Writing skill Orientation Teaching Points (oral ...shodhganga.inflibnet.ac.in/bitstream/10603/9361/11/11_appendices.pdf · Writing skill Orientation Teaching Points (oral presentation)

Writing skill training programme

Writing skill Orientation

Teaching Points (oral presentation)

Nature of writing

Writing, Why a Need to Learn It?

Types of writing

Components of writing

Orientation and practice of

copy writing

making sentences

dictation

dictocomp

cognitive exercises, conversions

guided composition

parallel writing

essay writing

summary writing

preparing Handout/leaflet

letter writing

note making

news writing

Nature of writing

What happens in one’s mind when he sits down and involves himself in a writing

activity? Does he think about each letter he is going to write? Does he think about

only the word he is writing? Does the spelling of the words seem to occur

automatically? Does his mind race ahead of his pencil, pen or keyboard? Does his

hand movement dissociate from whatever his mind is thinking about? Is his mind

engaged in composing instead? Is he producing what he wants to say? As we


begin to realize that act of composing involves the integration of many language

arts processes

Writing is not a natural activity, all physically and mentally normal people learn

to speak a language. Yet all people have to be taught how to write. This is crucial

difference between the spoken and written form of language.

Writing unlike speech; is displaced in time indeed this must be one reason why

writing originally involved since it makes possible transmission of a message

from one place to another. A written language can be received, stored and referred

back to any time. It is permanent in comparison with the ephemeral “here one

minute gone the next” character of spoken language even of spoken language that

is recorded on tape or disk.

Thus the two processes, speaking and writing are not identical, successful writing

in the word of Nunan (1989-37) involves:

- Mastering the mechanics of letter formation.

- Mastering and obeying conventions of spelling and punctuation.

- Using the grammatical system to convey ones intended meaning.

- Organizing content at the level of paragraph and the complex text is

given/new information and topic/comment structures.

- Polishing and revising one’s initial efforts.

- Selecting an appropriate style for one’s audience.

According to Klein (1985), writing is the ability to put pen and paper to express

ideas through symbols. This way, representations on the paper will have meaning

and content that could be communicated to other people by the writer.

Writing skill is the ability to produce a piece of discourse which embodies

correctness of form appropriateness of style and unity of theme and topic.


Writing, Why a Need to Learn It?

These ideas, according to Hedge (1988), have implications for teachers who want

to help their students become good writers. Without a well-established or highly-

recognized model of writing, teachers tend to have different ideas about its role in

the classroom, what is involved in the teaching of writing, and the possible roles

teachers and students play in developing activities to practice it (Hedge, 1988).

Writing is of fundamental importance to learning, to development of the person in

each learner, and to success in the educational system. As teachers, we need to

work continually to aid our students in their search for fulfillment as writers

(Harris, 1993).

In an international setting, ESL students are required to produce written work in

all their core subjects namely; Science, Math, Social Studies and most especially,

Language Arts. They are required to hand in reports, narrative and descriptive

essays, biographies, as well as other forms of writing needed in their various class

and homework assignments. Therefore, there is an important need for them to be

instructed and provided with practice activities to develop their writing skill in

order to ensure their success in their school life.

Types of writing:

The terminology related to teaching children to write of confusing. Chiefly it

suffers from being too rigidly dichotomized. There is practical and personal

writing; creative and non creative writing: prose and poetry utilitarian and

imaginative writing: original and stereo typed writing.

Writing is a process which yields a product. Writing has a purpose of a function

and writing can be evaluated to determine its quality- how adequately it fulfills its

purpose and to what extent it possesses the literary qualities desired.


Components of writing skill:

1. Mechanics of writing

a. Form or appearance (Aesthetic)

b. Spelling

c. Handwriting

d. Punctuation and capitalization

2. Choice of words

a. Singular – plural

b. Direct – indirect

c. Use of vocabulary

3. Grammatical and Rhetorical skill

a. Use of parts of speech

b. Colossal

c. Use of tense

d. Vowels

e. Usage

f. Sentence sense, clarity and organization

4. Stylistic concern

a. Use of figure of speech

b. Use of phrases.

Orientation about copy writing

Copy writing activity makes us perfect and accurate in writing. We become

careful about spellings punctuation marks and capitalization.

While doing copy writing we should remember following things:

Avoid word to word copying, try to copy meaningful sentences.


Read the whole sentence and then copy it as it is.

Be careful about spellings.

Be careful about capitalization and punctuation marks

Try to understand meanings of sentences and punctuation marks.

Activities and formative tests to develop writing skill

Copying :-

This is elementary level activity but necessary to revise. It will give students

practice with the mechanics of punctuation, spelling capitalizing & paragraph

indentation number convention abbreviation.

Paragraph for copy writing

Soon he met the third rogue. He shook his head and said, “Pardon me, but

I must tell you, sir, that what you are doing is most improper.”

“Improper?” asked the holy man. “What is improper?”

“It is not proper, sir, for a holy man like you to carry a donkey. A holy

man should not even touch such an animal. You should know that. Put it down,

sir, before anyone else sees what you are carrying.”

The holy man was too puzzled to be angry. This was the third man he had

met. And each had seen his goat as something different. First a dog, then a dead

calf, and now a donkey!

Was this goat, then, a goblin or a demon? Could it change into something

else every few minutes? Perhaps these men were right after all.

Frightened, the holy man flung the goat down and ran home as fast as he

could.


The rogue picked up the goad and hurried back to his friends. They were happy as

their plan had worked.

Discussion considering the above mentioned mechanism.

Orientation about making sentences

Substitution tables great access for making sentences. While making sentences

using substitution table we need to select one segment at a time from each

column. Remember we can use each segment many times so innumerable

sentences can be composed. But sometimes it may violate meaning so first read

segments from each column and then start writing meaningful sentences you will

find innumerable sentences

For example

I play Game

We Go cricket

He Gives To the market

She Saw medicine

They Sing Filmy song

Meena tiger

Doctor

I play game.

We play cricket.

He gives medicine.

Doctor gives medicine.

She gives medicine.

They play cricket.


They sing filmy song.

Meena sings filmy song.

Doctor saw tiger.

Doctor sings filmy song

Doctor play cricket

Thus innumerable sentences can be prepared.

Activity

Substitution tables.

Students were asked to make different sentence by selecting one segment

from each Column in the following table.

Substitution table 1

Gopal meet The cat Near the market

Seeta finds The police Behind the temple

The doctor Notice The little girl In the street

The teacher Sees Ram In front of the gate

She sees the pencil On the desk

He keeps the book On the table

We put the paper In the drawer

They notice the flowers Under the tree

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Substitution table 2

Ship Did not have a

car

Air He Could not

afford an Air

ticket. He Train she

She Traveled by Car because they Could not go

there by train

They Lorry

Gopal Bus Know the ships

were all full

Bicycle Wanted to get

there quickly.

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Checking of the sentences within groups

Orientation about dictation

In dictation activity teacher reads a passage once then read it slowly again, broken

down into segments which the students write down which the students write

down. Then teacher reads it through. This gives students practice in listening

carefully & paying attention to inflections & to the mechanics of spelling,

punctuation and capitalization.

Dictation activity, need careful listening, knowledge of punctuation marks,

knowledge of mechanics of spellings and knowledge of capitalization. We must

be careful and attentive while taking dictation. We must be able to understand the

expressions, meaning of pauses, sentence breaks etc so that we can use proper

punctuation marks and capitalization.

Dictation.

Passage 1

Cooking food is essential both for taste and to kill bacteria. But cooking, at the

same time, also has some drawbacks: loss of some nutrients or destruction of

certain vitamins like Vitamin C. Equally, nutrients can be lost being washed out

along with the cooking water drained in the end. The more finely the food is cut

up, the greater amount of water that is used, and the longer the food is cooked, the

more nutrients will be lost. Never throw away the water in which the vegetables


are cooked. Steaming pressure cooking, however, led to a much smaller loss of

nutrients than boiling.

Passage 2

Then I saw the wolf, a mere 50 meters away. He was coming into my path at an

angle. In that peculiar bouncing walk wolves and coyotes have. I stopped. The

wolf kept walking until he was directly in front of me. Then he turned and looked

at me as though he had known all along I was there,

My first response was to look up for other wolves. The tundra was treeless and

rolling, well gullied and knolled. This is why I had not seen him earlier; he had

just come out of a depression. There he stood, on those tremendously long legs,

staring at me. The nearest tree was at least 160 km. away, but still I thought about

it. All I had with which to protect myself were the caribou antler and a jack knife.

I knew that I could not show fear. If the wolf sensed that I was afraid….. Well I

could be in trouble. May be I was already.

Check the worksheet considering spellings, punctuation marks and

capitalization.

Dication of the same passages again to make students perfect.

Orientation about dictocomp

This is also type of dictation. In this the teacher reads a passage all the way

through not broken into segments. Students listen to the passage two three times.

Then they pick their pens and write down close version as possible.

This make them pay attention to the meaning of the passage rather than the

individual form of the individual words or the structure of the individual

sentences. At the end of the passage the students gather in small groups to

compare what they have written down. After they assembled everything they try

to remember, they listen to the passage again make their revisions and then check

their grammar, spelling and punctuation. They exchange papers with each other

and remind each other of omitted points.


In dictocomp activity also we need careful listening, but here, our attention should

not be on words and sentences but to the meaning of the passage. Our listening

should help to grab the meaning of the passage it doesn’t mean that we can forget

all sentences and words. We must also keep in mind the names of the characters,

events and their sequence, venue and time of the event etc. for this we should

listen carefully to all words and sentences but as we are going to write it in our

own sentences meaning or central theme is more important here.

Dictocomp :-

Passage for dictocomp

Once there was a poor shoemaker who lived in a small hut with his wife and

children. Though poor, they were happy and contented.

Every day the poor shoemaker worked from morning till evening to keep the wolf

from the door. But what was most remarkable about him was not his industry but

his cheerfulness. He was often heard singing as he worked. He had always a

happy look and he never complained.

Among his neighbours there was a rich man who wondered how the poor

shoemaker could always be so happy, while he, in spite of his riches, rarely found

reason to smile. He thought, however, that the poor man should be rewarded for

his happy nature and believed that a gift of money would make him happier.

So the rich man went to the shoemaker’s cottage and forced him to accept a bag

containing five hundred silver rupees. The poor man, who had never seen such a

fortune to his whole life, buried the bag in a secret place in the dark silence of

night and went to bed. But his mind was so excited and worried that he did not get

a wink or sleep throughout the night.

Orientation about cognitive exercises, conversions

In writing skill sentence construction plays vital role. To construct grammatically

correct sentence is major part of writing skill which need accurate knowledge of

grammar for e.g. tenses, voice, verbs, auxiliaries, prepositions, conjunctions


which you have learnt before cognitive exercises in which we need to choose

correct words help us to learn how to construct grammatically correct sentences.

Cognitive exercise

1. Multiple-choice exercise.

Circle in the margin the letter corresponding to the correct form

to complete the following sentences.

When A = is C = does.

B = has D = no extra word

1. She ------------ eating breakfast A B C D

2. What------------that word mean? A B C D

3. ------------he driven the car before? A B C D

4. What ------------- your father do? A B C D

5. Shaila ----------never seen now A B C D

6. Who---------------always knows the answer A B C D

7. Why ----------------that dog is following us? A B C D

8. Ram ----------------prepared a lesson note? A B C D

9. ------------------Jayant usually eat lunch in school A B C D

10. Meena -------------her homework every day. A B C D


Circle in the margin the letter corresponding to the correct form to complete

the following sentences.

When A = was B = were

C = has been D = have been

1. John------------------working in the company that time. A B C D

2. Teacher got angry because they ------------------talking

continuously. A B C D

3. Sita-------------playing basket ball since ten years. A B C D

4. I ---------------writing a diary from sixth standard. A B C D

5. During freedom movement Mr. Gandhi-------------------

famous for his values satya, Ahimsa. A B C D

6. Balshivaji and his friends ----------------followers

worshipers of Bhavani Mata. A B C D

7. Indians--------------------trying to be

developed and independent. A B C D

8. Super computers ----------------used to prepare missiles. A B C D

9. W.H.O. ---------working hard for Global warming. A B C D

Think carefully over various rules for the use of auxiliaries in simple present and

present perfect of the verb forms in statements, yes no questions and question

word questions.


Conversions:

This will make students to think through the rules and select the applicable

words to the particular case under consideration.

Q. 1. Rewrite the following sentences replacing the singular nouns with plurals

and make all the necessary changes.

1. The man goes to the friend to give hay to a hungry sheep.

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2. The girl plays the harmonium and sings very sweetly.

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3. I am playing cricket and representing my college since five years.

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Q. 2. Rewrite the following sentences replacing the plural nouns with singular and

make all the necessary changes.

1. We the people of India are responsible for all the disasters

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2. They help us when we were in danger.

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3. You all students of this university are very lucky to be the witness of this

creamery.

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Combinations :

If students are to write well they must be taken out of the shelter of simple

sentence and the compound with AND and BUT. One way out of eliciting

complex sentences from students has be the combination exercise

Combine the following sentences.

1. I went to visit the Indian artist. He painted the Taj Mahal.

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2. I reach to the bus station. The bus depart, I could not catch it.

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3. Sachin Tendulkar succeed in his life, become little master. He was not good

in academics.

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4. Mr. A.P.J. Kalam is great scientist he could invent wings of fire. He was

hard worker.

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5. I visit Colleges in Baramati, They were famous as developed with all

infrastructural facilities.

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Orientation about guided composition

In Guided composition certain clues and points are given. We are told to

compose meaningful composition using those points. For writing such

composition we can use following steps

Read the clues and points twice

Decide characters

Find out the events their places and time to decide tense

Put the events in proper sequence

Start writing the composition using meaningful and correct sentences.

Guided Composition.

1. Use the clues given and write a story.

School Boy---------clever-----------pet dog----------kidnappers kidnap---------

pet dog follows---------------boy kept in lonely dark place------write a chit

with the help of coal------------------- send with dog-----------police arrive----

-----kidnappers were arrested--------- boy was awarded for his bravery and

presence of mind.

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2. Use your imagination and compose ten lines to complete following

paragraph.

Visit to a fair

India is a country of festivals. Fairs are celebrated every where It was

always rich experience to visit a fair.

Last summer I had gone to my native place. I had been specially invited to

enjoy the fair -------------------------------------------------------------------------

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Orientation about parallel writing

Parallel writing students are given passage. They are supposed to read and study it

and write their own on similar theme. In this exercise students can use the

vocabulary sentence structures and cohesive devices of the given passage. In it

students do not make changes in given passage but change the matter or content

according to their context.

Parallel writing

My village

Everyone is proud of one’s village I am also proud of my village. The name

of my village is Ramwadi.

It is an ideal village. The houses in my village are small but they are built in

one line. There are wide roads in front of the houses. We have underground

drainage system. Every house has a toilet. Public lavatories have also been

built.

Ramwadi has been having electricity for the past ten years. Every house has

piped water. The main roads are concretized.

Our village has Government Hospital. Medicine and treatment are free. The

hospital has expert doctors and trained nurses. Ramwadi has a primary

school, a high school and a junior college and a senior college. There is a

big ground and a cinema theatre.

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Orientation about essay writing

Faultless writing is a sophisticated and laborious art, which needs special skills

and a lot of attention. For writing faultless essay following factors are very

important and should be developed, which could help to improve writing skill.

Factor to be considered while writing the essay

Vocabulary

It is no secret that in order to write a successful essay, it is necessary to

possess a vast word stock and know how to make use of it in the proper

way.

Stylistics

Following stylistic requirements and rules is of the highest importance in

writing. Unfortunately, students usually consider it as unimportant and

don’t pay enough attention to this aspect.

Punctuation

English system of punctuation is rather complicated and hard to

understand for an average student. However, it influences greatly the

essay’s comprehension by its reader and, thus, needs special attention.

Grammar

Mastering grammar is one of the most difficult tasks for any student. Yet,

without the skill of writing in a flawless way, one is not likely to receive a

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high grade. Of course, it is impossible to describe the English grammar,

but researcher tried to cover its most important features for essay writing.

Essay writing tips

An essay can have many purposes, but the basic structure is the same no matter

what. You may be writing an essay to argue for a particular point of view or to

explain the steps necessary to complete a task.

Either way, your essay will have the same basic format.

If you follow a few simple steps, you will find that the essay almost writes itself.

You will be responsible only for supplying ideas, which are the important part of

the essay anyway.

Don't let the thought of putting pen to paper daunt you.

Get started!

These simple steps will guide you through the essay writing process:

Decide on your topic.

Prepare an outline or diagram of your ideas.

Write your thesis statement.

Write the body.

o Write the main points.

o Write the subpoints.

o Elaborate on the sub points.

Write the introduction.

Write the conclusion.

Add the finishing touches.

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SAMPLE ESSAY

The essay below demonstrates the principles of writing a basic essay. The

different parts of the essay have been labeled. The thesis statement is in bold, the

topic sentences are in italics, and each main point is underlined. When you write

your own essay, of course, you will not need to mark these parts of the essay

unless you are asked to do so. They are marked here just so that you can more

easily identify them.

"A dog is man's best friend." That common saying may contain some truth, but

dogs are not the only animal friend whose companionship people enjoy. For many

people, a cat is their best friend. Despite what dog lovers may believe, cats

make excellent housepets as they are good companions, they are civilized

members of the household, and they are easy to care for.

In the first place, people enjoy the companionship of cats. Many cats are

affectionate. They will snuggle up and ask to be petted, or scratched under the

chin. Who can resist a purring cat? If they're not feeling affectionate, cats are

generally quite playful. They love to chase balls and feathers, or just about

anything dangling from a string. They especially enjoy playing when their owners

are participating in the game. Contrary to popular opinion, cats can be trained.

Using rewards and punishments, just like with a dog, a cat can be trained to avoid

unwanted behavior or perform tricks. Cats will even fetch!

In the second place, cats are civilized members of the household. Unlike dogs,

cats do not bark or make other loud noises. Most cats don't even meow very often.

They generally lead a quiet existence. Cats also don't often have "accidents."

Mother cats train their kittens to use the litter box, and most cats will use it

without fail from that time on. Even stray cats usually understand the concept

when shown the box and will use it regularly. Cats do have claws, and owners

must make provision for this. A tall scratching post in a favorite cat area of the


house will often keep the cat content to leave the furniture alone. As a last resort,

of course, cats can be declawed.

