[PDF] The English Route The English Routea multi-skill

View - Download The English Route

Previous PDF

Next PDF

(an imprint of New Saraswati House (india) pvt. Ltd.)

New Delhi-110002 (iNDia)

Teacher's Manual

The English Route8

(an imprint of New Saraswati House (india) pvt. Ltd.) R Second Floor, MGM Tower, 19 Ansari Road, Daryaganj, New Delhi-110002 (I ndia) Phone : +91-11-43556600 Fax : +91-11-43556688

E-mail

: delhi@saraswatihouse.com

Website

: www.saraswatihouse.com CIN : U22110DL2013PTC262320

Import-Export Licence No. 0513086293

Branches:

First published 2016

ISBN:

Published by:

19 Ansari Road, Daryaganj, New Delhi-110002 (India)

Printed at:

?e English Route, a multi-skill structured course in English, launched by New Saraswati House is designed to accomplish this goal while implementing the recommendations of the National Curriculum Framework. e course applies universal pedagogic principles vis-à-vis the theory of multiple intelligences and retention pyramid to ensure acquisition of language skills through the media of oral-aural, print and digital resources. ?e English Route comprises two Primers and a Primer Practice book, eight Coursebooks, eight Practice books and eight Literature Readers. An Interactive Student CD and a Teachers' Manual CD at each level aid the teaching-learning process. include activities, games, and poems to introduce the alphabet, graded pre- reading skills, vocabulary build up, motor skills and simple writing tasks. contain thematically laid texts that practise the main skills and sub skills with a de?nite focus on the learning and usage of grammar structures. ey build ability in students to apply language skills in all real-life situations. have worksheets that link with Coursebook chapters thematically for reading and connect skills practice of the same topics in grammar, vocabulary and writing skills. expose readers to stories and poetry from around the world. ey aim to inculcate a love and appreciation for literature and the metaphor of language. provide animated versions of poems from the Coursebook, interactive language games along with auditory rendition of phonic drills and listening texts related to activities in Coursebooks for each level. aid teachers by providing printable PDFs of teaching techniques, lesson plans, language games and activities. ey present the principles and the thought which are the cornerstone of the course. Projects, listening texts, evaluation samples and keys are included in them.

Main Coursebook

UNIT 1

The Wonder Years 1

SECTION 1. Stronger 1

SECTION 2. Monday Mornings 3

SECTION 3. Odd One In 7

UNIT 2

Our Precious Planet 11

SECTION 1. Woodman, Spare that Tree! 11

SECTION 2. The Young Conservationist 13

SECTION 3. Travels with a Bear Cub 17

UNIT 3

Overcoming All Odds 21

SECTION 1. Listen to the Silence 21

SECTION 2. The Story of Louis Braille 23

SECTION 3. One Step at a Time 28

UNIT 4

Inspirations 32

SECTION 1. ȱȂȱĴȱȱȱȂȱ 32

SECTION 2. Homi Bhabha: The Great Physicist 34

SECTION 3. Rosa Parks: The First Lady of Civil Rights 39

UNIT 5

Nature's Fury 43

SECTION 1. The Floods 43

SECTION 2. The Big Wave 45

SECTION 3. Living to Tell the Tale 48

UNIT 6

Thrills and Chills 53

SECTION 1. The Listeners 53

SECTION 2. The Copper Beeches 55

SECTION 3. The Monkey's Paw 59

Contents

UNit 7

We are One World 64

SECTION 1. The Bangle Sellers 64

SECTION 2. The Last Lesson 66

SECTION 3. The Merchant of Venice 71

practice book U Nit 1

The White Rabbit 76

U Nit 2

The Blackbuck 80

U Nit 3

Throw Far! 84

U Nit 4

Music 88

U Nit 5

Earthquake Devices 92

U Nit 6

Feluda 96

U Nit 7

My Friend, Pency 99

Literature reader

Success is counted sweetest 103

1. Icarus and Daedalus 104

Barter 105

2. Kabuliwala 106

Lines Composed Upon Westminister Bridge 108

3. Packing 109

Ballad of a Bachelor 110

ȱȱȱȱȱ 112

5. The Importance of Now 113

Cargoes

114

6. The Golden Kowhai 115

Model test paper - i

116

Model test paper - ii 121

1

MaiN coUrSebook

e Wonder Years

Starter: A. Accept all correct answers.

