- This character sketch is about Swaminathan, a 12-year-old boy from a middle-class South Indian family.
- His father works as a clerk in the courts. Swaminathan has friends named Rajam and Mani who he enjoys playing with.
- Swaminathan is portrayed as a loafer who dislikes studying and staying home. He sees holidays as a time for playing rather than reading, and enjoys wandering with his friends.
Viii prepositions 1_055_master2_29.10.09avtardhillon
This document provides a lesson on prepositions for 8th grade students. It begins with an interactive activity where students draw pictures of a house and add different objects in response to the teacher's instructions. With each set of objects, a new preposition is introduced and its meaning is established based on the relationship between the objects and the house. Examples are given using 'on', 'into', 'in', 'above', and 'beside'. Students then write sentences describing their drawings to practice using the prepositions. The lesson explains that prepositions show the relationship between nouns. It introduces common prepositions of time and place through examples and a poem. The focus is on interactively teaching prepositions through a visual activity rather than just
1. The document discusses changes that occur when direct speech is changed to indirect speech and vice versa.
2. It provides examples of how tenses change from one form to the other, with all tenses becoming past tense in indirect speech.
3. Exceptions are discussed where the tense may not change, such as when the reporting verb is in the present tense, a permanent truth is stated, or an accepted belief is reported.
4. In addition to tenses, it notes that other aspects like person can also change between the two forms of speech.
Viii prepositions 1_055_master_29.10.09avtardhillon
This document provides an interactive lesson for students on prepositions of time and place. It begins with an activity where students draw a house and add objects to develop an understanding of prepositions like "on", "in", "into", "above", and "beside". The lesson then defines prepositions and introduces common prepositions of time ("at", "on", "in") and place through examples and visuals. It aims to help students learn prepositions not through memorization but by visualizing relationships between objects.
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
The document provides instruction on the use of articles in English. It discusses the three articles - a, an, and the. It explains that a and an are indefinite articles while the is a definite article. The key points covered include:
1. Using "a" with nouns starting with consonant sounds and "an" with nouns starting with vowel sounds.
2. Using "the" to refer to specific or particular nouns that are being talked about.
3. Examples of using each article correctly, along with counterexamples of incorrect usage that could change the meaning.
4. Exceptions where some nouns are used without articles in certain situations.
The document
The document provides instruction on the proper use of articles in English. It discusses the three articles - "a", "an", and "the" - and explains that "a" and "an" are indefinite articles while "the" is a definite article. The key points covered include:
1) "A" is used before nouns starting with consonant sounds, "an" is used before nouns starting with vowel sounds.
2) "The" is used to refer to specific or particular nouns that are already known.
3) Examples are provided to illustrate the correct usage of each article in different contexts.
4) Exceptions where articles are not needed with certain nou
This document provides a 3-sentence summary of idioms in English:
The document defines idioms as phrases where the meaning cannot be determined from the individual words. It discusses how idioms add color to language and provides examples of common idioms like "turn on one's heels" and "a turning point." The document explains how idioms help create mental images and convey messages more vividly than literal language.
Viii prepositions 1_055_master2_29.10.09avtardhillon
This document provides a lesson on prepositions for 8th grade students. It begins with an interactive activity where students draw pictures of a house and add different objects in response to the teacher's instructions. With each set of objects, a new preposition is introduced and its meaning is established based on the relationship between the objects and the house. Examples are given using 'on', 'into', 'in', 'above', and 'beside'. Students then write sentences describing their drawings to practice using the prepositions. The lesson explains that prepositions show the relationship between nouns. It introduces common prepositions of time and place through examples and a poem. The focus is on interactively teaching prepositions through a visual activity rather than just
1. The document discusses changes that occur when direct speech is changed to indirect speech and vice versa.
2. It provides examples of how tenses change from one form to the other, with all tenses becoming past tense in indirect speech.
3. Exceptions are discussed where the tense may not change, such as when the reporting verb is in the present tense, a permanent truth is stated, or an accepted belief is reported.
4. In addition to tenses, it notes that other aspects like person can also change between the two forms of speech.
Viii prepositions 1_055_master_29.10.09avtardhillon
This document provides an interactive lesson for students on prepositions of time and place. It begins with an activity where students draw a house and add objects to develop an understanding of prepositions like "on", "in", "into", "above", and "beside". The lesson then defines prepositions and introduces common prepositions of time ("at", "on", "in") and place through examples and visuals. It aims to help students learn prepositions not through memorization but by visualizing relationships between objects.
This document appears to be a lesson plan for a class on comparing the past and present ("Then and Now"). The objectives are for students to make a differences poster, use the simple past tense, describe a leader's biography, report past events, and describe historic places using relative pronouns. The lesson covers grammar like the simple past tense and relative pronouns. It includes vocabulary, skills building, and practice activities. The teacher invites students to describe how a city has changed from the colonial period to present. Sample dialogues are provided to practice using "used to" to talk about past habits.
MS4 Project Three Lessons' Plans is a complete guide to the learning objectives, the communicative tasks and the language forms to teach for third term. It includes detailed presentation and exlpanation to: reporting past events, reading the news " decoding headlines and writing news reports", responding to various situations..... and so many interesting facts
The document provides instruction on the use of articles in English. It discusses the three articles - a, an, and the. It explains that a and an are indefinite articles while the is a definite article. The key points covered include:
1. Using "a" with nouns starting with consonant sounds and "an" with nouns starting with vowel sounds.
2. Using "the" to refer to specific or particular nouns that are being talked about.
3. Examples of using each article correctly, along with counterexamples of incorrect usage that could change the meaning.
