Jh Venkateshwar International School

Sector-18, Dwarka, New Delhi-78

SYLLABUS PLANNING
CLASS X (2015-16)
ENGLISH
PRESCRIBED BOOKS

1. Interact in English (Main Course Book)

2. Interact in English (Literature Reader)
3. Interact in English (Workbook)
4. The Diary of A Young Girl by Anne Frank
GENERAL LEARNING OUTCOMES: On the completion of the academic course, the learners will be able to demonstrate an understanding of
the four skills reading, writing, speaking and listening.

The learners will be able to appreciate prose, poetry and drama and organize ideas effectively in an appropriate, mechanically and
grammatically correct style.

ASSESSMENT OF LEARNERS: Formal and informal assessments would be conducted. Classroom assessment technique (CAT) would be
adopted through class discussions, worksheets, quiz and exercises and various activities. Home assignments and projects would be assigned
and the students would be graded accordingly.

Assessment of Speaking and Listening (ASL) for both the terms to evaluate the speaking and listening skills.

OPEN TEXT BASED ASSESSMENT (OTBA) would be a practice to assess the analytical and theoretical skills.

TERM I & II
General Objective: To lead the learners to substantiate an understanding of the connection between writing and thinking and
demonstrate effectiveness in using verbal and non verbal language appropriate to the goal.

- Improve communication between student – student and teacher-student.

- To develop academic skills.
- To enhance the students’ knowledge of subject content.
- To read literature with an appreciation for inter-relatedness of plot, character, theme and style.
- Form an appreciation for all genres of literature
APRIL q

PROJECTED SPECIFIC OBJECTIVES METHODOLOGY LEARNING ACTIVITIES & RESOURCES

CONTENT OUTCOMES ASSIGNMENTS (for
differentiated learners)

LITERATURE -make the students The session would begin with an -The learners would (C2-C1) PPT presenting the
READER : identify the genre to interactive session wherein the develop their background of the
which the story learners would discuss the qualities of sensitivity towards Group discussion on author and the
L 1: Two belongs.
Gentlemen of a gentleman and justify themselves to their duties and Appearances are synopsis of the
-to understand the
Verona by A.J techniques used by the have the qualities of a gentleman. responsibilities. deceptive story.
Cronin author
The title of the lesson would be open -They would gain will (B2-B1) Student –Teacher
-express the theme of
the story for class interpretation. Background power and inspiration Interactive session
- to provide a synopsis knowledge of the author would be from the main
of the story given. The prose would be read aloud characters.
- to enhance Group Discussion on
in the class. Difficult words and terms
vocabulary would be discussed. The prose will be -They would develop
Two Gentlemen of
-to strengthen family explained. their optimistic
bonds Verona promise a hope
attitude towards life
-to inculcate the for society.
Enriching Vocabulary: alps, shrugged, amidst many
values of hard work
brisk business, artless, demeanour, struggles. (A2-A1)
and determination
vestibule, tuberculosis of spine.
Group Discussion on
The learners would try to relate the
given attributes to the characters of The moral values
the story and use them in sentences. derived from the story

All possible questions and answers The discussion would be

would be discussed and assigned. followed by questioning
session based on the
 Questions would be discussed and given topics.
assigned to the students.

Poetry: -to encourage the -pre-reading activity would be the first - the students would Group discussion Audio-Visual (visual
students to appreciate step wherein the students would be able to grasp the representation of
P 1: The frog poetry and read aloud delve deep into the title of the poem on
theme and meaning of the poem)
and the with proper intonation and make an interpretation of the title
the poem. Our self-image is often
Nightingale by as it indicates the subject and theme.
Vikram Seth -to prepare the (student- teacher interaction) They would be able to based on what others
students for poetic They would compare the modern make us believe. (A
read the poem with
forms and adept them competitive world with the theme of Poor self-image can do
with the figures of the poem. proper tone and
rhyme and develop an irreparable damage to
speech, rhyme and The background of the poet would be
interest in poetry. us)
rhythm discussed.
The poem would be read aloud with
Their critical thinking Group Activity: (six
-to develop the ability proper intonation rhyme and rhythm.
of appreciation of Difficult terms and words would be skills would be members)
ideas and criticizing explained so that the students can enhanced. For all range of learners
the thinking. predict the atmosphere of the world
inside the poem. Their vocabulary comprising:
-cultivate interest in The poem would be explained would be (C2-C1)- 2 students
poetry covering the phrases, sentences and strengthened.
discourse as well as their structuring.
(B2-B1)-2 students
-to prepare the -they would
students for a cut- Silent reading of the poem by the understand the value (A2-A1)- 2 students
throat competitive students within five minutes and
of self confidence and
world listing the difficult terms.
learn the art of living
- to build their self- The figures of speech and rhyme in a modern society.
confidence scheme would be discussed.
.

