LESSON 1 : INTRODUCTION-TEACHER PLANNER

Download and print : File 1;File 2 

ACTIVITY 1 :Use  the images on text page 8 and initiate a discussion on the  women achievers.

ADDITIONAL MATERIALS USED- PRINT OUTS OF THE FOLLOWING FILE

CLICK THIS LINK(LESSON 1 IMAGE DETALS)

1.Who are these persons ?( use images in the text )

   Smitha Patil- one of the leading actresses of parallel cinema, a New Wave movement in India cinema

   Mary Com- the only woman boxer to have won a medal in each one of the six world championships

   Helen Boaden- the Director of BBC Radio,

   J K Rowling-has led a "rags to riches" life story, in which she progressed from living on state benefits to multi-millionaire status within five years

Think and discuss:

EXPECTED ANSWERS

1. Have you ever thought about the various roles taken

by women in their homes and outside?

Women take a pivotal role in their homes .But most of them are not given important roles outside a house.

2.What are the challenges faced by women

today?

They…… are not allowed to share public spaces ./ are sidelined / are not given decision making roles / are denied equality / do not have equal access to education, especially  higher education  / do not have the confidence to take risks / There is discrimination against women ./ do not have access to finance / not placed in higher manegerial positions.

3. Are women equipped to meet those challenges?

Not now.But they could be equipped to meet these challenges. Much can be learnt from the success of women like Smitha Patil ,Mary Com and J K Rowling. Lack of confidence and lack of courage is an issue. The society is discriminating women. There are parents who think that girl children do not deserve higher education.We have to think about empowering women./reach out/give guidance/let them understand their strength

4.Home assignment –a).Read the speech made by THE 3LS OF EMPOWERMENT by Christine Lagarde.what are the main ideas presented ,Enlist at least three of them

b).Write a paragraph on the challenges women face in the present society.

Areas related to grammar in chatpter 1; 12 text

GRAMMAR

Areas to be revised and stressed:

1.Spelling
2.Tenses,
3. Punctuation
4.Word order
5.Article
6.Concord,
7.Preposition

New topics

1.Adjectives(page 30 )
2.Clause,adjective clause,phase,adjective phrase-( ref page 31 )
3.ADJECTIVES FOR COMPARISON-conventional similes ( ref page-31)

ACTIVITIES TO ENHANCE GRAMMAR

• identify adjectives and substitute them effectively.

• familiarize themselves with various degrees of comparison and
  use them appropriately.

•  edit the errors in a given passage.

ACTIVITIES SUGGESTED IN CHAPTER 1

1.Prepare the script of a persuasive speech on the topic 'Education is the Key to      Women Empowerment' to be delivered at the school assembly on
   International Women's Day (March 8).

2. Composing poetry
   ( Try writing a few lines on any one of the following topics/themes.
    • Mother’s love )

3 . Prepare an appreciation of the poem “Any Woman”

4.Compare the poem "The Toys"with "Any Woman" and prepare a
   review focusing on the themes and their significance.(lesson 1)

5.Prepare a review of the story "Matchbox", emphasizing the role of its women characters.( L2)

6.Narrating an incident in real life

7.Conduct a panel discussion on the topic “Indian women—
finding a space in the socio-cultural milieu”.(L2) .CE

7.Prepare the script of a speech welcoming the panellists and
introducing them to the audience.

8.Prepare the script of a speech summarizing the panel discussion.

9.Prepare a blurb of Pratham Pratishruti making use of the
hints given below.(PAGE 25 )- CE

10.Comprehension of a new passage given.

11.Preparing the brochure of a film festival.-CE

12.Prepare a review of the film which influenced you the most.
{Hints : theme, screenplay, cast and credit, music,
cinematography, etc.}-CE

13.Identify the errors and refine a given paragraph.(Hint- The errors are in the following areas : Spelling,Tenses, Punctuation, Word order, Article, Concord,
Preposition)

PROJECTS SUGGESTED IN CHAPTER 1

PROJECT 1-Prepare a class magazine including stories, poems, anecdotes,
reviews of prose and poems, etc.
OR
PROJECT 2- Organise a Film Festival on women. Include films with strong
women characters and films by women film makers.