4. Exceptions where some nouns are used without articles in certain situations.
The document
The document provides instruction on the proper use of articles in English. It discusses the three articles - "a", "an", and "the" - and explains that "a" and "an" are indefinite articles while "the" is a definite article. The key points covered include:
1) "A" is used before nouns starting with consonant sounds, "an" is used before nouns starting with vowel sounds.
2) "The" is used to refer to specific or particular nouns that are already known.
3) Examples are provided to illustrate the correct usage of each article in different contexts.
4) Exceptions where articles are not needed with certain nou
This document provides a 3-sentence summary of idioms in English:
The document defines idioms as phrases where the meaning cannot be determined from the individual words. It discusses how idioms add color to language and provides examples of common idioms like "turn on one's heels" and "a turning point." The document explains how idioms help create mental images and convey messages more vividly than literal language.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
The document lists the homework assignments and schedule for the week of May 2nd. It includes assignments for specific subjects on each day such as completing sections A and B for Monday and C and D for Tuesday. It also lists important due dates like the last day to complete Reading Counts being May 20th. Reminders are provided about upcoming events like a variety show, living history museum, and field trips scheduled later that month.
The document discusses simple sentences and how to make them more expressive. It defines a simple sentence as having one subject, one verb, and one clause that forms a complete thought. Examples of basic simple sentences are provided. The document then suggests adding adjectives, adverbs, and prepositional phrases to provide more detail and make the sentences more vivid. A series of examples demonstrate how modifying basic sentences in these ways enhances their expressiveness. Finally, practice sentences are provided for the reader to try modifying on their own.
This document is a script for an educational television program about pronouns. It contains dialogues between characters to demonstrate proper and improper pronoun usage. It also includes explanations of pronouns from anchors. The anchors define nouns and pronouns, provide examples of each, and classify different types of pronouns like personal pronouns and possessive pronouns. The goal is to teach students to identify pronouns, understand their purpose in replacing nouns, and use pronouns correctly in speech and writing.
This document describes a module on adverbs ending in -ly for an English grammar class, including objectives to define and identify adverbs and adjectives, understand their functions, and apply adverbs ending in -ly correctly. It provides an overview, focus questions, activities, assessments, and references to reinforce students' knowledge of adverbs ending in -ly through different exercises.
This document provides information about different types of pronouns in English grammar. It discusses personal pronouns like I, you, he, she; possessive pronouns like mine, yours, hers; demonstrative pronouns like this, that; indefinite pronouns like someone, anything; relative pronouns like who, which; and reflexive and reciprocal pronouns like myself, each other. It also explains the correct uses of these pronouns in subjects, objects, and possessive constructions.
1. The document provides information about a workshop on English learning. It includes activities focused on reading comprehension, completing texts, and grammar exercises.
2. The objectives are to identify and apply different grammatical forms in context and expand vocabulary. Various techniques are used, including listening activities, guided practice exercises, and reading complex texts.
3. The workshop is led by instructor Azucena Barajas from July 6 to August 10, 2015 for professional development in English.
This document discusses connected speech in English and how it differs from formal pronunciation. It focuses on three key aspects of connected speech: intrusion and linking sounds between words, elision where sounds are weakened or deleted, and integrating work on connected speech into lessons. The author provides examples of each aspect and suggests exercises teachers can use to help students become aware of connected speech patterns and practice using them to sound more natural.
The document provides information about various topics including:
- Special occasions and dates celebrated in different cultures like Chinese New Year, Valentine's Day, and Halloween.
- The use of prepositions like "in", "on", and "at" to indicate time and places. Key differences are outlined.
- Idioms from English like "a chip on your shoulder" and "actions speak louder than words" are explained.
- Verb tenses like the present simple, present continuous, and present perfect are reviewed with examples.
- The past perfect tense is explained and when to use it compared to the past simple.
- Adjectives are used with different prepositions and the correct prepositions are
The document discusses various verb tenses including present, past, and future tenses. It provides examples of how to form the different tenses using regular and irregular verbs. It also discusses the differences between simple and progressive forms of tenses, as well as how to use the present perfect tense versus the simple past tense. Exercises with answers are included to illustrate the proper usage of each tense.
Definite and indefinite articles by lipovac tatjanaTatjana Lipovac
The document discusses definite and indefinite articles in English. It provides examples of when to use "a/an", "the", and no article. It explains that "a/an" is used with singular countable nouns to refer to something for the first time or as a non-specific example. "The" is used to refer to something already mentioned or known to both the speaker and listener. No article is used with plural nouns, uncountable nouns, names of languages, countries, towns and streets.
Ppt bahasa inggris_priskyratnaaningtiyas_15115398priskyra
The document provides information on key grammatical concepts in English including subjects, verbs, complements, modifiers, verb phrases and tenses, subject-verb agreement, pronouns, and collective nouns. It defines these terms and provides examples to illustrate them, such as how subjects can be single nouns or noun phrases, verbs can consist of auxiliaries and main verbs in verb phrases, and subject-verb agreement must account for plurality with collective nouns. Pronouns are also explained including personal, possessive, reflexive pronouns.
This document provides information and instructions for an English learning workshop. It includes exercises to practice the present simple and present continuous tenses through activities like filling in blanks, choosing the correct tense, and completing sentences and stories. Students are asked to identify grammar elements in sentences and apply different tenses like present, past and modal "can" in various contexts to improve their understanding of written English texts.
