SYLLABUS PLANNING

CLASS XII (2015-16)

ENGLISH
PRESCRIBED BOOKS

1. FLAMINGO: NCERT Textbook

2. VISTAS: Supplementary Reader by NCERT
3. THE INVISIBLE MAN by H.G. Wells
GENERAL LEARNING OUTCOMES: On the completion of the academic course, the learners will be able to demonstrate an understanding of
the four skills reading, writing, speaking and listening.

The learners will be able to appreciate prose, poetry and drama and organize ideas effectively in an appropriate, mechanically and
grammatically correct style.

ASSESSMENT OF LEARNERS: Formal and informal assessments would be conducted. Classroom assessment technique (CAT) would be
adopted through class discussions, worksheets, quiz and exercises and various activities. Home assignments and projects would be assigned
and the students would be graded accordingly.

Assessment of Speaking and Listening (ASL) for both the terms to evaluate the speaking and listening skills.

OPEN TEXT BASED ASSESSMENT (OTBA) would be a practice to assess the analytical and theoretical skills.

TERM I & II
General Objective: To lead the learners to substantiate an understanding of the connection between writing and thinking and
demonstrate effectiveness in using verbal and non verbal language appropriate to the goal.

- Improve communication between student – student and teacher-student.

- To develop academic skills.
- To enhance the students’ knowledge of subject content.
- To read literature with an appreciation for inter-relatedness of plot, character, theme and style.
- Form an appreciation for all genres of literature.

- To encourage goal- oriented teamwork.

APRIL

PROJECTED SPECIFIC METHODOLOGY LEARNING OUTCOMES ACTIVITIES & RESOURCES

CONTENT OBJECTIVES ASSIGNMENTS (for
differentiated learners)

The Last -to make the The session would begin with -They would develop their Group Discussion PPT
Lesson(Flamingo) students identify the an interaction on homework – optimistic attitude towards
genre to which the and the way you treat it. life amidst many struggles. on Handout
story belongs.
Political enslavement is a Source:
(Student-Teacher Interaction) They would be able to
-to understand the familiarize themselves with curse on any Nation as it http://en.wikipedia
techniques used by The learners would interpret deprives it of its identity. .org/wiki/File:Alsac
specific background
the author the title of the lesson. e-lorraine.JPG)
- to enhance information of Alphonse For all range of learners
vocabulary The background knowledge of Daudet/ history of France. in a group of six Alsace & Lorraine
the author and his works They would be able to make comprising- During World War I
- to enable them to
would be given. The facilitator connections between similar
comprehend the C2-C1- 2 students
would develop the chain of situations in different
cultural background
of the story. events, with TEXT sequence or storylines/life experiences B2-B1-2 students
discourse/spoken with like Indians under British
-to enable them to reference to the educational A2-A1-2 students
imperialism.
realize the and personal domains.
importance of a
teacher in the life of Difficult words and terms
a student. would be discussed. The prose
will be explained. All possible
questions and answers would
be discussed and assigned.
TIGER KING -to enhance The session would start with a The Learners will be able to Presentation on Video on Save Tiger
familiarizing with short video on save tiger. The uncover motives, absorb Treatment to Wild Life
(Vistas) specific background PPT
learners would interpret the didactics. through Power Point
information of
title of the story and relate it Presentation.
author / book They would be able to
excerpt / history to the video shown.
familiarize with specific For all range of learners
The background of the author Royal Indian background in a group of six
-to raise an
awareness to would be given. The story information of the comprising-
conserve Wild Life. would be read aloud. The author/history of cruel
theme and underlying insensitive kings who found C2-C1- 2 students
-to enable them to meaning would be discussed. pleasure in hunting and B2-B1-2 students
understand the killing innocent animals.
importance to A comparative study between A2-A1-2 students
sustaining ecological Mrs Packletide’s Tiger and the They would understand the
balance. lesson. importance of becoming
sincere and trustworthy in
Difficult words would be listed
thought and action.
and explained. The moral of
the story would be discussed. They would be
understanding, responsible,
tolerant and have respect for
class identities – democratic
citizenship.

