UNIT :01 THE SON FROM AMERICA

Born Died Occupation Language Ethnicity Citizenship Genres Notable work(s) Notable award(s) November 21, 1902 Leoncin, Congress Poland July 24, 1991 (aged 88) Surfside, Florida, United States Novelist, short story writer Yiddish Polish Jew American Fictional prose The Magician of Lublin Nobel Prize in Literature 1978

Isaac Bashevis Singer

Discuss the lines of Pablo Neruda given at the facing page. When I lived amongst the roots,They pleased me more than flowers did. Every flower is a smile that radiates the surroundings.When we look at the flowers we are carried away by their radient but transient life.but , the obscure roots go deeper and deeper, wider and wider, unmindful of our attention expanding their grip on the earth.Roots and flowers are metaphors of human life.The unglamorous roots, living in the muddy earth unexposed to light and air ,lend charm and beauty to the flowers.Then what about our roots? Arent they our parents? Our grandparents who lend us health , wealth,charm and life?Our parents had their parentsIt gives another shade of meaning to human life that we all belong to one big family.Our roots are the same.But unfortunately we often forget the roots and admire the flowers.To live among the roots and admire the flowers.To live among the roots implies to live in the soil,however drab and humdrum (dull because of being too familiar and lacking variety )it is, with the toilers who create all that is wonderful and beautiful on earth.Flowers stand for the external beauty which is transient (short in duration) But roots are more lasting and life giving. Elicits a discussion about this in the class .

Theme: Culture :The story focuses on multiple themes like the crucial role of family ties and cultural roots in ones life.It also opens up issues of the aged ,immigrant population and the absurdity of amassing wealth and money. Sub Issues: weakening of family ties, Importance of ones roots, issues of immigrant population, Issues related to the aged, The value of wealth and money in ones life. Periods : Date: Module :01 Asks the learners to read Para 1 to 7 of the story The son from America individually. Then asks them to sit in the basic groups and share what they have understood and what they have not understood. Let them also share what they have found interesting or surprising in that part of the story. If there are words , expressions they havent understood let them refer to the ready reference given at the end of the story or to the glossary. If a group cant understand a certain area, encourages them to raise their doubts. Asks them to megaphone their doubts to other groups. If no group can clarify the doubt raised, helps them to understand it by asking scaffolding questions. Reminds the learners to identify words to be noted in the personal wordlist given alongside the story .They should write the word , its meaning and use it in a sentence.
thatch [thach] plant material used for roof: a plant material used as roofing on a house, e.g. straw or rushes noun (plural thatches) shinshingle [shng g'l] roof or wall tile: a small flat tile, especially one made of wood or asphalt, used in overlapping rows to cover a roof or wall noun (plural shingles) sheesheepskin [sh p skn] sheep leather with or without wool: the skin of a sheep used as leather, with or without the wool still attached (often used before a noun roosroost [roost] place where birds sleep Sabsabbath [sbbth] Sunday as day of religious worship: Sunday, observed by most Christians as the day of worship and rest from work (plural Sabbaths)

Asks the following questions

1. How the villagers of Lentshin make a living? 2. Describe the village Lentshin? 3. Who was Berl and how was he looked like? 4. Who was Berlcha?

5. How Berl and Berlcha made a living ? 6. Who was Samuel? 7. Why the old parents could not read the letters of their son? 8. Why the old parents did not used the money send by their son? 9. What did the letter carrier bring everymonth to Berl and Berlcha? 10. There were no thieves in Lentshin.why? 11. What was ther news Berl brought to his wife? 12. Berl had to repeat each word he said to her .Why? 13. Lentshin had become a village with few young people.Why? 14. Where do you think the old parents kept the money their son had sent?Why didnt Berl and

Berlcha use the money their son sent?

15. Complete the table given in the CB page no:08 16. Lentshin had become a village with few young people.What , in your opinion,made the

young people leave for other places?

17. Write the differences between city life and village life.Which one you like you and why?

After discussing these questions asks the learners to do the activities in the CB page no: Activity No:1 Before doing it gives different passages describing things persons so that they can try and invent their own mode of expression. Gives descriptions given in Handbook page no:45. 18.Describe an old women\middle aged person\youngster\child you know using descriptive words like these. Teachers version. My grandfather is in his seventies. He is a tall man.He is a bald headed man. All the hair in his body has become fully white. He always uses a walking stick. His eyesight is very weak. So he always wears a specs Activity No:2 19.Are you in the habit of sharing your experiences with your dear and near ones?Narrate one of your experiences.. Teachers version Once I was waiting for a bus to go to Manjery. There were a lot of pupils in the bus stop. When a bus came one of the student crossed over the road, running. A car coming from the other side hit the boy. The boy fell down. Then we all came there running and took him to the hospital. Fortunately his injuries were not serious. The doctor advised him to take rest for two days..