This document explains the differences between the articles "a", "an", and "the" in English. The definite article "the" refers to specific or particular nouns, while the indefinite articles "a" and "an" refer to non-specific nouns. The article "an" is used before words beginning with vowel sounds, while "a" is used before consonant sounds. Some exceptions are provided. A quiz with examples tests the reader on proper article usage.
The document provides information about using past tense verbs in English. It discusses regular and irregular past tense verbs. For regular verbs, it explains how to form the past tense by adding "-ed" or "-d". It provides examples of common regular verbs and exercises to practice changing verbs to the past tense. It also lists many common irregular verbs and their past tense forms. The document explains how to form yes/no and wh- questions in the past tense and provides examples for practice.
The document provides examples of different types of sentences according to their structure: simple sentences, compound sentences, complex sentences, and compound-complex sentences. It also gives examples of phrases and dependent clauses. Key types of sentences identified are simple sentences containing one independent clause, compound sentences containing two or more independent clauses, complex sentences containing one independent clause and one or more dependent clauses, and compound-complex sentences containing two or more independent clauses and one or more dependent clauses.
The document discusses the simple future tense in English using "going to" and "will". It provides formulas and examples for forming positive, negative, and interrogative sentences in the simple future tense. For sentences with "going to", it is used to express plans and predictions when there is evidence. For sentences with "will", it is used to make quick decisions, offers, promises, and predictions without evidence. The document also includes exercises from the book English Time for readers to practice. In the end, it lists the references used.
This document provides a 3,417 word script for an educational video module on the correct usage of articles in English. The module aims to teach students the basic rules of using the articles "a", "an", and "the". It differentiates between definite and indefinite articles and provides examples of how to select the correct article based on countable nouns and initial sounds. The script includes animated examples and explanations from several anchors to demonstrate the appropriate contexts for each article.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
Swaminathan is a 12-year-old schoolboy from a middle-class South Indian family. His father works as a clerk and he has friends named Rajam and Mani. Swaminathan dislikes studying and prefers playing. He tries to avoid his studies by making excuses. While mischievous, he also shows innocence at times. He irritates his family members but also tries to gain their sympathy. Overall, Swaminathan is a typical representative of his peer group of schoolgoing boys.
The document provides guidance on writing a character sketch of Khushwant Singh's grandmother from his story "Portrait of a Lady". It includes:
1) Differences between an essay on a person and a character sketch, noting that a character sketch is confined to how a character is portrayed.
2) A description of the grandmother's appearance, habits, and daily routines based on pictures from the story, showing her to be short, fat, wrinkled, pious, and kind to animals.
3) More details on her religious nature, fondness for her culture and grandson, and calm demeanor when he leaves for studies abroad.
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
The document lists the homework assignments and schedule for the week of May 2nd. It includes assignments for specific subjects on each day such as completing sections A and B for Monday and C and D for Tuesday. It also lists important due dates like the last day to complete Reading Counts being May 20th. Reminders are provided about upcoming events like a variety show, living history museum, and field trips scheduled later that month.
The document discusses simple sentences and how to make them more expressive. It defines a simple sentence as having one subject, one verb, and one clause that forms a complete thought. Examples of basic simple sentences are provided. The document then suggests adding adjectives, adverbs, and prepositional phrases to provide more detail and make the sentences more vivid. A series of examples demonstrate how modifying basic sentences in these ways enhances their expressiveness. Finally, practice sentences are provided for the reader to try modifying on their own.
This document is a script for an educational television program about pronouns. It contains dialogues between characters to demonstrate proper and improper pronoun usage. It also includes explanations of pronouns from anchors. The anchors define nouns and pronouns, provide examples of each, and classify different types of pronouns like personal pronouns and possessive pronouns. The goal is to teach students to identify pronouns, understand their purpose in replacing nouns, and use pronouns correctly in speech and writing.
This document describes a module on adverbs ending in -ly for an English grammar class, including objectives to define and identify adverbs and adjectives, understand their functions, and apply adverbs ending in -ly correctly. It provides an overview, focus questions, activities, assessments, and references to reinforce students' knowledge of adverbs ending in -ly through different exercises.
This document provides information about different types of pronouns in English grammar. It discusses personal pronouns like I, you, he, she; possessive pronouns like mine, yours, hers; demonstrative pronouns like this, that; indefinite pronouns like someone, anything; relative pronouns like who, which; and reflexive and reciprocal pronouns like myself, each other. It also explains the correct uses of these pronouns in subjects, objects, and possessive constructions.
1. The document provides information about a workshop on English learning. It includes activities focused on reading comprehension, completing texts, and grammar exercises.
2. The objectives are to identify and apply different grammatical forms in context and expand vocabulary. Various techniques are used, including listening activities, guided practice exercises, and reading complex texts.
3. The workshop is led by instructor Azucena Barajas from July 6 to August 10, 2015 for professional development in English.
This document discusses connected speech in English and how it differs from formal pronunciation. It focuses on three key aspects of connected speech: intrusion and linking sounds between words, elision where sounds are weakened or deleted, and integrating work on connected speech into lessons. The author provides examples of each aspect and suggests exercises teachers can use to help students become aware of connected speech patterns and practice using them to sound more natural.
The document provides information about various topics including:
- Special occasions and dates celebrated in different cultures like Chinese New Year, Valentine's Day, and Halloween.
- The use of prepositions like "in", "on", and "at" to indicate time and places. Key differences are outlined.
- Idioms from English like "a chip on your shoulder" and "actions speak louder than words" are explained.
- Verb tenses like the present simple, present continuous, and present perfect are reviewed with examples.
- The past perfect tense is explained and when to use it compared to the past simple.
