A Laboratory Manual for

English for Technical Communication (BE02000021)

B.E. Semester II (All branches)

L D College of Engineering, Ahmedabad, Gujarat

Dear Student,

We have thoughtfully designed these lab activities to make learning English an enjoyable
and enriching experience. Our goal is to help you build confidence in both speaking and
writing in the English language. Your consistent participation and dedication to learning
will make this journey smoother and more rewarding. Wishing you a happy and fulfilling
learning experience!

Team English

Team English:

Dr Dharmesh Patel Dr. Apexa Dharankar Dr Dharitri Gohel Dr Mansi Joshi Dr Boni Joshi,
Asst. Prof. English Asst. Prof. English Asst. Prof. English Asst. Prof. Asst. Prof. English
English
 College Name:

Certificate
This is to certify that Mr./Ms.
Enrollment No. of B.E. Semester
Engineering of this Institute (GTU Code: ) has satisfactorily completed
the Practical work for the subject English for Technical Communication
(BE02000021) for the academic year .

Place:
Date:

Name and Sign of Faculty member

Head of the Department

 Practical – Course Outcome matrix
Course Outcomes (COs):
At the end of the course students will be able to:

 Discuss the importance of communication skills in personal and professional life.

 Use diverse vocabulary and knowledge of grammar in both spoken and written
Communication.
 Compose formal and informal documents in diverse forms.
 Communicate in group, deliver effective presentations, comprehend and analyze complex
information.
 Discuss different literary texts to appreciate the use of language in various contexts and
cultures.

Sr. CO CO CO CO CO
Objective(s) of Activity
No. 1 2 3 4 5
To develop the skills of students for speaking extempore √ √
1. and building confidence on stage.
To develop dynamics of verbal and nonverbal aspects of √ √
2. communication through real life situations in Role Play
To develop reading skill of the students. √ √
3.
To develop students’ vocabulary building and use of √
4.
words in various sentences.
Comprehend and analyze information through reading. √
5. √
To develop listening skills of students by listening √
6. attentively and focusing on pronunciation and phonetics. √
To develop imaginative aspects of students in forming
stories.
7. √ √
To practice communication skills – both verbal and non –
8. verbal in professional surroundings through debate. √
To practice long answer writing skills √ √
9. √
√
10. To develop the skills for writing formal Document. √

√
11 To develop describing skills in the form of a paragraph.
√
12 To develop concise and precise writing. √
 Index
(Progressive Assessment Sheet)

Sr. List of Activities Sign.

No Hrs. Pag Date Assessme of Remark
. s
e of nt Teach
No. submission Marks er
with
date
1. Extempore Speech 02

2. Role Play 04

3. Reading Comprehension-1 02

4. Grammar and Vocabulary Practice 02

(Progressive Assessment)
5. Reading comprehension -2 02

04
Listening Activity Phonetics
6.

Completion of Given story 02

7.
8. Debate (Progressive Assessment) 04

9. Answer writing Practice 02

10. Letter Writing 02

11 Object/Picture/Scene Description 2

12 Precis Writing 2

13 Practical viva 2

Total
 Activity No: 1

Extempore Speech

Date:

No. of hours to be dedicated: 02

Theme: Random Topics for Confidence Building

Language Skills Focused: Speaking

Learning Objectives
 Students will develop impromptu speaking skills.
 Students will enhance their ability to think quickly and organize ideas logically.
 Students will build confidence to speak in front of an audience.

Materials Needed

 Chits with various topics written on them

 Paper and pens for brainstorming
 Timer or stopwatch

Instructions

Explain the purpose of the activity: to enhance speaking skills and build confidence for impromptu
speaking.

 Ask students to prepare chits with topics of their choice.

 Collect all chits and place them in a bowl or box.
 Ensure every student has a pen and a piece of paper for brainstorming.
 Call a student to pick a chit randomly.
 Allow the student 1 minute to brainstorm on the given topic using the paper and pen.
 The student then delivers a 1-minute speech on the topic.

Time
1 minute for brainstorming per student.
1 minute for delivering the speech per student

Encourage students to focus on clear communication, logical structure, and confidence.

Remind them that the goal is improvement, not perfection.

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Evaluation Pattern:
 Evaluation Rubrics

• Pronunciation and fluency (5 points)

• Clarity of ideas (5 points)
• Confidence and body language (5 points)
• Creativity and relevance of content (5 points)

 Self and Peer Evaluation: Students reflect on their performance and provide constructive feedback
to peers.
 Teacher Assessment: Provide individual feedback on strengths and areas for improvement.

Reflection Time:

· What they learned from the activity.

· Challenges they faced and how they overcame them.
· New vocabulary or expressions discovered during the speeches.

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.

Write main points of your speech here:

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8
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 Activity No: 2

Role Play
Date:
Number of hours dedicated :4

Theme: Creative thinking, Verbal and Non verbal Communication practices, Group Dynamics

Language Skills Focused: Writing, Listening, Speaking

Learning Objectives
• Students will improve their pronunciation and fluency.
• Students will practice critical thinking and persuasive speaking.
• Students will practice team work.
• Students will improve communication skills.

Materials Needed

• notebooks, pens, markers

Instructions
• Understand and analyze the situation.
• Identify your role and then act accordingly.
• Frame sentences, questions and answers properly.
• Check performance indicators like kinesics, proxemics and paralanguage features.
• Determine what role you are to play and what role the team members play.
• Practice
• Do not keep yourself detached from the role given.
• Don’t misinterpret of the role to play.
• focus on the organization of the play.

Evaluation Pattern
• Creativity and Originality: How unique and engaging the role play is.
• Coherence and Flow: How all participants connected with the play
• Grammar and Syntax: The correctness of language is highly recommended.
• Presentation: How overall impact of the role play is.

Reflection and Feedback

• What they learned and any challenges faced
• New vocabulary or expressions they discovered
• Any insights on improving their communication
• What are the challenges faced in team work.
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Time Allocation

• Preparation: 30 minutes
• Activity execution: 10-15 minutes per group
• Feedbackandreflection:5 minutes per group

Evaluation Rubrics:

Needs
Criteria Excellent (4) Good (3) Satisfactory (2) Improvement
(1)

Communicates
clearly,
Communicates Communication
confidently, and Communication is
clearly with is unclear or very
articulately; somewhat unclear or
Communication minor lapses in hesitant;
uses appropriate hesitant; some
Skills articulation or ineffective tone,
tone, volume, difficulty with tone
tone; mostly body language,
and body and body language.
confident. or speech.
language
throughout.

Fully listens to
others, shows
Poor listening
understanding Listens Listens, but
skills; interrupts
through attentively but sometimes misses
Active Listening frequently or
nodding, may miss one or important points or
does not engage
paraphrasing, or two key points. interrupts.
with others.
asking relevant
questions.

Fully embodies
the role with
attention to Mostly Somewhat embodies Does not embody
detail; embodies the the role but does not the role; lacks
Role Adherence demonstrates role, with minor fully capture key understanding of
thorough inconsistencies aspects of the the character or
understanding or lack of depth. character/scenario scenario.
of the character
or scenario.

Speaks and acts

Speaks with Lacks
confidently with
some Shows some confidence; does
a strong
Confidence and confidence, but confidence but not engage with
presence;
Presence occasionally appears unsure or the audience or
engages
lacks presence disengaged. appears
audience
or engagement. uncomfortable.
effectively.

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 Demonstrates
deep Shows good
Struggles to
understanding empathy and Demonstrates basic
understand or
and empathy for understanding, empathy but may
Empathy and demonstrate
the character or though reactions not fully understand
Understanding empathy;
situation; reacts may not always the character's
reactions are
appropriately to be fully perspective.
disconnected.
others' appropriate.
emotions.
Works Collaborates Struggles to work
Participates in group
seamlessly with well but may with others; may
Teamwork and efforts, but
others; actively miss some dominate or
Collaboration contributions are
contributes to opportunities for disengage from
limited or passive.
group efforts. contribution. the group.
Manages time
effectively,
Manages time Does not manage
completing the Struggles to manage
well but may time well; the
role play within time; may leave
Use of Time rush or take too role play feels
the allotted time some parts of the
long on certain rushed or
while scenario unfinished.
points. incomplete.
maintaining
quality.

