Session 1 objectives of teaching english

The features of the new class 10 English Text Book

Session - 1

1. Unit-wise themes

1. Personality Development

2. Wit and Humour

3. Human Relations

4. Films and Theatre

5. Social Issues

6. Bio- diversity

7. Nation and Diversity

8. Human Rights

2. Unit Structure

1. Theme –based Picture interaction

2. Reading texts-A,B&C

3. Vocabulary

4. Grammar

5. Listening & Oral Activity

6. Writing (written discourse)

7. Study skills

8. Project

Personality Development

1.Picture Interaction- interaction on

differently- abled persons

2.A. Reading- Attitude is Altitude

3.Vocabulary-Adjectives (describing)

4.Grammar- Defining and Non-

defining Relative

Personality Development (Contd..)

5. Writing- writing biographical sketch

6. B. Reading- every Success Story is

also a Story of Great Failures

7. Study Skills- identifying features of a

short story

8. Listening to a story & making a

short speech

9. C. Reading-I Will Do It

10. Vocabulary- one word substitutes

11.Project-women who have excelled in

their life despite hurdles in their lives

and remain unknown to the world

12.Check your personality

13.Self Assessment

Personality Development (Contd..)

1. All the components are thematically

linked.

2. Grammar and vocabulary are

contextually embedded.

3. Variety of genres in reading texts

such as story, biography, essay, drama,

poem, review, interview, feature

article etc.

Other features

4. The texts are taken fromdifferent contexts- Indian,Eastern, Western and Africa.

5. Integration of all the skills suchas listening, speaking, reading ,writing in production oflanguage.

Other features (Contd..)

• The development of text Books

• The Approach to language and

language learning.

• The Academic standards.

• The Classroom process.

The paradigm shift in English curriculum

• The Assessment.

• The role of the teacher, learnerand the Text Books.

• The aspirations and expectationsof the people.

The paradigm shift in English curriculum (Contd..)

The broad areas of the AcademicStandards:

1. Listening and Responding

2. Reading comprehension

3. Conventions of writing

4. Vocabulary

5. Grammatical awareness

6. Creative expressions

(Oral and Written discourses)

What to achieve?

How do we realise the academic standards?

Sl.No Details of the Discourses I II III IV V VI VII VIII IX X

1. Conversations

2. Descriptions

3. Songs /poems

4. Narratives/Story

5. Diary

6. Letter

7. Notice/Poster/Ads/Invitation

8. Messages/e mail/SMS

9 Slogans /Placards

10. Play/Skit

Class-wise targeted discourses

13

Sl.No Details of the

Discourses

I II III IV V VI VII VIII IX X

11 Compering

12. Choreography

13. Essay (All types)

14. Report News Report

15. Speech

16. Review

17. Debate & discussion

18. Biographical sketches/

Profile/Autobiography

19. Interviews

Biographical Sketch/Profile/Autobiography

• Details of the person

• Presentation of relevant ideas and information

• Organization of the data

• Interpretation of data and drawing inference

• Reflections, thoughts and feelings

• Anecdotes, events, achievements

• Point of view

• Organisation and the use of Cohesive devices

• Maintaining coherence and flow.

Debates and Discussions

• Expression of ideas as main points and sub points

• Presentation of arguments in a sequential order

• Citing suitable examples, quotations, andevidences

• Defending one’s own point of view and rebuttingopponent’s point of view

• Use of discourse markers for agreeing,disagreeing, substantiating, enumerating, etc..

• Use of polite expressions respecting other’sviews

• Use of logical and emotional appeals.

Essay (All types)

• Title, introduction, thesis statement,

body and conclusion

• Paragraphing with main ideas

• Supporting details and examples

• Organization of ideas and use of

cohesive devices

• Maintaining coherence

• Point of view.

Speech• Making speeches/ talks contextually

Organisation of ideas.

• Use of argumentative/ Persuasive/

interactive language to substantiate views

and ideas.

• Use of discourse markers.

• Citation examples, quotations etc.

• Coherence, voice modulation and body

language.

About the Textbook and Themes

What is a theme?

Theme is the central ideaof a piece of writing.

Themes in the text book

• Each unit is woven around a theme.

• The themes are selected from theimportant spheres of social life of thechild.

• They help the child use the worldlyknowledge and appropriate contextfor learning and producing language.

Unit 1: Personality Development

• Theme – Personality development

• A Reading – Attitude is Altitude

• B. Reading – Every Success Story isalso a Story of Great Failures

• C. Reading- I will Do It

Personality Development (Contd…

• This unit helps people understandthemselves- and their strengths andweaknesses- and to form right attitudetowards the life, society, career and soon.

• The individual who has right attitudetowards problems will always acceptthem courageously and tries to findsolutions from the constructive side.

Unit 2: Wit and Humour

•Wit is the ability to say or writethings that are both clever andamusing. Sometimes it is foundin offering solutions to trickyproblems. India has abundantliterature on wit.

Wit and Humour (Contd..)

• These stories develop sound logic, a

deep sense of humour which go a

long way in making the life of people

more harmonious. They also

develop philosophical insights into

different social questions. The

present unit brings to us two

valuable pieces- a one act play and a

short story.

Unit 3: Human Relations• The children have some dreams about

their future. The adults have somepriorities like getting a good job, living incomfortable house, etc

• But none of these physical comfortsgives us the feeling that warm relationwith people living around us gives.Nowadays , the elderly people havefeeling that they not wanted by anybody.

Unit 4: Films and Theatre• ‘Films and Theatre’ is considered to be the

most popular entertainment media.

• India has a100 year history of films.

• This unit helps the children review thefilms and appreciate the art of film making.

• Films have become part and parcel of ourlives. They provide us opportunity toexplore possibilities to make use of thefilms to generate language.

Unit 5: Social Issues

• Students in class 10 shouldhave a critical perspective ondifferent social issues andshould be able to take upleadership roles to bring aboutthe awakening of India.

Unit 6: Bio- diversity

• The theme is more relevant thanever in the wake of sweepingchanges taking place in differentspheres across the world.

• The process of development hasassumed a new dimension in therecent times.

Bio- diversity (Contd..)

• It has been a direct attack on thebiodiversity and large scaleexploitation of resources for privateprofits.

• This unit sensitises the childrenabout their responsibilities towardsthe nature

Unit 7: Nation and Diversity

• India is a land of diversity.

• The diversity is so much that manypeople across the world wonder how thisland is able to remain intact till now.

• Even the British, as a matter of strategy,expressed doubts about the unity of thenation if given independence.

• After independence, there have beendifficult times. But the nation withstood.

Unit 8: Human Rights• It is the century that sent man to the

• moon. Still …there was a strong demandfor the protection human beings againstall kinds of exploitation and oppression.

• The learners of this century need tointernalize the spirit of human rights touphold humanity.

• The three texts are really touching andapt to the theme.

Make These Things a Part of Your Preparation

Teachers are advised to know certaininformation regarding the texts given undereach theme. As the entire teaching-learningprocess will go through interaction anddiscussion, the teacher has to pose a numberof questions to students to give certaininputs to get responses. And learners out oftheir curiosity, may ask several questions onthe content or various aspects given in thetexts.

Make These Things a Part of YourPreparation (Contd..)

As a facilitator, the teacher has toanswer the questions of the learners.For this the teacher has to take care ofthe following before going to startteaching or transacting a unit. Make thefollowing a part of your preparation aswell as your general preparation.

• Using Video Information.

• Collecting additional list ofvocabulary.

• Writing: collection of modelpieces, make children analyse thefeatures.