This document summarizes a conversation between DJ (an 83-year-old author, painter, and cartoonist) and his 6-year-old grandson Nino about water conservation. DJ wants to motivate Nino to save water due to drought conditions. He plans how to discuss it with Nino, anticipating his questions. Nino's interests include vehicles, computers, and trains. DJ is impressed by Nino's curiosity and fact-finding from books and the internet. In the end, Nino writes an essay for school about how kids can save water by small actions like turning off taps.
Frederic Bartlett first proposed schema theory in 1932 to explain how people's prior knowledge influences their recall and understanding of new information. Schema theory suggests that people organize knowledge into mental structures called schemata, which represent their generic understanding of the world. Schemata guide how people encode, organize, and retrieve new information based on their previous experiences. Later, schema theory was applied to understanding processes like reading, where top-down knowledge schemata are used to interpret new textual information.
10 Principles of English Teaching (SLA Research)Phung Huy
The document outlines 10 principles for effective teaching of English as a second language based on research in second language acquisition. The principles stress the importance of developing both memorized phrases and rules, focusing on meaning while also paying attention to language forms, promoting implicit and explicit knowledge, accounting for individual learner differences, and assessing both controlled and free language production. Instruction should provide extensive input, opportunities for output and interaction in the target language.
The document outlines the steps in planning a lesson using Communicative Language Teaching (CLT). It involves presenting a real-world situation through dialogues, having students discuss vocabulary and language functions, asking questions, identifying grammatical structures, and providing opportunities for oral production and evaluation through communicative activities. The lesson cycle is completed by allowing students to apply what they learned to new situations.
This document discusses semantics and provides definitions and examples of key semantic concepts across 10 units. It defines semantics as the study of meaning in language. Key concepts explained include reference, sense, predicates, referring expressions, propositions, and sense relations. Examples are provided to illustrate each concept. The document is a study guide for understanding semantics.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Schema theory explanation including psychologists experiment.
Covers entire topic - Stages, developmental process, experiments by Bartlett, Brewer & Treyens, & French and Richards.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Frederic Bartlett first proposed schema theory in 1932 to explain how people's prior knowledge influences their recall and understanding of new information. Schema theory suggests that people organize knowledge into mental structures called schemata, which represent their generic understanding of the world. Schemata guide how people encode, organize, and retrieve new information based on their previous experiences. Later, schema theory was applied to understanding processes like reading, where top-down knowledge schemata are used to interpret new textual information.
10 Principles of English Teaching (SLA Research)Phung Huy
The document outlines 10 principles for effective teaching of English as a second language based on research in second language acquisition. The principles stress the importance of developing both memorized phrases and rules, focusing on meaning while also paying attention to language forms, promoting implicit and explicit knowledge, accounting for individual learner differences, and assessing both controlled and free language production. Instruction should provide extensive input, opportunities for output and interaction in the target language.
The document outlines the steps in planning a lesson using Communicative Language Teaching (CLT). It involves presenting a real-world situation through dialogues, having students discuss vocabulary and language functions, asking questions, identifying grammatical structures, and providing opportunities for oral production and evaluation through communicative activities. The lesson cycle is completed by allowing students to apply what they learned to new situations.
This document discusses semantics and provides definitions and examples of key semantic concepts across 10 units. It defines semantics as the study of meaning in language. Key concepts explained include reference, sense, predicates, referring expressions, propositions, and sense relations. Examples are provided to illustrate each concept. The document is a study guide for understanding semantics.
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes learner independence and minimal teacher speaking. The teacher uses visual aids like charts and rods to introduce new language concepts silently, then observes as students practice the language through problem-solving activities. The role of the teacher is to present language once using gestures before stepping back, while students take responsibility for their own learning through exploration and self-correction. Proponents argue this fosters autonomy and respect for individual learners, though some question if silence can teach effectively or be practical for all classroom contexts.
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach to language teaching where the content and aims of the course are based on the specific needs of the learners. The document traces the evolution of ESP from the 1960s and discusses some of the main researchers in the field, including Hutchinson and Waters. It outlines different theories of learning through ESP, such as behaviorism and mentalism, as well as approaches to ESP courses like language-centered, skills-centered, and learning-centered. Finally, it provides an example ESP lesson plan for electrical engineering students focused on vocabulary and graphic organizers.
Schema theory explanation including psychologists experiment.
