Our colony has an excellent park which is very good for morning walks and exercises. It also has very good swings. There is no electricity or water problem here. There is good security for the residents. It is fun living here as the neighbours are friendly and helpful. The school and hospital nearby make living more secure for the children and the aged. The colony won the NSF Best residential colony award last year.
This document provides instruction on advanced paragraph writing techniques. It discusses 4 main rules: 1) Avoid repeating words or phrases unnecessarily, 2) The paragraph should be brief and to the point, 3) Sentences should be grouped together using conjunctions where possible, and 4) Sentences should be arranged in a logical sequence. Examples are given to illustrate how to apply these rules to improve paragraph structure and flow.
Nikki and Deepu surveyed their colony residents to gather outlines for a paragraph about their colony. They obtained outlines about the colony's park, swings, lack of electricity/water problems, good security, friendly neighbors, nearby school and hospital, and calm environment. Akash explained to them how to develop the outlines into meaningful sentences to write the paragraph. They planned to develop the outlines and show Akash their paragraph. The summary covered the key steps in paragraph writing discussed - what a paragraph is, developing outlines, and sticking to the topic.
Ix application and letter writing 1_betaavtardhillon
This document provides an overview of letter writing and its various components. It discusses that letter writing is a skilled composition that reveals the writer's personality. It also differentiates between formal and informal letters. The key parts of a letter identified are the sender's address, salutation, content, and subscription. Specific examples are provided for salutations and subscriptions based on the type of letter. Common mistakes in letter writing are highlighted. The overall document serves as an introduction to learning the correct way of writing letters.
Teaching English Through English I Class # 4lisyaseloni
This document contains discussions from an online English teaching forum on several topics:
1. Members discuss the effectiveness of English villages in Korea and how to improve them. Suggestions include making the content more authentic, locating them closer to cities, and collaborating more with schools.
2. There is a debate about the pros and cons of English villages, with some arguing they are useful immersion experiences and others saying they do not significantly improve English abilities.
3. The forum moderator then assigns members a class activity where they must present arguments for and against English villages and engage in a discussion.
4. Guidelines are provided on how to create and present a short teaching demonstration focusing on an English reading text
The document is a transcript from a BBC Learning English radio program about pronunciation. It discusses the importance of pronunciation for being understood. It also covers topics like weak forms, sounds not matching letters, and linking between words like final consonant to initial vowel linking and final vowel to initial vowel linking using /w/ or /j/. The program features an interview with an expert on pronunciation, Alan Stanton, who provides examples and explanations of these pronunciation concepts.
1. The document is a script for a lesson on modal verbs that will be presented by an anchor on Punjab Edusat.
2. It reviews the meaning and usage of various modal verbs including may, might, must, ought to, need, used to, have to, and dare with examples.
3. It concludes by recommending an activity where students guess objects in bags by touch to practice using modal verbs to describe possibilities, certainties, and obligations. The anchor emphasizes practicing modal verb usage.
Ix application and letter writing part 1_07.08.09avtardhillon
This document provides guidance on writing letters. It begins by explaining the importance of letters as a formal means of communication. The document then outlines the key parts of a letter, including the sender's address, salutation, content, and subscription. It notes that the specific format varies depending on whether the letter is formal or informal. However, it generally describes the sender's address appearing at the top left, followed by the salutation. The main content is then in the body, with details supporting the theme. The letter ends with a subscription that also varies based on the nature and audience of the letter. Overall, the document serves to instruct readers on best practices for writing different types of letters.
1. The document provides lesson material for teaching determiners in English to class 9 students. It includes stories, explanations, examples and exercises.
2. Key determiners are defined as words that signal the coming of a noun. They are categorized into articles, possessives, demonstratives, numericals, quantifiers, and interrogatives.
3. Examples are given to illustrate the different types of determiners and how they are used correctly with singular, plural and uncountable nouns.
4. The differences between determiners and adjectives are explained. Determiners always precede nouns while adjectives can follow or precede nouns.
5
This document provides instruction on advanced paragraph writing techniques. It discusses 4 main rules: 1) Avoid repeating words or phrases unnecessarily, 2) The paragraph should be brief and to the point, 3) Sentences should be grouped together using conjunctions where possible, and 4) Sentences should be arranged in a logical sequence. Examples are given to illustrate how to apply these rules to improve paragraph structure and flow.
Nikki and Deepu surveyed their colony residents to gather outlines for a paragraph about their colony. They obtained outlines about the colony's park, swings, lack of electricity/water problems, good security, friendly neighbors, nearby school and hospital, and calm environment. Akash explained to them how to develop the outlines into meaningful sentences to write the paragraph. They planned to develop the outlines and show Akash their paragraph. The summary covered the key steps in paragraph writing discussed - what a paragraph is, developing outlines, and sticking to the topic.
Ix application and letter writing 1_betaavtardhillon
This document provides an overview of letter writing and its various components. It discusses that letter writing is a skilled composition that reveals the writer's personality. It also differentiates between formal and informal letters. The key parts of a letter identified are the sender's address, salutation, content, and subscription. Specific examples are provided for salutations and subscriptions based on the type of letter. Common mistakes in letter writing are highlighted. The overall document serves as an introduction to learning the correct way of writing letters.
