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Task I

Pre Reading

Pair work

Approx Time: 10 minutes

Objectives

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Task:

Procedure:

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Criteria for Assessment:

Feedback:

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To encourage the students to reflect on the contribution made by famous scientists

To enable the students to identify the qualities common to these famous people

Identify the people in the picture. Work with your partner and complete the worksheet.

Distribute the worksheet to the students

Ask the students to complete it

A day must be given to collect information if they are unable to complete it

Students can be asked to share their findings in the class.

The students can be assessed on their research skills and the level of information collected

Rsearch-2marks, Information-3marks

Teacher could give some additional information on the famous people discussed in this

task.

The teacher can also guide the students about where to look for information-internet,

library etc

Answers: A) C.V Raman B) Hargobind Khurana C) Venkatraman Ramakrishnan D) Marie Curie

A Truly Beautiful Mind

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WORKSHEET

Task IIPre Reading Activity

Pair work

Approx. Time: 20 minutes

Objectives:

v

v

Task:

Identify the people in the pictures. Work with your partner; try to answer as many questions as

possible about them.

A B C D

1) They are

a)____________________b)_______________c)_____________d)____________________

2) They excelled in_____________________________________________________________

3) Their significant achievements and contributions__________________________________

___________________________________________________________________________

4) All of them are recipients' of___________________________________________________

5) All of them share_____________________________________________________________

(Passion for research, perseverance, hard work, originality, scientific bent of mind;

desire to improve life on earth, questioning mind, critical approach etc)

6) Research about these people's school life, make a note of it and share the information with

the class____________________________________________________________________

This task need not be graded

To familiarize the students with the content of the text under study

To enable the students to think about the lesson

Identify the person in the picture. Work in pairs; fill in the second column in the table

given below.

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Procedure:

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Follow up:

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Worksheet

Distribute the worksheet to the students

Ask them to work in pairs and fill up the second column

Only after reading of the text, they should attempt to do the third column

This task need not be graded

Some students may not make any effort to complete the worksheet

The teacher should encourage the students because the completed sheet could be used

as a ready reckenor

Identify the person in the picture. Work in pairs; fill in the second column in the table given

below

Details

Name

Birth

Year

Country

Schooling

Places lived

Good at

Did not like

College education

University attended

Achievements in science

Awards

Contribution to world peace

What I know What I have learnt

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Task IIIPre Reading Activity

Pair work

Approx. Time:

Objective:

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Task:

Procedure:

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Answer:

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15 minutes

To develop the verbal ability of students

To introduce the concept of collocations

To familiarize the students with vocabulary used in the text

Make pairs of words by matching column A with column B, choosing the right combination.

A B

Difficult Moustache

Antique Exercise

Mechanical Furniture

Regular Violinist

Whispered Problem

Amateur Conversation

Walrus Toy

Professional Painter

The words in the table can be written on the blackboard

Students may be asked to make the right combinations.

Time them for 10 minutes.

Invite responses from students

Collocations can then be introduced

The students can be encouraged to make more pairs of words

A collocation is two or more words that often go together. These combinations just sound

"right" to native English speakers, who use them all the time. On the other hand, other

combinations may be unnatural and just sound "wrong".

This task may be marked for 4 marks. ½ marks for each correct answer:

Difficult exercise/ problem Antique furniture

Mechanical toy Regular exercise.

Whispered conversation Amateur painter/ violinist

Walrus moustache Professional painter/ violinist.

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Task IVPre Reading Activity

Individual work

Approx. Time:

Objective:

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Task:

Procedure:

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Albert Einstein

Born:

Education:

Higher Education:

Married:

Employed:

Published:

Recognition:

Death:

Criteria for assessment:

Feedback:

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1 period

To familiarize the students with factual information before reading the text

To develop the skill of transcoding the information into a coherent piece of prose

Based on the information given below, draft a Bio sketch of Albert Einstein

Give the information in a worksheet or write it on the blackboard.

Ask the students to develop the information into a paragraph.