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Write your Script here:
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 Activity 3
Reading Comprehension:

Date:

No. of hours to be dedicated: 02

Learning Objective:
Students will develop their ability to comprehend, analyse, and interpret various texts, focusing on key
details, main ideas, inferences, and summarization.

Pre-reading Discussion (10 minutes):

• Discuss about story in brief.
• Introduce new vocabulary they will encounter in the text.

Reading time : 20-25 minutes

Post-Reading Discussion (10 minutes): Group or pair students to discuss their understanding.

Discussion questions:

 Literal comprehension: What is the main idea? Who are the characters? What happened in the story?
 Inferential comprehension: Why did a character act in a certain way? What could happen next?
 Evaluative comprehension: What is the author’s purpose? Do you agree with the message?

About the Author:

Sudha Murty is an acclaimed Indian author, philanthropist, and social worker. As the writer of ‘Red
Rice Granary’, she brings her unique storytelling style, marked by simplicity and emotional depth, to
life. Her stories often draw inspiration from rural India, showcasing themes of human values, cultural
traditions, and everyday struggles. In Red Rice Granary, Murty intertwines personal anecdotes and
fictional tales to reflect on life's profound lessons, emphasizing the richness of Indian heritage and the
resilience of ordinary people.

Read the story:

The Red Rice Granary

Sudha Murty
Every year, our country has to face natural disasters in some form. It may be an earthquake in Gujarat,
floods in Orissa or a drought in Karnataka. In a poor country, these calamities create havoc. In the
course of my work, I have found that after such calamities, many people like to donate money or
materials to relief funds. We assume that most donations come from rich people, but that is not true.
On the contrary, people from the middle class and lower middle class, help more. Rarely do rich
people participate wholeheartedly.
16
A few years back, I was invited to a reputed company in Bangalore to deliver a lecture on
Corporate Social Responsibility. Giving a speech is easy. But I was not sure how many people in the
audience would really understand the speech and change themselves. After my talk was over, I met many
young girls and boys. It was an affluent company and the employees were well-off and well-dressed. They
were all very emotional after the lecture.
‘Madam, we buy so many clothes every month. Can we donate our old clothes to those people who are
affected by the earthquake? Can you co-ordinate and send them?’ Some of them offered other things. ‘We
have grown-up children, we would like to give their old toys and some vessels.’ I was very pleased at the
reaction. It reminded me of the incident in Ramayana where during the construction of the bridge between
India and Lanka, every squirrel helped Sri Rama by bringing a handful of sand.
‘Please send your bags to my office. I will see that they reach the right persons.’
Within a week, my office was flooded with hundreds of bags. I was proud that my lecture had
proven so effective.
One Sunday, along with my assistants, I opened the bags. What we saw left us amazed and shocked.
The bags were brimming over with all kinds of junk! Piles of high-heeled slippers (some of them without
the pair), torn undergarments, unwashed shirts, transparent, cheap saris, toys which had neither shape nor
colour, unusable bedsheets, aluminium vessels, broken cassettes were soon piled in front of us like a
mountain. There were only a few good shirts, saris and usable materials.
It was apparent that instead of sending the material to a garbage or the kabariwala, these people had
transferred them to my office in the name of donation. The men and women I had met that day were
bright, well travelled, well-off people. If educated people like them behaved like this, what would
uneducated people do?
But then I was reminded of an incident from my childhood. I was born and brought up in a village in
Karnataka’s Haveri District, called Shiggaon. My grandfather was a retired schoolteacher and my
grandmother Krishtakka never went to school. Both of them hardly travelled and had never stepped out of
Karnataka. Yet they were hardworking people, who did their work wholeheartedly without expecting
anything from anybody in their life. Their photographs never appeared in any paper, nor did they go up on
a stage to receive a prize for the work they did. They lived like flowers with
fragrance in the forest, enchanting everyone around them, but hardly noticed by the outside world. In the
village we had paddy fields and we used to store the paddy in granaries. There were two granaries. One
was in the front and the other at the back of our house. The better quality rice which was white, was
always stored in the front granary and the inferior quality, which was a little thick and red, was stored in
the granary at the back.
In those days, there was no communal divide in the village. People from different communities lived
together in peace. Many would come to our house to ask for alms. There were Muslim fakirs, Hindu
Dasaiahs who roamed the countryside singing devotional songs, Yellamma Joga who appeared holding the
image of Goddess Yellamma over their heads, poor students and invalid people. We never had too much
cash in the house and the only help my grandfather could give these people was in the form of rice. People
who receive help do not talk too much. They would receive the rice, smile and raise their right hand to
bless us. Irrespective of their religion, the blessing was always
‘May God bless you.’ My grandfather always looked happy after giving them alms.

17
 I was a little girl then and not too tall. Since the entrance to the front granary was low, it was
difficult for grown-ups to enter. So I would be given a small bucket and sent inside. There I used to fill up
the bucket with rice and give it to them. They would tell me how many measures they wanted. In the
evening, my grandmother used to cook for everybody. That time she would send me to the granary at the
back of the house where the red rice was stored. I would again fill up the bucket with as much rice as she
wanted and get it for her to cook our dinner.
This went on for many years. When I was a little older, I asked my grandparents a question that had been
bothering me for long. ‘Why should we eat the red rice always at night when it is not so good, and give
those poor people the better quality rice?’ My grandmother Krishtakka smiled and told me something I
will never forget in my life.
‘Child, whenever you want to give something to somebody, give the best in you, never the second best.
That is what I have learned from life. God is not there in the temple, mosque or church. He is with the
people. If you serve them with whatever you have, you have served God.’ My grandfather answered my
question in a different way. ‘Our ancestors have taught us in the Vedas that one should, Donate with kind
words. Donate with happiness. Donate with sincerity. Donate only to the needy. Donate without
expectation because it is not a gift. It is a duty. Donate with your wife’s consent. Donate to other people
without making your dependents helpless. Donate without caring for caste, creed and religion. Donate so
that the receiver prospers.’ This lesson from my grandparents, told to me when I was just a little girl, has
stayed with me ever since. If at all I am helping anyone today, it is because of the teachings by those
simple souls. I did not learn them in any school or college.

Answer the following Questions :

1. How does the story reflect the contrast between the attitudes of modern affluent individuals and the values
instilled by the narrator's grandparents? Discuss with examples from the text.
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2. Analyze the cultural significance of the red rice granary in the narrator's life. How does it symbolize human
values and traditions?
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3. Discuss the central theme of selfless giving as depicted in the story. How do the teachings of the narrator's
grandparents contribute to this theme?
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4. What is the primary calamity mentioned in the story that leads to the discussion on donations?
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5. How did the employees of the Bangalore company react to the narrator's lecture on Corporate Social
Responsibility?
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6. What did the narrator discover about the donations sent to her office?
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7. Where was the narrator born, and how is the village life described in the story?
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8. Why were there two separate granaries in the narrator's house, and how were they used?
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9. What lesson did the narrator's grandmother teach about giving?
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10. How did the narrator’s grandfather explain the act of donation according to the Vedas?
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11. What types of people came to the narrator’s house seeking alms, and how were they treated?
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12. Why did the narrator’s grandparents prefer to give white rice to others while consuming red rice
themselves?
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13. How does the story highlight the difference between material wealth and true generosity?
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21
 Activity 4
Grammar and Vocabulary Practice
(Progressive Assessment)

Date:
No. of hours to be dedicated: 02

Learning Outcomes:
By the end of these exercises, students will be able to:
 Expand Vocabulary:
 Improve Grammar Skills:
 Develop Language Application:
 Enhance Writing and Comprehension:

Vocabulary Skills (30 Marks)

• One-Word Substitutions (10 Marks)
• Word Formation (10 Marks)
• Sentence Formation (10 Marks)
Grammar Skills (40 Marks)
• Passive Voice (10 Marks)
• Tense Usage (10 Marks)
• Parts of Speech Identification (10 Marks)
• Sentence Transformation (10 Marks)

Application and Comprehension (50 Marks)

Grading Scale
 90-100 Marks: Excellent – Outstanding mastery of grammar and vocabulary.
 75-89 Marks: Very Good – Strong understanding with minor errors.
 60-74 Marks: Good – Adequate grasp but needs improvement in specific areas.
 Below 60 Marks: Needs Improvement – Requires focused attention on foundational concepts.

