follow traffic rules properly.
non-finite (infinitival clause)
We saw the prinicipal going to the collector's office.

non-finite (present participial clause)
In this section, we have seen that clauses can be finite or non-finite. Non-finite
clauses can be either infinitive or participial clauses. In the following sections
we shall look at different functions of these clauses.
Underline the subordinate clauses in the following sentences and say whether
each of them is finite or non-finite. If some clause is non-finite, say if it is
infinitival or participial.
1. The students told me that they liked your teaching very much.
2. The principal asked me to talk to the student leader immediately.
3. I forgot locking the door.
4. It was decided that all of us should go on a strike.
5. James promised Sue to get a ring for her.
Understanding 9.5.1 Noun Clauses
Language Systems
We saw in the previous.wit that only nouns and noun phrases can function as
subjects and objects in a sentence. For example, look at the following
sentenkes:
The baby slept. (noun phrase as the subject)

John saw the thief. (noun phrase as the object)
Even clauses can function as subjects and objects in English. Look at the
following:
That the earth is round is true. (subject)

He proved that the earth is round. (object)
I don't know whether the earth is round.
In these sentences, the finite clause 'thatlwhether the earth is round' is

functioning either as a subject or an object. Similarly, a non-finite clause can
function as the subject or the object in a sentence. Consider the following
sentenoes:
Infinitival clause functioning as a subject and an object

For a man to behave in such a manner is foolish. (subject)
They wanted the principal to resign. (object)
Present participial clauses functioning as a subject and an object I
*E meat is banned in this area. (subject)

Do you enjoy meeting people on holidays? (object)
Like nobn phrases, clauses can also function as complements.
The fact is that the teachers never raised slogans against the principal. (finite)
1I
1
The idea is for us to go on a strike on Saturday. (non-finite)
In othen' words, what we have been saying is that clauses can function like
nounslnoun phrases in some sentences. These clauses that are functioning as
Uc
nounslnoun phrases are called 'noun clauses'.

I
The underlined clauses in the following are all nominal clauses. Say what each
of the clauses is functioning as - subject, object or complement.
1. That the students do not want classes on Wednesday is obvious from their
talk.
2. The fact is that nobody wants to be on leave on that dav.
3. The boy persuaded his father to buy a bicycle.
4. We enjoy paint in^ our house.
5. My father asked me to resign from the iob.
6. Do as I say.
Structure of a Complex
Sentence
9.5.2 Adjectival Clauses
Adjectives are those words that describe a noun in a noun phrase. No other
class of words can do this. But some clauses can modify a noun. These clauses
can be called adjectival clauses. However, these are more popularly known as
'relative clauses7. A relative clause occurs after a noun in a noun phrase and
modifies the noun in meaning. The following is an example of a relative
clause.
The boy who is standing in the corner is my brother.

'I
Relative clauses are of two types - restrictive relative clause and non-
restrictive relative clause. Let us consider the following two sentences to
understand the differences between a restrictive relative clause and non-
restrictive relative clause.
My brother who is in Delhi is arriving tomorrow. (restrictive relative

clause)
My brother, who is in Delhi, is arriving tomorrow. (non-restrictive
relative clause)
The relative clause in the first sentence is called 'restrictive relative clause' and
the relative clause in the second is called 'hon-restrictive relative clause.' A
non-restrictive related clause is separated from the rest of the sentence by
commas whereas a restrictive related clause is not. In speech, before and after
the non-restrictive relative clause, there is a pause.
A restrictive relative clause is also known as 'defining relative clause' since it

defines the noun it follows. That is, in the above sentence, the speaker is
talking about the brother from Delhi and not other brothers who are living
somewhere else. In other words, the speaker has many brothers, but he is
talking about the brother from Delhi.
On the other hand, a non-restrictive relative clause is known as 'non-defining

relative clause7 because it does not define the noun it follows. It merely gives
additional information about the noun. In the above sentence, the speaker is
talking about hisker only brother and the speaker is providing additional
v information that his brother is living in Delhi.
A relative clause begins with a relative pronoun. For example, in the following
sentence, the relative pronoun is 'who'. It refers to the noun 'girl' and it is the
subject of the relative clause.
1 The girl who is wearing a blue frock is my daughter.
The other relative pronouns are: whom, whose, that, which, where, when
and why. Who and whom are always used to refer to human nouns whereas
which is used for non-human nouns.
The boy whom we saw yesterday is my student.

The table which you bought yesterday is very expensive.
Understar~u~ng The relative pronoun 'that' can substitute the relative pronouns in the above
Language Systems
sentences without any change in meaning.
The boy that we saw yesterday is my student. (informal)

The table that you bought yesterday is very expensive. (informal)
In other words, the relative pronoun 'that' refers to both 'human' and 'non-
human' nouns. However, it cannot substitute who, whom and which in a non-
restrictive relative clause. The following sentences are ungrammatical.
X My uncle, that is a doctor, is in America.

X The house, that we lived in, is destroyed.
The use of other relative pronouns is exemplified in the following sentences:
This is the place where I was born.

This is the time when frogs hibernate.
This is the reason why I didn't want you to go home.
Use an appropriate relative pronoun in the following sentences. If in some

sentence, more than one relative pronoun is possible, mention all of them.
1. Brame is the person all of us like.

2. The girl came to our school yesterday is our principal's
daughter.
3. Her aunt, lives in London, is a spendthrift.
4. The dog has bitten him is dead.
5. Hyderabad is the place - you find people from different
regions.
9.5.3 Adverbial Clauses
In some sentences, clauses can function as adverbs. In other words, they

function as adjuncts. These clauses 'are called adverbial clauses. Look at the
following example:
When I went to Rohan's house, he was having his lunch.
In the sentence above, the underlined clause is an adverbial clause. It is

functioning as an adjunct. It denotes time. So it is called 'adverbial clause of
time'. Depending on the meaning adverbial clauses convey, they can be of
various types - adverbial clause of time, adverbial clause of place, adverbial
clause of reason, adverbial clause of condition and so on.
Some examples of all these adverbial clauses are given below.
He came wherever I went. (adverbial clause of place)

I like this city because it is clean and g-qen. (adverbial clause of
reason)
If vou talk to her nicely, she will do anything for you. (adverbial clause Structure of a Complex
Sentence
of condition)
Although he hasn't attended many classes, he has got good marks in the
final examination. (adverbial clause of concession)
An adverbial clause can also be infinitival or participial. For example, look at

the following sentences:
He went to the market to buy vegetables. (adverbial clause of purpose)
Having worked for 10 hours continuously, he decided to take rest for

two hours. (adverbial clause of reason)
What meaning does each of the adverbial clauses in the following sentences
convey?
1. Whenever I went to the school, James is in the classroom.

2. I don't like bitter gourd because it is bitter.
3. If she was here, she would help us in this work.
4. Although there is hope, there is the chance of losing the opportunity.
5. As there was not much time left, we had to rush through the report.
9.6 COMPOUND SENTENCES

In the previous section we saw that in a sentence there can be more than one
clause and one of them is the main clause and others are subordinate clauses.
That is, only one clause is an independent clause in a complex sentence. There
are, however, sentences in which there can be more than one independent
clause and they are joined by a coordinate conjunction. Such sentences are
known as 'compound sentences'. In a compound se'ntence, all the clauses
have finite verbs. Coordinating conjunctions are conjunctions such as and, or,
... ....
but, either or, neither nor and so on.
Veena is tall but Meena is short.
Ajay went to the market and Vijay stayed at home.
He worked very hard so that he would get a good rank in the entrance
examination.
When two clauses are joined by a coordinating conjunction, the common

wordJphrase in the clauses is usually omitted.
Pranav went to market and Pranav bought vegetables.

I went to the theatre and my wife went to the market.
Understanding
Language Systems
I Check Your Progress 7
I Combine the following sentences to make compound sentences as directed.
I 1. Sreenu is intelligent. Sreenu is hardworking. (use 'and' and 'too')

2. Sravanti gave Lavanya a book. Sravanti gave Preeti a dictionary. (use
'and')
3. He was washing the car. She was mopping the car dry. (use 'while')
1 4. Prabhu called Priya a liar. Priya got angry. (use 'since')
I
5. Meena will come here tomorrow. If not, I will go to her house day after
tomorrow. (use 'or')
9.7 LET US SUM UP
In this unit, you have learnt how to focus a particular element in a sentence!
using passive and topicalization. You have also learnt how to construct:
complex and compound sentences.
- - - - - -
The school is closed on Sunday.

Our school is painted every year.
The Chief Minister is invited to the exhibition.
This book is published by OUP
You are not allowed to smoke here.
The school was built in 1975

My 'car was stolen on Monday.
Thirty children were kidnapped.
The examinations were postponed to 19 July.
I was told that he was a humble man.
A. 1. Are you Mr. Praveen?

2. What are you?
3. Where is the school?
4. It is very far, isn't it?
5. How do you go there?
B. 1. Mzena is not coming to school today, is she?

2. He always boasts of himself, doesn't he?
3. Sheela likes fruits, doesn't she?
4. I look tired, don't I?
6. The boys played very well, didn't they?
Answers to Check Your Yrogress 3 Structure of a Complex
Sentence
1. The students told me that they liked vour teaching very much.
finite
2. The principal asked me to talk to the student leader immediately.
- Non-finite, infinitival
3. I forgot lockinn the door.
Non-finite, present participial
4. It was decided that all of us should go on a strike.

finite
5. James promised Sue to get a ring for her.

Non-finite, infinitival
Answers to Check Your Yrogress 4
1. subject 2. complement
3. indirect object 4. direct object
5. direct object 6. direct object
1. whom 2. wholthat
3. who 4. whichlthat
5. where
1. Whenever I went to the school, James is in the classroom. - time

2. I don't like bitter gourd because it is bitter. - reason
3. If she was here, she would help us in this work. - condition
4. Although there is hope, there is the chance of losing the opportunity. -
concession.
5. As there was not much time left, we had to rush through the report. -
reason
1. Sreenu is intelligent and hardworking too.

2. Sravanti gave Lavanya a book and Preeti a dictionary.
3. He was washing the car while she was mopping it dry.
4. Since Prabhu called Priya a liar, she got angry.
5. Meena will come here tomorrow or I will go to her house day after
tomorrow.
Understanding
Language Systems 9.9 SUGGESTED READINGS
Eastwood, John, (1999): Oxford Practice Grammar. iOxford University Press,

New Delhi.
Gethin, Hugh, (1990): Grammar in Context. Collins ELT, London.
Leech Geoffrey and Jan Svartvik, (1990): A Communicative Grammar of
English. Longman.
Quirk, Randolf, Sidney Greenbaum, Geoffrey Leech and Jan Svartvik, (1989):
A Crammar of Contemporary English. Longman, Hong Kong.
Verma. S.K., and Hemalatha Nagarajan, (1999): An Interactive Grammar of
Modern English. Frank Brothers and Co., New Delhi.
UNIT 10 DISCOURSE SKILLS
Structure
10.1 Introduction
10.2 Objectives
10.3 Discourse and Text
10.4 Spoken and Written Discourse
10.5 Structure of Discourse/Text
10.5.1 Cohesion
10.5.1.1 Connectives
10.5.1.2 Coreference
10.5.1.3 Ellipsis
10.5.2 Coherence
10.6 Let Us Sum Up
10.8 Suggested Readings
10.1 INTRODUCTION
When we either speak or write, we do not just use sentences. We connect our
sentences to each other to make coherent stretches of language. Otherwise, the
listener or the reader will not understand anything what we speak or write.
Moreover, the way we speak and the way we write are different. Have you any
idea how we produce a coherent language when we communicate with others,
and how our spoken language is different from written language? In this unit
we shall look at some of the features of spoken and written discourses in order
to help you to be a better communicator.
10.2 OBJECTIVES
- - - - - - -- - - -- - -

list differences between spoken and written communication,
say whether a particular piece of oral communication is proper,
say whether a particular piece of text is coherent.
10.3 DISCOURSE AND TEXT
The terms 'discourse' and 'text' are traditionally used to distinguish writing
and speaking. So it used to be often 'a written text' and 'a spoken discourse'.
But the discourse can be used to refer to all language units (whether written or
spoken) with a definable communicative function. There has been good
amount of research trying to define and distinguish these two terms. Let us not
go into that discussion. However, we shall look at a common understanding of
the two terms below.
While we are walking on a road, we find many notices and hoardings. One of
the most frequent ones we come across is a board with 'no parking' written on
it. It has just two words. It, however, conveys the intended meaning that no one
Developing Language seen the same board in a painter's shop. Here, it is like any other board in the
Skills
painter's shop. The meaning the board conveys here is not the same as the
meaning it conveys when it is fixed on the road. The words here form a 'text',
not a 'discourse'.
10.4 SPOKEN AND WRITTEN DISCOURSE