Guide the students to construct sentences under each head

Notes

At Ulm in Germany in the year 1879 on 14 March

High school from Munich, unhappy, left at the age of 15, continued his Education

in Switzerland, showed interest in Mathematics and Physics

University of Zurich, graduated in 1900

Mileva Maric a fellow student in 1903, had two sons, divorced in 1919

As a Teaching Assistant and later as a Technical Expert in the Patent office in

Bern

First paper in 1905 on Theory of Relativity, 1915 General Theory of

Relativity, in 1919 proved it right with the Solar Eclipse.

Received Nobel Prize in 1921 for Physics, concerned at the arms build up by

the Powerful Countries.

1955 at the age of 76.

Content: 2 marks

Fluency: 2 marks

Accuracy: 1 mark

The students may not be able to construct correct sentences.

The teacher can do one sketch as a sample and then ask them to do a similar exercise.

Some of the sketches of students can be edited

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Task VPost Reading Activity

Task-Individual Task

Approximate Time:

Procedure

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Criteria for marking :

Feedback

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Answers:

Worksheet

Multiple Choice Questions

1 period

The teacher could distribute the worksheet.

After completion of the worksheet, the students could exchange their work with their

partners and correct it.

The teacher could call out the correct answers while the students correct them.

The students could total up the correct answers and award marks.

One mark could be awarded for each correct answer.

If some students find it difficult to complete it, they could be allowed to consult the text.

Wherever students have not comprehended the lesson, the teacher can revisit those

sections and clarify the concepts.

The teacher could further discuss the questions and their options in order to reinforce the

lesson.

1) a, 2) c, 3)d, 4) a, 5) a

1. Einstein's mother thought him to be a freak because

a. He had a big head

b. He couldn't speak at two

c. His friends called him boring

d. He loved mechanical toys

2. Einstein left school at the age of 15 because

a. His master didn't like him

b. He played Violin

c. He did not like the regimentation

d. His parents had moved to Milan

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3. Einstein fell in love with Mileva Maric because

a. She was very beautiful

b. She was studying at the University of Zurich

c. She shared his views about the Philistines

d. She shared his passion for science

4. The discovery of nuclear fission made the physicists insecure because they thought that

a. The Nazis could misuse the discovery

b. The Nazis would kill them

c. The Nazis would make them run

d. The Nazis could send them to America

5. Einstein campaigned for peace and democracy because

a. He was shaken by the destruction caused by the atom bomb

b. He was disturbed by the action of Germany

c. He was wanting to go back to Germany to escape from destruction

d. He feared a world Government and world citizenship

45 minutes

To develop the speaking skills

To grasp the text thoroughly

To develop the question framing skill

Role Play -As a journalist, you have to interview Einstein, Prepare a questionnaire for the

interview. The other half of the class is to be Einstein and prepare themselves to face the

interview.

Divide the class into six groups

Assign three groups the task of being journalists

Ask them to prepare a questionnaire to interview Albert Einstein on the basis of the text

Assign the other three groups the task of being Einstein

Ask them to prepare themselves to face the interview on the information given in the text

Ask the two groups (one journalist group and one Einstein group) to do a presentation

Task VIPost Reading Activity

Group work

Approx. Time:

Objectives:

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v

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Task:

Procedure:

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v

v

v

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v

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Criteria for Assessment:

Follow up:

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The teacher must instruct that each member of the interviewing group must pose as a

journalist and should ask a question

Similarly in the Einstein group, each member should pose as Einstein and answer the

questions by turn

The students may be assessed for 5 marks on their speaking skills - Clarity, diction, body

language, modulation and tone.

The Questionnaire may be assessed on -Content 2mks, Fluency 2mks, Accuracy 1mk

The teacher may give her observations on pronunciation and body language

Some students may not make grammatically correct questions hence the teacher needs to

guide the students in framing grammatically correct questions

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The Lake Isle of Innisfree

TASK 1

PRE-READING

Material required:

SKILL AREA -THINKING / SPEAKING

CHALK, BLACKBOARD

Content

Relevant to the

topic of 'Dreams'.

Key areas have

been understood.

Fluency

Free flow of ideas.