Teaching English Through English I Class # 4lisyaseloni
This document contains discussions from an online English teaching forum on several topics:
1. Members discuss the effectiveness of English villages in Korea and how to improve them. Suggestions include making the content more authentic, locating them closer to cities, and collaborating more with schools.
2. There is a debate about the pros and cons of English villages, with some arguing they are useful immersion experiences and others saying they do not significantly improve English abilities.
3. The forum moderator then assigns members a class activity where they must present arguments for and against English villages and engage in a discussion.
4. Guidelines are provided on how to create and present a short teaching demonstration focusing on an English reading text
The document is a transcript from a BBC Learning English radio program about pronunciation. It discusses the importance of pronunciation for being understood. It also covers topics like weak forms, sounds not matching letters, and linking between words like final consonant to initial vowel linking and final vowel to initial vowel linking using /w/ or /j/. The program features an interview with an expert on pronunciation, Alan Stanton, who provides examples and explanations of these pronunciation concepts.
1. The document is a script for a lesson on modal verbs that will be presented by an anchor on Punjab Edusat.
2. It reviews the meaning and usage of various modal verbs including may, might, must, ought to, need, used to, have to, and dare with examples.
3. It concludes by recommending an activity where students guess objects in bags by touch to practice using modal verbs to describe possibilities, certainties, and obligations. The anchor emphasizes practicing modal verb usage.
Ix application and letter writing part 1_07.08.09avtardhillon
This document provides guidance on writing letters. It begins by explaining the importance of letters as a formal means of communication. The document then outlines the key parts of a letter, including the sender's address, salutation, content, and subscription. It notes that the specific format varies depending on whether the letter is formal or informal. However, it generally describes the sender's address appearing at the top left, followed by the salutation. The main content is then in the body, with details supporting the theme. The letter ends with a subscription that also varies based on the nature and audience of the letter. Overall, the document serves to instruct readers on best practices for writing different types of letters.
1. The document provides lesson material for teaching determiners in English to class 9 students. It includes stories, explanations, examples and exercises.
2. Key determiners are defined as words that signal the coming of a noun. They are categorized into articles, possessives, demonstratives, numericals, quantifiers, and interrogatives.
3. Examples are given to illustrate the different types of determiners and how they are used correctly with singular, plural and uncountable nouns.
4. The differences between determiners and adjectives are explained. Determiners always precede nouns while adjectives can follow or precede nouns.
5
This document provides guidance on writing narrative paragraphs. It defines a narrative paragraph as one that tells a story or event in chronological order. It discusses including central ideas, characters, plots, descriptions, and settings. The document recommends organizing paragraphs with a background, summary of the story/event, and conclusion. It provides examples of narrative paragraphs and activities for the reader to practice writing their own.
The document provides instructions and exercises for writing a descriptive paragraph. It explains that a descriptive paragraph should use vivid details to paint a clear picture of a person, place, thing, or idea for the reader. Students are guided through selecting a topic to describe, drafting sentences with relevant details, and revising their paragraph to improve its organization and clarity. Examples of strong descriptive paragraphs are provided for analysis. Finally, students are given exercises to write a descriptive paragraph about themselves.
A paragraph should be focused on a single topic or central idea. It includes a topic sentence that introduces the overall idea, supporting sentences that explain or provide examples about the topic sentence, and sometimes a concluding sentence that summarizes the key points. Proper paragraphs are coherent, concise, and avoid shifting between unrelated topics within the same paragraph. Details should also be included to fully explain the central idea.
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,
Lesson plan of 'The Frog and The Nightingale'.MerylBenny
The lesson plan summarizes teaching the first two stanzas of the poem "The Frog and the Nightingale" by Vikram Seth. The plan includes showing an animated video of the poem, having students read and discuss comprehension questions about the stanzas, defining difficult words, explaining the content, and dividing students into groups to rewrite the stanzas as a paragraph. The goal is for students to understand and analyze the themes in the opening stanzas through various classroom activities.
The document outlines a detailed English lesson plan for grade 6 students focusing on using prefixes. It includes learning objectives, content, and a 4-step learning experience using the Attention, Acquisition, Abstraction, Application method. Key points covered are defining common prefixes like un-, im-, dis-, and re- and their meanings; providing examples of how prefixing changes a root word's meaning; and exercises for students to practice identifying prefixes and their effects. The lesson aims to help students understand unfamiliar words through structural analysis using basic prefixes.
This document provides instructions on how to write a good paragraph. It explains that a paragraph should have 3 main parts: 1) a topic sentence that introduces the main idea, 2) supporting sentences that provide details and examples to explain the main idea, and 3) a concluding sentence that restates the main point. The document gives tips for writing such as proofreading, editing, using transitional phrases, and staying focused on one main idea. It includes an example paragraph on batik in Indonesia and breaks it down into its topic, supporting, and concluding sentences.
