SAMAGRA SHIKSHA ABHIYAN

5-Day State Level Training Programme

for Secondary School Teachers
2018-19

COMPENDIUM OF ENGLISH LANGUAGE

ENRICHMENT MATERIAL

STATE COUNCIL OF EDUCATIONAL RESEARCH TRAINING,

HYDERABAD, TELANGANA
 Government of Telangana, Hyderabad

First Published 2018

SCERT Publication Vol. No.00___ of 2018
(English)

This Book has been printed on 70 G.S.M. Maplitho

Title Page 200 G.S.M. White Art Card

ii
 PREFACE

The SCERT has initiated Curriculum Framework in 2011. Accordingly, syllabus and

textbooks have been revised to cater to the present needs of students. Subsequently, various

in-service teacher training programmes have been organized to empower the teachers to

meet the expectations of the society. These training programmes have indeed enriched the

teaching competencies of teachers by providing them with valid inputs in various academic

domains. Teacher handbooks, comprising of various activities have been designed and

distributed to the teachers in the State.

The National Achievement Survey-2017 has reflected upon the gaps in teaching-learning
process. It has thrown light on certain learning gaps, which have resulted average performance

by the learners in some of the Learning Outcomes. It has necessitated this training programme

with special emphasis on those language outcomes.

In this context, English Language Enrichment material in has been designed so as to meet

the needs of the secondary school English teachers as well as the students in the State. We

hope this training material will enable the teachers to take up classroom process effectively.

Finally, we appreciate the remarkable efforts undertaken by the SRG members in producing

this compendium of English enrichment material.

Happy teaching and learning.

iii
 CONTENT DEVELOPERS

Sarva Sri

1) Raghuram, S.A., ZPHS, Karivena, Mahabubnagar.

2) S. Kalyani, S.A., ZPHS, Suddala, Mancherial.

3) Dr. P. Jani Reddy, Lecturer, DIET, Vikarabad.

4) D. Venu Gopal, S.A., GHS, Rajender Nagar, Ranga Reddy.

5) P. Vinayadharraju, S.A., ZPHS, Jangapally, Karimnagar.

6) V. Latha Madhavi, S.A., SCERT, Hyderabad, TS.

7) Y. Rajashekar, S.A., ZPSS, Tirumalayapalem, Khammam.

8) Maheshwar Reddy, Tutor, ELTC, DIET, Karimnagar.

9) Pradhyumna Kumar, Officer Incharge, ELTC, DIET, Karimnagar.

10) A. Venkata Ramanamma, SGT, UPS, Indresham, Sangareddy.

11) E. Partha Sarathi, S.A., ZPHS, Palamakula, Siddipet.

12) B. Ashok Reddy, S.A., Co-ordinator., SCERT, Hyderabad, TS.

Advisors

Dr. P. Revathi Reddy, Dr. M. Rama Devi, Tahaseen Sultana,

SCERT, Prof. IASE, Masabtank, Prof., SCERT,
Hyderabad. Hyderbad. Hyderabad.

Chief Advisors

Smt. B.Seshukumari, Sri T.Vijay Kumar,

Director, SCERT, Director, School Education,
Hyderabad, Telangana. Telangana

iv
 INDEX

Content Pg. No.

Day-1

S-1 NAS 2017 (NATIONAL ACHIEVEMENT SURVEY) 1

S-2 LISTENING AND SPEAKING 3

3&4 UNDERSTANDING READING - STRATEGIES / PROCESSES 12

Day-2

S-1&2 UNDERSTANDING THE NATURE & PURPOSE OF QUESTIONING 17

S−3&4 ANALYSIS OF DISCOURSES 28

Day-3

S-1&2 USE OF GRAPHIC ORGANISERS 33

S-3 LEARNING TO READ 42

S-4 VOCABULARY & GRAMMAR 46

Day-4

S-1 READING - LITERARY SKILLS 52

S-2&3 FORMATIVE ASSESSMENT - TOOLS 57

Day-5

S-1 CONTINUING PROFESSIONAL DEVELOPMENT 71

S-1 INFORMATION AND COMMUNICATION TECHNOLOGY 74

S-2&3 CHILD PROTECTION AND ROLE OF SCHOOLS 79

v
 Day-1 : Session-1
NAS 2017 (NATIONAL ACHIEVEMENT SURVEY)

NCERT has been conducting the National Achievement Survey (NAS) since 2001. It has successfully

conducted four cycles in Classes 3, 5 and 8 and the 2nd cycle for Class 10 on learning outcomes developed

by NCERT.

The major objective of conducting National Achievement Survey is to have a system level reflection

of its effectiveness on accurate assessment of the learning outcomes at different stages of education. This

can provide important insights as to whether the inputs made into the elementary education system had

helped in improving the educational health of the nation.

NAS analysis will facilitate :

• Evidence based planning for ensuring quality in education. As concentrated efforts are being

made by the government for bringing in the quality aspects in education, one of the major challenges

is to develop competency based learning in the classrooms. This shift in focus needs to be

brought about by enabling a competency based learning situation in the classrooms.

• The pedagogical inputs for improving the learning outcome in the districts will also be facilitated

by training the State Level Master Trainers (SLMTs), and the District Level Master Trainers

(DLMTs). The understanding and implementation of the competency based learning in the

classrooms will be supported by the SLMTs, DLMTs

• This entire exercise, which is a child friendly support, is envisaged to bring about a quality

improvement in the learning process at the classroom level.

The reports generated through the web application after the conduct of the National Achievement

Survey, 2017 is available in the website http://nasslo.ncert.gov.in/.

State level report is available in the website http://www.ncert.nic.in/programmes/NAS/pdf/state/

Telangana.pdf

1 English Secondary Module

NAS-2017 - Areas of Assessment - Performance of the State

Learning Outcome Class 10

Reading comprehension:

Unseen passages covers different aspects of language; cognitive processes such as location of

information, grasping of ideas, interpretation, inference and evaluation were assessed;

(comprehension questions remained the same across states)

Language element: Grammar was assessed

Districts Above State Average (38.15)

Warangal-urban, Siddipet, Sangareddy, Rangareddy, Peddapalli, Nizamabad, Medchal-Malkajgiri,

Karimnagar, Jayashankar-Bhupalapalli, Hyderabad

Learning Outcome Class 8

Read textual/non-textual materials with comprehension and identifies the details, characters,

main idea and sequence of ideas and events while reading.

Average Performance - 53 %

Learning Outcome Class 5

Reads and comprehends independently storybooks, news items/ headlines, advertisements etc.

Average Performance -56%

Reads text with comprehension, locates details and sequence of events.

Average Performance - 57%

English Secondary Module 2

 Day-1 : Session-2

LISTENING AND SPEAKING

The art of conversation is the art of hearing as well as of being heard.

-William Hazlitt

If you have heard any audio (via an audio link) and answered the questions related to the audio that
means you were able to comprehend the audio you have listened to. Listening to spoken English is an
important way of acquiring language. In our classrooms, children get the opportunity to listen to English
texts only when it is taught. This is the only way when the learner gets exposure to the target language.
However, this exposure is not sufficient. The teacher should think how best s/he can utilize the little time
available and plan to provide rich resource. This session focuses on strategies for developing listening and
speaking skills.

Introduction:

It's a known thing that vernacular medium students hardly get enough time to listen to various texts
that provide rich source of listening. While the time limit is certainly a constraint, lack of attention on the
student's part adds to the misery. Who is to be blamed? Don't we need to apply effective listening strategies
to improve the concentration of the child in the classroom? It's a known thing that listening is the key
towards better communicative skills. That means a rich listening input is essential to make the child
communicate using the target language. Though one can't recommend to take up exclusive listening activities,
there are certain activities that can focus on listening while dealing with the other language skills in an
integrated manner.

Learn to listen:

Learning to listen effectively is a powerful way to build concentration. So, better concentration in turn
helps to listen better. When teachers interact in the classroom in English, the learner will be actively engaged
in making sense of what they hear and try to generate language to speak.

This session gives a birds-eye view of the authentic listening material in the form of audio, video and
model input.

Why Focus on the Listening Skill:

• When exposed to an authentic text for listening, the learner becomes familiar with sounds, intonation
and rhythm of English.

3 English Secondary Module

 • Learner recognizes and understands the language.

• Initially responds non-verbally before they produce something verbally.

• Active listening gives results. We don`t remember things or understand them unless we actually
pay attention to them.

• Exposure to language through listening material may familiarize with the meaning-making process
than introducing sounds and vocabulary.

Activity 1: MR. Brown's Unlucky Day :

Play the story three times.

https://youtu.be/uzV61QGIVto

While watching the video:

• Concentrate on pronunciation,

• Key words

• Take dictation.

Process:

• Pause the video and ask: What would you do if you're in place of Mr. Brown?

• Mute the video and ask: Narrate the incident.

• Play the audio as well as video and ask the students: Who is the speaker?

Types of listening:
There are two types of listening. They are:

Casual listening: We listen with a particular purpose to find out the required information

• Listen to music while gardening

• Listen to news while working in the hall.

Focused Listening: We listen to a particular purpose and to find out the required information.

• Listen to cricket commentary.

• Listen to election results.

If a facilitator thinks that lack of concentration is the main issue that is hindering the listening and
speaking process, s/he needs to relook into the strategies s/he is using in the classroom. Besides classroom
interactions related to the pictures given or the text from the textbook, the facilitator needs to use a variety
of audio - visual aids to attract the learners.

English Secondary Module 4

Activity 2:
Open the following link and listen the audio. Try to answer the following questions.

https://www.youtube.com/watch?v=d9dqU-EDDps

• What is the audio?

• Have you ever heard such audio in your daily life?

• Are you able to follow the audio at first hearing? Why / why not?

• Does this kind of audios have any role in listening skill classroom transaction?

• How such audios are helpful to the learners? Suggest some other audios.

Approaches to listening:
Listening is necessary to develop the speaking skill. Listening prepares the students to understand the
language spoken naturally at a normal pace. There are three approaches to listening:

• Interactive

• Non-interactive

• Self-talk

Interactive:

• Listening to message

• Doing something as a consequence

Non-interactive:

• Listening and retaining the message.

• Conversations overheard

• Announcements, recorded messages etc..

Self-talk:

• Internal thinking and reasoning carried out.

• Students imitate and memorize.

Listening strategies
Here are some strategies for improving your listening skills:

• Practice listening for the gist or main purpose.

• Reduce listening barriers.

• Listen for specific details such as problems.

• Listen for speaker bias.

5 English Secondary Module

 • Make assumptions and predictions.

• Listen to many different accents.

• Listen with noise in the background. Learn to "tune out" other sounds.

• If you ask a question, listen for the answer.

• Practice summarizing and paraphrasing.

• Ask questions you think you know the answer to.

• Recognize pauses and false starts.

• Create your own questions.

• Find English music that you enjoy listening to.

Activity 3:
(Group Activity) Open the following link and watch the video carefully.

https://www.youtube.com/watch?v=SljQC04Q1OY

• What kind of text is it?

• What is it about?

• Summarize the video.

• Are you able to connect with the topic while watching the video?

• Will this video useful in classroom transaction for developing the speaking skill?

• How will you use such videos in classroom transaction?

Learning to speak:
Many students may feel comfortable with English grammar but find themselves at a loss when it
comes to speaking in English. In reality, speaking in English is a skill that comes only by practice in real-life
situations. The only way to develop fluency in speaking is by exposing the learner to a variety of listening
inputs and then giving ample opportunities to speak.

Speaking skills are basically are of two areas:

1. Interactive: suggested

• Ability to interact like 'ask and answer'

• Ability to converse.

2. Productive:

• Ability to produce language like storytelling, description....

It's important to develop both the areas for effective speaking.

English Secondary Module 6

Speaking skill:
Listening and speaking go hand in hand in a classroom scenario. Therefore, it isn't advised to take up
listening and speaking activities in an isolated manner. However, focus on the speaking skills following the
strategies meant to promote the speaking skill will yield richer output.

There are many ways to promote oral skills in the class room like discussions, speeches, role-plays,
conversations, debates, expressing opinions etc.

A few tips for teachers to improve students listening and speaking skills:

• Reduce teacher talk in the classroom

• Give simple and clear instructions

• Ask questions to know if the learners understood the instructions or not

• Ask other students to answer a student`s question

• Increase student's talking time.

• Ask other students to answer a student`s question

• Show pictures related to the topic and elicit students` response.

• Avoid yes/no questions.

• Never correct the learner when s/he is expressing something in speech.

Activities for transacting activities related to listening & speaking skills:

Learning to listen to each other carefully can build the learners' ability and confidence in real-life
situations, when they need to focus both on listening and speaking. Here are a few activities to improve the
learners' concentration.

• Predicting and Understanding the Gist:

It helps the learners to first predict and then understand the gist of the story. They are involved in
the listening process non-consciously.

Display some pictures of a story and ask the students make a prediction working in pairs.
Teacher agrees or denies the prediction. Student interacts within the pair and concludes the
story.

• Dual dictation:

Select a topic. Ask students to get into pairs and prepare a dialogue related to the topic. When
student A is speaking, student B should record it. When they have finished the conversation, they
should check what each other has recorded. It works well for theme based conversations and
role-plays.

7 English Secondary Module

 • Story telling:

In this activity, teacher has to start a story related to a context, with an idea as the beginning and
then each student in the classroom adds one idea to the story in turn. Teacher can also use
pictures as clues to complete the story.

• Question:

Ask 'why' as often as possible, to give students more opportunities to explain their ideas.

• Dreams:

All of us like to talk about our ambitions and dreams as we have (class IX English, Unit 2). This
activity is an open-ended speaking activity. Visuals can be used as input in the early stages. Ex:
Display pictures/play video of some professionals and ask…

Look at the given picture or video and say:

i. What would you like to become?

ii. Where would you like to go?

iii. What would you like to do?

• Story telling:

An audio is played or a read out of story is done for students. Ask questions not only about the
context but also other things as mood, attitude and social status to introduce new vocabulary.

Video links for improving listening and speaking skills:

The following activities are suggested to develop learners` competences in listening and speaking.

Activity 4:

Open the following link to watch the video of storytelling "Two silly Goats" a short story.

https://youtu.be/hjNcMeip-14

Process: Watch the video and observe the expressions, intonation, gestures, body language of the
story teller.

• Ask the students to retell the story individually. Observe the voice modulation of the learner.

• Pause the video and ask the learner to work in pairs on conversation between the goats.

• Group work: Prepare a script and enact the story of "Two silly Goats"

English Secondary Module 8

 Classroom transaction:

• Take "The Dear Departed" text of class 10 and workout for listening speaking skill.

• Ask the participants to prepare questionnaire to elicit summary of the one-act-play.

• Prepare a classroom transaction for story telling of "The Dear Departed"

Activity 5:
Open the following link to watch the video of VOA Learning: "Where are you from?" It's a source of
learning interview. It contains three different interviews of tourists.

http://learningenglish.voanews.com/a/....

Process:

• Pause the video and ask: What's the video about?

• Play the audio and ask: repeat the questions asked there in the video.

• Pair work: ask learners to take role of interviewer and interviewee and repeat the act.

Classroom transaction:

• Take the task of "The Duck and Kangaroo" from class 9 and prepare a listening skill activity.