My Mother at -to encourage the Pre-reading activity would be The students would be able A comparative study of Audio-Visual (visual
sixty-six students to the first step wherein the to grasp the theme and the poems A Photograph representation of
(Flamingo) appreciate poetry students would delve deep meaning of the poem. and My Mother At Sixty- the poem)
and read aloud with into the title of the poem and
six.
proper intonation make an interpretation of the They would be able to read Handouts
title as it indicates the subject the poem with proper tone The learners would
-to prepare the and theme.
and rhyme and develop an discuss in their groups
students for poetic
forms and adept (student- teacher interaction) interest in poetry. and draw a comparative
 them with the They would compare the Their vocabulary would be analysis and present the
figures of speech, poem with the poem A strengthened. synopsis of the discussion
rhyme and rhythm Photograph. in the class.
The background of the poet Their analyzing skills would
-to read and would be discussed. be enhanced. Group Activity
recognize the The poem would be read
purpose of economy aloud with proper intonation For all range of learners
of words and the rhyme and rhythm. comprising three
hidden pathos and Difficult terms and words students in one team-
nuances of the lines, would be explained so that
correlating them the students can predict the C2-C1- 1 student
with author’s atmosphere of the world
background and inside the poem. B2-B1-1 student
personal The poem would be explained
experiences- to build covering the phrases, A2-A1-1 student
up didactics, sentences and discourse as
empathy and well as their structuring.
sympathy with the
loss of the speaker. Silent reading of the poem by
the students within five
minutes and listing the
difficult terms.

The figures of speech and

rhyme scheme would be
discussed.
WRITING -to enable the Warm up session: Students will be able to Group Activity: PPT
SKILLS students to apply the analyse any NOTICE shown
correct format while Learners would share their to them on the basis of the Groups would be formed (format and the
Notice Writing writing a notice. according to the range of
knowledge on the importance objectives of notice
knowledge imparted.
-to make the of a notice(Student- Teacher Learners and distributed different types and
students the role of 5 Ws and
interaction) They will be able to frame different fields
comprehend why a frame a notice on the
notice about any event. subject given. through Visual
notice is written and The Learners would be asked
the style and
 procedure. to speak about a notice they They will be able to identify C2-C1- 2 students Representation)
received and they remember important information in any
still. given notice. B2-B1- 2 students

The teacher would explain Students will be able to use A2-A1- 2 students
what a notice is and its appropriate style and format Notice Writing exercises :
purpose. The standard format to write a NOTICE
of notice writing would be effectively. Different topics on
shown in the class. The different fields of notice
teacher would discuss in detail for all range of learners.
what a notice should contain.
The wide range of themes and
objectives covered by notice
would be discussed with
examples

Special note on-

5 Ws

What

Where

When

Who

Whom

INVITATION To enable the Developing the format in The learners would be able Framing and preparing PPT on invitations
WRITING/ learners to express sequence or discourse/spoken to express their ideas invitation cards for of marriages,
REPLIES their ideas cohesively with reference to the cohesively, completely, different purposes. annual/sports day,
without any
 difficulty. educational, personal fluently and spontaneously Group Activity for all anniversary,
-to enable them to domains. with expressions, grammar range of learners in a birthdays,
comprehend usage and relevant group of three inaugurations etc.
different written The teacher would discuss vocabulary for a hospitable comprising-
texts for with examples all kinds of
personal/public announcement of an event.
invitations and the method of C2-C1-1 student
information, their
framing replies.
formats and B2-B1-1 student
purpose.
A2-A1- 1 student