Covers entire topic - Stages, developmental process, experiments by Bartlett, Brewer & Treyens, & French and Richards.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
This document discusses teaching speaking skills in a second language. It emphasizes that speaking is an important part of language learning and allows students to communicate effectively. While speaking was once taught through repetition and memorization, it is now recognized that students need opportunities to engage in meaningful communication. The document provides guidance on how to teach speaking skills effectively. It suggests creating a classroom environment where students can complete authentic tasks and activities in small groups to promote oral language development. A variety of short speaking activities are described, such as discussions, role-plays, interviews and using pictures to prompt narration and description.
language through literature an introductionkadlawn36
This document provides an introduction to the book "Language through Literature" by Paul Simpson. The book uses examples from poetry, prose and drama to offer a lively guide to concepts and techniques in English language study. Each chapter develops a language topic through practical tasks, discussion points, and project work. Students analyze texts to widen their understanding of topics from single words to whole conversations. The book aims to make language study engaging for those new to the subject by taking a literary discourse perspective and incorporating classroom activities. It seeks to benefit both students and teachers by addressing a key aspect of language, illustrating it through literary analysis, and suggesting practical extensions for teaching.
This document discusses critical pedagogy in second language learning and teaching. It begins by providing background on how critical pedagogy entered the field in the late 1980s and early 1990s. It then outlines several key areas of research interest within critical pedagogy, including critical academic literacy, learning processes and styles, and issues of contesting power dynamics. The document analyzes several studies that have taken a critical approach to examining second language learning and teaching.
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
Krashen's Monitor Model has five main hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis proposes there are two independent systems - acquired and learned language. Acquired language is subconscious while learned is conscious.
2) The Monitor Hypothesis states that learned language is used as an editor or monitor of acquired language only in formal situations when focusing on correctness.
3) The Natural Order Hypothesis claims the rules of a second language are acquired in a predictable order, not taught order.
4) The Input Hypothesis argues we acquire language by understanding messages a little beyond our current skills.
5) The Affective Filter Hypothesis refers to affective variables
This document discusses the Total Physical Response (TPR) language teaching method. TPR attempts to teach language through physical activity by having learners act out commands given by the teacher. The objectives of TPR are to teach oral proficiency at a beginning level through comprehension exercises that ultimately aim to develop basic speaking skills. Some advantages of TPR include that it is fun, memorable, and good for kinesthetic learners, while disadvantages include that it does not practice pronunciation or speaking creativity. The document outlines appropriate applications of TPR in the classroom and the roles of both learners and teachers in a TPR-based lesson.
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
This document discusses various types and definitions of bilingualism. It defines early vs late bilingualism, simultaneous vs successive bilingualism, and other categories. It also addresses common myths and misconceptions about bilingualism, such as the ideas that it leads to cognitive delays or linguistic confusion. In reality, with proper input in both languages, bilingual children develop normally. The document advocates for additive bilingualism programs that support learning in both the first and second languages.
This lesson plan teaches English vocabulary related to farm animals to 3rd grade students at a basic English level. The plan uses the song "Old McDonald" to introduce vocabulary like cow, goat, chicken, and pig. Students fill in blanks in the song lyrics, then correct each other's work in pairs. The goal is for students to improve their listening skills, learn new animal words, and practice teamwork.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
This course provides students with knowledge, skills, and awareness of diversity issues in education. It aims to help students effectively manage diverse classrooms and promote cross-cultural understanding. The course covers concepts of diversity, the impact of diversity in education, and inclusive teaching strategies like culturally responsive pedagogy. It also addresses approaches to working with differences, developing diversity competence, and designing inclusive curricula. Students will conduct a project on diversity issues in Nepal and give a seminar presentation on the Nepalese context of diversity and education.
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The document is a project by Samarth Jain on the theme of value-based entertainment. It discusses how entertainment can educate people in a fun way without hurting others. It provides examples like poems, nature, stories and yoga that entertain and teach lessons. It encourages using entertainment to promote values like protecting the environment and using public transport to reduce fuel costs.
The document is a reading comprehension test with multiple choice questions about several short passages. The passages provide descriptions of people, objects, places, and processes. The questions test understanding of details, vocabulary, main ideas, and inferences drawn from the given texts.