This document provides instructions on how to write a good paragraph. It explains that a paragraph should have 3 main parts: 1) a topic sentence that introduces the main idea, 2) supporting sentences that provide details and examples to explain the main idea, and 3) a concluding sentence that restates the main point. The document gives tips for writing such as proofreading, editing, using transitional phrases, and staying focused on one main idea. It includes an example paragraph on batik in Indonesia and breaks it down into its topic, supporting, and concluding sentences.
This document provides guidance on writing narrative paragraphs. It defines a narrative paragraph as one that tells a story or event in chronological order. It discusses including central ideas, characters, plots, descriptions, and settings. The document recommends organizing paragraphs with a background, summary of the story/event, and conclusion. It provides examples of narrative paragraphs and activities for the reader to practice writing their own.
The document provides instructions and exercises for writing a descriptive paragraph. It explains that a descriptive paragraph should use vivid details to paint a clear picture of a person, place, thing, or idea for the reader. Students are guided through selecting a topic to describe, drafting sentences with relevant details, and revising their paragraph to improve its organization and clarity. Examples of strong descriptive paragraphs are provided for analysis. Finally, students are given exercises to write a descriptive paragraph about themselves.
A paragraph should be focused on a single topic or central idea. It includes a topic sentence that introduces the overall idea, supporting sentences that explain or provide examples about the topic sentence, and sometimes a concluding sentence that summarizes the key points. Proper paragraphs are coherent, concise, and avoid shifting between unrelated topics within the same paragraph. Details should also be included to fully explain the central idea.
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,
Lesson plan of 'The Frog and The Nightingale'.MerylBenny
The lesson plan summarizes teaching the first two stanzas of the poem "The Frog and the Nightingale" by Vikram Seth. The plan includes showing an animated video of the poem, having students read and discuss comprehension questions about the stanzas, defining difficult words, explaining the content, and dividing students into groups to rewrite the stanzas as a paragraph. The goal is for students to understand and analyze the themes in the opening stanzas through various classroom activities.
The document outlines a detailed English lesson plan for grade 6 students focusing on using prefixes. It includes learning objectives, content, and a 4-step learning experience using the Attention, Acquisition, Abstraction, Application method. Key points covered are defining common prefixes like un-, im-, dis-, and re- and their meanings; providing examples of how prefixing changes a root word's meaning; and exercises for students to practice identifying prefixes and their effects. The lesson aims to help students understand unfamiliar words through structural analysis using basic prefixes.
This document provides instructions on how to write a good paragraph. It explains that a paragraph should have 3 main parts: 1) a topic sentence that introduces the main idea, 2) supporting sentences that provide details and examples to explain the main idea, and 3) a concluding sentence that restates the main point. The document gives tips for writing such as proofreading, editing, using transitional phrases, and staying focused on one main idea. It includes an example paragraph on batik in Indonesia and breaks it down into its topic, supporting, and concluding sentences.
This document provides instructions on how to write a good paragraph. It explains that a paragraph should have 3 main parts: 1) a topic sentence that introduces the main idea, 2) supporting sentences that provide details and examples to explain the main idea, and 3) a concluding sentence that restates the main point. The document gives tips for writing such as proofreading, editing, using transitional phrases, and staying focused on one main idea. It includes an example paragraph on batik in Indonesia and breaks it down into its topic, supporting, and concluding sentences.
The document uses the metaphor of a bike to teach students about sentence structure in a concrete way. It explains that the subject is one wheel and the predicate is the other, forming the basic structure of a sentence. Additional details can be added to each wheel. Dependent clauses and phrases are described as "baskets" that attach to the bike. Students learn punctuation marks sentences and additions so readers understand the main idea. The bike metaphor provides students with a simple yet effective way to understand the key elements and purpose of sentences.
Detailed Lesson Plan (Creative Nonfiction) Dramatic WritingAnjenette Columnas
This is my lesson plan #3 during my internship at Andres Bonifacio College in the course subject of Creative Nonfiction. I hope this will help you in making your own lesson plan, future teachers!
The document provides definitions and examples of idioms and proverbs. It begins by showing a conversation between a mother and son where the mother uses idioms to tell the son to clean his room. It then defines idioms as phrases that do not make literal sense but have understood meanings. Examples of common English idioms are provided along with their meanings and examples of use. Proverbs are then defined as short sayings containing advice or wisdom. Several well-known proverbs are presented with explanations and examples. The document concludes by distinguishing idioms from proverbs.
The document discusses using a bicycle as a metaphor to teach students about sentence structure. It explains that a sentence needs two parts - a subject wheel and a predicate wheel - to form a complete thought. Additional details can be added to these wheels through adjectives, adverbs, and prepositional phrases. Dependent clauses and phrases act as "baskets" that attach to the sentence "bike" for support. This concrete approach helps students understand the core elements and variety of sentences.
This document provides an overview of writing essays, including the parts of an essay such as the introduction, body, and conclusion. It discusses the purpose and types of essays, as well as the thesis statement. The mechanics of writing such as grammar, punctuation, and style are covered. Finally, it addresses assessing essays and using APA style for citations and references.