Communication, basically, comprises production and comprehension.
Comprehension can occur while either reading a text or listening to someone.
On the other hand, production takes the form of either spoken or written
discourse. Though both spoken discourse and written discourse are only
production, the demands which are made by them on the communicator are
different.
Speaking is accompanied with full range of paralinguistic effects such as facial
expression, voice quality, posture and gestures. If, for example, someone says,
"that's alright" leaning forward, smiling, with a 'warm and breathy' voice
quality, he means that he is really approving what you have said. But if
someone utters the same words leaning away, brow puckered, with a 'sneering,
nasal' voice quality, he means something else. Such an advantage of modifjing
the meaning of an utterance with paralinguistic features is not available for a
writer. A writer has to depend to a large extent on his words and grammar and
to some extent on the font and size of the letters, punctuation etc.
While speaking, one has to monitor one's speech to a great deal. The speaker
has to check continuously what helshe has just said with what hisher
intentions are. At the same time the speaker has to plan for hisher next
utterance. So there may be tongue slips and immediate corrections in one's
speech. Therefore, in speech we even find sometimes utterances that are
contrary to what the speaker intends to say. Then the speaker tries to correct
publicly. Look at the following example:
This lady ... I mean ... this girl ..em.. has done very well in the exam.
In this, the speaker began saying, 'this lady' but immediately corrected by the
words 'I mean'. Sometimes no correction is done. Yet the listener understands
by other clues either in the sentence or in the context.
To avoid any errors in speech, the speaker takes time to think. And in order to
have a hold on the listener's attention, the speaker has to plan some strategies.
For instance, most people use gap fillers like 'em..', 'er..', 'well', 'you know',
'I think' and so on. Here is an example in which the speaker uses 'em' while
speaking.
I like traveling but ..em.. you see ..em.. it's not safe ..em.. at my age
..em.. I need ..em. always someone ..em. to help me ..em.. to get up
..em..
On the other hand, a writer has a lot of time to think, so he pauses between
words and takes hislher time to choose a particular word. Sometimes the writer
may even look up a dictionary or some reference book to communicate
properly. The writer has no fear of any interruption of hislher audience.
However, the writer does not have control over his audience. Helshe will not
know what the audience's reaction would be to hisjher statements. The writer
ran nnlv i m a o i n ~2nd nrndiire a written text A c n ~ a k e rr n n rnntrnfl the
listener(s) and get a feedback immediately, which helps to say what helshe Discourse Skills
wants to.
Because of the restrictions existing on the speaker and writer are different, the
language of the spoken discourse and written discourse are also different.
Spoken language has many incomplete sentences. Very often we find
sequences of words and phrases.
Whatever sentences occur in spoken discourse, they are less complex and
contain little subordination. Most of them are simple and active sentences, not
passive sentences and cleft sentences. In spoken discourses usually the
sentences have what is called 'topic-comment' structure. For ,example,
'Children, have they eaten their lunch?' Here 'children' is the 'topic' and the
rest is the 'comment'.
On the contrary, written discourse contains complex sentences. There is an

extensive use of temporal markers (e.g. when, while etc.), logical connectives
like moreover, however, in spite of, etc. It is more structured than the spoken
discourses. We find markers showing thtorganizing of the written discourse.
For example, phrases like 'firstly', 'finally', 'in conclusion' and 'to conclude'
are found in written language. The sentences in written discourse have subject-
predicate structure.
Given below is a piece of spoken conversation between two people. Underline

the wordslphrases which, you think, characterize spoken discourse.
Vinod Reddy - Well, Mr. Sharma, how're things in the banking world?
Pramod Sharma - Oh, fine. Pretty good really.
Vinod Reddy - Good, good. Well, look, I've come to talk to you aboui
your order.
Pramod Sharma - Uh huh
Vinod Reddy - I guess you'll need more cards next year, right?
Prarnod Sharma - Well, may be er ... It really depends on the market.
Vinod Reddy - Ok, let me tell you straight. We have had to increase prices
a little. You know, because of inflation . .... the cost of raw materials has
gone up .
Pramod Sharma - Well, I don't know, Mr. Reddy. Price has a crucial role
in our business.
Vinod Reddy - Oh yes. I understand that. But,..
Pramod Sharma - Anyway, er.. I'll have a talk with my other colleagues
I
... and let you know . ..
I Vinod Reddy - Ok, Mr. Sharma. Hope to hear from you soon.
1 Pramod Sharma - Right, Mr. Reddy.

Developing Language
Skills 101.5 STRUCTURE OF DISCOURSEITEXT
A discourse/text is not simply a random sequence of unrelated sentences.
There is some kind of mutual dependence between the sentences in a
discourse. All the sentences 'hang together' both at conceptual level and at
linguistic level. That means, internal structure of a discourse/text is a complex
set of relationships between sentences. In this section we shall see what makes
sentences in a discourse hang together.
10i5.1 Cohesion
Cdhesion is one of the important aspects of discourse. It refers to the
transparent linking of sentences using various devices. These devices make the
sefitences in a discourse hang together. They make a discourse stable,
economic and clear. Let us look at some of the cohesive devices discussed
below.
1045.1.1 Connectives
Connectives are the explicit markers that include conjunctions, sentence
adqerbials etc. Connectives can be divided into four classes depending on their
fuhction. They are: conjunctions, disjunctions, contra-junctions and
subordinators. Conjunctions are those words that combine two or more words,
phases, sentences or propositions with the meaning of addition. Sonne
ex$mples of conjunctions are and, moreover, also, in addition, and besides.
Disjunctions are those words that show choice between two or more elements.
For example, in the sentence,
"Either Paul will visit us or call us."
the disjunction either...or links two sentences, viz., Paul will visit us and Paul
will call us. The meaning shows that there is only one action-that is going to
happen - either visiting or calling.
U~idercontra-junctions we include words that refer to concession, comparison

and so on. Some of the contra-junctions are yet, however, but, nevertheless,
on the other hand, as, more, less, least and most.
This is one reason why I have decided no to go to the party. It is nc~t,

I however, the only one.
He fell on my feet to reveal the secret. Yet I didn't.
Kiran was a keen observer. Vimal was a more active student.

Meera took 2 hours to finish the test. Leena, on the otner hand, took 3
hours.
Seema works very hard. Neena works no less hard.

Subordinators are the markers that are used to introduce dependent clauses. A
subordinator occurs in the initial position of a dependent clause. Therefore the
clauses with a subordinator are called subordinate clauses. (Refer to the unit 9
to recall more about subordination.) Some examples of subordinators are that, Dkacoum Skills
because, when and as.
The principal said that he would be onleave tomorrow.
The teacher came late because she missed the bus.
10.5.1.2 Coreference
Sometimes a sentence is connected to a previous one when some element(s) in
it corefers with the element in the previous sentence. When an element is
interpreted in terms of semantic features of another element, the former is said
to 'corefer' with the latter. For example, look at the following sentences:
I met John yesterday. He was walking his dog.

4 I
In the second sentence above, the pronoun 'he' corefers with 'John' in the first
sentence. That is, the pronoun 'he7 is identified as 'John'. 'John' is called the
antecedent of 'he'. Similar is the case with the pronoun 'his' in the second
sentence.
There are two types of reference :- anaphoric and cataphoric. Anaphoric

reference means that an element looks backward for its reference and
cataphoric reference means that the element looks forward for the reference.
For instance, in the examples given above the relation is anaphoric since the
antecedent is in the first sentence and the pronoun is looking backward for the
reference. But consider the following sentence.
This should interest you. India has won the World Cup.
Here the demonstrative pronoun this refers to the sentence which comes later.
Here the relation between this and the second sentence is cataphoric since the
pronoun this is looking forward for its reference.
The common reference markers are personal pronouns, demonstrative

pronouns, the definite article the, and a few set phrases like 'as follows', the
following', 'the former', 'the latter' and so on. Look at the following joke:
1 Shortly after his arrival in prison, a young man had to have three teeth
2 extracted. Then he lost a finger working in the kitchen. When the young
3 man had to have his appendix taken out, a warden said to his colleague,
4 "We'd better keep a close eye on this one. I reckon he's trying to break
5 out piece by piece".
(Readers Digest, May 1995)

Developing Language
Skills
In the first sentence, the pronoun his refers to the phrase a young man which
comes later in the sentence.,This is an example of cataphoric reference. In the
secobd sentence, the pronoun Re looks back for the reference to the phrase a
yourig man in the previous sentence. The reference here is anaphoric. In
line 2, the phrase the young man refers back to the phrase a young man
because of the use of the definite article the. In line 4, the word this refers to
the phrase a young man. The reference in this case is again anaphoric.
10.5.1.3 Ellipsis
Ellipsis is yet another strategy to connect sentences. Whenever we come across

an elliptical construction, we are forced to look back to what was already said
in order to comprehend the construction. In other words, the interpretation of
an elliptic construction is based on what is ellipted. To know what has been
elllipted, we need to look at the preceding sentence. Ellipsis can take place
within one's own speech or in a dialogue.
In a dialogue, a sentence said by a second speaker may either be completely

deleted or only a part of what was said by the other speaker is ellipted. Ellipsis
usually occurs under three conditions, namely, repetition, expansion,
replacement.
Sometiines in a dialogue, a speaker repeats what is said by the other speaker

with or without ellipsis. For example,
- Did the principal sign the register?
- Yes. (Response 1)
- Yes, the principal did. (Response 2)
- Yes, he did. (Response 3)
- Yes, the principal did sign. (Response 4)
In the above, the noun phrases can be substithed with a pronoun and some
more responses can be got. In the response I, the complete repetition (The
principal signed the register) is ellipted while in the other responses only a part
of the sentence is ellipted. Another example of ellipsis in a dialogue is given
below:
1. - Will you do this for me?

- Definitely, I will. (Response 1)
- Definitely, I will do that. (Response 2)
- Definitely, I will do that for you. (Response 3)
2. - Are you sure?
- Yes, I am very sure.
Sometimes, the speaker adds to what is said by the other speaker. In other Discourse Skills
words, the speaker expands what is said by the other speaker. Look at the
following examples:
- Did you go to market at 10 a.m. yesterday?
- No, to college. (Response 1).
- No, I was at home? (Response 2)
As mentioned earlier, ellipsis can also occur within sentences spoken or

written by the same person. (The ellipted wordlphrase is used in brackets in
the examples given below.)
Shared knowledge is vital for communicative purposes and (shared

knowledge) is linked with the aspect of being familiar with the referent.
Yesterday teachers also spoke at the annual day function. Many
(teachers) wanted a recreation club for them.
Pick out the cohesive devices used in the following text and fill in the table
given below the text.
The woman, a journalist, had been standing in the visa application queue for
three hours. But that was not the end of her ordeal. She got her tourist visa
with little trouble, but when she landed at New York, the man behind the
immigration desk looked up from the passport and said, "Sorry, but as a
journalist on assignment you should have got a business visa, not one for
tourists. You have to return to India and get the right visa before I can let you
in." Luckily, after much argument the man behind the counter relented, fixed
the journalist with a cold stare, stamped the passport and waved her through.
Connectives Wordslphrases that show Ellipsis

Coreference
10.5.2 Coherence
Look at the following:

Vinay bought a few apples. They were going to school. It was floating
in the river. There was a lot of sand in it.
In the sentences above, they refers to apples, it in the third sentence refers to
school and it in the fourth sentence refers to river. That is, all the sentences are
connected with the help of pronouns which act as cohesive devjces. Yet the
sentences together do not make any sense. This shows that sentences are not
just connected with the help of words. In a discourse, besides cohesive devices,
Developing Language t h e sentences are connected through the underlying content, which is called
Skills
coterence.
Cohesion is a surface phenomenon. Coherence, on the other hand, deals with

the connectivity of underlying content. That is, coherence is a procedure to
ensure conceptual connectivity which includes (i) logical relations,
(ii) organization of the content (events, objects and situation) and continuity in
hurhan experience. In other words, coherence deals with basic relations such as
cause-effect, problem-solution, temporal sequence of events etc. For example,
consider the structure of a text. It may typically have: a thesis, an antithesis and
a synthesis; an introduction, the subject, its aspects and examples, a
conclusion; a definition of the argument of the title, the pros and cons and the
conclusion; a build-up, a climax and a denouement. Moreover, a text may have
its structure marked by pointers like chapters, headings, sub-headings,
paragraphs and so on. Look at the structure of the following advertisement:
You cannot take the discomfort of cloth, even for those 5

days. Imagine w h a t your baby goes through everyday.
Your little one is sensitive to every little thing. Especially

the feeling of d a m p cloth. N o o n e understands this better
than you, Mom. After all, you've felt it too. That's w h y it's
now time for a change to Huggies Dri-Fit Beltless Diapers.
It not only keeps your baby d r y b u t also prevents side
leaks. There has never been anything more secure a n d
comfortable for your baby. A n d most of all, assuring you.
Readers' Digest, April 2001
The first paragraph consisting of two sentences poses a problem, particularly

mothers who have small children. The problem is developed in the first two
lines of the second paragraph. In the third and the fourth line the solution is
suggested. Next two lines support the solution provided in the previous lines.
The final sentence gives confide&e to the reader and suggests the reader to
bdy the product.