• Task: Prepare classroom transaction as per the above mentioned activity.

Activity 6:
Open the following link to listen an audio describing people.

http://Learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/describibg-people

This audio is about describing a person.

Process:

• Play the audio with a quick pause.

• Repeat the audio with a pause.

• Pause the video and ask questions.

1) Who is on the bench?

2) Who is that girl?

3) How many brothers does the speaker have?

4) Who is the speaker`s brother?

5) How is the girl?

6) How old are they?

9 English Secondary Module

 • Pair work:
ƒ Ask the learners to take the role of the person who is describing.
ƒ Ask them to repeat the talk heard.
ƒ Ask the learner to describe the person.
Classroom transaction:

• How will you prepare your learners to describe a person?

• Take any character of class 6 to 10 and describe the person.

Activity 7: Display the picture.

Process:

• Predicting the conversation.

• Ask :
ƒ Why do you think they gathered there?
ƒ Have you ever seen such gathering in our locality?

ƒ What do you think they are discussing?

ƒ What kind of gathering is it?

• Group work:
ƒ Divide the class into small groups and ask them to prepare a passage
ƒ Ask them to speak a few lines on the topic.(accept students prediction

English Secondary Module 10

Classroom Transaction:
• Take a task of discussing on social issues given in our text books.

The teaching-learning strategies used by a facilitator may vary from the strategies used by another.
But, it's important to understand that all the language skills are equally important and they need to be
transacted in an integrated manner. We need to focus more on the area in which the learners are facing
difficulties. The above suggested strategies and activities will help the learner to acquire the language in
meaningful situations created in the classroom.

Remember:

• A facilitator must be acquainted with different strategies of listening and speaking to address the
learner's individual needs.

• Teachers need the confidence to teach speaking and listening.

11 English Secondary Module

 Day-1 : Session-3 & 4
UNDERSTANDING READING - STRATEGIES / PROCESSES

Reading should not be presented to children as a chore, a duty. It should be offered as a gift.
- Kate DiCamillo

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning.
Reading is giving meaning to symbols, pictures and letters. In this process a reader associates the sounds
with the letters of the alphabet in a meaningful context. We can also say that a reader comprehends the
script. It is also a process of getting the message of the written text. Reading is a meaning making process.
It is a kind of interaction where a reader interacts with the text. While understanding a text or
getting the meaning of the text, a reader relates the written information to the previous experiences or
information. It means that the experience of the writer interacts with the readers. Reading involves visualising
and re-constructing the writer's ideas in the reader's mind.
Adults read with a purpose. Children also read but with a different purpose. The purpose of reading
may be put under three broad categories. They are:
Life Skills - one reads instructions, indications, and medical prescriptions.
For pleasure - stories, poems, dramas etc.
For exams & study purpose - textbooks, journals, study materials, guides etc.
Reading involves understanding the meaning of the text and assessment of the text. A reader expresses
his/her understanding of the text either using pictures, maps, tables, graphs etc or through writing (answering
questions, summary, description etc). While reading a written text (not pictures, graphs etc), a reader
reorganizes the information and compares the present texts with other texts. S/he separates the facts
described in a text from opinions expressed. A reader tries to understand the writer's intention.

What do we read?
• Novels short stories, essays, diaries, anecdotes, plays.
• Poems, Rhymes.
• Letters, telegrams, notes.
• Newspapers and magazines (articles, headlines, weather forecast, classified ads, etc).
• Accounts, summaries, business letters.
• Manuals, textbooks.
• Recipes.
• Ads, travel brochures, catalogue.
• Rules for games, puzzles.
• Instructions, directions, menus, pricelists, tickets.
• Cartoons.
• Time-tables, maps.
• Telephone directories, dictionaries.

English Secondary Module 12

How do we read?
Reading involves understanding the meaning and assessment of the text. A reader responds to a text
both verbally and non-verbally. The non-verbal response is expressed using illustrations, mapping the
information, comparing texts, using gestures, symbols, pictures etc. While responding to the text verbally,
a reader reorganizes the information, compares the present texts with the other texts etc. A reader separates
the facts described in a text from the opinion expressed. A reader also tries to understand the writer's
intention.
• A reader employs different ways of reading depending on the purpose of reading.
• Quickly runs his/her eyes over a text to get the gist.
• Scans through a text to find specific information.
• Reads to get every detail of the text.

Generally reading involves the following stages :

Survey
Question
Read
Recall
Review
The reader first surveys the text, questions the text, reads the text to get the answer, recalls what s/he
has read about the same topic and compares the earlier information with the information available in the
present text. In other words, the reader reviews the text.
Now take a look at the example.
‘Songs and Games for children’
What can be expected to be present in the book?. Undoubtedly it contains songs and games meant
for children. The process involved here is guessing or building expectations based on the information
available.
“The ultimate objective of reading is comprehension or the reconstruction of meaning”
A variety of skills are involved in reading (refer: John Mumby’s Communicative Syllabus Design):
• Recognizing the script of a language.
• Guessing the meaning from the context.
• Understanding the underlying functions of the sentences.
• Understanding the relationships between the parts of a text using linkers.
• Identifying the main point in a text.
• Selecting, extracting relevant points from a text.
• Transcoding information from verbal to non verbal (pictures, graphs) and vice versa.
• Varying speed according to the purpose of reading (speed and comprehension)
13 English Secondary Module
 To enhance reading, we need to include a range of comprehension strategies. Comprehension strategies
can be defined as the 'mental processes' that good readers use to understand text. These strategies need to
be explicitly employed towards developing independent readers who engage meaningfully with text.
The process of comprehension begins before we start to 'read' and continues even after the 'reading'
is finished. Good readers use pre-reading strategies like previewing the text and use post-reading strategies
like summarizing in addition to many strategies they use to make meaning while 'reading'. By dividing
instruction into pre-reading, while reading and post-reading, teachers can design activities for each stage
to improve student's comprehension. This in turn provides opportunities for teachers to demonstrate strategies
that readers can use at each stage (Pardo, 2004).
Strategies should be introduced and mastered individually. However, over a period of time, the child
should imbibe a repertoire of strategies which they can independently use while reading. For this reason,
comprehension strategies should be developed from the early stages of the primary classes across a range
of genres and modalities. Children need opportunities to practice and consolidate these strategies in a
cross curricular manner.
List of Reading Strategies

Reading Strategies Description

Predicting Helps to activate prior knowledge based on clues in text
(Pictures, subtitles, etc.)
Connecting Connecting prior knowledge to new information
Comparing Thinking more specifically about connections they are making, e.g.
How is this different from...?
Inferring Taking information from a text and creating their interpretations be-
yond the literary level.
Synthesising Piecing information together as students read a text, to keep track of
what is happening
Creating Images Creating sensory images to assist with overall comprehension of a
text
Self-questioning Providing a framework for active learning as students engage with the
text to find answers
Skimming Glancing quickly through material to gain an overall view of text
Scanning Glancing through a text to locate specific details, e.g. names, dates
etc.
Determining Importance Prioritising most important information from phrase, sentence, para-
graph, chapter or whole text
Summarising and Paraphrasing Reducing larger texts to focus on important elements
Re-stating/re-writing text in own words to capture the main focus
Re-Reading Creating opportunities for deeper understanding, word identification
and developing fluency

English Secondary Module 14

 Reading Strategies Description

Reading On Skipping unfamiliar word(s) and reading on to provide sufficient con-

text to determine unknown word/phrase
Adjusting Reading Rate Adjusting rate where appropriate, e.g. slowing down to comprehend
new information, or speeding up to scan for key words
Sounding Out Using knowledge of letter-sound relationship to decode unknown
words
Chunking Breaking up a reading material into manageable group of words/
phrases
Using Analogy Transferring what they know about familiar words to help them iden-
tify unfamiliar words
Consulting a Reference Using a dictionary, thesaurus, reference chart or glossary to help find
word meanings/pronunciations

(Adapted from First Steps Reading Resource Book)

The repertoire of strategies recommended varies. The diagram below places these strategies into 3
levels, ranging from the lower order literal type to the higher order evaluative type.

Evaluative
Synthesising
Determining Importance
Summarising and Paraphrasing
Self Questioning

Inferential
Connecting
Comparing
Inferring
Predicting

Literal
Creating Images
Skimming
Scanning
Self QuestioninG

15 English Secondary Module

 It is recommended that comprehension strategies are taught using the gradual release of responsibility

model (Person and Gallagher, 1983.

Gradual Release of Responsibility

• First, the teacher explicitly describes the comprehension strategy about to be taught and states

why good readers use this strategy when reading.

• The teacher explicitly models the strategy by demonstrating and thinking aloud while the children

observe the strategy in action.

• Following this, the teacher continues to model the strategy and invites the children to contribute

their ideas

• Next, the children engage in collaborative of the strategy through guided practice where the

teacher gradually releases responsibility for the strategy to the children through scaffolding

instruction and facilitation

• Finally, the children engage in independent use of the strategy in subsequent lessons.

English Secondary Module 16

 Day-2 : Session-1 & 2
UNDERSTANDING THE NATURE & PURPOSE OF QUESTIONING

Teaching is the art of asking questions

- Socrates

There is no second opinion to the fact that questioning is an integral part of teaching-learning transactional
process in a classroom. The facilitator must be aware of the nature of questions and be well equipped with
the different types of questions s/he needs to use in a classroom scenario.

Nature of Questioning:

Questioning is an art in itself and the nature of questioning is to initiate an interaction in the form of an
answer. A question is a sentence and also is the answer. According to John Dewey, "Questioning is a
way of evoking stimulating response or stultifying inquiry. It is, in essence, the very core of
teaching." This quote better explains the nature of questioning. The quality of a question depends on the
purpose.

The purpose of asking questions:

• To check and build on the prior knowledge of the learner

• To interact, create interest and challenge the learner

• To focus thinking on key concepts and issues

Two Broad Categories:

1. Questioning for Low Level Thinking Skills

a. Application

b. Understanding

c. Knowledge

Types of questions in this category:

a. Closed and Direct questions

b. Summarising and Reflecting Questions

c. Clarifying and Guessing Questions

d. Recall and Process Questions

17 English Secondary Module

 2. Questioning for High Level Thinking Skills

a. Evaluation

b. Synthesis

c. Analysis

Types of questions in this category

a. Open Questions

b. Probing Questions

c. Cognitive Questions (for problem-solving, learning skills, critical thinking)

d. Evaluative and Provocative Questions

Key words used for questioning the Key words used for questioning the
low-level thinking skills high-level thinking skills

What, where, who, when, which, memorise, How, why, where might, where may, apply,
define, identify, repeat, recall, state, write, compare, contrast, demonstrate, examine,
list, name, describe, distinguish, explain, in- relate, solve & use, analyse, differentiate,
terpret, predict, recognize, summarize, tell, asses, distinguish, infer, research, create,
label etc. design, develop, formulate, plan, integrate,
organize, critique, determine, construct, jus-
tify, evaluate, judge, measure & recommend
etc.

Besides the above-mentioned types of questions, we have also have different forms of question
types.

1. Wh- Questions

2. Yes/No Questions

3. Alternate Questions

4. Question Tags

Activity 1: Read the following story and frame...

a. Closed & direct questions

b. Open questions

English Secondary Module 18

 1. The Jackal And The Drum

A hungry jackal set out in search of food and ended up at an abandoned battlefield whence he heard

loud and strange sounds. Scared, he thought, "I must disappear from here before the man who is making

these sounds gets me." After a while he told himself, "I must not run away like that. Let me find out what

really the sounds are and who is making them because whether it is fear or happiness one must know its

cause. Such a person will never regret his actions. So, let me first look for the source of these noises."

Warily, the jackal marched in the direction of the sounds and found a drum there. It was this drum,

which was sending the sounds whenever the branches of the tree above brushed against it. Relieved, the

jackal began playing the drum and thought that there could be food inside it. The jackal entered the drum

by piercing its side. He was disappointed to find no food in it. Yet he consoled himself saying that he rid

himself of the fear of sound.

Activity 2:

Read the following story and also read the different types of questions given under the passage. Categorize

them into low level thinking skills (3 types) and high level thinking skills (4 types)

19 English Secondary Module

 2. How Are Rainbows Formed?

Sunlight is composed of light of varying wavelengths. Short wavelength light appears blue, violet and
indigo, and long wavelength light appears red, orange and yellow. When sunlight enters a raindrop in the
air, the light splits into a multitude of colors. This light then reflects off the back of the raindrop and re-
emerges in the direction in which the light first entered. The light emerging from many raindrops creates a
rainbow. Read on for a more detailed explanation.
Fact 1 : Light travels in waves. The light’s wavelength determines its perceived color. Short wavelength
light, for example, appears blue, and long wavelength light appears red.

Fact 2 : Sunlight is composed of light of many wavelengths. In the range that we can see, this includes
the colors of the rainbow.

Fact 3 : When light enters water it bends (refracts). The amount of bending depends on the wavelength
of light. As a result, the light splits into its component colors.

English Secondary Module 20

How Are Rainbows Formed?
When a ray of sunlight enters a raindrop it bends (refracts). The light then strikes the back of the
raindrop, where some of the light passes through and some is reflected. As the light exits the raindrop, it is
refracted again. The angle at which the light emerges depends on the wavelength of light. This path is
illustrated in the small box below, where only the bending of two wavelengths (blue and red) are shown.
Consider now the diagram on the left. The sun is behind you (white rays) and there is rain in front of
you (black dots). As the sunlight enters each raindrop, the light is refracted and reflected as described
above. Because the sun is so far away, the rays of sunlight are nearly parallel to one another. As a result, the
angle between the red line and each ray of sunlight striking a raindrop on that line will be the same. So, the
light that reaches your eye along this ray will be of the same wavelength (color). The same is true for the
yellow, blue and intermediate lines corresponding to each color of the rainbow.
Consider now the diagram on the right which explains why the colors of a rainbow form an arc. The
angle between the incoming rays of sunlight (white) and all of the red lines, forming a circular cone, have the
same angle. As a result, the light that reaches your eye along these lines have the same wavelength (color).
The same is true for each band of the rainbow.

The reason that rainbows are somewhat rare is that you will only see them when there is rain in front
of you and somewhat in the distance, and the sun is behind you and fairly low on the horizon.

Read the passage and answer the following questions

1. 1. What is the sunlight composed of?

A. light of varying intensity

B. light of varying wavelengths

C. light traveling at different speeds

D. light of a single color

21 English Secondary Module

2. What does the author explain in the first paragraph of the text?

A. why rain causes light to split into separate colors

B. how a rainbow is formed

C. how light travels

D. why rainbows are shaped like an arc

3. What can you conclude based on this evidence?

“Sunlight is composed of light of varying wavelengths. [...] When light enters water, it bends (refracts).
The amount of bending depends on the wavelength of light. As a result, the light splits into its component
colors.”

What can you conclude based on this evidence?

A. Each wavelength of light bends the same amount when it enters water.

B. When light enters water, its wavelength is altered.

C. Each component color of light has a different wavelength.

D. The component colors of light all have the same wavelength.

4. When would you be most likely to see a rainbow?

A. in the evening on a cloudy, rainy day

B. at noon on a partly cloudy day

C. in the morning on a bright, sunny day

D. in the evening on a partly rainy, partly sunny day

5. What is the main idea of this text?

A. The colors of a rainbow form an arc because of the angles at which light of different wavelengths
reaches your eye.

B. Rainbows form when sunlight enters raindrops, splits into different color components, and then
re-emerges from the raindrops.