This document provides an overview of writing essays and paragraphs. It discusses key parts of essays like the introduction, body, and conclusion. The introduction presents the topic and thesis statement. Each body paragraph should have a topic sentence and support for the thesis. The conclusion restates the thesis and summarizes main points. Good writing requires proper grammar, punctuation, and style guidelines. The document also reviews assessing essays and using the APA style format.
This document discusses code phrases and sentence structure. It defines code phrases as words that have a specific meaning to the writer but multiple meanings to the reader. It recommends replacing code phrases with specific details, descriptions, or concrete examples. The document also discusses four basic sentence types - simple, compound, complex, and compound-complex sentences. It advises using a variety of sentence types to improve writing by varying tone and representing connections between ideas. Readers are encouraged to identify code phrases in their own writing and experiment with different sentence structures.
The document provides guidance on writing paragraphs, including the key components of a paragraph - the topic sentence, supporting details, and concluding statement. It explains that a topic sentence states the main idea of the paragraph and does not have a fixed position. Supporting details provide additional information to develop the topic sentence. The concluding statement summarizes the main point. The document includes examples of paragraphs and activities for identifying the different components and reorganizing jumbled paragraphs into a proper structure.
The document describes using a "bike" model to teach students about sentence structure. The subject is one wheel, telling the who or what. The predicate is the other wheel, telling what about it. These two parts connect to form a basic sentence. Additions like adjectives or adverbs can expand the wheels. Dependent clauses and phrases can be added as "baskets" attached to the front, middle, or end of the bike. Punctuation like commas signals how these additions relate to the main sentence. This "bike" model provides a concrete way for students to understand how sentences communicate meaning through the relationship of their core parts and additions.
The document provides guidance on writing effective topic sentences for paragraphs. It defines a topic sentence as a general statement that introduces the overall idea to be discussed in the paragraph. A good topic sentence limits the scope of the topic by adding context like place, time, quality, or cause/effect. Examples show how broad topics can be narrowed by specifying location, type of event, or other details. Readers are given an exercise to practice narrowing topics and generating topic sentences.
The document discusses different types of sentences: simple, compound, complex, and compound-complex. It provides examples and definitions of each sentence type. Simple sentences have one subject and one predicate. Compound sentences contain at least two independent clauses joined with coordinating conjunctions. Complex sentences have one independent clause and at least one dependent clause. Compound-complex sentences contain at least two independent clauses and at least one dependent clause. The document also discusses the four types of sentences based on purpose: imperative, declarative, exclamatory, and interrogative.
The document provides instructions for students to design a book cover for the novel "Holes" and explain how its features link to the story. It also teaches about using connectives and clauses to vary sentence structures, including simple, compound, and complex sentences. Students are asked to imagine being the character Stanley Yelnats and write a diary entry about their first day at Camp Green Lake using different sentence structures.
The document provides instructions for students to design a book cover for the novel "Holes" and explain how its features link to the story. It also teaches about using connectives and clauses to vary sentence structures, including simple, compound, and complex sentences. Students are asked to imagine being the character Stanley Yelnats and write a diary entry about their first day at Camp Green Lake using different sentence structures.
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.
The document discusses active and passive voices in sentences. It provides examples of sentences written in both active and passive voices. It explains that in active voice, the subject performs the action, while in passive voice, the subject receives the action. It also discusses the rules for changing a sentence from active to passive voice, such as making the object the subject and using the past participle of the verb. The document aims to help learners properly identify and construct sentences in both voices.
This document provides a summary of Nehru's Will and Testament by Jawahar Lal Nehru:
1. Nehru expresses that he does not want any religious ceremonies performed after his death, as he does not believe in them and thinks submitting to them would be hypocritical.
2. He wishes for his body to be cremated after death, and for his ashes to either be scattered in the Ganges river or disposed of in a specific manner without retaining any part of the ashes.
3. The passage examines Nehru's final wishes regarding ceremonies after his death and disposition of his remains, demonstrating his secular beliefs and rejection of religious rituals.
1) This document discusses the active and passive voices in English grammar.
2) In the active voice, the subject of the sentence performs the action stated by the verb. In the passive voice, the subject is not the performer of the action and the action is done upon it.
3) Examples are provided to illustrate sentences written in the active and passive voices. Learners are then asked questions to help them identify the voice in given sentences and distinguish subjects that perform actions from those that do not.
Eng xii transformation of sentences part i_128 master frozenavtardhillon
The document provides an overview of a lesson on transforming sentences. The learning objectives are to define different types of sentences and sentence components. Examples are given to distinguish between a subject and predicate in simple sentences. Exercises are included for students to practice identifying subjects and predicates, and changing simple sentences into compound or complex sentences.
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 summarizes Ted's story of wanting to go to the moon. As a child, Ted dreamed of seeing the stars from the moon. As an adult, Ted excelled in his studies of astronomy but was rejected from a position on the moon due to a heart condition. Despite this, Ted was determined to find a way to the moon. He discovered an old space suit and began hatching a plan to launch himself to the moon in a homemade rocket.
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.
This document provides a breakdown of the typical marks or sections of a letter and the associated mark values. The body of the letter usually receives the most marks at 6, while the address and date, salutation, subscription, and name of the writer each receive 1 mark or less. The total expected marks for a letter is 10.