Lastly, one of the most attractive features of cats as house pets is their ease of

care. Cats do not have to be walked. They get plenty of exercise in the house as

they play, and they do their business in the litter box. Cleaning a litter box is a

quick, painless procedure. Cats also take care of their own grooming. Bathing a

cat is almost never necessary because under ordinary circumstances cats clean

themselves. Cats are more particular about personal cleanliness than people are.

In addition, cats can be left home alone for a few hours without fear. Unlike some

pets, most cats will not destroy the furnishings when left alone. They are content

to go about their usual activities until their owners return.

Cats are low maintenance, civilized companions. People who have small living

quarters or less time for pet care should appreciate these characteristics of cats.

However, many people who have plenty of space and time still opt to have a cat

because they love the cat personality. In many ways, cats are the ideal house pet.

5-Paragraph Essay

Five-paragraph essay is a special structural type of writing, the only peculiarity of

which is the precise structure that must be observed by the author. It must

necessarily include an introduction, a main body, consisting of three paragraphs,

and a conclusion:

An introduction provides background for the writing, outlining the topic

and evoking the reader’s interest, presents thesis, a brief insight into the

writer’s point of view and a transition to the first paragraph.

The first paragraph must provide the reader with the strongest and most

interesting argument, supported by a good example. The first sentence of

the paragraph must be a well-structured topic sentence and the paragraph

itself must necessarily contain a reference back to the introduction, the so-


called “reverse transitional hook”. The last sentence of the paragraph is

the transition to the second paragraph of the main body. The second and

the third paragraphs are organized in a similar way with transitions

between them and differ only in the value of the argument, as it must be

weaker in each consecutive paragraph.

The concluding paragraph is a summary, which must provide

restatement of the initial thesis and the supporting ideas. However, the

restatement must be powerful and should not duplicate the above

mentioned information. It must also contain a hint, emphasizing the

introduction and the final sentence, which signals the end of the

discussion. The conclusion must be written in a powerful way, as it is

aimed at influencing the reader’s idea or opinion.

The topics of five-paragraph essays vary considerably, as they are not confined to

a definite sphere of knowledge. So, in case you can choose a topic, write about

something you know well, as it will give the chance to focus on a complicated

structure without being distracted by the aspects of meaning.

Orientation of Summary writing

The ability to summarize information is one of the most important critical

thinking skills. The biggest problem with summary writing is deciding what to

include and what to leave out. A bit of instruction on the process to follow along

with useful techniques will help your in summary writing.

- Cover all of the author’s major supporting ideas.

- Show the relationships among these ideas.

- Omit specifics, such as illustrations, descriptions, and detailed

explanations.

- Indicate the author’s purpose in writing: to inform, to persuade, or

entertain.

- Omit all personal opinions, ideas, and inferences. Let the reader know

that you are reporting the author’s ideas.


►Grammar and the Mechanics of Writing: Grammar and related concerns ensure

that, as a writer, you communicate clearly to your reader. Following are

particularly important:

- Restate the ideas in your own words as much as possible. Avoid direct

quotations.

- Use transitional words for a smooth and logical flow of ideas.

- Edit and re-write your work.

- Check your grammar, punctuation, and spelling

►Length: The length of a summary depends on how long the original document

is.

►Steps in writing a Summary: Initially, summary writing can seem like a

challenging task. It requires careful reading and reflective thinking about the

extract. Most of us, however, tend to skim read without focused reflection, but

with time and effort, the steps listed here can help you become an effective

summary writer.

►Read the extract

►Reread the extract.

- Divide the extract into segments or sections of ideas. Each segment deals

with one aspect of the central theme. A segment can comprise one or

more paragraphs.

- Label each segment. Use a general phrase that captures the subject

matter of the segment. Write the label in the margin next to the segment.

- Highlight or underline the main points and key phrases.

►Write One-Sentence summaries.

- Write a one-sentence summary for each segment of thought on a separate

sheet of paper

- Formulate a central theme that weaves the one-sentence segment

summaries

together.


►Write Your First Draft.

- Combine your one-sentence segment summaries into a one-to-two-

paragraph summary.

- Eliminate all unnecessary words and repetitions.

- Eliminate all personal ideas and inferences.

- Use transitions for a smooth and logical flow of ideas.

►Edit Your Draft. Compare your summary to the original for accuracy. Check

your summary by asking the following questions:

- Have I answered the ‘who, what, when, why, and how’ questions?

- Is my grammar, punctuation, and spelling correct?

- Have I left out my personal views and ideas?

- Does my summary “hang together”? Does it flow when I read it aloud?

- Have someone else read it. Does the summary give them the central

ideas of the extract?

►Write Your Final Draft.

Summary writing practice

Orientation about preparing Handout/leaflet

What are leaflets?

Leaflets are printed sheets of either A4, A5, A6 size paper, A6 being the smallest.

The reason they are small is so that they can be easily handed out and kept. As

leaflets are often only looked at fleetingly, the facts should be kept to a minimum.

Step 1; How do you want look

You should try not to explain too much within a leaflet and your text should be

short. Successful leaflets;

1) Grab the reader’s attention,

2) Give a clear idea of what the reader is expected to do,

3) Keep that idea in the reader’s mind, and

4) Persuade the reader to take action.


Step 2; Designing your leaflet

Be clear

Have a clear understanding of what and where you will put everything;

1) Sketch out your heading, text blocks and graphics.

2) Be clear what the promotion is about, stating when and where it is taking place

and how much it costs. If it’s free, say so!

3) Include contact information, and where to get further information.

Be Simple

Leaflets are looked at briefly, so the content needs to be transferred very

efficiently;

1) Keep the words to minimum;

2) Use images to reinforce your words;

3) Use bullet points, heading, paragraphs, fonts and italics

4) Above all, leave as much empty space as you can. When you make a leaflet,

less is often more.

Step 3;

Writing your leaflet

Be Persuasive

Writing content that sells is an art, but sticking to a few principles will guide you

in the right direction;

1)Sell a desirable outcome, a solution to a problem;

2)Be specific, state this benefit clearly in the leaflet;

3)Choose one or two of the most attractive things about the promotion, and

present it clearly.

Make an impact and be memorable; stand out and be different. Use compelling

language and words that make people think. Be as outrageous as possible, bearing

in mind your target audience. Humor, used appropriately, is also a great way to

communicate. It relaxes people and makes them feel more comfortable about the

message you are presenting.


Step 4; Review your work

Present your work to your friends. Show them the leaflet for 5 seconds and then

ask them questions about its content. If they fail to remember the important

points, the leaflet is not clear enough. Listen to your friends, write down any new

ideas they may have. Listen to yourself, discussing your work with others will

stimulate new ideas of your own. When the final draft is ready, always give your

work to someone else to proof read.

Activity:

Prepare a handout regarding free health checkup camp

Orientation about letter writing

Letter is such a written message that we sent to persons who are far away from us

and we want to convey our message to them in a clear and forceful manner. We

usually write letters to our friends and relatives. Although advent of IT –

Telephones, Mobile SMS’s and Chat – has reduced the importance of personal

letter writing as we can send our message through these mediums very easily but

this art is still required where there is need of formal communication. Some times

we have to send an application in the school for grant of leave and at other time

we have to complain about someone. Same way we get a lot of chances where we

have to send formal letter. Thus this art of letter writing is no more an ornamental

accomplishment but something that every educated person must acquire for

practical purposes.

Based upon the context/content letter can be classified in following given

categories:-

Personal letters or social letters

Business letters

Official letters


Personal Letters/Social Letters

These types of letters are written to relatives or friends. These can also include

invitations etc. such kinds of letter are also known as informal letters.

Business Letters

These letters are used as a communicative tool in the business and are usually

written by the traders, firms and companies etc. for business purposes. These kind

of letter fall under the category of formal letters.

Official Letters

These include letter of application, letter to government officials and letter to

Newspapers etc. these letters are used for the official communication of the

information from one department to another. Ex: - Termination letter,

Recommendation letter, Reference letter, job letter etc.

Irrespective of the type of letter there is certain matter of forms which are

applicable all and have to be taken care of while writing any kind of letter to make

it impressive and purposeful.

Main six points that has to be taken care of while writing a letter are:-

Heading

The salutation or courteous Greetings

The body of the letter- communication or the message

The subscription – courteous leave taking or conclusion

The signature – name of the writer

The address.

Heading of a letter basically consists of two points:

Address of the writer followed by

The date on which the letter was written by him.


Heading can be written on the right or left (keep on changing with time-presently

we follow the convention of writing Heading in the left corner of the first page of

the letter.

Examples of Heading are:-

63, Geeta Colony

Delhi- 160032

June 12, 2010

Or

Examination Hall

A.B.C.

12th

June 2010

The salutation in the letter will depend upon the depth of relationship of the

writer with the person to whom the letter is being written thus vary from letter to

letter.

Salutation is written at the left hand of the page, at a lower level the Heading. The

first and last word of the salutation are always started in capital letter.

Examples of the salutations are:-

To Blood Relations

My dear Father,

My dear Mother,

My dear Kavita,

To friends

Dear Rajesh,

My dear Ajay,

Note:- Dear Friend or My dear Friend is never used as salutations.


To Businessmen:

Dear Sir,

Dear Sirs,

To Officials/Principal/Headmaster/Teachers

Sir,

Madam,

The body itself is considered as the life of the letter and the style in which it is

written will depend upon the kind of letter one wish to write. Like the style of the

letter to be written to a friend will be entirely different from the style of the letter

to be written to an official and so on, but few points that one has to keep in mind

irrespective of the style while writing the body of the letter are:-

Divide the letter into paragraphs, to mark changes of subject matter etc.

Use simple and direct language in short sentences. It will make the

message clear and to the point.

Always try to be complete. For this think out what you want to say before

the beginning of writing of letter; and put down all the point in logical

manner.

Write neatly to avoid inconvenience to the reader because of your ban

penmanship.

Take care of the punctuation and be consistent with it. Incorrect

punctuation may alter the whole meaning of the sentence.

Besides letter can be make impressive to leave an indelible mark on the reader we

can use following given starting and ending to the various kind of letters:-

Personal Letters

Starting:-

I got your letter yesterday.

I am in receipt of your letter.


I am glad to receive your letter.

It gives me pleasure to inform you.

It is long since I heard from you.

I cannot understand your long silence. It has made me very anxious.

I am sorry I could not write to you earlier.

Endings:-

With kind regards,

With best wishes,

Convey my best regards to your dear parents,

With love to your brother and sister,

Well, good bye for now,

Hoping to hear from you very soon,

With love from all of us.

With sincere sympathy in your distress

Wishing you still better luck.

Please remember me to all at home.

Business Letters:-

Starting:-

I shall be obliged, if you kindly…

I shall be glad, if you send me….

Would you be kind enough to send me the following articles.....

May I draw your kind attention to….

Endings:-

Thanking you,

Thanking you in anticipation,

Hoping to be favoured with an early reply,


Official Letter and Application:-

Starting:-

I beg to submit…

I beg to state….

I have the honour to report…

I have the honour to bring to your notice…

With reference to your advertisement in the ‘Times of India’….

Endings:-

Thanking you,

Thanking you in anticipation,

Hoping to be favoured with an earlier reply.

The subscription of the letter ie the end should be according to the starting of the

letter. A letter must not end abruptly as this would look rude. So certain forms of

polite leave taking are prescribed. That should be written after the last words of

the letter on the left hand side corner of the lines after the body. It should start

with a Capital letter and the end with comma. Some examples of the subscription

of the letter of various kinds are:-

To blood relations: Yours affectionately

To Friends: Yours sincerely

To Principal/Headmaster/Teacher etc: Yours Obediently,

To Officials/Businessmen: Yours faithfully

To stranger: Yours truly,

Note:- Never use apostrophe(’) with yours in the subscription.

The Signature of the writer of the letter should be below the subscription. In a

letter to the stranger, the signature should be clearly written so that he could know

whom to address in reply


Note:-A women should prefix to the name Miss or Mrs. or Ms in brackets her

name like

(Miss) Preetinder Kaur

The address is written on the envelop of the post card very clearly with pin code.

Orientation about note making

Note making is an advanced writing skill which is acquiring increasing

importance due to knowledge explosion. There is a need to remember at least the

main points of any given subject. Making notes is a complex activity which

combines several skills.

How to make notes

Read the passage carefully.

Heading

what is the main idea of the passage? Frame a heading based on the central

idea and write it in the middle of the page.

Subheadings

How has the main idea been presented and developed? Are there two or

three subordinate/associated ideas? You can frame subheadings based on

these.

Points

are there further details or points of the subtitles that you wish to keep in

these notes? Indent, i.e., suitably space and number.

Tree diagram

Map the heading subheadings and points using tree diagram.

Example: Main flowering plants have four main parts: roots, stems, leaves and

flowers. Most plants roots grow underground in soil. There they take in minerals

and water which help to feed the plant. All roots help to anchor the plant in the

soil.

The stem of a plant grows upwards from the roots and helps to support the leaves,

flowers and fruits. Cells inside the stem carry water and minerals up from the


roots to other parts of the plant and they also carry the food manufactured in the

leaves to the rest of the plant. Stems may be woody, as in trees and shrubs, or

non-woody, as in tulips.

Leaves are usually the greenest part of the seed plant. There important job is to

manufacture food for the plant. But they have several other functions. Some store

food; other stores water. Some attract insects; other protects the plant from

grazing animals.

The flowers of flowering plant are parts that produce seeds and thus enable new

plants to grow. Some flowers are highly colored and sweetly scented, or hold

sweet liquid called nectar.

Ans: Main parts of a flowering plant

Roots Stem Leaves Flowers

Woody Non woody

-grow underground -grows upward -greenest part -produce seeds

-help to feed plant -support leaves, -manufacture food -colored and

Flowers and plants scented

-help to anchor -carries the food -store food or water -hold nectar

-attract insects or

Protect the plant


Orientation about news writing

Writing a news. Writing the news is the easiest when you have all the facts and

figures needed for a story to stand. All straight news is written in the inverted

pyramid form, which is the traditional form of news writing. Based on this

principle, the most important facts are placed at the beginning while the details

and the background are woven into the succeeding paragraphs, in descending

importance.

The inverted pyramid has the following components:

1. Primary or main lead. Usually a single paragraph containing the four "Ws"

(what, who, where, and when). This could take from three to five lines in

typewritten form. This is the hardest part to write since the lead paragraph will

determine whether the readers will read your story or not. Experienced reporters

place a premium on the lead since this will spell the difference with their

competitors.

2. Secondary or support lead. This portion explains or complements the main

lead. Normally its length is twice the main lead in the typewritten form.

3. Details or particulars. To give flesh to the news, all available facts are

included here especially those that would answer the other "W" (why) and one

"H" (how). Writing this part is just a walk in the park after the lead paragraphs

have been thoroughly fleshed out.

Writing the lead paragraph. The lead paragraph is the first sentence, or the first

two or three sentences, you read in a news story. A lead gives the reader enough

facts to quickly grasp what happened.


Following are some tips on how to go about writing the news:

Think first, and then write

Get to the point.

Use familiar words.

Omit verbal deadwood

Keep your sentences short.

Shorten your paragraph.

Use specific, concrete language.

Prefer the simple to the complex.

Use the active voice.

Write as you talk.

Use adjectives sparingly.

Revise and sharpen.

Write to express, not to impress.

Read the following headlines of news items and write the dateline, the lead

paragraph and the short continuing paragraphs:

1. Bus accident claims 5 lives

2. India wins ICC Champion Cricket Trophy

3. Bank employees on one day strike

4. Flood situation grim in Assam

Preparation of news activity and checking and discussion within group

Administration of post test

Speaking skill training programme

Orientation :- (oral presentation using OHP)

Teaching points

Nature of oral communication or speaking skill

Speech mechanism

The Production of speech

Nature of oral communication or speaking skill

Oral communication is an activity that involves two or more people. In

it the participants are both speakers and listeners and they react to what

they hear and make their contributions at high speed. Each participant

has an intension or set of intensions that he wants to achieve in the

interaction. Each participant has to be able to interpret what is said to

him which he cannot predict exactly either in terms of meaning and

reply with what he has at his disposal in a way that takes account of

what has just been said and which reflects his own intensions at this

point in the interaction (Scott. 1983-70)

Brown and Yule (1995, 10-16) draw a useful distinction between two

basic language functions the transactional and the Interactional. The

transactional function is primarily message oriented. Its purpose is the

transformation of information when information transferring function

of language is at issue, it matters that information is clearly conveyed.

Since the purpose of the producer of the message is to convey

information.

The interactional function is listener oriented. Its purpose is to

establish and maintain social relationship.

The primary function of spoken language is international. “However an

important function of spoken language is primarily transactional to

convey information

(Brown and Yule 1995:29)

Primarily transactional spoken language is frequently concerned to get

things done in the real world. So a boss debates a letter, a teacher


explains an English construction to a class, a pupil requests for

permission to leave the room etc.

In each case the speaker is concern to make his message clear and

successful oral communication according to Nunan (1989:32) involves

developing:

- The ability to articulate phonological features of language

comprehensibly:

- Mastery of stress, rhythm, intonation patterns;

- An acceptable degree of fluency;

- Transactional and interpersonal skills;

- Skills in taking short and long speaking turns;

- Skills in management of interaction ;

- Skills in negotiating meaning;

- Conventional listening skills (successful conversation requires

good listeners as well as good speakers)

- Skills in knowing about and negotiating purpose for

conversations

- Using appropriate formula and fillers

Also orientation about speech mechanism, vowels, diphthongs’ and

consonants, word accent, stress shift, rhythm, weak forms and intonation as

follows

Speech mechanism:-

A speech event involves a series of operations. A concept is formulated in

speaker’s brain and its linguistic codification transmitted by the nerves to the

speech organs, which are set in motion. The movement of these organs set up

disturbances in the air and these sound waves are received by the listener’s

ear. His nervous system carries the message to the brain, where it is

interpreted in linguistic terms. The speakers and the listeners must share the

same linguistic code in order to communicate effectively.


The production of speech (orientation using OHP)

The energy for the production of speech is generally provided by the air

stream coming out of the lungs.

At the top of the wind pipe or the trachea, is the larynx containing vocal cords.