C. You will only see rainbows when there is rain in front of you and somewhat in the distance, and
the sun is behind you and fairly low on the horizon.

D. Sunlight is composed of light of varying wavelengths. Short wavelength light appears blue, and
long wavelength light appears red.

English Secondary Module 22

6. Why do you think the author chose listing the facts 1, 2 and 3 separately, instead of describing them
in one paragraph?

A. to make the explanation of how rainbows form seem more complicated

B. to indicate that these facts do not affect the way rainbows form

C. to show that these facts are not related to each other in any way

D. to emphasize the importance of these facts to the way rainbows form

7. Choose the answer that best completes the sentence below.

Light’s wavelength determines its perceived color; __________, short wavelength light appears blue.

A. however

B. similarly

C. initially

D. for instance

8. When light enters water, it bends. What does the amount of bending depend on?

9. For a rainbow to form, sunlight needs to enter and then re-emerge from raindrops.

10. Describe what happens to the light between when it first enters a raindrop and when it comes out of
the raindrop. Support your answer with evidence from the text.

11. Why might you only see a rainbow when rain is in front of you? Support your answer with evidence
from the text and images.

Activity 3: Read the following write up and frame...

a. Clarifying and Guessing Questions

b. Cognitive Questions

23 English Secondary Module

 3. Louis Braille

Have you ever noticed when you step into an elevator that next to the buttons showing the floor
numbers, there are small plates with a series of raised dots and bumps? Did you ever wonder what those
bumps and dots mean and why they are there? When you run your fingers over those plates, you feel the
ridges. When blind people touch them, they read the floor numbers. In a grid of six bumps, with two across
and three down, a configuration of two raised bumps across the top and one down on the right side is the
number 4; one dot on the top left side and two across the middle is the number 8.

Who invented this elaborate setup of bumps and dots that comprise an entire alphabet and numerical
system that allows blind people to read with their fingers? Was it a distinguished scientist, or a brilliant
author, or perhaps a famous artist?

Actually, this system, which is called braille, was created by a blind 12-year-old French boy and was
named for him. Louis was not always blind. He became blind by accident. Louis Braille was born on
January 4, 1809 in a small country village near Paris called Coupvray. His father was a leather worker who
made harnesses and other leather goods. One day, when he was just three years old, Louis was in his
father's leather workshop. Like many young children, Louis enjoyed imitating his father. He was fiddling
with an awl, a small tool with a round wooden handle and a sharp, pointed metal tip that is used to punch
holes in leather. While he was playing, the awl slipped and poked Louis in the eye. A doctor treated the
wound as best he could and patched the eye. But the eye became infected, and the infection spread to the
other eye. Within a short time, young Louis was totally blind in both eyes.

In those days, many blind people became beggars or performers in sideshows. But Louis's parents
refused to allow their son's disability to get in the way of his studies or his life. Louis attended school like his
brothers and sisters, relying on his creativity, intelligence, and drive to overcome obstacles. To help him
navigate the village, his father made him canes. The local priest taught him to use his other senses to learn:
his hearing to distinguish the calls of different birds, and his sense of smell to identify different plants and
flowers. Louis was one of the brightest students in his school.

In 1819, at age 10, Louis earned a scholarship to attend the Royal Institute for Blind Youth in Paris,
the first school in the world devoted to blind children. For Louis, going to the school meant leaving his
family and the village he knew well, where he felt safe. But Louis and his family knew the school offered
him the best opportunity to get an education and lead a successful life. There he excelled in studying
history, math, science, and grammar, but he proved especially gifted at music. Louis became an accomplished
pianist and organist. He even got a paid job as an organist, playing in a small church near the institute.

English Secondary Module 24

 The students at the school learned most of their subjects by listening to lessons. But there were a few
books that the school's founder, a man named Valentin Hauy, had developed by printed raised, or embossed,
letters. Reading that way was slow, and the books were large and heavy. But they were the only books
available then for blind people. Louis Braille began to wonder: wasn't there a better way to allow blind
people to read?

One day Louis learned about the work of a former French army captain named Charles Barbier.

Captain Barbier had invented something called "night writing," a code of 12 raised dots and dashes
that allowed soldiers to communicate with one another at night without using lights that would alert the
enemy to their location. The soldiers could "feel" the messages with their fingers, and keep safe.

The code turned out to be too complex for the soldiers, but it inspired Louis Braille. Louis simplified
the system, reduced the series of dots from twelve to six and eliminated the dashes. By the time he was 20,
Louis published his first alphabet for the blind, a system he continued to work on and perfect.

And how did Louis create the dots he used in his revolutionary new system? He used an awl. The
very tool that caused his blindness became the instrument that brought the opportunity for reading to Louis
and generations of blind people to this day.

The world was slow to accept Louis Braille's innovation. Indeed, during his lifetime, his method was
not widely accepted. Louis Braille died at the young age of 43 from tuberculosis, a devastating respiratory
disease. He was buried in his home village of Coupvray.

In time, Braille's method became accepted around the world. "Braille" alphabets were created in
languages spanning the globe. Today, we find them not only on elevator plates, but also on computers and
cell phones. And the name Louis Braille stands for innovation, courage, and determination.

Activity 4: Read the following poem and frame...

a. Recall and Process Questions

b. Evaluative and Provocative Questions

25 English Secondary Module

 4. Be Thankful

Be thankful that you don't already have everything you desire.

If you did, what would there be to look forward to?

Be thankful when you don't know something,

for it gives you the opportunity to learn.

Be thankful for the difficult times.

During those times you grow.

Be thankful for your limitations,

because they give you opportunities for improvement.

Be thankful for each new challenge,

because it will build your strength and character.

Be thankful for your mistakes.

They will teach you valuable lessons.

Be thankful when you're tired and weary,

because it means you've made a difference.

It's easy to be thankful for the good things.

A life of rich fulfillment comes to those who

are also thankful for the setbacks.

Gratitude can turn a negative into a positive.

Find a way to be thankful for your troubles,

and they can become your blessings

Activity 5: Read the following and frame...

a. As many questions as possible related to low level thinking skills.

b. As many questions as possible related to high level thinking skills.

English Secondary Module 26

 5. Showing Data on a Graph

Data is information that you collect. One way to collect data is by asking questions. This is called a

survey. Surveys can be written or spoken. When you have collected your data, you can display it on a

graph. A graph shows a picture of the information you collected. Sometimes you can use a picture to

represent, or stand for, something else. One common way to display data is on a bar graph. This is a graph

of the results of an ice cream survey.

27 English Secondary Module

 Day-2 : Session-3 & 4
ANALYSIS OF DISCOURSES

Introduction:
We need to follow a method to analyze discourses and practice it in the classroom scenario.
Steps involved in the analysis of discourse :
1) Identifying the genre.
2) Giving a title.
3) Indicators.
4) Identifying discourse markers.
5) Refining the discourse.
6) Assigning tasks on the same genre from the textbook.
7) Expressing views.
Questions we need to ask after assigning the the discourse task.
1) What is the genre of the given text?
2) What title would you like to suggest?
3) What are the indicators of the given text?
4) Identify the discourse markers in the given Text?
5) How can we refine the given genre into a better one?
6) Suggest a new task on the same genre using the contexts from our text books
7) Is analysis of discourse useful in our Classroom transaction? Discuss?
Read the following text and work in groups to answer the above questions:
1) Yahichi, owner of a rice store, came to the court of Ooka, a wise judge of old Japan. He told
Ooka that each night some of his rice disappeared. Judge Ooka asked," can your guard be trusted?"
Absolutely, Lord Ooka," Yahichi said. "The guard is Chagoro. He has been with my family for seventy-
five years. Also, I stood guard myself with Chagoro these last two nights, and the rice disappeared all the
same." "In that case I will watch with you tonight," Ooka said.
That evening Ooka made his way to Yahichi's rice store. He was sure that both Yahichi and Chagoro
had fallen asleep and allowed the thief to enter. It was not long before he discovered that he was right.
Within an hour both men were fast asleep. Ooka smiled.
A little past midnight, Ooka heard a slight sound and looked out of the window. He saw Gonta, a
poor man who had been out of work for some time. Although Ooka had recognized the thief, Gonta had
not recognized the judge.
Ooka pretended that he, too, was a thief." Let me help you, "he told Gonta. "We thieves must help
each other." Gonta thanked him gratefully, and Ooka picked up a bag of rice and handed it to him.

English Secondary Module 28

 "This is too much," said Gonta. "I want only a few handfuls." Ooka was amazed. "But if you are going
to steal, you may as well take a large amount. After all, you will be punished as much for stealing a single
grain as you would for a whole bag."
"That would be dishonest," Gonta replied. "I take just enough to feed my family for a single day. I
hope I will find work and not have to teal any more. If I do work I will return all the rice I have taken. He
took the amount of rice he needed for his family and gave the bag back to the astonished judge. Thanking
Ooka once more, Gonta disappeared into the darkness. Ooka did not try to stop him.
When the shopkeeper and his guard awoke, Ooka told them what happened, "But why did you let
the thief go?" Yahichi asked. "Gonta is surely a thief," Ooka replied. "But I am certain that he is an honest
one, for he refused to steal more than what he needed."
"But Lord Ooka, how can a man be a thief and honest at the same time?" "I would never have
believed it possible, but it is so." Ooka said. "It is the duty of a judge to punish wickedness and reward
goodness. In this case we find the same man both wicked and good, so we cannot treat him as any
ordinary thief."
But, Lord Ooka…."
"I have decided. Tomorrow I will see that Gonta finds work that is enough to feed this family and still
leave him enough to pay back the stolen rice. We will see if he keeps his promise."
The next day Ooka found some work for Gonta. As the judge said, each night Gonta returned some
rice to the shop. When the honest thief slipped fearfully into the rice shop for the last time, he was shocked
to find the following message from Ooka:" you must pay back ten percent more as interest. Honesty is the
best policy."
***
2) Swachh Bharat Abhiyan is a Clean India drive and Mission launched as a national campaign by the
Indian Government in order to covering the 4041 statutory towns aiming maintained cleanliness of streets,
roads and infrastructure of the country. Indian Prime Minister, Narendra Modi has officially launched this
mission on 2nd of October (the birth anniversary of the Mahatma Gandhi) in 2014 at the Rajghat, New
Delhi (cremation of Bapu). While launching the event Prime Minister himself had cleaned the road. It is the
biggest cleanliness drive ever in India when approximately 3 million government employees including students
from schools and colleges took part in the cleanliness activities.
On the day of launch of the event PM himself has nominated the name of nine people to participate in
the cleanliness drive in their own areas. Schools and colleges have participated in the event by organizing
many cleanliness activities according to their own themes. Students of India participated in this event. PM
had also requested to all those nine nominees to call another nine people separately to participate in this
cleanliness drive as well as continue the chain of calling nine people by each and every participated candidate
of the mission until the message reach to the every Indian in every corner of the country to make it a
national mission.
This mission aimed to join each and every Indian people from all walks of life by making the structure
of branching of a tree. Swachh Bharat mission aimed to construct individual sanitary latrines for household
purposes for the people living under poverty line, converting dry latrines into low-cost sanitary latrines,
provide facility of hand pumping, safe and secure bathing, set up sanitary marts, construct drains, disposal
of solid and liquid wastes, enhance health and education awareness, provide household and environmental
sanitation facilities and many more.

29 English Secondary Module

 Earlier many awareness programmes (such as Total Sanitation Campaign, Nirmal Bharat Abhiyan,
etc) about the environmental sanitation and personal cleanliness were launched by the Indian government
however could not be so effective to make India a clean India. The main objectives of Swachh Bharat
Abhiyan are removing the trend of open defecation, changing insanitary toilets into pour flush toilets,
removal of manual scavenging, proper disposal of solid and liquid wastes, bring behavioral changes among
people, enhance awareness about sanitation, facilitating the participation of private sectors towards cleanliness
facilities.
First nine nominated people by the PM of this abhiyan are Salman Khan, Anil Ambani, Kamal Hassan,
comedian Kapil Sharma, Priyanka Chopra, Baba Ramdev, Sachin Tendulkar, Shashi Tharoor and team of
Taarak Mehta Ka Ooltah Chashmah (a most famous TV series). Indian film actor Aamir Khan was invited
to come on the date of launching of the mission. There are various brand ambassadors who have been
chosen by the PM to initiate and promote the abhiyan of Swachh Bharat in various fields. He had also
nominated some other people (Akhilesh Yadav, Swami Rambhadracharya, Mohammad Kaif, Manoj Tiwari,
Deviprasad Dwivedi, Manu Sharma, Kailash Kher, Raju Srivastava, Suresh Raina) on 8th of November
in 2014 and (Sourav Ganguly, Kiran Bedi, Padmanabha Acharya, Sonal Mansingh, Ramoji Rao, etc) on
25th of December in 2014.
To ensure cleanliness in the official buildings of UP, chewing paan, gutka and other tobacco products
has been banned by the chief minister of Uttar Pradesh.
Other programmes like Swachh Bharat Run, Swachh Bharat apps, Real-time monitoring system,
Swachh Bharat short film, Swachh Bharat Nepal - Swasth Bharat Nepal Abhiyan and so many has been
initiated and implemented to actively support the purpose of the mission. In order to continue and make
this campaign successful, Finance Ministry of India has started a programme named Swachh Bharat cess.
According to this, everyone has to pay .5% more service tax on all the services in India (50 paise per 100
rupees) which will go to this cleanliness campaign.
***
3) I don't know where to begin. But first of all, thanks to God for whom we all are equal and thanks
to every person who has prayed for my fast recovery and a new life. I cannot believe how much love
people have shown me. I have received thousands of good wishes cards and gifts from all over the world.
Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to
my elders whose prayers strengthened me.
I would like to thank my nurses, doctors and all the staff of the hospitals that have helped me gets
better and recover my strength. I fully support Mr. Ban Ki-moon the Secretary-General in his Global
Education First Initiative and the work of the UN Special Envoy Mr. Gordon Brown. And I thank them
both for the leadership they continue to give. They continue to inspire all of us to action.
Do remember one thing. Today is the day of every woman, every boy and every girl who have raised
their voice for their rights. There are hundreds of Human rights activists and social workers who are not
only speaking for human rights, but who are struggling to achieve their goals of education, peace and
equality. Thousands of people have been killed by the terrorists and millions have been injured. I am just
one of them. So here I stand.... one girl among many. I speak - not for myself, but for all girls and boys.
I rise up my voice - not so that I can shout, but so that those without a voice can be heard...........I
want education for the sons and the daughters of all the extremists. The wise saying, "The pen is mightier
than sword" was true. The extremists are afraid of books and pens. The power of education frightens
them. They are afraid of women. The power of the voice of women frightens them. And that is why they
killed 14 innocent medical students in the recent attack in Quetta. And that is why they killed many female
English Secondary Module 30
teachers and polio workers in Khyber Pukhtoon Khwa and FATA. That is why they are blasting schools
every day. Because they were and they are afraid of change, afraid of the equality that we will bring into
our society. Peace is necessary for education. In many parts of the world wars and conflicts stop children
to go to their schools. We are tired of these wars. Women and children are suffering in many parts of the
world in many ways. Many schools have been destroyed in Nigeria. People in Afghanistan have been
affected by the hurdles of extremism for decades. Young girls have to do domestic child labor and are
forced to get married at early age. Poverty, ignorance, injustice, racism and the deprivation of basic rights
are the main problems faced by both men and women.
Today I am focusing on women's rights and girls' education because they are suffering the most. Dear
brothers and sisters, we want schools and education for every child's bright future. We will continue our
journey to our destination of peace and education for everyone. No one can stop us. We will speak for our
rights and we will bring change through our voice. We must believe in the power and the strength of our
words. Our words can change the world. Because we are all together, united for the cause of education.
And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let
us shield ourselves with unity and togetherness. We must not forget that millions of people are suffering
from poverty, injustice and ignorance. We must not forget that millions of children are out of schools. We
must not forget that our sisters and brothers are waiting for a bright peaceful future.
So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books
and pens. They are our most powerful weapons. One child, one teacher, one pen and one book can
change the world.
Education is the only solution. Education First.
Thank you everyone.
***

4) On this day in 2004, an earthquake under the Indian Ocean caused a massive tsunami to strike
southern Asia, eventually claiming the lives of over 230,000 people.