Framing replies in pairs

of-

C2-C1- 1 student

B2-B1-1 student

and

B2-B1- 1 student

A2-A1-1 student

NOTE MAKING -to summarize In the beginning of the The learners would be able Group comprehension PPT demonstrating
information from session, a text would be to differentiate between comprising all range of the technique and
different written provided to the students to annotation, outline notes, learners(3 students in art of note making.
column notes, mind maps
text, reconstructing read and involve in note one group)
and summary notes from a
arguments and making to test previous text.
accounts in a knowledge. C2-C1- 1 student
coherent They would be able to use B2-B1 – 1 student
presentation. The facilitator would train the
the note taking suggestions
-to express students to read a text A2-A1 – 1 student
to develop good notes based
spontaneously, minutely, or listen carefully to
 concisely and select, analyse and summarize on classroom discussions
precisely, the main points.
differentiating finer
shades of Ways of making notes would
significance even in be discussed:
the most complex Annotation, outline notes,
situations column notes, mind maps and
-to express ideas summary notes.
with extra
information and
complexity, fluently
and without difficulty
in sentence
construction.

MAY

DEEP WATER -to enable the The session would begin with The learners would unfold Listening Assessment PPT demonstrating
students to enhance an interactive session wherein their logical thinking skills. the synopsis
their understanding the teacher would ask the A Snippet (song
skills and create an Their vocabulary will be delivering courage of A Snippet
students to discuss about their
interest on the topic to enriched. Amelia Earhart)
be studied. phobias as related to the
-to make the students theme of the lesson. They would be able to Worksheets on
enrich their vocabulary organize their thoughts, Listening task, Crisis PPT on Water
and strengthen their The prose would be read Sports.
aloud. Difficult words would research work, compile and Management, Creative
understanding skills.
be discussed. present in an economic writing to unfold logical
-to prepare the writing style. thinking skills.
learners for digital The story outline, theme and
values would be discussed by The creative writing skills (Individual Activity-
learning.
the teacher through a Power would be enhanced. They worksheet including
-to enhance the Pont Presentation. would develop their listening, questions for all range
 learners’ listening skill. speaking, questioning and of learners.)
The students would be presentation skills.
-to enable them to grouped into six for the varied Students would be
strengthen their activities, discussions and They would strengthen their divided into groups of
logical and critical presentations. decision making skills. six comprising all range
thinking skills. of learners for
presentation and
-to develop their discussion on Water
creative writing skill. Sports.
-to prepare them for
C2- C1 : 2 students
Crisis Management.
B2-B1: 2 students
-to inculcate the
values of hard work A2-A1: 2 Students
and determination.

LOST -to sensitize the The session would begin with Learners will be able to E-Project on Child Audio-visual
SPRING students to the an audio –video presentation sensitize the learners to the Labour : Shape Our documentary on
problem of child on the plight of poor children. problem of child labour. Future Bright Child labour.
(Flamingo)
labour. The learners would be asked
to interpret the title of the They would be able to identify Group activity for all PPT
- to facilitate making lesson relating it to the the problem, consider the range of learners in a
connections between options, weigh the pros and group of six comprising- Hand outs
presentation.
similar situations in cons of each option, and reach
different storylines/life The background of the author a decision/opinion/solution. C2- C1 : 2 students
experiences. would be given. The theme
They would enhance their B2-B1: 2 students
and story line would be
-to enhance the explained. analytical skills. A2-A1: 2 Students
integrated skills of the
The teacher would develop They would be able to uncover After viewing the e-
learners.
the format in sequence or the motives of the poor project given above
discourse (spoken with
Shape Our Future Bright
 reference to the ethical/global parents/policemen/
and personal domains.
Industrialists/middlemen.
They would be able to absorb
didactics and inspiration.
They would strengthen their
integrated skills.
and the documentary
on child labour, write a
report on the Problem
of Child Labour in India
for your school
magazine.
Being the head boy/girl
of your school, write a
notice informing
students about the
‘Anti-Child-Labour’ day
going to be observed in
your school.

