Monday, January 2, 2017

Model Teaching Manual

 Model Teaching Manual

Name of the teacher:                    Unit    : 3 – Seeds and Deeds
Name of the school:Sub-unit: Story –‘The Light on the Hills’ (Paragraphs 1&2)
Subject                        :  English
Standard                     :  8
Strength                      :
Duration                      : 40 minutes
Date                             :
Theme: Dedication
Sub-themes: Dedication brings success and happiness; power of nature.
Ideational Content: The passage tells us about a boy who wanted to paint a beautiful picture. His little sister reminds him to do his work with dedication and honesty, so that people would be impressed by his work.
Linguistic Content:
Vocabulary items; wondering /phonetic script/,  dedication /   /, honesty/  /, rested / /, glimmering /  /, rustling /  /, rippling /  /.
Grammatical items: Use of prefixes and suffixes  -dedication- ion, honesty –y, rustling – ing
Synthetic Content: The students are to use the describing words and prepare a description.
Learning Outcomes: The learner:
-Reads, comprehends and analyses the story.
-Engages in activities like discussion on hobbies etc.
-Follows the instructions given by the teacher during collaborative reading.
-Involves in interactive sessions led by the teacher.
-Makes presentations in the class related to the discourse ,e.g. description.
Pre-requisites: Learners are familiar with hobbies.
Instructional Strategies: Group/pair work, discussions, questioning
Learning aids: Pictures, charts

PROCESS                                                                                                        RESPONSE
1.       Entry to the lesson:
General discussion of the picture or theme given in the lesson. Group or individual task as the teacher plans. A brief introduction to the lesson is given by the teacher without revealing details or causing loss to the element of curiosity. The title and name of author is written on the board.
2.  Process Reading:
a. Individual Reading:  Students are asked to read the passage specified, including the details of the writer provided in the text. Just as a note-making task, they are guided to mention their understanding of each paragraph selected in the manner that the teacher feels appropriate.

b. Collaborative Reading: Students are asked to share their ideas in groups or pairs. Teacher monitors their progress and ensures that they participate and take down things in their notebooks. This would include documenting the words that they have discussed by referring to the glossary or dictionary.Members are selected at random to present their findings or what they have understood. Major ideas are noted on a chart and the same is written down by students.

c. Loud Reading by the teacher:
Teacher reads the passages selected and asks a few global questions.

d. Loud Reading by the students: A few students are selected to read the passages aloud.

e. Scaffolding Reading: Teacher asks textual questions. And in groups that cater to the needs of the slow learners too, students are asked to give descriptions. Each point to be included, is brought out through interaction with the teacher and students. The teacher asks the pupils to prepare a description of a familiar person using describing words. The learners write the descriptions individually.A discussion ensues. The learners then sit in groups to write the description in the light of the discussion.
The teacher familiarizes the students with the indicators of a good description.
3. Presentation of group task& Editing: Students from each group gets the chance to present their product. With the assistance of the teacher, the students refine their written or oral presentation with focus on the vividness of the description, appropriateness, cohesiveness and variety of describing words used.
4. Teacher’s Version: Teacher presents her version of the description.

5. Follow-up: .Teacher asks the students to complete the textual exercises. 

Sunday, October 30, 2016



5.1.    Importance of developing study skills

5.2      Locating & gathering information (skimming & scanning) 

5.3.     Storing Information (note-taking, note-making, summarizing)

5.4      Developing reference skills (using the Dictionary & Thesaurus) 

5.5.    Retrieving information using technology &computers . 


·         Study  :-‘Study ‘ means the  ‘learning’ and “learning to learn’.

·         The five steps involved in any type of study are :SQ4R

1.      Survey of materials with Questions in mind.

2.      Reading to locate relevant area.

3.      Review to go over again in mind

4.      Recite(retain)

5.      Retrieval.

·         The process of meaningful study undergoes four processes:



3.Retention(sorting and store in long term memory)

4.Retrieval (access and use when needed)


·         The essential sub skills  of study skills are:

·         1. Locating Skills

·         2.Gathering Skills

·         3.Storing Skills

·         4. Retrieval Skills


n  Skills to gather information quickly.

n  Skills to locate the authentic sources and comprehend it.

n   knowledge of what to refer and where to get the sources of information

n  Skills  to make use of a library catalogue.

n  Skills to get information from computer or internet.

n  Skills to Glance through the index or content for relevant information.

Using Dictionary

Ø  The word  “DICTIONARY” comes from Latin word “DICTIONARICM” meaning –a book that lists and explains the word of language.

Ø  First English Dictionary was written by: ROBERT COWDREY (1960).

How to refer to a Dictionary?

Ø  Go to the instruction given

   e.g. “N” for noun “V” for verb .

Ø  Should not the indication for the speech forms.

Ø  First word in the left page is given at the left top corner of left page make reference easier.

Uses of Dictionary

Ø  Locate alphabetical positions.

Ø  Learn meaning.

Ø  Learn spelling.

Ø  Learn pronunciation.

Ø  Learn syllabification.

Ø  Learn hyphenation.

Ø  Learn abbreviation.

Ø  Learn capitalization.


Ø  Thesaurus- house (in Greek)

Ø  Similar to the Dictionary of the words.

Ø  Thesaurus is a book containing words of information about a particular field or a set of concepts.

Ø  When we need a thesaurus ?