These can be brought together or kept apart the opening between them is

called the glottis.

When we cough, the glottis is tightly closed and the air from the lungs is held

open. If the vocal cords are held sufficiently close the vibrate when the air

from the lungs passes between them. This vibration produces voice. Speech

sounds can be voiced or voiceless.

The air stream is also modified by the resonating cavities above the larynx the

pharynx, the mouth and the nasal cavity.

The shape of the mouth cavity depends on the position of the tongue and the

lips. The roof of the mouth is divided into three parts; the alveolar ridge or

teeth ridge just behind the upper teeth; the hard palate; and the soft palate or

velum; the end of ------ which is called uvula

The soft palate can be lowered to let the air escape through the nose. This is

the normal position in breathing. If the mouth passage is also open, a nasalized


vowel, as in Hindi /hæ/ air is produced. If no air escapes through the mouth, a

nasal consonant is produced, e.g. English /m/ and /n/ in man /mæn/ and /n/ in

sing.

The lips can be held close together or far apart. They can be spread, neutral,

open or rounded

For e.g. /ie/ spread as in bite

/e/ neutral as in pet

/a: / open an in pass

/ ɒ / rounded as in pot

The tongue can be considered as having three sections. The part opposite the

teeth ridge is called the blade, its end being called the tip. The part opposite

the soft palate is called the back.

In the production of vowel sounds the tip of the tongue is generally kept low

and some other part of the tongue- the front, the centre or the back- is raised

towards the roof of the mouth as is /j/, /i:/, /e:/, /e/.

The various parts of the tongue can make content with or be brought very near

the roof of the mouth to produce different consonant sounds as is /t/, /d/.

Pure vowels

/i:/ as in these /ði:s/

/ɪ/ as in bit /bɪt/

/e/ as in bed /bed/

/æ/ as in bad /bæd/

// as in bus /bs/

/a: / as in card /ka;d/

/ æ / as in hat /h æ t/

/ɔ: / as in all /ɔ: l/

/u/ as in book /buk/

/u: / as in rule /ru:l/

as in tube /tju:n/

/ ɜ: / as in serve /s ɜ: v/

/ə / as in account /ə 'kaunt/


Diphthongal glides

/e ɪ/ as in gate /ge ɪt/

/ai/ as in bite /bait/

/ə u/ as in home /h ə um/

/ɔ ɪ/ as in boil /bɔɪl/

/au/ as in house /haus/

/ ɪ ə / as in cheer /t ʃ ɪ ə /

/ eə / as in air / e ə /

/u ə / as in poor /pu ə /

Consonants

There are twenty four consonants as per British Received Pronunciation.

Indian English differs from British R.P. these consonants can be classified as

follows.

Pre communication activities followed by orientation to

develop fluency or command over linguistic system

Pronunciation Drill

Listen carefully and repeat the alphabets A to Z


Vowels – Description of vowels using diagram And

pronunciation drill (oral presentation using OHP)

1. /i:/ - as in these /di:z/

The position of the highest point of the tongue for this vowel is raised to

the height just below the ‘close’ position, the lips are spread and the

tongue is tense.

Examples:

1.1 ee – Cheese / t ʃi:z/

Feed /fi:d/

Greed /gri:d/

Tree /tri:/

1.2 ea – Cream /kri:m/

Dream /dri:m/

Each /i: t ʃ/

Lead /li:d/

Reach /ri: t ʃ/

Sea /si:/

Team /ti:m/


1.3 ie – Chief / t ʃi:f/

Field /fi:ld/

Piece /pi:s/

1.4 ei – Deceive /d ɪ'si:v/

Receive /r ɪ'si:v/

Seize /si:z/

1.5 i – Machine /m ə 'si:n/

Police /p ə 'li:s/

1.6 other spellings

Key /ki:/

People /'pi:pl/

some Assamese, Bengali, Bihari, Hindi, Gujrati, Marathi and Oriya

speakers in India do not always maintain the distinction between /i:/

and / ɪ/ and thus cannot distinguish between pairs like following

/i:/ / ɪ/

Eat it

Feel fill

Sleep slip

Field filled

It is necessary to keep the two phonemes separate and maintain the

difference of quality

2. / ɪ/ as in bit

In the production of this vowel the hinder part of the front of the

tongue is raised to a position between close and half close

British R.P.

2.1 i – Bit /b ɪt/

- Ink / ɪ ŋk/

- Silk /s ɪlk/


- Whip /w ɪp/

- Cliff /kl ɪf/

- Rich /r ɪ t ʃ/

- Thick / θ ɪk/

2.2 e – Begin /b ɪ'g ɪn/

- Effect / ɪ'fekt/

- Reduce /r ɪ'dju:s/

- Biggest /b ɪ'g ɪt/

- Neglect /'n ɪ'glekt/

2.3 y – City /'s ɪt ɪ/

- Mystery /'m ɪst ə r:/

- System /'s ɪ st ɪ m/

Indian English has /e/ instead of / ɪ/

as per R.P. Indian English

e.g. Baggage /'b æg ɪ dʒ/ /'bæge dʒ/

Private /'pra ɪv ɪt/ /'pra ɪvet/

Surface /'sa;f ɪs/ /'sə rfes/

2.4 ie – Carries /'kærɪz/ /'kærɪ:z/

- Handkerchief /'hæ ŋkə t ʃ ɪf/ /'hæŋker t ʃ i:f/

- Parties /'pa:t ɪz/

2.6 other spellings

- Busy /'b ɪz ɪ/

- Minute /'m ɪn ɪt/ /'m ɪnet/

- Coffee /'k ɒfɪ/

- Money /'mnɪ/ /'mə nɪ/

- Carriage /'kærɪdʒ/


- Marriage /'mærɪdʒ/

- Bargain /'b ɑːgɪn/ /'b ɑːgen/

- Captain /'kæptɪn/ /'kæpten/

- Build /bɪld/

- Guilty /'gɪltɪ/

- Foreign /'f ɔrɪn/

3. /e/

British Indian

recommended

R.P. English form

- Bed /bed/ /bɛd/

- Melt /melt/ /mɛlt/

- Rest /rest/ /rɛst/

- Wet /wet/ /vɛt/ /wɛt/

- Left /left/ /lɛft/

- Nest /nest/ /nɛst/

- Set /set/ /sɛt/

3.1 Spelling with ea

- Dead /ded/ /dɛd/

- Head /hed/ /hɛd/

- Lead /led/ /lɛd/

- Pleasant /'pleznt/ /'plɛzɛnt/

- Weather /'we ð ə / /'vɛ ð ə r/

- Feather /'fe ð ə / /'fɛ ð ə r/


- Measure /'meʒə / /'mɛʒə r/

- Jealous /'dʒelə s/ /'dʒɛlə s/

- Ready /'redɪ/ /'rɛdɪ/

3.2 Spelling with a

- Any /'enɪ/ /'ɛnɪ

- Many /'menɪ/ /'m ɛ nɪ/

3.3 Other spellings

- Bury /'berɪ/ /'bɛri/

- Friend /frend/ /fr ɛnd/

- Leisure /'leʒə / /'lɛʒə r/

- Said /sed/ /sɛd/

Many Assamese, Bengali, Hindi and Marathi speakers in India replace the

vowel // by the Indian /e/ or /e: / with the result that pairs like the

following are not distinguished

Fail fell

Let late

Test taste

Met mate

West waste

Tell tale

Indian /e/ can be change to /ɛ/ by opening the mouth a little wider.

Some Hindi and Punjabi speakers replace /ɛ/ by /æ/ this leads to

confusion between pairs like bed and bad. /æ/ be changed to

/ ɛ/ by closing the mouth little.


4. /e:/

Spellings with a

- Age /eɪdʒ/ /e:dʒ/

- Date /deɪt/ /de:t/

- Hate /heɪt/ /he:t/

- Make /meɪk/ /me:k/

- Rate /reɪt/ /re:t/

- Waste /weɪst/ / /we:st/ /we:st/

- Base /beɪs/ /be:s/

- Gate /geɪt/ /ge:t/

- Late /leɪt/ /le:t/

- Paste /peɪst/ /pe:st/

- State /steɪt/ /ste:t/

5. / æ/ as in bad

For this vowel the front of the tongue is slightly below the half open

position and the lips are in the neutral position.

/ æ/ does not occur finally

Spelling with a

- Bad /b æ d/

- Fan /f æ n/

- Hat /h æ t/

- Mass /m æ s/

- Rank /r æ ŋk/

6. / ʌ/ as in bus

It is a central vowel between open and half open the lips are neutral.

This vowel does not occur finally


6.1 Spelling with u

- Bundle /b ʌ ndl/ /bə ndl/

- Cup /k ʌ p/ /kə p/

- Dust /d ʌ st/ /də st/

- Gun /g ʌ n/ /gə n/

- Hunt /h ʌ nt/ /hə nt/

- Much /m ʌ t ʃ / /mə t ʃ/

- Pump /p ʌ mp/ /pə mp/

- Run /r ʌ n/ /rə n/

- Such /s ʌ t ʃ / /sə t ʃ/

- Thus / ð ʌ s/ / ðə s/

- Uncle / 'ʌ ŋkl/ /'ə ŋkl/

6.2 spelling with ‘O’

British Indian Recommended

R.P. English form

- Come /k ʌm/ /kə m/

- Dozen /'d ʌzn/ /'də zə n/

- Govern /'g ʌvə n/ /gə və rn/ /'gə və rn/

- Month /m ʌn θ/ /mə n th/ / mə nθ/

- Son /s ʌn/ /sə n/

- Ton /t ʌn/ /tə n/

- Worry /'w ʌrɪ/ /'və ri/ /'wə ri/

6.3 spelling with ‘ou’

- Country /'kʌntrɪ/ /'kə ntri/

- Double /'dʌbl/ /'də bl/

- Enough /ɪ'nʌf/ /ɛnə f/ /ɪ'nə f/

- Rough /rʌf/ /rə f/

- Trouble /'trʌbl/ /'trə bl/

- Young /jʌŋ/ /jə ŋ/


6.4 Other spellings

- Blood /blʌd/ /blə d/

- Does /dʌz/ /də z/

7 /a:/ as in card

This is a long vowel produced with the mouth wide open

7.1 Spelling with ‘ar consonant letter’

British Indian Recommended

R.P. English form

- Art /a:t/ /a:rt/

- Bar /ba:/ /ba:r/

- Card /ca:d/ /ca:rd/

- Farm /fa:m/ /fa:rm/

- Hard /ha:d/ /ha:rd/

- Large /la:dʒ/ /la:rdʒ/

- March /ma:t ʃ/ /ma:rtʃ/

- Part /pa:t/ /pa:rt/

7.2 Spelling with ‘as consonant letter

- Ask /a:sk/ /a:sk/

- Basket /'ba:skɪt/ /'ba:skɛt/

- Castle /'ka:sl/ /'ka:sl/

- Fast /fa:st/ /fa:st/

- Last /la:st/ /la:st/

- Master /'ma:stə / /'ma:stə r/

- Pass /pa:s/ /pa:s/

7.3 Spelling with ‘an consonant

- Answer /a:nsə / /a:nsə r/

- Dance /da:ns/ /da:ns/

- Branch /bra:n t ʃ/ /bra:n t ʃ/

7.4 Spelling with ‘ath’ final

- Bath /ba: θ/ /ba: θ /

- Path /pa: θ/ /pa: θ


7.5 Spelling with ‘afconsonant letter’

- After /a:ftə / /a:ftə r/

- Staff /sta:f/ /sta:f/

7.6 Spelling with ‘alconsonant letter’

- Calm /ka:m/ /ka:m/

- Half /ha:f/ /ha:f/

7.7 Spelling with ‘au’

- Aunt /a:nt/ /a:nt/

- Laugh /la:f/ /ha:f/

7.8 Spelling with ‘a’

- Drama /'dra:mə / /'dra:ma/

- Father /'fa: ð ə / /'fa: ð ə r/ /'fa: ð ə r/

- Rather /'ra: ð ə / /'ra:də r/ /'ra: ð ə r/

7.9 Spelling with ‘er consonant letter

- Clerk /kla:k/ /klə rk/

7.10 Spelling with ‘ear’

- Heart /ha:t/ /ha:rt/

8 / ɒ/ as in hot

/ ɒ/ is a back vowel, fully open in British R.P. and slightly raised in

Indian English, articulated with rounded lips. The R.P. vowel is

short, in Indian English length varies in R.P.

/ ɒ/ does not occur finally

8.1 Spelling with ‘o’

- Bottle /'b ɒtl/

- Dog /d ɒ g/

- Fond /f ɒ nd/

- God /g ɒ d/

- Lock /l ɒ k/


- Not /n ɒ t/

- Off / ɒ f/

- Pot /p ɒ t/

- Rob /r ɒ b/

- Solve /s ɒ lv/

8.2 Spelling with ‘or accented vowel letter’

- Borrow /'b ɒ rə u/ /b ɒ ro:/

- Moral /'m ɒrl/

- Sorry /'s ɒ rI/

8.3 Spelling with /w/ a consonant

- Quality /'k ɒ wlɪtɪ/

- Want /w ɒ nt/


- Because /bɪ'k ɒ z/

8.5 Spelling with ‘ou’

- Cough /kɒf /

8.6 Other spellings

- Gone /g ɒ n/

- Shone / ʃ ɒ n/ / ʃo:n/ / ʃ ɒn/

- Knowledge /'n ɒ lɪd3/

9 /ɔ:/as in force, all, horse

Indian English / ɒ:/ as in all /or/ horse, /o:r/ as in force British R.P. /

ɔ:/ is produced by raising the back of the tongue to a position

between half open and half close. The lips are rounded, it is a long

vowel but the length is reduced before voiceless consonants. The

distinction between / ɒ/ and / ɔ: / is not observed in Indian English.


9.1 Spelling with all

British Indian

R.P. English

- All / ɔ: l/ / ɒ:l/

- Ball /b ɔ:l / / bɒ:l/

- Call /k ɔ: l/ / kɒ:l /

- Fall /fɔ: / /fɒ:l/

- Hall /h ɔ:l / /hɒ:l/

- Wall /w ɔ:l / /wɒ:l/

9.2 Spelling with ‘or consonant letter

- Corn /kɔ:n/ /kɒrn/

- Horse /hɔ:s/ hɒrs/

- North /nɔ: θ/ /nɒr th/ /nɒr θ/

- Force /fɔ:s/ /fo:rs/

9.3 Spelling with our

- Court /kɔ:t/ /ko:rt/

- Four /fɔ:r/ /fo:r/

- Pour /pɔ:r/ /po:r/

9.4 Spelling with ‘or’ final

- Nor /nɔ:r/ /nɒ:r/

9.5 Spelling with ‘ore’

- Before /bɪfɔ:/ /bɪfo:r/

- More /mɔ:/ /mo:r/

- Sore /sɔ:/ /so:r/

- Tore /tɔ:/ /to:r/

9.6 Spelling with ‘ought

- Bought /bɔ:t/ [bɒ:t]


- Fought /fɔ:t/ [fɒ:t]

- Thought / θ ɔ:t/ [th ɒ:t/ [θ ɒ:t]

9.7 Spelling with ‘oor’

- Door /dɔ:/ /do:/

- Floor /flɔ:/ /flo:r/

9.8 Spelling with ‘aw’

- Awkward /'ɔ:kw ə d/ ['ɒ:kw ə rd]

- Law /lɔ:/ [lɒ:]

- Saw /sɔ:/ [sɒ:]


- Cause /kɔ:z/ [kɒ:z]

- Fault /fɔ:lt/ /fɒ:lt/

9.10 Spelling with ‘al k’

- Chalk / tʃ ɔ:k/ [t ʃ ɒ:l]

- Walk /wɔ:k/ [wɒ:k]

- Talk /tɔ:k/ [tɒ:k]

9.11 Spelling with ‘/w/ ar consonant letter (Indian English

generally has /a:/ in these words)

- Quarter /'kwɔ:t ə / /'kwɒ:rt ə r/ /'kwɒrt

ə r/

- Towards /t ə 'w ɔ:dz/ /tuw ə rdz/ /tu'wordz/

- Warm /wɔ:m/ /va:rm/ /wɒrm/

9.12 Spelling with ‘oar’

- Board /bɔ:d/ /bo:rd/

9.13 Spelling with augh t

- Caught /kɔ:t/ /kɒ:t/

- Daughter /'dɔ:t ə r/ /'dɒ:t ə r/


9.14 Other spellings

- Board /brɔ:d/ /brɒ:d/

- Story /'stɔ:rɪ/ /'sto:rɪ/

- War /wɔ:/ /vɒ:r/ [wa:r]

Most Indian speakers use / ɒ: / or / ɒ/ in words like all, brought, saw and talk.

It is desirable to give the vowel sufficient length in such words.

10 Indian English /o:/ or British R.P. / ə ʊ/

In British R.P. this vowel is a diphthong, beginning at a central

position just below half – close and moving in the direction of /u/.

The lips are neutral in the beginning and rounded towards the end. In

Indian English a monophthong /o: / is used.

Examples:

10.1 Spelling with ‘o +consonant letter + mute e’

- Bone /bə ʊn/ /bo:n/

- Home /hə ʊm/ /ho:m/

- Nose /nə ʊs/ /no:s/

- Rope /rə ʊp/ /ro:p/

10.2 Spelling with ‘o in accented position

- Both /b ə ʊ θ / /bo:th/ /bo:θ/

- Open / 'ə ʊpə n/ /'o:pə n/

- Social /'sə ʊ ʃ ə l/ /'so: ʃ ə l/

10.3 Spelling with ‘o final’

- Go /gə ʊ/

- No /nə ʊ/

- So /sə ʊ/

10.4 Spelling with ‘o + two consonants


- Bold /bə ʊld/ /bo:ld/

- Don’t /də ʊnt/ /do:nt/

- Gold /gə ʊld/ /go:ld/

- Host /hə ʊst/ /ho:st/

- Most /mə ʊst/ /mo:st/

- Post /pə ʊst/ /po:st/

10.5 Spelling with ‘oll’

- Roll /rə ʊl/ /ro:l/

10.6 Spelling with ‘ow’

- Blow /blə ʊ/ /blo:/

- Flow /flə ʊ/ /flo:/

- Know /nə ʊ/ /no:/

- Narrow /'n æ rə ʊ/ /'n æro:/

- Sow /sə ʊ/ /so: /

- Window /'wɪnə ʊ/ /vɪndo:/

/'wɪndo:/

10.7 Spelling with ‘oa’

- Boat /bə ʊt/

- Coast /kə ʊst/

- Load /lə ʊd/

- Road /rə ʊd/

- Soap /sə ʊp/

10.8 Spelling with ‘ou’

- Shoulder /' ʃ ə ʊldə / /' ʃ o:ldə r/

- Thought / ð ə ʊ/ /do: / /

ðo:/


11 /u/ as in book

In production of this vowel the back of the tongue is raised to a position

between close and half –close. The lips are closely but loosely rounded

and the tongue is lax.