22
 Read the instruction carefully and fill the gap.

One-word substitutes:
(1) Mapping of earth and its formation ------------
(2) Study of handwriting ------------
(3) Study of living things ----------
(4) Study of religion -----------
(5) A machine that functions by itself ---------
(6) One who is present all over ---------
(7) Government by the people ----------
(8) One who believes in presence of God--------
(9) Make to happen at the same time ---------
(10) A signature of a celebrity--------
(11) A nap or a rest during the day, usually in the early afternoon……….
(12) A gigantic sea wave that is usually caused by an earthquake……….
(13) List of things to be done………….
(14) Study of flying aero planes…………….
(15) Study of the law of the flow of water and other liquids………….

Choose the word from the list:

Geography Omnipresent Democracy Siesta, Aviation

Graphology Theology Theist Tsunami Agenda

Biology Automatic Synchronize Autograph Hydraulics

23
 Word formation:
Ivory:

Ivory is a smooth material that can be found in the tusks of mammals. Elephants, walruses, hippos and
whales are the primary sources of ivory. Because it is so________________(VALUE) and expensive,
ivory has been traded around the world for centuries.

Egyptian sculptors carved ivory objects for their pharaoh. Ancient Greeks and Romans used ivory to
create art,__________________(RELIGION) objects and __________________(JEWEL). Even
large statues were made of ivory. The ancient Chinese got ivory
from _______________(TRADE) who brought it from India and Southeast Asia. For many centuries
it was used as a currency.

At first, people used ivory from Asian elephants but then saw that the ivory of African elephants could
be carved more_______________(EASY). Merchants started moving in on Africa and the ivory trade
started to boom. Before the_____________(INVENT) of plastic, ivory was used to make objects of
everyday life, like knife handles, piano keys, combs and billiard balls.

The best-known form of ivory is in an elephant's tusks. Such a tusk can grow to
a ____________(LONG) of over 3 metres and weigh up to a hundred kilograms. The outside of a tusk
is often dark, whereas the inside is white or cream-coloured. Ivory is a hard material that can be
formed into_______________(VARY) shapes. In many countries, handicrafts and souvenirs are made
from ivory.

Ivory is also preserved in the tundra of Siberia, northern Canada and

other_________________(POLE) regions where prehistoric mammoths roamed the land thousands of
years ago. Some of the tusks are larger than the tusks of mammals that exist today. However, such
fossil ivory is harder to carve.

Today. trading ivory from elephants and other____________ (DANGER) animals

is _____________(LEGAL). During the 20th century, large parts of the elephant population were
reduced because of the ivory trade. The poached ivory is smuggled out of the country
and ______________(SELL) at a very high price.

Since the end of the 20th century______________(GOVERN) of African and Asian countries have
focused on_______________ (CAPTURE) poachers and clamping down on criminal trading rings.
Tons of ivory are seized by authorities every year. In the last few years, these actions
have________________(STABLE) the elephant population. Some countries have put elephants into
reserves, where they can be_________(CLOSE) monitored.

(16)

24
 Mahatma Gandhi - The Great Soul
(Word formation)

Mohandas Karamchand Gandhi, known as "Mahatma" (Great Soul), was the leader of the Indian
nationalist________________(MOVE) against British rule. He is regarded as the father of the Indian
nation. Gandhi is well-known for his doctrine of nonviolent _________________(RESIST) and
civil_______________(OBEDIENT) in order to reach political and social progress.

Loved and respected by the whole world as one of the great human rights
_______ ________(ACTIVE), he did not really match the hero cliché, because he was thin and poor-
looking in his simple white robes. But Gandhi proved that fine clothing and status symbols were not
important if you wanted to achieve your goals.

After growing up in western India, 13-year-old Mohandas was married to a 14-year-old girl, Kasturbai
Makhanji, in an __________ ____(ARRANGE) child marriage. This was the tradition that almost all
Indian families followed.

After university, he went to London to train as a barrister. In 1893, he accepted a job at an Indian law
firm in Durban, South Africa, where he stayed for 20 years. Gandhi was shocked by the
____________ ______(TREAT) of Indian immigrants there. He joined the struggle for basic rights
and was ____________ _____(PRISON) several times. In 1906, Gandhi developed his famous
philosophy of satyagraha ("devotion to truth"), a new nonviolent way of protesting.

After his return to India in 1915, he became an __________ ___(INFLUENCE) figure in Indian
politics. His program of peaceful non-cooperation with the British included boycotts of British goods
and institutions, _____________ ___(LEAD) to the arrests of himself and thousands of co-protesters.

In 1930, Gandhi announced a new campaign of civil disobedience protesting against a government tax
on salt. On a "Salt March" to the sea he led thousands of Indians to symbolically make their own salt
from seawater. In 1931, Gandhi attended the Round Table Conference in London, as the only
____________ (REPRESENT) of the Indian National Congress.

However, in 1934, he resigned from the party and was ___________ (SUCCEED) by Jawaharlal
Nehru. In 1945, the British government began negotiations that culminated in the Partition Plan of
June 1947. Riots and violence evolved in the months before and after _____________ (DEPEND).
Gandhi was opposed to Partition and did not join the ______________ (CELEBRATE) . Instead, he
fasted in Calcutta and Delhi in an attempt to cool down people's heated emotions. On 30 January 1948,
a Hindu fanatic who opposed his program of ______________ (TOLERANT) assassinated Gandhi in
Delhi.

(15)

25
 Our Changing Way of Life:
(Word formation)

Change happens_________________(CONSTANT) as the last 50 years have proved. Some changes,

such as air travel, the Internet and mobile phones, provide ease
and___________________(CONVENIENT) . Others, like access to education, have had a deeper
impact.
Nothing has had a bigger influence on our lives than recent changes in education. Fifty years ago,
education was considered by some an___________________(NECESSARY) luxury. Nowadays,
however, education isn't just a privilege for the__________________(CHOOSE) few. Young men
and women from all areas of life are becoming__________________(PROFESSION) and improving
their quality of life. This will be___________________(BENEFIT) to future generations because a
better-educated society is a fairer and more skilled one.
____________________(IRONY), however, the change from rural to urban living that drove people
to cities in search of better opportunities has led to several modem-day problems. City dwellers have
become less________________(HEALTH). They no longer eat fresh farm food, and instead, prefer
ready meals and fast food. Urban_____________(RESIDE) no longer exercise by working the land.
They use their cars instead of walking.

Even though we are so ___________________(TECHNOLOGY) advanced, we are

also ___________________(FOOL). We destroy our forests, build more cars and roads, and eat
rubbish. ____________________(ENVIRONMENT) will all tell you that the future looks bleak.
More change is on the way and, unless we change the way we think, the next fifty years will be very
difficult.

(12)

26
Grammar Questions:
Complete the sentences using the correct form of the passive voice in the correct tense:-
1. The war________________________ next week (DECLARE).
2. Your homework_______________________ by tomorrow afternoon. (MUST FINISH)
3. That house_________________________ since I was a child. (NOT PAINT)
4. Smoking____________________ in this hotel (NOT ALLOW)
5. After all the flights_________________________, the tourists checked in at the airport hotel.
(CANCEL)
6. The car____________________ for over a week (NOT WASH).
7. He__________________ a new contract last year (GIVE)
8. This song _____________________by the Beatles in 1967. (WRITE)
9. The earth ________________________if we try hard enough to do something (CAN SAVE)
10. The new bridge ________________________ at the moment. (BUILD)

11. People eat 40 million hamburgers every day. (Change the sentence to passive voice)

___________________________________________________________________
12. People speak English all over the world. (Change the sentence to passive voice)

___________________________________________________________________
13. Where did they invent gun powder? (Change the sentence to passive voice)

____________________________________________________________________

(13)

27
Choose the correct tense to fill in the blanks:

Growing Up As A British Asian:

I________________________ in Blackburn (was born, had been born, am born), in the

northwestern part of England and I_________________________ there (have lived, had lived, am
living) until I_______________________________ (was leaving, left have, left) home at the age of
18. My parents_____________________________ (have moved, had moved, were moving) to
England from India in the 1970s.