KEEPING -to read and recognize The session would begin with The learners would be able to Role Play on Correlated works
QUIET the purpose of the study of silence. The understand the need of the establishing Peace and of Neruda.
economy of words and teacher would ask the learners hour to maintain peace and Unity.
(Flamingo) PPT demonstrating
the hidden feelings to maintain silence and the cut out the clamour and
and nuances of the study the sounds of silence for bloodshed, correlating it with Write a script on Peace the scenes of the
lines, correlating them one minute. contemporary background and Unity and act on it. poem.
with author’s and personal experiences. Group activity for all
background and The learners would discuss on
the sounds and thoughts of They would be able to up range of learners in a
personal experiences- - group of six comprising-
-to build up didactics, silence and relate to the title threat and gentle heeding
empathy and of the poem. with the predictable loss of C2- C1 : 2 students
sympathy with the the world. (global domain)
The background of the author B2-B1: 2 students
speaker would be given.
The poem would be read A2-A1: 2 Students
-to enable them to aloud and discussed. Difficult
realize the need of the words would be listed out and
 hour and establish discussed.
peace. The synopsis would be shown
with the help of a PPT.
- to inculcate the
values of
introspection,
retrospection, peace,
sensitivity to the
environment, universal
brotherhood, empathy
and self awareness.

WRITING -to enhance The session would start with a
SKILLS familiarizing with pre-writing activity to create
specific background an interest towards writing.
Article Writing The teacher would define
information of author
what an article is and discuss
/ book excerpt / the purpose of article writing.
history The different styles, subjects,
purpose of article writing
-to express ideas would be discussed. The
fluently and teacher would explain the
spontaneously technique of accumulating
without difficulty in ideas, focussing on ideas and
facts, planning, organizing,
expressions, grammar
evaluating, structuring and
usage, format usage,
editing. They would be taught
relevant vocabulary.
the importance and way of
producing a finished piece of
work with examples. The
requirements of the content,
beginning, body and end
would be focussed.
The students would develop
an interest towards writing.
Their planning and organizing
techniques would be
enhanced. They would be able
to research on any subject and
derive information from facts
and present him in the form of
a written piece. Their creative
writing would be analysed.
The interpreting and
evaluative skills would be
strengthened.
. (C2-C1) - newspaper
articles
Article Writing on facts
(based on research) -magazine articles
(B2-B1) -written pieces on
various subjects
Article Writing deriving -
ideas from interviews. displaying blogs of
various writers.
(A2-A1)
Article Writing based on
Bravery and Will Power
(hints would be given)
REPORT -to develop students' The teacher in the beginning
WRITING abilities to organise of the session would give
information and students the opportunity to
construct it into a text. collect information on a
declared issue before writing
-to develop students' the report.
abilities to revise,
redraft and improve During the session students
will go through the process of
their writing
developing ideas and
- To develop students' collecting and organising
abilities to construct
information. They will then
questions
use the information to create
the first draft of an imaginary
report. They will then focus on
some key areas of good
writing and try to redraft their
reports with these in
mind.(Inductive Learning)
The learners will be able to Write a Report on the
 Sample Report:
discuss the purpose of various sites visited by you
reports. Site Visits.
during the school trips.
They will be able to describe
the kinds of information to
include in specific reports and
identify tips for writing a clear, Write a Report on a
concise, and useful report. recent disaster with
They will recognize and
complimentary
address patterns and trends
newspaper clip.
and be able to explain how the
tone of a report can affect
Individual activity to
worker morale and
motivation. note progress.

