The document summarizes the key features of the new 10th standard English textbook in India. It outlines the 8 units that make up the textbook which are centered around themes like personality development, wit and humor, human relations, etc. It describes the structure of each unit and provides examples of activities covered like readings, vocabulary, grammar lessons, writing assignments. It also discusses the paradigm shift in the English curriculum, the academic standards and discourses targeted for each class, and the goals of developing students' language skills through an integrated approach.

1. Session - 1
The features of the new
class 10 English Text Book

2. 1. Unit-wise themes
1. Personality
Development
2. Wit and Humour
3. Human Relations
4. Films and Theatre
5. Social Issues
6. Bio- diversity
7. Nation and
Diversity
8. Human Rights

3. 2. Unit Structure
1. Theme –based Picture interaction
2. Reading texts-A,B&C
3. Vocabulary
4. Grammar
5. Listening & Oral Activity
6.Writing (written discourse)
7. Study skills
8. Project

4. Personality Development
1. Picture Interaction- interaction on
differently- abled persons
2.A. Reading- Attitude is Altitude
3.Vocabulary-Adjectives (describing)
4.Grammar- Defining and Non-defining
Relative

5. Personality Development (Contd..)
5. Writing- writing biographical sketch
6. B. Reading- every Success Story is
also a Story of Great Failures
7. Study Skills- identifying features of a
short story
8. Listening to a story & making a
short speech

6. Personality Development (Contd..)
9. C. Reading-I Will Do It
10. Vocabulary- one word substitutes
11.Project-women who have excelled in
their life despite hurdles in their lives
and remain unknown to the world
12.Check your personality
13.Self Assessment

7. Other features
1. All the components are thematically
linked.
2. Grammar and vocabulary are
contextually embedded.
3. Variety of genres in reading texts
such as story, biography, essay, drama,
poem, review, interview, feature
article etc.

8. Other features (Contd..)
4. The texts are taken from
different contexts- Indian,
Eastern,Western and Africa.
5. Integration of all the skills such
as listening, speaking, reading ,
writing in production of
language.

9. The paradigm shift in English
curriculum
• The development of text Books
• The Approach to language and
language learning.
• The Academic standards.
• The Classroom process.

10. The paradigm shift in English curriculum (Contd..)
• The Assessment.
• The role of the teacher, learner
and the Text Books.
• The aspirations and expectations
of the people.

11. What to achieve?
The broad areas of the Academic
Standards:
1. Listening and Responding
2. Reading comprehension
3. Conventions of writing
4. Vocabulary
5. Grammatical awareness
6. Creative expressions
(Oral and Written discourses)

12. How do we realise the academic
standards?
Class-wise targeted discourses
Sl.No Details of the Discourses I II III IV V VI VII VIII IX X
1. Conversations
2. Descriptions
3. Songs /poems
4. Narratives/Story
5. Diary
6. Letter
7. Notice/Poster/Ads/Invitation
8. Messages/e mail/SMS
9 Slogans /Placards
10. Play/Skit

13. 13
Sl.No Details of the
Discourses
I II III IV V VI VII VIII IX X
11 Compering
12. Choreography
13. Essay (All types)
14. Report News Report
15. Speech
16. Review
17. Debate & discussion
18. Biographical sketches/
Profile/Autobiography
19. Interviews

14. Biographical
Sketch/Profile/Autobiography
• Details of the person
• Presentation of relevant ideas and
information
• Organization of the data
• Interpretation of data and drawing inference
• Reflections, thoughts and feelings
• Anecdotes, events, achievements
• Point of view
• Organisation and the use of Cohesive devices
• Maintaining coherence and flow.

15. Debates and Discussions
• Expression of ideas as main points and sub points
• Presentation of arguments in a sequential order
• Citing suitable examples, quotations, and
evidences
• Defending one’s own point of view and rebutting
opponent’s point of view
• Use of discourse markers for agreeing,
disagreeing, substantiating, enumerating, etc..
• Use of polite expressions respecting other’s
views
• Use of logical and emotional appeals.