The earthquake, measuring at least 9.1 on the Richter scale, occurred at 7.58am local time off the
west coast of Indonesia. It is now believed to have lifted the sea floor by as much as 10 metres, displacing
hundreds of cubic kilometres of sea water away from its epicentre.

The resulting tsunami formed waves as high as 100ft, which travelled at speeds of up to 500mph
before slowing as they slammed into the surrounding land masses.

Whole towns and settlements were washed away by the force of the water. It led to the deaths of an
estimated 230,000 people in 13 countries - and more than 128,000 in hardest-hit Indonesia, alone. With
tens of thousands more injured, and having caused the displacement of over two million people in the
region from their homes, the tsunami is considered the most devastating ever recorded - while the earthquake
which caused it was the third largest since measurements began.

A massive international campaign for humanitarian aid began in the immediate aftermath. Six months
after the disaster about £7 billion had been pledged from around the world, with UK citizens donating
31 English Secondary Module
roughly £330 million - a much larger figure than the British government. Despite this, the effects of the
disaster continue to be felt. While local economies are beginning to win the struggle to recover, the
environmental damage, and no less the emotional impact on those who survived, remains harder to quantify.

***

5) A.P.J. Abdul Kalam, in full Avul Pakir Jainulabdeen Abdul Kalam, (born October 15, 1931,
Rameswaram, India-died July 27, 2015, Shillong), Indian scientist and politician who played a leading role
in the development of India's missile and nuclear weapons programs. He was president of India from 2002
to 2007.

Kalam earned a degree in aeronautical engineering from the Madras Institute of Technology and in
1958 joined the Defence Research and Development Organisation (DRDO). He soon moved to the
Indian Space Research Organisation, where he was project director of the SLV-III, India's first indigenously
designed and produced satellite launch vehicle. Rejoining DRDO in 1982, Kalam planned the program
that produced a number of successful missiles, which helped earned him the nickname "Missile Man."

From 1992 to 1997 Kalam was scientific adviser to the defense minister, and he later served as
principal scientific adviser (1999-2001) to the government with the rank of cabinet minister. His prominent
role in the country's 1998 nuclear weapons tests established Kalam as a national hero, although the tests
caused great concern in the international community. In 1998 Kalam put forward a countrywide plan
called Technology Vision 2020, which he described as a road map for transforming India from a less-
developed to a developed society in 20 years. The plan called for, among other measures, increasing
agricultural productivity, emphasizing technology as a vehicle for economic growth, and widening access
to health care and education.

In 2002 India's ruling National Democratic Alliance (NDA) put forward Kalam to succeed outgoing
President Kocheril Raman Narayanan. Kalam was nominated by the Hindu nationalist (Hindutva) NDA
even though he was Muslim, and his stature and popular appeal were such that even the main opposition
party, the Indian National Congress, also proposed his candidacy. Kalam easily won the election and was
sworn in as India's 11th president, a largely ceremonial post, in July 2002. He remained committed to using
science and technology to transform India into a developed country. In 2007 Kalam left office and was
succeeded by Pratibha Patil, the country's first woman president.

Kalam wrote several books, including an autobiography, Wings of Fire (1999). Among his numerous
awards were two of the country's highest honours, the Padma Vibhushan (1990) and the Bharat Ratna
(1997).

English Secondary Module 32

 Day-3 : Session-1 & 2
USE OF GRAPHIC ORGANISERS

1. Graphic Organiser

33 English Secondary Module

 2. Graphic Organiser

English Secondary Module 34

3. Graphic Organiser

35 English Secondary Module

 4. Graphic Organiser

Topic : _______________________________________________________

_______________________________________________________

_______________________________________________________

What are four great questions that could

show how much we understand about this

Generating Questions
topic?

Initial Understanding

Developing An Interpretation

Making Connections

Critical Stance

English Secondary Module 36

 5. Graphic Organiser
Concept 1 Concept 2

HOW ALIKE?

Compare and Contrast

HOW DIFFERENT?

With Regard To

37 English Secondary Module

 6. Graphic Organiser

Feelings Description

Character Map
Character

Behavior Personality Traits

English Secondary Module 38

 7. Graphic Organiser
Main
Title Strengths Weaknesses Outcome
Character(s)

Character Organizer

39 English Secondary Module

 8. Graphic Organiser

Characters (Who) Setting (Where?)

First

Plot Summary Graphic

Problem

Solution

Summary:

English Secondary Module 40

9. Graphic Organiser

Sequencing 1

41 English Secondary Module

 Day-3 : Session-3
LEARNING TO READ

Action Research

Learn to read:

Activity:
Questions :
• What do you see in the picture?
• Who are they?
• What are they doing?
• Can you imagine what happened there?
A picture is worth a thousand words, isn't it?
In the primary classes, the early reading activities are mostly based on picture-interaction, i.e., picture
reading. However, after the primary education we expect learners to read simple texts in English. Few
students in my school are not able to read the texts in English. I wanted to find out why they are failing to
read the text in English. I also wanted to know the different reasons and factors that influence their learning.
During this exploration, I have taken the opinions of the teachers working in the same context.
Study on :
Why some students in our class are not able to read a text in English?
Further study on :
• What different factors are affecting their learning?
• According to the students' opinions, what are the reasons for their problem?
• According to the teachers' opinions, what are the reasons for the learners' problem?
• Why can't they read fluently?
A teacher`s reflection :
I work in government secondary school run by Telangana state government. Media of instruction are
Telugu and English. The students who participated in this action research are from Telugu medium
background. Most of them are labelled that they can't learn (non-achievers), so they are neglected. Their
confidence level is also very low and fixed their mindset that they can't learn English. Initially, I have taken
two sections, class 8 and class 9 students. Due to lack of time, I dropped the idea of going with the two
classes and worked only with class 9 students. I will work with class 8 students when they come to me
next academic year. I worked on action research.
English Secondary Module 42
 I created an online collaboration wall using Padlet to take the opinion of the teachers.
Here is a link to my survey: https://padlet.com/vinayadharraju/strugglingreaders
Certain questions to teachers :
• What do teachers think about this problem?
• " What pressing problems are they facing while handling the struggling readers?
Teachers’ voice: Below are the responses of some teachers:
• Students don't have reading material other than textbook to get proper exposure to the reading
materials.
• They were not properly motivated.
• Forty five minutes time is not sufficient to address the individual needs.
• Students don't know how to pronounce the words.
• Lack of exposure to reading material.
• No purpose for reading.
• They are not being engaged meaningfully.
• Teacher is busy in completing syllabus.
• Lack of ample opportunities for reading.
• Text has too many unknown words.
• Topic selected or chosen is unfamiliar to them.
Students` opinion :
• When do you learn better?
• How do you learn better?
• List two reasons for not being able to read the text.
• What might be the main reason for not being able to read the text on your own?
• How can we overcome that problem?
Student’s Voice : Here are their responses :
• Our Teachers didn't encourage us to read.
• Didn't study in English medium (most of them are from Telugu medium).
• Didn't understand English.
• I didn't try from my childhood.
• I didn't try at my home.
• I didn't read during leisure time or periods.
• I didn't follow the teacher's instructions.
Interesting observation:
Teachers complained about students' behaviour but students never complained about their teachers'
teaching or behaviour.
Learn to Read: There are many teaching methods that can help struggling readers. They are…..
Reading strategies….
1. Peer Tutoring:
ƒ Pair work: I asked the students to sit in pairs and read the stories together.
ƒ Helping each other
ƒ Underlined the words and prepared a list of words that they can't read.
ƒ Reading together (collaborative reading)
ƒ Whenever they couldn't read the words together, I helped them to read the text.
43 English Secondary Module
 2. Integrate technology
ƒ Used stories with subtitles: Stories with subtitle helps them to listen and read the text
together.
ƒ Asked them listen and read
ƒ Listen and write
ƒ Read and write
ƒ Comprehensible input
ƒ Meaning making
ƒ Recorded their reading using mobile phones i.e. audio files
ƒ BookBox Stories link
3. Story Books
ƒ Used library books
ƒ Indian stories: Indian stories created an interest among the students. Most of the teachers
expressed the opinion that lesson in the textbook are not interesting.
ƒ Used stories with pictures for comprehensible input.
ƒ Engage them by assigning tasks like picturing (visual representation through painting,
photography and drawing).
ƒ Creating posters.
4. Visualising and drawing:
I encouraged the students to draw the characters in the story and created a bubble to write the
dialogues, this activity helps them to comprehend the given story without of the teacher’s help.

5. Running Dictation
Divided the students into two groups
ƒ 1) Reading group 2) Writing group
ƒ Asked them to stand in different corners
ƒ Reader will read the text and runs to dictate the text to other group.
ƒ This activity helped the students to avoid monotony in the classroom. They enjoyed and
repeatedly asked me to conduct this activity.
English Secondary Module 44
 6. Learning is transferable
ƒ Child can transfer his learning to new situations. Almost all the children are able to apply
their knowledge to read the text form their textbooks.
ƒ Used their previous knowledge and skills in new situations.
ƒ Audio files
ƒ Link 1
ƒ Link 2
ƒ Link 3
ƒ E-Portfolio link
Findings and What I learned.....
• No shortcut to language learning… it is a continuous process
• Reading is a complex process...it involves continuous efforts from the teacher and students.
• We can’t visualize when and how child learn to read a language
No one will give you a solution to your own classroom problem
• Try…. try…. try... until you get a solution.
• Sharing and networking leads to continuous professional development.
• Create your own personalized learning network.
• Don’t teach about the language teach the language.
• Teaching is a profession not a job.
• Don’t provide information. Give them real use of language i.e learning experience.

• Doing mistakes is also a kind of learning. Encourage them to do mistakes so that they can learn
better..

• Engaging them meaningfully will strengthen their learning.

• Every child has the ability to learn, the teachers role is to find out how and when do they learn
better.
References:
E-Portfolio Link h t t p s : / / d r i v e . g o o g l e . c o m / d r i v e / f o l d e r s / 1 A o M c j I 5 I 5 7 2 -
ZguJ31Ilo7Vcuy4ar2hi?usp=sharing
Explore Action Research Handbook
https://englishagenda.britishcouncil.org/sites/default/files/attachments/
30510_bc_explore_actions_handbook_online_aw.pdf

45 English Secondary Module

 Day-3 : Session-4
VOCABULARY & GRAMMAR

Introduction:
"Words, once they are printed, have a life of their own."
- Carol Burnett
Going by the dictionary definition, vocabulary is the body of words used in a particular language. It's
the fundamental tool to communicate in a language. Learning a second language involves many challenges
and acquiring an extensive vocabulary for effective communication is one of them. It's very important to
integrate the classroom transactional process using vocabulary building strategies.
Vocabulary Development: Using various vocabulary development strategies, the facilitator can
widen the vocabulary of the learners. But, these strategies shouldn't be used in isolation. Widening one's
vocabulary in meaningful contexts is the key for vocabulary development. Most of the vocabulary
development takes place during the early phases of learning a language.
Can you guess what could be the most effective strategy to develop one's vocabulary? It's
reading books.
Importance of Vocabulary:
Being rich in vocabulary of a language…
• Gives the ability to express better
• Helps the child to understand what others are saying
• Helps in understanding the reading text better
• Strengthens the child's ability to grasp ideas quickly & think logically
• Uplifts the child's ability to persuade
• Helps the child to gain confidence and impress others
Experiencing words prior to reading texts will not permanently address vocabulary and
grammar difficulties for students.
Vocabulary:
There are different models of addressing the vocabulary and grammar issues in the classroom scenario.
Let’s see into some common practices (vocabulary):
1. Giving the meanings of new words and then taking up the reading process.
2. Reading the text and explaining the meaning of the new words.
A. Reading
B. Glossary
C. Explaining the meaning of new words.
D. Make the children write own sentences using the new words.

English Secondary Module 46

 3. Teaching words in isolation without a context followed by dictation.
4. Using a variety of vocabulary exercises without a pre-reading context.
5. Habit of using the dictionary to know the meaning of a random word and trying to memorize the
spelling and definition of the word.
6. Learning a new word by repeating the word again and again.
A new word is acquired after many encounters with the word in several meaningful contexts.
Think About the Below Practices:
7. Reading process followed by strategic instruction.
A. Suggested Reading Process (DOP)
a. Interaction
b. Pre-reading process
c. While reading process
d. Post reading process
B. Reading the text aloud and then making a connection with the tentative meaning of the new
word and finally arriving at the exact meaning of the word. (To make connection with new
words, conceptual understanding of the reading passage is important).
a. Questioning (asking about the new/target word)
b. Providing a synonym (provide a known word)
c. Providing examples (how the target word is related to other words)
d. Using Pictures (pointing at the illustrations and connecting the target word)
e. Using facial expressions, sounds and actions
f. Building on the student’s responses
g. Dictionary
h. Repeating the target/new word in various other contexts.
i. Other strategies of instruction you may have chanced upon or invented/ practiced.
C. Providing supportive-texts for further clarity on the new words.
D. Word mapping (new/target word).
Ex: - wrath
wrath = extreme anger
1. Can you tell the occasions when you would face the wrath of your elders?

K
KK

K K
K

wrath
K

K
47 English Secondary Module
Activity 1:
Read the following passage:
When he arrived unexpectedly at his home in the countryside in his office car and got down at the
gate, his mother, who was lying in an armchair on the veranda, made a futile attempt to get up.
‘Kamala, there is somebody at the gate,’ she said, ‘somebody is in a car.’
Kamala, her eldest daughter, a widow, who was sitting huddled up on the thinna on the veranda, her
head and ears covered with a thin bath towel, got up reluctantly, walked slowly to the gate and screwing up
her eyes peered into the darkness.

The tentative list of the new words & phrases from the above reading passage
is:
unexpectedly, futile, huddled, reluctantly, screwing up, peered
Prepare a model for the transaction of the above mentioned new words using multiple strategies of
instruction (questioning, providing examples, providing synonyms, illustrations etc.). You may use only one
or multiple strategies of instruction.