Prepare a report of the Film Festival for your school magazine.

Join this discussion-suggest films

FILMS SUGGESTED- for discussion and modification;not official
PANJAGNI (MALAYALAM with english subtitles)
Wajda ( arabic with english subtitles )
MITR, MY FRIEND
English Vinglish
Makalkku


........ will continue.

12 TEXT CHAPTER 1 : OTHER OUTCOMES

The learners will be able to:
• analyse the concept of women’s empowerment and understand
the power of education as a tool for their liberation.
• uphold the importance of freedom.
• recognize the rights and privileges of women and fight for
their equality in status with men.
• appreciate literature.
• identify the space of women in the Indian socio--cultural
scenario.
• realize the role of an ideal listener and develop an empathetic
attitude towards women’s issues.
• deliver persuasive speeches.
• participate actively in panel discussions.
• present ideas systematically in panel discussions.
• discuss the pros and cons of an issue.
• browse the Internet for additional information.
• organize exhibitions/film festivals and present reports on them.
• edit the errors in a given passage.

12 TEXT CHAPTER 1 : WRITTEN OUTCOMES

The learners will be able to:

CHAPTER 1 : WRITTEN OUTCOMES
• prepare and deliver persuasive speeches.
• discuss the pros and cons of an issue.
• become conversant with blurbs and attempt writing blurbs.
• compare poems and review pieces of prose.
  browse the Internet for additional information.
• organize exhibitions/film festivals and present reports on them.

GRAMMAR

• identify adjectives and substitute them effectively.
• familiarize themselves with various degrees of comparison and
  use them appropriately.
•  edit the errors in a given passage.

12 TEXT : LEARNING OUTCOMES

The learners will be able to:

• analyse the concept of women’s empowerment and understand
the power of education as a tool for their liberation.
• uphold the importance of freedom.
• recognize the rights and privileges of women and fight for
their equality in status with men.
• appreciate literature.
• identify the space of women in the Indian socio--cultural
scenario.
• realize the role of an ideal listener and develop an empathetic
attitude towards women’s issues.
• prepare and deliver persuasive speeches.
• participate actively in panel discussions.
• present ideas systematically in panel discussions.
• discuss the pros and cons of an issue.
• become conversant with blurbs and attempt writing blurbs.
• compare poems and review pieces of prose.
• identify adjectives and substitute them effectively.
• familiarize themselves with various degrees of comparison and
use them appropriately.
• browse the Internet for additional information.
• organize exhibitions/film festivals and present reports on them.
• edit the errors in a given passage.

CHAPTER 1 : UNIT 1 :INTRODUCTION- QOUTES BY Charlotte Brontë

1. 
2. 
   
3. PRONUNCIATION
4. 
   
5. Charlotte Brontë was an English novelist and poet, the eldest of the three Brontë sisters who survived into adulthood and whose novels have become classics of English literature. She first published her works under the pen name Currer Bell. Wikipedia 
7. Born: April 21, 1816, Thornton, West Yorkshire, United Kingdom
8. Died: March 31, 1855, Haworth, United Kingdom
9. Spouse: Arthur Bell Nicholls (m. 1854–1855)
10. Siblings: Emily Brontë, Anne Brontë, Branwell Brontë, Elizabeth Brontë, Maria Brontë
11. Parents: Maria Branwell, Patrick Brontë
    

    
12. 
    HOW TO PRONOUNCE Christine Lagarde CLICK HERE

12 ENGLISH CHAPTER 1 TEXT FULL VERSION AVALABLE HERE

FOR CHAPTER 1 CLICK HERE

A report of an extended activity of block 3,11 english:DISASTER MANAGEMENT

Nss volunteers  in the capital with a new mission

48 volunteers of the NSS UNIT IN GHSS KAMBALLUR from the northern most district were on the capital this week on a unique mission on their own expense. Along with the escorting  teachers and two parents,they have undergone orientation training in disaster management by the institute of LAND AND DISASTER MANAGEMENT ,GOVT.OF KERALA held in Thiruvananthapuram on 12th and 13 th of May 2015.