B. (clockwise) Malala Yousafzai; Sachin Tendulkar; Anoushka

Shankar; Mark Zuckerberg

Stronger

By the end of this lesson, the students will be able to: realise that it isn"t right to bully; that a bully only proves his/her own meanness to the world. understand that bullying a person can scar him/her for life.

Warm-up

Tell the class that bullying is an intention to harm, which causes the victim to su? er mild to severe psychological, social, or physical trauma. Bullying is persistent; it happens more than once or has the potential to occur multiple times.

Reading

e poem

Stronger

is the poet's narrative of how she su? ered at the hands of a bully in her childhood yet muddled through it with wisely imbibing the exactly opposite of what the bully did to her. e poem ? nds out ways in which 'bullying' a? ects: it renders psychological, social, or physical trauma to the bullied. Encourage any student in the class to tell if they—or someone they know of—have ever been bullied. What was the impact of bullying? Did it make them less con? dent? Did it make them retreat into a shell? For a little bit of fun, is it right to bully someone who cannot or won't answer back? Once this has been done, ask them to attempt the given question. Have you ever been bullied or seen anyone being bullied in school? How should one react to a bully? Read this poem to nd out what a child thinks about this.

Accept all correct answers

UNIT 1

LearNiNG oUtcoMeS

2Comprehension

A.

1. a. ii b. ii c. i

2. e poet was insulted by the bully in the following ways:

broke his glasses pushed and shoved her around made her cry broke the mug pulled the hair

3. e poet became stronger whenever he was bullied because she became a ?ghter,

she ?lled her desk with ?owers, she helped strangers get by, made another person's dreams become real. She also comforts others with a hug.

4. Accept all correct answers.

5. Many a time she would be calmed with a tranquilizer.

6. e poet works as a teacher to end bullying completely.

7. e bully seems to be one who would humiliate the victim, break the glasses of the victim, be cruel to the victim, destroyed the self-con?dence, broke the mug, and pulled the hair. In short was cruel and treated them like dirt.

B. Tell students that repetition in poetry can be a powerful tool. e same words, phrases, sentences, or ideas are repeated to make an idea clearer. Ask them to attempt the exercise given in the textbook.

1. e phrases that have been repeated are: For every time, For every day

2. e words and phrases that have been used are: '?ll my desk with ?ower vases',

help a stranger to get by', 'make another dream become real': 'make another dream become real'. 'But now I'm wiser, calm, proud' Words in the poem that show the victim's behaviour towards others that was exactly opposite of the violence shown were 'comfort someone with a hug' and 'teach someone to be fair. C.

1. e poet means to say that the bullied person does not feel scared or cowered by

anyone and is not ashamed of that.

2. is means that the bullied person now helps others who have dreams of their own

and thus reassures them.

3. Yes. Stronger is an appropriate title as the bullied child is shown to become more

con?dent and sure of oneself. 4.

Accept all correct answers.

3

MaiN coUrSebook

Warm-up

e lesson humorously talks about how children come up with funny reasons to avoid attending school a? er a weekend break. Ask the students to tell the class any hilarious reason that they may have given their parents in order to avoid going to school on a Monday. What was the result of that excuse—did the parents believe you or did you end up going to school?

Reading

e lesson Monday Morning humorously talks about how Tom comes up with funny reasons to avoid attending school a? er a weekend break. e story takes an interesting twist when Aunt Polly, who is aware of his excuses, decides to bust his plans. Ask the students: 'What thoughts run through you head as you try to look for excuses to stay at home?' Encourage them to come up with humorous reasons.