Components of the Group work:

A. Reading Process as suggested by DOP method
B. Making a connection with the tentative meaning of a word & arriving at the final meaning using
different strategies of instruction.
C. Providing supportive texts
D. Word mapping.
Group Presentations and followed by Discussion after every presentation.

Sum Up:
Building vocabulary cannot be segregated from the reading process and needs to be taken up during
the reading process. However, the teacher must use various strategies of instruction to make the student
understand the meaning of a target word so that the student can make use of the target word in speech and
writing.
***

Grammar:
Introduction:
Grammar is the logic of speech, even as logic is the grammar of reason.
- Richard C. Trench
Grammar is the whole system and structure of a language which includes syntax, morphology, phonology
and semantics. In general, we say it is like the rule book of a language. In the traditional contexts, grammar
was taught first and then vocabulary. Nowadays, we are talking about intelligible English and communicative
English. In this scenario, meaning has acquired paramount importance and thus, it is vocabulary & grammar,
now. Nevertheless, one must not ignore that they are interconnected.
English Secondary Module 48
Grammar Development:
There are many beliefs in existence that give grammar priority over other components of a language.
However, one must understand that language is a totality of all the components and accepting the supremacy
of grammar over other components of the language will hinder the language learning process.

Importance of Grammar:
Speaking or writing grammatically correct sentences will…

a. Helps in clear communication

b. Develops fluency in a language

c. Boosts the confidence of the learner

d. Helps the learner to make a positive impression

e. Make it easier to understand the purpose of the message communicated

Traditional Methods of Teaching Grammar:

Though there are many ways of teaching grammar, the two common methods we've been using since
ages were…

a. Deductive method (Grammar rule — Examples)

b. Inductive method (Examples —— Grammar Rule)

Questions to ponder:

1. What is the good thing about the inductive method? And why is it not one among the suggested
method for teaching grammar?

2. Do you think deductive method is a better option? Why? Are there any disadvantages in this
method? If yes, what are they?

3. What different approaches of Grammar are we employing in our classroom transactional process?

4. What was the process that was suggested to rectify grammar issues in English?

Our Constructivist Approach to Grammar Teaching:

1. After a rich reading experience, the learner is asked to go back to the text and read certain
sentences, again. Then, observe certain similar patterns in those sentences.

2. Then the teacher applies the inductive method to arrive at a common grammar rule though we
aren’t stating it in the form of a grammar rule.

3. Later, when students come up with their writings, teachers take up the editing process and try to
make the child realize and correct his/her grammatical errors.

4. Teacher’s version can be aimed at the particular grammar part taken up in that particular unit.

49 English Secondary Module

Activity 2:
Read the following. The below is the manuscript of the group work produced by students during the
post reading process (The Tattered Blanket).

I Like joint family because I Joint family. Joint family is a very happy that way I lik Joint family Joint
family was a more happeness Joint family that way I like Joint family Joint is a very very nice that way I
Like Joint family Joint family are so meny mebar are I Joint family I Love it. Joint family is a very nice
mather as very very happens
• Identify the errors.
• What are the different grammatical errors that need to be addressed?
• Write the questions the teacher needs to ask and try to rectify the errors through negotiation.
• Write the teacher’s version and discuss the importance of preparing a teacher’s version.

Editing:
1. Discourse Level Editing
ƒ Thematic Editing: Ask appropriate questions to make sure that the children understood the
theme.
ƒ Discourse features
2. Syntactic Editing (Sentence level editing) – word order, using excess words or missing words
ƒ "Excess words: The boys are ate banana.
Ask the question- What is the extra word that is to be removed from the sentence?
ƒ "Missing word:
The boys banana.
One word is missing in sentence, what is it?
What do you do with the banana?
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 3. Morphological Editing Aspects:
ƒ Children commit errors in three areas- progressive, perfective and passive.
The boys is playing. (Is it ‘is’ or ‘are’? )
Which sentence makes sense- The boys are playing? Or the boys is playing?
The story was write by a boy.
ƒ Error in PNG (Person, Number and Gender)
ƒ Subject and verb agreement in person, number and gender.
I is not hungry.
The boys is playing football.
She smiled at himself.
Ask them to give other forms of the word so that they identify their mistakes and correct
them.
ƒ Errors in affixes(Prefixes and suffixes)
Ex: unproper for improper - for this ask them to check with dictionary.
4. Editing related to Conventions/ Punctuations Spelling

Sum up:
Experiencing words prior to reading texts will not permanently address vocabulary and grammar
difficulties for students. Teaching vocabulary and grammar along with rich reading input is believed to be
the key.

51 English Secondary Module

 Day-4 : Session-1
READING - LITERARY SKILLS
Introduction: After completing the secondary schooling, many of the learners are entering colleges
with few comprehension skills. Hence, it is necessary for the learners to acquire concrete reading skills
in their secondary school days so that it would help in the transitional phase from school to college.
Developing literary reading skills in the secondary classes is highly recommended to address this issue.
Why is it important to read literary texts in the English language classes and develop literary reading
skills?
• Literary texts are authentic and culturally valued material
• They expand learners' awareness of the language both at usage level (knowledge of linguistic
rules) and use level (use rules to communicate effectively).
• They expand learners' vocabulary
• They give opportunity for the learner to become receptive to different cultures.
• They develop learners' interpretative skills.
• They motivate the learners to express themselves creatively.
• Learners who are reading literary texts have access to vast and diverse range of human experience,
understand human relationships and understand themselves better.
• Literary texts motivate them to become enthusiastic learners.

Literary Texts - 1

Instruction: Read the texts given below and jot down your thoughts & questions,
anything interesting or striking (a phrase, a rhetoric etc.).
Task: Comment on the two texts that have the same theme but belong to different
genres.

Text-1.1 :
You ask, what is our policy? I will say: It is to wage war, by sea, land and air, with all our might and
with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in
the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can
answer in one word: victory; victory at all costs, victory in spite of all terror, victory, however long and
hard the road may be; for without victory, there is no survival. Let that be realized; no survival for the
British Empire, no survival for all that the British Empire has stood for, no survival for the urge and
impulse of the ages, that mankind will move forward towards its goal. But I take up my task with
buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel
entitled to claim the aid of all, and I say, “Come then, let us go forward together with our united strength.”
Winston Churchill - May 13, 1940

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Text -1.2

What makes a nation’s pillars high And is it pride? Ah, that bright crown

And its foundations strong? Has seemed to nations sweet;

What makes it mighty to defy But God has struck its luster down

The foes that round it throng? In ashes at his feet.

It is not gold. Its kingdoms grand Not gold but only men can make

Go down in battle shock; A people great and strong;

Its shafts are laid on sinking sand, Men who for truth and honor’s sake

Not on abiding rock. Stand fast and suffer long.

Is it the sword? Ask the red dust Brave men who work while others sleep,

Of empires passed away; Who dare while others fly...

The blood has turned their stones to rust, They build a nation’s pillars deep

Their glory to decay. And lift them to the sky.

-R.W. Emerson

Now comment on the two texts. While reading them, what strategies do we adopt? What
literary elements do we find in them?

You have read two different texts.

• Discuss the thematic similarity
• Despite the thematic similarity, the execution of the theme was different? How?

a. What ideas or questions come to your mind after reading the two texts?

b. Do you agree or disagree with the opinions expressed in the above texts?

c. What do you think is the theme common to both the texts?

d. Was there anything about the style, organization or wording/phrasing of the literary texts that
made an impression on you?

53 English Secondary Module

 Literary Texts-2
There is a common belief that literature is always confined within a rigid framework. On the contrary,
literature is quite free from syntax, free from conventional language expressions and not bound by language
rules.
Study the poem. List the words/phrases that sound odd to you.
Observe:
• Syntax - Is the text free from the conventional syntax?
• Non-English Expressions
• Is it bound by conventional language expressions?
'Goodbye Party for Miss. Pushpa T.S.'

Friends, Surat? Ah, yes,

our dear sister once only I stayed in Surat

is departing for foreign with family members

of my uncle’s very old friendhis
in two three days,
wife was cooking nicely…
and
that was long time ago.
we are meeting today Coming back to Miss Pushpa
to wish her bon voyage. she is most popular lady
with men also and ladies also.
You are all knowing, friends,
Whenever I asked her to do anything,
What sweetness is in Miss Pushpa.
she was saying, ‘Just now only
I don’t mean only external sweetness
I will do it.’ That is showing
but internal sweetness. good spirit. I am always
Miss Pushpa is smiling and smiling appreciating the good spirit.
even for no reason but simply because Pushpa Miss is never saying no.
she is feeling. Whatever I or anybody is asking
she is always saying yes,
Miss Pushpa is coming and today she is going
from very high family. to improve her prospect
Her father was renowned advocate and we are wishing her bon voyage.
in Bulsar or Surat, Now I ask other speakers to speak
and afterwards Miss Pushpa
I am not remembering now which place.
will do summing up.

1. Goodbye party ————— farewell party

2. Miss Pushpa T.S —————Miss Pushpa/ Ms. Pushpa……..

English Secondary Module 54

 Literary Texts-3

English language literature is replete with poetic works of acclaimed writers from Old English
Literature period to 21st century literature.

The literary skills help in understanding the literary devices employed by the poet in his/her poem and in
analyzing a poem for conscious understanding of the inner meaning and appreciation of the poetic work.

How to analyze a poem:

• Read the poem

• Understand the literal meaning and theme of the poem

• Understanding the title of the poem

• Tone of the poem

• Structure

• Sound and rhythm

• Language and imagery

The various literary elements like imagery, symbols, structure, sound and rhythm, various figures of
speech, tone and mood of the poem etc combine to create that magical & musical impact on the reader.

Task: Read the poem and analyze it.

The School Boy

I love to rise in a summer morn,

When the birds sing on every tree;

The distant huntsman winds his horn,

And the skylark sings with me:

O what sweet company!

But to go to school in a summer morn,

O it drives all joy away!

Under a cruel eye outworn,

55 English Secondary Module

 The little ones spend the day

In sighing and dismay.

Ah then at times I drooping sit,

And spend many an anxious hour;

Nor in my book can I take delight,

Nor sit in learning’s bower,

Worn through with the dreary shower.

How can the bird that is born for joy

Sit in a cage and sing?

How can a child, when fears annoy,

But droop his tender wing,

And forget his youthful spring!

O father and mother if buds are nipped,

And blossoms blown away;

And if the tender plants are stripped

Of their joy in the springing day,

By sorrow and care’s dismay,

How shall the summer arise in joy,

Or the summer fruits appear?

Or how shall we gather what griefs destroy,

Or bless the mellowing year,

When the blasts of winter appear?

-William Blake

English Secondary Module 56

 Day-4 : Session-2 & 3
FORMATIVE ASSESSMENT - TOOLS

Guidelines for Formative Assessment

Formative Assessment Tools

1) Reflections (Read & Reflect)

2) Written Works

3) Project Works

4) Slip Test

1. Reflections (Read &Reflect)

Reading is one of the major inputs for language development. If we do not go for some kind of
focused interventions to facilitate reading skills, students will be reading their textbooks only. (Earlier, it so
happened that students did not read even the text books, but depended upon question banks).There
should be a mechanism to ensure that students are reading materials other than textbook, develop their
own perceptions on such materials and come out with their own reflections on the reading experience both
orally and in writing. Since there is also a question of social auditing, we need to have evidences for the
performance of the students in this regard. For the oral performance, what the teacher records in her
reflections alone will provide the evidence. In the case of written work the evidence will be available in the
notebooks of the students.

How to facilitate reading:

• The teacher is suggested to provide reading materials such as library books, magazines, articles,
newspapers etc. to the learners twice during each formative period (there are four formatives in
an academic year). There is no limitation for the number of pages for each reading, but it should
depend on student ability and interest. Marks may be awarded as per the student performance.
• The students should read any reading material of their choice and write their reflections in their
notebook. (Student should maintain a separate notebook for writing reflections, project work
and slip test)

• They will also be asked to present their reading experience orally (without looking at the notebook)
before the class.

Oral indicators:
Teacher may use indicators such as, stating the context, sequencing of ideas, well-formed sentences,
and proper articulation for assessing the oral performance.

• The teacher should check the written notes of the children and award marks for individual
writing based on the indicators included the academic standards.

57 English Secondary Module

•Written indicators:

We can go for a few manageable indicators such as: states the context, sequencing of ideas, well-
formed sentences, personal opinions, punctuations and spelling. The length of write up may be at least
100-120 words or 10-12 sentences.

• Both oral and written performance carry 5 marks each. The teacher should maintain a cumulative
record for recording the individual performance. All the oral targeted discourses can also be
considered while awarding 5 marks under oral responses.

• The average marks of all performances should be consolidated to 5 marks under read and
Reflections.

• Don’t discourage the students if they commit some errors in their writing. However, positive
feedback may be given. All the written major targeted discourses can be confined as a material
for read and reflections. The student has to read the different discourses for every Formative
Assessment. The teacher can provide such material for reading or encourage the children to
search the material on their own. The following discourses may be considered for read and
reflections;

1. Narratives/ stories 2. Letters 3. Essays 4. Speeches 5. Biographies

6. Descriptions 7. Skits/dramas

General guidelines for Reflections: A story

• Expectation from child

• Checklist for teacher in awarding marks/ grade——Example/ model for a Story:

1. What is the story about? 2. How many characters are there in the text? 3. Make a list of events 4.
Make a list of places that appear in the text. 5. Source? 6. What do you like the most and why? 7. What
you don’t like and why? 8. How would you end the stories if you were the writer? 9. How would you
compare the situation in the text with your real life experience?

Checklist for teachers while assessing the children performance both in oral and written
aspects of the text.

• Whether the student understood the text (with details given).

• Whether the student highlighted the features in his/ her presentations (oral/ written).

• How far the student meet the indicators with regard to oral and written aspects.

• Nature of sentence formation (correctness of the sentences) vocabulary, coherence etc.

• Whether the student has given his/ her opinion on the text they read (positive/ negative/ suggestive).

• Whether the students mention the details about the text they have read such as title/ name/ nature
of text (discourse) etc.
English Secondary Module 58
 • They also have to say or write some of the items related to features of the text (discourse
features). Ex: If it is the story-theme, character, events etc. If it is biography, about the person,
achievements, contribution to society and message etc.

• Follow the indicators related to oral and written in general and other features in specific.

• Appropriateness of the language - meaningful sentences, vocabulary, maintenance of coherence

etc.

Here is an example of how we could extract the reading reflection from the given news

Paper clipping.

News Report

By Press Trust of India; Dehradun; Updated: June 4, 2015 12:02 pm.

Uttarakhand has joined the list ofstates to ban the sale of Maggi with samples of the popular food
product failing laboratory tests.

“A decision to ban the sale of Maggi was taken late last night in public interest by the Food Security
Department as 2 of a 300 odd samples of the food product failed laboratory tests,” Principal Secretary
Health Om Prakash said.