WORD JOURNEY: studying the

 personality traits of the Frog and the
Nightingale thus enhancing
vocabulary.
Positive & Negative traits: dominative,
Egoistic, submissive, crafty, scheming,
patronizing, conniving, naive, humble,
sensitive, meek.
WORKBOOK -to establish a clear - the session would be started with an The learners would be 1. Worksheets for all  Picture
understanding of audio-visual song of determiners. able to identify range of learners. (C1- study
(GRAMMAR):
determiners Quiz on determiners would be determiners and use A1)
conducted. The learners would be them appropriately.  Audio-
Determiners
-to enable the learners asked to arrive at the rules. (Inductive 2. Articles Grammar visual
to identify the types of The comprehending Auction (Group Activity
method)
determiners and use skills would be for all range of learners)  PPT
them in sentences. The purpose and functions of the improved.
3. Shopping list game.  Determiner
different types of determiners would
Sentence construction s Rule
be discussed with examples.
skills would be Chart
strengthened
 Educomp
Module

-to enable the learners The session would start with the pre- The learners would Worksheets for all  PPT
to identify different activity- speaking about their “daily develop their range of students
types of verbs routine”. reasoning skills.  Picture
(C1-A1) description
-to enable them to Inductive method would be applied.
demonstrate correct
They would be able to  Verb Songs
The learners would be first taught the identify verbs in the (Audio-
usage of different
difference between the types of verbs sentences and extract visual)
verbs.
and tenses and the connection the differences.
-to make the students between the two.  Educomp
speak and write modules
The concept of ‘be’ verb and main
 sentences using the verb would be discussed.
correct tense The understanding
All types of tenses would be discussed and analyzing skills
-to make them able to with the rules and formulae with would be
identify and use all examples. strengthened.
kinds of tenses
according to the Learners would participate in
communicative written and oral They would be able to
situations. identify and use all
practice.
kinds of tenses.

COURSE -to inculcate in the -the learners would Group activity

BOOK: students the interest The session would start with an unfold their logical
of reading widely interactive session on ‘Is Sleep The thinking skills. Formation of Groups(6
Health Best Medicine?’ as related to the students in one
and -to make the learners theme of the lesson. - their vocabulary will team)comprising: Audio-visual
Medicin aware of multiplicity The Lesson would be read aloud by be enriched showing the effects
e the students. C2-C1- two students of sleep disorder
of human response
and expose them to a Health related problems would be -the communicative B2-B1-two students
range of themes and discussed. The consequences of lack skills would be
emotions. of proper sleep would be discussed enhanced. A2-A1-two students
through interactions. (Teacher-
-to lead the students student interaction). Activity:
to explore the world
and find out the Difficult words would be listed out and - they would be able Debate
existing truths explained. to present their
on
Students would delve deep into the arguments positively.
-to enhance their theme through a debate.
reading skills. - their critical thinking
Vocabulary enrichment: skills would be Modern technology is
- to enhance their art Words related to Adventure would be
strengthened. the reason behind
of debating stressed such as-
Navigator, skirting, Parachute, Sleep Disorder.
-they would realize
-to make them aware Transmit, aviator, abandoned, raft.
the importance of
Learners would use the given words in
 of the health class discussions on Adventures and in Healthy Life and the
problems, reasons and their research work. ways to lead it.
guide them to live a
healthy life.

WRITING to make the students The teacher would display the format The students would be Activity/Assignment: -Green Board
SKILLS techno- friendly of E-Mail writing. able to comprehend
the purpose and the (C2-C1) -PPT showing
Email Writing -to adopt the The difference between a formal E- effective E-Mail
style of E-Mail writing. -Formal E-Mail writing
appropriate culture of Mail writing and Informal E-Mail writings(formal &
E-Mail writing and writing would be explained with (to the editor of A informal)
National Newspaper)
sending examples.
Vocabulary would be - format and the
-to make them able to The purpose of E-Mail writing would enriched. They would objectives of notice
use the appropriate be discussed. The format, layout and develop their technical writing through
(B2-B1) Visual
language and style the language appropriate would be skills.
Representation
shown and explained. - exchanging E-Mails
-to make them able to - Educomp
among friends (Peer
express using fewer
Assessment)
words and shorter
Notice Writing sentences. The teacher would explain what a (A2-A1)
notice is and its purpose.
-to enable the The learners would be
E-Mail Writing to a
students to apply the The standard format of notice writing able to organize the
information friend (Informal)
correct format while would be shown in the class.
writing a notice. intellectually and form
Notice Writing exercises
The teacher would discuss in detail a notice.
-to make the students what a notice should contain. Different topics for all
comprehend why a -they would be adept
in summarizing the range of learners.
notice is written and The wide range of themes and
objectives covered by notice would be details in a crisp way.
the style and
discussed with examples.
 procedure. - The formal writing
skills would be
enhanced.

LITERATUR -to guide the students The session would start with an The Learners would be Presenting Integrated - PPT
E READER to relate the interactive session with a discussion able to effectively skills: presenting
characteristics of on ‘Being Famous’ thus interpreting provide a synopsis of the
PROSE: 1.Speaking
literature to larger the title of the story. the story. synopsis of
MRS. cultural and human 2.Listening the story.
The students would bring out the They will be able to
Packletide’s values
drawbacks of Hunting. (Student- analyze the values and
Tiger by Saki 3.Writing
-identify the Teacher interaction). thought process of the
techniques used by the story. The students would
The background knowledge of the
writer discuss on the given
author would be given. Positive values and topic within their
-to comprehend the attitudes would be
The prose would be explained. groups and write a
theme and provide inculcated in the
students. paragraph on it after
details of the Difficult words would be listed and the discussion.
personality of the explained. They would be able to
character appreciate the Group Activity: (six
The moral of the story would be language, content and members)
-to be able to discussed. style of the prose.
comprehend the irony For all range of learners
of the present society. Vocabulary would be comprising:
enriched.
(C2-C1)- 2 students
VOCABULARY ENRICHMENT:
poaching, propitious, rendezvous, (B2-B1)-2 students
tethered, book of patterns.
The words would be applied in the (A2-A1)- 2 students
class discussion related to the theme
of the story. TOPIC: Sometimes
writers highlight certain
negative aspects in
society or human beings
 by making fun of it. This
is called Satire.