Once done, ask them to answer this:

How do you feel on Monday mornings? Are you usually eager to go to school or you don"t feel like going? Read the story about how Tom Sawyer pretends to feel very sick just to stay away from school.

Comprehension

A.

1. a. second option b. third option c. ? rst option

2. a. going back to school a? er the holiday i.e. Sunday was painful.

b. ey saw Tom expectorating in a peculiar way a? er his tooth was pulled out.

3. Tom felt miserable on Monday mornings. e thought of going back to school was

not a pleasant thought.

4. Tom saw that one of his tooth was loose and so he thought he could pretend to

have a tooth ache and then he also thought of his sore toe.

Monday Mornings

LearNiNG oUtcoMeS

By the end of this lesson, the students will be able to: looking for excuses to skip school rarely fools elders. get to know how to transform one type of sentence into another type.

LearNiNG oUtcoMeS

4B. 1. He kept his loose tooth in reserve because he thought if he were to start groaning

then his Aunt Polly would pull out his tooth.

2. Tom needed the necessary symptoms for lying in bed for one or two weeks with his sore toe but he didn't know that. He started groaning imagining as if he was feeling

the pain in his toe.

3. He shook Sid because he knew that if Sid was alerted then he would de?nitely try to raise an alarm.

4. Tom climbed out of bed when Aunt Polly asked him to do so and his pain vanished.

5. Aunt Polly extracted the tooth by fastening one end of the silk thread to Tom's tooth and tied the other to the bedpost. en seizing the chunk of ?re he thrust it

into the boy's face.

6. ere could more than one answer to this.

Quality Lines from the passage

Kind ' ere, there, now; don't begin that groaning again. Open your mouth. Well-your tooth is loose, but you're not going to die of that.'

Loving

'Tom I love you so, and you seem to try every way you can to break my old heart with your outrageousness.'

Practical

'Tom, what a turn you did give me. Now you shut up that nonsense and climb out of this.'

7. Sid immediately called Aunt Polly saying that Tom was dying.

8. Tom became a hero admired by all his classmates as he had a gap in his upper tooth which helped him to expectorate in a peculiar way.

C.

1. Tom says this because his toe is sore and he thought this would help him to lie in

bed due to this.

2. Yes, although it was very painful still he bore the pain and went to school a?er that.

3. Aunt Polly loved Tom despite all the mischief he did. Tom respected her and obeyed her when she asked him to go to school.

Vocabulary

Explain the concept of idioms. Tell students that idioms enrich a language. Some idiomatic expressions related to colour are: golden opportunity, green thumb, white elephant. Once you've explained this, ask them to do the exercises in the textbook. 5

MaiN coUrSebook

Answers:

A.

1. suddenly 2. caught doing the act

3. welcome warmly 4. in writing

5. be jealous

B. 1. pink of health 2. golden opportunity

3. wave a white ? ag 4. black and blue

Phonics

Play the CD track or read the script aloud. Ask each student to repeat the words a? er you so that they get the di? erence between the sounds right. A? er doing so, ask them to encir- cle the stressed syllable.

1. autocracy 2. deserve 3. colonial

4. compensation 5. palatial 6. citizen

Answers:

1. au-to-

cra -cy 2. de-quotesdbs_dbs33.pdfusesText_39

[PDF] résumé du livre le roi arthur

[PDF] lv3 italien bac

[PDF] programme italien seconde

[PDF] italien seconde cours

[PDF] lv3 italien option facultative

[PDF] exercice description lagrangienne et eulerienne

[PDF] accélération convective définition

[PDF] difference description lagrangienne et eulerienne

[PDF] cinématique des fluides cours

[PDF] description eulérienne

[PDF] démonstration dérivée particulaire

[PDF] dérivée convective définition

[PDF] vocabulaire mélioratif exemple

[PDF] description d'un paysage au cycle 3

[PDF] décrire un lieu vocabulaire