This document provides a lesson on idioms for students in class 11. It begins by explaining that idioms are phrases where the meaning cannot be determined from the individual words. The document then lists three learning objectives related to defining idioms, stating their importance, and applying their usage. Several idioms are then defined and examples are provided, including "to shoo away," "a turning point," "with a sigh," and "soar into the sky." The document emphasizes that idioms help vividly portray situations and messages. It continues defining and providing examples for additional idioms such as "a wild goose chase," "a great deal," "at any rate," "to be on fire," "broke out,"
Here are the key points about the content or body of a letter:
- It is the main or central part of the letter where the main purpose or theme is discussed.
- In a private letter, the content can be about sharing news, asking questions, requesting something etc. based on the relationship between the writer and recipient.
- In an official letter, the content must be clear, concise and relevant to the purpose of writing the letter like applying for a job, requesting information, making a complaint etc.
- It is written in paragraphs with the most important point discussed first followed by supporting details.
- Factual information, examples or references may be included to strengthen the message.
- The
The document discusses Jawahar Lal Nehru's essay on "The Variety and Unity of India", noting that while India is extremely diverse in its people's physical appearances, languages, foods, and customs depending on their state or region, they also share common bonds and qualities that make them distinctly Indian, and the conception of nationalism has become an increasingly uniting force. It explores examples of differences between groups like Tamils and Pathans as well as similarities in customs between border regions and neighboring countries.
The document provides a lesson on common errors in English grammar. It begins with an introduction and learning objectives. It then covers 5 key areas of common errors: [1] homonyms, [2] punctuation, [3] plurals vs possessives, [4] agreement, and [5] common misspellings. For each area, it provides examples of errors and the correct forms. It concludes by providing examples that demonstrate errors with nouns, adjectives, verbs, prepositions, and articles.
This document is an English lesson on voices (active and passive) for Class 11 students. It begins with an introduction on voices and provides examples of sentences written in both the active and passive form. It then discusses the key differences in structure between active and passive sentences. Examples are given of changing sentences from active to passive voice and vice versa. The lesson emphasizes that only transitive verbs can be changed to the passive voice. Later, it discusses the four types of sentences and provides examples of changing sentences between voices for each type. In the end, exercises are given to practice changing between active and passive voices.
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.
The document provides instructions for a lesson on different types of essays for Class X students. It discusses narrative and descriptive essays. For narrative essays, it defines them, provides examples of their basic qualities and steps for writing them. It also gives tips on how to write the experience and conclusion. For descriptive essays, it defines them and discusses focusing on the five senses and using vivid details when writing descriptions. The document aims to improve students' understanding of these two essay types through examples and exercises.
This document provides an overview of a lesson on essay writing. It begins by explaining the four key aspects of mastering any language: writing, reading, listening, and speaking. It then discusses the structure of an essay, including the introduction, body, and conclusion. It provides learning objectives which are to recap previous lessons, define what an essay is and its purpose, structure, how content is selected, different types of essays, and how to identify parts of an essay. Key points for writing an essay are outlined such as selecting a topic, writing an introduction, organizing ideas with clear sentences and paragraphs. Examples of analyzing essay topics are also provided.
Eng xii essay writting ii_125_16.11.09avtardhillon
This document provides instruction on three types of essays: imaginative, reflective, and expository. It begins by defining an imaginative essay as a short fictional story based on a given prompt. Tips are provided on incorporating sensory details, conversations, and historical elements. An example imaginative essay is presented. Reflective essays are defined as evaluating a past experience. The format and elements of a reflective essay are described through an example. Finally, expository essays are defined as factual essays that explain or define a topic through examples and cause/effect relationships. Characteristics of an expository essay such as the thesis statement and paragraph structure are outlined. Examples of potential topics for each essay type are provided at the end.
- 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.
Common errors in english usage xi beta_117_eng_27.10.09avtardhillon
The document discusses common errors in English usage related to subject-verb agreement and pronoun usage. It provides examples of sentences where the subject and verb or pronouns are incorrectly used and explains how to identify the subject and choose the correct verb form. It also discusses nouns that do not change form from singular to plural and the rules for using pronouns like who, whom, whose, which and that.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. SUBJECT - ENGLISH
CLASS - VIII
CHAPTER - PARAGRAPH WRITING
MODULE - ADVANCED PARAGRAPH WRITING
[Anchor1]
Hello friends. We had started off last time with the basics of paragraph writing.
Lets recall what all we had learnt.
VO with Text on Screen
• A paragraph is a piece of writing that deals with a single thought or idea.
• A paragraph is made up of sentences related to each other by a common
topic.
• Outlines are incomplete sentences meant to guide us in writing the
paragraph.
• Writing the outlines as grammatically correct and meaningful sentences is
called developing the outlines.
• We must stick to the topic and the outlines given to us.
So keeping these basics as the base let us set our learning objectives for today’s
module.
Learning Objectives
Upon completion of this module, the learner will be able to-
• Develop the outline into complete meaningful sentences.