Do you consider ‘Mrs

Packletide’s Tiger’ as a
satire?

MAY

LITERATURE -to teach a foundation Pre- reading Activity: The students would be Pair Activity (for all Audio visual
READER vocabulary for poem able to grasp the range of learners ( reciting the poem
study The class would begin with an theme and meaning of comprising: with animated
POETRY: interactive session on ‘Is a mirror versions)
the poem.
-to encourage essential for us?’ Pair formations
Mirror by students to appreciate They would be able to Role Play
The title of the poem would be open 1. (C2-C1)- 1 student
Sylvia Plath poetry and develop read the poem with
to the class to interpret.
the ability of reading proper tone and (B2-B1)- 1 student
with proper stress and The background of the poet would be rhyme and develop an
intonation discussed. interest in poetry. 2. (B2-B1)- 1 student

-to prepare the The poem would be read aloud with (A2-A1)- 1 student
students for poetic proper stress and intonation.
Their critical and Activity: Two
forms and adept them
The poem would be explained. creative thinking skills characters Play on
with the figures of
speech, rhyme and would be enhanced.
Poetic devices and structure of the A talk between you and
rhythm poem would be discussed. They would be able to a Mirror
-cultivate interest in derive the moral
Word Journey: Write a script and
poetry values.
Words related to self-reflection would present, delivering your
be emphasized. They will be ready to self- reflection.
-to develop the ability
of appreciation of accept the reality of
Exact, preconception, unmisted,
ideas and critical
 thinking. flicker, reflect, agitation, life.
contemplation, speckles.
Their vocabulary
The learners would apply the given would be enriched.
words while analysing the poem.

LITERATURE -to guide the students The session would begin with an The students would be Listening Activity for all -PPT presenting the
READER to relate the interactive stage wherein the students able to effectively range of Learners to synopsis of the
characteristics of would discuss on ‘the Feelings an Old provide a synopsis of note their progress and story
PROSE: man can have’ on the basis of the the story.
literature to larger as training ground for
theme of the story. They will be able to
The Letter by cultural and human analyze the values and their ASL.
values The title of the lesson would be thought process of the
Dhumaketu Activity: Listen to an
opened to the class for interpretation. story.
-identify the Positive values and Article about the break-
techniques used by the The background knowledge of the attitudes would be up of the Joint Family
writer author would be given. The prose inculcated in the system in India and
would be explained. Difficult words students. complete the
-to comprehend the would be listed and explained. The They would be able to worksheet.
theme and provide moral of the story would be discussed. appreciate the
details of the language, content and
personality of the style of the prose.
Vocabulary Enrichment: tattered, Vocabulary would be
character.
caressing, crevices, beholding, pilgrim, enriched.
accustomed, partridge, crouching, Their Listening skills
bewildered, instinct, serenity, pitiable would be enhanced.
figure, haughty temper

COURSEBOOK - To guide the students The session would begin with an The learners would Activity: JAM Videos
enhance their critical interactive session on ‘Educating the unfold their logical demonstrating the
Education reading and analytical Girl Child’. (Student- Teacher thinking skills. For (C2-C1) need of
interaction) empowering the
skills so that they can One minute
The prose would be read aloud in the Their vocabulary will girl child.
demonstrate research class. The lesson would be explained be enriched. presentation on
skills integrating their emphasizing on the values and need Audio-visual
own ideas with those of education. Their analytical skills The Right to Education demonstrating the
 of others would be improved. Act is a realistic and Right to Education.
The students would be taught the use achievable goal that
-to enhance their of new words to enrich their They would be able to will change the face of
reading skills vocabulary with the correct comprehend the value Audio-visual on
education in India.
pronunciations, innovative styles and of education. Vocational
- to enable them to creative writing to express their views Education.
(B2-B1)
respond and On Right to Education.
demonstrate visual Empowering the Girl
interest in familiar Vocabulary Enrichment: child is the Best way to
Discriminate, nutritional, empower,
characters and objects Empower the Nation.
infanticide, idolization, uniformity,
linked to the text. transformation.
(A2-A1)
- to aware the
The Learners would apply these words The Growing Need for
learners about the in the class discussion.
importance of Vocational Education.
Education.

WORKBOOK -to enable the learners The session would begin with few The learners would be Worksheets for all
to Identify the form of sentences read out by the teacher and able to familiarize range of learners.
GRAMMAR: the subject and the written on the interactive board. themselves with the
(Brain boosters) rules involving the (C1-A1)
Subject-verb verb in the sentence
subject-verb
agreement. -to enable them to The teacher would wait for the agreement
students’ responses to know whether
choose the correct
they are able to point the errors. They will be able to
form of the verb to participate in the class
make it agree with the The teacher discusses the errors and discussion actively.
subject. comes to the rules. (inductive
Learning) They will be able to
-to familiarize with the construct correct
rules of subject-verb The general rules are discussed with sentences using
agreement. examples. subject-verb
agreement.
PPT demonstrating the rules and
 usage would be shown to make the
concept clear.