- Adjectives are used with different prepositions and the correct prepositions are
The document discusses various verb tenses including present, past, and future tenses. It provides examples of how to form the different tenses using regular and irregular verbs. It also discusses the differences between simple and progressive forms of tenses, as well as how to use the present perfect tense versus the simple past tense. Exercises with answers are included to illustrate the proper usage of each tense.
Definite and indefinite articles by lipovac tatjanaTatjana Lipovac
The document discusses definite and indefinite articles in English. It provides examples of when to use "a/an", "the", and no article. It explains that "a/an" is used with singular countable nouns to refer to something for the first time or as a non-specific example. "The" is used to refer to something already mentioned or known to both the speaker and listener. No article is used with plural nouns, uncountable nouns, names of languages, countries, towns and streets.
Ppt bahasa inggris_priskyratnaaningtiyas_15115398priskyra
The document provides information on key grammatical concepts in English including subjects, verbs, complements, modifiers, verb phrases and tenses, subject-verb agreement, pronouns, and collective nouns. It defines these terms and provides examples to illustrate them, such as how subjects can be single nouns or noun phrases, verbs can consist of auxiliaries and main verbs in verb phrases, and subject-verb agreement must account for plurality with collective nouns. Pronouns are also explained including personal, possessive, reflexive pronouns.
This document provides information and instructions for an English learning workshop. It includes exercises to practice the present simple and present continuous tenses through activities like filling in blanks, choosing the correct tense, and completing sentences and stories. Students are asked to identify grammar elements in sentences and apply different tenses like present, past and modal "can" in various contexts to improve their understanding of written English texts.
This document explains the differences between the articles "a", "an", and "the" in English. The definite article "the" refers to specific or particular nouns, while the indefinite articles "a" and "an" refer to non-specific nouns. The article "an" is used before words beginning with vowel sounds, while "a" is used before consonant sounds. Some exceptions are provided. A quiz with examples tests the reader on proper article usage.
The document provides information about using past tense verbs in English. It discusses regular and irregular past tense verbs. For regular verbs, it explains how to form the past tense by adding "-ed" or "-d". It provides examples of common regular verbs and exercises to practice changing verbs to the past tense. It also lists many common irregular verbs and their past tense forms. The document explains how to form yes/no and wh- questions in the past tense and provides examples for practice.
The document provides examples of different types of sentences according to their structure: simple sentences, compound sentences, complex sentences, and compound-complex sentences. It also gives examples of phrases and dependent clauses. Key types of sentences identified are simple sentences containing one independent clause, compound sentences containing two or more independent clauses, complex sentences containing one independent clause and one or more dependent clauses, and compound-complex sentences containing two or more independent clauses and one or more dependent clauses.
The document discusses the simple future tense in English using "going to" and "will". It provides formulas and examples for forming positive, negative, and interrogative sentences in the simple future tense. For sentences with "going to", it is used to express plans and predictions when there is evidence. For sentences with "will", it is used to make quick decisions, offers, promises, and predictions without evidence. The document also includes exercises from the book English Time for readers to practice. In the end, it lists the references used.
This document provides a 3,417 word script for an educational video module on the correct usage of articles in English. The module aims to teach students the basic rules of using the articles "a", "an", and "the". It differentiates between definite and indefinite articles and provides examples of how to select the correct article based on countable nouns and initial sounds. The script includes animated examples and explanations from several anchors to demonstrate the appropriate contexts for each article.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
Swaminathan is a 12-year-old schoolboy from a middle-class South Indian family. His father works as a clerk and he has friends named Rajam and Mani. Swaminathan dislikes studying and prefers playing. He tries to avoid his studies by making excuses. While mischievous, he also shows innocence at times. He irritates his family members but also tries to gain their sympathy. Overall, Swaminathan is a typical representative of his peer group of schoolgoing boys.
The document provides guidance on writing a character sketch of Khushwant Singh's grandmother from his story "Portrait of a Lady". It includes:
1) Differences between an essay on a person and a character sketch, noting that a character sketch is confined to how a character is portrayed.
2) A description of the grandmother's appearance, habits, and daily routines based on pictures from the story, showing her to be short, fat, wrinkled, pious, and kind to animals.
3) More details on her religious nature, fondness for her culture and grandson, and calm demeanor when he leaves for studies abroad.
This document provides guidance on writing a character sketch of Khushwant Singh's grandmother from his story "Portrait of a Lady". It includes:
1. Pictures and descriptions of the grandmother at different stages of her life to highlight her physical appearance, daily routines, religious habits, and kindness towards animals.
2. Suggested points about the grandmother's character, such as being pious, dutiful towards her grandson, and disapproving of Western culture.
3. A glossary to help understand words used in the story.
4. An activity is proposed where students create a character poster of the grandmother using adjectives and verbs from the text.
This document outlines Catherine's writing and reading workshop lessons for the week of January 19-23, 2015. The writing workshop focuses on adding conflicts to stories to make them more interesting, such as character vs. character, character vs. nature, or character vs. self. Students plan their stories using story maps and are encouraged to start with action or conflict to engage readers. The reading workshop involves identifying story elements like characters, setting, and conflict while reading a story. Students also discuss how characters are developed directly and indirectly.
This document provides instructions for several activities using various online tools. It begins by describing an activity using Wordle to create word clouds from fairy tales. Students would read stories, write important words, create Wordle clouds, and try to match clouds to stories. Another activity uses ESLvideo to create quizzes from fairy tales with unusual endings in Roald Dahl's "Revolting Rhymes." A third activity uses the "Listen and Write" tool to have students write lyrics to children's songs and test each other. The document provides detailed steps for introducing, conducting, and evaluating each lesson.
