Presentation 1

Ict Lesson Plan

INNOVATIVE LESSON PLAN

Name of the student teacher  : KARTHIKA.S

Name of the school                   : GHSS KAVALAYOOR

Subject                                         :  ENGLISH

Standard                                      :  IX  A

Unit                                               :  Those Winter Sundays

Subunit                                         :  Sundays too …thanked him.

Issue                                              :  Culture

Subissue                                        :  Weakening of family ties

CONTENT ANALYSIS :   Children very often fail to understand properly the deep love of their parents. ‘Robert Hayden’ the famous American poet and educator in this beautiful poem ‘Those Winter Sundays ‘ narrates the real warmth of the love of a father to his son who failed to understand his father.

CURRICULAR STATEMENTS: The learner

                                                 *reads and analyses the poem.

                                                 *identifies the theme of the poem.

PRE REQUISITES :        * think about their own parents and understands

                                           Relationships.

                                        *already they have read different poems.

TEACHING LEARNING RESOURCES:      * Power point presentation contains the

                                                                     Profile of the poet.

                                                                    *Power point presentation contains various

                                                                     related images of the poem.

REFERENCES:        Source book of standard IX.

                               Oxford Advanced Learners Dictionary.

CLASSROOM INTERACTION PROCEDURE

Informal interaction

Teacher makes a friendly talk to provide good atmosphere for learning students.

Linking Activity

Teacher asks some questions.

*Are you interested in reading poems?

*Which type of poems do you like most?

 Can you say children’s present attitude towards their parents? Teacher asked some of the students to say answer the above question.

Analysing the topic

 Teacher asks the learners that do they love their parents. Today we are going to learn a poem “Those Winter Sundays”. It includes a father and his child and their daily life. It’s about the author himself.

Have you heard about ‘Robert Hayden” the famous American poet. He was born on 4 August 1913. He is also an essayist and educator. His works often address the plight of African Americans. He has written political poetry , including a sequence on the Vietnam War.

Theme presentation

The poem says that a father is doing all works for his dear son. But the boy did not bother about that.

After become young he remembers it and wrote it as poem.

Recitation by the teacher

Teacher recites the poem with proper pronunciation, stress ,rhyme.

Explanation of the poem

All of you know that Sundays are holidays. Here poet’s father got up early even in Sundays. His father put on his cloths because of cold weather. Black blue here means there is darkness in the sky because it is early morning. Here we can see his hands became cracked because of his hard work in the weekday. He banked fires by using his cracked hands. But any one did not thank for his working.

Clarifying the doubts

Learners read the poem and ask doubts towards teacher.

Clarifies doubts

A child threw stone on the mirror. Then it cracks.

Cracked : something that is damaged.

If we add kerosene for burning waste , it burns strongly.

Blaze  : burns strongly and brightly

Glossary reference

Teacher asks one of the students to find out the word meaning Banked.

Banked  : smoulding, burning slowly  without flame.

Asking questions

Teacher asks some questions to find learner’s understanding

*Who is the speaker in the poem?

*What does the phrase ‘Sundays too’ mean?

Reading by the learner

Teacher asks one of the students to recites the poem.

Group activity

Teacher divides the learners in to groups. And Teacher gives activity.

Activity

Write children’s present attitude towards their parents.

Summary

Teacher gives brief summary of the poem.

Follow up activity

Do you think that the poet’s father led a life of toil?

REVIEW   OF A BOOK

PYGMALION

                                                                                                     BERNARD SHAW

About the author

Bernard Shaw was born in Dublin in 1856. His father’s family had been small landowners in Ireland since the late seventeenth century and they had intermarried with the Irish. His father , after employment at the law courts, became in middle life a grain merchant. His mother was the daughter of an Irish country gentleman. He was, indeed, left to a great extent to find his own way, and he spoke of his early years as, “rich only in dreams”. Religiously the family background was protestant, but Shaw early rejected the Christain faith.

  His works

Immaturity  ,The Irrational Knot  ,Love Among the Artists ,Cashel  Byrons’s Profession

PLAYS

Pleasant and Unpleasant ,Man and Superman ,The Apple Cart ,Millionaire ,Geneva , In Good King Charles’s Golden Days

REVIEW OF THE PLAY

“Pygmalion” narrates the story of a poor flower – girl who is transformed by Henry Higgins, Prof. of Phonetics, into a lady of rand and status y teaching her to speak and pronounce correctly.