This document discusses teaching speaking skills in a second language. It emphasizes that speaking is an important part of language learning and allows students to communicate effectively. While speaking was once taught through repetition and memorization, it is now recognized that students need opportunities to engage in meaningful communication. The document provides guidance on how to teach speaking skills effectively. It suggests creating a classroom environment where students can complete authentic tasks and activities in small groups to promote oral language development. A variety of short speaking activities are described, such as discussions, role-plays, interviews and using pictures to prompt narration and description.
language through literature an introductionkadlawn36
This document provides an introduction to the book "Language through Literature" by Paul Simpson. The book uses examples from poetry, prose and drama to offer a lively guide to concepts and techniques in English language study. Each chapter develops a language topic through practical tasks, discussion points, and project work. Students analyze texts to widen their understanding of topics from single words to whole conversations. The book aims to make language study engaging for those new to the subject by taking a literary discourse perspective and incorporating classroom activities. It seeks to benefit both students and teachers by addressing a key aspect of language, illustrating it through literary analysis, and suggesting practical extensions for teaching.
This document discusses critical pedagogy in second language learning and teaching. It begins by providing background on how critical pedagogy entered the field in the late 1980s and early 1990s. It then outlines several key areas of research interest within critical pedagogy, including critical academic literacy, learning processes and styles, and issues of contesting power dynamics. The document analyzes several studies that have taken a critical approach to examining second language learning and teaching.
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.
Krashen's Monitor Model has five main hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis proposes there are two independent systems - acquired and learned language. Acquired language is subconscious while learned is conscious.
2) The Monitor Hypothesis states that learned language is used as an editor or monitor of acquired language only in formal situations when focusing on correctness.
3) The Natural Order Hypothesis claims the rules of a second language are acquired in a predictable order, not taught order.
4) The Input Hypothesis argues we acquire language by understanding messages a little beyond our current skills.
5) The Affective Filter Hypothesis refers to affective variables
This document discusses the Total Physical Response (TPR) language teaching method. TPR attempts to teach language through physical activity by having learners act out commands given by the teacher. The objectives of TPR are to teach oral proficiency at a beginning level through comprehension exercises that ultimately aim to develop basic speaking skills. Some advantages of TPR include that it is fun, memorable, and good for kinesthetic learners, while disadvantages include that it does not practice pronunciation or speaking creativity. The document outlines appropriate applications of TPR in the classroom and the roles of both learners and teachers in a TPR-based lesson.
- Schema theory proposes that background knowledge plays an important role in comprehension. Readers use their existing knowledge to make sense of new information in a text.
- Traditional language teaching focused on the text itself but schema theory emphasizes the importance of the reader's background knowledge. Comprehension involves an interaction between what is known by the reader and the information in the text.
- Teachers can help readers comprehend texts better by selecting materials that relate to students' backgrounds and providing necessary cultural context cues when needed to activate the appropriate background schemas.
This document discusses various types and definitions of bilingualism. It defines early vs late bilingualism, simultaneous vs successive bilingualism, and other categories. It also addresses common myths and misconceptions about bilingualism, such as the ideas that it leads to cognitive delays or linguistic confusion. In reality, with proper input in both languages, bilingual children develop normally. The document advocates for additive bilingualism programs that support learning in both the first and second languages.
This lesson plan teaches English vocabulary related to farm animals to 3rd grade students at a basic English level. The plan uses the song "Old McDonald" to introduce vocabulary like cow, goat, chicken, and pig. Students fill in blanks in the song lyrics, then correct each other's work in pairs. The goal is for students to improve their listening skills, learn new animal words, and practice teamwork.
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
This course provides students with knowledge, skills, and awareness of diversity issues in education. It aims to help students effectively manage diverse classrooms and promote cross-cultural understanding. The course covers concepts of diversity, the impact of diversity in education, and inclusive teaching strategies like culturally responsive pedagogy. It also addresses approaches to working with differences, developing diversity competence, and designing inclusive curricula. Students will conduct a project on diversity issues in Nepal and give a seminar presentation on the Nepalese context of diversity and education.
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
General English and English for Specific Purposes differ in their target learners and aims. General English is designed for high school students and aims to improve overall English competence, while ESP is designed for working adults and aims to meet their specific needs. ESP focuses on designing courses according to learner needs in specific fields like academics or occupations. There are traditionally two main types of ESP: English for Academic Purposes and English for Occupational Purposes. Carter later proposed three types: English as a Restricted Language for very specific environments, English for Academic and Occupational Purposes for professional uses, and English with Specific Topics which focuses on language for particular topics rather than purposes.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The document is a project by Samarth Jain on the theme of value-based entertainment. It discusses how entertainment can educate people in a fun way without hurting others. It provides examples like poems, nature, stories and yoga that entertain and teach lessons. It encourages using entertainment to promote values like protecting the environment and using public transport to reduce fuel costs.