/u/ does not occur at the beginning of words. Finally it occurs only in the

weak form of the word

Examples:

11.1 Spelling with ‘oo, generally followed by k’

- Book /buk/

- Cook /kuk/

- Foot /fut/

- Good /gud/

- Hook /huk/

- Look /luk/

- Room /rum/ /ru:m/

- Took /tuk/

- Wood /wud/

11.2 Spelling with ‘o’

- Woman /'wumə n/ ['womə n] ['wumə n]

- To /tu/

11.3 Spelling with ‘u’

- Bush /bu ʃ/

- Cushion /'ku ʃə n/

- Full /ful/

- Pull /pul/

- Push /pu ʃ /

- Sugar / 'ʃugə / /'ʃugə r/

11.4 Spelling with ‘oul’


- Could /kud/

- Should /ʃud/

- Would /wud/

Some Bengali speakers replace /u/ by a closer [u]. This leads to confusion

between pairs like full and fool. [u] Can be changed to /u/ by opening the

mouth a little wider.

12 /u:/ as in rule, tube

This is a long back close vowel. The lips are closely rounded and the

tongue is tense. The length is reduced before voiceless consonants.

Examples:

12.1 Spelling with ‘u’ either in an accented syllable or followed by a

consonant letter and mute e. (often pronounced /ju: / when initial. Or

after a plosive, a nasal, or /f,v,h/)

- Duty /'dju:ti/

- Funeral /'fju:nə rə l/

- Music /'mju:zɪk/

- Pupil /'pju:pl/ /'pju:pɪl/

- Rude /ru:d/

- Tube /tju:b/

- Union /'ju:njə n/ /'ju:nɪə n/

12.2 spelling with ‘oo + consonant letter

- Choose /t ʃu:z/

- Food /fu:d/

- Loose /lu:s/

- Moon /mu:n/

- Noon /nu:n/

- Soon /su:n/

- Tool /tu:l/

- Tooth /tu: θ/ /tu:th/ /tu: θ/

12.3 spelling with ‘o’

- Do /du:/


- Lose /lu:s/

- Move /mu:v/

- Who /hu:/

12.4 spelling with ‘ou’

- Group /gru:p/ /grup/ /gru:p/

- Soup /su:p/

- Through / θru:/ /thru:/ / θru:/

- Wound /wu:nd/

- You /ju:/

12.5 spelling with ‘ui’

- Fruit /fru:t/

- Juice /d3u:s/ /d3ju:s/ /d3u:s/

- Nuisance /'nju:sns/ /'nuisɛns/ /'nju:sə ns/

- Suit /sju:t/ /su:t/

12.6 spelling with ‘ew’

- New /nju:/

- New /fju:/

12.7 other spellings

- Beauty /'bju:tɪ/

- Shoe /ʃu:/

- Two /tu:/

13 British R.P. / ɜ: / Indian English /ə r/ as in serve

British R.P. / ɜ: / is a vowel between half close and half open, the lips

being neutral. It occurs only in accented syllables. It is a long vowel, but

the length is reduced before voiceless consonants. In Indian English it is

replaced by [ə r] or [ʌ r].

Examples:

13.1 Spelling with ‘er + consonant letter

- Perfect /'p ɜ:fɪkt/ /'pə rfɛkt/

- Serve /'s ɜ:v/ /sə rv/ /sə rv/


- Term /t ɜ:m/ /tə rm/

13.2 Spelling with ‘ir + consonant letter

- Bird /b ɜ:d/ /bə rd/

- Circle /'s ɜ:kl/ /'sə rkl/

- Dirt /d ɜ:t/ /də rt/

- Firm /f ɜ:t/ /fə rm/

- Girl /g ɜ:l/ /gə rl/

- Thirst /θ ɜ:st/ / θ ə rst/

13.3 Spelling with ‘ur + consonant letter

- Burn /b ɜ:n/ /bə rn/

- Curl /k ɜ:l/ /kə rl/

- Hurt /h ɜ:t/ /hə rt/

- Murder /'m ɜ:də / /'mə rdə r/

- Nurse /n ɜ:s/ /nə rs/

- Purple /'p ɜ:pl/ /'pə rpl/

- Surface /'s ɜ:fɪs/ /'sə rfes/

- Turn /t ɜ:n/ /tə rn/

13.4 Spelling with ‘wor + consonant letter

- Word /w ɜ:d / /wə rd/

13.5 Spelling with ‘ear + consonant letter’

- Early / 'ɜ:lɪ/ /'ə rlɪ/

- Heard /h ɜ:d/ /hə rd/

- Learn /l ɜ:n/ /lə rn/

- Search /s ɜ:tʃ/ /sə rtʃ/

13.5 Spelling with ‘our + consonant letter


- Journey /'d3ə :nɪ/ /'d3ə rnɪ/

Diphthongs

Diphthongs are vowel glides within a syllabus. In R.P. diphthongs most of the

length and stress is given to the first element. These diphthongs are long

vowels, but the length is reduced before voiceless consonants. The R.P.

diphthongs /eɪ/ and / ə ʊ/ have already been discussed. The other diphthongs

are described here.

1. /aɪ/ as in bite

In production of / aɪ/ there is a glide from the front open position towards /ɪ /;

the starting point is retracted in Indian English. The lips change from a neutral

to a loosely spread position.

Examples:

1.1 Spelling with i accented

a) i+ consonant letter + mute e

- Bite /ba ɪt/

- Fine /fa ɪn/

- Ice /a ɪs/

- Mine /ma ɪn/

- Nice /na ɪs/

- Pipe /pa ɪp/

- Ride /raɪp/

- Time /tsɪm/

- Write /raɪt/

b) i in other positions

British R.P. Indian recommended

English form

Climb /klaɪm/

Rival /'raɪvə l/ /'raɪvə l/ /'raɪvə l/

Silence /'saɪlə ns/ /'saɪlɛns/


Tidy /'taɪdɪ/

1.2 y, generally accented

a) y + consonant letter + mute e

- Type /taɪp/

b) y in other positions

- Cry /kraɪ/

- Cycle /'saɪkl/ /'saɪkə l/

- Dry /'draɪ/

- Fly /flaɪ/

- Multiply /'m ʌ ltɪplɪ/ /'mə ltiplaɪ/

- Reply /'rɪ'plaɪ/ /rɪplaɪ/ /rɪ'plaɪ/

- Satisfy /'s ætɪsfaɪ/

1.3 spelling with ‘ie’

- Die /daɪ/

- Tie /taɪ/

- Flies /flaɪz/

- Cried /kraɪd/

1.4 Spelling with ign

- High /haɪ/

- Light /laɪt/

- Might /maɪt/

- Fight /faɪt/

- Night /naɪt/

- Right /raɪt/

- Tight /taɪt/

1.5 Spelling with ei



English form

- Either /'a ɪ ðə / /'a ɪdə r/ /'a ɪ ðə /

- Height /ha ɪt/ /

- Neither /'na ɪ ðə / /'na ɪ də r/ /'na ɪ ðə r/

1.6 other spellings

- Child / tʃa ɪld/

- Kind /ka ɪnd/

- Eye /a ɪ/

- Buy /ba ɪ/

- Island /'a ɪlə d/ /'a ɪ l ænd/

In words like fire, hire and science, R.P. has /a ɪə /, but Indian English

generally has [aɛr]

2. /ə ɪ/ as in boil

In R.P. the glide for this diphthong begins near the back half open

position and moves in the direction of / ɪ/. In Indian English it begins

in a more open rounded at the beginning and neutral at the end.

Examples:


English form

2.1 Spellings with ‘oi’

- Boil /bə ɪl/

- Choice / tʃə ɪs/

- Oil /ə ɪl/

- Points /pə ɪnt/

- Voice /və ɪs/

2.2 Spelling with ‘oy’


- Annoy /ə 'nə ɪ/

- Boy /bə ɪ/

- Toy /tə ɪ/

3. Indian English /au/ or British R.P. /au/ as in house

The glide for this diphthong begins between the front and the back open

position and proceeds in the direction of /u/. The lips are neutral in the

beginning and weakly rounded at the end.

Examples:


English form

3.1 Spellings with ‘oʊ’

- About / ə 'b ɑ ʊt/ / ə 'boʊt

- Bound /b ɑ ʊnd/ /baʊnd/

- Doubt /dɑʊt/ /daut/

- House /hɑʊs/ /haʊs/

- Loud /lɑʊd/ /laʊd/

- Mouth /mɑʊ θ/ /maʊth /

/ mɑu θ/

- Out /ɑʊt/ /aʊt/

- Round /rɑʊnd/ /raʊnd/

- Sound /sɑʊnd/ /saʊnd/

3.2 Spelling with ‘ow’

- Allow / ə 'lɑʊ/ /ɛlaʊ/ / ə 'lɑʊ/

- Cow /kɑʊ/ /kaʊ/

- How /hɑʊ/ /haʊ/

- Now /nɑʊ/ /naʊ/

- Town /tɑuʊ/ /taʊn/


In words like our, sour, tower, R.P. has / ɑ ʊ ə /, but Indian English generally

has [ə u ə r ] or [a: ə ]

4. /ɪ ə / as in cheer

The glide for / ɪ ə / begins with / ɪ / and moves towards / ə /. The lips are

neutral.

Examples:

4.1 Spelling with accented / ɪ ə /

Spelling with e, accented + r (Indian English has /i:/ in these

words.)

British indian recommended

R.P. English form

- Period /'p ɪ ə r ɪ ə d/ /pi:r ɪ ə d/

- Serious /'sɪ ə r ɪ ə s/ /'si:r ɪ ə s/

- Zero /zɪ ə r ə ʊ/ /'zi:ro:/

4.2 Spelling with ‘eer’

- Cheer / tʃ ɪ ə / / tʃ ɪ ə r/

- Deer /dɪ ə / /dɪə r/


- Dear /d ɪ ə / /d ɪ ə r/

- Ear / ɪ ə / / ɪ ə r/

- Fear /f ɪ ə / /f ɪ ə r/

- Hear /h ɪ ə / /h ɪ ə r/

- Near /n ɪ ə / /n ɪ ə r/

4.4 Spelling with ‘ere’


- Here /h ɪ ə / /h ɪ ə r/

- Mere /m ɪ ə / / m ɪ ə r

- Severe /s ɪ 'v ɪ ə / /s ɪ 'v ɪ ə r/ / s ɪ 'v ɪ ə r/

4.5 Spelling with ‘ier’

- Fierce /f ɪ ə s/ /f ɪ ə rs/

4.6 Spelling with ‘ea’

- Idea /a ɪ 'd ɪ ə / [a ɪ d ɪ a] [a ɪ 'd ɪ a]

- Real /r ɪ ə l/

- Theatre / 'θ ɪ ə tə / /thje:t ə r/ [' θ ɪ ə tə r]

5 Indian English /e ə / , British R.P. / ɪ ə / as in air

The glide for this diphthong begins between front half-close and

half open position and moves towards / ə /. The lips are neutral.

Example:

British Indian recommended

R.P. English form

5.1 Spelling with ‘air’

- Air / ɛ ə / / ɪ ə r/

- Pair /p ɛ ə / / p ɪ ə r/

- Chair / tʃ ɪ ɛ ə / / tʃ ɪ ə r/

- Hair / h ɛ ə / / h ɪ ə r/

- Fair / f ɛ ə / / f ɪ ə r/

5.2 Spelling with ‘ar accented + vowel letter’

- Bare /b ɛ ə / /be ə r/

- Care /c ɛ ə / /ce ə r/


- Dare /d ɛ ə / /de ə r /

- Rare /r ɛ ə / /re ə r /

- Share / ʃ ɛ ə / / ʃ e ə r /

- Various /'v ɛ ə riə s/ /'ve:riə s/


- Bear /b ɛ ə / / be ə r /

- Tear /t ɛ ə / /t e ə r/

- Wear /w ɛ ə / / ve ə r / /we ə r/

5.4 R.P. /e ɪ ə / reduced to / ɛ ə /

- Prayer /pr ɛ ə / /pre ə r/

5.5 Other spellings

- Aeroplane /'ɛ ə rə ple ɪ n/ /’e:rople:n/

- Their / ð ɛ ə / /de ə r / / ð

e ə r /

6 /u ə / as in poor

The glide for /u ə / is from /u/ to / ə /. The lips are weakly rounded at the

beginning and neutral at the end.

Examples:

Accented /u ə /

6.1 Spelling with oo, ou, u + r

- Poor /pu ə / /pu ə r/

- Sure /ʃu ə / /ʃo:r/

- Tour /tu ə / /tu:r/

6.2 Unaccented / u ə / has the prominence on the second element.

Examples:


- Influence /' ɪ nfluə ns/ /' ɪ nflu ɛ ns/

- virtuous /'v ɜ: tjuə s/ /'və rt ɛ ueə s/ /' və rtʃu ə s/

Activities and drill to develop speaking skill

1. Alphabets revision

2. Listen carefully and repeat (practice using OHP)

Vowels, diphthongal glides, consonants and consonant clusters as

introduced in orientation

3. Words drill - Word accent

3.1 Bi- syllabic words

Listen and repeat

a) Accent on the first syllable- 'able, 'baggage, 'captain, 'damage,

'eager, 'kidney, 'dentist, 'master, 'package, 'table.

b) Accent on the second syllable- ab'out, be'cause, ca'nal, de'ceive, ef'fect,

con'trol, pos'sess, de'light, be'side, re'course

3.2 Tri- syllabic words

Listen and repeat

a) Primary accent on the first syllable- 'accident, 'bicycle, 'calcu'late,

'delicate, 'edu'cate, 'recti'fy, 'perme'ate, 'foreigner, 'quarrelsome.

b) Primary accent on the second syllable- ac'custom, com'mittee, de'liver,

e'lastic, ho'rizon, py'jama, re'actor, fa'miliar, sul'phuric,des'cribing.

c) Primary accent on the third syllable- disap'point, enter'tain, recom'mend,

under'stand, millio'naire, ,inhu'mane, decom'pose.

4. Accent in connected speech

4.1 Rhythm

Listen and repeat

i) He 'came ‘late to the 'office.


ii) ‘Nobody 'took any `notice of him.

iii) There’s 'nothing to be `done about it.

iv) I’d 'like to ‘know who `broke it.

v) He’s 'going to ‘meet us at the `station.

4.2 Intonation

4.2.1 Falling intonation

Falling tone is used as follows:

i) In ordinary statements made without emotional implications

Examples:

Its 'seven o’clock

I have a 'lot of students.

The 'house is `empty.

The 'water’s `warm.

ii) In questions beginning with a question word such as what, why or how

(whose interrogative nature is therefore clear) which are said in neutral and

sometimes in unfriendly way

Examples:

'Why did you `do it?

'When are they `coming?

'How will they `get here?

'What are they `muttering about?

iii) In commands

Examples:

'Do as I `say.

'Come `here.

4.2.2 Rising intonation

Rising tone is used as follows

i) In incomplete utterances. Very often as the first clause of a sentence.


Example:

It’s 'seven o’clock (but she hasn’t got up yet)

I have a 'lot of, students (and some are quite bright)

The 'house is, empty (and has been for years)

The 'water’s, warm (so why don’t you come in)

ii) In questions which demand an answer yes or no

Examples:

'Are they, coming?

'Will you, do it?

'Has the ‘lecture, started yet?

Have you ‘seen my 'younger, brother?

iii) In questions which begin with a question word as what, why or how and

which are said in a warm friendly manner.

Examples:

'How’s your, mother?

'Why didn’t you ‘come and, see me?

'What time is it?

iv) In polite request

Examples:

'Would you ‘open the, window?

'Please sit, down.

4.2.3 Falling – rising intonation

The falling rising tone is typically used for special implications, and gives the

impression that the listener should understand more than a literal interpretation

of the words. Its use in statements can be contrasted with that of a falling tone,

where nothing extra meant to be read into the remarks uttered.

Examples;

- I ‘m going there this v evening.

(Even though you may have expected me to go earlier, this is the best I can

do)


- I didn’t see you at the v theatre.

(I saw you somewhere else and you didn’t realize it)

- The v houses are nice

(but perhaps the people in them aren’t so pleasant)

- His v brother will, come

(Which is just as good for our purpose, so don’t worry)

- He’s not as stupid as I thought.

(which even though he’s still quite stupid is a good thing)

- Do it at once.

(I know that a person of your type won’t do it unless I tell him to)

Make pairs each choose one topic from the list given below. Come in pairs

one by one converse with each other on chosen topic, other students listen to

them carefully and note down listened mistakes to correct them.

Topics: Conversation between

1. Student and teacher

2. Student teacher and guide

3. Doctor and patient

4. Woman and vegetable seller

5. Postmaster and customer

6. To students / friend

7. Milkman and a lady

Giving instructions/ Description / Explanation.

Picked up one chit thought for two three minutes and talked on the topic for 2

minutes or nearly 10 sentences.

How do you make tea?

How do you prepare lime juice?

Tell your daily routine

Describe how you celebrate your birth day.

How to ride bicycle.

Teach your friend to prepare ship from paper


Describe the accident you have seen on the street.

Describe how you celebrate Republic Day.

Describe your experience of first micro lesson.

What Instruction will you give to your students before exam?

Explain how your mother prepares ‘Pulav.’

Tell your friend exact location and address of our college.

Explain how to use email.

Practice Guidance and some suggestions can be given and again they can give

chance to perform same talk again.

Making Appropriate Responses.

What do you say in the following situations?

A fellow passenger stepped on your toe in the bus and apologies to you.

You knocked down on elderly lady while you were riding a bicycle on a

busy street.

Your friend helps you in preparing teaching aid.

Your friend tears your lesson note by mistake and says ‘sorry’.