a] Say how the following letter is organized.
Dear Mr. Rao
Thank you for your interest in joining our scheme. I enclose the details
about the scheme and forms you are required to fill in and sign.
It will, however, be clearer to you about the scheme and the terms and
conditions, if you come and talk to one of our representatives at any oi
our branches.
I look forward to enrolling you in our scheme.
Sincerely yours
(Ranjan Sharma)
b) Listen to the newscast in any language of your choice and say how it is
structured.
10.6 LET US SUM UP
In this unit, you have become capable of distinguishing a spoken discourse
from a written discourse. You have also got the ability to recognize a proper
conversation and a coherent and cohesive written text.
You might have underlined some or all of the following:
Vinod Reddy - u,
Mr. Sharma, how're things in the banking world?
Pramod Sharma - Oh, fine. Pretty good really.
Vinod Reddy - Good. good. m,look, I've come to talk to you about your
order.
Pramod Sharma - Uh huh
Vinod Reddy - I guess you'll need more cards next year, right?
Pramod Sharma - Well, maybe er ... It really depends on the market.
Vinod Reddy - a, let me tell you straight. We have had to increase prices a
little. You know, because of inflation ..... the cost of raw materials has gone
UP.
Pramod Sharma - m,I don't know, Mr. Reddy. Price has a crucial role in
our business.
Vinod Reddy - Oh yes. I understand that. But,.. (interruption)
Pramod Sharma - Anyway, er.. I'll have a talk with my other colleagues ...
and let you know ...
Vinod Reddy - Ok, Mr. Sharma. Hope to hear from you soon.
Pramod Sharma - Right, Mr. Reddv.
The woman, a journalist, had been standing in the visa application queue for
three hours. &t that was not the end of her ordeal. She got her tourist visa
with little trouble, but when she landed at New York, the man behind the
immigration desk looked up from the passport (the man) said, " Sorry, but
as a journalist on assignment should have got a business visa, not one for
tourists. have to return to India and (you have to) get right visa before
I can let
JLO
~ in." Luckily, after much argument man behind the counter
relented, ( the man) fixed the journalist with a cold stare, ( the man) stamped
passport ( the man) waved her through.
Developing Language
Skills
Connectives Words/phrases that Ellipsis
show Coreference
but, but, when, and, but, her, she, her, she, the, (the man), (you have
and, before, luckily, you, one you, the the, the, to), (the man), (the
after, and the, the, her man), (the man)
a) Salutation Dear Mr. Rao

Reference Thank you for your interest ...
Information I enclose ...
Extension It will, however, be ... '
Ending I look forward ...
b) Most of the newscasts have the following structure.
Introducing (Headlines) Expanding (Details)

.Recapitulation (Headlines)
10.8 SUGGESTED READINGS I
Brown, G. and Yule, G., (1983): Discourse Analysis. Cambridge University

Press, Cambridge.
Coulthard, M., (1977): An Introduction to Discourse Analysis. Longmm,
London.
Halliday, M.A.K. and Hasan, R., (1976): Cohesion in English. Longman,
London.
Stubbs, M., (1983): Discourse Analysis: The Sociolinguistic Analysis of
Natural Language. Basil Blackwell, Oxford.
Van Dijk, T., (1977): Text and Context. Longman, London.
Yule, George, (1985): The Study of Language. Cambridge University Press,
Cambridge.
UNIT 11 EFFECTIVE COMMUNICATION
Structure
1 1.1 Introduction
11.2 Objectives \
11.3 What is Communicakion?

11.4 Types of Communication
1 1.5 Conditions for Proper Communication
11.6 Choice of Message
1 1.6.1 Topic of Discourse
1 1.6.2 Relationship between the Participants
1 1.6.3 Medium of Communication
1 1.6.4 Context/Situation
11.7 Barriers to Communication
1 1.7.1 Shared Knowledge
1 1.7.2 Common Language
1 1 -7.3 Laziness
11.8 Non-verbal Communication
1 1.8.1 Appearance
11.8.2 Posture
1 1.8.3 Facial Expression
1 1.8.4 Eye Contact
11.9 Let Us Sum Up
11.1 1 Suggested Readings
11.1 INTRODUCTION
You have seen in unit 5 how important communication is and you have learnt
how language forms the best means of communication. Yes, it is the best
means. But why is it that sometimes when I say something, my wife responds
as if I have said something different. When I teach something, my students
understand something else. Don't I use English when this happens? Of course,
I use only English. Does this happen in your case too? Have you ever
wondered why such a thing happens? You might have some explanation for
this. Let us see in this unit if your explanation and what experts say are the
same.
11.2 OBJECTIVES
After going through this unit, you should be able to say:
what makes an effective communication,
how one can make oneself a better communicator,
what strategies one can use to communicate effectively.
11.3 WHAT IS COMMUNICATION?

Before you read the section, write what, according to you, is communication.
1 D e v e I ~ p i ~Language
SWllr
g
Have you said something like this? Communication is the transmission of

some information using a code through a channellmedium from one person to
another. This is the usual understanding. According to this, communication
involves a sender of a message, a receiver of the message, a code and a
medium. Does the communication really take place, if all these components are
there? Look at the following dialogue:
A : Hello! How're you?
B : Indu dances well.
Has A understood what B said in the above dialogue? Yes, he may have. Then
has the communication taken place between A and B? We may say, 'yes'. The
fact t h t Indu dances well has been commuiicated to A. But that cannot be the
response to A's question. It is an irrelevant response in the context. That is,
communication does not mean only passing on information.
Moreover, communication may not be always between two persons. It can be
between a human being and an animal. It can be between two animals too. For
instance, the master throws the ball away and asks his dog to bring it. Or when
the master comes home, his dog comes near him wagging its tail, showing its
happiness to see its master. In the modem electronic world, we not only use
machines for commupication but also communicate with them. We give
instructions and make our machines work for us. For example, we put our
laundty in a washing machine and instruct it to wash by pushing the button in.
In fact there are more complex things which machines do on our instruction.
All these are, however, different from the communication between two human
being$. The communication between a human being and a non-human (i.e., an
animal or a machine) is always limited. There is one-to-one relationship
betweien the sounds/instructions used and the meanings they convey. Suppose
a cat is trained to jump when its master asks it to do so, and say there is some
eatablle on the table which the cat wants to eat but can't reach. Then if its
master says, 'jump', it just jumps. But it doesn't think that it can reach the food
by jumping. But if a boy is trying to reach a toy on a shelf and if you say,
'jump', he not only jumps but also tries to hold the toy with his hands.
Similbly, if you push a button for rinsing clothes, only rinsing is done. The
machine doesn't dry the clothes. To summarise, what we have been saying is
that h a n communication is different from non-human communication. In
this unit, however, we shall use the term 'communication' to mean only
'human communication'.

How is human communication different from non-human communication?
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.............................................................................................
E h t i v e Qomnunkatioa
11.4 TYPES OF COMMUNICATION C
Look at the following pictures and say what they convey:
You might have used the following or similar phrases: 1) happy 2) serious
3) sad 4) I don't know 5) applause. You have just interpreted gestures and
faces. This is very normal in our lives. Everyday we interpret many such
gestures. Next time when someone is speaking to you, observe himher
carefully. You will notice many expressions on hisher face and hisher whole
body moves - particularly hands. All these gestures contribute to what he/she
is saying. This kind of communication is called non-verbal communication
because it does not use any language. This is also called non-linguistic or non-
verbal communication. We shall discuss this in detail in section 1 1.8.
In contrast communication using language as a means is called verbal or

linguistic communication. Verbal communication can be either oral or written.
We have seen in the previous unit some of the features of oral communication
(Unit 7) and written communication (Unit 10).
Let US turn to another classification. Communication, based on the number of

listeners involved in the process, is divided into two types: one-to-one
communication and one-to-many communication. In the former type of
communication, there is one speaker,and one listener while in the latter, the
audience includes more than two persons. One-to-one communication is called
'dyadic communication'. Given below are a few examples for each type of
communication.
One-to-one communication One-to-many communication

Face-to-face conversations Public speaking
Letters Reports
Chatting on the internet Presentation
1
Developing Language Check Your Progress 2
Skills
List a few examples (other than those given in this unit) for both dyadic and
one-to-many communications.
-
Dyadic communication One-to-many communication
11.5 CONDITIONS FOR PROPER COMMUNICATION
We saw in the previous sections that communication is not just transferring

information from one person to another. It obeys certain conditions which we
shall discuss in this section. Consider the following dialogue:
A: Have you any children?
B: Ours is a joint family. So both my brother and I live with my

father. My brother has two boys and I have a boy and a girl.
All the children are mischievous. Theyjght with each other
and create misunderstandings between my brother and me.
If we were to know someone like B, we would always try to avoid him. Do

you know anyone who is like this? You find such characters in movies to
make the audience laugh. Here B's response is long and it does not provide
the answer necessary to A's question straightway. B is communicating with A
but he is giving more information than what is required. That means, the
quantity of the message to be conveyed has to be of the required length. If it is
more than required, then the listeners may get bored and get away from the
conversation, breaking the communication.
Now look at the following dialogue:
Interviewer: How are day and night caused?

Interviewee (with conjdence): Day and night are caused when the sun
revolves around the earth.
Interviewer: Who was thejrst Prime Minister of India?
Interviewee: Mahatma Gandhi.
Anyone who is a little educated will reject the replies given by the interviewee
in the above dialogue since they are wrong. If anyone gave such answers, the
interview would not last for long. The interviewer will decide to stop the
interview and send the candidate away. That is, the communication cannot
continue since the quality of the replies is not acceptable. In other words, the
message the speaker wants to convey should be either true or he should believe
that it is true.
Effective Communication
We do not want to say that this kind of dialogue does not occur in any
interview. Imagine that the interviewee is not interested in the job and he is
forced to attend the interview by his parents. Then he may give all wrong
responses and fail in the interview. That is, the interviewee will achieve his
objective of not getting the job.
Besides the quantity and quality of the message, the way the message is
communicated also assumes an important place in proper communication. For
example, look at the following conversation in an office.
Oflcer:: Susie! Will you please have this letter ready by evening?
Secretary: No, I won 't.I'm very busy.
(The officer immediately leaves the room and sends a memo to the
secretary)
When you look at this, you will immediately say that the secretary's response
is curt and very rude. The manner in which the secretary responded is not
proper. In such a situation the communication cannot continue. If the secretary
were to say, "I'm afraid, I'm very busy today", the officer would realize the
secretary's problem and leave quietly.
A final condition for proper communication is that a message relevant to the
context is necessary. Recall in the beginning of this unit we gave a dialogue
where the response to the question, "How're you" was irrelevant. We said that
it wasn't communication.
Thus what is necessary for proper communication is brief, relevant and

qualitatively appropriate message. Besides this, the manner of delivery of the
message has to be appropriate to the context. In other words, we should be
careful in choosing the message. In the next section, we shall discuss certain
key aspects that we need to remember while choosing a message.
- - - -
kberk Your Progress 3
i. hat are the conditions that are violated in the following:
11. (Your principal invites you for dinner)

Your principal: May I invite you for dinner tonight?
You : Aww. I can't. I've gotta work.
p. (A husband to his wife)
- Would you mind if I ask you to get me a glass of water?

- Yes, I don't mind.
or
Yes, I don't have a mind.
3. (Two friends met after a long time)

- Hi, Jane.
- Hi, Lucy. Long time no see.
- Yeah. A bit busy these days.
- It's ok. How about a dinner tonight?
- How nice of you to ask! I'd really be delighted, but I'm afraid I have to
work tonight.
I D e v h p h g Language
Skills
1116 CHOICE OF MESSAGE
We have learnt that choosing a message is very important to have proper

communication. Choosing a message depends mainly on (i) Topic of discourse
(ii) Relationship between the participants (iii) Medium of communication and
(iv) Context 1 Situation.
11.6.1 Topic of Discourse
In an ideal communication situation, the topic of discourse takes a prominent

position. The topic decides what kind of message is to be chosen, and language
to be used. To give a very clear example, in a classroom situation, one cannot
choose the topic which interests one's spouse and talk about it. One cannot use
the language which one uses in one's bedroom. One cannot deviate from the
topic of discourse unless the situation demands. For instance, somebody is
talking about himself continuously and it is boring. Then you might choose to
deviate and introduce some other topic into the conversation, which is
appropriate.
11.6.2 Relationship between the Participants
The second aspect that influences our choice of message is the relationship
between the participants in a conversation. For instance, look at the following:
A student has written this note to his teacher.
Dear Vikram,
I'm sorry I wasn't able to attend the English

classes last week. I had very bad cold. I apologize
for not letting you know. I hope to be back in class
next week. Thanks.
Yours,
Ki ran
This note is very informal and one can't accept this because it is written to a
teacher. If Vikrarn and Kiran were fiends, then it would be correct to write as
abovt. So we should be carehl about the addressee whatever be the
comhunication: oral or written.
11.6.3 Medium of Communication
The third aspect that we should remember while choosing a message is the
medium of communication. The medium we are using to communicate
changes both the language to be used and the way one has to speak. Can you
guess the medium of communication of the following conversation?
- Effective Commaaieatio~
Could you repeat the name of your company?
- Certainly. It's Marsel.
- Is that with 'N' or 'M'?
- Marsel. With an 'My.

