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2 l
l
Each
On the
group will complete the above table with the gathered information.
basis of the notes made, each student will write a paragraph on one of the
persons listed in the table.
Feedback:
Task: 2
Skill Area: Reading; While Reading
Time: One Period
Task: MCQs
MCQs
1. '……. she felt the vibrations of the approaching train'. It means that
a. Evelyn was fond of listening to the sounds of trains.
b. Evelyn could only make out the arrival of the train through vibrations.
c. the train was making a lot of noise as it approached the platform.
d. Evelyn could not see the approaching train and so relied on the noise it was making
to know its arrival.
2. Evelyn concealed her growing deafness from friends and teachers because
a. she was afraid of getting punished.
b. she was too proud to reveal her handicap.
c. she did not want to be ridiculed.
d. she thought it was not a serious matter.
254
Unit
5. 'My speech is clear because I could hear till I was eleven', says Evelyn. It suggests that
a. she learnt speaking after her eleventh year.
b. a person cannot learn speaking if born deaf.
c. her speech was not clear before she attained the age of eleven.
d. practice is necessary to achieve clarity in speech.
255
Unit
Feedback
lOn the basis of the answers the teacher could revise the lesson.
lWhere necessary, the students could be advised to revisit the lesson.
Task: 3
Skill Area: Speaking Post Reading
Time: 2 periods
Task: Students will collect information about their favourite singers and speak on
them for a minute each explaining why they like them.
Feedback:
lSome of the errors made by the students could be put up on the blackboard and
discussed.
lThe teacher could encourage self assessment by a few students.
256
Unit
SKILL AREA -
WHILE -
THINKING / SPEAKING
READING; TASK 1
Wind
2
Symbol : A thing (could be an object, person, situation or action), which stands for something
ASSESMENT
lRelevance
lOriginality of interpretation
lEffectiveness of expression.
The task may be assessed for three marks - one for each of the assessment criteria.
257
Unit
2 SKILL AREA
WHILE-READING
Material required
TIME AIM
-
-
-
LISTENING/ WRITING
TASK 2
Text of the poem
PROCEDURE
Formative Assessment – Wind
15MIN- To test the students' 1. Ask one student to read the poem aloud.
reading listening & speaking skill. 2. Teacher should check basic understanding
time by asking simple questions.
10-15 3. Ask students if they have noticed that
MIN. certain words are repeated. Write them on
Question the blackboard.
time a) Don't
b) You
c) Crumbling
d) Wind
e) Let's
4. Get one more student to read slowly. Divide
students into groups. Ask students to write
sentences beginning with the above words
to bring out the theme of the poem.
Expected answers are:
a) Don't break the shutters of the windows. Don't
scatter the papers. Don't throw down the books
on the shelf.
b) You threw them all down. You tore the pages of
the books .You brought rain again. You are very
clever at poking fun at weaklings.
c) Crumbling houses, crumbling doors, crumbling
rafters, crumbling wood, crumbling bodies,
crumbling lives, crumbling hearts.
d) Wind; come softly, the wind god winnows and
crushes them all, the wind blows out weak
fires.
e) Let's build strong homes, let's joint the doors
firmly.
5. Monitor students while they discuss and
write. Conduct a board rush. Giving teams
marks may make the process more
competitive.
258
Unit
TIME AIM PROCEDURE
ASSESSMENT
This task may be assessed for 4 marks, one mark for each correct answer. Errors in
language may be overlooked. Teacher may put up the answers on the blackboard and resort
to peer correction. (The first part of this task need not be graded)
Follow up:
lAsk some students to read out their answers.
lInvite comments from others.
lSummarise.
259
Unit
Strong Houses.
Weak fire.
Strong fires.
Formative Assessment – Wind
Follow up:
lAsk a few students to explain the action of the wind on the basis of the activity conducted.
lDraw the attention of the students to the shift in the way in which wind is addressed in the
poem.
lLink it to the theme.
260
Unit
SKILL AREA
POST-READING
Material required
TIME AIM
-
-
-
READING / WRITING
TASK 4
Worksheet
PROCEDURE
2
Work sheet
'Wind' is a symbolic poem just like the poem 'The Road not Taken'. Poems can be read just for
the pleasure of their rhyme or for their literal meaning. However, poems can have a deeper
meaning than the obvious one it shows. Certain readers can also fall into a trap, if they go
hunting for meanings where there are none.
Sometimes under an able teacher a student finds more pleasure in tracking down symbols and
figurative meanings. It is like a treasure hunt. Poems develop an alter ego or twin. In simple
words, what appears to be a simple poem of travelling on a forest road develops into a poem
discussing the choices of life. Similarly, the wind can be compared to the difficulties we face in
life. Strong people face difficulties bravely while weak people are broken.
261
Unit
Assessment: May be marked out of 5 marks: One mark for each correct answer. Peer
correction could be followed:
Answers: Q 1) (C)
Q 2) (b)
Q 3) (c)
Q 4) (c)
Q 5) (c)
Follow UP:
lReview the answers quickly and clear any doubts that students may have.
lEncourage a few students to give reasons for the answers they have given.
262