Appropriate linking

words are used.

Clarity

Accuracy

Language is free

from errors.

Appropriate

words/ phrases

are used.

Correct intonation

and pronunciation.

Creativity

Originality.

Striking images

used.

TIME

10MIN-

discussi

on time

05MIN-

thinking

time

15-20

MIN-

speaking

time

AIM

To ensure that students use

the skill of discussing their

thoughts in pairs or in groups

and putting them in a

sentence or two individually.

Encourage students to speak

without any written text in

hand.

PROCEDURE

1. Make a dream bubble on the board. Ask students where they have seen something like this.

2. They may say

2.1. Storybooks

2.2. Cartoons

2.3. Thoughts

2.4. Dreams (do not accept speech

bubbles)

3. Discuss dreams

3.1. When/why do we dream?

4. Divide students into pairs/ groups. Tell

them to present a dream. It can be in the

form of a story, poem or drawing. All are

expected to speak.

ASSESMENT (For Story/ Poem)

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The five-point grading scale is given below

Follow up

TASK 2

Pre-reading

Most indicators (9-10) 5

Many indicators (7-8) 4

Some indicators (5-6) 3

A few indicators (3-4) 2

Very few indicators (less than 3) 1

Some of the common errors made by learners could be put up on the blackboard and

discussed. A few students could be encouraged to try again.

The Lake Isle of Innisfree explores the poet's longing for the peace and tranquillity of

Innisfree, a place where he spent a lot of time as a boy.

Which of the following do you think the poet would dream of? Why?

The teacher may begin by showing images and asking students to find a similarity. She /He may

also ask leading questions and extract the word - Dreams

Some dreams are possible - They become a reality.

Some dreams are impossible - They are called escapism.

Discuss what kind of dream the poet is dreaming.

This activity need not be assessed.

SKILL AREA: SPEAKING

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TASK 3

POST-READING:

Material required:

SKILL AREA - WRITING

Dictionary - tell students to get their own in advance

The teacher will tell the students that Innisfree was a place of the poet's boyhood, an

imaginary place for the poet. He mentions it in many of his poems

TIME

1 0 M I N -

f i nd ing

the word

from the

dictiona

ry

1 0 M I N -

discussi

on time

2 0 - 2 5

M I N -

writing

time

AIM

To understand the different

shades of meaning of words

associated with the main

theme of the poem.

PROCEDURE

1. Ask students to find what the following words mean by looking up a dictionary. Tell them to write down the meaning where the words are used as Nouns. a) Dream

b) Fantasy

c) Vision

d) Wish

2. Discuss the same in the class. Point out the

differences.

3. Some of the differences are:a) Dream-series of thoughts that come in sleep and

also wishes. Example: We dream in the night. We

dream of becoming famous.

b) Fantasy-an exciting /imaginary thing that you

imagine will happen (but it may not). An

imaginary world. Example: I have this fantasy of

becoming the richest man in the world.

Disneyland is a fantasy world for children.

c) Vision -sight, religious experience, the

knowledge or imagination needed to plan the

future. Example: The vision of people fails as

they grow old. She had a vision of Lord Krishna

himself. We need people with vision to run this

country.

d) Wish-a desire to do something, have something

or have something happen. Example: I wish to go

to France. I wish I had won the prize. We wish we

could be children once again.

4. Using the words discussed, write a

paragraph predicting what the poem may

contain.

Students will submit the task which will be

reviewed after the poem is read.

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ASSESMENT

Follow up

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TASK 4

WHILE-READING:

Material required:

The five-point grading scale is given below

Most indicators (9-10) 5

Many indicators (7-8) 4

Some indicators (5-6) 3

A few indicators (3-4) 2

Very few indicators (less than 3) 1

Read out some of the answers.

Invite comments from the class.

Point out the strengths and weaknesses of the written work of students and give your

comments.

Text of the poem

This poem is a lyric. (The teacher may explain that a poem that rhymes and can be set to

music is a lyric. Also identify rhyme scheme)

Here the teacher must not teach the poem by reading it out herself. Let one student read

while the others listen.