You are preparing for your practice lesson. Your neighbor’s children play

music very loudly till midnight. Complain to your neighbor.

At the inquiry counter of a bus station you want to find out when the last

bus for your town leaves. Ask the clerk at the counter.

You are in the post office you want post carts, Inland letters some tickets.

Ask for these things and tell how you will converse while paying if you

don’t have change.

Role Playing.

Come forward in pairs and play roles of your choice from following list.

* Hotel manager and guest.

* Post master and client

* Doctor and patient.

* Hero in the advertisement.

* Principal and student.


* Teacher and student.

* Vegetable and fruit seller and customer.

* Police and Thief

* Traffic police and motor cycle rider.

Administration of post test.

Reading skill training programmme

Orientation

Teaching Points

The nature of Reading

Activities and tests for formative assessment and enhancement of reading

skill

The nature of Reading

Reading is a purposive activity. In real life, we do not normally read because we

HAVE to but because we WANT to we usually have a PURPOSE in reading;

there is something we want to check or clarity, some opinion we want to find

how the story develops: what happens next.

Reading is not an invariant / unchanging skill: there are different types of reading

skill which correspond too many different purposes we have for reading. Rivers

and Temperley (1978, 87-88) suggest that Indians as the second language

learners will want to read:

→ because they are curious about some topics

→ because they need instructions in order to perform

some task for their daily life (They want to know how

an appliance works: they are interested in a new

recipe, they have forms to fill in)

→ because they want to act in a play, play a new game,

do a puzzle or to carry out some other activity which

is pleasant and amusing.

→ because they want to keep in touch with friends by

correspondence or understand business letters.


→ because they want to know when or where something

will take place or what is available (they consult time

tables, programmer, announcements and menus or

they need advertisements)

→ because they want to know what is happening or has

happened (they read newspapers, magazines, reports)

→ because they seek enjoyment or excitement (they read

novels of all kinds, short stories, poems, words of songs.)

White (1983, 87) suggested that we read in order to obtain information which is

presented in written form. By information he means content which is cognitive

(or intellectual) referential (or factual) or affective (or emotional)

Reading therefore is a purposeful activity then developing purposive reading skill

in the students involves training him to adopt a number of different reading styles

related to his reason for reading, we will have to develop the ability to switch

styles according to purpose. Pugh (1978, 68) distinguishes the styles and

techniques of:

- SCANNING (To locate known items)

- SKIMMING (To gain an idea of organization of the

text)

- RECEPTIVE READING (To discover accurately what

the writer wishes to say)

- RESPONSIVE READING (To reflect on what the

writer has written).

Activities and tests for formative assessment and enhancement

of reading skill

1. Loud reading

1.1 Alphabets reading drill

Vowels, diphthongal glide, consonants and consonant clusters as

practiced in speaking skill


1.2 Word reading drill

Word accents (as practiced in speaking skill)

2 syllabic words –

1. Accent on first syllable

Able, baggage, caption, damage, eager, kidney, dentist, master,

package, tackle

2. Accent on second syllable

About, became, canal, deceive, effect, posse, delight, beside,

3 syllabic words –

1. Primary accent on the first syllable

Accident, bicycle, calculate, delicate, educate, recognize, rectify,

foreigner, quarrelsome.

2. Primary accent on the second syllable

Accusation, committee, deliver, elastic, horizon, pajama, rectal,

familiar, euphoric, describing.

3. Primary accent on the third syllable

Disappoint, entertain, recommend, understand, millionaire, inhumane,

decompose.

1.3 Sentence reading drill

Rhythm

It is found that when words are combined into sentences in English the

accented syllables tend to recur at regular interval of time which gives rhythm

for example

i) He 'came 'late to the 'office.

ii) 'Nobody 'took any `notice of him.

iii) There’s 'nothing to be `done about it.

iv) I’d 'like to 'know who `broke it.


v) He’s 'going to 'meet us at the `station.

1.4 Division into group

The absolute limits in the length of a group are obviously physiologically

conditioned in that no speaker or reader can prolong a group for longer than he

has breath to speak. In practice we could prolong no group for longer than seems

comfortable

I) Division into group is therefore linked with breath control. In the sentence

“when I went to see them, they were out” it is natural to make a slight pause

to cut of the outgoing air stream after the word ‘them’ and before the word

‘they’. Any further additional clause leads to another group e.g. when I

went to see them, /they were out, / so I went back.

II) Punctuation, which also correlates closely with breath bounce, is a useful

guide to the beginnings and ends of groups. A full stop, colon or semicolon

will always mark the end of a group.

III) Many groups

There’s a 'city in 'south, India / called Hyderabad. / I shall ‘always remember it /

‘firstly because I lived there happily for almost two years/ and ‘secondly because

it was ‘hotter ‘there.

2. Silent reading

Activities related to understanding word meanings according to the context.


Worksheet 1

Read the context given and find out word meanings from the context.

1. Both sides in the election contest are throwing accusations at each other.

The Gore supporter claim that Governor Bush is trying to thwart the will of

the people, the Bush supporter say that Mr. Gore is trying to create vote for

president.

What does “thwart” mean?

a) Help

b) Figure out

c) Block

d) Tickle

2. There is a legal battle raging and the judges are concerned that time is

running out. Lawyers are being asked to expedite the matter by getting

there paperwork in early.

What does “expedite” mean?

a) Quicken

b) Agree on

c) Sue

d) Discuss

3. The Florida legislature believes that it has the power to choose the winner

of the election if the courts haven’t finished their work by December.

Both houses are controlled by Republicans and they would surely resolve

the matter in Bush’s favor.

What does “resolve” mean?

a) Cancel

b) Consider

c) Debate

d) Settle

4. The election could actually end up being decided in the U.S. congress. AL

Gore’s vice presidential running mate. Joe Liberian, and perhaps Mr. Gore

himself, would be able to vote on the matter. Some would argue that they

should rescue themselves, but they would probably exercise their right to

vote.

What does “rescue” mean?

a) Step aside and not be involve

b) Admit that you are wrong

c) Leave the country

d) Insist on being heard


Worksheet 2

Use the context to help you choose the meaning or synonym for each

highlighted word.

1. Fortunately, the dizzy spell was transient. He was able to continue

playing within seconds and had no trouble winning the match.

When you describe and event as “transient”, you are saying that

-----------------------------------------------

a) It sounds like a train

b) It is quiet harmful

c) It helps you win

d) It doesn’t last long

2. Brea and Elizabeth are having a dispute over which radio station to play

at work. It would be so much simpler if they both liked the same kind of

music.

A dispute is a ------------------------------------------------------

a) Musical instrument

b) Choice of music

c) Discovery

d) Disagreement

3. When they heard the good news about the court’s decision, the angry

crowd cheered and then began to disperse. “It looks like everyone is

going home”, one reporter stated.

Which would be opposite of “disperse”?

a) Needing a bath

b) Dishonest

c) Clearly different

d) About the same age

1. ----------------- 2. ------------------- 3. --------------------- 4. ----------------


Worksheet 3

Use the context to help you choose the best meaning or synonym for each

highlighted word.

1. Your plan looks good. I hope it will really work. It’s time to implement it

and see if it’s as brilliant as you claim

a) Instrument

b) Take apart

c) Change

d) Carry out

2. If your plan fails, we’ll have to find someone who can devise a better one.

a) Design

b) Dislike

c) Appliance

d) To use peanut butter as toothpaste

3. Of course, I’m not saying that your plan is no good. I tend to be

optimistic, so won’t be surprised when you succeed.

a) Expecting the best to happen

b) Needing glasses to see

c) Full of glass

d) Unselfish

4. When your plan brings us great wealth, you will be rewarded for your

sagacity.

a) Good looks

b) Mistakes

c) Intelligence

d) Huge appetite for herbs

5. No matter what happens, I assure you that I will not forget how hard you

have worked on this project.

a) Dare

b) Promise

c) Act like a donkey

d) Forget

1. ------------------- 2. ------------------ 3. -------------------- 4. ------------------


Worksheet 4

1. Ryan is a great inventor. However, I don’t think that his latest invention, edible

socks, is likely to be too successful. Not many people want to eat socks. There

are some things in life that should remain inedible.

1. Which word in the passage means, “fit to be eaten”?

2. Which word in the passage means, “not fit to be eaten”?

2. Marsha is really an introvert. When I took her to Jason’s party, she sat in a

corner without speaking to anyone. All she did was eat most of the snacks. The

only reason she hangs out with me is because I never try to force her to be

sociable. She would never forgive if I introduce her to anyone.

a) Friendly

b) Hungry

c) Unclean

d) Shy

3. Sunshine said, “Amber, why are you making such a big deal about Robert’s

hair? Yes. He did dye it purple. It is rather unusual for guy to have purple hair.

On the other hand, it’s not exactly going to change the course of world history.

It’s really quite a trivial matter.”

a) Strange

b) Unimportant

c) Disgusting

d) Dangerous

1. ----------------------- 2. ----------------------- 3. --------------------------


Worksheet 5

1. If you count all votes in an area that heavily supports candidate A, and only

some of the votes in an area that heavily supports candidate B, you’ll skew

the result in favor of candidate A.

What does “skew” mean?

a) Roast

b) Ignore

c) Slant

d) Ask

2. The home team made sure that the officials were on their side. They won a

close game and the championship with many questionable decisions from the

officials. However, no one from any other town would accept the winners as

legitimate champions.

What does “legitimate” means?

a) Real

b) Talented

c) Sneaky

d) Good looking

3. Some people believe that lawyers are always working to see that justice is

done. On the other hand, some believe that lawyers only want to

manipulate the legal system to get what they want. Could both sides be

right?

What does “manipulate” mean?

a) Control in a dishonest way

b) Give help

c) Teach about or explain n

d) Disagree with

4. Both sides battled for years. They were very far apart and could find no

way to make a lasting peace. When the fighting finally came to an end,

everyone was exhausted and embittered.

What does “embittered” mean?

a) Very angry, resentful

b) Sour tasting

c) Humorous

d) Annoyed

1.-------------------- 2. ---------------------- 3. ------------------- 4. -----------------------


Worksheet 6

Use the context to help you choose the best meaning or synonym for each

highlighted word.

1. Mr. Huge was very proud of his auto superstore. “We have such an extensive

selection of cares,” he said, “so everyone should find a vehicle that he or she

will love!”

The word “extensive” means -------------------

a) Costing a lot of money

b) Large amount

c) Having no color

d) Not enough

2. Friendship is priceless thing. If Chris put a price, or conditions, on her

friendship, it’s no longer priceless. In fact, it’s not real friendship at all!

The word “priceless” means ---------------------------------------

a) It has a missing tag

b) It has no value

c) It has great value

d) It is made out of rice

3. The new story was based on a letter that was a fabrication. Now the reporter

who wrote the story is in big trouble. Will anyone believe him again?

A fabrication is --------------------------

a) Made of cloth

b) Full on long words

c) Funny

d) Fake


4. The reporter insisted that the letter he used was authentic. He said that he had

shown it to many experts before he used it in his story.

When something is authentic, it’s --------------------------------

a) Genuine, or real

b) Carefully written

c) Full of tasty warms

d) Very old

5. In 1975, Governor James promised to do something about the high taxes in our

state. She didn’t present a tax cut bill to lawmakers until 1985. It took her a

decade to keep her promise, but better late than never.

How long is a decade? ------------------------

a) 75 years

b) 85 years

c) A century

d) 10 years


Choose correct missing word activity

Read the selection without stopping to choose missing words. Then read it

again, pausing to underline the correct words. Finally, read the selection

again to see if it makes sense.

Worksheet 1

Dog Face

I ------1-------- by Mr. J. Gerald Cowcamper’s house one day and was greeted by

a rather old looking dog. She was gentle beast who ------2-------- her tail as she

pushed her nose against my hand.

“What’s her --------3---------?” I asked.

“I call her ‘Dog Face,” replied the old ------ 4 -----

“---------5--------- do you call her that?” I inquired.

“Isn’t it obvious?” asked Mr. Cowcamper.

“Not really.”

Mr. Cowcamper cradled the old animal’s head in his hands. “If you -------6--------

at just the right angle, you can see that she seems to have a dog’s face,” he ----7--.

“But she is a -------8---------!” I said.

“Shhhh!” Mr. Cowcamper responded with loudest whisper I have ever -----9-----.

“Don’t let her hear you say that!”

I said -------10-------, because I didn’t know what to say.

1. stopped ran went carried

2. chased bit wagged lost

3. breed problem age name

4. dog cow lady gentleman

5. how why where when

6. listen look call wonder

7. explained asked smelled knew

8. person female dog potato

9. spoken seen found heard

10. here yes words nothing


Worksheet 2

Who Elects the President?

November 7, 2000 is a very special day in the United States. Voters all

across the nation are ------1--------- representatives in local and national races.

Some people think that they’re voting for the president of our country too.

They’re not! Again, they’re voting for -------2-------. These representatives are

called electors. They are part of a system called the Electoral College.

In most states the electors are chosen on a winner take all basis. That makes

it possible for one candidate to win the most electors while getting less popular

votes nationally than his -------3-------.

The electors will meet in their respective states and cast their votes for

president and vice-president on December 18, 2000. The constitution does not

-----4------ the electors to vote for the candidates that they are pledged to, but they

almost always do. On January 6, 2001, just two weeks before the new president

and vice-president take office, the votes will be counted in Congress.

If no one gets a majority (more than half) of the electoral votes, at least 270

out of 538, the ----5----- will be chosen by Congress. The House of

Representatives will choose (one vote per state) the president and the Senate will

choose vice-president. It’s not likely, but we could actually end up with a

president from one party and a vice-president from another.

In an extremely close election, all kinds of strange outcomes are ------6-------

-. Will the -----7----- that most voters prefer be the next -------8-------? And when

will we even know

1. phoning asking wishing electing

2. president someone candidates representatives

3. mother election memory opponent

4. force see remind popcorn

5. voters winners people guys

6. possible impossible good bad

7. food election car candidate

8. dinner victory dog president


Worksheet 3

How Television Has Changed

You really have to get very old before you realized you’re old. I’m in my

middle fifties and I don’t feel old yet. However, sometimes I look back at my

childhood and -----1------- things to the way of life are for -----2------ kids. Some

things have certainly changed.

One area of change is television. Some changes have been improvements.

Some changes, on the other hand, have been -----3-----.

When I started school, most people didn’t have a television; TV was just

beginning to get ----4-----. My father decided to go all out and buy a 16 inch

black and white Motorola set. I still remember watching the Lone Ranger save

people from -----5----- guys on that awesome electronic machine. That was

exciting!

Now, -----6----- have larger picture in full color. The pictures are clearer and

the sound is much more realistic. The new high definition sets are made to rival

----7----- screens.

The variety and quantity of programming has ------8------- greatly. There are

hundreds of channels and more shows that one person could ever watch. There

are many fine entertainment and educational -----9------. There’s also a lot of

garbage, stuff that most parents don’t want their kids exposed to. Overall, we

have more choice, and that is good.

I wonder what -----10----- will be like when today’s kids are my age.

1. forget remember compare miss

2. today’s yesterday’s tomorrow’s poor

3. great huge setbacks remarkable

4. gone replaced expensive popular

5. old good bad best

6. films movies billboards televisions

7. movies video watch telephone

8. loss increased decreased played

9. books shows authors awards

10. movies food cars television


3. Proof reading activity

Read the passage for proof reading. Correct the wrong spellings, spacing

and capitalization errors.

Passage:

we travel for business. We travel for sight seeing. We travel for

necessity. We go to dargiling to have a change of climate or tohave a look at he

mighty himalayas. We go to puri to enjoy a sea bath, to see the sun cominig out

or to visit the temple of jagannath. But who travels in our country to acquire

knowledge? In Europe travelling is necessary part pf education.

The educational value of travelling can hardly be described. Bacon says

that travelling in the younger is a part of education in the older a part of

experience. Travelling teaches better than books, for no other sense organ is

more potent a factor in learning than eye. We read for instance of existence, in

the past of uni versity named nalanda. They say their were one hundred lecture

rooms. Is it a figment of imagination? Is it a faithful researnh of a day dreamer?

We run to this spot and examine the work of excavation. Our doubts are at once

removed. Our book knowledge . history is made real to us. geography is

actualized . economics is tasted and challenged . sociology is place on sure

foundations. A visit to a place of historical interest illumines Things that should

otherwise have remained hazy.

First work individually and then in pairs or small groups to prepare a

perfect passage for the final typing.


4. Silent reading and comprehension activities

Read the passage and answer the question given below.

Skimming, scanning, responsive reading and guessing practice is given.

following are the 10 worksheets.

Worksheet 1

1. Read the following passage and answer the questions given below.

We travel for business. We travel for sightseeing. We travel for necessity. We go

to Darjeeling to have a change of climate or to have a look at the mighty

Himalayas. We go to Puri to enjoy a sea, bath, to see the sun coming out of these

or to visit the temple of Jagannath. But who travels in our country to acquire

knowledge? In Europe travelling is a necessary part of education.

The educational value of travelling can hardly be described. Becon says that

travelling in the younger is a part of education in the older a part of experience.

Travelling teaches better than books, for no other sense organ is more potent a

factor in learning than the eye. We read for instance of the existence, in the past

the university named Nalanda. They say there were one hundred lecture rooms. Is

it a figment of imagination? Is it a faithful research of a day dreamer? We run to

this spot and examine the work of excavation. Our doubts are at once removed.

Our book knowledge is confirmed.

Travelling supplements our knowledge. History is made real to us. Geography is

actualized. Economics is tested and challenged. Sociology is place on sure

foundations. A visit to a place of historical interest illumines things that would

otherwise have remained hazy.

Answer the following questions

1. What does travelling supplement?

-----------------------------------------------------------------------------------------

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2. Why do we travel in India?

-----------------------------------------------------------------------------------------

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3. What is the educational value of travelling?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

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4. How travel and tourism is useful?

-----------------------------------------------------------------------------------------

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-----------------------------------------------------------------------------------------

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5. What is the word “hazy” means?