• Order the sentences to give flow and clarity to a paragraph
• Apply the rules while writing a paragraph to make it crisp and meaningful
[Anchor 2]
Given the outlines, we had written the points as complete, meaningful sentences.
But, the way we develop our outlines is also important as it makes our paragraph
a better one. As we proceed, we will look at the rules which will help us to write a
beautiful paragraph. Our friends Nikki and Deepu had got their outlines by
interviewing their colony residents. They have now developed their outlines. Let
us see how their paragraph ‘My Colony’ looks.
VO with Text on Screen
2. My Colony
Excellent park… for morning walks and exercise… has swings… no electricity,
water problems… good security for residents… friendly neighbours… school and
hospital nearby… calm and peaceful environment
Our colony has an excellent park. The park in our colony is very good for
morning walks. The park in our colony is also good for exercises. The park in our
colony also has very good swings. There is no electricity or water problem in our
colony. There is good security for the residents of our colony. The neighbours are
friendly. There is a school and a hospital nearby. The colony has a very calm and
peaceful environment. I think it is the best colony of the city.
[For MM] Show the conversation between characters
Akash : You have written all the points in the outline as complete sentences.
Now let us beautify the paragraph.
Nikki : How can we improve our paragraph?
Akash : Firstly, look at the topic of your paragraph. It says ‘My Colony’. So
everywhere in your paragraph, you need not mention that it is your
colony. It is obvious that you wouldn’t talk about some other place
in a paragraph titled ‘My Colony’. So you need not repeat the fact
that it is your colony. Similarly when you are talking about the park
in your colony in the first line, you need not mention again that it is
the park in your colony. You could just say ‘the park’. The person
reading your paragraph will understand that it is the same park.
Deepu : So, we should avoid repeating things unnecessarily.
VO with Text on Screen
RULE 2 : Do not repeat words or phrases unnecessarily.
[Anchor 3]
Yes children. Paragraph is something which is very short. There is no scope for
repetition in it. Unnecessarily repeating words makes our paragraph dull and
boring. By using pronouns like he, she or it; we can make our paragraph crisper
and fresher. At times, when we are talking about the topic itself, it is understood
to the reader. We need not explicitly mention it again and again. It is an accepted
fact that the paragraph will talk about its title. All sentences will be read and
interpreted in the context of its topic. Let us see how the paragraph Nikki and
Deepu wrote looks now, after they have chopped off the words they were
repeating earlier.
VO with Text on Screen
3. My Colony
Earlier version:
Our colony has an excellent park. The park in our colony is very good for
morning walks. The park in our colony is also good for exercises. The park in our
colony also has very good swings. There is no electricity or water problem in our
colony. There is good security for the residents of our colony. The neighbours are
friendly. There is a school and a hospital nearby. The colony has a very calm and
peaceful environment. I think it is the best colony of the city.
Corrected version:
Our colony has an excellent park. The park is very good for morning walks. It is
also good for exercises. It also has very good swings. There is no electricity or
water problem. There is good security for the residents. The neighbours are
friendly. There is a school and a hospital nearby. The colony has a very calm and
peaceful environment. I think it is the best colony of the city.
[For MM] Show the conversation between characters
Akash : The next rule you should keep in mind is to make the sentences
crisp and brief. The paragraph is very short. We should write only to
the point. Try to group the sentences using conjunctions.
Nikki : Can we write all sentences about the park together?
Akash : Yes. That would make your paragraph neater and shorter.
Deepu : Let’s do that.
VO with Text on Screen
RULE 3 : The paragraph should be brief and to the point.
[Anchor 4]
Since the length of the paragraph is limited, we need not elaborate the points.
There is no need to explain the sentences in our paragraph. Just writing clear
and complete sentences is enough. If we just stick to our outlines and write them
as clear sentences, it is enough. We need not clarify them further. Not being
crisp and to the point makes our paragraph a very poorly written one. There
might be many things that you want to say, but say it in the neatest possible
manner, so that the reader understands it. For example, we asked Geeta why
she didn’t come to school yesterday. Look at the answer she gave
[For MM] Show the conversation between characters
{Face of an 8 year old girl with a bubble with the following text. Voice over.}
4. Geeta : Ma’m, I had to go for my cousin’s wedding. The wedding was in Mumbai.
Do you know it takes two days by train to reach there? Mumbai is very crowded.
Everybody is so busy there. Didi’s lehenga was so beautiful…
We asked Payal the same question. Look at her reply.
{Face of another 8 year old girl with a bubble with the following text. Voice over.}
Payal: Ma’m, I had gone for my cousin’s wedding in Mumbai.
[Anchor 5]
We wanted to know only why Geeta hadn’t come to school. We were not
interested in the details of Mumbai and the wedding. All the extra information
made Geeta’s answer unnecessarily long.
In our paragraph, we must not only avoid giving unnecessary information but
should also avoid speaking elaborately. Try to find the smallest sentence to
convey your point. Do not repeat the sentences. Be short and crisp. Only then
will the reader enjoy reading your paragraph and get influenced by it.