SKILL AREA - READING /LISTENING

Content

Relevant to the

theme of the poem.

Arguments are

logical

Ideas are inter-

linked effectively

Fluency

Free flow of ideas

Appropriate linking

words are used.

Accuracy

Language is free

from errors.

Appropriate

words/ phrases

are used.

Correct spelling

and

punctuation.

Creativity

Innovative ideas.

Striking images.

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TIME

1 5 M I N -

read ing

time

10-15

MIN.

Question

time

AIM

To make the students

comprehend the poem

w i t h o u t t h e t e a c h e r

explaining it to them.

PROCEDURE

1. Ask one student to read the poem aloud.

2. Teacher should check by asking simple

questions to see whether students have

understood. If not, get one more student to

read it slowly.

3. Teacher may ask orally or make a worksheet

with similar MCQs to check the

comprehension of students. Examples are:

A. Where will the poet go?

a) A forest

b) Innisfree

c) A city

d) His home

B. The poet says, "And a small cabin build

there, of clay." The poet wants to say

that..............

a) He will be happy only in a mud house.

b) He does not want a huge house to be

happy.

c) He will build with his own hands.

d) He will be happy in a small mud house in

Innisfree

C. The poet will have …………………………

a) Linnets and a bee loud glade

b) Nine bean rows and a hive for honeybee.

c) Eatables.

d) All his friends visiting.

D. How will the poet live?

a) By throwing a party.

b) Alone and lonely.

c) Alone and peaceful.

d) Listening to the birds.

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ASSESMENT

Criteria for marking

Follow up

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Answer Marks

Q A (b) 1mark

Q B (d) 1 mark

Q C (b) 1 mark

Q D (c) 1 mark

Q E (a) 1 mark

Q F (b) 1 mark

Q G (d) 1 mark

Discuss the Imagery

a) Visual

cabin of clay and wattles

nine bean rows

a hive for the honey bee

E. The poet says, "I hear it in the deep heart's

core. " The poet wants to say

that..............

a) Going to Innisfree is his fantasy and he

can hear the sound of the lake water.

b) He is tired of the city.

c) He is longing to visit the sea shore.

d) The poet has a vision of the isle of

Innisfree .

F. In his vision the poet sees

a) Lake water lapping and low sounds by

the shore.

b) Glimmering midnight and shimmering

noon.

c) Peace dropping slowly through the

morning veil.

d) The cemented pavements.

G. The poet thinks about Innisfree when

a) He is walking in a city.

b) He is tired and wishes to sleep.

c) He is driving on the roadway.

d) He is standing on a road or

the pavement.

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TIME

1 5 M I N -

read ing

time

20-25

MIN.

Speaking

time

AIM

To make the students review

their own writing and speak

sentences.

PROCEDURE

1. Give each student the text of what he/she had predicted about the poem.

2. Ask them to review their predictions on

the basis of their understanding of the

poem now.

3. Each student has to come up with the

following:

a) What I thought about the poem before

was______

b) Now I know that the poem is

about_______

midnight's all a glimmer

noon a purple glow

evening full of the linnet's wings

b) Auditory

the bee-loud glade

the cricket sings

lake water lapping with low sounds by the shore

Link it with the MCQs

Written task done by students in 'Task 2'

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TASK 5

POST-READING:

Material required:

SKILL AREA – READING /SPEAKING

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ASSESMENT

The five-point grading scale is given below

Most indicators (9-10) 5

Many indicators (7-8) 4

Some indicators (5-6) 3

A few indicators (3-4) 2

Very few indicators (less than 3) 1

Review the poem to ensure that the students have comprehended the main ideas.

Encourage the students to raise their doubts and have a brief class discussion.

Follow up

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Content

Relevant to the

poem.

Arguments are

logical

Ideas are inter-

linked effectively

Fluency

Free flow of ideas

Appropriate linking

words are used.

Accuracy

Language is free

from errors.

Appropriate

words/ phrases

are used.

Correct

intonation and

pronunciation.

Creativity

Innovative ideas.

Striking images.