Tuesday, March 13, 2018

VI Class content

Under Preperation

Sunday, November 16, 2014

VII Class - Unit-VII Oral Activity

Share this Joke
Read this joke and collect some more jokes regarding sports and games and share  them with your classmates.
In a park, people come across a man playing chess against a dog. They are astonished.  One of them says, “What a clever dog!”
But the man protests saying, “No, no, he isn’t that clever. I’m leading by three games to one!”

Golden Words
“Life is a kind of Chess, with struggle, competition, good and ill events.” - (Benjamin Franklin)
“You cannot play at Chess if you are kind-hearted.” - (French Proverb)
“Life is like a game of Chess, changing with each move.” - (Chinese proverb)

Fun With Language
Challenges brains
Helps them get smarter
Excites, explores
Simulates war
Strengthens wits

Have  you  noticed?  The  first letters  of    these words / phrases make the word ‘chess’.  This kind of text or a poem, in which the first  letters of each  line  spell a word  or  phrase,  is  called  an acrostic. Try to write an acrostic for your favourite game or sport.

Saturday, November 15, 2014

VII Class - Unit-VI-Project Work

H. Project
Go to a nearby library and collect stories of adventure from the newspapers, magazines and story books. Narrate one of them to the members of your group. Paste a good story with pictures on the wall magazine.

Carried away by an Eagle - Listening & Speaking

F. Listening and Speaking
  1. Your teacher will read the story ‘Carried away by an Eagle’.  Listen carefully and answer the questions that follow.
  1. How old was the child  when she was  picked up by the eagle?
  2. In which country did the child live when she was picked up by the eagle?
  3. Why did the eagle leave the child on a rock?
  4. Why did the eagle fly round and round over the rock?
  5. Why do you think that the girl was lucky?
  6. Why do you think Svenhild still keeps the torn dress?
  1. Work in groups and retell the story ‘Carried away by an Eagle’ in your own words.

Riddles, Tongue Twisters - Oral Activity

Can you solve these letter riddles?
  1. What letter of the alphabet is an insect?
  2. What letter is a part of the head?
  3. What letter is a drink?
  4. What letter is a body of water?
  5. What letter is a pronoun like “you”?
  6. What letter is an exclamation?
  7. What letter is looking for causes ?
  8. Why is the letter “T” like an island ?

Answers to riddles
1.B. (bee),           2. I. (eye),           3. T. (tea),           4.C. (sea),            5.The letter “ I “,               6.O. (oh!),           7.Y. (why)            8. Because it is in the middle of waTer.

Try these tongue twisters
Three grey geese in a green field grazing.
Double bubble gum bubbles double.
Selfish Sal sells shell-fish.
How much wood would a woodchuck chuck if a woodchuck could chuck wood?

A Hero - Writing

D. Writing
  1. Summarize the story using the following hints.
Swami ___   the news report ___   about a boy’s fight ___ father’s advice ___  sleeps in  his grandmother’s room ___ father insists on sleeping alone  ___ a terrible dream  ___   catches a thief ___ becomes a hero.

  1. Write about an act of bravery that you or your family member or any one of your friends may have shown at some stage in your life.
How well did I write?
Fill in the boxes using yes/ somewhat/ no.
I was able to explain / describe / narrate well.

The sentences I used were properly connected.

I was able to express my ideas in apt words.

The ideas were arranged in proper sequence.

I used proper punctuation marks.

How well did I edit my work?
Fill in the boxes using yes/ somewhat/ no.
I deleted the excess words.

I corrected the wrong forms of words.

I corrected the punctuation errors.

I added new words wherever necessary.

I corrected the misspelt words.

  1. Change the story of “A Hero” into a drama and enact it.
(Group work – Let the students form  3 or 4 groups)
  • Read Swami’s story once again.
  • Identify the characters.
  • Pick out  the dialogues of the characters.
  • Identify the locations of the events.
  • Decide scenes and setting accordingly.
  • Assign roles to the members of the groups.
  • Enact the drama before the whole class.
  1. Have  a  discussion  in  the whole  class  on  how  the  performance  could  be improved in terms of  delivery of dialogues, costumes, action, settings, etc.
How well did I write the skit?
Fill in the boxes using yes/ somewhat/ no.
I was able to fix the events of the skit well.

I fixed the characters of the skit.

I used appropriate dialogue in my skit.

I was able to express the feelings of the characters.

I concluded my skit well.

I was able to express my ideas in apt words.

The sentences I used were properly connected.

I used proper punctuation and spacing.