WRITING -to enable the The concept of diary writing would be The learners would be Diary Entry exercises: -diary of Anne
SKILLS students to generate discussed. The importance of writing able to organise their topics for all range of Frank as a glimpse.
their thoughts and diary would be established. The rule, thoughts and express Learners - (C1-A1).
Diary Entry feelings and express format and style would be taught and freely. They would
in a convincing style discussed with examples. develop an interest
towards writing thus
-to generate their enhancing their
interests towards writing skills. Their
writing. thinking skills would
be enhanced.
-to enable the
Article Writing students to The session would start with a pre- The students would
demonstrate, writing activity to create an interest develop an interest (C2-C1)
- newspaper
understanding of facts towards writing. The teacher would towards writing. Their
planning and Article Writing on facts articles
and ideas by define what an article is and discuss
organizing techniques (based on research)
organizing, the purpose of article writing. The -magazine articles
would be enhanced.
comparing, different styles, subjects, purpose of (B2-B1)
They would be able to
article writing would be discussed. The -written pieces on
interpreting, giving research on any
descriptions and teacher would explain the technique Article Writing deriving various subjects
subject and derive
stating main ideas. of accumulating ideas, focussing on information from facts ideas from interviews.
-displaying blogs of
ideas and facts, planning, organizing, and present him in the
(A2-A1) various writers
-to guide them to use evaluating, structuring and editing. form of a written
language They would be taught the importance piece. Their creative
Article Writing based on
appropriately with a writing would be
and way of producing a finished piece Education(hints would
analysed. The
taste of creativity. of work with examples. The be given)
interpreting and
requirements of the content, evaluative skills would
-to make them able to
beginning, body and end would be be strengthened.
present and defend
focussed.
opinions by making
judgments about
information, validity of
 ideas or quality of
work based on a set of
criteria.

JULY- AUGUST
LITERARURE -to enable the The teacher would begin with an The Learners would be Group Activity: PPT(audio-visual)
READER students to have an interactive session on Things that will able to comprehend
perish and be forgotten over a period what a sonnet is. For all range of learners PPT presenting
idea of a sonnet
POETRY of time.(Teacher-student interaction) Shakespeare’s
They would be able to Three students in one
-to Identify a sonnets(comparati-
Not Marble, Shakespearean The title of the sonnet would be identify a team comprising: ve study)
nor the Gilded opened for class interpretation. Shakespearean
sonnet. (C2-C1)- 1 student
Monuments sonnet.
(sonnet 55) -to identify and label The teacher would discuss what a The students would be
sonnet is and a brief idea about able to grasp the (B2-B1)- 1 student
the rhyme scheme.
By William Shakespeare’s sonnet. theme and meaning of (A2-A1)- 1 student
Shakespeare -to identify and label a The background knowledge of the the poem.
Shakespearean poet would be given.
sonnet's divisions. They would be able to
The poem would be read aloud with read the poem with Activity:
-to encourage proper intonation rhyme and rhythm. proper tone and
Comparative study of
students to appreciate rhyme and develop an
Difficult terms and words would be Shakespeare’s Not
poetry and develop interest in poetry.
explained so that the students can Marble, nor the Gilded
the ability of reading
predict the atmosphere of the world Their critical and Monuments with any
with proper stress and
inside the poem. creative thinking skills other Shakespeare’s
intonation
would be enhanced. sonnet.(through Power
-to prepare the The poem would be explained Point Presentation)
students for poetic covering the phrases, sentences and They would be able to
forms and adept them discourse as well as their structuring. understand the value
with the figures of of friendship.
Silent reading of the poem by the
speech, rhyme and students within five minutes and
rhythm
 -cultivate interest in listing the difficult terms.
poetry
The figure of speech and rhyme
scheme would be discussed.

Questions and answers would be

discussed.

LITERATURE to develop an interest The session would begin with an The learners would Group activity PPT
READER among the students interactive stage on the reasons for develop their reading presenting
Formation of Groups(6 the
towards drama. the old people being abandoned. and language skills.
DRAMA: students in one synopsis of
- to inculcate in them (Student-teacher interaction) They would develop team)comprising:
The Dear the play.
the habit of reading an interest towards
Departed by The background knowledge of the language and C2-C1- two students
-To guide them in author would be given. The theme and
Stanley literature. B2-B1-two students
exploring the links plot would be explained.
Houghton between the students' They would be able to
Character and object descriptions A2-A1-two students
own world, the world stage and perform
would be made. Central idea of the thus building their Activity:
of the plays.
play would be discussed. confidence.
-to encourage learner Debate
autonomy and Elicit words beginning with C, e.g. They would realize the
communication, co-operation, On
responsibility. To value of old parents at
ensure students have creativity, content, collaboration. home. Grandfather is not
a defined work area. Structured approach would be entirely right in moving
applied. The play would be explained away from his
-to introduce and
through Role Pay. Explore through daughters.
provide practice with
key vocabulary. To class interactions how metaphor,
develop range of antithesis, imagery and other literary
expression through and dramatic conventions inform
 movement and character, setting and action.
encourage
collaboration /
cooperation.

-to strengthen family

bonds and help them
to understand the
need to respect and
care the old parents.