The training in DISASTER MANAGEMENT for National Service Scheme volunteers in a higher secondary school in Kerala has been the first of its kind ever conducted in the ILDM though various kinds of promotion linked training  programmes and emergency preparedness training programmes are being conducted here for different batches of govt officers.The programme was sanctioned as a result of continuous requests from the programme officer of the nss unit of GHSS KAMBALLUR (14002) .The teachers from Ghss Kamballur pointed out that Disaster Management has  been introduced in the new text in English for higher secondary plus one students recently but the scope and gravity of the topic has not been brought effectively to the teachers or the student communiy.The text seemed to give undue importance to singluar heroic activities without explaining how common man could save lives in an unexpected situation.This is one  reason why the students and teachers should participate in similiar training programmes which would give them the required exposure to understand the content.

   The residential training with free accomodation and food but no TA was given in five different sessions stretching for 2 days.There were sessions in Road safety,First aid ,Disaster preparedness including mockdrills,Fire and safety and Managing Chemical Hazards.The students and teachers found the classes which were handled by experts faculties like Prathapan sir  highly useful ,interesting and motivating.The training  centered on the important aspects of disaster management like prevention,mitigation,preparedness and formation of local management committees. Mock drills and displays using IT materials added to the content of the programme.

The tagged trees in the campus, the butterfly park and the display of messages underlining the importance of living in harmony with Nature taught the volunteers many a lesson in the management of disasters as they roamed around the campus in the brief intermissions.Disasters are found to create extensive damages  mainly because the ecosystems are severely affected as a direct result of careless human interventions.Hence proper disaster management means protecting eco systems and that is  how the topic comes under the purview of National Service Scheme units and Bhoomithrasena clubs in our schools

The news of the recurrence of the earthquake in Nepal reached the trainees in the afternoon of the first day training (12/5/2015) which further highlighted the significance of the programme. Lives can be saved if people,especially the youth and the teenagers are given proper orientation in disaster mangement as it was evident from the various drills and discussion points in these classes.If a sufficiently long strong coir strand is available ,two teeenagers can easily uplift a man fallen in a deep well.The trainers warned that even a slight mistake could be fatal to the injured ,while taking the injured people in a road accident to hospital.  Most critical situations like an LPG tanker on fire demand immediate evacuation and expert intervention,but what we witness is the presence of unskilled onlookers crowding around the site,often disobeying the instructions by the rescue personnel .Underlining this fact ,when one of the participants from GHSS Kamballur pointed out in a review meeting that district wise training programmes should be given to all higher secondary students,the director was pleased to accept the suggestion and pointed out that such a training programme could be inaugurated in  the district of Kasargod itself.The District Coordinator of the higher secondary national service scheme in Kasargod ,Sureshkumar.A.V has welcomed the suggestion through a whatsup message commenting that it is an honour to the district and that he is proud of the achievements of the nss unit in GHSS KAMBALLUR.

More details in http://nssghsskamballur.blogspot.in/

Read this website for helpful techniques to teach English

http://www.learn-english-today.com/index.html
free listening practice
jokes
cybergames

Plus two kerala new english text contents available here

PLUS  TWO  ENGLISH

Block I

1- Three Ls of Women empowerment   ( Speech ) by Christine Lagarde

2-Any Woman      ( Poem  )  - Katherine Tynan

3- Match  Box     ( Story )  -  Ashapourna Devi

Block II

1 – Mending Wall  ( Robert Frost )

2 – Amigo Brothers  (story )

3- The Hour of Truth

Block III

1 – Stammer   (Poem )   Sachidanandan

2 – Interview – 3 wheeled Revolution  ( Irfan of Bihar )

3 – Autobiography   (Didi )  Redrawing India

Block IV

1 – Rice   (Poem  ) - ( Chemmanam Chacko ) 

2.  ?......                        -Wangari Mathai 

3.  ?...... 

Block  V

1 – Crime and Punishment    ( Story )  R K Narayanan

2 – This is going to Hurt a Little   ( Poem )   Ogden Nash

3 – Post Early to X' Mas  ( One Act Play )   - R H Wood

THIS IS NOT AN OFFICIAL LIST.BASED ON  VARIOUS SOURCES.subject to modification

WATCH http://plustwoenglishkasargod.blogspot.in/ FOR INDEXED PAGES OF TEACHING MATERIALS

Let us begin with Women Empowerment

Any Woman - Poem by Katharine Tynan

I am the pillars of the house;
The keystone of the arch am I.
Take me away, and roof and wall
Would fall to ruin me utterly.