As a child I_____________________________ (have gone, went, am going to) the local school and,
of course,_____________________ (spoke had, spoken, was speaking) English with a local accent,
just like all the other children. But at home it was very different. We___________________ (have
lived, had lived, lived) in an Indian environment, with a great extended family of uncles and aunts.
I__________________ (am remembering, have remembered, remember) feeling part of this big
thing called "family", and an even bigger thing called "India". I think my family really
____________________________(was influencing, influenced, had influenced) me a lot while
I ____________________ (was growing, have grown, grew) up. They often talked about India as
"our home" - even though I______________________ (had never, never was, have never) been
there before.

To me, it _________________________ (doesn't seem, didn't seem, isn't seeming) at all strange to
grow up as part of two cultures. I _______________________(have always thought, always think,
am always thinking) that growing up in two cultures is a kind of gift, not a disadvantage. Now that I
________________ (have, am having, have had) a child of my own , I want her to get in touch with
her Indian roots too, so we ________________ (were planning, are planning, had planned) a visit to
India later this year. All her Indian cousins and relatives _________________ (look, have looked, are
looking) forward to meeting her.

(16)

28
 Label the parts of speech for the bold words in the following sentences:

1. He finished _______ his homework. 2. Sean ______ is working at _____the computer. 3. What
are the eight parts of speech __________? 4. Will you __________help me move__________
tomorrow? 5. She _________ has been sick for _________three days. 6. There have been two
enormous ___________ snowstorms ____________this winter. 7. Tom Cruise and Nicole Kidman
announced that they _________ are getting separated. 8. She _________ is getting married next year.
9. The computer is having technical ___________ problems. 10. I like__________ steak, but
_________ she doesn’t eat meat. 11. Help! ___________My computer just crashed. 12. He sauntered
proudly ____________across the stage. 13. Although __________he didn’t want to go to class, he
knew he had to go. 14. John never __________puts sugar in his coffee.

29
 Activity 5
Reading Comprehension:

Date:
No. of hours to be dedicated: 02

Learning Objective:
Students will develop their ability to comprehend, analyse, and interpret various texts, focusing on
key details, main ideas, inferences, and summarization.

Pre-reading Discussion (10 minutes):

 Discuss about story in brief.
 Introduce new vocabulary they will encounter in the text.
Reading time : 30-35 minutes
Post-Reading Discussion (10 minutes): Group or pair students to discuss their understanding.
Discussion questions:
 Literal comprehension: What is the main idea? Who are the characters? What happened in the
story?
 Inferential comprehension: Why did a character act in a certain way? What could happen
next?
 Evaluative comprehension: What is the author’s purpose? Do you agree with the message?
About the Author:
O. Henry, the pen name of William Sydney Porter (1862–1910), was an American short story writer
known for his witty, twist endings and vivid depictions of everyday life. His stories often explored
themes of love, sacrifice, and irony, with famous works like The Gift of the Magi, The Last Leaf, and
The Ransom of Red Chief. His storytelling style combines humor, clever plots, and relatable
characters, making him a beloved figure in American literature.

The Gift of the Magi

ONE DOLLAR AND EIGHTY-SEVEN CENTS By O Henry
That was all. She had put it aside, one cent and then another and then another, in her careful buying of
meat and other food. Della counted it three times. One dollar and eighty-seven cents. And the next day
would be Christmas. There was nothing to do but fall on the bed and cry. So Della did it. While the
lady of the home is slowly growing quieter, we can look at the home. Furnished rooms at a cost of $8 a
week. There is little more to say about it. In the hall below was a letter-box too small to hold a letter.
There was an electric bell, but it could not make a sound. Also there was a name beside the door: “Mr.
James Dillingham Young.” When the name was placed there, Mr. James Dillingham Young was being
paid $30 a week. Now, when he was being paid only $20 a week, the name seemed too long and
30
important. It should perhaps have been “Mr. James D. Young.” But when Mr. James Dillingham
Young entered the furnished rooms, his name became very short indeed. Mrs. James Dillingham
Young put her arms warmly about him and called him “Jim.” You have already met her. She is Della.
Della finished her crying and cleaned the marks of it from her face. She stood by the window and
looked out with no interest. Tomorrow would be Christmas Day, and she had only $1.87 with which to
buy Jim a gift. She had put aside as much as she could for months, with this result. Twenty dollars a
week is not much. Everything had cost more than she had expected. It always happened like that. Only
$ 1.87 to buy a gift for Jim. Her Jim. She had had many happy hours planning something nice for him.
Something nearly good enough. Something almost worth the honor of belonging to Jim.There was a
looking-glass between the windows of the room. Perhaps you have seen the kind of looking-glass that
is placed in $8 furnished rooms. It was very narrow. A person could see only a little of himself at a
time. However, if he was very thin and moved very quickly, he might be able to get a good view of
himself. Della, being quite thin, had mastered this art.
Suddenly she turned from the window and stood before the glass. Her eyes were shining brightly, but
her face had lost its color. Quickly she pulled down her hair and let it fall to its complete length. The
James Dillingham Youngs were very proud of two things which they owned. One thing was Jim’s gold
watch. It had once belonged to his father. And, long ago, it had belonged to his father’s father. The
other thing was Della’s hair. If a queen had lived in the rooms near theirs, Della would have washed
and dried her hair where the queen could see it. Della knew her hair was more beautiful than any
queen’s jewels and gifts. If a king had lived in the same house, with all his riches, Jim would have
looked at his watch every time they met. Jim knew that no king had anything so valuable. So now
Della’s beautiful hair fell about her, shining like a falling stream of brown water. It reached below her
knee. It almost made itself into a dress for her. And then she put it up on her head again, nervously and
quickly.
Once she stopped for a moment and stood still while a tear or two ran down her face. She put on her
old brown coat. She put on her old brown hat. With the bright light still in her eyes, she moved
quickly out the door and down to the street. Where she stopped, the sign said: “Mrs. Sofronie. Hair
Articles of all Kinds.” Up to the second floor Della ran, and stopped to get her breath. Mrs. Sofronie,
large, too white, cold-eyed, looked at her. “Will you buy my hair?” asked Della. “I buy hair,” said
Mrs. Sofronie. “Take your hat off and let me look at it.” Down fell the brown waterfall. “Twenty
dollars,” said Mrs. Sofronie, lifting the hair to feel its weight.
“Give it to me quick,” said Della. Oh, and the next two hours seemed to fly. She was going from one
shop to another, to find a gift for Jim. She found it at last. It surely had been made for Jim and no one
else. There was no other like it in any of the shops, and she had looked in every shop in the city. It
was a gold watch chain, very simply made. Its value was in its rich and pure material. Because it was
so plain and simple, you knew that it was very valuable. All good things are like this. It was good
enough for The Watch. As soon as she saw it, she knew that Jim must have it. It was like him.
Quietness and value—Jim and the chain both had quietness and value. She paid twenty-one dollars
for it. And she hurried home with the chain and eighty-seven cents.
With that chain on his watch, Jim could look at his watch and learn the time anywhere he might be.
Though the watch was so fine, it had never had a fine chain. He sometimes took it out and looked at it
only when no one could see him do it. When Della arrived home, her mind quieted a little. She began
to think more reasonably. She started to try to cover the sad marks of what she had done. Love and
large-hearted giving, when added together, can leave deep marks. It is never easy to cover these
marks, dear friends—never easy.
Within forty minutes her head looked a little better. With her short hair, she looked wonderfully like a
schoolboy. She stood at the looking-glass for a long time.
“If Jim doesn’t kill me,” she said to herself, “before he looks at me a second time, he’ll say I look like
a girl who sings and dances for money. But what could I do—oh! What could I do with a dollar and
eighty seven cents?”At seven, Jim’s dinner was ready for him. Jim was never late. Della held the
watch chain in her hand and sat near the door where he always entered. Then she heard his step in the
31
hall and her face lost color for a moment. She often said little prayers quietly, about simple everyday
things. And now she said: “Please God, make him think I’m still pretty.” The door opened and Jim
stepped in. He looked very thin and he was not smiling. Poor fellow, he was only twenty-two—and
with a family to take care of! He needed a new coat and he had nothing to cover his cold hands. Jim
stopped inside the door. He was as quiet as a hunting dog when it is near a bird. His eyes looked
strangely at Della, and there was an expression in them that she could not understand. It filled her
with fear. It was not anger, nor surprise, nor anything she had been ready for. He simply looked at her
with that strange expression on his face.
Della went to him. “Jim, dear,” she cried, “don’t look at me like that. I had my hair cutoff and sold it.
I couldn’t live through Christmas without giving you a gift. My hair will grow again. You won’t care,
will you? My hair grows very fast. It’s Christmas, Jim. Let’s be happy. You don’t know what a
nice—what a beautiful nice gift I got for you.”
“You’ve cut off your hair?” asked Jim slowly. He seemed to lab or to understand what had happened.
He seemed not to feel sure he knew. “Cut it off and sold it,” said Della. “Don’t you like me now?
I’mme, Jim. I’m the same without my hair.” Jim looked around the room .“You say your hair is
gone?” he said.“ You don’t have to look for it,” said Della. “It’s sold, I tell you—sold and gone, too.
It’s the night before Christmas, boy. Be good to me, because I sold it for you. Maybe the hairs of my
head could be counted, ”she said, “but no one could ever count my love for you. Shall we eat dinner,
Jim?” Jim put his arms around his Della. For ten seconds let us look in another direction. Eight dollars
a week or a million dollars a year—how different are they? Someone may give you an answer, but it
will be wrong. The magi brought valuable gifts, but that was not among them. My meaning will be
explained soon. From inside the coat, Jim took something tied in paper. He threw it upon the table.
“I want you to understand me, Dell,” he said. “Nothing like a haircut could make me love you any
less. But if you’ll open that, you may know what I felt when I came in.” White fingers pulled off the
paper. And then a cry of joy; and then a change to tears. For there lay The Combs—the combs that
Della had seen in a shop window and loved for a long time. Beautiful combs, with jewels, perfect
for her beautiful hair. She had known they cost too much for her to buy them. She had looked at
them without the least hope of owning them. And now they were hers, but her hair was gone. But
she held them to her heart, and at last was able to look up and say: “My hair grows so fast, Jim!”
And then she jumped up and cried, “Oh, oh!” Jim had not yet seen his beautiful gift. She held it out
to him in her open hand. The gold seemed to shine softly as if with her own warm and loving spirit.
“Isn’t it perfect, Jim? I hunted all over town to find it. You’ll have to look at your watch a hundred
times a day now. Give me your watch. I want to see how they look together.” Jim sat down and
smiled. “Della,” said he, “let’s put our Christmas gifts away and keep them a while. They’re too nice
to use now. I sold the watch to get the money to buy the combs. And now I think we should have
our dinner.” The magi, as you know, were wise men—wonderfully wise men— who brought gifts to
the newborn Christ-child. They were the first to
give Christmas gifts. Being wise, their gifts were doubtless wise ones. And here I have told you the
story of two children who were not wise. Each sold the most valuable thing he owned in order to
buy a gift for the other. But let me speak a last word to the wise of these days: Of all who give gifts,
these two were the most wise. Of all who give and receive gifts, such as they are the most wise.
Everywhere they are the wise ones. They are the magi.