The document is a reading comprehension test with multiple choice questions about several short passages. The passages provide descriptions of people, objects, places, and processes. The questions test understanding of details, vocabulary, main ideas, and inferences drawn from the given texts.
This document provides an overview of the content covered in Chapter 1 of an English language textbook. The chapter focuses on listening, speaking, reading, and writing skills related to greetings, introductions, farewells, and recounting past experiences. The summary briefly outlines the key areas covered in each skill section and includes examples of activities and exercises students will complete to practice these communication skills.
The Perfect College Application Essay Topics,Dawn Mora
The document discusses the alleged UFO crash near Roswell, New Mexico in 1947. It describes how rancher William Brazel discovered mysterious debris from a crash site, which he reported to authorities. The local sheriff then informed the Roswell Army Air Field. The document outlines some of the evidence that has been presented to support that the crash involved extraterrestrial beings, such as reports of strange lights and bodies being recovered. However, the U.S. government has long denied these claims and maintained it was merely a crashed weather balloon. Debate still continues today over what really occurred at Roswell.
This student learning unit discusses festivals, family functions, and village/town life through a series of activities. It includes a crossword puzzle about festivals, a recipe for sooji halwa, an incomplete story about a family struggling financially and a daughter's proposal to work, problem-solving exercises, and reading comprehension passages on mobile phones and finding lost property. The unit aims to encourage students to think about their responsibilities to their community and discuss issues with friends and family. It concludes by asking students for feedback on the topics and difficulty level.
1. The document discusses predicting outcomes and making inferences based on clues provided in stories. It provides examples of short stories and questions to test the reader's ability to predict outcomes.
2. Key skills discussed include identifying clues in stories that provide signals to help arrive at certain answers, making guesses based on presented facts or events, and recognizing that these guesses are called outcomes, inferences or consequences.
3. Practice questions are provided after stories for the reader to test their ability to predict outcomes and choose the right answer based on clues in the stories. Answer keys are also included.
This chapter discusses listening, speaking, reading and writing activities related to headline news. It includes exercises where students respond to expressions of surprise, hold dialogues about news items, read news texts aloud and write their own news paragraphs. The document provides sample news items and dialogues for students to practice their skills. It also gives tips on expressing surprise and directions for various pair and group activities centered around analyzing or creating news reports.
The document contains a list of 40 students with their names and student codes. It also contains 7 appendices that describe a classroom action research study conducted by a teacher named Tri Wahyuni. Appendix 1 lists the students, Appendix 2 is a research journal, Appendices 3-5 contain observation schemes from different cycles, Appendix 6 is an evaluation of a pre-cycle, and Appendix 7 is an evaluation of cycle 1.
10Th Class English Discourse Writing - Creative Writing - Textual Grammar (Te...Jim Webb
This document provides information and examples related to different types of creative writing exercises in English, including diary entries, letters, news reports, profiles, and posters. It includes formatting guidelines and examples of each type of writing, with fictional scenarios and content. The document is intended to teach students how to write in different genres and voices through modeled examples.
The document outlines an English lesson plan for a 10th grade class. It details the reading skill, text type, competencies, objectives, materials, and assessment. The lesson focuses on analyzing recount texts. Students will determine main ideas, find details, meanings of words, and references within a recount text. They will also summarize the content. The teacher will use three phase techniques and images to facilitate reading comprehension.
How To Make A Good Conclusion Paragraph. Online assignment writing service.Michele Lata
The document discusses the negative effects that excessive social media and smartphone use can have, noting that they are new types of addiction that are difficult to avoid in modern society. Some of the negative impacts mentioned include decreased attention spans, increased loneliness and depression, cyberbullying, and sleep deprivation from nighttime phone use. The piece suggests that while social media and smartphones are powerful tools, overuse can undermine mental and physical health, especially for younger users who are still developing.
The document provides instruction for a lesson on Life in the Countryside, including revising vocabulary and grammar concepts through a mind map activity and practice exercises. It also includes communicating about planned activities during a trip to the countryside and working on a project to draw and describe an ideal place to live in the countryside.