I am the fire upon the hearth,
I am the light of the good sun,
I am the heat that warms the earth,
Which else were colder than a stone.

At me the children warm their hands;
I am their light of love alive.
Without me cold the hearthstone stands,
Nor could the precious children thrive.

I am the twist that holds together
The children in its sacred ring,
Their knot of love, from whose close tether
No lost child goes a-wandering.

I am the house from floor to roof,
I deck the walls, the board I spread;
I spin the curtains, warp and woof,
And shake the down to be their bed.

I am their wall against all danger,
Their door against the wind and snow,
Thou Whom a woman laid in a manger,
Take me not till the children grow! 

Katharine Tynan

video

match box

credits to Sajan Master,Thiruvananthapuram

The three L'S of women empowerment

Ghats yields new limbless amphibian in Kamballur

The new species, named Gegeneophis tejaswini after the Tejaswini river in north Kerala, is the 12th Gegeneophis species discovered from the Western Ghats.

A team of scientists from the Government College, Chittur, Kerala State Biodiversity Board (KSBB), and Natural History Museum, London, have reported the discovery of a new species of caecilian (limbless) amphibian from the southern part of the Western Ghats.

The new species, named Gegeneophis tejaswini after the Tejaswini river in north Kerala, is the 12th Gegeneophis species discovered from the Western Ghats and the fourth from Kerala.

Caecilians are limbless subterranean amphibians found in wet tropical and sub-tropical regions.

Of the 204 caecilian species reported so far, some resemble snakes while others look like worms.

Over two years

The scientists collected the specimens over a period of two years from 2008 from Bedoor village bordering the Kamballur reserve forest, near Cheemeni, in Kasaragod district.

All the eight specimens were dug out from the soil in home gardens bordering plantations and the reserve forest.

Nearly blind

The species is nearly blind, with the eye covered by bone. The identification of the species has been confirmed by the Natural History Museum.

The team of scientists including K. Ramachandran from the Government College, Chittoor; Mark Wilson from the Natural History Museum; and Oommen V. Oommen, Chairman, KSBB, have published the finding in the latest edition of Zootaxa, an international journal on zoological taxonomy.

Features

Measuring 135 mm to 224 mm in length, the specimens are pinkish in colour and easily mistaken for earthworms.

According to the authors, people usually fail to recognise caecilian amphibians because of their secretive underground life and superficial similarity to earthworms.

‘Data Deficient’

Given that G.tejaswini is known only from a small series of specimens from a single locality and that very little is known of its general ecology and nothing of its reproductive biology, the authors have proposed that the species be classified as Data Deficient under IUCB criteria.

Not abundant

They surmise that the species is not abundant in the region, considering that 39 man hours of digging in localities 20 km from the site failed to yield additional specimens.

According to the paper, the discovery of G.tejaswini reinforces the perception that the Western Ghats region of northern Kerala and southern Karnataka is particularly diverse for caecilians.

Empowering spaces that make learning come alive

ANOTHER ACADEMIC YEAR IS ON .WATCH THIS VIDEO AND HAPPY TEACHING.
( BUT WILL ANY ONE TELL ME WHERE THE NEW TEXT FOR 12 ENGLISH IS ? )

Nellie Bly - a symbol of learning, labour and leadership

GOOGLE PAYS TRIBUTE TO NELLIE BLY who is an embodiment of learning, labour and leadership (She was a journalist,She travelled around the world in 72 days,She was an enterpreneur ) as pointed out by Christine Lagarde-

The three L’s BY Christine Lagarde

The 21st century poses many challenges that require new ways of thinking, none more important than the economic role of women in a rapidly changing world.

The global economy is struggling to generate the growth that can provide a better life for all, and all can contribute, yet women remain blocked from contributing their true potential. This has a huge cost: in some countries per capita incomes lag significantly because women are denied equal opportunity. They represent half the world’s population, but contribute far less than 50 per cent of economy activity. Indeed, the gap between men and women in terms of measured economic activity ranges from 12 per cent in the OECD countries to 50 per cent in the Middle East and North Africa.