Activity No:3 20.Write the likely conversation between Berl and Berlcha when Berl returns from the synagogue. Asks the learners to prepare it in pairs. Presents in the class. ,editing and gives teachers version. Teachers version Berl: Berlcha , where are you? Berlcha : Iam here , in the kitchen Berl : Oh Iam feeling very weak, could I get something to drink? Berlcha: Of course, Why are you late today? Berl : I met one of my old friend Berlcha: I see, is ther any letters from our son Samuel? Berl: Oh , no today there is no letter

Module :02 Asks the learners to read para8 to 13 silently. Asks the following questions 21.Who could be the noble man? 22.In astonishment Berlcha raised her eyes.Why Berlcha was astonished? 23.Why Berlchas hands lost their power and her legs grew numb ? 24.What differences do you notice between the reactions of the father and the mother on seeing their son? 25. Yellow tears ran from her eyes and everything became dim.What is the significance of yellow tears? knead / ni;d; to press and stretch dough, wet clay, etc. with your hands to make it ready to use numb: if a part of your body is numb, you cannot feel anything in it, for example because of cold cackle / 'k&kl; / verb, noun (of a chicken) to make a loud unpleasant noise grasp / grA;sp; verb, noun : to take a firm hold of sb/sth scrape :REMOVE : to remove sth from a surface by moving sth sharp and hard like a knife across it pudding / 'pUdIN :a sweet dish eaten at the end of a meal: stew / stju;; noun, verba dish of meat and vegetables cooked slowly in liquid in a container that has a lid:beef stew and dumplings Im making a stew for lunch. IDIOMS : get (yourself) / be in a 'stew (about / over sth) to become / feel very anxious or upset about sth

verb :to cook sth slowly, or allow sth to cook slowly, in liquid in a closed dish:

Activity No:4 26..Look at the following sentence.He was followed by the coachman.Rewrite the sentence beginning with Coachman The coacman followed him.

Active voice : A

verb is in active voice if its subject is the doer. 2.The dog bit the girl

Eg: 1.Johnn killed a bird.

In the first sentence the doer is John. It is also the the subject of killed. In the second sentence the doer is dog.The subject is also dog. So the verbs killed and bit are in the active voice

Passive voice : A verb is in the passive if the subject is the object ( that is the sufferer or receiver
of the action.) Active voice : Importance to subject Passive voice: Importance to object.

In the passive voice we always use the past participle.

Passive Use : We only use the passive when we are interested in the object or when we do not know who caused the action. Example: Appointments are required in such cases.
Tense Simple Present Active 1.Peter builds a house. 2. cow eats grass. Pre. Continuous cows. Present Perfect Peter. eaten by cows. Simple Past 1. Peter built a house. 2.Cows ate grass. Past continuous Peter cows. Past Perfect Peter. cows. 1. Peter had built a house. 2. Cows had eaten grass. 1. A house had been built by 2. Grass had been eaten by 1.Peter was building a house. 2. Cows were eating grass. 1. A house was built by Peter. 2. Grass was eaten by cows. 1. A house was being built by 2.Grass was being eaten by 1. Peter has built a house. 2.Cows have eaten grass. 1. A house has been built by 2. Grass has been 1.Peter is building a house 2.Cows are eating grass. Passive 1. A house is built by Peter. 2. Grass is eaten by cow. 1. A house is being built by Peter 2. Grass is being by

will-future Peter.

1. Peter will build a house.

1. A house will be built by

going to-future 1. Peter is going to build a house in summer. 1. A house is going to be built in summer by Peter. 1) Julia rescued three cats. Three cats were rescued.

2) The students handed in the reports. The reports were handed in. 3) Maria crashed into the blue car. The blue car was crashed into 4) Alex learned the poem. The poem was learned 5) Steven has forgotten the book. The book has been forgotten 6) The mechanic has not repaired the DVD recorder. The DVD recorder has not been repaired. 7) They play handball. Handball is played 8) Sue puts the rucksack on the floor. The rucksack is put on the floor 9) The girls had lost the match. The match had been lost 10) The teacher is not going to open the window .The window is not going to be opened.

Active sentences with two objects in passive

When there are two objects in an active sentence, there are two possible active sentences and two possible passive sentences. possibility 1: The professor explained the students the exercise. possibility 2: The professor explained the exercise to the students. There are two objects in each of the following sentences: object 1 = indirect object: the students object 2 = direct object: the exercise An indirect object is very often a person, a direct object a thing. When a direct object is followed by an indirect one, we put to in front of the indirect object. active sentence - possibility 1 subject verb indirect object direct object The professor explained the students the exercise. active sentence - possibility 2 subject verb direct object indirect object The professor explained the exercise to the students. Each of the objects (direct and indirect) can be the subject in the passive sentence. passive sentence - possibility 1 The students were explained the exercise. passive sentence - possibility 2 The exercise was explained to the students (by the professor). (by the professor).