The two come together on a rainy night when a number of passers-by are obliged to seek shelter from the rain in the portico of St.   Paul’s Church.  One of them is the flower –girl , Eliza Doolittle , and the other is Prof.Higgins who is standing there and noting the peculiarities of different London dialects spoken by the people gathered there. There is also a military looking gentleman. He is Colonel Pickering. He is also interested in the study of Phonetics and has come all the way from India to meet Professor Higgins, the celebrated scholar of phonetics, Mrs. Eynsford Hill, her daughter Miss Clara Hill, and her son Freddy Hill , are the three other people who are present there and who have their own role to play in the story of Eliza, the poor  flower –girl.

No cabs and taxis are available as the theatre show was just over, and all available vehicles had already been hired by the audience coming out of the theatre. Freddy is sent to try to obtain a taxi, for his sister Clara is feeling extremely cold, and is eager to reach her home at the earliest, However, the rain soon                              stops, and Clara and her mother leave for the bus stand without waiting for return of Freddy. He soon returns with a taxi and is much disappointed to find that his mother and sister have already left, However ,the flower –girl hires the taxi and goes to her home in a London slum called Druruy Lane.  

The fact is that she has been paid liberally by Prof, Higgins, and so is in a position to pay the hire of the taxi, Prof, Higgins had been busy talking notes, and he was suspected by the people to be a spy, and the flower-girls warned by the people to be more careful, for whatever she said was being noted down and she may be taken to be a prostitute or street-walker.  She begins to weep and sob , and more so as her flower-basket has been upset by Freddy rushing out to get a taxi ,and her flowers have been crushed and spoiled. She had already begged Colonel Pickering to buy some ,weeping and crying all the time. Much annoyed , he throws in her basket all the coins he has in his pocket. As Prof. Higgins invites Colonel Pickering  to come next morning to his residence in Wimpole street and be his guest during his stay in London , Eliza comes to know of his address. Prof. Higgins , who has heard much of what the flower-girl has been speaking says that in three months time, he can so train that he would be able to pass her off as a duchess at an ambassador’s garden party.

The scene now shifts from the corner of Convent Garden to the residence –cum- laboratory of Higgins in Wimpole Street, London. Higgins and Pickering have been together for sometime, and Higgins has already demonstrated his methods of teaching pronunciation and conducting experiments. The flower girl arrives and tells Higgins that she wishes to engage him to give her lessons in speaking  English and that she wishes to learn to speak proper English so that she may be able to take up a job in a regular flower- shop instead of having to sell flowers at the corner of  Tottenham Court Road.   

Pickering challenges Higgins to take up this assignment. He further reminds Higgins of the latter’s assertion made on the previous night that he could pass off this girl as a duchess at an ambassador’s garden party after training her in English pronunciation and accent for six months or so, Higgins takes up the challenge and it is agreed that Pickering would pay all the expenses of Higgins’s experiment including fees for the lessons which Higgins would have to give to the girl, but that he would pay the expenses only if Higgins can really pass off the girl as a duchess at a gathering of aristocratic .

Higgins begins the education of Eliza without wasting any time. He instructs his house- keeper ,  Mrs,                                                                                                                                                                                                                                                                   Pearce, to  wash , scrub and clean the girl , and if she objects, he should be beaten and set right. New dresses are also to be ordered for her. During the time that she is being washed and cleaned, Alfred Doolittle, a dustman and Eliza’s father, arrives, and extorts five pounds from Higgins for agreeing to his daughter’s staying with him. He is himself an ‘undeserving poor’ and thinks that both  Prof, Higgins and Colonel Pickering also have no morals like that of him. As he prepares to leave, Eliza is brought in by Mrs Pearce, and  Doolittleis much amazed to see the transformation she has undergone. The scene ends, with the dramatist giving us a peep into the way in which Eliza is educated. Higgins’s task is very tough ‘indeed, because Eliza at this stage does not even know how to pronounce A ,B ,C, D, etc., correctly. However, Higgins finds that Eliza has a receptive ear and would make speedy progress. For Eliza,    taking lessons is an even bigger ordeal than for Higgins to give the lessons.  