Did you say that it is a 'Telephonic Conversation"? Yes, you are right. How
do we know this? The repetition and asking for the spelling of a word are some
of the features of telephonic conversation. On telephone, we cannot hear some
sounds clearly. So the letters representing those sounds are usually emphasised
on the telephone. Moreover, we do not speak as fast as we do face-to-face.
That is, telephonic speech is slow and careful. Similarly, the language in a
piece of conversation using a particular medium is different to what it would
be while using another medium of communication.
The final and the most important aspect that helps us choose a proper message
is the context/situation. Whatever we communicate is always bound by time
and space. For example, look at the following conversation between a wife
and husband at the dining table.
Husband: Can you pass the NACI please?
1 Wife. What is it?
The wife in the conversation is puzzled since she does not know what her
husband is asking for. For him, it may be normal because he is a chemist. Had
this conversation taken place between a chemist and a lab assistant in a
chemistry laboratory, it would have been quite appropriate. That is, the
vocabulary and the structures we use during communication are determined by
the context in which we are using them.
To summarize what we have said till now, proper communication needs proper
choice of message. Proper choice of message depends on what we are talking
about, who we are talking to, what is the medium we are using to
communicate, where and when we want to convey the message.
Developing Language
Skills
I Check Your Progress 4
For each of the following, say what is the relationship between the participants,,
the topic of discussion, medium of communication and the context.
1. Mary - Excuse me. Is anyone sitting here?

Lisa - No. It's free. Have a seat.
Mary - Thank you. Are you here for the seminar on 'Educational
Technology'?
Lisa - That's right.
Mary - Let me introduce myself by the way. My name's Mary
Verghese. I'm a teacher working with St. John's High School.
Lisa - Pleased to meet you. I'm Lisa Swan.
Mary - So, you're in Education too.
Lisa - Not exactly. I am an Education Consultant. I have my owl
institution here.
Hello.
Hi, Sarah, it's Juliet. How are you?
Fine. And you?
Yeah. I'm OK. Listen. I'm ringing about this evening. I need to
ask you a big favour.
Oh, yes. What is it?
Well, I'm afraid I've got no transport. Do you think you coulcl
give me a lift to the party in your car?
Yeah, sure, of course.
Oh, great. Thanks a lot.
What time shall I pick you up, then?
Um, seven?
Yes, that's fine. I'll see you later, then.
Yes, OK. Bye
You do this in the garden, or sometimes in the house

Er, you don't dig in the house, I was going to say dig e m , in the
garden
Sunbathe?
You don't do that in the house either.
Is it something ...
OK, I'll give you ...
Grow plants?
No, I'll give you a clue. Um, you, you pile up coal and .. or wooti
and you ...
Oh, have a fire, make a fire.
You light a fire.
Light a fire, of course you do.
1 4. Ted. It's Bill. I must speak to you urgently. Ring asap. I

11.7 BARRIERS TO COMMLTNICATION
We may be proficient in English or some other language. When it comes to.

communicating we should overcome many barriers that come in our way, for
example, attitudes, strong emotions, social hierarchy, lack of shared knowledge
or common language and so on. We shall look at some of them in this section.
11.7.1 Shared Knowledge
Look at the following joke:
After a lecture on family planning, a social worker asked one of the

villagers, "How far apart would you like to have your children?"
"About 100 kilometers" came the reply.
What went wrong here? It is possible that the villager might not have
understood the lecture. Or it may be that the villager took the question literally.
Or there may be some other reason. Perhaps the villager did not listen to the
lecture and took the literal meaning of the question while answering. That
means he does not know the concept of having a gap between the first and the
second child. In other words, the knowledge levels of the speaker and the
villager are different. There is no shared knowledge between the speaker and
the villager. That is why the communication resulted in a comic situation. This
shows us how important it is to know whether the listener has the same
knowledge as we have.
11.7.2 Common Language
Recently I went to Delhi for a meeting. After the meeting, I wanted to buy
some toys for my children. So I asked one of the delegates, who is from Delhi,
how to reach Sarojini Nagar market. He said, "Don't worry! It's very close
from here. You can take a scooter." Immediately I replied, "Sony, I don't
have a scooter." He did not understand what I was saying. The problem here is
that both the delegate and I did not share the same language. For me, a South
Indian, a scooter is a two-wheeler and an auto (-rickshaw) is a three- wheeler.
But for him, a person from Delhi, an auto is also a scooter. For proper
communication, you need to have not only shared knowledge, but also
common language.
11.7.3 Laziness
To achieve results in communication is not an easy task. A good communicator

works very hard not only in speaking but also in listening. He tries to interpret
carefully what the other speaker is saying - both verbal and non-verbal signals.
He has a lot of patience to listen to the partner. The partner may take a longer
time to convey a simple message or may not have command over language to
express the message. Sometimes, an effective communicator helps the partner
by asking questions, and seeks his opinion or ideas.
An effective communicator prepares in advance for everything, for example, if

he is going for a meeting. He gets an idea of the person(s) who he is going to
speak to, and the venue, time and purpose of the meeting. Then he collects the
materials needed for him to speak, forms an idea of what to speak and
Developing language parti~ipatesin the meeting with confidence. Most of us can do this. But we do
not because of laziness, We keep postponing things till the last moment and
attend the meeting without any preparation.
Cbetk Your Progress 5
What is the barrier in the following?
ON THE RADIO
Today we shall tell you how to make fried chicken. Cut the chicken into four
large pieces. zzzz stretch your legs as much as possible zzzz el..zz ... put
some ginger paste on them .... zzzzz.. keep your hands on the hips. zzzz wait
till they become soft and brown ... zzzz.z. bend your head to one side .....and
eat the hot and tasty fhed chicken.
- -
11.18 NON-VERBAL COMMUNICATION
It das already been said that non-verbal communication is communication

without using any language. It refers to all those symbols other than spoken or
written words including body movements, appearance, voice and use of space
and distancing. These elements are very essential in any communication. Any
effective communication consists of both verbal and non-verbal symbols.
Without even being aware of them, we use and interpret them. We shall look at
some of the commonly employed non-linguistic symbols.
11.8.1 Appearance
A few years ago, my friend and I went to do some shopping. While corning
back, we wanted to have a cup of tea and were looking for a hotel. We saw a
s t a hotel and we thought we could try tea there and see how different it is
fiam the tea we used to have in ordinary hotels. We walked inside and as we
were looking around to find out where tea was served, a man wearing a black
coat came up and asked us what we wanted. When we told him that we came
tohave a cup of tea, he politely said that there wasn't sufficient room at that
moment and asked us to wait. We waited for a long time and asked him two or
t h e e times whether there was space. He repeated that there was no room. \Ye
firbally left the place without having tea. Later, we realized that both of us were
wearing slippers and also dress that was not proper. What does this instance
show?
The first impact on the listener is usually created by the clothes we put on, the
adcessories we use, the way we comb our hair and so on. Even before we utter
a word, ihe listener tries to form an opinion about us. This is what happened in
the above case. The gentleman might have thought that we were not fit for
having a cup of tea in a star hotel. In fact, you might have noticed students
saying different things about us. Even in the staff room, when a new teacher
joins the department, everyone tries to guess what sort of person he or she is.
111.8.2 Posture
Posture refers to the position of the body during any act. It also contributes a
lot to communication. When you are interacting with someone, if you stand
erect you convey your willingness to participate in the act of communication.
If you do the same while standing on one leg and your face looking up into the
sky, it shows your unwillingness. Similarly, leaning against a wall, standing
with the hands in pockets, sitting down stiff, sitting at the edge of a chair,
sitting relaxed by stretching legs, all these convey certain meanings.
Remember, all these meanings do not have any specific meanings of their own.
They get their meanings along with other non-verbal symbols in the context of
communication. When a teacher enters the classroom, the students stand up.
It communicates something. It may not mean that they respect their teacher. It
may be a custom to follow in the school. We have created meanings for
different postures. We interpret those meanings without our knowledge. We
have seen in many movies, the servant who is enjoying himself sitting in the
master's sofa when the master is away stands up instinctively if he is talking to
his master on the phone. In fact the master does not know whether his servant
is standing or sitting. That means, standing and bending forward has been
given a meaning.
113 . 3 Facial Expression
The face is the most prominent and the most powerful means for sending non-
verbal symbols in our body. It reflects the identity of a person. We change
expressions on our face by contracting and relaxing our facial muscles. For
instance, we can stiffen .our lips to show seriousness or to part our lips in a
smile. But these emotions shown on the face may be either real or pretention.
If the emotion shown on the face is genuine, not just one part expresses the
emotion. For example, if my smile is genuine, not only my lips, my eyes too
show it. That is, there is facial expression is a collective activity. Some of the
usual meanings which the face expresses are: a smile: friendliness, arching the
eyebrows: anger or seriousness, raising the eyebrows: disbelief, biting of lips:
uncertainty.
11.8.4 Eye Contact
Eyes have a critical role in non-verbal communication. Eye contact with the
listener shows friendliness, respect, comfort, interest or even domination. It
depends on how long and how frequent the eye contact is. Moreover, one's
culture interferes with this. In Western cultures, looking up into the listener's
eyes means giving respect, whereas in Eastern cultures, it is the other way
round. But this may not be true for the cultures that are influenced by Western
countries. Avoiding eye contact with a familiar person shows lack of interest.
But you avoid eye contact with strangers even if they are standing or sitting
near you. For example, in a queue while waiting to see a doctor, or in a lift.
Children don't like it if you don't have eye contact while talking to them. This
tells you how important it is to have eye contact in a classroom.
11.9 LET US SUM UP
In this unit, we have learnt what communication is, what makes effective
communication and how to become an effective communicator.
Developing Language - - - - -
Skills 11.10 ANSWERS TO CHECK YOUR PROGRESS
Abswers to Check Your Progress 1

i) Non-human communication is limited whereas human communication is
not.
ii) There are finite number of meanings expressed by finite number of
symbols in non-human communication. But in human communication,
there are finite number of symbols but infinite number of meanings.
iii) One symbol has only one meaning in non-human communication, but one
symbol may have more than one meaning in human communication.
Apswers to Check Your Progress 2

Dyadic communication: Telephonic conversation, meetings, interviews.
One-to-many communication: Teaching, Group discussion, a radio talk.

1. manner
2, manner and relevance
3, manner and quantity

1, strangers, general (introducing each other) topic, face-to-face, forrnal
context (may be in the foyer of the seminar hall or in the seminar hall
itself)
2, friends, request, telephone, informal
3, friends, game, face-to-face, informal
4. friends, taking an appointment, written (a note), informal

Mechanical barrier (Two radio stations got mixed.)
11.1 1 SUGGESTED READINGS
1. Brown, G. and Yule, G., (1982): Discourse Analysis. Cambridge

University Press, Cambridge.
2. Grice, H.P., (1975): Logic and Converstion in Cole, P. and J.L. Morgan
(eds.) Syntax and Semantics, Vol. 3: Speech Acts. Academic Press, New
York.
3. Lewis, Hedwig, (2000): Body Language. Response Books, New Delhi.
4. Mohan, Krishna and Banerji, Meera, (1990): Developing Communication
Skills. MacMillan India Ltd., New Delhi.
5. Monippally, M.M., (2001): Business Communication Strategies. Tata-
McGraw Hill, New Delhi.
UNIT 12 EFFECTIVE COMMUNICATION-I1
Structure
12.1 Introduction
12.2 Objectives
12.3 Introducing Oneself and Others
12.3.1 Introducing Yourself
12.3.2 Introducing Others
12.4 Making Announcements
12.5 Presentation Skills
12.5.1 Differences between a Presentation and Teaching
12.5.1.1 Objectives
12.5.1.2 Target Group
12.5.1.3 Strategies
12.5.2 Planning and Preparing a Presentation
12.5.3 The Actual Presentation
12.5.4 Some Dos and Don'ts during Presentation
12.5.4.1 Don't Start Your Presentation with an Apology
12.5.4.2 Secure the Audience Attention
12.5.4.3 Make Power Point Presentation
12.5.4.4 Don't Read them a Paper
12.5.4.5 Use Spoken English, not Written English
12.5.5 Designing the Conclusion
12.6 Chairing a Meeting
12.7 Let Us Sum Up
12.1 INTRODUCTION
In the previous unit, you learnt what communication is and what the barriers to
communication are. In this unit, we shall look at some of the forms of
communication which you are likely to come across in your functioning as a
teacher at Navodaya Vidyalaya.
In most schools, teachers are required fo perform many functions apart from
regular teaching. For instance they need to:
a) introduce visitors to the school, to students and other faculty,

b) make presentations when higher officials come for inspection to their
school, and
c) sometimes chair a meeting.
The teachers need these skills for performing such functions.
The organization of this unit is as follows. In 12.3 we look at the different

ways in which teachers can introduce themselves and others, and in 12.4 we
focus on the announcements a teacher has to make in the assembly. In 12.5 we
deal with presentation skills, and finally in 12.6 we study the functions of a
chairperson.
Developing Language
Skills 12.2 OBJECTIVES
After studying this unit, you should be able to:
introduce yourself and others,

make announcements in the assembly,
distinguish between teaching a lesson and making a presentation,
plan, prepare and make a presentation,
chair a meeting.
-
12.3 INTRODUCING ONESELF AND OTHERS
12.3.1 Introducing Yourself
When you meet a group of students for the first time, you need to introduce
yourself. Let's look at the different ways in which you can introduce yourself.
My name is Shekar. I'm your new teacher.