The document provides instructions for stopping a nosebleed in 3 steps: 1) loosen clothing around the neck, 2) put a cotton pad in the bleeding nostril and sit with the head leaning forward, 3) squeeze the nose until bleeding stops. If bleeding continues, one should call a doctor.
The document contains 6 sets of questions and answers related to reading comprehension passages. Set 1 is about two students, Mable and Penny, meeting in the school canteen and making plans to go to the bookshop. Set 2 provides information about a writer's neighbor. Set 3 is about planning for Teacher's Day. Set 4 is about a man who notices his neighbor's abandoned car. Set 5 discusses water conservation. Set 6 is about a survey of hobbies for students in a school. The document provides the questions from reading passages on various topics and the corresponding answers.
Natural Cream Stationery Parchment Paper Great ForNatasha Duze
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete a 10-minute order form providing instructions, sources, and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction and receive a refund for plagiarized work. The service utilizes a bidding system and promises original, high-quality content.
The document summarizes homework assignments from pages 21 and 23. It includes 6 short exercises asking about language use, credit cards, job experiences, travel preferences, lucky numbers and favorite colors. It then discusses a longer reading passage about a child who feels they have it harder as the middle child compared to their older and younger siblings.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. 3
PLEDGE
India is my country. All Indians are my brothers and sisters. I
love my country, and I am proud of its rich and varied heritage.
I shall always strive to be worthy of it. I shall give my parents,
teachers and elders respect, and treat everyone with courtesy.
To my country and my people, I give my devotion. In their
well-being and prosperity alone lies my happiness.
THE NATIONAL ANTHEM
Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga
Uchchala-Jaladhi-taranga.
Tava shubha name jage
Tava shubha asisa mage,
Gahe tava jaya gatha,
Jana-gana-mangala- dayaka jaya he
Bharata- bhagya-vidhata.
Jaya he, jaya he, jaya he,
Jaya jaya jaya, jaya he!
4. 4
CONSTITUTION OF INDIA
Part IV A
FUNDAMENTAL DUTIES OF CITIZENS
ARTICLE 51 A
Fundamental Duties- It shall be the duty of every citizen of India:
(a) to abide by the Constitution and respect its ideals and institutions,
the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle
for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the
people of India transcending religious, linguistic and regional or sectional
diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes,
rivers,
wild life and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and
reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective
activity
so that the nation constantly rises to higher levels of endeavour and
achievements;
(k) who is a parent or guardian to provide opportunities for education to his
child or, as the case may be, ward between age of six and fourteen years.
6. 6
Unit at a glance
Mother Nature
Prose
Little Nino and My Secret Beard
Poem
Warned
Learning Outcomes
▪ By leaning this unit, the learner will be able to:
▪ Read and understand a prose text.
▪ Enrich vocabulary by identifying the meaning of words
from context.
▪ Refer to dictionary or glossary to find out the meaning of
unfmilair words .
▪ Read, enjoy and appreciate poems.
▪ Communicate effectively in simple English.
▪ Enhance creatuve and critical thinking.
▪ Gather ideas on poetic craft and poetic ideas.
▪ Express opinions and share feelings with other learners
7. 7
Little Nino and My Secret
Beard
Read this autobiographical extract where Aabid Surti, a well-known water warrior
from Mumbai, plans to talk to his grandson about water conservation.
Nino is barely six, that is, if you go by his birth certificate. If
you take into account his intelligence, he is beyond most young adults and many
adults too, myself included I am 83 and he calls me DJ.
The first time I heard it, I kept wondering why he used this acronym of “Disc
Jockey”. I am an author, a painter and a cartoonist too, but I have nothing to do
with music .
So, one day I asked him, ‘Why do you call me
DJ?’
He chuckled, ‘Because you are my grandpa-
my Dada ji.’
But ‘Why not use such a Hindi word?’
To make my grandpa the DJ of 21st
century.
Ask Nino about any of his favourite subjects and his replies will amaze you for
sure. Ask him about the electronic devices in a pilot’s cabin, and he will tell you
about the airspeed indicator and the altimeter. His favourite subjects are not
only airplanes but also elevators, vehicles, computers and India n trains.
During the previous winter vacation, when the family was travelling to Delhi,
he insisted on going by the Rajdhani Express. When we got to the station the
train had already arrived at the platform. The motorman was chatting near the
engine with the guard of the train. Nino wanted to peep inside the motorman’s
cabin. We kept our luggage under our seats and I took him there.