JULY

ELEMENTARY -to guide the students Pre- reading Activity: The learners would familiarize A comparative study of PPT providing the
SCHOOL to relate the The session would start with themselves with specific the poem Elementary synopsis.
CLASSROOM IN characteristics of an interaction on background information of school classroom in a
Government’s eye on the Documentary on
A SLUM literature to larger social inequalities. slum with Lost Spring
schools of the slum areas. slum children.
cultural and human The title of the prose would be and present it through a
(Flamingo) They would recognize the
values. open for class interpretation. PPT.
purpose of theme and the
-to sensitize the The facilitator would develop hidden pathos and nuances of Group activity for all
students to the the format of text in sequence the lines, correlating them range of learners in a
 problem of child or discourse (spoken with with indigenous/ personal group of three
labour. reference to the experiences. comprising:
ethical/global, public and
- to guide the students personal domains of social They would be able to build up (C2-C1)- 1 student
to become a social empathy and sympathy with
and personal life. (B2-B1)- 1 student
human and erase the the prevalent inequalities of
prevalent inequalities the society which rest on (A2-A1)- 1 student
of the society. financial status and lost
opportunities for children.

THE RATTRAP -to guide the students The session would begin with
to relate the an interactive stage wherein
(Flamingo) characteristics of the students would discuss on
the temptations in life on
literature to larger
basis of the theme of the
cultural and human story.
values.
The title of the lesson would
-to facilitate making be opened to the class for
connections between
interpretation.
similar situations in
different storylines/life The background knowledge of
experiences. the author would be given.
The prose would be explained.
Difficult words would be listed
and explained. The moral of
the story would be discussed.
The students would be able to Debate on -PPT presenting the
effectively provide a synopsis synopsis of the
of the story. The whole World is story
They will be able to analyze nothing but a great
the values and thought Rattrap.
process of the story.
They would be able to identify Group activity for all
the insecurity while tackling range of learners in a
personal fears and horrors
group of six comprising:
that lurk in the recesses of our
mind. (C2-C1)- 2 students
They would be able to
appreciate the significance of (B2-B1)- 2 students
developing personal fears yet
rising above them to savour (A2-A1)- 2 students
real liberty.
Their vocabulary would be
enriched.

WRITING -to express ideas The format, rules, technique The learners would be able to Writing a report/letter PPT
SKILLS harmoniously and would be discussed with organise their thoughts and to the editor on a recent
chronologically examples. express freely. disaster/metro with Selecting and
discussing
Letter to the without difficulty in The usage of language would
Editor expressions, grammar be taught and students would
usage, format usage, be assigned written tasks.
relevant vocabulary.
. enhanced.
POSTER -to express ideas The teacher will acquire and
MAKING aesthetically and display several different
relevantly with posters from various sources.
Some examples may include:
definition in purpose,
Movie posters, Community
expressions, grammar
events, Advertisements
usage, format usage,
Campaign signs, Billboard
relevant vocabulary.
pictures
Full-page newspaper ads
Learners will brainstorm the
purpose of posters.
(Student- Teacher Interaction)
Some responses may include:
To get people’s attention
To get people to do something
To give people information.
The teacher would discuss and
demonstrate the presentation
stage, consolidation stage and
the closing stage.
They would develop an congruent newspaper Newspaper
interest towards writing thus clip. reports/ editorial.
enhancing their writing skills.
For all range of learners
Their thinking skills would be to note progress.
Comprehend an effective Poster Making for all Visual presentation
Poster making as a tool of range of learners.
Visual Communication.
Focus on the message to be
delivered.
Keep the sequence well
ordered.
Use graphs and images
effectively.
Plan and organize a poster
presentation.
Use spacing, margins, colours,
and layout to maximize
effectiveness and list
information about their
invention.
AUGUST
SHOULD WIZARD
- -to enable the
HIT MOMMY students to respect the
generation gap.
(Vistas)
- -to strengthen family
bonds enabling them
to handle personal
choices and happiness.
The session would start with
an interaction on Are
nursery rhymes and fairy
tales a reflection of reality?
The title of the lesson would
be open for interpretation.
The background of the
author would be given. The
lesson would be read aloud
and discussed. Difficult
words would be listed out
and discussed.
The learners would be able to
familiarize with specific
background while tackling
personal choices on security,
familiarity and happiness.
They would be able to make
connections between similar
situations in personal
experiences.
They will be able to appreciate
the timeless significance of
universal fears of loss and
gain, of happy ending and
parenting issues.
Debate on PPT presenting the
synopsis.
Should Parents always
decide what is best for
their children?
Group activity for all
range of learners in a
group of six comprising:
(C2-C1)- 2 students
(B2-B1)- 2 students
(A2-A1)- 2 students