I'm Shekar. I'm your new teacher.
I had better introduce myself: I'm Shekar. I'm your new teacher.
May I introduce myself3 Shekar. I'm your new teacher.
12.3.2 Introducing Others
Sometimes you are called upon to introduce a new teacher to the students. You
Carl do it by using different expressions.
This is Mr. Ragala -- your new science teacher.

Let me introduce Mr. Ragala to you. He is your new science teacher.
At other times, you may have to introduce guestslnew teachers to the students
and teachers at the assembly. Some of the ways of doing that are:
Let me introduce Mr. Ragala to all of you. He is a science teacher. He has

been teaching at Navodaya Vidyalaya for ten years now. He has been
transferred from Ghathswar. He joined our school yesterday. Let's welcome
him. (claps)
If it is a more formal occasion, you may say something likz this:
It gives me great pleasure to introduce Mr Sahena, our new District Education

Oflcer. Apart from being a great administrator, Mr. Sahena is a well-known
Physicist. He has presented papers in several national and international seminars and
workshops. Many of his articles have found place in leading national and
int~rnationaljournals. Today we are fortunate enough to have him here to inaugurate
our science exhibition.
Check Your Progress 1 Effective
Communication-I1
Imagine your principal requests you to introduce the chief guest to the
audience at the School Day function? Write below how you would introduce
him (you can imagine any person to be the chief guest)?
................................................................................................
...............................................................................................
...............................................................................................
\
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
12.4 MAKING ANNOUNCEMENTS
Sometimes we have to make announcements in the assembly. In most schools

it is the teachers who are required to make routine announcements, sad
announcements and happy announcements. Some examples are given below:
Dear children. I have an important announcement to make. Please listen to me

carefully. As you are aware, our half-yearly examinations are scheduled to
begin from the 14th of this month. But as you might know, the National games
are going to be held in our city from the 10th of this month to the 20th. Our
principal would like all of you to watch the games and enjoy them. Hence he
has decided to postpone the half-yearly examinations to the first week of the
next month. We will let you know the exact dates very soon. You will have
vacation from the 10th of this month to the 21st of this month.
Sometimes we need to make some sad announcements such as the death of a

student.
Dear children. Today, I stand before you with a heavy heart. One of our
beloved students, John, who was studying in class I is no more with us.
Yesterday while he was going home from school, he was run over by a lorry
when he was trying to cross the road. John, his class teacher says was a very
bright student .........
Sometimes it could be about some competition to be held somewhere.
Dear children! Today I am very happy to inform you that Rajesh Srivastav,
who is studying in class LX, 'C' section has won the First prize in the National
level Essay Writing competition for Navodaya Vidyalaya High School
Students. Rajesh, please come here and join me on the stage. Give him a big
hand please. ..............
Skills
Let's assume today is 14 August. Your principal requests you to make:
~ ~ u n c e m e ntot syour students regarding the Independence Day celebrations
in your school. You have to inform your students when they are expected to be
in sahool, what uniform they should be wearing and what the events are going
to be held'on that day. Write below the announcement as you will make it in
the assembly.
.................................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
...............................................................................................
................................................................................................
................................................................................................
................................................................................................
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...............................................................................................
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I
12.5 PRESENTATION SKILLS
A presentation is basically nothing but communication of information and

ideas. Teaching also aims at that. As you start reading this section, you might
feel that if a teacher is successful in histher teaching then can't helshe be a
good presenter too? Does helshe need any training in presentation skills? Can't
helshe use herhis teaching skills to make good presentations? These are valid
queqtions indeed! But it has been found that this may not always be the case
because teaching a class and making a presentation are two different things.
12.9.1 Differences between a Presentation and Teaching
A presentation is different from teaching because of the differences in the

objectives, target groups and the strategies which a presenter and a teacher
uses.
No* let us look at each of these.

12.5.1.1 Objectives Effective
Communication-I1
When you teach a lesson to your students, you discuss the contents of the
lesson. You are guided by the objectives of the lesson. What you do as a
teacher is to facilitate the students' understanding of the lesson. However,
when you make a presentation, you give them information which is not based
on a set syllabus. And your objective could be any or a combination of the
following:
a. to get your audience to accept your opinion,

b. to modify the opinion of your audience,
c. to change the attitude of the audience towards something,
d. to get them to adopt an attitude which is favourable to youlyour
organization,
e. to force them to take an action or decision,
f. to force them to refrain from taking an action or decision.
12.5.1.2 Target group
You teach your students. You know them before you start teaching. We can
say a teacher teaches a group of students who are expected to learn and are
willing to learn what the teacher teaches them. But when you are asked to
make a presentation, most of the time it is to an unknown person, authority or
group. It could be the DEO or the Inspector of Schools or some official from
1 the Ministry of Education or HRD Ministry.
When you teach your students, the onus of learning is on them. The students
i
need to understand the lessons in order to do well in the examination. They
need to make an effort to learn with your help. But when you make a
presentation the onus is on you. Your need to convey information is greater
than the need of the audience to receive it. This is because you gain or lose
depending on how effective you are in presenting the information and getting
the desired response from the audience.
12.5.1.3 Strategies
When you teach a lesson you can use different strategies to make sure that they
have understood the lesson. You can ask the students questions, give activities
and tasks for them to do. If you think they have not understood it, you can
always spend more time on the lesson till you are satisfied about achieving
your aim. When you make a presentation you will realize you do not have this
kind of freedom. You have to make the presentation within the stipulated time.
You cannot overstep it. You cannot give them any activities or tasks to get
feedback about your presentation. Hence a presenter needs to use different
strategies to achieve hisher goal.
Skills
Explain the following statement in your own words.
"Not all good teachers can become good presenters".
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Having convinced ourselves about the difference in teaching and presentation

and the consequent need to learn about the presentation skills we will focus on
the planning of presentation.
12.3.2 Planning and Preparing a Presentation
When planning a presentation, the first thing you have to be clear about is the
objective. Why are you being asked to make the presentation? Let's suppose
the Ministry of Education or the Human Resource Development Ministry
proposes to restructure Navodaya Vidyalayas and is organizing a meeting of
representatives of Navodaya Vidyalayas in a particular region. You are aske~d
o! represent your school and present the views of your school to the ministry.
For this you need to first decide what you are going to talk about. The
objective of your presentation, in this case, could be to evaluate the
performance of Navodaya Vidaylayas and suggest measures to improve their
perfiormance.
Next, you should think of the people who are going to listen to your
presentation. Who are they? What do they know about the topic you are going
to talk about? What questions are they likely to ask you? This will help you in
pitching your presentation at their level. In this hypothetical case, they are
likely to be officials from the ministry and representatives from different
schools in the region.
After this, you should focus on the things you are going to include in your
presentation. Since the objective of your presentation is to evaluate the
performance of Navodaya Vidaylayas and suggest measures to improve their
performance, perhaps you may want to look at the results of Navodaya Effective
Communication-I1
Vidyalayas, the teaching methodology and the aims and objectives of
Navodaya Vidyalayas. After deciding what you would like to include in the
presentation, you need to decide the order in which you would like to discuss
them. You may want to start with the objectives of Navodaya Vidyalayas, then
look at the way teachingllearning takes place there and study how it influences
the learning outcome of the students. Finally you may want to give your views
to help Navodaya Vidyalayas achieve better results.
What are the different things you should keep in mind while planning and
preparing for the presentation?
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12.5.3 The Actual Presentation

Before you start your actual presentation, you need to make some preliminary
remarks. We call this the preface of the presentation.
Now let us read the preface part of the actual presentation. As you read this,
you will find all the things that we discussed in the planning and preparation
1 stage have been incorporated.
Good morning, ladies and gentlemen. Before I begin my presentation, I

would like to thank the ministryfor giving me this opportunity to present the
views of our school. I am Sunita Mishra from the Department of English,
5 Navodaya Vidyalaya, Ghanpur.
My purpose today is to evaluate the performapce of Navodaya Vidyalayas

and recommend certain strategies to improve thtir performance. Firstly, I'd
like to look at the objectives of Navodaya Vidyalayas. Secondly, I want to talk
about the syllabus and the teaching methodology in Navodaya Vidyalayas.
After this I'm going to present the success rate of the students at Navodaj?a
Vidyalayas. Finally, I shall be suggesting certain measures to improve
performance of Navodaya Vidyalayas.
After my presentation, I shall be very glad to answer your questions. Could I

I therefore request you to reserve your questions until the end of my
I presentation? Thank you.
i
I
Developing Language Check IYour Progress 5
Skills
What is the aim of the preface section of a presentation? You can answer this
question by reading closely Section 12.5.3.
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1
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12.5.4 Some Dos and Don'ts during Presentation

12.5.4.1 Don't start your presentation with an apology
Many presenters have the habit of beginning their presentation by saying they
were given short notice for their presentation and they did not have enough
time for preparation. This is not a very effective way as the listeners who have
come to listen to you expect a well thought out presentation and not a half-
baked one.
12.5.4.2Secure the audience attention
Your aim as you start your presentation should be to capture the attention of
the audience. You can do this by asking a question, relating a humorous
anecdote, using statistics or a famous quote. In fact you can do anything as
long as (a) it is related to your theme, and (b) it helps you in securing their
attention.
12.5.4.3 Make PowerPoint presentation
Wherever it is possible use visuals such as pictures, slides, and overhead

projectors. In fact if you make PowerPoint presentation you can use all these
audio and visual aids. If you are not familiar with PowerPoint presentations it
would be better if you learnt it. PowerPoint presentations can also be used for
teaching your students in the classroom.
12.5.4.4 Don't read them a paper
When you make a presentation you should be talking to your audience. People
come to listen to you and interact with you. If you just read out the
presentation, there is no need for the people to travel to the venue and listen to
it. If you post it they can read it at home.
12.5.4.5 Use spoken English not written English

When mlaking presentations, you are spe:2iiAlg to your audience. So it is
essential for you to use spoken English rather than written English. The
difference between spoken English and written English has been discussed in Effective
Communication-11
Unit 10 already. Please read section 10.4 to know more about the differences
between spoken English and written English.
With regard to use of language, you should:
avoid using abstract nouns,

use simple short sentences,
use active rather than passive verbs,
avoid technical terms, and
use conversational tone.
12.5.5 Designing the Conclusion
The conclusion plays a very important role in the presentation. Through this
part you can recapitulate the main points of your presentation. Be brief but do
not miss out on any relevant point. Listeners who may have missed something
during your presentation will know about it when you summarize in the end.
This also helps them in remembering the key points of your presentation. After
this you can take questions if they have any.
I hope you have got an overview of the presentation skills. In case you want to
know more about this component, refer to the books listed in the Section 12.9.
In the next section, we shall look at the hnctions of a chairperson.
What are some of the things we should keep in mind while making our
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12.6 CHAIRING A MEETING
In this section we shall look at the role of a chairperson in a meeting. A

meeting as you know, is a gathering of a group of people for a controlled
discussion with a specific purpose. Teachers are required to chair meetings
very often. When you are called upon to chair a meeting, what are you
supposed to do?
A person who chairs a meeting is called a chairperson. The chairperson is

required to perform several functions. First, helshe has to begin the meeting
Developing Language
and welcome the members. Then helshe should make the purpose of the
Skills
meeting clear. If there are any guests, they should be introduced to the
members. After that the chairperson should take up the first point on the
agenda. Helshe should invite the first speaker to speak and then involve others
in the discussion. When necessary, the chairperson should paraphrase or
summarise what members have said. Helshe can also ask for clarification or
repetition when required. Then helshe moves on to the next point. After all the
points on the agenda are discussed, helshe closes the meeting.
As you can see the chairperson is the chief controller of the meeting. Helshe
has to prevent interruptions, help the members stick to the subject and not
deviate from the agenda. The success of a meeting depends on the
effectiveness of the chairperson.
What are the functions of the chairperson in a meeting?
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12.7 LET US SUM UP
In this unit we have learnt how to:
J introduce ourselves and others,