Watching Nino keenly peeping into the interior, the
motorman was impressed and took Nino inside for a
closer look. Not only that, he explained the workings
of the controls. Then Nino asked him, ‘Is this
Rajdhani engine a WAP 5 pr WAP 7?’.
The motorman was amazed. However he was
shocked when Nino quizzed him, ‘Which engine is
used in the Duronto?’.
Why was DJ so called?
---------------------------------------------
---------------------------------------------
---------------------------------------------
---------------------------------------------
What were Nino’s favourite
subjects?
-------------------------------------------
-------------------------------------------
-------------------------------------------
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8. 8
TO be honest, I too gawked at him in surprise. What
is the secret of Nino’s curious mind? From where
does he collect so many facts and figures? From
books, of course. Encouraged by his parents, he has
cultivated the habit of reading. Besides, Nino, at his
age, is quite familiar with the Internet. Google is his
favourite source for all the queries that arise in his
little mind. When we fail to answer him, he finds the answer via the search
engine. But his real secret is-ENQUIRY. He will never accept any answer
unless he is fully satisfied.
What interested me was this; how to motivate little Nino to save water. It hadn’t
rained much lately. A water crisis, not only in India but globally, loomed large.
Birds searching for water were dropping dead. Cows and other animals were
waiting to die in barren fields. Villagers had begun migrating towards big cities
for food and water.
I felt that, once Nino was convinced, he could inspire his school friends. I am
aware that children need to carry forward this message because they are the
future. I am also aware that this moment I open my mouth, I should be ready for
the innocent and unpredictable questions that arise in the minds of today’s
children. I would have to be fully prepared.
I decided to plan the probable questions that Nino would ask and prepare my
answers. I felt butterflies in my stomach. At this super-mature age, I felt like a
student, who, before going for his final examinations, tries to work out possible
questions.
Now, how to begin? Suppose I take him to a relaxed environment like the
nearby park and start the conversation dramatically-‘Nino, do you know, this
year a city in Africa called Cape Town has water left for only 3 months?’ He
will certainly shoot back‘So?’ I tried to foresee how thus conversation would
proceed.
‘Just imagine, Nino, for a few seconds. If we find out
there will be no water in our lakes in three months,
what will happen to the millions of Mumbaikars?’
‘Nothing.’
‘What! Nothing?’
‘Yes, nothing. We will get bottled water to drink.’
What, according to his
grandfather was Nino’s real
secret?
--------------------------------------
--------------------------------------
Why did DJ want to convince Nino
to save water?
-----------------------------------------------
-----------------------------------------------
-----------------------------------------------
-----------------------------------------------
9. 9
‘But all citizens cannot afford it. Besides, we need water for bathing, washing
clothes, cooking, gardening…’
‘But why worry now? When we came to know that a few months of water is left
in our lakes, we will find a way out. Right now we are getting water 24 hours a
day.’
I finally decided to approach this issue during our walk around the garden. I
imagined our conversation.
‘ My dear Nino, water scarcity is such a complicated
problem that you have to be ready much in advance.
Haven’t you heard your grandmother say, “when the
house is on fire, it’s futile to begin digging a well”?
‘You mean we should start digging a well in our
compound today itself?’
‘In many villages NGOs have already started digging lakes, cleaning rivers and
making check dams to capture rainwater that flows away to the sea.’
‘But DJ, we live in Mumbai, a big city with tall towers…’
‘You are absolutely right Sonny, we live in a tall tower and we cannot dig wells.
We can, instead, create space for water harvesting. For your information, the
secretary and the committee members of our housing society have already
started working on it.’
Once he was with me so far, I could give him some
idea about water harvesting. It simply means
collecting rainwater and keeping it for later use. I
would then come down to the very basics: how an
individual can save a few drops of water and make
a big difference.
Nino’s school bus dropped him in the evening at its usual time. From the
balcony of our apartment on the seventh floor, I saw him enter the main gate of
our building and dash for the lift. Soon he was in the drawing room. He kept his
schoolbag on the side-table and came to me looking pleased with himself.
‘Guess DJ,’ he said, sitting on the sofa to untie his shoelaces. ‘Why I’m soooo
happy today?’
‘Did you win the three-legged race?’
‘Oh no. Today was not Sports Day.’
10. 10
‘Then…one of your drawings was displayed in your classroom?’