What is needed to change this picture is a concerted effort to open the door to opportunity with what I call the “3 L’s” of women’s empowerment: learning, labour and leadership.

First learning: education is the foundation upon which change is built. Learning helps women to help themselves and break the shackles of exclusion. Nowhere is this more essential than in the developing world: one study of 60 countries estimates that the economic loss from not educating girls at the same level as boys totals USD 90 billion a year. Another study suggests that an extra year of primary school boosts earning potential by 10-20 per cent, and 25 per cent for an extra year of secondary education.

There is an African adage that goes: “If you educate a boy, you train a man. If you educate a girl, you train a village.” This is not only true, it is measurable. For example, women are more likely to spend their resources on health and education, investing up to 90 per cent of their earnings in this way compared with just 30-40 per cent for men. This spending creates a powerful ripple effect throughout society and across generations.

If learning is just the first step, work is the second: labour enables women to flourish and achieve their true potential.

But at present, when women participate in the workforce, they too often tend to get stuck in low-paying, low-status and low-security jobs — many in the informal sector of developing countries’ economies. Is it surprising then that women and girls are the main victims of extreme poverty, representing 70 per cent of the billion people struggling to survive on less than a dollar a day? Globally, women earn only three-quarters as much as men — even with the same level of education and in the same occupation. Surely one of our most basic norms should be “equal pay for equal work”!

Recent IMF research shows that eliminating gender gaps in economic participation can bring increases in per capita income. This can have a major impact — women control the purse strings in most households around the world, and more spending by women feeds into higher levels of demand and economic growth.

How can we promote more opportunity for women in the workplace? Sometimes it is about changing laws; for example, ensuring that property and inheritance laws do not discriminate against women. It also means policies that encourage education and healthcare, and provide greater access to credit so that women can achieve greater economic independence. This is an area where the IMF is working hard to help through our analytical and capacity-building efforts in our member countries.

The playing field also must be leveled in richer countries. They need more pro-women, pro-family leave schemes; quality, affordable childcare; individual (instead of family) taxation; and tax credits or benefits for low-wage workers.

So learning and labour are key. The third “L” is leadership: enabling women to rise and fulfil their innate abilities and talents. Here, there is plenty of room for improvement: for example, women constitute only 4 per cent of CEOs on the Standard and Poor’s list of 500 companies; and only one-fifth of parliamentary seats worldwide.

The irony is that when women lead they tend to do as good a job, if not a better job. One study shows that Fortune 500 companies with track records of raising women to senior positions are far more profitable than the average firms in their fields. Women also are less likely to engage in the reckless risk-taking behaviour that sparked the global financial crisis in 2008. They are more likely to make decisions based on consensus-building, inclusion, compassion and with a focus on long-term sustainability.

It is true — and it is understandable, given the bias that exists — that women sometimes lack confidence to match their competence. But they need to change that mindset and reset the narrative in their favour. So it is essential that women be ready to “dare the difference” — to take risks and step outside their comfort zones.

Nonetheless, even those with the drive to succeed continue to face barriers. So I have come to the view that gender targets and quotas must play a role in ensuring women a place at the table. We must either force change or stay mired in complacency.

Whether we are talking about providing primary education for girls in a village, or executive positions for women in business, it is time to create a world where all women can meet their potential without impediment or prejudice and the world will reap the benefits. The three L’s will help us get there

HOT NEWS ! ENGLISH TEACHERS WILL HAVE TO LEARN BLOGGING FOR THEY WILL HAVE TO TEACH THE STUDENTS THIS YEAR HOW TO BLOG

I have heard many higher secondary teachers proudly declaring that they  know nothing about facebook , photoshop ,blogging  or even computers.They don't realise that it is a shame not to use these tools now a days.Imagine some one declaring that I don't know how to walk or I don't know how to write! Computing,social networks,blogging,using android phones  -all these have become part and parcel of modern life.The students know how to use them better than we do.It is the duty of the teacher community to get involved in the learning process using these advanced and effective tools of communication.