         Any who has ever been at a loss for the right word and has to struggle to find the word that seems to fit exactly.

Ø  Help the user to avoid repeating the same word monotonously.

Ø  Using library

Ø  Given an index get the information from books.

Ø  Locate the sources needed.

Ø  Identify the books and resources/e-resources for data needed to solve a problem . The University Library contains hundreds of thousands of books and learned journals and provides access to a huge range of online journals and other academic resources.

Ø  The Library has an excellent website  and printed guides which will help you make the most of the information and resources available.


}  how to locate, select and utilize a range of oral/ written sources for the r studies.

}  learn how to  select reliable  resources

}  a variety of methods for note-taking/note making.

}   Useful notes are an important tool to help you with : focusing, learning ,gathering information for assignments ,revising

}  preventing plagiarism. use library, internet and other resources to locate the information you need for your studies

}  identify and employ appropriate reading strategies for different types of texts and different tasks

}  select important information for note-taking

}  develop your own system of note-taking and short-hand

}  take notes in a way that minimizes the risk of plagiarism in your own writing

}  read sources from a critical perspective.


}  utilize your time more efficiently and effectively

}  develop critical thinking through the use of sifting/sorting techniques

}  broaden your outlook and inform your subject understanding through the exploration of more diverse sources.

}  Information gathering can be used for a variety of different reasons; however, the main benefit with regards to your academic studies is that

}  you will  become aware of more diverse sources, opinions and

}  approaches which can only enhance your academic work.

What critical reading is?

}  Developing a critical attitude is both a necessity in order to succeed in an academic environment, and an invaluable skill in the work place.

}  Types of Reading 

}  1.loud reading

}  2.Silent reading

}  3.Intensive reading

}  4.Extensive reading

}  5.Skimming

}  6.Scanning


}      It means reading something without producing audible to others. In this type of reading the  learner of language reads everything quietly .Loud reading is necessary only when pronunciation is to be concerned.

}  INTENSIVE READING  :-It means detailed study of the passage.

}  EXTENSIVE READING   :- In Extensive Reading the learners are not getting help from the  teacher. They read independently for comprehension of the overall subject matter,.  It involves reading silently and speedily

}  SKIMMING :-Skimming of a lesson means gathering together salient factors contained in it.  Skimming of a prose paragraph means going through it and collecting the main points contained their in.

}  SCANNING:-Scanning of a book or a lesson or a paragraph means collecting detailed information contained in the  subject matter. In scanning everything good or bad is pointed out. It also develop the habit of working hard.


-Stored in memory , in oral forms,  in written, in graphic, in press, in electronic devices for future uses.

Storage: to move data into a repository from which it can be later

retrieved. Paper, magnetic media (e.g., diskettes, tape cartridges, hard

discs) and CDs are storage devices.

Sources of information  for storage   for  retrieval

}  Journals

}  Text books

}  Theses

}   Newspapers

}   CD ROM/ websites

}   Internet (on-line information)

}   Audio/video tapes

}  documents and film stripes

}   Slides/transparencies

}   notes and experiences

}  Teacher  made texts

}  departmental resources

}  The work of friends and other students


}  A good listener should overcome  barriers.

}  To make listening effective:-

}  1)practice note taking/note making.

}  2Keep alert and attentive.

}  3) read the handouts in advance , before the speech.

}  4)select  conducive seats.

}  5)Take a positive and purposive attitude.

}  6)Focus attention on content.

}  7)identify main and supportive ideas.

Note making

}  Helpful to  maintain a record of all

}  useful information whether you have used

}  it or not (it may of use in the future)

}  It will help you to acknowledge the source.

}  Notes are one of the forms of storing information in an easily retrievable way for future use.


}  Notes are taken down for many purposes like studying, writing articles, essays etc.

}   very useful in self lrng

}   Involves many abilities: 1.Ability to identify key ideas, 2. to identify main pts, identify topic sentence,  4. to identify supporting details


}  contain only main ideas and their supporting details.

}  only key words are included. sentences are avoided

}  articles, prepositions dropped unless very essential

}  abbreviations, symbols etc. used to make it short.

}  all ideas and supporting details are logically and systematically organized.


}  use short words for long words or terms. eg: hike for increase

}  use abbreviations and acronyms. eg: WHO, NATO

}  use numbers instead of 8 for eight

}  abbreviate using only the first few letters of the approx. for approximately

}  abbreviate dropping out all or most vowel dept. for department

}  use standard  .. for therefore.


Retrieval: to find and obtain data that is currently needed. There is no

direct device support for this function, which in fact acts on storage

devices, though some authors choose not to differentiate between

storage and retrieval devices


}   A summary is a brief restatement of the main ideas in a text in one's own words. It is usually a condensation of an extended idea or argument into a sentence or more.


}   They are shorter than the original text.

}  Summaries demonstrate one's understanding of the subject matter of the text.

}  focuses on presentation of the writer's main ideas only.

}  usually written in ones own words.


}  The conversion of verbal information into a visual /graphical is the process of trans-coding, popularly known as Information Transfer.

}  This is needed because visuals are far more appealing than the written word.

}  It stays longer in our minds.


}  Tree Diagrams

}  Flow Charts

}  Algorithms

}  Cyclic Charts

}  Tables

}  Graphs and charts.

}  Concept Maps

}  Semantic mapping

}  Learners should be familiar with the various organizational strategies  and conventions  of  discourses ,  academic writing.