COURSE BOOK - To guide the students -the learners would (C2-C1) -PPT
enhance their critical The session would begin with an unfold their logical
Science reading and analytical interactive phase on Science a boon thinking skills. Writing a science -FILM
skills so that they can or ban. (Teacher-student interaction) fiction story : CLIPPINGS(AV)
demonstrate research - their vocabulary will
skills integrating their The prose would be read aloud in the be enriched Do you think life exists of scientific
own ideas with those class. on other planets? developments.
of others -the learners would be
The lesson would be explained able to organize their (B2-B1)
-to enhance their emphasizing the development of research work,
reading skills Science from Carelessness to Car- compile and present in Writing a science
lessness. an economic writing fiction story :
style.
- to enable them to The students would be taught the use My Dream invention
respond and of new words to enrich their -the creative writing
demonstrate visual vocabulary with the correct skills would be (A2-A1)
interest in familiar pronunciations, innovative styles and enhanced.
creative writing to express their views Writing a science
characters and objects fiction story :
on saving nature’s creations.
linked to the text.
Brainstorming for research work A bad experience with
- Identify the purpose a recent scientific
would be a step.
of reading and the key
 ideas in the text; Vocabulary Enrichment: atmosphere, development.
deduce the meaning of eco-journalist, consumption,
unfamiliar lexical renewable, conventional, degradation,
holographic technology, galactic
items.
wonder.
The students would use the words in
their research work.

WORKBOOK -to Build confidence in The teacher would introduce students The students will be Group Activity: -PPT
using relative clauses to the topic of using relative clauses able to comprehend
GRAMMAR: to describe goods, by asking a few questions such as: relative clauses. With all range of -Educomp
services, personnel How would you describe a blue collar learners comprising- Module
Relatives and other related worker? They would be able to
workplace situations. What's full time work? describe everything (C2-C1)- 1 student
Who is a consultant? using relatives.
What is a computer lab? (B2-B1)- 1 student
-to enable them to They would be able to
understand relative These questions will elicit a number of construct sentences (A2-A1)- 2 students
clause and use them responses with competent use of correctly using relative
appropriately. relative clauses. clauses. Role Play:

Write a script using

The teacher would rephrase student
answers throughout using relative relative clauses and
clauses to help inductively introduce present. (5 minutes
the idea of relative clause use. play)

The Rules and usage would be

discussed with examples.
Worksheet for all range
of learners.
WORKBOOK -to define and explain The session would start with an audio- Learners will be able Worksheets for all Audio-
the purpose of visual song on connectors. Students to understand the use range of learners. visual
GRAMMAR: conjunctions. would give examples of the sentence of sentence songs
connectors. Skimming and scanning
Connectors connectors mentioned in the song.
-to provide examples of articles.(Pair PPT
of conjunction use. The concept, rule and usage would be They would be able to work)comprising-
- Understand and discussed with examples. differentiate the Educomp
apply the use of sentence connectors C2-C1 and B2-B1 Module
sentence connectors in Students would be provided with ‘and’ and ‘but’ in
context. short written pieces or articles and different sentences. B2-B1 and A2-A1
they would find out the connectors
- Apply knowledge of and explain the usage. (Inductive They will be able to
grammatical rules at Learning). identify sentence
word and phrase connectors and use it
levels. effectively in their
writing.

CONDITIONALS -to make the students The teacher would introduce a song, The students would be
familiar with the “if I had a million dollars...”Video with familiar with
Worksheets for all Video playing the
conditionals the lyrics would be played. conditionals and
would be able to use range of learners. song containing
-to enable them to use them appropriately. conditional
The contracted form used in the song
conditionals correctly (I’d=I would) would be pointed out. It clauses.
in their expressions. would be followed by questions. They would be able to
draw inferences from Educom module.
The definition would be given with
examples. conversations.
Conditional clauses, the concept, rules Communication skills
and usage with examples. would be enhanced.
Long Reading --to develop an Group Activity: Rememb
Text: interest among the The learners ering
students towards The session would begin with would develop their All range of learners Anne
The Diary of A reading Novel. an interactive phase on ‘How do you reading skills. They comprising- Frank
Young Girl by feel about maintaining a diary?’ would develop an
(C2-C1)- 1 student video.
- to inculcate in them interest towards
Anne Frank The background of the writer
the habit of reading, language and (B2-B1) – 1 student
would be discussed.
literature.
- to be able to (A2-A1)- 1 student
comprehend the . The theme and plot would be
tragedy in the story. explained.
They would be
Chapter abstracts would be
- to enable them to able to understand the Activity: Research work
 know the feelings discussed. Character and object feelings hidden in a on Remembering Anne
expressed in a diary. descriptions would be made. The diary. Frank and present it in
underlying tragedy would be the form of a written
To enable them to They would
discussed. project.
learn new information develop an interest in
about the life of Anne maintaining a diary.
Frank.
Their historical
To read, discuss, and knowledge would be
write about Anne's enhanced.
diary.

SEPTEMBER: Recapitulation

TERM II

OCTOBER

LITERATURE -to involve the The class would begin with an The learners would be Group Activity: PPT
READER students in both interactive session on Ghosts-real or a able to develop their demonst
intensive and mystery. basic skills of Learners of all range rating
PROSE: language. comprising-
extensive reading. the
(Teacher-student interaction) story.
A Shady Plot by -to enable the They will be able to (C2-C1)- 2 students
Elsie Brown The learners would try to interpret the understand the plot
students comprehend (B2-B1)-2 students
title of the prose. and character of the
the lesson and develop story.
a literary sensitivity in The lesson would be read aloud by (A2-A1)- 2 students
the learner the students paragraph wise and They would
comprehend words Activity:
-to sharpen the accordingly explained by the teacher.
related to ghosts and
Group discussion on
learner’s The difficult terms would be discussed ghost stories.
interpretative skills dealing with the difficult areas of the Ghosts are creation of
and inculcate an Enjoy and appreciate
 interest towards language. the story and the use human Mind
language and of language.
literature

-to make the students The teacher would involve the class in
aware of the theme question and answer activity to test
and emotions. the students’ understanding.