This document provides discussion questions and activities about exploring the character of Link from the novel. It encourages analyzing how the writer creates sympathy for Link and homeless people. Students are asked to consider Link's backstory and reasons for being homeless. They also discuss a story within the text and how it influences feelings of sympathy for the homeless. The document aims to better understand Link's character and situation through close examination of the provided passages.
3 – reading skill & strategy making predictions pptanthonymaiorano
The document provides questions to help students make predictions about the story "Thank You, Mr. Falker" before and during reading, such as wondering if the other kids will stop laughing at the main character Trisha and predicting that the character Mr. Falker will help Trisha learn to read based on his comments. It also lists pages from the story and questions about events and characters on each page to check students' comprehension and ability to infer meaning.
The interview discusses Deanna's hobbies, with her saying she enjoys playing soccer, especially as goalie where she feels important to her team's success, and recounts her family visiting her great-great-grandmother's farm, finding it a special experience to see the places her ancestor lived and landmarks she left behind.
The choral speaking performance summarizes the story of a group visiting a haunted house. They encounter various scary creatures inside like a clown with a fiery red eyes and axe, a witch on a broom, dancing skeletons, and Frankenstein monsters. They decide to make a run for the brightest exit, demanding a refund for their uneventful trip.
First grade students share their experiences and advice for starting first grade in a book they authored. They describe their teachers, classrooms, activities, and routines to help ease anxieties and prepare incoming kindergarten students for first grade. The book covers topics like recess, lunch, library visits, writing, reading, and more to give a well-rounded overview of what to expect in first grade.
The document discusses strategies for teaching mixed ability classes, including:
- Adapting materials so weaker learners can participate while stronger students remain challenged.
- Using self-adjusting activities that scaffold instruction based on students' responses.
- Employing collaborative tasks that require students to work together and support each other.
- Assigning different roles to students within group activities.
- Setting open-ended tasks with low achievement thresholds to include all learners.
- Providing the same task at different levels of difficulty according to students' abilities.
The document provides lesson plans and activities for a second grade class including a read aloud poem about dunking bread in gravy, a discussion of root words and verb endings, and a reading of the story "The Day Eddie Met the Author." Vocabulary, comprehension questions, and writing prompts are included to engage students in discussions and practice key concepts being taught.
This document contains information about listening skills, speaking skills, and writing skills. It includes sections on introducing someone, accepting and refusing invitations, expanding reading comprehension through techniques like tongue twisters, identifying stressed syllables, answering questions about images, filling in a story with missing words, and forming new words by combining parts of existing words. The document appears to be teaching materials for improving English language skills.
The document is a story about a boy named Nosrep who struggles in school due to having dyslexia, a neurological disorder that causes difficulties with reading and writing. An art teacher at Nosrep's school notices patterns in his mistakes that suggest he has issues recognizing similar letters and numbers. The teacher talks to Nosrep's parents and helps them understand that Nosrep's struggles are due to his dyslexia, not laziness. The teacher emphasizes that every child is special and has their own abilities, not just those valued in competitive academics.
This document provides an overview of a grammar course designed by Santy Requejo Saldaña in 2018. It discusses the framework used, including form, meaning, and use. It also covers topics like tense, aspects, modals, subject-verb agreement, articles, pronouns, and more. The goal is to teach grammar in a deductive way, considering the needs of teachers and proficiency levels. Examples are provided to illustrate various grammar points.
The document provides guidance on writing an autobiography, including brainstorming major life events in chronological order and describing them in paragraphs with details about feelings, impacts, and lessons learned. It emphasizes choosing interesting, character-building events and maintaining a positive tone. The introduction should grab attention and the conclusion should reinforce the thesis. The autobiography should demonstrate the subject is adaptable, dependable, and kind, with dreams and goals, to be considered for opportunities.
The story is about Dewi Limaran, the wife of Prince Raden Putra, who sees an ugly snail in the palace garden and throws it away. Unbeknownst to her, the snail is actually a powerful witch who transforms Dewi Limaran into a golden snail in retaliation. The golden snail ends up drifting in a river and getting caught in an old woman's fishing net. Every morning, the old woman finds her house cleaned and food prepared, puzzling her. One night she stays up late to discover the source is the golden snail, who was formerly Dewi Limaran under a spell.
This document provides an overview of a grammar course, including:
1. The course considered teachers' proficiency levels and chose to teach grammar deductively.
2. It explains the importance of understanding grammar rules to communicate effectively.
3. A three-dimensional framework is presented for analyzing grammar in terms of form, meaning, and use.
The document contains feedback from a student on various digital graphic narrative assignments they completed. For the shape task, they liked the cartoon-like clouds and grass details. For the rotoscope task, they enjoyed the polygon tool's ability to add detailed lines and curves. Across assignments, the student noted things they would improve, such as adding more abstract elements or effects. The feedback provides insight into the student's creative process and opportunities for growth on different techniques.
Eng xii transformation of sentences part 2 master_129avtardhillon
Here are the completed compound sentences with coordinating conjunctions:
1. My dog likes to eat grass, even though she's not allowed to eat grass inside.
2. The dog likes to play fetch, while the cat likes to roll in the grass.
3. Samuel seldom thinks for himself, so he is always not presentable in his appearance.
4. My mother follows her horoscope, but my father does not follow horoscopes.
5. The media often exaggerates events and promote sales. The teacher is not always right, nor is she perfect.
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Xii transformation of sentences part 2 129-revisedavtardhillon
Here are the responses with added independent clauses:
1. I finished my homework, and __I went outside to play__.
2. The dog barked loudly, but __the owner did not hear it__.
3. We went to the beach, or __we could have gone to the park__.
4. I ate an apple, so __I was not hungry for lunch__.
5. She studied all night, nor __did she get enough sleep__.
ANCHOR
Very good students.