‘You are nearly correct,’ he said, getting up to keep his shoes on the shoe rack.
Then he announced proudly, ‘The essay I wrote in the class got a Gold Star. Not
only that, I was asked by our teacher to read it aloud to the whole class.’
Naturally I got curious, so I asked, ‘What was the topic you wrote on?’
‘Water’.
‘Water!’ I echoed, forgetting my plan to take him to the garden. ‘What had you
written?’
‘How kids can save water’.
Now I was more intrigued. ‘How?’
‘Very simple. We cannot save big rivers but certainly we can save a few drops.’
‘But how?’
‘First, if you see a tap left dripping by some forgetful person, just close it. If you
make it a habit, you will be surprised to know that in just a year, you have saved
hundreds of litres of water from going down the drain. Second, we take water-
bottles to school. When we leave school, we throw away the remaining water in
the bottle. Instead we can save some drying plant or, a tree in the school
compound. Third, at home I have decided to use only one bucket of water for
my bath instead of using the shower because that wastes five buckets of water.
Fourth, if a kid can save five buckets of water daily, a grown-up like you can
too.’
I laughed. ‘Don’t you know little one, I am a water warrior? I don’t take shower
baths. I always use buckets.’
‘What I mean s that you shave every morning, you keep the faucet open and that
wastes more than five buckets.’
‘So?’ I shot back in Nino’s blunt style.
Instead of requesting me to use water sparingly, he answered flatly, ‘Keep a
beard.’ Since that day little Nino has been using only one bucket of water for his
baths and believe me, I look quite handsome in my beard!
--Aabid Surti
11. 11
Aabid Surti is a well-known, playwright and cartoonist who lives in
Mumbai. He is also an environmentalist and works passionately to
conserve water. He was distributed by the fact that a lot of water was
wasted daily due to leakages. So, he decided to offer door-to-door repair
services in his locality along with a volunteer plumber. This was the beginning of his NGO,
‘Drop Dead’. The prize money which he received from the Sahitya Sansthan for his
contribution to Hindi Literature helped him set up this NGO.
By 2013, Aabid Surti’s ‘Drop Dead’ had saved as much as 5.5 million litres of water. He has
since received many accolades for his incredible work but humility drives him and he
continues to do what he does best-help people save water.
Let’s revisit
ACTIVITY 1
Values and Life skills
The Earth has limited amounts of natural resources which are fast disappearing
due to the increasing demands of humans. In groups, discuss:
1. How is modern living affecting the Earth’s resources?
2. what steps can you take to lessen the demands on our natural
resources?
ACTIVITY 2
Vocabulary
An idiom is a group of words whose meaning is different from its individual
words. Idioms make language interesting and meaningful.
12. 12
ACTIVITY 3
A. Match the idioms with their meanings. You may use the Internet
to find the meanings.
Idiom meaning
1. in hot water a) Discouraging or negative about
something
2. Pour cold water over something b) Not correct or true
3. Water under the bridge c) In trouble
4. Doesn’t hold water d) In an unsuitable situation
5. Fish out of water e) Events in the past that are no longer
considered important
B.Complete these sentences with the idioms in A
• When Reena joined the new school everything was so unfamiliar
that she felt like a _____________
• Manu is________________ again. It’s the third time this week that
she’s been sent to the Principal’s office.
• Shalu and Diksha argued a lot last term but that’s all
_____________and they are good friends now.
• Hari insulted Abir, but none of it affected him. It was
like___________.
• Shella said, “ The administration explained the new policy to us.
Unfortunately, it ___________.
• Varun is excited about his new project. He will not anyone
_____________on the idea.
For example,
Get cold feet: to be nervous
All ears: to give absolute attention to someone.
Break the ice: to make someone feel comfortable
See eye to eye: to agree with someone.
13. 13
ACTIVITY 4
Fill in the blanks with the correct form of the verbs in the brackets.
1. Nobody ________(want) to take responsibility for the failure of the
project.
2. The staff at the hospital _______(eat) at the canteen on the ground
floor.
3. ‘I do not know where my baggage______(be)!’ shrieked Shreya.
4. The boy, along with his family _________(be) going to the picnic
tomorrow.
5. Thirty kilometres ________(be) a long distance!.
ACTIVITY 4
Observe how water is wasted in your home, your neighbourhood and
your school.
How would you persuade your parents, neighbours and school
authorities to change their habit about using and not wasting water?