16. Essay (All types)
• Title, introduction, thesis statement,
body and conclusion
• Paragraphing with main ideas
• Supporting details and examples
• Organization of ideas and use of
cohesive devices
• Maintaining coherence
• Point of view.

17. Speech
• Making speeches/ talks contextually
Organisation of ideas.
• Use of argumentative/ Persuasive/
interactive language to substantiate views
and ideas.
• Use of discourse markers.
• Citation examples, quotations etc.
• Coherence, voice modulation and body
language.

18. About the Textbook
and Themes

19. What is a theme?
Theme is the central idea
of a piece of writing.

20. Themes in the text book
• Each unit is woven around a theme.
• The themes are selected from the
important spheres of social life of the
child.
• They help the child use the worldly
knowledge and appropriate context
for learning and producing language.

21. Unit 1: Personality Development
• Theme – Personality development
• A Reading – Attitude is Altitude
• B. Reading – Every Success Story is
also a Story of Great Failures
• C. Reading- I will Do It

22. Personality Development (Contd…
• This unit helps people understand
themselves- and their strengths and
weaknesses- and to form right attitude
towards the life, society, career and so
on.
• The individual who has right attitude
towards problems will always accept
them courageously and tries to find
solutions from the constructive side.

23. Unit 2: Wit and Humour
• Wit is the ability to say or write
things that are both clever and
amusing. Sometimes it is found
in offering solutions to tricky
problems. India has abundant
literature on wit.

24. Wit and Humour (Contd..)
• These stories develop sound logic, a
deep sense of humour which go a
long way in making the life of people
more harmonious. They also
develop philosophical insights into
different social questions. The
present unit brings to us two
valuable pieces- a one act play and a
short story.

25. Unit 3: Human Relations
• The children have some dreams about
their future. The adults have some
priorities like getting a good job, living in
comfortable house, etc
• But none of these physical comforts
gives us the feeling that warm relation
with people living around us gives.
Nowadays , the elderly people have
feeling that they not wanted by anybody.

26. Unit 4: Films and Theatre
• ‘Films and Theatre’ is considered to be the
most popular entertainment media.
• India has a100 year history of films.
• This unit helps the children review the
films and appreciate the art of film making.
• Films have become part and parcel of our
lives. They provide us opportunity to
explore possibilities to make use of the
films to generate language.

27. Unit 5: Social Issues
• Students in class 10 should
have a critical perspective on
different social issues and
should be able to take up
leadership roles to bring about
the awakening of India.

28. Unit 6: Bio- diversity
• The theme is more relevant than
ever in the wake of sweeping
changes taking place in different
spheres across the world.
• The process of development has
assumed a new dimension in the
recent times.

29. Bio- diversity (Contd..)
• It has been a direct attack on the
biodiversity and large scale
exploitation of resources for private
profits.
• This unit sensitises the children
about their responsibilities towards
the nature

30. Unit 7: Nation and Diversity
• India is a land of diversity.
• The diversity is so much that many
people across the world wonder how this
land is able to remain intact till now.
• Even the British, as a matter of strategy,
expressed doubts about the unity of the
nation if given independence.
• After independence, there have been
difficult times. But the nation withstood.

31. Unit 8: Human Rights
• It is the century that sent man to the
• moon. Still …there was a strong demand
for the protection human beings against
all kinds of exploitation and oppression.
• The learners of this century need to
internalize the spirit of human rights to
uphold humanity.
• The three texts are really touching and
apt to the theme.

32. Make These Things a Part of Your
Preparation
Teachers are advised to know certain
information regarding the texts given under
each theme. As the entire teaching-learning
process will go through interaction and
discussion, the teacher has to pose a number
of questions to students to give certain
inputs to get responses. And learners out of
their curiosity, may ask several questions on
the content or various aspects given in the
texts.

33. Make These Things a Part of Your
Preparation (Contd..)
As a facilitator, the teacher has to
answer the questions of the learners.
For this the teacher has to take care of
the following before going to start
teaching or transacting a unit. Make the
following a part of your preparation as
well as your general preparation.

34. • Using Video Information.
• Collecting additional list of
vocabulary.
• Writing: collection of model
pieces, make children analyse the
features.