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Worksheet 2


The story of Egypt is the story of a river. Without the Nile, Egypt would be a

desert from the end to end. This river with its network of irrigations and the Delta

of Lower Egypt. Almost all her riches spring from the land. This is cultivated by

about ten million peasants in much the same way and with the same implements

as were used by the ancient Egyptians. Each year, the river rises and spreads its

water over the great area of parched land. In winter the floods begin to go down

and until modern times there was always the danger of drought until the next

season’s rains. Modern engineering is solving the problem by holding back the

surplus flood water by means of great dams at Aswan, several hundred miles up

the Nile.


1. How has Nile kept the desert at bay?

-----------------------------------------------------------------------------------------

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2. How is modern engineering solving problem of drought?

-----------------------------------------------------------------------------------------

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3. How the river is a blessing to the farmers?

----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

4. Explain, how rivers lead a nation to prosperity?

-----------------------------------------------------------------------------------------

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5. Which word in the passage is the synonym of ‘farmer’?

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Worksheet 3


Patriotism means love for our country. It is a quality of both civilized and

uncivilized nations. For Bushman in Africa and the most civilized man of the 20th

century, has native and is the best place in the world. This love is not created by

any artificial method, but, it is rooted deeply in our hearts. ‘East or West, home is

the best is a well-known maxim. Our country appears to be the best place on the

earth.’

Patriotism is a noble sentiment. It gives us an interest in the fortunes of our

country. It fills us with pride of its achievements, past or present. Under its

influence men have done most heroic deeds that adorn, the pages of history. The

history of the world is full of examples of persons who bore innumerable

hardships for the sake of their motherland and finally went victorious in the

achievement of their aim. Garibaldi suffered for years for the sake of his country.

Rana Pratap sacrificed his everything and wondered through jungles and forests

eating wild grass and leave of trees for the love of his Motherland. The self-

sacrifice of Spartans at the pass of Thermopile for defense of their country will

remain inspiring, example of patriotism for all time to come. Nelson talked of

great truth when he said, “England expects every man to do his duty.” Every

country expects of its people such to devoted and dutiful service in return for the

motherly care it has bestowed on them.


1. What does patriotism mean?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

2. What does every country expect of its people?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

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3. Mention the names of some great men who suffered great hardship for

their country?

-----------------------------------------------------------------------------------------

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4. What can you do to serve your country?

-----------------------------------------------------------------------------------------

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5. Which word in the passage is the antonym of ‘natural’?

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Worksheet 4


A great part of Arabia is desert. Here there is nothing but sand and rock. The

sand is so hot that you cannot walk over it with your bare feet in the day time.

Here and there in the desert are springs of water that come from deep down under

the ground-so deep that the sun cannot dry them up. These springs are few and

far apart, but wherever there is one, green grass very soon covers the ground all

around it. Soon big trees and palm trees grow tall and graceful, making a cool,

green, shady place around the spring. Such a place is called an oasis.

The Arabs who are not in city live in the desert all the year round. They live

in tents that can be put up and taken down very easily and quickly so that they

can move from one oasis to another seeking grass and water for their sheep,

goats, camels and horses. These desert Arabs eat ripe, sweet figs and also the

dates that grow upon the palm trees; they dry them too, and use them as food all

the year round.

The camel is much more useful to Arab than his beautiful horse, however,

for he is much larger and stronger. One camel can carry as much as or more than

two horses. The Arab loads the camels with goods and rides him, too, for miles

and miles across the desert-just as if he were really the “Ship of the Desert,”

which he often called.


1. Where do the springs of water in the desert come from?

-----------------------------------------------------------------------------------------

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2. Why can’t one walk with bare feet on the sand in day time?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------


3. What does oasis mean?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

4. Why the camel is called the “Ship of the Desert”?

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5. Why do people keep pet animals?

-----------------------------------------------------------------------------------------

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Worksheet 5


The sun is the great source of energy if only we could find a good way of

using it. Its energy is stored in food by plants and animals which feed on plants,

and in this way it is the source of life. No one has yet invented a suitable way of

using its rays to drive large machines directly. But this is not impossible. Solar

batteries’ are now used in satellites to turn the sun’s rays into electricity. They

give power to the radio sets which broadcast back to the earth from space-ships.

Another idea is to use magnifying glasses or curved mirrors to concentrate the

sun’s rays at a point. This point will become very hot, and perhaps the heat could

be used to drive generators. Wires of two different metals of the right kind, when

joined together, and heated at a joint, produce an electric current. This method

has already been used to give power to radio sets and other devices.

In India and Africa, there is no shortage of sunshine. Perhaps scientists in

these countries will one day find the best way to use the energy of the sun.


1. What is the great source of energy?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

2. Where is solar energy stored?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

3. What will scientists of India and Africa find one day?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

4. How can solar energy be used?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

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5. Do you think that man will really need solar energy in future? Why?

-----------------------------------------------------------------------------------------

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Worksheet 6


Discipline is essential in every organized movement. Discipline means

perfect obedience to external authority. Discipline is a necessary, qualification for

discipleship. The disciple has no right to question the authority of the teacher. He

must first obey and then try to understand the object and importance of an order.

He has no right to question. Disobedience is unpardonable in a disciple.

Discipline is very strictly enforced in the army. The slightest breach is very

severely dealt with. It is also very essential in schools and colleges.

A good servant makes a good master. An obedient servant develops into an

efficient master. It is only he who knows how to obey, will know how to

command. Hence we should learn to obey before we aspire to command.

Discipline needs self control. One who cannot control himself can hardly control

others.

Discipline implies subjection or subordination of one’s will to others. The

habit of perfect respect to power has a natural tendency to change one into a mere

machine. While it is successful in carrying out of organized action it determines

the individual by inducing a deadening monotony. The soldiers in an army are

not expected to think about themselves. Hence the ordinary soldier has no

individuality of his own. His individuality is sacrificed to the common interest of

the whole army. He is trained to carry out the will of his superior. His natural

initiative gradually disappears. He becomes a victim to his officers for the sake of

discipline. The more efficient he is as a soldier, the more machine like he

becomes and less human does he grow. Thus strict discipline has baneful and

degrading effect and tends to kill all the more human feelings in a man by

converting him into mere machine.


1. Who makes a good master?

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2. What is unpardonable in a discipline?

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3. Why is discipline important in discipleship?

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4. What disciplines do you think are essential to an ideal student? Why?

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5. Name a person who gave importance to disciplines in his life?

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Worksheet 7


The word ‘duty’ is derived from the word ‘due’ which means debt. Therefore

duty is thing which is due and must be paid by everyone. If anyone should fail in

this duty he will be discredited.

The first thing to be remembered in connection with duty is that the man, who

fails to do it, suffers more than the person to whom it is due. Hence it is for our

own sake that we have to do our duty.

Lord Nelson, the greatest of all English Admirals, realized best the importance

of duty. The signal that he gave to the fleet of the Trafalgar was, “England

expects every man to do his duty.” There was no word about glory. But if he

fails in his duty he will get nothing. The strict performance of duty should be the

end and aim of everyone.

Duties are of many kinds. We owe certain duties to ourselves. It is our first

duty to be clean, healthy, pure, self-reliant and self respecting.

Then we have certain duties to our parents, like affection reverence and

obedience. We have also duties to our teachers and fellow students our wives and

children, our community and country and to the humanity in general. These

various duties are too well known to be mentioned. Duties are like so many

concentric circles. The smallest circle contains ourselves the largest encloses the

whole humanity.


1. What is our first duty?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

2. What are our duties to our parents?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

3. Mention different kinds of duties stated in the extract?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------


4. Explain how duties will help human beings to live happily?

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

-----------------------------------------------------------------------------------------

5. Name two persons who gave importance to duties in their life?

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Worksheet 8


Asiad – 82, the ninth Asian Games was the biggest show ever held in Asia.

India successfully conducted the Games from November 19 to December 6,

1982. It was a great honor for the country to organize such a grand festival of

Games. The Government made use of all the resources of the country to make the

event a grand show.

The Government spent several corers of rupees to raise new stadiums to

accommodate thousands of national and international spectators. Constructing

activities were kept in full swing for months around the capital. Besides stadium,

hotels and bridges were built to supply place to games, sportsmen and traffic. The

Indoor stadium which accommodates 20,000 spectators cost several corers of

rupees. The constructive activities in Delhi reminded the activities of Mohammed

Tughlak’s shifting of the capital from Delhi to Maharashtra.

On November 19, the Prime Minister of India Mrs. Indira Gandhi lit the

traditional torch. The inauguration ceremony which included a march past by the

players of all the 32 nations, participating in the games, was held in the new

constructed Jawaharlal Nehru, Indoor Stadium. The inauguration ceremony was

followed by rich colorful activities. Typical dance to the tune of music were

presented by the different states of the country.


1. What was the biggest show ever held in Asia?

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

2. What happened on November 19?

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

3. Describe the constructing activities carried out?

------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------


4. Which activities were done during inauguration ceremony?

--------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

5. Name another game activities held worldwide?

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Worksheet 9


A city of ants is a teeming hive where work is unending as anyone will know

who has studied even the common yellow ant of the English fields. The homes of

these tiny creatures are underneath small mounds raised a little. The center of an

ant community is the queen. She alone lays the eggs which will become the

whole of the next generation in the ant city and as the queen lays her eggs the

busy worker ants carry them away to the nursery. There they are carefully

watched over by the nurse ants who as soon as the grubs are hatched out of the

eggs, feed them with a special food, keep them clean and do everything they can

to make them grow. So the grubs flourish and as soon as they are full grown the

nurse ants carry them away to the cocoon chamber where the grubs change into

cocoon. Even at this stage, when the body ants are sleeping the nurse ants are as

watchful as ever. At regular intervals the cocoons are carried from the cocoon

chamber up to the top of the mound, so that warmth of the sun may help them to

develop. Presently, the cocoons burst open and the young ants crawl out ready to

take their share in the life of the community.


1. Who is the center of the ant community?

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

2. What happen when the cocoons burst upon?

-------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

3. What work do the nurse ants do?

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--------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------

4. Which social skills we can learn from ant community?

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5. Name another busy and hard working creature like ant?

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Worksheet 10


Unemployment is the greatest problem of our country. It is rural as well as

urban; it is the product of modern times. This is a socio-economic problem. It is

very serious. It demands its immediate remedy because it threatens the peace,

prosperity and stability of the free India.

There are many causes of this serious problem. The use of machinery on a

grand scale in production is very important cause. It has reduced the scope for

human labour to a great extent. We are multiplying ourselves like mice in a barn.

Population and production increase in geometrical and arithmetical progression

respectively. Hence the means of employment cannot keep pace with the growing

population.

The wrong system of our education is also responsible for this serious

problem. We attach great importance to literary education. This accounts for the

growing unemployment. After finishing his education our young man thinks it

below his dignity to do physical labour. The clerical jobs are insufficient to

absorb the growing number of educated young men. Hence unemployment is

prevails in our country.


1. What is the greatest problem of our country?

-------------------------------------------------------------------------------------------

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2. What do we neglect?

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--------------------------------------------------------------------------------------------

3. Give causes of unemployment in our country?

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4. What different problems does our country face?

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APPENDIX B LANGUAGE SKILL TESTS USED FOR SUMMATIVE

EVALUATION

Listening Skill Test Blue Print

Sr.

No.

Sub

point/Subunit Objectives

Knowledge Understanding Application

Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Total

Marks

1 Vowels 10

(5)

- - - - - - - - 5

2 Consonants 10

(5)

- - - - - - - - 5

3 Stress 10

(5)

- - - - - - - - 5

4 Intonation 6

(6)

- - - - - - - - 6

5 Instructions 4

(4)

- - - - - - - - 4

6 Purposeful

listening

1

(1)

- - - - - - - - 1

7 Identification

& Selection

4

(4)

- - - - - - - - 4

8 Dictation - - - - 1 (4) - - - - 4

9 Listening

Comprehension

- - - - 4(12) - - - - 12

10 Listening

Comprehension

of Conversation

- - - - 4 (4) - - - - 4

Total Marks 30 - - - 20 - - - - 50

Listening skill test used for summative assessment

NAME:

DATE:

Q. 1. Listen to the following pairs of words and write ‘S’ if the vowels in the

pair are same; write ‘D’ if they are different.

(5)

1) Card - Farm

2) Sea - Key

3) bed- bad

4) Hot - bought

5) Boot - foot

6) Curl - circle

7) All - fall

8) Women -human

9) Dead--said

10) Cup--hop

Q. 2. Listen to the following pairs of words and write ‘S’ if the consonants in

the pairs are same; write ‘D’ if they are different. (5)

1) sing-king

2) fan-van

3) Ten –then

4) Visit -wet

5) Rice -rise

6) Slip -sleep

7) Pick -pin

8) Day - die

9) Hit -hid

10) Ass -ash

Q. 3. listen to the following words and write ‘1’ if the stress is on the first

syllable. Write ‘2’ if the stress is on the second syllable. (5)

1) |accident

2) |about

3) |bicycle

4) |effect

5) |kidney

6) Be |cause

7) |object

8) Be |side

9) |master

10) De |light

Q. 4. Listen to the following sentences and write ‘F’ if the sentence is in

falling intonation; write ‘R’ if the sentence is in rising intonation. (6)

1) |Are they/ coming?

2) The |house is / empty

3) When are they / coming?

4) Would you | open the / window

5) Its tea /cold

6) Yes you are right

Q. 5. Listen to the instructions carefully and act accordingly. (4)

1) Draw three triangles on your paper and then fill them with stars.

2) Draw six Rectangles and then erases two of them

3) Draw six rectangles, draw circles inside three of them and fill the remaining

with stars

4) Draw two circles, three standing lines and then 3 question marks.

Q. 6 Listen to the passage carefully and count how many prepositions are

there in the passage. (1)

Yes here were giants before the Jam sahib (the great Indian Cricketer kumar

Shree Ranjeetsingh better known to the world of cricket as Ranjee). And yet I

think it is undeniable that as a batsman the Indian will leave as the supreme

exponent of the Englishman’s game. The claim does not rest simply on his

achievements although, judged by them; the claim does is could be sustained. His

season’s average of 87 with total of over 3,000 runs is easily the high water mark

of English cricket Thrice he has totaled over 3,000 runs and none else has equaled

that record.

Ans. ----------------------------------

Q. 7 Look at the picture, listen to the description and try to find out whether

the description is suitable to the picture. Write ‘Y’, if the description of the

picture is correct; write ‘N’ if the description is incorrect. (4)

1. Ans:- ----------

Description - Yesterday, I bought a new pair of shoes. It’s a very good pair which

I can use while jogging.

2. Ans:- ---------

Description - My house is very pretty there are lots of flowery bushes around.

There is a well, in front of the house. It is very cozy to stay in.

3. Ans:- ----------

Description - In the morning I had a really tasty breakfast, which was made of

corn.

4. Ans:- -----------

Description - In our library there are lots of books. They are related to various

subjects. Some are historical, some are spiritual. Even some literature is available.

The books are kept properly on the shelves.

Q. 8. Dictation (4)

It was the Bishnoi community in Rajasthan who inspired the Chipko movement.

This sect believed in non-violence towards all living thing including trees. About

300 years ago there was a ruler in Rajasthan who wanted to build a palace. He

also needed wood to fire the lime kilns. The women of Bishnoi community

hugged the trees to prevent. The woodcutters from cutting the sacred ‘Khejri’

trees. About 250 women died before the king. The repented of his action and

made a vow not to destroy the trees.

Q. 9 Teacher reads passage and ask questions to test listening

comprehension.

Passage one (4)

Earthquake Rocks western Maharashtra.

An earthquake of moderate intensity rocked the western Maharashtra at 5.59 am

on Friday. The earthquake has not caused much damage but tremors were felt

panic among people as tremors were felt eight times in a day. Many houses of

mud collapsed but it has not caused the loss of life. The report says that 300

people are injured. There is no danger to Koyna dam.

Questions: -

1. What is the news about?

2. What was the intensity of the earthquake?

3. When did an earthquake rock Western Maharashtra?

4. What does the report say?

Passage two (4)

Unemployment is a serious socioeconomic problem faced in our country. There

are many reasons for it. The use of machinery, growing population and wrong

system of education, are the main causes of the problem. Technical education is

neglected. The problem threatens the peace, stability and prosperity of the

country.

Questions: -

1. Which is a serious socio economic problem in our country?

2. What are the reasons for unemployment?

3. What can help to come out of this problem?

4. What is the effect of unemployment in our country?

Passage three (2)

Early rising gives good start to the day’s work one is refreshed and one need not

hurry. A large amount of work gets done. One can also find time to exercise. The

early riser work relaxed finishes his work early and has time for rest and sleeps

early at night. The early riser gets refreshing sleep.

Question: -

What are the benefits of early rising?

Listen to the B.B.C. news item and answer the following questions (2)

1) What is the news about?

Q. 10. Listen to the conversation carefully and answer the questions. (4)

(Maria, Peter & Linda are sitting in the hotel named ‘Black Cadillac’)

Waiter: May I have the order please.

Peter : Kindly wait for a while, we haven’t decided yet. What are you planning

to have Maria?

Maria : I think I will have a small size pizza with a large cola.

Peter : And what about you Linda? Why don’t you try out the new French

Salad? It’s very delicious. I think you’ll like it.

Linda : Ok, Peter as you says. I will try the French salad, but before that I want

to have corn soup with corn.

Peter : That’s fine; I think I shall be taking just a cup of coffee, as my stomach

is upset since yesterday….waiter.

Waiter: Yes Sir!

Peter : Here is the order-a small size pizza, a French salad, a large cola and one

black coffee, and bring a bowl of corn soup with lots of cream before you

serve the French salad. That’s it. Thank you.

Questions:-

1) What did Maria order for herself?

---------------------------------------------------------------------------------------

2) What did Linda plan to have before French salad?

----------------------------------------------------------------------------------------

3) Why doesn’t Peter want to eat anything?

----------------------------------------------------------------------------------------

4) What was the name of the hotel where Peter, Maria and Linda meet?

-----------------------------------------------------------------------------------------

Making scheme for listening skill test

For testing listening comprehension students are made to listen to the words,

News items instructions, description of pictures, paragraphs etc. and note down

the answers in written form and this answer paper is checked as follows.

Q-1 Students write ‘s’ for same words and ‘D’ for different words in the pair of

words which they listen (5)

They get ½ marks for each correct answer.