You have done it correctly.
Now let us do one more exercise.
VO WITH TEXT ON SCREEN
EXERCISE 2
Identify the type of each sentence - simple,
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9
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1. PES/ENG/XII/025
• This is final file for SB production.
• Contact person for this script from SSA, Punjab team – Mrs Brar 9780107971
• Word limit- 2875 Subject English
Class-XII
Module- Swami and his father
Anchor-1
CHARACTERSKETCH OF SWAMINATHAN
Welcome to today’s lesson. Today, we will learn ‘how to write a character sketch’. Do you know
what does a character sketch mean? The word character sketch consists of two words – character
and sketch .
Character means reputation
Bwv cirqr
Sketch means a portrait or a drawing.
ryKw icqr Bwv cirqr icqrx - iksy ivAkqI dy cirqr bwry dsxw
Now you must be thinking that while writing an essay on a person you do the same. But you will
see the difference between the two.
While writing an essay, we are free to use our own imagination about a person.
ieh lyK iLKx vWg hI hY pr lyK iv`c AsI AwpxI klpxw vrq skdy hW
We talk about the good qualities of that person.
AsIN ivAkqI bwry isrP cMgIAW g`LW krdy hW [
While writing a character sketch, we are confined to the nature of the character what the
writer has portrayed in the story, novel or a play.
VO
2. PES/ENG/XII/025
pr cirqr icqrx ilKx ligAW AsIN pwqr dy suBwA bwry dsdy hW ijvyN lyKk nyN khwxI
,nwvl jW nwtk iv`c icqirAw hY[ Both good and bad aspects of a person are discussed. icqrq
kIqy jw rhy ivAkqI dy suBwA dy cMgy Aqy mwVy dovyN p`KW qy ivcwr kIqI jWdI hY [
So for writing a character sketch we have to read the text. Today we will learn to write
MO & VO
CHARACTERSKETCH OF SWAMI NATHAN
From
Text book: ‘Reader Book VI’
Swami and His Father
By
R. K. Narayan
Anchor-2 (Show picture of R. K. Narayan)
The writer of the story was Born on October 10, 1906 in Madras, now called Chennai
His first novel was published in 1935 named Swami and Friends
But children! While you read this lesson you may find some new words which are difficult to
understand for you so let’s have look on the glossary.
(Voice-over with all relevant pictures relating to the glossary and will explain in Punjabi and
English.)
GLOSSARY
• Ramble: walk for pleasure, wander, aimless walking AvwrwgrdI krnw
• Blew off: drove away with a breath PUk mwrnw (Anchor may show this action
himself.)
• Web: net jwl (with pic)
3. PES/ENG/XII/025
• Pile: heap Fyr (with pic)
• Pestered: Gave a trouble bhuq qMg krnw ,n`k iv`c dm krnw
• Banged: hit violently kroD nwl mwrnw ( show the action)
• Glared at: looked in anger GUrnw pic
• Tilted: slanted, inclined to one end tyFw krnw ( action)
• Smothering: suppressing, hiding dbwauxw ,lukwauxw ( action)
• Obscure: difficult to understand muSkl ,AOKw
• Acquire: get or gain
• Vigorously: forcibly, with great force
• Avarice: greed
• Peevishly: with irritation, with bad temper
• Irrelevantly: not important, without having anything to do with the matter in hand
• Contradict: to oppose, deny the truth of something that somebody says
• Annoyed : made angry, irritated
• Harass : to give trouble or worry
• Utterly :completely
MM
(Make characters as given below description.)
Swami’s father: 30-35 years old stout south Indian, working as a clerk in the court, wearing
white dhoti, banyan and chappals.
Mother: 32 years old lady wearing a south Indian sari and carrying a small baby in her arms
Swami: 12 years old boy, south Indian look, wearing a shirt and shorts or dhoti.
Granny: 60 years old south Indian lady, sitting on a mat, preparing pickles in china clay pots
4. PES/ENG/XII/025
Create a scene-
• Swami’s father (wearing dhoti and banyan) standing in a small court yard, commanded
Swaminathan just as he was about to stepping out the house, “Swami, come here. Where
are you going?”
• Swami: No where.
• Father: where were you yesterday at this time?
• Swami: Here
• Father: you are lying. You were not here yesterday. And you are not going out now.
• Mother: That is right. There is no limit to his loafing in the sun.
• Father: Come, follow me. (Both reach in father’s dressing room where in the corner a table
is placed. Swami’s books are scattered on the table. Every thing is full of dust and there is a
spider weaving a web between the corner of the table and the pile of books. ) Father blew
off the fine layer of dust from the books and asked
• Father: How many days is it since you touched your books?
• Swami: Should I read even when I have no school?
• Father: You think you have passed the B.A.?
• Swami: I mean father when the school is closed, when there is no examination, even then
should I read?
• Father: What a question? You must read.
• (Swami grumbles. Father set him to dust his books and clean the table. Swaminathan
vigorously started blowing off the dust. He caught the spider carefully and took it to the
window to throw it out. He held it outside the window and watched it for a while. )
• Father: Look sharp! Do you want a whole day to throw out the spider?
Anchor-3
Swami suddenly realized that he might have the spider as his pet. He secretly slipped it into his
pocket and after shaking an empty hand outside the window he returned to his duty at the desk.