P 1) Personal Passive When we put an object of an active sentence into passive, it becomes subject of the passive sentence. Active voice: The professor explained the students the exercise. The professor explained the exercise to the students. Passive voice: The students were explained the exercise. The exercise was explained to the students. We sometimes use a pronoun for "the students" or "the exercise" in its subject form (here: they/it). Passive voice: They were explained the exercise. It was explained to the students. We very often leave out the by-agent in the passive sentence (here: by the professor).

2) Impersonal Passive
The phrase It is said ... is an impersonal passive construction. We often use it in news. Passive sentence - version 1: It is said that children are afraid of ghosts. Passive sentence - version 2:Children are said to be afraid of ghosts. The correct active sentence would be:Active sentence: People say that children are afraid of ghosts. Passive - Sentences in the Simple Present - Exercise 1) Mr Jones watches the film. 7) She does the housework. The film is watched. The housework is done. 2) The people speak English. 8) The policemen help the children. English is spoken. The children are helped. 3) He reads comics. 9) He writes text messages. Comics are read. Text messages are written. 4) We play volleyball. 10) Mother waters the flowers. Volleyball is played. The flowers are watered. 5) They sing the song. The song is sung. 6) I take photos. Photos are taken.
1) She bought four apples. 2) We won the match. 3) The man stole the blue car. 4) The police arrested the thieves. 5) Jack swam the 200 metres. 6) The dog bit the old lady. 7) Tom and Max ate five hamburgers. 8) Oliver taught the children. 9) Victoria rode the brown horse. 10) Grandmother told good stories. Four apples were bought. The match was won. The blue car was stolen. The thieves were arrested. The 200 metres were swum. The old lady was bitten. Five hamburgers were eaten. The children were taught. The brown horse was ridden. Good stories were told.

Activity No:5 Asks the learners to write it individually.Language-country-Nationality Eg: Polish-Poland-Polish, France-French-French, Japan-Japanese-Japanese, Russia-RussianRussian, Srilanka- Simhaleese-Srilankan.More Eg on page no:17 in the HB Activity :06 Reported Speech 1) If the sentence starts in the present, there is no backshift of tenses in Reported speech. Example: Susan: "I work in an office." Susan says that she works in an office. 2) If the sentence starts in the past, there is often backshift of tenses in Reported speech. (see: Note) Example: Susan: "I work in an office." Susan said that she worked in an office.

Backshift of tense from to Simple Present Simple Past Simple Past Present Perfect Past Perfect Past Perfect will would Progressive forms am/are/is was/were was/were had been has been had been

From Peter: "I work in the garden." Peter: "I worked in the garden." Peter: "I have worked in the garden." Peter: "I had worked in the garden." Peter: "I will work in the garden." Peter: "I can work in the garden." Peter: "I may work in the garden." Peter: "I would work in the garden." (could, might, should, ought to) Progressive forms Peter: "I'm working in the garden." Peter: "I was working in the garden." Peter: "I have been working in the garden." Peter: "I had been working in the garden."

to Peter said that he worked in the garden. Peter said that he had worked in the garden. Peter said that he would work in the garden. Peter said that he could work in the garden. Peter said that he might work in the garden. Peter said that he would work in the garden. (could, might, should, ought to) Peter said that he was working in the garden. Peter said that he had been working in the garden.

If the sentence contains an expression of time, you must change it as well.

Peter: "I worked in the garden yesterday." Peter said that he had worked in the garden the day before. Shifting of expressions of time this (evening) that (evening) today/this day that day these (days) those (days) now then (a week) ago (a week) before last weekend the weekend before / the previous weekend here there next (week) the following (week) tomorrow the next/following day Note: In some cases the backshift of tenses is not necessary, e.g. when statements are still true. John: "My brother is at Leipzig university." John said that his brother was at Leipzig university. or John said that his brother is at Leipzig university. Mandy: "The sun rises in the East." Mandy said that the sun rose in the East. or Mandy said that the sun rises in the East. Module :02 Asks the learners to read para14 to 20 silently and asks the following questions 27.Women will be always womenWhat does Berl mean by this? 28. The house of Berl and Belcha was full of people ,as at wedding,Why? 29.When Berl and Samuel left the the Holy place ,the village was unrecognizable.Why? 30.Why Samuel remarked that nothing has changed there? 31.Where Berl had kept the money,Samuel send to them? 32.Why the parents of Samuel had not spend the money he had send to them? choked / tSJUkt; | upset or angry about sth, so that you find it difficult to speak slump / slVmp; to fall in price, value, number, etc., suddenly and by a large amount contour / 'kQntUJ(r); the outer edges of sth; the outline of its shape or form:(also 'contour line) a line on a map showing points that are the same height above sea level: chirp (of small birds and some insects) to make short high sounds , to speak in a lively and cheerful way crouch : to put your body close to the ground by bending your legs under you accustomed to sth / to doing sth familiar with sth and accepting it as normal or usual shove :to push sb/sth in a rough way:

STD X

UNIT :01 GENERATIONS FATHERS HELP

Issue Domain : Absence of a vision of universal Sub Issue : Generation gap Learning objectives: To make learners aware of the importance of teacher pupil rapport To sesitise learners to the need to foster congenial relationship To familiarize them with the concept of school lore To help them identify the uniqueness of diction and of the short stories and the use of different narrative techniques. To develop in the learners an awareness of devices of figure of speech, images,and metrical patterns To help them attempt different discourses and engage in vocabulary and language activities To enable them to edit and refine different discourses Time:25 Hours MODULE: 01 Asks the following questions about the cartoon given in the CB page 08 Do you like cartoons? Who is your favourite cartoonist? What is the importance of cartoons? Let the learners analyse the cartoon given in the CB and consolidates the discussion by highlighting Generation gap,Gender equality, Attitude towards elderly people, Schooling teacher pupil and parent child relationship. MODULE: 02 Let the learners read para 1 to 4. Discuss their doubts with the other groups. Asks the following questions 1.Why do you think that Swami is not ready to go to school? 2.Swami hoped that an earthquake would reduce the school building in to dust.Why? 3.Albet Mission school had withstood similar prayers for over a hundred years.What do swami pray ? 4.What was the reason Swami put forward not to go to school? 5.What are the impressions of Swami about his school? 6.Why swamis mother suggested him to stay at home? 7.Swami changed his tactics.Why? 8,. How did Samuel his teacher respond to the late comers in the class, according to Swami ? 9.Swami gave a lurid account of Samuels Violence. What was it ?How did Swamis father responded to this ? 10.Swami speaks about different modes of punishment at school. Do you think Samuel punishes boys like that ?State reasons to justify your answer. 11.Imagine the content of the letter written by Swamis father and draft the letter. 12.Write the reply the HM would have written if Swami had given the letter. 13.Activity IX CB page no:21 stubborn / 'stVbJn; NAmE -bJrn/ adjective 1(often disapproving) determined not to change your opinion or attitude SYN obstinate: 1/06/2011 to 30/06/2011

tactic / 't&ktIk; NAmE / noun :1[C, usually pl.] the particular method you use to achieve sth: lurid / 'lUJrId;(disapproving) 1too bright in colour, in a way that is not attractive 2(especially of a story or piece of writing) shocking and violent in a way that is deliberate: loaf (about / around) to spend your time not doing anything, especially when you should be working to little / no a'vail (formal) with little or no success:The doctors tried everything to keep him alive but to no avail. MODULE :03 Let the learners read para 5 to 11. Discuss their doubts with the other groups. Asks the following questions 14. His conscience bothered him. Why Swamis conscience bothered him ? 15.Why Swami thought that Samuel had a personal regard for him ? 16Often he cracked a joke or two centering around Swamis inactions.What could have been the jokes? 17.Year after year the story persisted among the boys..What was the story? 18.Why Swamis head was dizzy? 19.Why does Swami decide to handover the letter onlyin the evening? 20..there was a chance that Samuel might do something to justify the letter.what does Swami memean? 21.As he entered the school gate an idea occurred to hom.. What was the idea ? 22 .Swami hoped that he would be attacked now. What could be Swamis intention? 23.Swami went to his seat with a bleeding heart .Why? 24. Swaminathan sat down feeling slightly happy at his success.In what sense wasw he successful? 25. Vocabulary Activities :3 page no: 22 bland / showing no strong emotions or excitement; not saying anything very interesting: desolate (of a place) empty and without people, making you feel sad or frightened:a bleak and desolate landscape or very lonely and unhappy SYN forlorn desperate : feeling or showing that you have little hope and are ready to do anything without worrying about danger to yourself or others: MODULE :04 Let the learners read para 12 to 14. Discuss their doubts with the other groups. Asks the following questions 26. What is the nature of the teachers promise?
27.What made Swamis heart light / 28 .What might have prompted father to tear the letter ?

29. Activity VII page no: 20 and VIII , X page no: 21 30.Vocabulary activities 1,2,3,4,5 and 6 screech :to make a loud high unpleasant sound; to say sth using this sound: emphatic : an emphatic statement, answer, etc. is given with force to show that it is important:an emphatic denial / rejection or making it very clear what you mean by speaking with force: blench / blent : to react to sth in a way that shows you are frightened