Vocabulary Enrichment:

Apparition, poltergeist, clairvoyance,

eerie, transmigration, psychic,
exorcist, premonition.

The Learners would use the words in

their discussions.

LITERATURE -make the students The session would begin with an The learners will be Individual activity: - PPT
READER identify the genre to interactive phase on your dream able to stimulate demonstrating the
which the story career. language development For all range of learners works of Satyajit
PROSE: belongs. to note the
and increase the Ray and synopsis of
(Teacher-student interaction) improvements:
Patol Babu by -to understand the The lesson would be read aloud by the students' ability to the story.
Satyajit Ray techniques used by the students paragraph wise and write spontaneously. Activity: JAM
author accordingly explained by the teacher.
They would be able to Intense satisfaction of a
-express the theme of The difficult terms would be discussed respond to a personal small job done with
the story dealing with the difficult areas of the dilemma. perfection and
language.
Their vocabulary dedication is much
- to provide a synopsis The teacher would involve the class in
of the story question and answer activity to test would be enriched. more than earning
the students’ understanding. huge sum of money.
 -to demonstrate Vocabulary Enrichment:
reading and reviewing Nonentity, strapping, obsession,
strategies for amateur theatricals, handbills, smooth They would learn the
comprehension and sailing, toying, appraising look, art of self satisfaction.
appreciation. pedestrian, hubbub, embezzlement,
monosyllabic exclamation.
-to recognize
character's/narrator's The learners would use the words in
viewpoint. the class discussion.
LITERATURE Pre-reading activity would be the first The learners would be Group Activity: PPT
READER -to enable the learners step wherein the students would able to identify a
to identify a sonnet. delve deep into the title of the poem sonnet. All range of learners Audio-
POETRY: and make an interpretation of the title comprising three visual
-to teach a foundation They will be able to students in one team: version of
OZYMANDIAS as it indicates the subject and theme.
vocabulary for poem compare poem with the poem
study The knowledge background of the (C2-C1)- 1 student
By P.B. Shelley Shakespeare’s sonnet.
poet would be given. (B2-B1)-1 student
-to encourage They would realize the
students to appreciate A brief idea about Shelley’s sonnet value and power of (A2-A1)- 1 student
poetry and develop would be given. time.
the ability of reading
with proper stress and The poem would be read aloud with They would be able to
intonation proper intonation rhyme and rhythm. grasp the theme and Activity:
Difficult terms and words would be meaning of the poem.
-to prepare the Discuss and present a
explained so that the students can
students for poetic They would be able to comparative study
predict the atmosphere of the world
forms and adept them read the poem with between Shakespeare’s
inside the poem.
with the figures of proper tone and Not Marble, nor the
speech, rhyme and The poem would be explained rhyme and develop an Gilded Monuments and
rhythm covering the phrases, sentences and interest in poetry. Shelley’s Ozymandias.
discourse as well as their structuring.
-cultivate interest in
poetry
Their critical and
- to comprehend the A comparative study between creative thinking skills
 irony of the poem and Shakespeare’s sonnets would be would be enhanced.
uselessness of power. made.

Silent reading of the poem by the

students within five minutes and
listing the difficult terms.

The figure of speech and rhyme

scheme would be discussed.

Questions and answers would be

discussed.

LITERATURE -to teach a foundation The students would make an The students would be Group Activity: Audio –
READER vocabulary for poem interpretation of the title as it able to grasp the visual (
study theme and meaning of All range of learners animated
indicates the subject and theme.
POETRY: -to encourage comprising:
the poem. version of
students to appreciate (student- teacher interaction)
The Rime of the poetry and develop (C2-C1)- 2 students the poem)
They would be able to
Ancient the ability of reading The knowledge background of the read the poem with (B2-B1)- 2 students
Mariner by with proper stress and poet would be given.
intonation proper tone and
Samuel Taylor rhyme and develop an (A2-A1)- 2 students
-to prepare the The poem would be read aloud with
Coleridge interest in poetry.
students for poetic proper intonation rhyme and rhythm.
forms and adept them
with the figures of Difficult terms and words would be Their critical and
speech, rhyme and explained so that the students can creative thinking skills
rhythm would be enhanced.
predict the atmosphere of the world Activity:
-cultivate interest in
poetry inside the poem. They would be able to The poem has seven
- to develop the ability comprehend the
The poem would be explained parts. The class would
of appreciation of tragedy of the poem.
ideas and criticizing covering the phrases, sentences and be divided into five
the thinking. discourse as well as their structuring. groups and each group
would read one part of
 Silent reading of the poem by the the remaining poem
students within five minutes and and have to report their
listing the difficult terms. findings with
illustrations.
The figures of speech and rhyme
scheme would be discussed.

Questions and answers would be

discussed.