The decision was prompted by the presence of monosodium glutamate (MSG) in the samples sent
for laboratory tests to Rudrapur in Udhamsingh Nagar district, he said. “As the matter concerns public
health we lost no time in imposing a ban on the popular food product in Uttarakhand. An order pronouncing
the ban and seeking immediate withdrawal of the product from market places is being formally issued
today,” he said. However, no lead content was found in the samples tested, the official said, adding that out
of the 300 samples sent to Rudrapur laboratory, test results of a majority of them are still awaited. After
test results of all the samples collected from different places across the state arrive they will be sent to
Kolkata for the final laboratory tests, the Principal Secretary Health said. Big retailers like Big Bazar have
already withdrawn Maggi packets from their outlets in the city, he said, adding small retailers may take
some more time to do so.

Reflection 1
This news is about government decision to ban the Maggie product in UttaraKhand, the decision was
taken by food security department with public interest. A sample was taken and tested in the Kolkata
laboratory and found the presence of monosodium glutamate in 2 out 300 samples and no lead was found,
even though the ban was imposed on Maggie product from the Uttarakhand. This may be due to BJP
government policy to minimize the foreign products from Indian market. Personally I support the government
action. The news report also create an awareness among the people about how the Multi National Companies
marketing their products in poor countries

59 English Secondary Module

Reflection 2
The news I read was about the ban of Maggie product. I was so sad when I read this because this is
my favourite breakfast. But I also felt happy because the government is taking care about our health
personally. I also felt that the government has taken a hasty decision by banning the product, when only 2
out of 3 samples are found to be positive. Not only that many other test samples send to Rudrapur
laboratory are still awaited. The government should have waited till all the samples show the result and then
take a decision if more than 50% show positive result of monosodium glutamate presence. This might also
be a false propaganda because of the good market reputation that Maggi had. This also may cause a great
loss for the big and small retailers. This also effects the house wives who have less time to prepare breakfast.

Reflection 3
Today, when I read the news on the ban of Maggie product, I was astonished to know that we are
taking monosodium glutamate without knowing. It is so good that government has taken immediate action
against the product without waiting for the results to come. But now that we have to think of the people
who are addicted to its taste and flavour which is liked by almost all the people of India. The government
should also take steps to promote a good product before launching it in the market. Though, most of the
packets from Big Bazar and other market places are withdrawn. This product was in such a use that the
drug entered the bodies.

Now the government also should take steps to see that it would be harmless by giving medical
support.

Story :

The Tenali Rama and the three dolls

There was a great king called Krishna Deva Raya. One of his great ministers was Tenali Rama.
Though extremely wise, he believed in teaching everything through fun. So he was called Vikata kavi-
humorous poet.

One day a wealth merchant came to the court of Krishna Deva Raya. He was from some other
country. After saluting the king, he told, “Great king, People tell me that you have lot of wise ministers. If
you permit me, I want to test them. “The king became curious and agreed.

The merchant then gave the king three exactly similar looking dolls and told him, “Sir, these dolls look
same but are different. Please ask your wise ministers to find out the difference. I would come back after
30 days. If none of you can find it, I will assume that you do not have any wise minister.” The king agreed
and merchant went back.

English Secondary Module 60

 Then the king called all his ministers except Tenali Rama and gave them each three days time to find
out the difference between the dolls. None of them were able to find out. The king started getting worried.
Then he called Tenali Rama. When Tenali Rama came, he gave the dolls told him, “Rama, I did not trouble
earlier because I thought it must be very simple. But so far none of them have been able to find out the
difference. I also tried and I was also not able to find out the difference. The pride of our country now
depends on you.” Tenali Rama accepted the dolls and spent three days with the dolls. He was also finding
it very difficult. But at last he found out.

Next day, he went to the court. The merchant also came that day. Then Tenali Rama told him, “These
dolls are different. One is very good, another medium and another bad.” The merchant, the king and all
other ministers asked,”could you explain in detail”. Then Tenali Rama showed them a tiny hole in the ears
of the dolls. He took the first doll and put a very thin wire through this hole. The wire came out of the doll’s
mouth. For the next doll, the wire came out of its other ear. For the third doll, the wire went to his heart and
never came out. Tenali Rama told, “The first doll, where the wire came out of its mouth is bad. It represents
people, to whom, if we tell a secret, they will tell it to others. The second doll, where the wire came out of
the other ear, represents people who do not understand what you say. They are harmless and are medium.
Tin case of the third, the secret goes to the heart and is preserved there.”The merchant and the king were
pleased by Tenali Raman’s finding and gave him lot of presents.

Then Tenali Rama told them that his explanation was wrong .He told them, “There is another
explanation. The fist doll represents people who hear and teach it to others. So they are good. The second
doll represents people who hear and do not understand. So they are medium. The third type of people are
those who learn things and do not teach it to any body and keep everything secret. They are bad people.”
Then the king asked, “Is there any other explanation?” Can you reply him?

Reflection 1:

The story is about Tenali Rama and Three dolls. There are three main characters in the story. They are
Tenali Rama, King Krishna Devaraya and ministers. In the story I like the character of Tenali Rama,
because, of his humorous nature and witty answers. I am also impressed with the intelligence of the merchant.
He wanted to test the intelligence of the ministers in the court of Krishna Devaraya. The ministers failed in
the test, but Tenali Rama intelligently explained with his witty nature, how three dolls are different from
each other. The merchant and the king also pleased about the explanations given by Tenali Rama. In my
opinion Tenali Rama is the best poet and humorous person in the court of Krishna Devaraya.

Reflections 2:

The story is about Tenali Rama and Three Dolls, it reveals the Tenali Rama’s wittiness. The merchant
asked the King and Tenali Rama to identify the differences among the three dolls, he explained the questions
smartly, and here is my perception:

61 English Secondary Module

 In my opinion first doll is bad because it never keeps the secrets with it. It is go on revealing the
secrets to others without any purpose, where as the second doll is not showing any interest on others
works that’s why it doesn’t want to listen, so it is neither good nor bad. The 3rd doll is very good because
it listens and keeps the secrets with it i.e. never reveals it to anybody, so it is very good.

2. Written Works
The written works include:

• The discourses written individually as part of classroom process.

• The answers to the analytical questions assigned to the students as home task;

• The textual exercises such as vocabulary, grammar, study skills and also consider self assessment
check list from the textbook.

• Teachers have to ensure that students are writing individually and not by copying from others.

Teachers can go for the discourse indicators prioritizing a few distinctive indicators. There are a few
indicators that are common for all written discourses. These are: coherence (link between sentences and
paragraphs), sequencing of ideas, well-formed sentences and writing conventions.

There is no limitation for written works, whatever happens in everyday classroom process the same
can be considered for awarding marks.

3. Project Work:
Transaction of classroom projects

Why project in English?

You have noticed that every unit contains a project work to be carried out by the students; these are
also thematically related. Projects help the students to evolve themselves as independent users of language.
Project work provides a platform for integrating language skills and various study skills; it also involves
higher order thinking skills.

Nature of projects in English: Projects included in class X cover a wide range of themes that are
socially relevant. The learners have to explore the theme by collecting data, consolidating it using different
formats, write reports on them and make presentations in the whole class. There is space for individual
work, pair work and also group work. In addition to the projects suggested in the textbook teachers can
go for some more projects related to the theme and sub- theme of the unit.

Project work may be individual or group. While assigning the projects different students and different
groups should be assigned with different projects. Students abilities may be considered while allocation of
projects.

English Secondary Module 62

 Process

Projects take place in various stages such as:

• Brainstorming on the nature of the project

• Designing tools for the collection of data

• Collecting the data

• Consolidating the data using different formats

• Analysis and Interpretation of the data

• Report writing

• Presentation

Please remember that sufficient brain storming is extremely important for doing the project as the
students have to understand the purpose of the project, its scope and significance without which they will
not be psychologically ready to carry it out. At various stages the teacher has to monitor the progress of the
work, the involvement of the learners, and should take care of guiding them whenever necessary. Teacher
is not supposed to prescribe any tools or formats but should interact with the learners in such a way that
these will be evolved in a democratic manner. The interaction will also lead the learners to decide which
stage of the project needs to be done individually, in pairs or in groups. We have to be clear about the time
that each project work might take. Make sure that the work is manageable within a stipulated time.

Please do not leave out these crucial questions while brainstorming:

1. How will you pool information (Tools such as questionnaire, checklist, observation schedule,
interview, referencing etc.)

2. Where will you get the information from? (Resources such as people, books, journals, magazines,
newspapers, institutions, internet etc.)

3. Who will collect the information? (Individuals/ pairs/ groups)

4. How will you consolidate the information? (Sharing in groups and recording using appropriate
formats)

5. What analysis can be made based on the data?

6. How to write the report (the structure of the report: name of the project, purpose, scope and
relevance of the project, tools developed, mode of collection of data, consolidation and analysis,
findings with supportive evidences such as photographs etc.)

7. How will you present the findings before others? (Presenting the report- each member has to
present one part of the report)

63 English Secondary Module

Classroom Process
We have to brainstorm on the nature of the project and evolve the tools required for carrying out the
work. The following process is suggested.

Stage I: Brainstorming (One period)

Interaction on the task suggested;

Brainstorming on the information to be collected, tools required, sources, type of work to be done,
formats for consolidation, analysis and report writing.

• Let children decide the tools individually

• Sharing in groups and reaching at consensus on the tools

• Building up consensus in the whole class

At the end of this we expect that all children will have a fairly good idea about the nature of the project
work and how it is to be carried out.

Stage II: Data Collection (3 to 4 days/a week time – as a homework)

• Collecting data (Home task which may take one week )

Once the data is collected we need to go for a classroom process for consolidating the data. This is
to be followed by brainstorming on the structure of the report.

Stage III: Consolidating the data and deciding the structure of the Report (one period)

• Let children sit in groups and share what they have collected;

• They have to record the data using a certain format;

• Brainstorming on the structure of the report. Questions may be asked to elicit the following:

Steps in Report Writing

1. Name of the project:

2. Tools for data collection:

3. Consolidated data (using various graphic organizers such as table, pie diagrams, bar diagrams,
fish bone diagrams etc.)

4. Analysis – interpreting data and capturing the data in descriptive statements, incorporating
supportive evidences like photographs and pictures.

5. Findings.

6. Reflections, suggestions on the project.

• Write the structure on the chart/ BB

English Secondary Module 64
 Stage IV: Writing the report (2 days – as a home work)

Stage V: Refining and Presenting the Report (2 periods)

• Let one or two students present what they have written

• Let them sit in groups and refine the report

• Monitoring the group work by the teacher

• Presentation by the groups

(The report will have various parts in it. Groups can divide these among the members so that
each member can present one part of it.)

Total four (4) periods are needed for processing the project in addition to homework.

Evaluation of projects and awarding marks/grades

Any project involves both individual and group work; therefore, assessment has to take care of both.
Let us see, the nature of work done by the individuals at various stages:

Individual Writing

1. The tools developed by the individual after the brain storming session.

2. The data collected and how it is entered in the notebook.

3. Individual report.

Individual oral performance

• During the brainstorming stages;

• Sharing in the group;

• Presentation of one part of the report;

We can use the following indicators for the written work:

1. Tools: relevance, well-formed structures

2. Data collected: relevance of the data, comprehensiveness, well-formed structures

3. Report: The same indicators mentioned in the academic standards (appropriate title, objective,
scope, relevance- organization-analysis- using well-formed structures- using cohesive devices –
coherence – reflections or point of view)

We can use the following indicators oral presentation:

• ideas are conveyed

• properly articulated

• contextually relevant language used

65 English Secondary Module

Criteria for awarding marks
Out of the 10 marks, 6 marks for the written work (preparation of tools 2; collection of data and
analysis-2, report writing-2), and 4 marks for oral responses during the process and presentation of the
report. Consider the indicators (written and oral) holistically and award marks accordingly.

Sample project

Topic: Festivals celebrated in one’s neighbourhood (Refer Pg.No: 220 in class 10 text book for the
information table)

Tool for the Project work: Questionnaire

1. Head of the family:

2. What is your religion?

3. What are the different festivals do you celebrate in your locality?

4. How do you celebrate ..............? (Ex: Diwali etc)

5. Why do you celebrate?

6. What are the special foods do you prepare on the occasion of.............?

7. What are the special clothes do you wear on the occasion of........?

8. What do you do on this special occasion? 61

Step-I

Brainstorming of the project

Brainstorming Questions:

• Why do you want to do the project?

• What materials or resources will you need? (e.g., card, pencils, the internet)

• How will you divide up to work on the project? (e.g. individual, pairs, groups)

• How long will you need to complete it?

• What do you want to produce at the end of the project? (e.g. a poster, a presentation for the rest
of the class, a video)

ƒ Designing the tools ( Formal Questionnaire, Tabular form, informal questionnaire)

ƒ Collection of data: Data can be collected from different resources like News papers,
Magazines, Articles, Meeting with the people, Biographies, Internet, Home visits.

English Secondary Module 66

 Step-II

Consolidating the data

• Let the children sit in groups and share their ideas what they have collected.

• The children have to record the date in different formats like Bar graphs, pie charts, Line graphs
and tabular form.

• Analysis and interpretation of data: Children analyze the data and prepare a rough draft with the
help of consolidated data, there after he removes and unnecessary information and go for final
draft for report writing.

Step-III

• Report-writing: Children write the report based on the data prepared during interpretation of
final draft in the previous step with the help of proper discourse markers to construct well
formed sentences.

Self-Assessment/ Peer Assessment

• For my next project I will try to... (say what you are going to do)

• I will do this by ... (say how you will do it)

• I will be able to decide if the project was successful because... (say what evidence will show if
it worked)

• Presentation: Students presents the prepared project report in group or individually based on
their availability of time.

Assessment Indicators:
• Preparation of tools- 2 Marks (For well-formed structures and relevance)

• Collection of data and analysis- 2 Marks (For Relevance of data, comprehensiveness, well-
formed structure)

• Report writing- 2 Marks (For appropriate title, scope, relevance, organizations, analysis, well-
formed structures, using cohesive devices, coherence, reflections or point of view)

• Presentation- 4 Marks (For Ideas are properly conveyed, properly articulated, contextually
relevant language is used) Project Report

Sample Report
Name of the Project: Unity in Diversity in India

Purpose of the project: To Understand the concept of “Unity in Diversity in Indian

Context”

Scope of the project: Around the area of ............................

67 English Secondary Module

Data collection: Group activity
Sample: Data collected from 20 families of different religions

Report:
The survey was conducted by means of a questionnaire prepared by the students. The first part of the
questionnaire dealt with the type of festivals they celebrate and traditional food items, clothes they wear
during the occasion.

From the table of data, the most significant items are as follows. The survey data depicts that 81% of
the Indian families respect the tradition of other religion and participate in the religion processions irrespective
of their religion customs. While 19% remain neutral in their behaviour. The following comments can be
made about 75% of families celebrate Diwali and also children of Muslim families buy and burn crackers
on the occasion, 25% families remain neutral. 75% Hindu families respect customs of Muslim festivals and
like to the dished prepared on the occasion. 76% of Christian and 70% Muslim families respect and
participate in Holi festival celebrations. On the other hand, 24% of Christians and 30% Muslims remain
neutral.

Not surprisingly, 90% Hindu families celebrate Moharam without hesitation.