Using conjunctions is a very good idea of grouping sentences. For example: In
the paragraph that Nikki and Deepu are writing, they talk about the park in their
colony in the first three sentences. They could have grouped the sentences
together. Let us see how the sentences look after grouping.
VO with Text on Screen
My Colony
Earlier version:
Our colony has an excellent park. The park is very good for morning walks. It is
also good for exercises. It also has very good swings.
Corrected version:
Our colony has an excellent park which is very good for morning walks and
exercises. It also has very good swings.
[Anchor 6]
Using conjunctions like ‘and’, ‘while’, ‘which’ etc helps us group sentences and
make our paragraph crisper.
The next thing that we should be careful about is the order of thoughts.
VO with Text on Screen
RULE 4 : Sentences should be in proper sequence.
[Anchor 7]
When we want to convey a thought, sequence makes a difference. Look at the
following sentences.
5. VO with Text on Screen
I fell down.
I was playing in the garden.
A stone came in the way.
I started cycling;
I began to get bored.
[Anchor 8]
These sentences don’t seem to make any sense. Let’s rearrange them and again
take a look at them.
VO with Text on Screen
I was playing in the garden.
I began to get bored.
I started cycling.
A stone came in the way.
I fell down.
[Anchor 9]
Now the sentences begin to make sense. We are able to follow the sentences
logically and understand what must have happened. Similarly in your paragraph,
make sure the sentences are in proper order. Do not mix up the order of the
sentences in the outline.
[For MM] Show the conversation between characters
Akash : Now your paragraph looks much better. But, does it look like you
are talking to somebody? When we speak, do we speak separate
sentences? Or is there some connection between them?
Nikki : Connection? What do you mean by that? We cant group all the
sentences.
Akash : You cant group all sentences. But you can at least relate them to
each other.
VO with Text on Screen
RULE 5 : Relate sentences to each other.
[Anchor 9]
When we speak, we not only speak the sentences in a particular order but also
connect the lines. After we finish speaking a sentence, there should be a reason
why we are speaking the next sentence, otherwise it begins to sound illogical
right? For example, look at the following 2 sentences.
6. VO with Text on Screen
I had ice-cream. I got a sore throat.
[Anchor 10]
The sentences by themselves are not related. It is not necessary that you got a
sore throat because of the ice-cream. The reader is left wondering why you
mentioned that you got the sore throat. He also doesn’t know whether you got
the sore throat because of the ice-cream or not. A simple conjunction could have
related the two sentences and made your paragraph easier to understand.
VO with Text on Screen
I had ice-cream and got a sore throat.
I had ice-cream and so I got a sore throat.
I had ice-cream because of which I got a sore throat.
I had ice-cream as a result of which I got a sore throat.
[Anchor 11]
Any of these sentences sounds better than what we had previously. Depending
upon the conjunction that you use, the length of the sentence may vary. Try to
choose the link which uses minimum words but conveys the meaning
successfully. It doesn’t matter if linking sentences makes the paragraph slightly
longer than what it would be with individual sentences. Just a group of sentences
does not constitute a paragraph. A paragraph is a group of related sentences.
So, we must relate the sentences and show the link between them. It is not only
easier to understand but also sounds better when one thought arises naturally
out of the previous. It looks like a single paragraph without abrupt jerks or change
of track. Look at these sentences.
VO with Text on Screen
Lot of energy is wasted in overwork. Energy is restored by leisure.
Lot of energy is wasted in overwork and this energy is restored by leisure.
[Anchor 12]
Thus, usage of pronouns and conjunctions makes our paragraph more sensible
and logical. Well connected sentences are a sign of a good paragraph. At times,
it is necessary to write the first sentence of the paragraph ourselves from the
topic. The first sentence of the outline may not make sense independently. We
may need a sentence before starting with developing the outline. For example:
VO with Text on Screen
Topic : Visit to market place
Very crowded… noisy… lots of shops… banners for sale, discount… people
bargaining…
7. [Anchor 13]
If we start off by saying the market place was very crowded, it will appear
senseless. Which market place? What is the theme of the paragraph? All sorts of
questions will arise in the mind of the reader. In such cases, it is useful to write
an introductory sentence ourselves, so that the rest of the sentences of the
outline then begin to make sense. We could write…
VO with Text on Screen
I went to visit the market place one day. It was very crowded and noisy. There
were lots of shops and banners for sale and discount were put up outside them. I
could see many people bargaining.
[Anchor 14]
The first line ‘I went to visit the market place one day’ clarifies the topic in the
mind of the reader. The sentence not only helps us link the remaining sentences
but also gives the paragraph a proper shape.
[Animation]
Akash : We need not write the same words as those given in the outline. To
make the sentences more meaningful, we may add words or
change words according to our will.
Deepu : But we should not miss out any point given in the outline.
Akash : Right. You can add things and modify sentences, but do not skip
any point given in the outline. The outline tells you the major points
which your paragraph must contain.
Nikki : Now, I understand what you meant by developing the outlines
beautifully. How we elaborate the sentences, what words we use
and how we connect the sentences makes the difference between a
good and a bad paragraph.
Akash : Yes, let us modify your paragraph now.