Share your ideas and mention why you think they would be effective.
Here are some phrases that you may use
• Water supplies are running out…..
• I would request you to understand…..
• Please assess the consequences and…
• If we work together, then…..
ACTIVTY 4
The municipality taps in your locality are not closed at any time of the
day and a lot of water is therefore wasted. Write a letter to the local
municipality explaining the problem and why they should take
corrective measures.
14. 14
Follow this process:
The process What should you do?
Brainstorming
and outlining
Write down the main points
Drafting and
revising
Write the first draft- here the focus should be on
the content and not the form. Revise the draft by
modifying ideas
Final draft Write the final draft now.
Here is a sample for you to follow:
34 Outer Ring Road
Moti Bagh
New Delhi-110045
15 February 2019
The Principal
St Mary’s School
New Delhi
Sub: Request for leave
Dear Ma’am,
I, Rani Sharma, a student of class VIII of your school, would request
you to grant me leave for five days from 12 March 2019 to 16 March
2019. I shall be travelling to Rajasthan with my family to attend a
function.
I shall be greatly obliged if you kindly approve my lave.
Yours sincerely
Rani Sharma
15. 15
WARNED
In this poem, the poet talks about how humans are
slowly destroying nature and its resources and why we
must wake up before late.
The sands of time have rendered fear
Blue skies on high no longer clear
Stars were bright whence they came
Now dimmed, obscured, pollution’s haze
Crystal clear our waters gleamed
Fish abundant, rivers streamed
Ocean floors sandy white
Now littered, brown, pollution’s plight
Trees towered high above
Trunks baring professed love
Birds chirping from sites unseen
Gone, paper joined pollution’s team
One can’t blame pollution alone
As they say, you reap what you’ve sown
So let us plant a better seed
Tear out old roots, cultivate, weed
Protect what has been given for free
Our waters, skies, wildlife and trees
For once they’ve gone, don’t you say
Consider yourself warned of that fatal day
- -Sylvia Stults
16. 16
Sylvia Stults(1917-2000) lived in Michigan and her poems echo her
sentiments about nature and the pollution caused by different human
activities.
1. What does the poet mean by the ‘sands of time’?
________________________________________________________
________________________________________________________
________________________________________________________
2. Where would the birds chirp from?
________________________________________________________
________________________________________________________
________________________________________________________
3. What does the poet ask us to plant?
________________________________________________________
________________________________________________________
________________________________________________________
4. Name two things that the poet fears.
________________________________________________________
________________________________________________________
________________________________________________________
5. What happened to the crystal clear waters of the ocean?
________________________________________________________
________________________________________________________
________________________________________________________
6. What action should we take up now?
________________________________________________________
________________________________________________________
Rendered : ______________________________________________________
Whence : _______________________________________________________
Obscured : ______________________________________________________
Littered : ________________________________________________________
Fatal : __________________________________________________________
17. 17
ACTIVITY- 1
A. Trees towered high above
Trunks baring professed love
Birds chirping from sites unseen
Gone, paper joined pollution’s team
a. What does the poet mean by trees ‘baring professed love’?
b. What do you understand by the last two lines of the extract?
c. What picture comes to your mind on reading these lines?
B. Protect what has been given for free
Our waters, skies, wildlife and trees
For once they’re gone, don’t you say
Consider yourself warned of that fatal day
a. What is free?
b. What does the poet mean by the fatal day?
c. Do you think that the poet is being unnecessarily anxious? Why why
not?
ACTIVITY- 2
Rhyming words are words which have the same end sound. Rhyme scheme is
the order in which rhyming words are placed at the end of the lines in a poem.
Here is an example of rhyme scheme.
I was angry with my friend; (a)
I told my wrath, my wrath did end. (a)
I was angry with my foe; (b)
I told it not, my wrath did grow. (b)
-‘A Poison Tree’, William Blake
The rhyme scheme here is aabb.
18. 18
Read the poem, “Warned” and write down the rhyme scheme, if any.
ACTIVITY- 3
Prepare a poster on environment conservation.
Here is a sample poster that shows how our Mother Earth is being exploited.
19. 19
GLOSSARY
altimeter – an instrument to measure the height of the
aircraft above sealevel.
fatal – deadly.
gawked – stared fixedly.
littered – made dirty.
loomed- appeared as a threat.
obscured – hidden.
whence – from where .