If any conclusions may be drawn from the data, they are, perhaps, as follows. The data clearly
depicts that most of Indian families respect and honour the customs and traditions of other religions i.e. the
evidence of Unity in diversity.

4. Slip Tests
Slip test is more or less similar to summative assessment but it is still different from the former in terms
of the following:

• There is no prior notice for conducting the slip test.

• It is done in a limited time (say, in a regular period of about 40 minutes).

• There are only limited numbers of tasks.

• The discourses that have been done in the formative period are considered for slip test.

• There is no printed question paper. The teacher can write the tasks on a chart and display it or
write the questions on the BB.

• There should be one discourse, one passage for reading comprehension and one item from
Vocabulary & Grammar.

• The slip tests should cover the discourses to prepare the students for summative tests.

• The teacher should record the slip test marks in a register and should consolidate the marks
during every formative period.

English Secondary Module 68

 • Ensure that children do the tasks individually.

• Assess the written performance and provide feedback to the learners.

• Award marks based on indicators that are included in the academic standards relevant to written
discourses.

• Record marks in the cumulative record.

The table given below show the marks awarded to a student for each area covered under formative
assessment.

Test items for slip test:

• Passage for reading Comprehension - 5 marks

• Vocabulary and Grammar- 5 marks

• Discourse- 10 marks (one from Major discourses)

Or

• Passage for Reading Comprehension - 5 marks

• Grammar- 5 marks

• Vocabulary- 5marks

• Discourse- 5 marks (one from Minor discourses)

Note: 1. Major discourses FA1 and FA3; Minor discourses FA2 and FA4. This is the only suggestive
model and the teacher may follow their own test items for FA’s. Care must be taken children should
expose to written discourses during the formative period so that they will attempt the written discourses in
the summative paper.

2. Slip test 20 marks should be reduced to 5 marks for consolidation of formative marks.

Suggestions for identifying Project works

1. Brochures: Students can create brochures on a number of interesting topics. One very popular
topic is the tourist brochure. Students choose a city in their country and create a brochure for
visitors. They have to include pictures, top touristic spots, climate information, etc. They can
create them by hand with paper and glue or design one on the computer.

2. Recipe demonstration: Students write a recipe in English and then demonstrate how to prepare
it. (After the whole class presentations, these recipes could be put together a cookbook.)

69 English Secondary Module

 3. Surveys: Students write a survey on a topic of their choice, collect answers and prepare a poster
or presentation of their findings. This is a particularly good project when studying question
formation in English. Surveys can be done in class or out of class.

4. Maps: Students create a map of their town/city and label all the parts in English. This is really fun
with younger and beginning learners.

5. Group presentations: Students work together to create a presentation on a given topic. Two of
my favourite topics are: new invention, a trip to an exotic place, the jatara/festival they have
attended etc.

6. Grammar/Vocabulary project: Students choose something in English that they find intriguing, do
some research and give a presentation.

7. School redesign: Students re-design some element of the school - the courtyard, playground,
lab, classroom, etc. They have to make a visual aid to show what it would look like and discuss
why they chose to make those changes and how they would make the school better.

8. Students create a new business (start-up) along with a business plan and advertising (print,
radio, TV, online).

9. Students create job announcements, prepare CVs and do interviews to see who gets the job.

10. Students plan a one-week tour for tourists, including sites visited, hotels, restaurants, etc.

11. Students design an advertising campaign to attract tourists to their country.

12. Students rewrite the ending to a story or movie and perform it as a role-play.

13. News paper based: Students may collect different items from news papers and present in
classroom i.e, idiomatic expressions, phrasal verbs, news headings, point of view of the letter to
the editor, picture interpretations, types of the discourses and their features etc.

English Secondary Module 70

 Day-5 : Session-1
CONTINUING PROFESSIONAL DEVELOPMENT

CPD stands for Continuing Professional Development. It is operationalized through a system that
recognizes and accord professional status for all professional learning acquired formally, non-formally and
informally by an individual teacher. Usually, attendance to workshops, seminars, colloquia earns one CPD
points which when accumulated, place one at a certain level. The system also allows for informal learning
from colleagues and independent studying of books, as long as there are pieces of evidence of such
learning. In some cases, portfolios of evidence are used to document one's professional development
trajectory after which one is able to apply to a professional body or council. The portfolio is then assessed
against the professional standards and criteria of that body and council for professional recognition and
placement at a particular level of the CPD framework.

What is CPD?
CPD refers to any activity, formal or informal, that helps you develop your skills and knowledge, and
enhances your professional practice. There are many ways, CPD can be accessed and delivered, including:

• through training courses and workshops

• studying for a qualification or accreditation

• online courses/webinars/podcasts

• observation (as either observer or person being observed)

• shadowing a colleague

• mentoring

• peer group exchange, eg via TeachMeets/ Twitter groups/Google groups/professional exchange

• visiting other schools

• attending exhibitions and conferences

• international visits and exchanges

• self-reflection, personal reading or classroom based Action research.

• Networking through Social media and technology.

Features of effective CPD

• Personalised - built on your identified needs and requirements rather than a 'one size fits all'
approach.

• Relevant - relates to your teaching theory and/ or subject specialism and the needs of your
learners.
71 English Secondary Module
 • Sustained - New skills and ideas need time to take hold; experimentation and refinement is the
best way to embed new ideas into your classroom practice.

• Supported - by coaching or mentoring from experienced colleagues, either from within or from
outside your school.

• Collaborative - while teaching could be seen as a solitary profession, collaboration with your
fellow teachers and colleagues has been identified as one of the most relevant features required
for teacher learning.

• Personnel learning networks.

• Peer tutoring.

Why is CPD important?

Well-crafted and well-delivered CPD is important because it delivers successive benefits at every
level within the education system. The education professionals regularly updating their knowledge and
skills can help them remain competent, effective and innovative in their role. The opportunity to access
structured training and learning based on your needs and the needs of your learners can also:

• enhance your confidence and motivation

• contribute to your career development as you become more effective in your workplace

• allow you to consolidate and demonstrate your professionalism, both to yourself and others;
indeed, ongoing CPD can be seen as the hallmark of the professional, learners.

The quality of teaching is recognised as one of the most important factors in determining learner
outcomes. In other words, a good teacher will achieve better results from their learners than a
poor one and vice versa. CPD is central to helping you secure high standards of teaching. It also
helps you keep your professional practice fresh, up-to-date and stimulating. When your practice
has these qualities, you are more likely to feel inspired, inspire others and teach effectively, thus
enabling your learners to achieve their best.

Good workplace CPD, which is built on the factors outlined, also enables you to reflect on what
you are doing, try new approaches and, in doing so, improve learning outcomes for your students.
Your workplace, if accessible to effective CPD encourages you to be more confident, motivated
and inspired, giving you the reward of greater professional satisfaction, then it follows that the
more of your colleagues who feel this way, the greater the positive impact will be on the ethos in
your school or college. The use of CPD can encourage and promote a learning culture with staff
helping to exemplify to students that learning is a valuable, enjoyable, lifelong activity. A more
fulfilled workforce can also have a positive impact on staff commitment and retention as people
feel valued and invested in.

English Secondary Module 72

 The education sector and others : CPD can give parents, the wider public, the teaching community
and the education sector confidence that teachers, lecturers, trainers, tutors and assessors are
continuously improving their skills, knowledge and expertise. It is an entitlement to high-quality
training appropriate to their current career stage and professional aspirations is the best way to
achieve a self-sustaining education system, which will provide the most effective education for
children and young people.

Barriers : We know that there are barriers to education staff trying to access regular, high-quality
CPD. Failure to properly identify teachers' needs is one, while lack of funding is another. Perhaps
the biggest barrier, though, is workload. The Teachers are too busy to attend a course, find time
to reflect on their practice or trial a new teaching method. The irony is that accessing CPD can
play a key role in enabling you to adapt positively to changes in your work or the education
sector's requirements.

CPD can also help you manage your time better and work more efficiently. Most importantly,
the confidence and motivation gained from accessing regular, high-quality CPD can help you
engage in informed discussions about what you are expected to do (and not do), enabling you to
focus your work on what really matters for students, and reducing unnecessary workload for
yourself and your colleagues.

The benefit of CPD for teachers

• To enhance one's teaching practices through keeping abreast of knowledge and developments
in one's practice.

• The CPD portfolio development process enables one to reflect on his or her own teaching
practices.

• Acceptance by a professional body/council enables one to be accountable for his/her practices.

• The CPD system also gets one to belong to a community of practice.

• This is good for socialization into the ethos of what's considered good practice.

• The CPD system is also good for networking purposes.

73 English Secondary Module

 Day-5 : Session-1
INFORMATION AND COMMUNICATION TECHNOLOGY

What is ICT and what types are commonly used in education?

ICT stand for information and communication technology and it is defined, for the purpose of this
primer, as a "diverse set of technological tools and resources used to communicate, and to create,
disseminate, store, and manage information." These technologies include computers, the Internet,
broadcasting technologies (radio and television), and telephony.

In recent years there has been a groundswell of interest in how computers and the Internet can best
be harnessed to improve the efficiency and effectiveness of education at all levels and in both formal and
non-formal settings. But ICTs are more than just these technologies; older technologies such as the telephone,
radio and television, although now given less attention, have a longer and richer history as instructional
tools. For instance, radio and television have for over forty years been used for open and distance learning,
although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in
both developed and developing countries. The use of computers and the Internet is still in its infancy in
developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of
access.

ICT is the infrastructure and components that enable modern computing.

English Secondary Module 74

What is e-learning?

Although most commonly associated with higher education and corporate training, e-learning
encompasses learning at all levels, both formal and non-formal, that uses an information network-the
Internet, an intranet (LAN) or extranet (WAN)-whether wholly or in part, for course delivery, interaction,
evaluation and/or facilitation. Others prefer the term online learning. Web-based learning is a subset of e-
learning and refers to learning using an Internet mainly using a browser (such as Chrome or Firefox or
Internet Explorer). It can also be viewed as learning through the use of electronic devices are very important
in learning teaching and education.

What is blended learning?

Another term that is gaining currency is blended learning. This refers to learning models that combine
traditional classroom practice with e-learning solutions. For example, students in a traditional class can be
assigned both print-based and online materials, have online mentoring sessions with their teacher through
chat, and are subscribed to a class email list. Or a Web-based training course can be enhanced by periodic
face-to-face instruction. "Blending was prompted by the recognition that not all learning is best achieved in
an electronically-mediated environment, particularly one that dispenses with a live instructor altogether.
Instead, consideration must be given to the subject matter, the learning objectives and outcomes, the
characteristics of the learners, and the learning context in order to arrive at the optimum mix of instructional
and delivery methods. This method is very useful in education/etc.

What is meant by a learner-centered environment?

Learner-centered environments as those that "pay careful attention to the knowledge, skills, attitudes,
and beliefs that learners bring with them to the classroom." The impetus for learner-centeredness derives
from a theory of learning called constructivism, which views learning as a process in which individuals
"construct" meaning based on prior knowledge and experience. Experience enables individuals to build
mental models or schemas, which in turn provide meaning and organization to subsequent experience.
Thus knowledge is not "out there", independent of the learner and which the learner passively receives;
rather, knowledge is created through an active process in which the learner transforms information, constructs
hypothesis, and makes decisions using his/her mental models. A form of constructivism called social
constructivism also emphasizes the role of the teacher, parents, peers and other community members in
helping learners to master concepts that they would not be able to understand on their own. For social
constructivists, learning must be active, contextual and social. It is best done in a group setting with the
teacher as facilitator or guide.

75 English Secondary Module

 Uses of ICT in Education:

By using audio, video and AV devices/gadgets in our Teaching-Learning Process:

• A wide range of sources are available.

• Plenty of chances for sharing information and knowledge.

• Permitting teachers and students to continue to re-skill and develop themselves according to
needs and challenges.

• Addressing the CWSN

• Scope for capacity building

• Easy updating.

• Students get original perception and real time experience which in turn leads to strengthening the
effective learning.

• Teacher can teach only once or twice but Technology repeats N-number of times.

• There is no time bounded and we can learn it whenever we required.

• We are in 21st century, ICT plays a vital role in our Continuing Professional Development.

ICT provides a practical and enabling solution for improving the quality education.

English Secondary Module 76

 References

Links for videos, audios and texts used in the module

Here is link to video/ audios / texts….

https://www.youtube.com/watch?v=isgKwnNpoAw

https://drive.google.com/open?id=1HjB7nkDcSpWrMuuxcL6NpNKWH0uMt-07

https://drive.google.com/open?id=1VkZhSxrIgiSrmHrgDBxPxIP8q6ZzvM_F https://

drive.google.com/open?id=1JOGQs4zwrGBDh15OP1uTlbfYG5nzHOBa https://

drive.google.com/open?id=11S5NQKODSSug81CN29yibn03hYSp8AE4 https://

drive.google.com/open?id=1l7UgTg1QgotcEGdXfqnpkwfZFjeUguI7 https://drive.google.com/
open?id=1togL6otncnjK-fzPg2edsEn5NUdjAMuN

What is Graphic Organizer video link:

https://www.youtube.com/watch?v=IutSbdYw0Kk

Sample Graphic Organizers:

https://drive.google.com/open?id=1Yl-ste1cKqeKkrd-hrmzbxd9v1My4XxH

E-Portfolio

Link:https://drive.google.com/open?id=1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi

Compeering:

https://youtu.be/kgGmzLnDf-0

Elocution:

https://youtu.be/DP66J1Ju_h0

Skit:

https://youtu.be/qxVOMCPhVmM

https://youtu.be/q0tuoEPCtvs

77 English Secondary Module

https://youtu.be/uzV61QGIVto

https://www.youtube.com/watch?v=d9dqU-EDDps

https://www.youtube.com/watch?v=SljQC04Q1OY

https://youtu.be/hjNcMeip-14

http://learningenglish.voanews.com/a/

http://Learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/describibg-people

https://padlet.com/vinayadharraju/strugglingreaders

Link 1

Link 2

Link 3

E-Portfolio link

https://drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi?usp=sharing

https://englishagenda.britishcouncil.org/sites/default/files/attachments/

30510_bc_explore_actions_handbook_online_aw.pdf
 Day-5 : Session-2&3

Sensitization on Child Sexual Abuse through

‘QUESTIONS AND ANSWERS’

Child Protection and Role of Schools

1.1. Why should schools have a Child Corporal Punishment interferes with a
Protection Plan? child’s Right to Education because fear of

It is important to understand that the whole punishment makes children more likely to

ecosystem of child rights and child avoid school or to drop out altogether.

protection is becoming progressively more Hence, corporal punishment is violative of

comprehensive and more child centric and the right to life with dignity.

everybody who is dealing with children is 1.3. Institutional Commitments on Child

in the ambit of child protection Rights
requirements. Article 19 of the UNCRC: States Parties
School is the only place apart from
shall take all appropriate legislative,
home, where the child is considered
administrative, social and educational
to be safe and happy. Hence every
measures to protect the child from all forms
school should have a Child Protection
Plan. of physical or mental violence, injury or
1.2. Constitutional and Legal Provisions abuse, neglect or negligent treatment,
maltreatment or exploitation, including
Article 21 of the Constitution of India which
sexual abuse, while in the care of parent(s),
protects the Right to Life and Dignity
legal guardian(s) or any other person who
includes the Right to Education for children
has the care of the child.. The UNCRC
up to 14 years of age.
also states that it is the right of children to
Corporal Punishment is a violation of be protected from all forms of abuse and
RTE: The Right to Education Act of 2009 neglect.
clearly states that education has to be free
Making sure children are safe and
from fear and discrimination.
protected is a critical part of their
Children cannot learn effectively if their education because 12 of their
peace of mind is disturbed by lurking fears formative years are spent in school.
and adverse situations. The safety of Everyone who comes into contact with
children and realization of the Right to children and their families has a role
Education, their wellbeing and holistic to play in safeguarding children.
development is closely linked.