[Anchor 15]
Let us see how the paragraph looks after modification.
VO with Text on Screen
My Colony
Earlier version:
Our colony has an excellent park which is very good for morning walks and
exercises. It also has very good swings. There is no electricity or water problem.
There is good security for the residents. The neighbours are friendly. There is a
school and a hospital nearby. The colony has a very calm and peaceful
environment. I think it is the best colony of the city.
8. Corrected Version:
Very few people know about our colony. Our colony has an excellent park which
is very good for morning walks and exercises. It also has very good swings.
There is no electricity or water problem here. There is good security for the
residents. It is fun living here as the neighbours are friendly and helpful. The
school and hospital nearby make living more secure for the children and the
aged. The colony has a very calm and peaceful environment. I think it is the best
colony of the city.
[Anchor 16]
Even if the paragraph is longer than what it was before, it is worth it. Now the
paragraph sounds better and also has a better impact. We can include short
proverbs or emphatic statements to make our paragraph more attractive. The
paragraph is a creative piece of writing. The main aim is to write down our
thoughts in an arranged manner and influence the reader. If including something
in your paragraph makes it more attractive, then go ahead and do it. All
paragraphs don’t look alike. There is no single way in which a given set of
outlines can be developed. Different people use different words, different tools to
make their paragraph unique and to have an impact on the readers. Be free to
make your paragraph unique while staying withing the boundaries of the given
outlines.
[For MM] Show the conversation between characters
Deepu : Bhaiya, does our paragraph look neat and crisp now?
Akash : It looks much better. Just one last thing remains.
Nikki : What is that Bhaiya?
Akash : Look at the last line.
VO with Text on Screen
I think it is the best colony of the city.
[For MM] Show the conversation between characters
Akash : While writing paragraphs, we must avoid giving our own views.
Nikki : But, you yourself said, we could add our own sentences. We need
not write exactly what was given in the outlines.
Akash : You can write your own sentences, choose your own words. But
avoid voicing your thoughts and views. A paragraph is a very short
piece of writing, where the reader just gets a quick idea of the topic.
There is no limit to the length of a paragraph, no definite rule about
the number of sentences in a paragraph. But, writing our views,
thoughts and opinions in a paragraph is not very appropriate.
9. Deepu : But our colony won the NSF Best residential colony award last year.
Akash : Then, mention that. Don’t say that you think it’s the best colony. Say
that the colony won the award.
Nikki : So facts and accepted thoughts are what we should include in our
paragraph. Personal opinions and views should be avoided.
VO with Text on Screen
RULE 6: Avoid writing personal opinions and views on the topic.
[Anchor 17]
It is better to state facts and thoughts as they are instead of presenting our
personal opinions and views. Thus we need to be brief and to the point. But the
sentences should be related to one another and the whole paragraph should
collectively speak about the topic as one whole chunk and not separate
sentences.
Children, today we have learnt that
VO with Text on Screen
• We develop the outlines into complete meaningful sentences.
• We should not repeat words and phrases unnecessarily.
• We should be brief and to the point.
• We should write the sentences in proper order.
• The sentences should be related to each another.
• Personal opinion and views should be avoided.
Question - Answer Session
Develop paragraphs on the basis of the given outlines.
{Question appears and after 3 seconds the answer appears.}
Topic: Rainbow
Appears after rain… made of seven colours… VIBGYOR… beautiful to watch…
signifies life… seven colours combine to make white…
Answer:
The rainbow appears when sun shines after rain. The rainbow is made of seven
colours – violet, indigo, blue, green, yellow, orange and red - collectively known
as VIBGYOR. It is a beautiful sight to watch. The rainbow signifies life. The way
seven colours combine to make white light, different emotions join together to
form life.
Topic: Trees – our friends
10. Trees have life… give us fruits… wood… shade… cause rainfall… clean air… we
should not cut them…
Answer:
Trees have life too like humans. Tree give us fruits to eat and wood for making
furniture. During summers, they give us shade. Trees cause rainfall and clean
the air. We should not cut trees.
Topic: A visit to book fair
Last Sunday… with friends… many publishing houses displayed books… I
bought some… had tea and snacks.
Answer:
Last Sunday, I visited the World Book Fair with my friends. Many publishing
houses had displayed their books. I bought some books on science and
technology. At the end of the day, we felt tired and had tea and snacks.
[Anchor 18]
Here are some outlines. Develop these into paragraphs yourselves.
{Question appears and after 3 seconds the answer appears.}
Topic: Education
Must for every child… imparts knowledge… makes the child intelligent… tackles
issues with wisdom… has information… education shapes the personality…
important for country’s future…
Topic: A Street Hawker
A familiar figure… seen near schools, bus stands… shout in full voice… attract
the customer… sell vegetables, ice-creams… sometimes stale things… life very
hard…
Topic: Air pollution
Clean air essential for life… smoke from vehicles pollute… industrial smoke…
ozone layer getting depleted… cause many health hazards… asthma, breathing
problems… children most affected…
Anchor 19
Children, we now come to the end of our module on Paragraph Writing. I hope
this session was easy, and informative. Have a good day!
End of the episode