ON THE FACE OF -to enable the learners The session would start with
IT to view others by an interaction on
removing the glasses appearances are deceptive.
(Vistas) The title of the story would
of prejudice, hatred,
be open for interpretation.
and dislike. The background of the
author would be given. The
-to adapt reality of life
prose would be read aloud
bravely and discussed.
-to build inner
It would follow by
strength and look at Developing the format of
the brighter sides of text in sequence or
life. discourse /spoken with
reference to the global,
cultural, public domains of
social life.
The learners would be able to
fight out their loneliness,
depression and
disappointment.
They would accept the
physically challenged people
positively in their life and
expand their social
interaction.
They would be able to build up
optimism and self confidence.
Group discussion on PPT presenting the
synopsis
“It’s got nothing to do
with my face and what Documentary on
I look like” the success stories
of physically
Group activity for all challenged people.
range of learners in a
group of six comprising:
(C2-C1)- 2 students
(B2-B1)- 2 students
(A2-A1)- 2 students
WRITING SKILLS -to culminate in the A visual clipping of Students will learn persuasive Creating Commercial PPT
production of an advertisements would be techniques used in advertisement in pairs. Newspaper search
Advertisement advertisement in one shown to the learners and advertising, specifically,
they would interpret it pathos or emotion, logos or Pair Activity comprising-
(commercial/ of several various
through interaction. logic, and ethos or
forms of media, (student-student credibility/character. They will C2-C1- and B2-B1
classified) intended for a specific interaction) use this knowledge to analyze
demographic. advertising in a variety of B2-B1 and A2-A1
The concept, format, style sources: print, television, and
-to enhance their and purpose would be Web-based advertising.
creativity of ideas. explained with examples. Students will also explore the
concepts of demographics and
-to improve their marketing for a specific
critical media literacy. audience.

-to construct own

messages to convey
the meanings they
intend and to evoke
the responses they
desire.

LETTER -to express ideas The lesson consists of three The learners will be able to Assignments on writing Sample letters
WRITING: harmoniously and stages that are outlined express ideas fluently and and replying to letters. PPT
chronologically below: chronologically, concisely
Enquiry/Reply without difficulty in purpose, Individual Activity to
without difficulty in
1) An ordering activity for expressions, grammar usage, note progress.
Order/Complaint expressions, grammar group work with cards: Each format usage and relevant
/Reminder/Canc- usage, format usage, group will be given a set of vocabulary. Warm –up Activity in
ellation. relevant vocabulary cards to order and the group as mentioned in
and mechanics teacher will constantly They will be able to express the methodology.
Replies to the observe and move during request/complaint/reminder/c
Letters. the activity to provide any ancellation fluently and
assistance required. The orderly without difficulty in
 correct version will then be suitable tone and expressions
displayed on the Green and relevant vocabulary.
Board.

2) Find the deliberate

mistakes for pair work: To
vary the forms of interaction,
this time the learners will be
asked to work on the activity
in pairs and photocopies will
be provided. The correct
answers will then be elicited.