Long Answer Questions

1. Discuss how the theme of sacrifice and love is portrayed in "The Gift of the Magi." How do
the actions of Della and Jim reflect the central idea of the story?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
32
 _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________.

2. Analyze the characters of Della and Jim. How do their actions demonstrate their love and
devotion to each other?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__

3. Examine the cultural and social backdrop of the story.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________________________.
4. What do Della's hair and Jim's watch symbolize in the story? How do these symbols
contribute to the narrative and its emotional impact?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______.
5. O. Henry uses irony as a key literary device in the story. Discuss the use of irony in "The
Gift of the Magi" and its effect on the reader.
33
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________.
6. What is the significance of the title "The Gift of the Magi"?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
____________.
7. Why does Della decide to sell her hair, and what does this reveal about her character?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________
8. How does the author describe the couple's financial situation, and why is it important to the
story?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________
9. What gift does Della buy for Jim, and why does she choose it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
34
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________
10. How does the story highlight the idea of selflessness in relationships?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________

Activity:
1. Alternate Ending: students are to write a short alternate ending where Jim and Della
somehow avoid sacrificing their treasures, and explain how the meaning of the story would
change.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________
Vocabulary Questions:
1. What does the word "subsided" mean in the sentence "Della’s crying subsided"? Can you think
of a synonym?
_____________________________________________________________________
2. What is a “magi” and why are they mentioned in the story?
__________________________________________________________________________
3. Find the meaning of “instigate” as used in the story.

35
 ___________________________________________________________________________
4. The author describes Della’s hair as a "cascade of brown waters." What does “cascade” mean?
__________________________________________________________________________
5. What does the term “prudence” mean, and why is it significant in the story?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________-

36
 Activity:6
Listening Activity (Part:A)

Date:
No. of hours to be dedicated: 02

Learning Objective:
 Develop the ability to comprehend and interpret spoken English in a natural context.
 Identify key points, examples, and arguments presented in the talk.
 Expand knowledge of context-specific vocabulary and phrases.
 Evaluate the speaker's perspective on making learning addictive and relate it to personal
experiences or observations.
 Reflect on the relevance and implications of the ideas discussed in the talk.
 Summarize the talk's content in written or verbal form, emphasizing clarity and coherence.

Click the link and listen to the TED Talk by Luis Von Ahn, Cofounder, Duolingo:

https://youtu.be/P6FORpg0KVo?si=788Fu6GkPfZ6t8Ez TED talk on How to Make Learning as

Addictive as Social Media | Duolingo's Luis Von Ahn | TED

Instruction:
Listen to the Ted Talk attentively. After listening to the talk, answer the following questions:

1. What motivated Luis Von Ahn to create Duolingo?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________
2. How does Duolingo make language learning engaging and addictive?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
3. What role does gamification play in Duolingo's approach to education?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________

37
 4. What techniques does Duolingo borrow from social media to increase user engagement?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________________.
5. What parallels does Von Ahn draw between social media and learning?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________

6. What impact does Von Ahn hope Duolingo will have on global education?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________
Fill in the blanks after listening to the video:
 Luis Von Ahn is the co-founder of the language-learning platform called _______.
 Von Ahn’s mission was to make education _______ and accessible to everyone, regardless of
income.
 Duolingo uses _______ techniques, similar to those found in social media, to engage learners.
 By making learning feel more like a _______ experience, Duolingo encourages users to keep
coming back.
 One way Duolingo keeps users motivated is through rewards like points, streaks, and
_______.
 Von Ahn believes that _______ is one of the most effective ways to keep people engaged in
learning.
 Duolingo’s lessons are designed to be _______ so that users can fit learning into their daily
routine.
 To ensure its effectiveness, Duolingo uses data to _______ and refine its lessons based on user
behavior.
 One of Duolingo's goals is to help bridge educational gaps by making learning accessible to
_______.
 Von Ahn highlights the importance of balancing _______ with educational value in order to
keep learning engaging and effective.