J make announcements in the assembly,
J make good presentations, and
J chair a meeting.
Answer to Check Your Progress 3
All good teachers cannot become good presenters automatically because

teaching and presentation skills are two different skills. In teaching, you teach
the subject in the lesson to an audience known to you and who are keen to
learn what you intend to teach for their own enrichment. Whereas, when you -
make a presentation, you do so with an intention of drawing a response from
the audience about whom you don't know much. You have to communicate
your message and get the desired outcome within a stipulated time.
Effective
Communication-I1
While planning our presentation we should have answers to the following

questions:
(a) What is the purpose of a presentation?
(b) Who are the people who are going to listen to the presentation?
(c) What things do they know and do they not know about the topic of your
presentation?
(d) What points would you like to include in your presentation and in what
order would you like to present them?
The general functions of the preface section of the presentation include

(i) securing attention (b) establishing goodwill (c) making your purpose clear
(d) providing the structure of presentation.
(a) securing attention of the audience (b) creating a positive impact on the
audience (c) speaking to the audience instead of reading from a paper
(d) making multimedia presentations instead of just oral presentation (e) using
conversational, interactive tone.
The functions of the chairperson are to:
open the meeting

explain the purpose of the meeting
introduce the guests
start on the first point in the agenda
bring people into discussion
move to the next point
ask for repetition or clarification when required
paraphrase what others have said when necessary
summarise
close the meeting
1. Jay, Antony and Ros, Jay, (1 996): Effective Presentation. How to be a Top
Class Presenter. Universities Press, Hyderabad.
2. Dunne, Patrick, (1999): Running Board Meetings. How to get the most
from them. Kogan Page, London.
3. Witz, Marion, (1997) Stand Up and Talk to 1000 People (and Enjoy it).
Macmillan, New Delhi.
UNIT 13 THE LANGUAGE OF THE
CLASSROOM
Structure
13.1 Introduction
13.2 Objectives
13.3 Greeting and Small Talk
13.4 Taking Attendance
13.5 Managing Late Comers
13.6 Revising the Previous Lesson
13.7 Cleaning the Blackboardlwhiteboard
13.8 Using Audio-Video Equipment
13.9 Individual Work and Group Work
13.10 Controlling the Class
13.11 Setting Homework
13.12 Ending the Lesson
13.13 Making Announcements
13.14 LetUsSumUp
13.1 INTRODUCTION
You are expected to use English in the classroom while teaching students.
English is the medium of instruction in the Navodaya Vidyalaya. This unit
makes an attempt to help you use English in the classroom.
As a classroom teacher, you perform different functions in the classroom.

Could you pause for a minute here and think of the different functions you
perform as a teacher in the classroom apart from teaching the lessons?
You may have thought of the following functions. In the classroom, you
o reciprocate students' greetings,

o engage them in small talk,
o check attendance,
o deal with late comers,
o give instructions,
o give the students pair and group activities,
o maintain discipline,
o give them homework, and
o cope with interruptions such as late comers, school notices.
As stated above, all these functions have to be performed in English. This is The Language of the
possible when you know the different expressions which can be used for Classroom
performing these functions.
13.2 OBJECTIVES
After studying this unit, you should be able to:
use different expressions to~greetstudents and engage them in small talk,

list the expressions which can be used for revising the previous lesson,
ask the children to clean the blackboardlwhiteboard,
I
state language expressions required in a teaching situation using audio-
video equipment,
i
use appropriate language expressions while organising individual work and
group work,
give homework to them,
make announcements in the class.
13.3 GREETING AND SMALL TALK
As you enter the class, your students rise from their seats and greet you. You
reciprocate their greeting. Depending on the time of the day they greet you, for
example, if they greet you in the morning by saying, "Good morning,
sir/madam, " you can reciprocate it by saying one of the following:
Good morning, children.

Good morning, everybody.
Good morning, boys and girls.
Good morning, class 9.
When you reciprocate their greeting you should do it enthusiastically. You

should look into their eyes and follow it up with :
How are you all today?

How are you this morning?
To make the class feel relaxed, you can ask them some more questions which
revolve around the interests of the learners. For instance, if your students are
interested in cricket, you can ask them about it.
How many of you watched the cricket match highlights yesterday?

Can someone tell us something about that match?
Could you tell us what the cricket match was like?
You can also ask them general questions like:

What did you do yesterday after school?
Did you enjoy the weekend?
Tell me what you did at the weekend?
Developing Language Encourage them to answer your questions in the English they know. You can
Skills
prompt them if necessary. As they start speaking, you can encourage them by
saying:
Yes, Preetam?
Go on Preetam.
Go ahead, Preetam.
When students start speaking, you need to make sure that they take turns to
speak. When you find the same students trying to speak again and again, you
can control them by saying:
Just a minute, Sonali, let someone else have a turn

Not you again, Bhupender, You've said a lot today.
Remember, it's very important for the students to feel relaxed in the classroom. c
It has been found in a study that if the students feel tense or bored they are not
likely to learn anything in the classroom. This kind of small talk will help ease
the situation and to start the class on a positive and cheerful note. Besides, it
gives students practice in the use of English.
What are the advantages of beginning the class with small talk?
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13.4 TAKING ATTENDANCE

After greeting and small talk, you usually pick up the register to see if all the
students are present. The different expressions that you can use for this
function are:
Quiet, now, please. Let's see ifyou 're all here.

OK! Lot S see if anyone's away.
Now! 1'11 call the rolls. Let's see who is absent.
Right! I'm going to call the roll.
OK! I'm going to take the register.
Now! I'll call your names.
If you have the habit of calling numbers, you can say numbers instead of
names.
Right! I'll call your numbers.

OK! Listen while I call your numbers
The Language of the
13.5 MANAGING LATE COMERS Classroom
If you take the first class in the morning, you find that at least some students
come late. You need to show your disapproval and if they continue to come
late you need to reprimand them. Here are some expressions which will help
you in doing this.
You 're late today?

Is anything wrong?
Where have you been?
Did you get up late/miss the bus/set out late?

@
Was the bus late?
Did you get stuck in the traffic?
.5 You ought to have asked someone to tell me, ifyou were coming late.
You should have set out earlier.
It's OK today but next time try to be on time.

Alright, but, please try not to be late again.
Never mind today, but next time, you shouldn't come late.
It doesn't matter just for once, but next time, I won't allow you to attend the
class.
13.6 REVISING THE PREVIOUS LESSON
Before you start the new lesson, you may want to make sure that learners have
understood the previous lesson. You can ask students some general questions
like:
Can anyone tell me what we learnt/didread about/wrote about last time?

Who can tell me what we learnt/didread about/wrote about last time?
After they tell you what you had done in the previous class, you can say:
Shall we revise it again?

Let's revise it, shall we?
I
P How about having another practice? OK?

How about doing it again quickly? Alright?
I
What about going over it again? OK?
13.7 CLEANING THE BLACKBOARD/ WHITEBOARD

I
1
It is very common for most teachers to ask the students to come up to the
blackboardlwhiteboard and write something. Before the student does this, you
I have to ask himlher to clean it, if there is something written on it. Some of the
I expressions, which you can use for these purposes, are as follows:
Please will you clean the blackboard whiteboard?

Please can you clean the blackboard whiteboard?
I
I Rub everything o f i please
Developing Language If you do not want the student to clean the whole thing, you have to specify
Skills
what portion of the blackboard/whiteboard needs to be cleaned.
Just clean this halfbit/side/section.

Don't clean this half/bit/side/section/part.
Clean the top-right hand corner, please.
Clean the bottom- left hand corner, please.
Please could you wipe offthe drawings.on the left at the bottom?
Leave this on please

Leave this section.
Leave this part. Thank you
13.8 USING AUDIO-VLBEO EQUIPMENT
When using tape recorders and video cassette players, you need to give them
several instructions. First, you need to tell them where the socket is, ask them
to plug the equipment in, adjust the volume, tone, and focus. These expressions
can be used for such purposes.
Rahul, can you plug the cassette player in, for me?
The socket is in the wall below the blackboard.
Good. Now will you turn it on?
Oh! It's too loud. You 'd better turn the volume down.
Oh! It's inaudible. You'd better turn the volume up.
Could you possibly plug the 0 .H. P. in,for me?

Oh! The picture is too brighthot clear enough. Will you please adjust the
focus?
It's out of focus. I'll just adjust the focus.
Sometimes, you find the equipment does not work after it is plugged in and
turned on. In that case, you need to find out what is wrong with it? You need
to get it to work. For this you need to check if it is properly plugged in, if the
switch is on. If it still does not work you will have to get someone to fix it.
Then you may have to say: I
II
I'm sorry. It still won't work. I will have to get someone to see it. We'll have 1
to do something else today. ,
4
I can't get it to work. I'll have to go and ask our technician if he can fix it. I
But, if you are lucky enough to see what the problem is and rectify it yourself,
(
then you can say:
I
There we are. We can begin now. Ready?
It is not enough if you simply play the cassette and sit back. You need to find
1
out if the learners are able to understand what is on the tape. If they do not
understand, you need to stop and play that part again.
I1
I The Language of the
Have you understood that?
Classroom
No, not fully
Shall Iplay the tape again? OK. I will rewind it.
Hear it again before I ask you questions on that?
After the class, you ask a learner to turn it 08turn offthe switch and unplug it.
OK. We 'vefinished with the VCR now. Could someone unplug it please?
-.
r We don't need the OHP anymore. Could someone switch it off at the wall
please?
You want your students to practice listening. A student is waiting with the tape
recorder and the cassette. Give instructions to the student on setting up the tape
recorder for the listening activity.
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13.9 INDIVIDUAL WORK AND GROUP WORK
English language is a skill. A skill can be acquired only by practice. Hence, in

, order to give our students practice in using the language, we give them
v
individual and group activities.
In individual activities, you expect individual responses from the students and
r not group responses. You should ensure this by giving suitable instructions.
You must answer questions one at a time.

You must not answer all together. One by one, right?
Will you please put your hands up before you answer?
Now, don't put your hands up, I'll ask one of you.
When it is not clear as to what a student had said, you can say:
Oh dear that wasn't very clear/very good

or
It was a good answer. But a bit louder please.
Developing Language If you wish to divide them into small groups, then you should let the students
Skills
know the number that you want each group to consist of. For instance, if you
want them to sit in groups of three, you can say:
For this activity, I would like to divide you into groups of three.
If you wish to divide the class into two groups, you can say:
I'm going to divide you into two groups.

I'm going to divide you down the middle.
I'll divide you in h a g
I'll call your group 'A' and the other group 'B '. Right.
First, group 'A' will ask questions and group 'B ' will answer them.
In the second round, group 'B ' will ask questions and group 'A' will answer
them.
Is this clear?
I'll write points on the board and we'll see who gets the most points.
Think of a group activity for your students. It could be based on their lessons
or on something related to their lessons. Then think of the instructions you
would give them and write them below.
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13.10 CONTROLLING THE CLASS
When you give them pair and group activities, you expect them to interact with
each other but without making a noise or interrupting the others. You don't
allow them to use any other language except English during these activities. If
they do so, the very purpose of giving them these activities gets defeated. In
such situations, you can control the class by using the following expressions:
Stop doing that! Now get on with your work.

Be quiet! Settle down.
That's enough! Come on, let's get on.
No, that's not the way to behave in class.
No playing around whispering/turning roundchatting!
You'd better not start until I tell you to.
The Language of the
Classroom
You shouldn 't be speaking Hindi/Bengali!
Could you do it the way I told you to?
Could you read the bit I askedyou to?
Where 's your book? (I've forgotten it?)

Never mind, you will have to bring it next time. Couldyou share the book with
Rahul.
If the students continue to misbehave, you may have to warn them.
Ifyou keep wasting time, I'II dejnitely punish you.

Ifyou don't do your homework once more, I'II have to write to your parents.
I'll reportyou to the Principal ifyou go on behaving like that.
- -
t3.11 SETTING HOMEWORK
For teachers, setting homework is an everyday phenomenan. You can give

them the homework, saying:
At home I want you to .........