3) A Questionnaire through
which the learner can find
out how much they know
about letter writing: The
students can work on this
individually and photocopies
will be provided for this
purpose. (Inductive
Learning)

The format, usage, purpose

and style would be
demonstrated with
examples.
SEPTEMBER-OCTOBER
THE INVISIBLE -to encourage the The session would begin with The learners will be able to Debate on movie
MAN by practice of reading for an interaction on What if I receive and process written
pleasure.[long text]; become invisible? texts [literary, discursive and Science and invention
H.G. WELLS for gist; for specific descriptive] for general can lead to reign of
information; for The students would interpret orientation and terror.
detailed the title of the Novel and understanding.
 understanding; for relate to their discussions.
implications, etc It would follow- They would develop their
Developing the format of text reading and logical thinking For all range of learners
-to develop overall in sequence or discourse in a group of 6
skills.
reading /spoken with reference to the comprising-
comprehension of global, cultural, public
background and domains of social life. (C2-C1)- 2 students
content; writing style,
characterization, (B2-B1)- 2 students
turning points,
message/ didactics, (A2-A1)- 2 students
etc.

Recapitulation of Integrated Grammar and Writing Skills

TERM II

NOVEMBER

GOING PLACES -to facilitate making The session would begin with The learners will be able to Group Discussion on PPT demonstrating
connections between an interaction on Fantasy and familiarize themselves with the synopsis.
(Flamingo) similar situations in Reality. specific background Hero-worship is the
different storylines/life The title of the lesson would information of adolescents most favourite pastime
experiences be open for class and adolescent fantasizing. of most Indians.
interpretation.
-to make them accept They would identify and make For all range of learners
the reality of life and The background of the author connections between similar in a group of 6
shed away would be given. The lesson situations in own life comprising-
stubbornness. experiences where each of us
would be read aloud and
suffers dreams are not rooted (C2-C1)- 2 students
-to be able to accept discussed. Difficult words to the ground of common
responsibility and would be listed out and sense and tend to be exotic, (B2-B1)- 2 students
devote their attention glamorous and sophisticated.
 in their expected discussed.
duties.
THE ENEMY -to make the students The session would start with
realize the essential an interactive session on the
(Vistas) worth of human life services of a doctor.
and universal The title of the lesson would
brotherhood. be open for class
interpretation.
- to help them think
beyond countries and The background of the author
continents and races
would be given.
and wars.
The lesson would be read
aloud and explained. The
historical background of the
story and war related issues
would be discussed.
Difficult words would be listed
out and discussed.
EVAN TRIES AN -to facilitate making The session would start with
O’ LEVEL connections between an interaction on Would
similar situations in Education in the jails help in
(Vistas) different storylines/life refining prisoners.
experiences.
The title of the lesson would
-to help learners be open for class
distinguish different interpretation.
perspectives; The background of the author
analyzing them; would be given. The lesson
drawing conclusion/s would be read aloud and
discussed. Difficult words
-to encourage the would be listed out and
(A2-A1)- 2 students
The learners will be able to A Study on War Stories Documentary on
familiarize themselves with and present it through the services of
specific background of political a Power Point Doctors and Nurses
enmity.
Presentation. during War times.
They will be able to identify
and make connections For all range of learners
between similar situations in
in a group of 6
own life experiences where
our prejudices often hinder comprising-
our human compassion and
(C2-C1)- 2 students
empathy for a political enemy.
They will be able to
(B2-B1)- 2 students
understand the significance of
professional ethics and social (A2-A1)- 2 students
obligation in sensitive times.
The learners will be able to Discuss in your group PPT demonstrating
familiarize themselves with analysing the story and the synopsis.
specific background of the cat justify the title ‘Evans
and mouse role of the police
Tries an O-Level’.
and the criminal.
They will be able to identify Discuss and suggest
and make connections
another title for the
between similar situations in
their own country where each story.
of us witness the dereliction of
For all range of learners
duty of the law keepers and
their complacent laxity. in a group of 6
 uncovering of motives; discussed. comprising-
absorbing didactics.
(C2-C1)- 2 students

(B2-B1)- 2 students

(A2-A1)- 2 students

WRITING -to enable the learners The teacher would stress the The learners will be able to Select a job advert from Samples
SKILLS to express their ideas students on the importance of understand the nature and the Times Classified
fluently, application – they may lead to purpose of a letter of (would be provided)
Letter of Job chronologically and an interview and discuss the application.
and write an
Application concisely. content of a letter of They will be able to examine a
application and note the variety of letters to determine appropriate letter of
-to express request responses on the best layout, content and style. application.
fluently and orderly blackboard/or discuss through They will be able to develop
with proper tone and a PPT. and produce their own letter Exchange letters with a
expressions. of application and prepare partner and use the
cover letter and attached bio checklist to see how
data. well your partner has
completed the letter.