38
Vocabulary Exercises :

Vocabulary Exercise: Fill in the Blanks with the Correct Word

 Duolingo uses _______ to make learning feel like a fun and engaging game rather than a
traditional classroom experience.
 The key to making learning addictive, according to Von Ahn, is to increase student _______
by making the process interactive and enjoyable.
 One of Duolingo's strategies is to provide continuous _______ through rewards, such as points
and levels, which encourage users to keep learning.
 Duolingo aims to make language learning _______ to people from all economic backgrounds
by offering the service for free.
 To improve its platform, Duolingo relies on constant _______ from users to refine lessons and
adjust difficulty levels.
 Social media platforms have become _______ because they consistently keep users coming
back with new content and notifications.
 Duolingo builds a sense of _______ through its structured lessons that allow learners to see
how far they’ve come in their language skills.
 By using a free and user-friendly model, Duolingo promotes _______ in education, making it
available to anyone with an internet connection.
 Duolingo collects data on user _______ to fine-tune its teaching methods and make the
learning process more effective.
 Duolingo’s goal is to offer learners the _______ to learn a new language on their own time,
regardless of their geographical location.

39
 Activity:6 ( Part B)

Phonetics
Date:
No. of hours to be dedicated: 2

1. Learning Objective/s

 Identify and transcribe vowel sounds in given words using the International Phonetic Alphabet
(IPA).
 Differentiate between similar vowel sounds
 Understand the articulatory features of vowels

2. Language Skills Focused

Speaking

3. Materials Needed

 IPA Chart
 List of words for identification and transcription
 Apps for assistance

40
Source: https://www.yourenglishhub.com/phonemic-chart-and-i
List of Words:

1. Cat 1. Key
2. Ecology 2. Armchair
3. Doorframe 3. Drawer
4. Remote 4. Tripod
5. Table 5. Ottoman
6. Plate 6. Stool
7. Clock 7. Flashlight
8. Switch 8. Lampshade
9. Window 9. Lampstand
10. Pillow 10. USB
11. Picture 11. Ceiling
12. Adapter 12. Fireplace
13. Pencil 13. HDMI
14. Blanket 14. Floor
15. Basket 15. Heater
16. Speaker 16. Router
17. Phone 17. Key
18. Rug 18. Armchair
19. Bookcase 19. Drawer
20. Microphone 20. Tripod

Apps: Elsa Speak, LearnEnglish Sounds Right

7. Instructions
 For each word, identify the vowel sound(s) it contains. Focus on the primary vowel sound in
each word.
 Using the International Phonetic Alphabet (IPA), transcribe the vowel sound(s) in each word.
Refer to the IPA chart for correct symbols.
 Pay attention to minimal pairs (e.g., /æ/ vs. /e/) and make sure you can distinguish between
similar vowel sounds.
 After transcribing, practice pronouncing the vowel sounds aloud. Record yourself if possible
and compare your pronunciation with the target sounds.
9. Reflection and Feedback
 What challenges did you encounter while identifying and transcribing the vowel sounds?
 How did practicing the articulatory features of vowels help your understanding of their
pronunciation?
 What did you learn from listening to your own pronunciation?
10. Time Allocation
 Estimate and provide time for each phase:
 Preparation: 10 minutes
 Activity execution: 40 minutes
 Feedback and reflection: 20 minutes

41
 Activity :7
Your Story, Your Way

Date:
No. of hours to be dedicated : 2

1. Unfinished Tales: Your Story, Your Way

Complete any one of the stories based on the instructions

2. Topic or Theme
Creative Continuation and Narrative Development

3. Language Skills Focused

 Writing Skills
 Reading Comprehension
 Vocabulary Development
 Speaking and Pronunciation (if shared aloud)
 Critical Thinking and Problem-Solving
4. Learning Objective/s

 Develop creative writing skills by continuing a given story prompt with original content.
 Expand vocabulary by using varied and contextually appropriate words in the story
continuation.
 Improve grammar and sentence structure through careful attention to syntactic accuracy and
cohesion.
 Cultivate critical thinking by making decisions about character development, plot twists, and
resolving conflicts within the narrative.
5. Materials Needed
 Story prompters
1. The Mysterious Letter
"One rainy afternoon, Elsa found an old, unopened letter in the attic. The envelope was dusty, and the
handwriting on it looked strangely familiar. It was addressed to her, but she had no idea who had sent
it..."

2. The Last Train

"As the clock struck midnight, Amit ran to the station, hoping he wouldn't miss the last train. The
station was almost deserted, and the lights flickered. Just as he stepped onto the platform, he heard a
strange sound coming from the train..."

3. The Forgotten Island

"After weeks of sailing through rough seas, Captain Shruti and her crew finally spotted land. But this
was no ordinary island. As they approached the shore, they noticed something unusual in the sky
above the trees..."
4. The Secret Garden
"Leela had always been told to stay away from the overgrown garden behind the house. But one day,
curiosity got the better of her, and she pushed open the rusty gate. Inside, she discovered something
that would change her life forever..."
42
5. The Strange Visitor
"It was a quiet evening when the doorbell rang. Siya wasn’t expecting anyone. When she opened the
door, a man in a tattered coat stood there, holding a strange object in his hands. He looked at her with
tired eyes and said, 'I need your help...'"

6. Evaluation rubrics
 Creativity and Originality
 Coherence and Flow
 Grammar and Syntax
 Vocabulary and Word Choice

7. Instructions

 Read the Story Prompt Carefully:

Begin by reading the provided story prompt carefully. Make sure you understand the context, the
characters, and the situation described. The prompt will provide you with the beginning of the story,
but it will leave plenty of room for you to add your own ideas.

 Brainstorm Ideas:
Take a few minutes to brainstorm what direction you want the story to go in.
You may want to jot down a few quick notes or an outline to organize your ideas.

 Write the Continuation:

Continue the story from the prompt, writing at least 3-5 sentences (or more if desired). Be sure to:
Keep the tone consistent: If the prompt has a mysterious tone, try to maintain that same mood in your
continuation.
Develop the plot: Introduce new events, characters, or conflicts to move the story forward. Think about
how to surprise or intrigue the reader.
Expand on the setting and characters: Add details that describe the environment, actions, and emotions
of the characters.

 Use Strong Writing Techniques:

Coherence: Ensure that your continuation flows logically from the prompt. Your readers should be
able to follow the story without confusion.
Character Development: Make sure the characters react in believable ways. If a character is frightened,
show how they behave or think. If they’re excited, show their enthusiasm through actions.
Vocabulary: Use interesting and appropriate words. Try to avoid repetition and aim for varied sentence
structures.
Grammar: Pay attention to grammar and sentence structure to ensure your story is clear and well-
written.
 Revise and Edit:
Once you’ve completed your story, take a few minutes to read it through.
 Check for:
Spelling and grammar mistakes: Correct any errors you find.
Sentence structure: Make sure your sentences are clear and varied.
Consistency: Ensure the plot and characters align with the story prompt and your own ideas.
Make any necessary revisions to improve the overall flow and clarity of your story.
43
  Final Submission:
After revising, submit your completed story to the instructor. Be sure to check your work before
submitting to ensure it is polished and meets the activity’s requirements.

 Additional Notes:
Be creative and imaginative: There are no limits to where your story can go, so feel free to explore
different genres, introduce unexpected twists, or even change the direction of the plot.
Focus on detail: The more vivid your description, the more engaging your story will be.
Stay within the context: While you have freedom to develop the plot, try to remain consistent with the
world and characters introduced in the prompt.

8. Evaluation Pattern
 Creativity and Originality: How unique and engaging your story is.
 Coherence and Flow: How well your story connects to the prompt and develops logically.
 Grammar and Syntax: The correctness of your writing, including sentence structure and
grammar.
 Vocabulary: The range and appropriateness of the words you use.
 Character Development and Plot Progression: How well you expand the plot and develop the
characters.
 Presentation (if oral): If you share the story aloud, attention will be paid to pronunciation,
fluency, and clarity.
9. Reflection and Feedback

 Reflection:
What worked well? Consider which aspects of the story were easy to develop and where your
creativity flowed naturally. Did you enjoy crafting new characters or plot twists?
Challenges faced: Reflect on any difficulties you encountered, such as maintaining consistency with
the prompt or finding the right direction for the story. How did you overcome them?
What would you improve? Think about any areas where you could refine your writing, such as
grammar, pacing, or character development. What changes would make the story even stronger?