Swami picked up oily red bound reader book opened it and banged together the covers in order
to Shake off the dust and then rubbed violently the oily covers with his palm. ( punjabi)
5. PES/ENG/XII/025
nukBe ;tkwh B/ ;'funk fe wZeVh th T[;dh gkbs{ j'Dh ukjhdh j? .T[;B/ u[gukg T[;Bz{ nkgDh i/p
ftZu gkfJnk ns/ jEkA Bz{ skeh ftu' pkjo MkV e/ nkgD/ ezw bJh nkgD/ v?;e s/ tkfg; nk frnk
.T[;B/ bkb ozr dh fibd tkbh uheDh feskp Bz{ u[Ze e/ y'fbnk . T[;d/ T[s'A fwZNh Bz{ MkVB
tk;s/ T[;Bz{ Szfvnk s/ fco p/ofjwh Bkb T[;dh uheDh fibd Bz{ nkgDh jE/bh Bkb orfVnk .
So I hope you have come to know a few qualities of Swami. You have seen that Swami is a
school going boy. I am sure you must have noticed that his father works in courts. Dresses
of his family members and even Swami’s own name indicate that he belongs to a South-
Indian family. If you read the lesson you will find that he has two friends Rajam and Mani
who always accompany him in roaming and playing. So let’s try to write.
V/O with Text
• Swaminathan is a school going boy.
V.O
• ;tkwh fJe ;e{b ftZu gVQB tkbk bVek j? .
• He belongs to a middle class South Indian family.
V.O
• T[;dk gfotko dZyD-Gkosh gfotko j? Gkt T[j dZyD dk ofjD tkbk j? .
• His father works in courts.
• T[;dk fgsk feZE/ ezw eodk j??<
• jkA, eufjoh ftZu .
• Rajam and Mani are his fast friends. Like all other boys of his age, he loves to be in the
company of his friends.
• j[D s[jkBz{ T[;d/ d';skA pko/ th gsk j?. eh s[;h T[BkQA d/ BkA d;'r/< jkA,
fpbe[b mhe . T[;d/ d';s okiw ns/ wBh jB . pfuT[ T[j th s[jkv/ tAkr x[zwD fcoB
ns/ y/vD dk F"ehB j? .
6. PES/ENG/XII/025
• He is a loafer. He loves wandering and playing with his friends and Dislikes to stay at
home.
• T[j ntkok xz[wDk fcoBk pj[s g;zd eodk j? . T[;dk xo ofjD Bz{ wB Bjh eodk .
• Shirker. He does not want to study.
• fJ; bJh s[;h T[;Bz{ ezw s' ih u[okT[D tkbk th efj ;ed/ j' .
• He thinks that the holidays are not meant for studying.
• T[j ;'udk j? fe S[NhnkA gVkQJh bJh Bjh jz[dhnkA .
• To him, holidays are for playing.
• S[NhnkA skA p; y/vD bJh jB .
• The saying “no work and all play makes Jack a dull boy” fits him very much.
• He loves pets. He does not mind even putting an insect like spider into his pocket.
• pfuT[ eh s[;h ed/ spider Bz{ i/p ftZu gkfJnk j? go ;tkwh Bz{ ikBto gkbD dk
fJBkQA F"e j? fe T[j wZeVh Bz{ th gkbs{ oZyD pko/ ;'udk j? .
Anchor-4
So we have written many sentences about Swami. Now have a look on an interesting scene
and try to gather more about this boy.
Create a scene where-
Swami picked up oily red bound reader book, opened it and banged together the covers in order
to shake off the dust and then rubbed violently the oily covers with his palm.
7. PES/ENG/XII/025
Show following conversation
• Father: Get a piece of cloth, boy. ( Father having a news paper in his hand)
• Swami: I can’t find any here, father.
• Father: Run and see. (Swami hurried out. He first went to his grandmother.)
• Swami: Granny, get me a piece of cloth, quick.
• Granny: Where am I to go for a piece of cloth?
• Swami: Where am I to go? If one has got to read even during holidays, I don’t see why
holidays are given at all?
• Granny: What is the matter?
Voice from back- This was his opportunity to earn sympathy. He almost wept.
• Swami: I don’t know what Rajam and Many will think, waiting for me there, if I keep on
fooling here. Granny if father can not find any work to do why shouldn’t he go and sleep?
• Father: Did you find the cloth?
• Swami: Granny hasn’t got it. I shall see if mother has. (His mother is sitting in the back
corridors on a mat with the baby sleeping in her lap. Swami glared at her and said in an
undertone
• Swami: You are a fine lady, mother. Why don’t you leave us poor folk alone?
• Mother: What?
• Swami: You needn’t have gone and carried tales against me.
• Father (voice): Swami
• Swami: Mother, can you give me a piece of cloth?
• Mother: What cloth!
• Swami: What cloth! How should I know?
• Mother: I can’t get any now.
• Swami: H’m ! You can’t, can’t you?
8. PES/ENG/XII/025
Scene -- Swami looked about. There was a piece of cloth under the baby. In flash, he rolled the
baby over, pulled out the cloth and was off.
Anchor-5
Did you enjoy the episode? You must have gathered enough information about Swami. Let us
recall it with the help of the following points:
eh s[;h fJ; ;ko/ gkm dk nkBzd wkfDnk< s[jkBz{ ;tkwh pko/ j[D pj[s ;koh ikBekoh j' rJh j't/rh .
nkT[ fJe tko c/o ;ko/ gkm Bz{ d[jok bJhJ/ .A
MO & VO
Points to be described about a character:( You can expand the following points in
your own words.)