We can make  the students engaged in positive use of e tools so that they don't get much time and energy to be involved in the so called negative phases like hacking,morphing or blackmailing. A teacher who do not learn these techniques is declaring himself a mute witness or rather a zombie.Get involved is the word !

 Hence I feel proud to understand that blogging has been introduced as a tool for learning and self expression in the new English text for plus two under the Higher Secondary Department, Kerala.That is why teachers of English in higher secondary are advised to learn the art of blogging this vacation ,or  now itself..I will tell you how to.It is very easy.

 I have been blogging for many years.You may please visit some of these blogs to study their structure first.
http://nssghsskamballur.blogspot.in/
http://ghsskamballur.blogspot.in/

Then the following steps may be followed to create blog with the help of google.(There are other options too .)Most of them are self explanatory.

1.Open your gmail account .At the right top of the page, you can see a tab for           Apps.Open it.Click on the tab titled  more.
2.In the menu that is opened now click on the tab titled blogger
3.Click on the tab new blog now.
4.The remaining steps can be easily done as the instructions are available on the page itself.

Try it out .A blog created can be modified or deleted at any time .It can be kept hidden from public as long as we want it to be.So there is nothing to worry.

You may need the help of an expert in some cases and for giving special effects.

12 English new Text Kerala syllabus contents

..12 English new Text Kerala syllabus 2015-16
The contents will soon be available  here as and when  the text is published by the government.
For details  ,please join in this blog 
by entering your  email in the JOIN THIS SITE or FOLLOW BY EMAIL BUTTON and sending your mail address to seakeyare@gmail.com with a brief comment on this blog.
The links will be available below

1.Text contents in brief (activated,members only,for membership send your mail address to seakeyare@gmail.com with a brief comment on this blog)

2.chapter 1 (will be activated  soon)

3.chapter 2 (will be activated  soon)

4.chapter 3 (will be activated  soon)


The text is being printed.Notes and teaching materials can be shared in this platform.

Guidance to students who pass out higher secondary -
How to improve your English-summary of the article from the HINDU

1.Buy a standard dictionary with CD. For example, Oxford Advanced Learner’s Dictionary and Cambridge Advanced Learner’s Dictionary are good resources for learners of English and help them learn the language naturally with confidence. The CD can help you practise pronunciation of words.

2.Read newspapers regularly. You can start with news items of your choice. Make it a habit. This will help you improve your vocabulary and develop your reading skills. It is said that a good reader is a good leader.

3.People who speak and write good English attribute their success to reading newspapers, magazines and books.

4.Write a diary of what you do every day. Write 10-15 sentences in a coherent way. You can also summarise a news item that you read on that day. This will help you develop your writing skills.

5.Listen to good speakers of English. A good listener is a good speaker. Exposure to good English helps a learner acquire good pronunciation. Watching English news channels 10-15 minutes every day also helps in developing listening skills.

6.Speak in English whenever you get an opportunity to speak in the language. Befriend those who speak English fluently and converse with them in the language.

7.Get a smart phone. Several free English learning apps are available. Learning English through these apps is fun, as they are very interactive.

8.Practise your English regularly. Mastering a language is just like learning how to swim. By reading a book on swimming, you can’t become a swimmer. You need to throw yourself into a pool of water to learn. Initially, you will be frightened, but the outcome will be pleasant. Similarly, to acquire communication skills you need to practise speaking. You will make mistakes but it doesn’t matter. Don’t be frightened or discouraged by negative comments made by your classmates. Throw away negativity and discouragement and march forward.

9.Treat challenges as opportunities and not as problems. Yes, some of your classmates speak English fluently, and your professors teach only in English.

These situations are blessings in disguise. These are opportunities for you to get exposed to an English-speaking environment and learn the language.
****************************************************************************************
DEAR STUDENTS,
HOW MANY OF THE ABOVE INSTRUCTIONS ARE PRACTICAL AND USEFUL ? CAN
YOU FOLLOW THEM ? OR ARE YOU FOLLOWING THEM NOW ITSELF ?

PLEASE WRITE YOUR OPINION to  seakeyare@gmail.com.

SEARCH TAGS-KERALA HIGHER SECONDARY ,NEW ENGLISH TEXT ,2015-16,DHSE ENGLISH NEW TEXT