79 SCERT, TELANGANA
1.4. Provisions of RTE Act 2009 on 2. What is child sexual abuse as per the
Academic Responsibilities and Child Protection of Children from Sexual
Rights. Offences Act (POCSO Act, 2012)?

Section 29 of the RTE Act, 2009 stipulates Child sexual abuse is the involvement of a

that : The academic authority, while laying child in any sexual activity that:

down the curriculum and the evaluation ♦ The child does not understand;
procedure under subsection (1), shall take ♦ The child is unable to give informed
into consideration the following, namely:— consent to;
♦ Conformity with the values enshrined ♦ The child is not developmentally
in the Constitution; prepared for and cannot give consent
to and
♦ All round development of the child;
♦ Violates the laws or social norms of
♦ Building up child’s knowledge,
society.
potentiality and talent;
Child sexual abuse occurs when a child is
♦ Development of physical and mental
used by an adult or an older or more
abilities to the fullest extent;
knowledgeable child for sexual pleasure. It
♦ Learning through activities, discovery can be physical, verbal or emotional. This may
and exploration in a child friendly and include:
child-centered manner; ♦ Sexual touching of any part of the body,
♦ Medium of instructions shall, as far clothed or unclothed;
as practicable, be in child’s mother ♦ Penetrative sex, including penetration of
tongue; the mouth;

♦ Making the child free of fear, trauma ♦ Encouraging a child to engage in sexual
and anxiety and helping the child to activity, including masturbation;
express views freely; ♦ Intentionally engaging in sexual activity

♦ Comprehensive and continuous in front of a child;

evaluation of child’s understanding of ♦ Showing children pornography, or using

knowledge and his or her ability to children to create pornography;
apply the same. ♦ The adult showing his or her private parts
to the child (exhibitionism);
Implicit in these clauses is the need for
the child to be free of fear and any ill ♦ Encouraging a child to engage in

treatment and a school ethos which is prostitution.

rooted in promoting all round safety and ♦ Engaging in sexual talk with a child
well-being of children.

SCERT, TELANGANA 80
3. A Teacher may feel that: Section 21(1) of the POCSO Act, 2012
requires mandatory reporting of cases of
A) My responsibility is education
child sexual abuse to the law enforcement
not child protection. authorities, and applies to everyone
B) Child abuse is not an issue in my including parents, doctors and school
school. personnel. Failure to report a suspicion of
child abuse is an offence under the Act.
C) Why should I know about CSA The legislation makes it clear that the
and related Acts and Rules? reporting obligation exists whether the
information was acquired through the
Educators/Teachers have a legally
discharge of professional duties or within
mandated responsibility for
a confidential relationship.
reporting suspected abuse or
concerns of risk or ill treatment and 4. It is a worry to me that I will become
involved in complicated procedures and
also to keep their classrooms free
hassles if I report a concern. Is it true?
of fear, trauma and anxiety.
You will not be alone in dealing with
Risk and harm, feared or experienced
disclosure. Your role as a teacher is to
by a child is as much a barrier to report the matter to the competent authority
learning as going hungry or being in if you have a suspicion or concern that a
poor health. School staff are child has been harmed or may be harmed.
particularly important as they are in a In case of disclosure you have to follow
position to identify concerns early and the reporting regulations set out in your
provide help for children, to prevent school.
concerns from escalating. Usually these are as follows :
Schools and their staff form part of the ♦ Listen to the child, reassure them that
wider safeguarding system for children it is a good step to disclose and that
working complementarily with social they are going to be safe.
workers, police, persons of legal and ♦ Do not promise confidentiality but
health services, both to promote the respectfully explain that it is necessary
welfare of children and protect them for safety and will be only to those
from harm. who need to know.

If school personnel have concerns that ♦ Report to the designated person or

children with whom they have contact school head in your school, the
helpline or police.
may have been abused or neglected,
or are being abused or neglected, or ♦ Keep a record of all conversations and
are at risk of abuse or neglect, the actions taken. Do not delay.
matter is advised to be reported ♦ Do not investigate. Your role is to
without delay to the designated hand over to professionals whose
authority. work is to safeguard children.

81 SCERT, TELANGANA
5. How can I create a safe environment 5.2. How to report the cases of Child
in my school as the School Head / Sexual Abuse?
Teacher?
Procedure for reporting of cases, recording
5.1. The basic minimum requirement is as
of statement of child, under POCSO Act
follows:
♦ Ensure that a child protection plan or Who can report?
policy is in place which lays down a Any person (including the child) who has
clear reporting and response
an apprehension that an offence under the
mechanism.
POCSO Act is likely to be committed or
♦ Designate one staff members lead
has knowledge that an offence has been
Child Protection in charge and a
deputy to fill in whenever required. committed has a mandatory (does not

♦ Be aware of child protection laws and apply to children) obligation to report the
related guidelines and child protection matter. An express obligation has also been
referral agencies. vested upon media personnel, staffs of
♦ Ensure that your students and parents hotels, lodges, hospitals, clubs, studios, or
are aware of safety rules and school photographic facilities, to report a case if
policies. School Management
they come across materials or objects that
Committee members must also be
are sexually exploitative of children.
familiar with the above.
♦ Establish and promote a school culture Failure to report is punishable with
where children feel safe, respected and imprisonment of up to six months or fine
listened to. Personal and emotional or both. This penalty is, however, not
learning, behavior programs, anti-
applicable to a child.
bullying awareness, participative
activities and student forums will 5.3. Whom should the case be reported do?
enhance the protective factors in
A case must be reported to the Special
student’s personalities like self-
confidence, resilience and trust. Juvenile Police Unit (SJPU) or the local
police. The police or the SJPU must then
♦ Arrange for sessions on Personal
Safety for all students on a regular record the report in writing, ascribe an
basis. Prevention and early reporting entry number, read the report over to the
of sexual abuse is far better than informant for verification, and enter it in a
detection.
book. A FIR must be registered and its
♦ Infrastructural safety, hygienic and copy must be handed to the informant free
clean surroundings in midday meal
of charge.
spaces, classrooms, toilets and
playgrounds is also part of school
safety.

SCERT, TELANGANA 82
5.4. Language of the report : ♦ The ordinance proposes to punish gang
rape of woman below 12 years of age
If a case is reported by a child, it must be
with rigorous imprisonment for life and
recorded verbatim and in simple language
with fine or with death.
so that the child understands what is being
Every single minute matters,
recorded. If it is being recorded in a
every single child matters, every
language that the child does not understand,
single childhood matters.
a qualified translator or interpreter must be
— Kailash Satyarthi
provided to the child.

6. What are the amendments made to 7. Children’s Body and Personal Safety

POCSO Act/Rules in 2018? 7.1. Role of the Teachers

Amendments to POCSO Act2012 ♦ Teachers should make sure that par-

ents begin to teach their children about
♦ The ordinance proposes to amend
body safety between the ages of 3 and
Section 376 of Indian Penal Code.
5.
The amended provision proposes to
♦ Teach children proper names for all
increase the minimum sentence of
body parts, including names such as
rape from 7 to 10 years.
genitals, penis, vagina, and private
♦ The ordinance proposes to incorpo- parts.
rate Section 376 (3) which provides
♦ If the parent or educator is
that punishment for rape of girl below
uncomfortable with the language or the
16 years shall not be less than 20 years words, encourage them to use
but may extend to imprisonment for colloquial words like susu place/ potty
life. place, especially when the child is
♦ The ordinance proposes to insert Sec- young. As the child grows older, they
tion 376AB to provide that whoever can introduce proper words.

commits rape of women below 12 However the colloquial words have

to be clearly understood as referring
years of age shall be punished with
to the genitals and do not convey a
rigorous imprisonment for life and with
sense of shame or dirty – words like
fine or with death.
flower, parrot, shame-shame, chee-
♦ The ordinance proposes to punish chee etc should not be used.
gang rape of woman below 16 years
♦ Teach them that it is not okay for
of age with rigorous imprisonment for
anyone to invade their privacy or
life and with fine. boundaries.

83 SCERT, TELANGANA
 ♦ Explain that it is not okay for others Rule 3 : Talking rules— I talk about
to look at or touch their private parts. private parts with Safe Adults.
Explain that these parts are private and I ask questions and discuss
need to be kept private. concerns regarding these parts
♦ Let your child know that saying “NO” with them.
is okay and the right thing to do.
A Safe Person follows Personal Body
♦ Do not force the child to give hugs or Safety Rules for themselves and for others.
kisses to people they do not want to. I am a Safe Person. I follow these rules and
Respect their right to tell “anyone” that I do not touch or talk or behave in an unsafe
they do not want to give them a kiss way with others.
or a hug.
If someone breaks Personal Body Safety
♦ Let the child know that he or she
Rules, I can say
should tell the parents as soon as
possible if anyone attempts to look at ♦ ‘NO’ to that person.
or touch their private parts. Assure ♦ ‘GO’ away from that person as and
them that you will listen to them, when I can/ Go offline if it’s happening
believe them and keep them online/ on phone
protected.
‘TELL’ a safe adult about this person
♦ Reassure the child that most touch are
because he/she is doing something unsafe and
okay touches, but that they can say
has to be stopped.
“NO” and need to tell parents about any
touches that are confusing or that scare If I have a problem or a damage to my
them. safety I can call 1098 for help.
7.2. Teach children the three Body Safety
Rules

I follow Personal Body Safety Rules

Rule 1 : Clothing rules—I keep my

private parts covered in front
of others. Though we don’t
cover our mouth, it is private
too.

Rule 2 : Touching rules—I don’t

touch my private parts in
front of others.

SCERT, TELANGANA 84
7.3. Impact / Indicators of Sexual Abuse ♦ Fears of a particular person or object

Children who have been, or are being, ♦ Bedwetting or soiling of pants

sexually abused may show identifiable ♦ Unexplained pain, swelling, bleeding

physical or behavioural signs. or irritation of the mouth, genital or

anal area
♦ Act out, displaying aggressive or disrup-
tive behavior; ♦ Sexually transmitted infections (sores,
a discharge, frequent itching of the
♦ Be destructive to self or others;
genitals)
♦ Come to school too early or not want
♦ Unexplained difficulty in walking
to leave school / home—indicating a
♦ Increase in headaches or stomach
possible fear of going school / home;
ache
♦ Be a low achiever (to learn, children 8. Jaago! Badlo!! Bolo!!!
must convert aggressive energy into
The Departments of Police, School
learning; children in conflict may not be Education, Health & Medical, Women and
able to do so); Child Welfare have come together along
with NGOs working in the sector and a
♦ Be unable to form good peer
year long compaign “Jaago! Badlo!!
relationships;
Bolo!!!” is launched in October, 2017.
♦ Wear clothing that covers the body and Child Safety & Security is our concern.
that may be inappropriate in warmer
Let schools be moulded into Learning
months (be aware that this may be a Hubs where children lead a Happy and
cultural issue as well); Secure Childhood.

♦ Show regressive or less mature behavior; “There is no trust more sacred than
the one the world holds with children.
♦ Dislike or shrink from physical
There is no duty more important than
contact—may not tolerate physical ensuring that their rights are
praise such as a pat on the back) respected, that their welfare is
protected, that their lives are free
♦ Excessive crying from fear and want and that they can
grow up in peace.”
♦ An increase in irritability or temper
— Kofi Annan
tantrums

85 SCERT, TELANGANA
 Abbreviations

CCIs Child Care Institutions MLC Medical Legal Care

CEDAW The Convention on the Elimination NCPCR National Commission for Protection
of all forms of Discrimination of Child Rights
Against Women NFHS National Family Health Survey
CPCR Commission for Protection of Child NGO Non Government Organisation
Rights
OP3CRC Third Optional Protocol to the
Cr. PC Criminal Procedure Code Convention on the Rights of the Child
CRIN Child Rights Information Network on a communications procedure
CWC Child Welfare Committee OPs Optional Protocols
DCPU District Child Protection Unit POCSO Protection of Children from Sexual
DHR Department of Health Research Offences Act

FIR First Information Report PTSD Post Traumatic Stress Disorder

ICDS Integrated Child Development SCPCR State Commission for Protection of

Services Scheme Child Rights

ICPS Integrated Child Protection SJPU Special Juvenile Police Unit

Scheme UNCRC United Nations Convention on the
IO Investigation Officer Rights of the Child

IPC Indian Penal Code UNICEF United Nations International

Children's Fund
JJ Act Juvenile Justice (Care and
Protection of Children) Act

United Nations Convention on the Rights of the Child

(UNCRC) in 1992 declared the following Child Rights :
Survival rights: include the child’s right to life and the needs
that are most basic to existence, such as nutrition, shelter, an
adequate living standard, and access to medical services.
Development rights: include the right to education, play, lei-
sure, cultural activities, access to information, and freedom of
thought, conscience and religion.
Protection rights: ensure children are safeguarded against all
forms of abuse, neglect and exploitation, including special care
for refugee children; safeguards for children in the criminal jus-
tice system; protection for children in employment; protection
and rehabilitation for children who have suffered exploitation or abuse of any kind.
Participation rights: encompass children's freedom to express opinions, to have a say in matters
affecting their own lives, to join associations and to assemble peacefully. As their capacities develop,
children should have increasing opportunity to participate in the activities of society, in preparation
for adulthood.

SCERT, TELANGANA 86
 FEEDBACK SHEET
5-Day Orientation for Secondary School Teachers
Instructor(s):SCERT-Telangana

*Required

1. Name *

2. Where do you work? *

3. E-Mail Id

4. Mobile Number

5. Coverage (breadth and depth) of the training topic was sufficient and appropriate.

Mark only one oval.

1 2 3 4 5 6

Strongly Disagree Strongly Agree

6. What areas of training you wanted to be focussed on? What would you like to see less of?
7. Describe one concept discussed in the training session that you intend to apply in your
school.

8. Would you like to attend such trainings again? Why or why not?

9. Three most important activities or sessions.....

10. Your suggestions to improve the training........

 PRE-TEST
Name : School :
District : Mobile :
Mail ID :

1) What do you think about the problems of struggling readers?

2. What are the pressing problems do you face while handling the
struggling readers?

3. We can encourage the students to read the text by providing.......

4. Reading is a ____________ activity.

5. Reading includes......

6. Reading requires the following....

7. To motivate the child to read we require.....

8. Active Reading Strategies....

9. ICT Stands for......

10. Write some CPD strategies.

11. Wrire the activities for reading and reflections.

12. Formative assessment tools are......

13. Classroom theater means....

14. “Framing questions help us to comprehend the text.” Comment on it.

15. “Attending trainings help us to grow professionally.” Justfy.