• Name/full name (VO- First of all we will write name of the character)
• Age/sex (vo- what is his or her age. Some time the exact age is not shown so you can
guess if infant/school going/if any class is mentioned/young/ middle aged/old so you will
also write boy/girl/man/ woman. Like this you can write the name , age and sex. You can
also combine all the three in on sentence.)
• Family ( V.O You also know the family )
• Friends( V.O you can mention the names of his friends)
• Nature/ Habits/routine (vo to write about nature or habits you can look for the following
for example what does a character likes or dislikes.
Liking/disliking
Personal qualities: Honest/dishonest, intelligent/dull,(VO his personal qualities eg.
Mischievous/serious ( Vo is he naughty or serious)
Hard worker/shirker ( vo is he hard worker or shirker)
Calm/revengeful
• Relations with family/society (VO- Then you will write the behavior of the character with
the other family members and the society he lives in.
9. PES/ENG/XII/025
Let’s describe all these points as per Swaminathan’s character
Name and Age: ( VO-actual age is not given so we can write as)
• Swaminathan is a school going boy.
Family: ( VO- Now you know his family members)
• He belongs to a middle class South Indian family.
• He has a grand mother, a father, a mother and a little brother in his house.
• His father works in courts.
Friends:( VO- You also know the names of his friends)
• Rajam and Mani are his fast friends. Like all other boys of his age, he loves to be in
the company of his friends
Habits: ( VO- Like all boys of his age)
j[D n;h T[;dhnkA nkdskA pko/ fbykAr/ . s[jkBz{ gsk j? fe T[;dh xz[wD fcoB dh nkds j?
So you can write.
• He is a loafer. He loves wandering and playing with his friends and Dislikes to stay at home.
• Shirker. He does not want to study. ( VO- Why do we call him shirker ? because neither he
wants to study nor does he takes interest in helping his parents at home )
• He thinks that the holidays are not meant for studying.
• To him, holidays are for playing.
• The saying “no work and all play makes Jack a dull boy” fits him very much.
Nature: ( VO- Recalling the scene with the spider you can write that)
• He loves pets. He does not mind even putting an insect like spider into his pocket.
(VO- Now do you remember)
• The way he tilts the table and scatters all the books on the floor shows his anger against his
father. ( VO – Here you can also say that he has aggressive nature.)
10. PES/ENG/XII/025
( VO- In spite of all this if we recall the scene of sum you will definitely say that)
• He is very innocent. When his father gives him a very simple sum to solve, instead of doing
calculations he is thinking about the nature of the mangoes and the mango sellers.
(V.o At the same time he is very innocent boy)
• d/y' pfuT[ Gkt/ T[; ftZu' pdb/ dh GktBk nkT[dh j? go T[j pj[s nbr j?, fJj fet/ gsk brdk j? .
id' T[;d/ fgsk T[;Bz{ ;[nkb eYZD bJh fdzd/ jB skA T[j T[;dk jZb eYZD d/ pikJ/ nzpkA d/
eZu/ ikA gZe/ j'D pko/ ;'u fojk j? .
Relations with family : ( VO- Now while writing his relations with the family recall
that how )
• He irritates each and every family member. (VO- Not only the family members but)
• j[D feT[fe T[;Bz{ T[;d/ fgsk d/ efjD s/ nkgDh woih d/ fybk xo ftZu ofjDk g?dk j? fJ;bJh
T[;dk ;[Gkn pj[s fuVfuVk j' ikAdk j? ns/ d{finkA Bz{ th szr eodk ofjzdk j? .
• He himself also gets irritated by his mother, father and grand mother. They do not give him
due attention. ( VO- As a result)
• He is unbearable to his mother.
• T[;dh wkA skA T[;s' pj[s szr nk ikAdh j? .
• Being ignored by his mother he becomes revengeful.
• Father has a soft corner for him, despite his stupidity
• jkA, T[;d/ fgskih GkAt/ T[;Bz{ fMVed/ jB go fco th T[BkQ Bz{ T[;s/ so; nk ikAdk j? .a
• He also tries to win the sympathy of his grandmother.
So in conclusion we can say that
Conclusion
swami is a true representative of his age group. Like all other school boys he is fond of wandering
and playing with his friends. When his father wants him to study during summer vacations, he
11. PES/ENG/XII/025
makes one or the other excuses. You can easily relate Swaminathan to your younger brothers or
sisters. He’s not an extraordinary character. He is the true representative of his peer group. Like
all other boys of his age , he tells lies, makes excuses and loves pets. Similarily irritating the other
members of his family is also very common in school going boys.
ANCHOR
I think you would have surely enjoyed the story and his activities, mischief and his excuses must
have amused you. I hope now you can easily write the character sketch of Swaminathan and will
get good marks in your exams.
Here is an activity for you to make a chart or model which will help you to remember the
character of Swami.
ACTIVITY:
1 Draw a sketch of a school going boy with the help of sketch pen or paint brush etc.
2. Take small pieces of chart paper or a card board.
3. Write adjectives used for Swami in the episode or in the text of the lesson on one paper.
4. Now write these adjectives with different colors one on each piece of paper.
5. Now paste the picture of the school going boy on the center of a chart paper.
6. Label this picture as ‘SWAMI’
7. Now arrange the written piece of papers around ‘SWAMI NATHAN’
8. Draw arrows from Swami to each adjective.
9. Paste this chart in the class room.
(Show this picture in animation also.)
In the next episode we’ll read a story about another such mischievous boy, Tom Sawyer.
The script is frozen by Mrs Baljeet Brar on 23.07.09