For homework, I want you to .............
You may want them to read, write, learn something or do some exercise in the
book etc. You might just want them to go over what they had learnt in the
classroom.
Along with setting homework, collecting homework books is also a regular

phenomenon. You can ask them to give them in or pile their books on the
table or put their work on their desk as they leave.
When you return their books, you can give them individually, or you can pass
them to the end of the row.
13.12 ENDING THE LESSON
A good teacher is one who knows how to draw the lesson to a close. You need
to sum up the lesson you have just finished and tell students what you will do
in the next class.
It's time we stopped now. So today we have practiced ................ Tomorrow

we'll go on to ......
It's time for us to stop now. OK, today we have written ....................
Tomorrow we will ............
It's time you went for the next class. So, in today's class we have read about
................
In the next class we shall ....
It' time for you to take a break. So, you've learn't how to ........................
Next, you will learn how to ........
Developing Language
Skills
If you have given them a group activity, which involved moving furniture and
different things in the classroom, you need to ask your students to tidy up the
place again. You can use the following expressions:
Will you put everything back in its right place, Rajender, please?
Rashmi, will you see that all the books are returned, please?
Will everyone put the chairs back in their original position? Make sure it's all
tidyfor the next class.
I hope you all enjoy yourselves.
I hope you have a good weekend.
13.13 MAKING ANNOUNCEMENTS
Teachers have to make announcements in the classroom. These

announcements may be required to prepare them for the next class. For
example, you may want to discuss how to look up a word in the dictionary and
so you may want to ask all the students to get their copies of the dictionary to
the class.
I have something to tell you before I go. Don 'tforget to bring your dictionaries
tomorrow.
Or if you want to use a polite form, you can say:
Willyou please remember to bring your dictionary tomorrow?
Sometimes you have to make announcements regarding things lost and found.
Who does this belong to?

Who do these belong to?
Whosepencil is this?
Whose is this pencil?
Has anyone left their pencil/book behind?
Has anyone left their bag behind?
Has anyone lost a pen?
Who has lost a pen?
Who hasfound a bag?

Has anyone found a pencil/pen/book/bag?
Come and see me after the lessodclass. I '11 give it to you.

Check Your Progress 4 1 The Language of the
1 Classroom
Write how you will make the following announcements:
a. They should take a test in your subject next Friday.

b. You want them to bring their supplementary reader on Monday
c. You are planning to take leave tomorrow. Students should go to the library
during your class.
13.14 LETUS SUMUP
In this unit, we have identified the different functions which a teacher performs
in the classroom and the language expressions which can be used while
performing those functions. As you will be dealing with children, we have not
listed the most polite forms of expressions in some sections in the unit. You
can modify the language or the way you say it to suit your purpose. For
instance, you can make your expressions polite by changing the tone of your
voice or by adding 'please' to the expression. Similarly, if you want to be firm,
you can do that by modifying your tone. If you would like to improve your
classroom language hrther please read the book given in the reference.
It creates an informal situation. It helps in easing the situation. Learners do not

feel tense and so take active part in the activities of the classroom. This helps
the learners in improving their English.
Here is the socket. Plug the tape recorder in and insert the cassette in the tape
recorder. Now turn it on. Adjust the volume. See to it that it is neither too high
nor too low.
Developing Language Answer to Check Your Progress 3
Skills
I want you to work in groups please. In groups of three.
Why don't you move up and make a three.
Oh. You haven't anyone to work with, have you? OK, you turn around and
join in with them.
Good. Now in your groups, I'd like you to write a paragraph on pollution and
its harnlful effects.
After you've finished I'd like one person from each group to come here and
read out the paragraph.
a) The monthly test in English will be held next Friday

b) - On Monday I would like you to read a lesson in the Supplementary Reader.
So all of you should bring your Supplementary Reader.
c) I am going to be on leave tomorrow. So all of you go to the library and
read some story book. You will have to tell me what you have read when I
meet you next.
1. Willis, Jane, (1982): Teaching English through English. A Course in

Classrqom Language and Techniques. English Language OK Society1
Longman, Singapore.
UNIT 14 SELF-DIRECTED LEARNING
Structure
Introduction
Objectives
Who is a Self-directed ~ e a i e r ?
How can you become a Self-directed Learner?
14.4.1 Manage Your Time Well
14.4.2 Plan Your Time Meaningfully
14.4.3 Form Self-help Groups
14.4.4 Be Clear about your Learning Goals
14.4.5 Have all the Learning Resources
14.4.6 Become a Good Reader
14.4.6.1 Guess the Meaning of the Words
14.4.6.2 Use Grammatical Information about the Words
14.4.6.3 Read at Appropriate Speed
IJsing Internet for Learning English
Let Us Sum Up
Suggested Readings
14.1 INTRODUCTION
In units 12 and 13 we dealt with language that teachers can use in the
classroom and outside. This, we hope, will enable you to perform your
functions as a teacher in your school. But if you want to improve further and
become an effective communicator in English you need to go beyond that and
try to master the language. You need to make language learning an everyday
activity. After studying this unit, you will be able to:
say who a self-directed learner is,
identify your learning goals,
identify the learning resources, and
manage your learning.
Learning a language can be compared to learning how to swim. The more you
practice the more you become an expert. You cannot be an expert swimmer
overnight. Similarly, if you wish to refine your language, you need to make
conscious attempts in this direction over a period of time. For this self-
motivation and dedication are required. In other words you need to be a self-
directed learner.
14.2 OBJECTIVES
analyse your own time-management as a self-motivated learner,
identify suitable slots for self study,
analyse yo& own competence in English language,
identify weak areas and develop strategies to overcome them.
Developing Language
Skills 14.3 WHO IS A SELF-DIRECTED LEARNER?
Who is a self-directed learner? According to Knowles (1975) self-directed

learning "is that process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning needs, formulating
learning goals, identifying human and material resources for learning, choosing
and implementing learning strategies, and evaluating learning outcomes". In
other words, to become a self-directed learner you:
o initiate the learning process,

find out your strengths and weaknesses,
decide what you need to learn,
o determine the resources for learning and procure them, and
use the resources for learning and collecting feedback on learning.
Who is a self-directed learner? Please write in your own words.
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14.4 HOW CAN YOU BECOME A SELF-DIRECTED

LEARNER? -
As stated above, in self-directed learning you manage your learning. This
learning is away from the supporting people and organization. Moreover, as
you are an employee, learning cannot be a full-time activity for you. It can be
only a part-time activity. In order to be a successful learner, you need to be
proactive and have high motivation. You should possess characteristics such as
self-initiative and drive. You should be able to evaluate your learning and
make the necessary changes to become a good learner.
We shall look at some of the factors that help you in becoming a self-directed
learner.
14.4.1 Manage Your Time Well
An adult learner has to manage hisher work at home and hisher work place.
Most adult learners find that their greatest challenge in adjusting to and
succeeding at learning is in managing their time effectively. Hence, a common
excuse given by part-time learners is that they do not have time for study. You
might also feel the same way. But I am sure if you carefully study the way you
spend your time everyday you will certainly be able to find some time for your Self-Directed Learning
studies.
Let us spend some time on this problem and try to come to grips with it. Think
of activities you perform everyday over a period of week and write them in the
appropriate slots in the grid given below.
Timemay Mon. Tue. Wed. Thur. Fri. Sat. Sun.
6-7a.m.
7-8a.m.
8-9a.m.
9-10 a.m.
10-11 a.m.
11-12 p.m.
12-1 p.m.
1-2 p.m.
2-3 p.m.
3-4 p.m.
4-5 p.m.
5-6 p.m.
6-7 p.m.
7-8 p.m.
8-9 p.m.
10-mid-
night.
Now meditate on each slot to see whether it is worthwhile to spend the amount
of time on that activity. Do this for all the slots. Go over all the slots again and
explore the possibility of trying to cut back on some of these and carving out a
few slots for studies. Please don't read.further until you do this activity.
This exercise might have helped you in making you conscious about what you
were doing every hour on each day of the week, why you were doing so and
how much time you were spending on each of them. It would have helped in
Developing Language analyzing how you spend your time. This is useful in weighing each category
SkiHs
in terms of its utility and in deciding whether any of the activities need to be
curtailed. You would now have succeeded in identifying some empty slots for
your sfiudies. Now prepare a schedule for your studies. Try to stick to your
schedule. Inform your family and friends so that they know you are not
available during those hours and do not interrupt you.
14,4.2 Plan Your Time Meaningfully
After identifying time for studies, you need to plan your learning. For this, you
need to be clear about your goals. What is it that you want to improve? In order
to be able to answer this question fully, you need to know your goals and
where you stand in relation to them. This will help you in planning what you
want to study and in deciding how much you want to study during a particular
week. In other words, you should break your study tasks into smaller tasks.
The list of smaller tasks will give some "shape to your studies".
14.4.3 Form Self-help Groups
It helps if you can find one or two like-minded persons and try to learn
something together. You can plan to meet once or twice a week and discuss
your lessons. We call these self-help groups. Such groups can be of great help
when you do not feel motivated to study on your own or you may not know
what to do when you get stuck while studying.
We have looked at some of the general things we should keep in mind while
studying on our own. Now let us look at things related to language learning.
14.4.4 Be Clear About Your Learning Goals
A good language learner is clear about hisher language needs. You should ask
yourself questions like the ones given below to identify your language needs:
I. Why do I want to improve my English?
a) to be able to communicate effectively with colleagues and students at

school.
b) to be able to communicate effectively with parents and visitors to the
school.
c) to be able to edit the school journal.
d) to be able to make a good presentation.
e) any other
11. What sub-skills do I wish to improve?
reading and vocabulary

writing
speaking
listening
grammar
pronunciation
111. What skill would I like to focus on at the moment? Self-Directed Learning
a) reading and vocabulary

b) writing
c) speaking
d) listening
e) grammar
f) pronunciation
By answering these questions, you will be able to select your goal and
prioritize your studies.
Think for a moment about your English language leaming needs. What sub-
skills of English are you good at and what sub-skills do you need to improve?
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14.4.5 Have all the Learning Resources
As you manage your learning on your own, you need to be well equipped with
all the resources for language learning. Answer the following questions to
I
check if you have all the language learning resources.
I Do you have a good dictionary?
Do you have a good grammar book?
P+ Do you have an audio cassette recorder?
Do you have a television set at home?
Do you have access to computer?
f' Do you have access to Internet?
These things are essential for an independent learner. You may have a
dictionary but make sure it is not a small, out-of-date dictionary. Bilingual
dictionaries do not serve your purpose. If you do not have a dictionary, buy
one that gives plenty of examples of use of the word from real life contexts.
Some of the good dictionaries are listed below:
Longman Dictionary of Contemporary English

I
Cambridge Learner's Dictionary
Macmillan English Dictionary (For advanced learners)
Oxford Dictionary
Developing Language
Skills
I'm sure you are aware of all the uses of a dictionary. A dictionary gives us the
meaning of a word. In addition to that it tells us about many other things. For
example,
a. Pronunciation: All standard dictionaries these days come with a CD-ROM.

If you have a computer/access to computer you can listen to the British and
the American pronunciation of all the entries in the dictionary with the help
of accompanying CD-ROM that comes with the Cambridge Learner's
Dictionary. Learning pronunciation-lias become very easy with the help of
the CD-ROM.
b. Word-stress: Some dictionaries show word stress by underlining and some

others by a mark before the syllable to be stressed.
c. Word-class: You can know whether a word is a verb or an adjective or a

noun. If noun, countable or uncountable, and whether a verb is transitive or
intransitive.
d. Usage: A good dictionary also gives examples of the usage of the word
from real-life context. It also gives the differences (if any) in the use of the
ward in American English and the British English.
e. Collocations: A good dictionary also tells us how words go together, that

is, which words combine with which other words.
f. Whether a word is used for people andlor things.
g. Synonyms and antonyms.
h. Spelling of the word.
To summarize, a good dictionary gives receptive knowledge, phonological

knowledge, grammatical knowledge, orthographic knowledge, conceptual
knowledge, collocational knowledge, pragmatic knowledge, connotational
knowledge and metalinguistic knowledge of a word.
Match the type of knowledge in column A with what is involved in that type of
knowledge in column B. Use a dictionary if necessary.
A B
Orthographic knowledge to use it in the right situation

Receptive knowledge to spell it correctly
Connotational knowledge to understand it when it is spoken
or written
Pragmatic knowledge to use it with the correct meaning
Conceptual knowledge to know its positive and negative
associations
! You should also have some good grammar books. While selecting grammar Self-Directed Learning
I
books you should go for books which (a) explain the concepts in a simplified
I
way and (b) have incorporated the recent changes in language use. Some
grammar books which you may find useful are listed below. All the books are
self-study editions (with answer key).
Eastwood, John. Oxford Practice Grammar. Oxford: Oxford University Press.
Vince, Michael, (1994): Advanced Language Practice. Oxford: Heinemann .
Walker, Elaine and Steve Elsworth, (1986): Grammar Practice for

Intermediate Students. Essex: Longman.
-
p.
! Murphy, Raymond, (1998): (Second ed.) Essential English Grammar. New

Delhi: Cambridge University Press.
f Murphy, Raymond, (1985): Intermediate English Grammar. Reference and

Practice for Indian Students. Cambridge: Cambridge University Press.
Martin Hewings, (1999): Advanced English Grammar. Cambridge: Cambridge

University Press.
If you have a good grammar book and a good dictionary and know how to use
them, you will be able to evaluate your learning and monitor your progress.
It is agreed by all that, vocabulary plays a very important role in the learning of
a second languagelforeign language. In fact, building up a useful vocabulary is
central to the learning process. Vocabulary learning also helps in learning and
using grammar. Given below are details of some of the books on vocabulary
which you might find very useful.
McCarthy, Michael and Felicity O'Dell, (1999): English Vocabulary in Use

(elementary). 60 units of vocabulary reference and practice. Cambridge:
Cambridge University Press.
I McCarthy, Michael and Felicity O'Dell, (1994): English Vocabulary in Use.