Q-2. Students write ‘S’ if consonant is same and ‘D’ for different consonant in the

pair of words which they listen. (5)


Q-3. Students listen to the bi- syllabic words and write ‘1’ if the stress is on the

first syllable and ‘2’, if the stress is on the second syllable. (5)


Q-4. Students listen to the sentences carefully and write ‘F’ if the sentence is in

falling intonation and ‘R’ for rising intonation. (6)

They get 1 mark for each correct answer

Q-5. Student listen carefully to the instruction and act accordingly (Act is to draw

certain shapes.) (4)

They get 1 mark if the instructions are followed accordingly and accurately.

Q-6. Students listen to the passage carefully to count numbers of propositions.

(1)

They get 1 mark if they write correct no of prepositions.

Q-7. Student listens to the description of picture and sees the picture and match

the picture with the description. And write Y if the description of the picture is

correct write ‘N’ if the description is incorrect. (4)

1 mark for each correct answer

Q-8. Dictation

Researcher dictates one passage student listen to it carefully and write each

sentence. (4)

They get 2 marks for correct words as pronounced.

1 mark for punctuation marked

1 mark for proper meangful sentence.

Q-9. Researchers reads the passage to students listen to the passage carefully and

then write answers of the questions (10)

Each correct answer carries 1 mark for passage 1-3. 2 Marks for writing benefits

of early rising.

Student listens to the news item and writes about news. (2)

2 marks for proper comprehension of the listened news.

Q-10. Student listens to the conversation carefully and answers the question.

Each correct answer carries 1 mark.

Speaking skill test Blue print

Sr.

No.

Sub



Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Total

Marks

1 Speech on

one topic

- - - - - - - 1(25) - 25

2 Situational

dialogue

- - - - - - - 1(25) - 25

3 Dialogue

with the

researcher

- - - - - - - 1(50) - 50

4 Dialogues

with peer

- - - - - - - 1(50) - 50

Total Marks - - - - - - - 4(150) - 150

Speaking skill test used for summative assessment

Q.1) Each student was given one topic to speak (25)

Unmemorable incident in my life

My ideal national hero

The book I like most

First day of my collage life

My first lesson

The game I like most

Superstitions of my elder

My concept of good teacher

Importance of exercise in my life

My contribution in the enrichment of Indian cultural heritage

About Global warming and protection of environment

My opinion about woman empowerment

Q. 2) Each student was given situation and asked to say dialogues (25)

1. How will you scold your student for his late coming?

2. How will you say sorry to your teacher if he gets angry with you?

3. How will you give command to your student at P. T. period?

4. How will you disagree with your friend regarding going to picnic?

5. How will you console your friend if he failed in the exam?

6. Tell how the commander orders his army to attack?

7. Tell how the fruit seller sells the fruits in the market? How does he

shout to attract people?

8. Tell how the news paperboy sells the news papers? How does he tell the

headlines?

Q.3. Dialogue with the researcher. (50)

Researcher talks with each student using following points

Students aims in their life

Students future plans

Students career plans

His /her concept of moral values

Students way of study

Students way of work

How he/ she would like to contribute for social welfare?

How he/she will play role of a teacher?

How he/she will contribute for protection of environment?

Q.4. Dialogue with the peers (50)

During this session the students were supposed to have conversation with peers.

The students were grouped in pairs and each pair was asked to have a

conversation dialogue among two partners. The pairs were given freedom to

choose the topic of conversation from the list provided by the researcher

Topics

Not being able attend friend’s birthday party.

Talk about wonderful trip

Talk about yesterday’s visit to a doctor

Back from holidays

A happy meeting of two friends after many days

A discussion on examination finished recently

Conversation regarding micro lessons

Conversation regarding new college in which you are admitted for

B.Ed.

Speaking skill Test Marking Scheme/Evaluation tool

Q.1 Each student was given topic to speak. Speech was recorded and

evaluation was done using following evaluation criteria i.e. rating scale

Rating Scale for Evaluation

Excellent Good Average Fair Poor

Use of

Vocabulary

Speech clarity

Language style

Proper Speed

Content

relevance

Expression

and gesture

Also students were asked to write one sentence each and then these

sentences are corrected within the group

Q.2 Each student was given one topic to say dialogue he should say at least

five sentences

Rating scale for evaluation

Excellent Good Average Fair Poor

Expressions and gestures

Content relevance

Speech clarity

Proper Speed

Intonation patterns

Use of vocabulary

Q.3. Dialogue with the researcher

Student’s dialogues were assessed with the marks out of 50 according to

following criteria

Sr.

No.

Criteria Marks

1 Content relevance 10

2 Speech clarity 10

3 Vocabulary 10

4 Language Style 10

5 Expressions and gesture 10

Total Marks 50

Rating Scale for assigning marks out of 10 according to each criterion

1. Content relevance

i) Irrelevant content 0-2

ii) Moderately relevant content 3-5

iii) Highly relevant content 6-8

iv) Excellently relevant content 9-10

2. Vocabulary

i) Inappropriate 0-2

ii) Moderately appropriate 3-5

iii) Highly appropriate 6-8

iv) Excellently appropriate 9-10

3. Speech Clarity

i) Not clear 0-2

ii) Moderately clear 3-5

iii) Highly clear 6-8

iv) Perfectly clear 9-10

4. Language style

i) Ordinary 0-2

ii) Verbose 3-5

iii) Impressive 6-8

iv) Highly Impressive 9-10

5. Expressions and Gesture

i) Plain 0-2

ii) Lively 3-5

iii) Lively and meaningful 6-8

iv) Lively, meaningful & impressive 9-10

Q.4 Dialogue with peer scoring key

In this session each student was assessed with marks out of 50 criteria for marking

are as follows

Sr.

No.

Criteria Marks

1 Situation Relevance 10

2 Vocabulary 10

3 Expressions and gestures 10

4 Responses to the peer 10

5 Sense of interaction 10

Total Marks 50

Rating scale for assigning the marks out of 10

1. Situation relevance

i) Irrelevant 0-2

ii) Moderately relevant 3-5

iii) Highly relevant 6-8

iv) Excellently relevant 9-10

2. Vocabulary

i) Inappropriate 0-2

ii) Moderately appropriate 3-5

iii) Highly appropriate 6-8

iv) Excellently appropriate 9-10

3. Expressions and gestures

i) Plain 0-2

ii) Lively 3-5



4. Responses to the peer

i) Plain 0-2

ii) Lively 3-5



5. Sense of interaction

i) Indifferent 0-2

ii) Moderately involve 3-5

iii) More involve 6-8

iv) Deeply involve 9-10

Blue Print of Reading Skill test

Sr

No

Objectives

Sub

points/subunit

Knowledge Understanding Application Total

Marks

Obj

que.

Short

ans.

Que.

Long

ans.

Que.

Obj

que.

Short

ans.

Que

Long

ans.

Que

Obj

que.

Short

ans.

Que

Long

ans.

Que

1. Loud reading

- - - - - -- - - 1(25

)

25

2. Silent

reading

comprehension

1 (1) 1(2) - 1(1) 2(4) - - 1(2) - 10

3. Guessing

from

content

- - - 1(5) - - - - - 05

4 Total marks

1(1) 1(2) 2(6) 2(4) 1(2) 1(25

)

40

Reading skill test for summative assessment

Q.1. Read the paragraph loudly. (25)

Q.2. Read the passage silently and answer the questions below it. (10)

India is famous for the height ideals of life, her students tried the best to

achieve in ancient times. In those days man’s life was divided into four stages

with special duties for each period. The first and the foremost of these stages were

called the period of Brahamchary life or student life.

The boys of the upper classes began their students’ life after ceremony at

the age of five. Almost all the villages and cities had in the neighborhood

recognized teachers of great learning and character. The students at about the age

of nine went to the house of those teachers known as Gurus. Each Guru accepted

a number of students who were ready to the bidding of their Guru even at risk of

their lives. It was a life of very distinction between the sons of kings and those of

ordinary poor men. They had to give up all sorts of luxury and led the simple life.

The students of ancient India practiced honesty and truth in their thoughts,

words and deeds in learning and serving there. In learning there they passed 16

years and finished their studies at the age of twenty-five. After completing the

student’s life they got degrees from their Guru and had to give a fee demanded by

him. This fee was known as Dakshina. They were thus free either to enter the

world and marry or to lead a life of ascetic.


1. What did the students of ancient India practice? (1)

-------------------------------------------------------------------------------

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2. What is India famous for? (2)

-------------------------------------------------------------------------------

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3. Describe the life of students at the house of the Guru (2)

-------------------------------------------------------------------------------

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4. Do you think that the life a modern student is different from that of an

ancient student? Why? (2)

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5. Find out the word, which means ‘ease and comfort’ (1)

---------------------------------------------------------------------

6. What is the passage about? Explain the central idea. (2)

-------------------------------------------------------------------------------

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Q.3. Read the passage and find out antonyms and synonyms of given words (5)

The United State has new president. Americans are hopeful that Obama

will succeed in dealing with some of the major problems that the nation faces.

Some feel that the task will be made extremely difficult by the controversial way

that election ended. Others are very confident that the new leader is a man who

will bring people together to get things done.

President Obama’s top priority will be to stop out sourcing in the country.

He is determined to see that no person will ever remain unemployed. He believes

that local companies should decide how to meet national standards. The president

insists that people should have greater choice about which field of work they can

have. He will work hard to find areas of the agreement between the opposite

parties so that economic reforms will become law.

1. Which word in the passage is a synonym of ‘important’

------------------------------------------------------------------------------

2. Which word in the passage is an antonym of ‘easy’?

------------------------------------------------------------------------------

3. Which words in the passage means to give first preference?

-----------------------------------------------------------------------------

4. Which word in the passage is a synonym of ‘nation’?

-----------------------------------------------------------------------------

5. Which word in the passage means having a lot of disagreement?

-----------------------------------------------------------------------------

Marking scheme/Evaluation Tool of Reading skill test

Q.1. Loud reading will be recorded and evaluation will be done using

following evaluation table. (25)

criteria Rating scale

Excellent

(5)

Good

(4)

Average

(3)

Fair

(2)

Poor

(1)

Pronunciation

Stress

Intonation

Expressions and

gestures

Fluency

Total marks

Q.2. Students are given one paragraph to read silently and write answers of

questions given below it (10)

- Question for testing skimming carries 2 marks

- Question for testing scanning carries 3 marks

- Question for paraphrasing carries 2 marks

- Question for guessing from contexts carries 1 mark

- Question for responsive reading carries 2 marks

Q.3. Question for guessing appropriate antonyms and synonyms

Each correct answer carries 1 mark.

Blue print of writing Skill test

Sr.

No.

Sub



Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Obj

ques

Short

Ans

ques

Long

Ans

ques

Total

Marks

1 Essay writing - - - - - - - - 1(10) 10

2 Summarizing - - - - - - - 1(5) - 5

3 Note making - - - - - - - 1(5) - 5

4 Preparing

handout

- - - - - - - - 1(5) 5

5 Preparing

letter of

application

- - - - - - - - 1(5) 5

6 Official letter - - - - - - - - 1(5) 5

7 News writing - - - - - - - 1(5) - 5

Total Marks - - - - - - - 3(15) 4(25) 40

Writing skill test used for summative assessment

Name : Roll No.

Date :

Q. (1) Write an essay on one of the following subject (10)

a) Science a blessing or a boon.

b) If there were no newspapers.

c) My favorite national hero.

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Q (2) Summarize the following passage, comparing men and women in their

house hold work. (5)

Even though more and more women have started taking up full-time jobs outside

the house, they still end up doing nearly all the house work. In spite of

demanding career, a woman is expected to be an efficient house wife, but most

men still do not make good house-husband When it comes to helping with a

housework many men feel totally helpless. When they decide to do a few jobs

around the house, they only pick up ones they enjoy. sometimes if they are in the

mood , they don’t mind a bit of a gardening or mending a few things, but they

refuse to do any boring jobs-like cleaning the house washing & ironing the

clothes , looking after the children or cooking dinner; Most of these jobs have to

be done immediately and regularly, while household repairs , the jobs that men

enjoy doing most , can always wait till a more convenient time or till one feel like

doing them, according to surrey done recently , the lady of the house does three

quarters of the boring household chores, even if she has a full time job, but

surprisingly, house wives don’t seem to mind, for most women still see their

family role as the one that matters most. However most women tend to use

electrical appliances to make up for male laziness. Makers of house hold

appliances and electric gadgets are much delighted of course.

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Q.(3) Read the following extract about “Mode of Transport” and make a note of

important point (main points) and important supporting details using tree

diagram (5)

Broadly the means of transport both for purpose of trade and social activity

can be classified into three main divisions: land, water, and air. We are here

concerned with transport for trade. Of all forms of transport rode transport has

shown the greatest growth in recent years.

Transport by road may be both vehicular and non vehicular, non vehicular

transportation includes both animal and man. Vehicular transport in developing

countries includes the ancient bullock carts as well as the modern automobiles.

The introduction of railway has been vital in the grown of

industrialization. They are useful in carrying heavy bulky goods over long

distance.

Water transport is one of the oldest forms of cargo transport. Water

transport, inland waterways include rivers and canals, ocean or sea transport is

very important for the growth of foreign trade of any country.

The greatest advantage of air transport is that it has reduced the time &

distance barriers to a great extent. However air transport is costliest means of

transport.

Q.(4). Your college has arranged a rally against ‘Gutkha’ Prepare a hand out

appealing to people to join it. (5)

Q.(5). Read the following advertisement and prepare a letter of application (do not

give your bio-data) (5)

SITUATION VACANT WANTED

A COMPUTER TECHNICIAN,

B.Sc. (computer) passed, ¾ year. Experience.

Write to:

P.O. Box no. 9234, The times of India,

M. G. Road Mumbai –40072.

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Q.(6). There is no proper drainage system in your area. Consequently, the people

are facing problems related to sanitation and hygiene. Write a letter to the Health

officer of your town to take the necessary steps to overcome the problems (5)

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Q.(7). Read the following headline of news items and Write the dateline, the lead

paragraph and a short Continuing paragraphs (5)

2 killed, 56 injured in road accident.

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Writing skill test marking scheme

Q.1. Essay writing was checked by using following criteria

Presentation and handwriting 1mark

Grammatical correctness 1mark

Use of vocabulary 2marks

Creativity/ Imagination 2marks

Use of quotations/poems/slogans 2marks

Overall impact 2marks

Total 10 marks

Q.2. To check summary writing following criteria was used

Use of collective nouns 1 mark

Use of vocabulary 2marks

Length of the answer 1mark

Coverage of all points 1mark

Total 5marks

Q.3. To check note making following criteria was used

Presentation 1mark

Important main points 2marks

Supporting details 2marks

Total 5marks

Q.4. Preparation of handout was checked using following criteria

Presentation 1mark

Use of creativity/attractive language 2marks

Use of slogans/appealing sentences 1mark

Overall impact 1mark

Total 5marks

Q.5. To check letter of application following marking scheme was used

Application format 1mark

Proper way of writing self information,

receivers designation and address,

Subject and reference. 2marks

Matter and language of the

letter and end 1mark

Overall impact 1mark

Q.6. following criterion was used for checking complain letter

Letter format 1mark

Proper way of writing self information,

Receiver’s designation address

Subject and reference 2marks

Matter and Use of polite language/way

of putting problem in proper way

And end of the letter 2marks

Total 5marks

Q.7. following marking scheme was used for checking news

Dateline 1mark

Lead paragraph 1mark

Short continuing paragraph 1mark

Proper narration of the event 2marks

Total 5marks

APPENDIX C

LIST OF STUDENTS OF SAMPLE GROUP

Sr. No Name of student

1 Patil Seema Sanmukh

2 Fanse Rohini Dattu

3 Veer manoj

4 Jadhav Vaishali

5 Nangare Pooja

6 Chaudhari Kaumudini

7 Dhekane Kanchan

8 Gaikwad Sonali

9 Dagale Neeta

10 Tiwari Seema

11 Chaudhari Santosh

12 Mandave Amol Balbheem

13 Rokade Shubhangi

14 Dhanke Mayura

15 Navathar Vidya

APPENDIX E

List of students of reliability test group

Sr. No. Name of student teacher

1 Chavan Archana

2 Kabir Rani

3 Mayane Manjusha

4 Mane Sarika

5 Shaikh Sumaiyya

6 Thorat Rohini

7 Sarala Panchmukh

8 Vandana Dhanwatkar

9 Vrushali Jagtap

10 Ashwini Pondkule

11 Suvarna Patil

12 Rupali Borate

13 Ragani Bhalerao

14 Madhuri Tambade

15 Vedika Kokate

16 Manisha Kale

17 Anandi Lele

18 Anjana Jadhav

19 Vaishali Saraf

20 Sheetal Avatade

21 Prajakta Ranaware

22 Arti Patil

23 Nirupama Joshi

24 Abhishekhi Hinge

25 Ajitsingh Paradesi

26 Sarika Kangude

27 Swati Lingayat

28 Amruta Sagade

29 Khirsagar Nutan

APPEDIX A

LANGUAGE SKILL TRAINING PROGRAMME

Nature of Training Programme

This training programme is based on B.Ed. syllabus of English Method. It involves

following selected topics from English method content

Meaning and concept of content cum Methodology

Structure of English Language

Methods of teaching English

Evaluation

Training programme also involves other material.

This progrmme is mainly for teaching language skills; so emphasis is on skills i.e.

listening, speaking, reading, writing skills. Even though four skills work

simultaneously emphasis is on one skill at a time.

This programme was implemented for four months i.e. one month for each skill.

Individual attention and more practice was given so that students can master the

skill.

Objectives of training programme.

To enable the student to

perform proper actions and responses

express their thoughts and feelings in English

explain pictures, incidents, experiences and procedures in correct

English.

write correct English and also creative composition, leaflets, short

story etc.