COURSEBOOK To guide the students The prose would be read aloud in the The learners would (C2-C1) PPT on
enhance their critical class. unfold their logical environmental
ENVIRONMENT reading and analytical thinking skills. Presentation on issues.
skills so that they can The lesson would be explained
demonstrate research emphasizing on the values and need Their vocabulary will The Ecological
skills integrating their of the hour to protect our be enriched. Footprint (Power Point
own ideas with those presentation)
environment.
of others The learners would be
-to enhance their The students would be taught the use able to organize their (B2-B1)
reading skills research work,
of new words to enrich their
- to enable them to compile and present in Seminar presentation
respond and vocabulary with the correct an economic writing on ‘Environmental
demonstrate visual pronunciations, innovative styles and style. Issues – What India can
interest in familiar creative writing to express their views do?’
characters and objects on saving nature’s creations. The creative writing
linked to the text. skills would be (A2-A1)
- Identify the purpose Brainstorming for research work enhanced.
of reading and the key would be a step. Slogan writing on
ideas in the text;
deduce the meaning of Vocabulary Enrichment: Save Geological
unfamiliar lexical deforestation, conservation, Heritage.
items. ecosystem, expedition, empowering,
-to make them realize
preservation, tidal shores, biotech.
the upcoming danger
and the need to
 protect our The learners will use the words in
environment. their research and discussions.

WRITING -to support the The session would begin with a story The learners would be Story framing activity
SKILLS students for telling phase wherein the teacher able to express their (individual activity) Stories as examples
independent writing would begin a story and it would be ideas freely.
Story Writing continued by the students. They would develop For all range of learners
-to enable them to The style, technique and format would an interest towards
bring out their be discussed. independent writing picture study(pair
creativity and present The specific rules and requirements thus enhancing their activity) comprising
in the written form would be discussed emphasizing the creativity and writing
with appropriate need of powerful vocabulary, good skills. 1. C2-C1- 1 student and
structure and style. sentence starter, grammar specifically They would be able to B2-B1- 1 student
tense, phrases and artistic sentences. use genre specific
vocabulary, choice of 2. B2-B1- 1 student and
Writing sessions would be facilitated phrases and complex
to encourage the learners with sentences. A2-A1-1 student
continuous feedbacks and
redirections.

NOVEMBER

LITERATURE -to involve the The class would start with an The learners would Group activity for all PPT demonstrating
READER students in both interactive session on the advantages develop an interest range of learners the synopsis and
intensive and and disadvantages of computer towards reading. Their comprising – the result of being
PROSE: extensive reading. games. interpretative skills. engrossed in video
-to enable the Pre-reading activity wherein the (C2-C1)- 1 student games.
Virtually true students comprehend learners would try to interpret the They would realize the
by Paul Stewart the lesson and develop title of the prose. advantages and (B2-B1)- 1 student
a literary sensitivity in disadvantages of
the learner The lesson would be read aloud by the (A2-A1)- 1 student
computer games.
-to sharpen the students paragraph wise and
learner’s accordingly explained by the teacher. Activity: Discuss in your
The learners will be
interpretative skills group and continue the
able to stimulate
and inculcate an The difficult terms would be discussed
 interest towards dealing with the difficult areas of the
language and language.
literature The teacher would involve the class in
-to make the students question and answer activity to test
aware of the theme the students’ understanding.
and emotions.
Vocabulary Enrichment: virtual,
three-dimensional, stimulation game,
futuristic, wheezy, tapestry, retrieve,
posse, swipe-card.
The Learners would use the words in
their class discussion related to the
theme.
language development story:
and increase the
students' ability to Will Michael and
Sebastian Shultz meet in
write spontaneously.
real life? Will they be
They would be able to friends? Will they try to
respond to a personal re-enter the virtual
dilemma. world together.
Their vocabulary
would be enriched.

LITERATURE -to teach a foundation The session would start with an The students would be Group activity PPT presenting the
READER vocabulary for poem interaction on Snakes generate both able to grasp the audio -visual of the
horror and fascination. theme and meaning of For all range of poem.
study
POETRY: (Student-Teacher interaction) the poem. learners comprising-
-to encourage
Snake by D.H students to appreciate The title of the poem would be open They would be able to (C2-C1)- 1 student
Lawrence for class interaction. read the poem with
poetry and develop (B2-B1)- 1 student
proper tone and
the ability of reading The knowledge background of the rhyme and develop an
with proper stress and interest in poetry. (A2-A1)- 1 student
poet would be given.
intonation
The poem would be read aloud with Their critical and
-to prepare the proper intonation rhyme and rhythm. creative thinking skills
Activity: Compose a
students for poetic Difficult terms and words would be would be enhanced.
Calligram picking a
forms and adept them explained so that the students can
They would sensitize subject of your own
with the figures of predict the atmosphere of the world themselves towards
speech, rhyme and
 rhythm inside the poem. nature and wildlife. choice.

-cultivate interest in The poem would be explained

poetry covering the phrases, sentences and
discourse as well as their structuring.
- to develop the ability Silent reading of the poem by the
of appreciation of
students within five minutes and
ideas and criticizing
the thinking. listing the difficult terms.

- to sensitzse The figure of speech and rhyme

students scheme would be discussed.
about nature
and wildlife. Questions and answers would be
discussed.