Feed back your

thoughts to your
partner offering
CONSTRUCTIVE
criticism (how it could
be improved, what
could be done
differently?)

Pair Activity
comprising-
 (C2-C1) and (B2-B1)

(B2-B1) and (A2-A1)

NOVEMBER

MEMORIES OF -to enable the learners The session would begin with The learners would be able to Creating Posters for PPT
CHILDHOOD to develop a presentation on the great sensitize themselves to the Cultural equality.
comprehension. personalities who fought issues of estranged cultural Documentary on
(Flamingo) against social injustice. ties. Individual activity to the great
-to guide them to have The title of the lesson would They will be able to make note progress. personalities who
a broader outlook. be open for class connections between similar fought against
interpretation. situations in different
Social injustice.
-to understand the storylines/life experiences.
problems related to The background of the author
casteism and racial would be given. The lesson They will be able to initiate
discrimination. the role of an ambassador in
would be read aloud and
the world ridden with racial
discussed. Difficult words and class differences.
would be listed out and
discussed. They would be able to
recognize the universal/global
theme of inequality.
AUNT -to enable the learners Pre-reading activity would be The learners will be able to Critical appreciation of PPT(audio-visual
JENNIFER’S to appreciate poetry the first step wherein the facilitate making connections the poem (Creative demonstration
TIGERS students would delve deep between similar situations in Writing Task) of the poem)
-to infer the deeper into the title of the poem. different storylines/life
(Flamingo) meaning/message Individual Activity to
experiences.
The learners would make an note progress.
- to prepare the interpretation of the title as it They will be able to
students for poetic
indicates the subject and empathize with Aunt
forms and adept them Jennifer’s problems and seek
theme.
with the figures of resolution.
speech, rhyme and The background of the poet
 rhythm would be discussed. The poem They will be able to think and
would be read aloud with produce spontaneous, fluid
-to develop the ability proper intonation rhyme and and expression in poetic texts
of appreciation of
rhythm. to convey a social change.
ideas and criticizing
the thinking. Difficult terms and words They would discern prevailing
would be explained so that inequalities in various guises.
the students can predict the
atmosphere of the world
inside the poem.

The poem would be explained

covering the phrases,
sentences and discourse as
well as their structuring. Silent
reading of the poem by the
students within five minutes
and listing the difficult terms.
The figure of speech and
rhyme scheme would be
discussed.

DECEMBER - JANUARY
THE INVISIBLE -to encourage the The learners would be asked The learners will be able to A critical study of the Movie
MAN by practice of reading for to discuss on the previous receive and process written conclusion of the novel
pleasure.[long text]; episodes of the novel. texts [literary, discursive and and present through
H.G. WELLS descriptive] for general
for gist; for specific PPT.
The teacher would discuss the orientation and
information; for understanding.
detailed theme and underlying story. For all range of learners
understanding; for in a group of six
They would develop their
 implications, etc It would follow- reading and logical thinking comprising-
skills.
- to develop overall Developing the format of text C2-C1 – 2 students
reading in sequence or discourse
comprehension of /spoken with reference to the B2-B1 – 2 students
background and global, cultural, public A2-A1 – 2 students
content; writing style, domains of social life.
characterization,
turning points,
message/ didactic.

FEBRUARY

RECAPITULATION and PREPARATION FOR FINAL ASSESSMENT