 Feedback:
Strengths: What aspects of your story were particularly strong? Was it your creativity, vocabulary use,
or character development?
Areas for improvement: Focus on specific areas like sentence structure, grammar, or flow. Was your
plot clear and logical? Could your descriptions have been more detailed?
Next steps: How can you build on this experience in future writing tasks? Would you like to
experiment with different genres or styles in your next story?

10. Time Allocation

 Brainstorming: 10-20 minutes
 Writing the Story: 30-40 minutes
 Revising and Editing: 10-15 minutes
 Total Time: Approximately 80 minutes

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48
 Activity: 8

Debate
Date:

N of Hours to be dedicated: 4

Theme: Critical thinking, Creative thinking, Public Speaking, Verbal and Non-verbal Communication
practices

Language Skills Focused: Speaking

Learning Objectives
 Students will practice critical thinking and creative thinking.
 Students will improve their pronunciation and fluency.
 Students will improve communication skills.
Materials Needed: notebooks, pens, markers

Evaluation rubrics

Debate Rubric

Needs
Criteria Excellent (4) Good (3) Satisfactory (2)
Improvement (1)
Arguments
Clear, relevant, Mostly clear and Arguments
unclear or
and well- relevant present but may
Content and irrelevant with
developed arguments with lack clarity or
Argumentation little to no
arguments with some supporting depth; limited
supporting
strong evidence. evidence. evidence.
evidence.
Present but Unclear or
Logical structure; Mostly clear
disorganized or disorganized
Organization and clear intro, main structure with
hard to follow; structure; no clear
Structure points, and minor lapses in
main points intro or
conclusion. logical flow.
unclear. conclusion.
Confident,
Generally Somewhat
engaging Struggles with
confident, with confident; minor
Delivery and delivery with clarity, eye
minor issues in problems with
Presentation clear speech and contact, and
eye contact or engagement or
good body engagement.
clarity. clarity.
language.
Good use of Some evidence Little to no
Effective use of
evidence with present but not evidence or
Use of Evidence relevant, credible
minor issues in fully relevant or sources; improper
and Citations sources; clear
credibility or credible; unclear or missing
citations.
citation. citations. citations.
Effective Addresses
Limited or unclear Few or no
Critical Thinking counterarguments counterarguments
counterarguments; counterarguments;
and and strong with decent
basic critical lacks critical
Counterarguments rebuttals; high- rebuttals; good
thinking. thinking.
level critical critical thinking.
49
 thinking.
Team members
Seamless Some Independent
generally work
Pair work and collaboration and collaboration but work; minimal
well together
Collaboration support among inconsistent support among
with minor
team members. support. team members.
lapses.
Manages time
effectively,
Manages time Struggles to
completing the Does not manage
well but may manage time; may
role play within time well; the role
Use of Time rush or take too leave some parts
the allotted time play feels rushed
long on certain of the scenario
while or incomplete.
points. unfinished.
maintaining
quality.

Instructions
 Topic Selection:
 Choose a relevant and engaging topic, approved by the facilitator.
 Ensure the topic allows for clear pro and con positions.
 Team Composition:
 Divide participants into teams (e.g., 2 members per team).
 Assign one team to take the “pro” side and the other to take the “con” side.
 Preparation Time:
 Allow teams a set amount of time (e.g., 30-60 minutes) for research, argument development,
and strategy planning.
 Structure of the Debate:
 Opening Statements:
 Each team has 3-5 minutes to present their main arguments.
 Rebuttals:
 Each team has 2-3 minutes to respond to the opposing team's points.
 Cross-Examination:
 Teams ask questions to the opposing side to challenge their arguments (optional,
depending on the format).
 Closing Statements:
 Each team has 2-3 minutes to summarize their main points and strengthen their
position.
 Rules:
o Teams must respect speaking times.
o No interruptions during the other team’s speaking time.
o Use evidence and credible sources to support arguments.
o Maintain respectful language and behaviour.

Evaluation Pattern
 Content and Argumentation (2 points)
 Organization and Structure (3 points)
 Delivery and Presentation (2 points)
 Use of Evidence and Citations (2 points)
 Critical Thinking and Counterarguments (2 points)
 Pair work and Collaboration (02 points)
 Use of time (02 points)
50
9. Reflection and Feedback
 Judging: Designated facilitator will evaluate the teams based on the criteria above.

 Feedback: Constructive feedback will be provided after the debate to help teams understand
their strengths and areas for improvement.
10 Time Allocation
 Preparation: 30 minutes
 Activity execution: 10-12 minutes per pair
 Feedback and reflection: 5 minutes per pair
11 Topics for Debate

Social Issues

1. Is social media more harmful or beneficial to society?

2. Should the voting age be lowered to 16?
3. Is cancel culture a necessary form of social accountability or an infringement on free speech?
4. Should college education be free?
5. Is the death penalty justified as a form of punishment?
6. Do the benefits of surveillance technology outweigh the risks to privacy?
7. Should governments regulate misinformation on social media?

Politics and Government

8. Is democracy the best form of government?

9. Is universal healthcare a right or a privilege?
10. Is nationalism a positive or negative force in global politics?
11. Should there be stricter immigration controls?
12. Should countries prioritize environmental policies over economic growth?

Technology and Science

15. Should artificial intelligence be regulated by the government?

16. Is genetic engineering a step forward for humanity or a dangerous path?
17. Should self-driving cars be allowed on the roads?
18. Is space exploration worth the cost, or should we focus on solving Earth’s problems first?
19. Are smartphones making us smarter or dumber?
20. Should companies be allowed to use facial recognition technology?
21. Is it ethical to use animals for scientific research?

Education

22. Should school uniforms be mandatory?

23. Is standardized testing an effective measure of student performance?
24. Should schools teach financial literacy as a core subject?
25. Is remote learning as effective as in-person education?
26. Should colleges and universities be more focused on preparing students for specific careers or
general education?

Environment

27. Should the world move towards a plant-based diet to combat climate change?
28. Is nuclear energy a viable solution for a sustainable future?
51
 29. Should countries be required to meet net-zero emissions by 2050?
30. Is climate change primarily the result of human activity?
31. Should governments ban single-use plastics?

Economy and Business

32. Is capitalism sustainable in the long run?

33. Should companies be required to pay a living wage?
34. Does globalization benefit or harm local economies?
35. Is cryptocurrency the future of money?
36. Should companies be allowed to use tax loopholes to minimize tax payments?

Ethics and Philosophy

37. Should euthanasia be legalized?

38. Is it morally right to use artificial intelligence to replace human jobs?
39. Should we preserve cultural traditions even if they are considered harmful by modern
standards?

Health and Lifestyle

42. Should governments regulate unhealthy food options?

43. Is fitness culture harmful to people's mental health?
44. Should mental health care be covered by insurance?
45. Are public health mandates like mask-wearing justified during pandemics?
46. Is veganism better for personal health and the planet?

Sports and Entertainment

47. Should college athletes be paid?

48. Is e-sports a legitimate sport?
49. Should professional athletes be role models?
50. Do violent video games lead to real-life violence?
51. Should there be limits on how much time children can spend watching TV and playing video
games?

Miscellaneous

52. Should zoos be banned?

53. Is a four-day workweek beneficial for productivity?
54. Should certain books be banned from school libraries?
55. Is it ethical to use biometric data for marketing purposes?
56. Should online dating be considered a legitimate way to meet a life partner?

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55
 Activity: 9

Answer Writing Practice

Answer the following questions:

 Explain the communication process using a flow diagram and provide relevant examples to
illustrate its stages.
 What are the various processes of word formation? Explain the word formation processes of
coining and compounding in detail, with suitable examples.
 Define listening, describe its different types, and list the traits of an effective listener.
 Suggest strategies to improve the effectiveness of a presentation.
 Explain various techniques that can enhance reading efficiency and comprehension.