COURSEBOOK - to enable the The session would begin with a quiz The learners would Group activity: Audio-Visual
students to round on Travel and Tourism. unfold their logical presenting the
TRAVEL AND thinking skills. For all range of learners famous tourist
express and
TOURISM The teacher would discuss the various comprising – spots and the need
argue
means and ways to promote tourism Their vocabulary will to preserve them.
- to enable and would lead the discussion to be be enriched. (C2-C1)- 2 students
continued by the learners.
them to
(Teacher – Student interaction) The learners would be (B2-B1)- 2 students
analyze, The prose would be read aloud. able to organize their
interpret and research work, (A2-A1)- 2 students
infer ideas The factual evidences would be compile and present in
from the text. extracted, explained from the lesson an economic writing
and the class would be divided into style.
Activity:
groups for discussions, critical
examinations and research work. The creative writing
1.Group discussion on
skills would be
Vocabulary Enrichment: eco-tourism, enhanced. Promoting Tourism
Sensitization, inculcating, incredible,
flora and fauna, mythological, floating They would sensitize
 splendour, topography. themselves towards
travel and tourism,
The Learners would use the words in safety and security. 2. Filling a Web Chart
their interactive session related to the on Tourism (for all
theme. range of learners)

DECEMBER-JANUARY

LITERATURE - to enable the The session would start with an The learners would Group Activity:
READER learners to interaction on the Present day develop their reading
grasp the political leaders. and language skills. For all range of learners
DRAMA: ideas about comprising-
The background of the author would They would develop
Shakespeare (C2-C1)- 2 students
Julius Caesar be discussed. an interest towards
and his Plays. The theme and plot would be language and
by William
explained. literature. (B2-B1)- 2 students
Shakespeare --to develop an Character and object descriptions
interest among the would be made. They would be able to (A2-A1)- 2 students.
students towards Central idea of the play would be stage and perform
discussed. thus building their Activity:
drama.
confidence.
Role Play
- to inculcate in them Elicit words beginning with C, e.g.
the habit of reading communication, co-operation,
creativity, content, collaboration.
-To guide them in Structured approach would be
exploring the links applied.
between the students' The play would be explained through
Role Pay. Explore through class
own world, the world
interactions how metaphor, antithesis,
of the play. imagery and other literary and
dramatic conventions inform
character, setting and action.
COURSEBOOK - to raise the A Patriotic Song would be played in The students would Individual Activity for PPT
spirit of Unity the beginning if the session and the raise their spirits all range of learners to Audio-visual
NATIONAL among the students would analyse the song and towards the nation. note the progress. picturing the
INTEGRATION involve in class interaction on National eminent Leaders.
students.
Integration relating to the song. The learners would
- to enable ( Student- student interaction- unfold their logical Activity:
teacher as constant observer) thinking skills.
them to
The Prose would be read and values Listening Task:
synthesize and challenges to National Integration Their vocabulary will
information would be discussed. An audio on ‘My
be enriched.
from a range Stories of eminent personalities would Childhood’ by APJ Abdul
of material. be shared through PPT. They would be able to Kalam.(an extract from
Difficult words would be explained develop effective his On the Wings of
- and value based questions would be
strategies and plans Fire)
discussed.
for the progress and
development of the
country.

WORKBOOK -to enable the Warm-up: The students would be Role Play delivering PPT
students to use able to identify and dialogues in the passive.
GRAMMAR: Passive Voice The teacher writes two sentences on comprehend the use (group activity) Rule Chart
appropriately and the board: of active and passive
Active and C2-C1 – 2 students
Passive. understand the 1. People speak Japanese in Japan. voice.
changes that occur B2-B1 – 2 students
when transforming 2. Shakespeare wrote Romeo and They would be able to
Juliet. convert active voice A2-A1 – 2 students
sentences from active
into passive and
to passive voice.
The students are asked to present passive to active. Worksheets for all
-enable the students another way to say the two sentences. range of learners.
to comprehend the use The analysing skills
The rules are derived (Inductive would be improved.
of Passive while
Method)
writing a newspaper They would be able to
report, news headlines The session would continue with a express themselves
 and Notices. play delivering dialogues wherein the and deliver
students would be asked to speak information in a
about the dialogues and the grammatically and
characters using passive voice (to test mechanically correct
prior knowledge). The rules of usage form.
and conversion would be explained
with examples. The purpose of using
active and passive voice would be
discussed. Written and oral practice
would follow.

The usage of Passive voice in writing

newspaper report, headlines and
notices would be discussed.

Long Reading: --to develop an The session would begin with The learners Individual activity for all Audio-visual on
interest among the an interaction on the feelings of would develop their range of learners to remembering Anne
The Diary of A students towards reading skills. They
seclusion and the outcome of a war. note the progress. Frank.
Young Girl by reading Novel. would develop an
Anne Frank (Student-Teacher interaction) interest towards
- to inculcate in them language and
the habit of reading, Activity:
literature.
- to be able to Share your opinion on
comprehend the The background of the writer Life of Anne Frank in the
tragedy in the story. would be discussed. They would be Secret Annexe and the
able to understand the underlying pathos.
- to enable them to The theme and plot would be feelings hidden in a
know the feelings explained. diary.
expressed in a diary.
Chapter abstracts would be discussed. They would
To enable them to Character and object descriptions develop an interest in
 learn new information would be made. The underlying maintaining a diary.
about the life of Anne tragedy would be discussed.
Their historical
Frank.
All possible questions would be knowledge would be
To read, discuss, and discussed. enhanced.
write about Anne's
diary.

FEBRUARY

RECAPITULATION FOR SUMMATIVE ASSESSMENT II.