100 units of vocab~ulary reference and practice. Cambridge: Cambridge
I; University Press.
I
Redman, Stuart, (1997): English Vocabulary in Use. Pre-intermediate and
&.
intermediate. Cambridge: Cambridge University Press.
Wellman, Guy, (1 992): The Heinemann English Word builder. Vocabulary

development and practice for higher level students. Oxford: Heinemann.
14.4.6 Become a Good Reader
Reading is probably the most important skill you will need for success in your
learning. You will have to read different things with varying degrees of detail
and difficulty. Are you a good reader? In order to answer this question, you
need to first find out what strategies you use while reading and evaluate them.
I Strategies are mental operations involved when readers approach a text and get
i - the information from it. A good reader is one who can extract information from
the text effectively and efficiently by using appropriate strategies. Helshe
Developing Language
Skills
knows how to overcome the barriers that they might face while trying to make
sense of a text.
For example, if they come across new or unfamiliar words, they try to (a)
guess the meanings of the words by using the information available in a text or
pictue and (b) use the grammatical information about the words from the way
they are used and make a guess.
A good reader also knows how to vary hisher speed depending on the purpose
for which helshe is reading the text.
Let's look at these in detail.
14.4.6.1 Guess the meanings of the words
Whea you read a text you might come across a new or unfamiliar word. But
you do not stop reading the text just because there are a few unfamiliar words.
I
" 1
i
Instead you try to guess the meanings of those words. You use different
strategies for this. First you look at the surrounding words for clue. Usually,
the words around the unfamiliar word explain what the word means. Study this
example:
......,..... He saw a small piece of caviar on his boss S lower lip. The boss had
justjnished his lunch ... ... .'.. ....
Perhaps you have come across the word caviar for the first time. What is the
meaning of this word? Can you make a guess? Yes. You are right. It is a kind
I
]
of food. How did you guess this? You have used your background knowledge
and the information supplied to you by the surrounding words to make a guess.
From your background knowledge, you know lips are part of mouth and they
are used while eating. And the text says he had just finished lunch. So a small
piece of food might have got stuck to the lower lip.
14.4.6.2 Use grammatical information about the words
Sometimes, you can guess the meaning of the word by finding out the category
of the word.
He is an ingenious man. He was the architect of the successfil launch of our

first pacesh hip.
The word ingenious is an adjective. And as you know an adjective modifies a

noun. So f r o i your knowledge of an adjective you can say it describes the
quality of the man. But what quality? Is it positive or negative? You can get
this ififormation by reading what follows it. In this case, it is positive because
he wqs the man behind the success of our space mission. Thus we can guess
the meaning of the unknown word and also evaluate it, based on the
information provided by the rest of the text.
14.4.6.3 Read at appropriate speed Self-Directed Learning
Is there any ideal speed of reading? There is nothing like that. A good reader
uses different speeds depending on the purpose for which something is read.
For example, if you are reading a legal document, you need to read and
understand every word in the text. In other words, you need 100%
comprehension of the text before you sign the document. Hence speed is
secondary. There are, however, many situations where you are interested in
less than 100% comprehension and so you need not read the text in detail. In
such situations you should be able to get the required information in the least
possible time by skimming and scanning the text.
i
Skimming is reading a lot of material very quickly to get a general idea of what
it is about. For example, when you want to know what a particular text is about
I before deciding whether to read it or not, you resort to skimming. But if you
are interested in finding out the telephone number of a person from the
telephone directory you scan the text. Scanning is going over a text quickly to
locate a particular piece of information. In skimming we can say, we aim at
20 - 25% comprehension and in scanning it could be 10%.
In order to be able to read the text faster, you should avoid doing the following
things:
a. move your head from left to right as you read the text,
b. move your lips while reading the text,
c. point at the words with your finger or pencil, and
d. read the text aloud.
When you do these things, your attention is divided between reading and doing
these things. Instead of moving your head, you should practice moving your
eyeballs along with the text. Instead of mouthing the words, it is better if you
practice silent reading.
If you wish to improve your reading comprehension skills or if you are looking
for ideas to teach reading comprehension skills to your students you will find
these books very useful:
Grellet, F. (198 1): Understanding Reading. Cambridge: Cambridge University

Press.
Aebersold, Jo Ann and Mary Lee Field (1997): From Reader to Reading
Teacher. Issues and Strategies for second Ianguage classrooms. Cambridge:
Cambridge University Press.
Developing Language
Skills
1. What is the difference between skimming and scanning?

2. Skim through the following text in only one minute and say what it is
about.
The foundation of Gagne's model relates to his conception of the

organization of knowledge in terms of outcomes of learning. This
structure concentrates on general classification of learning tasks, thus
relating to all content areas. This model includes five typeslvarieties of
learning. They are: verbal information skill, intellectual skill, motor skill,
cognitive strategies, and attitudes. Each type of learning is acquired in
different ways, i.e. each requires a different set of prerequisite skills and
a different set of cognitive - processes (i.e. internal conditions of
learning). Gagne accepts that environmental stimuli (i.e. external
conditions of learning) are required to support the learner's cognitive
processes during learning. Thus, human learning is the result of
interaction between the learner's internal variables (states and cognitive
processes and the external (events of instructionlstimulus) ones. In other
words, Gagne attempts to synthesize the basic principles of cognitivism
and behaviourism.
(Design and Development of Self-Learning Materials (ES-3 12), IGNOU:

34)
14.5 USING INTERNET FOR LEARNING ENGLISH

As you might be aware, Internet is a rich resource for language learning. There
are hundreds of sites which focus on English language learninglteaching. As an
adult self-paced and self-managed language learner you will find these
language sites useful in many ways. Some of them are:
o A range of material for learninglteaching different language skills

(reading, writing, listening, speaking, grammar, study skills) can be
found on the net.
o Most of these sites help the learners in diagnosing their level of

proficiency. These sites have learning materials pitched at different levels
so that learners can choose them based on their proficiency (basic,
intermediate and advanced).
o The materials are constantly updated and revised.
o Instant feedback is provided for language exercises.
o Both asynchronous and synchronous communication is possible on

different issues in language teachinghearning with the tutor, peer group
members and colleagues across the globe.
As stated above, there are hundreds of sites devoted to language

learninglteaching but we have listed a few of the,n for you.
Self-Directed Learning
Vocabulary
Idiom of the day
Comenius
http://www .corneius.com
Listening
Real Audio
http://www.real.com
The BBC
http://www.bbc.co.uk
Britain in the USA

http://britain.nyony.us
Learning Oral English Online

11ttp://www.lang.ul~1c.edu~rli5/book
Cyber ESL Listening Lab

http://www.esl-lab.com
Reading
http://www.toread.com
Ilttp://www.teaching-reading,.com
http://w~.eagerreaders.com
Writing
On-Linewriting Laboratory
http://owl.english.purdue.edu
Speaking
Learn Oral English online
http:l/lang.uiuc.edu/r-li5lbook
Assessment
http://www.studint.net
IELTS
http://www.ielts.org.
Sample assessments
http://www.carn bidge-efl.g.uk/suppot~dlads/index.htm
Discussion lists
Directory of discussion lists
11ttp://www.1iszt.com
Deja News
http://www.dejanews.com
Grammar
Gammar ideas at DEN (Digital Educational Netwok)
http://www.go-ed.com/english/grammar
Developing Language Internet Grammar of English
Skills
http://www.ucl .ac.uk/intemet-grammarl
Dave's Esl Cafe

Self-study quizzes for ESL students
Randall's ESL Cyber Cafd Listening Lab
freeENGLISH.com
EnglishZone.com
English Page
English Practice.com
Planet English
Eng:ishLearner.com
Isabel's ESL Site
Journals
EFL Web
http:ll~.unet.coom/eflweb
Online magazine for those teaching and learning English as a foreign language
14.6 LET US SUM UP
In this unit, we have stressed on the need for self-directed learning to

improvielrefine our language. Self-directed learning calls for learner initiative
in language learning. You, as the learner should actively seek to identify your
learning goals, locate the resources required for the achievement of learning
goals dnd create congenial conditions for language learning. We have listed
some of the resources which you could use in your learning. As you start using
these resources, however, you might find many other resources which you
could use for improving your own language resources and for helping your
students become self-managed learners.
Answelr to Check Your Progress 3
Orthographic knowledge to spell it correctly

Pragmatic knowledge to use it in the right situation
Receptive knowledge to understand it when it is spoken
or written
Connotational knowledge to know its positive and negative
associations
Conceptual knowledge to use it with the correct meaning
Self-Directed Learning
1) Skimming is used to get the gist of the text whereas scanning is used for
locating a particular piece of information.
2) The text talks about the varieties of learning identified by Gagne.
1. Knowles, M.S., (1975): Self Directed Learning: A Guide for Learners and
Teachers. Association Press, Chicago.
2. Cambridge Learner's Dictionary (2002): Accompanied by a CD-ROM.
r

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UNIT 1 GENESIS AND GROWTH OF

describe the objectives and the genesis of Navodaya Vidyalayas,

1.3 GENESIS OF NAVODAYA VIDYALAYAS

In 1985, "Challenge of Education: A Policy Perspective" recalled the

"5.14: It is universally accepted that children with special talent or

Six years after the introduction of Navodaya Vidyalaya Scheme, the

1.4 OBJECTIVES OF NAVODAYA VIDYALAYA

To provide good quality modern education including a strong component

With a view to attain these objectives, Navodaya Vidyalaya Samiti (NVS)

In terns of 100% coverage of the state, as many as .eight Statedunion

So far as the number of enrolled students in NVs is concerned, it rose from

In 1991, Navodaya Vidyalayas were designated as Jawahar Navodaya

Notes: a) Write your answers in the space given below.

1. During which session was the maximum number of Navodaya

2. What was the total number of NVs by the end of 2001-02?

3. List three StatesKJnion Territories with 100% coverage through

4. During which year was the prefix Jciwahar added to Navodaya

1.6 ADMISSION TO NAVODAYA VIDYALAYAS

a) A candidate must be studying in class V in a recognized school in the

Assamese, Bengali, Bodo, English, Garo, Gujrati, Hindi, Kannada,

The conduct of JNVST is usually scattered and it is conducted on up to three or

Table 1.1: Details of Candidates for JNVST

S1. Year Registered Appeared Selected (%)

It is now planned that during the next academic session, second-entry

Check Your Progress 3

1. Which agency conducts the Jawahar Navodaya Vidyalaya

3. A candidate seeking admission to a Navodaya Vidyalaya must

In addition to their rich academic programme, Navodaya Vidyalayas have

a) Intel Talent Discovery: In collaboration with Intel Asia Incorporation Ltd;

The Project on "Land & People of Brahrnaputra" is being run in eight

1.8 THE FUTURE

Some of the initiatives recently taken up by Navodaya Vidyalaya Samiti shall

a) Vision perspective for Navodaya 2010: All principals and teachers in

b) Human resource development: The human resource development should

1. How many NV students are selected by Pestolozzy every year

1.9 LET US SUM UP

The following points have been discussed in this unit:

i) The origin of Navodaya Vidyalayas can be traced to three ideas viz.,

v) Consequently, two model schools set up earlier at Amravati and Jhajhar

ix) Admission to NVs is through a nation-wide admission test, called Jawahar

x) Navodaya Vidyalayas have a number of academic and co-curricular

a) Intel Talent Discovery under which NV students prepare research

b) Collaborating with Pestolozzy, a voluntary agency supported by the

c) Launching Computer Education Programme in 292 NVs; this

d) Thirty two NVs are being upgraded as Smart Schools by spending

e) NVs have been entrusted with the responsibility of spreading computer

f) Two projects "Land and People of Brahrnaputra" and "Weavers of'

1 . 1 ANSWERS TO CHECK YOUR PROGRESS

Answers to Check Your Progress 1

2. 8) Regional imbalances in schools especially quality schools.

Answers to Check Your Progress 2

2. 45 1 including a state level NV in Haryana.

Answers to Check Your Progress 3

Answers to Check Your Progress 4

After going through this unit, you should be able to:

describe the significance of NV residential culture in children's education,

Creation of residential culture with a view to ensure optional socialization of

Check Your Progress 1

The' house system in Navodaya Vidyalayas is the key to understand its,

r Self - Actualization Need

Growth Needs I Aesthetic Need

L Need to- now and Understand

Every student in Navodaya Vidyalaya becomes the member of a particular