APPENDIX E LISTENING SKILL PRE TEST AND POST TEST MARK LISTS

Listiening skill pretest and post test mark lists

Sr. No Name of student

pretest out

of 50

out of

100

post test

out of 50

out of

100

1 Patil Seema Sanmukh 20 40 48 96

2 Fanse Rohini Dattu 22 44 48 96

3 Veer manoj 19 38 44 88

4 Jadhav Vaishali 17 34 44 88

5 Nangare Pooja 22 44 47 94

6 Chaudhari Kaumudini 18 36 47 94

7 Dhekane Kanchan 24 48 43 86

8 Gaikwad Sonali 25 50 47 94

9 Dagale Neeta 15 30 48 96

10 Tiwari Seema 20 40 48 96

11 Chaudhari Santosh 18 36 48 96

12 Mandave Amol Balbheem 20 40 48 96

13 Rokade Shubhangi 19 38 47 94

14 Dhanke Mayura 18 36 46 92

15 Navathar Vidya 22 44 45 90

APPENDIX F SPEAKING SKILL PRETEST AND POST TEST MARKLISTS

Sr. No Name of student teacher Pretest Post test

Q.1

out

of 25

Q.2

out

of 25

Q.3

out

of 50

Q.4

out

of 50

Total

out of

150

Total

out of

100

Q.1

out

of 25

Q.2

out

of 25

Q.3

out

of 50

Q.4

out

of 50

Total

out of

150

Total

out of

100

1 Patil Seema Sanmukh 8 10 17 21 56 37.3 23 22 44 46 135 90

2 Fanse Rohini Dattu 12 12 19 19 62 41.3 23 22 43 47 135 90

3 Veer manoj 7 8 14 15 44 29.3 23 21 40 43 127 84.67

4 Jadhav Vaishali 9 8 22 26 65 43.3 24 22 45 48 139 92.67

5 Nangare Pooja 13 15 33 34 95 63.3 25 24 48 50 147 98

6 Chaudhari Kaumudini 13 14 35 33 95 63.3 25 24 49 50 148 98.67

7 Dhekane Kanchan 11 14 35 33 93 62 25 24 48 50 147 98

8 Gaikwad Sonali 7 7 18 22 54 36 22 22 42 42 128 85.33

9 Dagale Neeta 5 7 13 16 41 27.3 22 21 37 42 122 81.33

10 Tiwari Seema 14 13 35 32 94 62.7 24 23 46 47 140 93.33

11 Chaudhari Santosh 5 7 11 15 38 25.3 20 22 42 43 127 84.67

12 Mandave Amol Balbheem 12 12 23 25 72 48 23 24 44 45 136 90.67

13 Rokade Shubhangi 6 9 19 22 56 37.3 22 24 42 43 131 87.33

14 Dhanke Mayura 8 10 12 16 46 30.7 21 21 40 41 123 82

15 Navathar Vidya 7 10 14 14 45 30 20 20 42 41 123 82

APPENDIX G READING SKILL PRETEST AND POST TEST MARKLISTS

Pretest Post test

Sr.

No. Name of student

Q.1

Loud

reading

out of

25

Q. 2

Silent

reading

out of

15

Total

out of

40

Out

of

100

Q.1

Loud

reading

out of

25

Q. 2

Silent

reading

out of

15

Total

out of

40 Out of

100

1 Patil Seema Sanmukh 12 9 21 52.5 22 13 35 87.5

2 Fanse Rohini Dattu 11 5.5 16.5 41.25 22 12 34 85

3 Veer manoj 9 6 15 37.5 23 12 35 87.5

4 Jadhav Vaishali 11 7 18 45 24 14 38 95

5 Nangare Pooja 14 9 23 57.5 25 14 39 97.5

6 Chaudhari Kaumudini 15 8 23 57.5 24 11 35 87.5

7 Dhekane Kanchan 15 7 22 55 25 12 37 92.5

8 Gaikwad Sonali 8 7.5 15.5 38.75 22 14 36 90

9 Dagale Neeta 9 6 15 37.5 23 14 37 92.5

10 Tiwari Seema 17 7 24 60 25 14 39 97.5

11 Chaudhari Santosh 7 5 12 30 23 11 34 85

12 Mandave Amol Balbheem 12 7 19 47.5 22 13 35 87.5

13 Rokade Shubhangi 11 6 17 42.5 23 12 35 87.5

14 Dhanke Mayura 7 4 11 27.5 22 14 36 90

15 Navathar Vidya 9 4 13 32.5 23 14 37 92.5

APPENDIX H WRITING SKILL PRE TEST AND POST TEST MARKLISTS

Sr.

No Name of student

pretest

out of

40

Out

of 100

post

test out

of 40

Out of

100

1 Patil Seema Sanmukh 21 52.5 31 77.5

2 Fanse Rohini Dattu 24 60 31 77.5

3 Veer manoj 18 45 32 80

4 Jadhav Vaishali 20 50 32 80

5 Nangare Pooja 15 37.5 36 90

6 Chaudhari Kaumudini 24 60 32 80

7 Dhekane Kanchan 25 62.5 31 77.5

8 Gaikwad Sonali 7 17.5 31 77.5

9 Dagale Neeta 25 62.5 35 87.5

10 Tiwari Seema 21 52.5 34 85

11 Chaudhari Santosh 19 47.5 30 75

12 Mandave Amol Balbheem 25 62.5 30 75

13 Rokade Shubhangi 27 67.5 31 77.5

14 Dhanke Mayura 24 60 30 75

15 Navathar Vidya 18 45 34 85

Listening skill training programme

Orientation (oral presentation)

Teaching points:

Importance and Nature of Listening skill.

Need for Listening Comprehension to be Naturally Acquired

Orientation about vowels, consonants, Diphthongs, stress and intonation

Some activities for formative assessment and enhancement of listening

skill.

This orientation was given by the researcher in this she explained the content

with the help of OHP, In between she asked one or two students to repeat

sounds words and sentences. Others had listening opportunity.

Importance and Nature of Listening skill.

Communication by definition is – a two way process between a speaker and

listener (or listeners). It involves the productive skill of speaking and receptive

skills of understanding (or listening with understanding) Speaking does not itself

constitute communication unless there is someone to receive it. Listening and

speaking are, therefore, not separate language activities. The feedback Given by

the addressee (s), and a process of mutual adjustment is evident as the roles of

addressor and addressee are continually exchanged.

It has been estimated that of the time spend in communication activities 45 % is

devoted to listening, only 30 % to speaking, 16 % to reading and a more 9 % to

writing.

Apart from communicative interaction much of the enjoyment in second language

use comes from listening activities – listening to radio, television, announcement

or talks by eminent speakers.


Need for Listening Comprehension to be Naturally Acquired :-

Previously it was reasonably assumed that the learner would learn to understand

the foreign language in the general process of learning a language as he learns to

speak it, and anyway he would of course understand the language addressed to

him by his teacher.

However, this apparently natural process doesn’t seem to produce the desired

results. The reasons for this are:

- The student is taught to speak slowly and clearly and his teacher generally

addresses the class in a public style which is also slow and clear.

- The student is only exposed to one accent of English, usually only that

spoken by his teacher.

The student who has been used to hearing clearly articulated sentences in the

target language fails to understand and respond appropriately to the kind of

language he is most likely to hear in normal use.

Most learners therefore will not acquire a comfortable ability to understand the

target language if they only listen to their teacher and classmates, and feedback

from their own spoken production.

If the ability to understand the spoken form of the foreign language is not

acquired naturally, then it appears obvious that this ability must not be left to

chance. It must be taught.

The student who has been used to hear clear articulated sentences in the target

language fails to understand and respond appropriately to the kind of language

he/she is most likely to hear in normal use.

Most learners therefore will not acquire a comfortable ability to understand the

target language if they listen to their teacher and classmates and feedback from

their own spoken production.


If the ability to understand the spoken form of the foreign language is not

acquired naturally then it appears obvious that this ability must not be left to

chance. It must be taught.

Orientation about – (oral presentation using OHP)

Vowels A, E, I, O, U

Consonants.

Diphthongs.

Stress

Intonation

Vowels

: - English has 12 pure vowels they are as follows

1. /i:/ as in these /ði:s/ 7. /æ/ as in hat /h æ t/

2. /ɪ/ as in bit /bɪt/ 8. /ɔ:/ as in all /ɔ: l/

3. /e/ as in bed /bed/ 9. /u/ as in book /buk/

4. /æ/ as in bad /bæd/ 10. /u:/ as in rule /ru:l/

as in tube /tju:b/

5. // as in bus /bs/ 11. /ɜ:/ as in serve /s ɜ: v/

6. /a: / as in card /ka;d/ 12. /ə / as in account /ə 'kaunt/

Diphthongs

In English there are 8 diphthongs they are as follows:-

1. /e ɪ/ as in gate /ge ɪt/

2. /ai/ as in bite /bait/

3. / ə u/ as in home /h ə um/

4. / ɔ ɪ/ as in boil /bɔɪl/

5. /au/ as in house /haus/

6. / ɪ ə / as in cheer /t ʃ ɪ ə /

7. / eə / as in air / e ə /


8. /u ə / as in poor /pu ə /

Two vowels are clustered in forming these diphthongs.

Consonants

Following are the consonants in English.

1) / p / as in ‘pat’ 13)/ s / as in sad

2) / b / as in back 14)/ z / as in zero

3) / t/ as in tie 15)/ ʃ / as in shade

4) / d/ as in dip 16)/ ʒ / as in measure

5) / k / as in cat 17)/ h / as in her

6)/ g / as in goat 18)/ m / as in make

7) /tʃ/ as in chain 19)/ n / as in nail

8) / j / as in jaw 20)/ ŋ / as in thing

9) / f / as in face 21) / l / as in Late

10) / v / as in van 22)/ r / as in red

11)/ θ / as in think 23)/ j / as in yard

12)/ ð / as in that 24)/ v / as in wage

Initial cluster sounds

1) S + p, t, k, f, m, n, I, w

Speak, stick, skin, smell, snake, slim, swell

2) | p, t, k, b, d, g, f, Q, ∫, v, m, orn/ +

| I, s, w or I | Please, quick, view

Final cluster sounds

The following are the 2 consonant cluster | gd |, | b1 |, | kn |, | zd |, | if |, | zm |, | nd

|, | mf |, eg – begged, table, silken, (zm|, stiffen)


Stress

There are two types of stress they are

1) Word stress

A word stress in English is made up of one or more syllables. While speaking in

English one of the syllables in a word is stressed. Stressed syllable is pronounced

with greater force than the other syllables stress is shown by the use of the (')

mark

The mark indicates primary stress. This mark is placed before the stressed syllable

in a word. For example –

again - ‘ge’ (') in

(') this mark indicates secondary stress for example – examination /Ig'zamineisn/

Second syllable has a secondary stress.

Following are some examples of words in first syllable is stresses

Basket - |basket|

Basin - |be sin|

In following example second syllable is stressed.

Produce - | produce |

Elastic - | elastic |

In the following examples primary stress is on the third syllable

Engineer – engine |neer

Understand – Under |stand

Second type of stress is known as

2) Sentence stress.

E.g. Happy birth day to you.

'Happy birthday 'to you

'Can you give me a 'pencil, please?


'Yes, of' course.

Sentence stress differs from word stress.

The weak forms are not generally stressed.

Stressed and non stressed word types can be studied with the help of following

table:

Normally stressed words (content

words)

Normally not stressed words (structural

words)

Nouns

Adj.

Verbs

Adv

Demonstratives

NH question words

Negative particles.

Interjections

Articles

Prepositions

Conjunctions

Personal Pronouns.

Relative Pronouns

Auxiliary verbs

Possessive Adj.

Intonation:-

Intonation is the tune or melody of speech, it depends on stress. There are two

types of intonation patterns.

1) Rising pattern 2) Falling pattern

3) Falling Rising pattern. (45 minutes)

Activities followed by orientation

Some simple activities for formative assessment and enhancement of

listening skill.


Activity 1

Listen to the following pairs of words and write ‘s’ if the vowel in the pair

are same, write ‘D’ if they are different.

(Researcher pronounces the pair of words)

1) Pet – pat

2) Pull – pool

3) Pet – Pen

4) Hit – Heat

5) Chat – chart

6) Gate – pain

7) Trick – brick

8) Shirt – bird

9) Card – part.

10) Full – fool (15 minutes)

Activity 2

Listen to the following pairs of words and write ‘s’ if the consonants in the

pair are same, write ‘D’ if they are different.

1) Sink – Sing 6) Call – shall

2) Rice – Rise 7) No-know

3) Tell – Rail 8) the -They

4) Pick – Peak 9) Run – Read

5) Man - Can 10) Nose - Noise.

Activity 3

Listen to the following words and write 1 if the stress is on the first syllable,

write 2 if the stress is on the second syllable.

1) Object 2) Doctor 3) Record 4) Machine 5) present


6) Useful 7) Mistake 8) Hostel 9) Apologize 10) Absent

Activity 4

Listen to the following words and write 2 if the word is bi- syllabic, ‘3’if ward

is tri syllabic and ‘4’ if word is Monosyllabic.

1) Machine 2) Rough 3) Pet 4) Cook 5) Objection

6) Almond 7) Teaching 8) Partner 9) Invitation 10) Play.

(15 minutes)

Exchanges your answer sheet with your partners and words will be pronounced

again listen and check your partner’s answers.

(15 minutes)

Activity 5

Listen to the following sentences and write ‘F’ if the sentence is in the falling

intonation write ‘K’ if the sentence is in rising intonation.

1) What is he doing?

2) Shut the door.

3) Where he saw us

4) Did you hear him sing?

5) Pass me the salt please

6) Would you open the window?

Listen to the sentences again and check the answers.

Discussion: Situations when falling and rising tones are used with examples.

If there is question, the falling intonation is used.

If there is command or request, it is in rising intonation. (1/2 hour)


Activity 6

Performing task

Listen attentively and selectively and perform the task accordingly. You are

expected to extract only that information which is relevant to the task, success in

this activity is measured in purely practical way. Whether the (non linguistic task)

is performed correctly or not:-

1) Draw five stars on your paper and cut off with cross mark three of them.

2) Draw six circles and then fill 1st, 4th

, and 6th with star in it.

3) Draw four squares and draw triangle inside each of them and draw star in

each triangle.

4) Draw 3 slanting lines, two standing lines 2 circles and 6 exclamatory mark

and three question marks after them.

5) Write odd numbers between 1 to 20 and write their total

6) Draw and intersect a circle, triangle and square, and count how many

triangles are there

7) Draw hexagon and write how many sides and angles it possesses

8) Draw a right angle triangle and label it

9) Draw four circles to make face of a cartoon

10) Write five names of places starting with the letter ‘M’

(1/2 hour)

Exchange your worksheet with your partners. Listen to the instructions and

answers and check your partner’s sheet

Activity 7

Identification and selection.

Activity 7 A

Listen to the set of words and finds the odd word from the set.

1) Boy, Bird, Three, Hay

2) Communication, Selection, Suggestion, Categorize


3) Education, Teaching, Learning, Politics.

4) Mumbai, Madras, Calcutta, Pune.

5) Mango, Chikoo, Pineapple, Cashew nut.

Check answers within group

Activity 7B

Observe set of two pictures given, which are similar in content but contain a

number of distinguishing features. Listen a description and selects the

picture which the spoken text refers to.

Picture 1

Select the picture in which there are two persons, one boy who is in standing

position and other is resting comfortably under coconut tree. The sun is observing

these two persons doubted. The boy looks angry, he is wearing pink swimming

tyre. The boy under the tree is drinking watermelon he is resting on a mat having

design like a chess-board.


Picture 2

There is a cat and a heron in the picture. Two big pots with long neck are kept.

The cat is sitting on a mat. A cat is looking surprisingly at heron. There are four

pots in the picture one of the pots is on the stove. Dishes are kept on the kitchen

table. The cat’s tail is hidden behind.


Picture 3

There are two boys playing cricket. The batsman is out. The wicket keeper is

dancing with joy wicket keeper’s No. is 1 the stumps are scattered as we can see

the ball must have hit the stamps. The bells are in the air. The words A B C are

written on the T shirt of the batsman.


Picture 4

In this picture we can see the man holding a stick in his hand; he has a bag, bottle

and the binoculars. We can see the fort behind the man. The fort doesn’t have the

door. The man has a mat kept in his bag. There are two birds flying in the sky.


Activity 7C

Observe the given set of five pictures in front of him. Listen 4 sentences and

selects the appropriate picture being described.

The learner hears:-

1) Both the car doors are open.

2) Its day light but both head lamps are on.

3) The man who is repairing the car is lying underneath it.

4) Although the boy sees the man working hard he doesn’t help him.

(45 minutes)


Activity 8

Sequencing

Identify pictures that are described and place them in correct sequence.

Teacher tells detective story and distributes sheets on which sketches are drawn,

each of the major events that occur in the story. The students unite the number of

pictures in correct order. (Arrange the pictures and give them numbers)

Story: - Ram arrived at Dr. Dang’s house. He went upstairs to see him. He entered

his room. He saw Dr. Dang sitting in his arm chair. He went up to him. Dr. Dang

pointed the pistol at Rama. Rama grabbed the pistol and threw it out of the

window. Dr. Dang ran to the door. Rama followed him. Dr. Dang fell down the

stairs. At the bottom of the steps Ram sat on him until the police arrived.


Activity 9

Locating

Place items not into sequence but into their appropriate location. Following is the

street map. Mark on it a route given.

You are in a restaurant get up early and swim for an hour take a around in the

park then turn left go for the service in the church again turn right and go to the

restaurant take lunch rest for two hours. Then come out for the evening walk on

the river bank. While going to the river bank go to the post office and post the

letter.


Activity 10

Listen to the conversation and answer the questions given below.

Conversation is as follows

A: Hello 764293

B: Oh hello Jim phoning about the rooms you have to rent. Is there still one free?

A: Yes there is,

B: Could you tell me a few things about it? Do I have to share the room with other

people?

A: No you don’t. They’re all single rooms

B: I see and what about visitors? Can I have visitors?

A: Yes you can but only till 9 in the evening. They have to be out by 9.

B: Ok, Do I have to pay in advance?

A: Yes you have to pay one month in advance.

B: I see one other thing – can I keep pets in the room? I have got a small cat.

A: No you can’t have pets sorry.

B: Oh, that’s pity well I think I’ll leave it then Thanks.

A: All right then Good bye.

Questions:-

1) How is the room?

2) Listen to the alternatives carefully and choose the correct answer

‘B’ leaves the room because

1) Rent was high and he has to pay one month in advance

2) He has to share the room with other people

3) He cannot have guests or visitors.

4) Pets are not allowed

5) Owner’s behavior was rude.

3) What is the restriction for visitors? (1/2 hour)


Documents

Writing skill Orientation Teaching Points (oral ...shodhganga.inflibnet.ac.in/bitstream/10603/9361/11/11_appendices.pdf · Writing skill Orientation Teaching Points (oral presentation)