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 Activity : 10

Letter Writing

Topic or Theme:

Writing Letters for Leave Requests, Apologies, Appreciation, and Acknowledgment

Language Skills Focused:

Writing, Vocabulary, Formal Tone

Learning Objectives:

1. Develop skills in writing formal and semi-formal letters.

2. Learn to structure letters for various purposes.
3. Use appropriate vocabulary and tone based on context.

Choose any 5 questions from the following and draft any 5 letters:

1. Write a Letter of Appreciation to your English teacher for developing your Confidence and
Proficiency in English which helped you to clear the Interview for a Lucrative Job Offer at a
Multinational Company in your Field.
2. Draft a letter to your best friend apologizing for missing their birthday celebration. Highlight
your regret and express your willingness to make it up to them.
3. Write a Letter to Manager, HR as a Trainee Engineer seeking ten days leave for attending /
organizing a Marriage / Family Function at your Hometown
4. Compose a letter to a teacher appreciating their efforts in making a difficult subject easy and
enjoyable. Provide specific examples of their teaching style or methods that impacted you.
5. Write a letter to a librarian acknowledging their help in finding rare resources for your project.
Mention how their assistance contributed to your success.
6. Write a Letter of Complaint to Manager, Sales, XYZ Enterprise as Manager, Purchase, ABC
Corporation regarding Non Working Condition of 10 Computers out of 50 you purchased from
their Firm.
7. Write a Letter to Your Head of Department seeking five days leave for participating in a State
Level Technical Festival to be held out of your town / city.
8. Write a Letter of Apology to Manager, Purchase, ABC Corporation as Manager, Sales, XYZ
Enterprise in response to their Complaint regarding Non Working Condition of 10 Computers
out of 50 they purchased from your Firm.
9. Write a Letter of Acknowledgement to Principal of your institute as Secretary of your Club for
his/ her generous support in organizing a Club Event.
10. Imagine you are a team leader. Draft a letter to your team appreciating their hard work and
acknowledging their role in completing a challenging project successfully.

67
Letter no. ____

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Letter no.
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Criteria for assessment:

Criteria Format/ Linguistic Grammar Content Concept Total

components Competency Clarity
/2 /2 /2 /2 /2 / 10
Marks

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 Activity :11
Picture Description

Date:
No of hours dedicated : 2

1. Language Skills Focused

 Speaking
 Vocabulary
 Critical Thinking

2. Learning Objectives

 Students will improve their descriptive language skills.

 Students will develop critical thinking by interpreting visual elements.
 Students will practice fluency and coherence in spoken English.

3. Instructions

Introduction (5 minutes)

 Explain the purpose of the activity: to describe the image in detail, focusing on vocabulary, clarity,
and interpretation.

Preparation (10 minutes)

 Distribute the image to students (individually or in pairs).

 Allow students to brainstorm and note key points they want to include in their description.

Execution (20 minutes)

 Each pair of the students will discuss and describe the image in around 150 words.

8. Reflection and Feedback (10 minutes)

 Ask students to share what they learned from the activity.

 Discuss any challenges faced during the description.
 Encourage them to note new vocabulary and expressions.

9. Time Allocation

 Activity execution: 45 minutes

 Feedback and reflection: 10 minutes

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Please click the link and watch the video on how a picture can be described.
https://learnenglishteens.britishcouncil.org/exams/speaking-exams/describe-photo-or-picture
after Watching the video choose any three pictures from below and prepare a description on about 150
words.
Picture 1

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Picture: 2

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Picture-3

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Picture: 4

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 Activity :12
Precise Writing Practice

Date:
No. of hours dedicated:
Language Skills Focused
Writing and Reading
Learning Objectives
 Students will enhance their ability to summarize lengthy passages into concise, coherent precis.
 Students will improve comprehension of complex ideas and key details.
 Students will practice writing with clarity and precision.
Instructions:
 Ask students to read each excerpt carefully.
 Guide them to summarize each excerpt into one-third of its original length.
 Encourage students to maintain the tone and key ideas of the authors.
Guidance on Participation:
 Encourage students to focus on the essence of the passage.
 Remind them to use their own words and avoid direct copying.

Timing:
 Preparation: 10 minutes
 Writing: 30 minutes
 Feedback and reflection: 20 minutes

Evaluation Rubric:
 Content and Clarity (40%): Did the summary capture the main ideas accurately?
 Brevity and Precision (30%): Was the passage reduced effectively without losing meaning?
 Language and Grammar (20%): Was the writing free of errors and clear?
 Structure and Flow (10%): Was the summary organized and coherent?
Self and Peer Evaluation:
 Students will review their own summaries for clarity and accuracy.
 Peer groups will exchange summaries for constructive feedback.

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Reflection and Feedback
Ask students to reflect on:
 The challenges they faced in summarizing.
 New vocabulary or ideas they learned.
 Ways they could improve their writing skills.

Excerpt 1: J. Krishnamurti
"Education is not merely a matter of training the mind. Training makes for efficiency, but it does not
bring about completeness. Efficiency is necessary, but it will never bring about the deep, inward
revolution which is so essential. There is great happiness in doing something efficiently, but the joy of
understanding, the joy of having no fear, of having great affection and the feeling of complete security,
lies beyond efficiency. Education is the cultivation of the total human being, the cultivation of the heart
and mind that is not bound by any dogma or belief, that does not conform, but is free to inquire and
discover." (106)
— Source: J. Krishnamurti, "Education and the Significance of Life"

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Excerpt 2: Nandan Nilekani

"Technology is reshaping human life in unprecedented ways, creating opportunities and challenges.
While it has bridged distances and democratized access to knowledge, it has also raised concerns about
privacy, job displacement, and ethical governance. Technology must remain a tool to enhance human
potential, not a substitute for it. The real test of technology lies in how it enables individuals to solve
problems creatively, fosters collaboration, and ensures inclusivity. The challenge for humanity is to
ensure that technology serves as a force for good, balancing progress with values that define our
humanity."(91)
— Source: Nandan Nilekani, "Rebooting India: Realizing a Billion Aspirations"
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Dr. A.P.J. Abdul Kalam
"Dreams are not those that we see in our sleep. They should be the ones that never let us sleep. Success
follows those who dare to dream and act upon them with unwavering dedication. To achieve greatness,
one must have a vision, continuously acquire knowledge, and work hard with discipline and perseverance.
Life is a journey filled with challenges, but these obstacles can be overcome through a strong will and
determination. Always remember that failure is not the end but a stepping stone to success. Each failure
brings with it lessons that make you stronger and wiser." Word Count: 112
— Source: Dr. A.P.J. Abdul Kalam, "Wings of Fire"
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2. Dr. B.R. Ambedkar
"Justice is the foundation of democracy. Without equality, liberty becomes meaningless. A society cannot
claim to be civilized if it denies its citizens the basic rights of dignity, freedom, and equal opportunities.
True democracy is not merely about governance; it is about the empowerment of the people. It is a means
to an end, and that end is social justice. We must strive to remove social barriers that hinder the progress
of marginalized communities. It is the duty of every citizen to uphold the principles of justice, liberty, and
equality to create a society where every individual can thrive." Word Count: 109
— Source: Dr. B.R. Ambedkar, Constituent Assembly Speeches
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3. Ramanujan
"An equation for me has no meaning unless it expresses a thought of God. Mathematics, in its purest
form, is not just a collection of numbers and symbols but a language of the universe. The beauty of
mathematics lies in its simplicity and the profound truths it reveals. The joy of discovery in mathematics
comes not just from solving a problem but from uncovering the elegance hidden within patterns and
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formulas. To excel in mathematics, one must cultivate intuition and creativity, for these are the tools that
unlock the mysteries of numbers and shapes." Word Count: 108
— Source: Adapted from Ramanujan's Letters
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4. Amartya Sen
"Development is not just about economic growth; it is about expanding the real freedoms that people
enjoy. True progress must be measured by the opportunities available to individuals to lead lives they
value. Poverty is not merely the lack of income; it is the deprivation of capabilities to achieve one's
potential. Education, healthcare, and political freedoms are as vital as economic resources in ensuring
human development. Policies should focus on removing barriers that prevent people from accessing these
opportunities. Development is ultimately about enabling individuals to shape their destiny and participate
fully in the social and economic life of their communities." Word Count: 113
— Source: Amartya Sen, "Development as Freedom"
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Criteria Excellent (4) Good (3) Fair (2) Needs

Improvement (1)
Content and
Clarity
Brevity and
Precision
Language and
Grammar
Structure and
Flow

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