The scene now shifts to the residence of Mrs Higgins ,the mother of Prof, Higgins, in Chelsea Embankment, London. It is her, “at-home day “ and she is expecting the arrival of her friends. However, Prof, Higgins come to tell his mother that he has invited Eliza to her residence, as he has been giving her lessons in phonetics fort the last few months, and now he wants to see if she can pass off as a lady in high society. Mrs Hill, Miss Clara Hill, and Freddy Hill, and Pickering soon arrive, followed by Eliza who is well-dressed and looks every inch to be a lady of rand and status, She conducts herself with perfect ease and self- confidence, but she swears dreadfully. All are shocked at her use of the word ‘bloody’, though Clara is all in favour of such swear- words, and she herself uses the word. It is clear that it would take some more time for her to be able to pass of as a duchess at an ambassador’s garden party.  

However ,she is quick to learn and her education is soon complete. We next meet her at an ambassador’s garden party. She creates quite a sensation by her beauty , by her poise and self- confidence, by her lady-like manners , and by her correct pronunciation and speech. One of the people present there is Nepommuck, one of the old pupils of Higgins, and also known as the Hairy Faced Dick. He works as a translator and boasts that he can “place a man anywhere in Europe”. But he ,too, is deceived by Eliza and takes her to be a Hungarian with royal blood in her veins. This means that has won the bet for Prof. Higgins with a vengeance. She has been able to pass off not only as a Duchess but as a Princess.

The three-Higgins , Pickering and Eliza- return home at about 11.30P.M.,bored and exhausted. Higgins is enormously pleased with the success of his experiment but the excitement for him has completely ended and he days in a tone of fatigue that the evening’s experience at the embassy was just “silly tomfoolery”. Both of them talk and express their satisfaction at the success of their experiment. Poor Eliza, who tool, is extremely tires and for whom also it has been an ordeal, is entirely ignored.

She is indignant and resentful and when after Pickering has gone up to his bedroom, Prof, Higgins asks for his slippers, Eliza gets an opportunity of expressing her indignation. She picks up his slippers and throws them in his face. Higgins is simply amazed and shocked by this action of Eliza’s. When he asks her indignantly why she has behaved in this manner, she calls him a “selfish brute” and asks what is to become of her and what she is to now that his experiment has come to an end. Higgins treats the matter lightly and gives no satisfactory reply to her question. Eliza is very much annoyed, takes off her jewellery and hand it over to Higgins lest she be accused of theft the next day . Infuriated by her words and actions, Higgins retires for the house. She meets Freddy , the two embrace and kiss each other, and decide to pass the night together. They hire a taxi and drive away to Wimbledon Common.

Early next morning , she collects her luggage from Wimpole Street  (where Prof. Higgins lives),drives straight to the residence of Mrs Higgins (the mother of Prof. Higgins), narrates to her the story of her ordeal ,and seeks shelter with her which is granted. When Higgins and Pickering do not find out Eliza at home ,they come to Mrs Higgins and telephone the police to search out Eliza. In the opinion of Mrs Higgins, they behave like children and show no signs of maturity. They ignores Eliza and said not a word of thanks to her, though it had all been as much an ordeal to her as to Prof. Higgins. She resented being passed over and so threw the slippers in his face. She also discloses to them that at the moment she was with her in a room at the  upper storey.

However , before she could be sent for, Alfred Doolittle ,the dustman arrives, He is completely transformed and is fashionably and richly dressed, almost like a bridegroom. He complains that all his happiness has been ruined. It is all the doing of Prof. Higgins;. He wrote a letter to an American Millionaire telling him that, “he was the most original moralist at present in England “, and this remark has ruined all his happiness. The American has left to him a large legacy , he has now been raised to the middle class status, and has to follow the code of middle class morality.

He relates his woes in the following words: “Who asked him to make a gentleman of me? I was happy. I was free . I touched pretty nigh everybody for money when I wanted it, same as I touched you , Enry Iggins. Now I am worried; tied neck and heels; and everybody touches me for money, It ‘s a fine thing for you, says my solicitor. Is it? Says I. you mean it’s a good thing for you, I says. When I was a poor man and had a solicitor once when they found a as quick as he could, Same with the doctors: used to shove me out of the hospital before I could hardly stand on my legs, and nothing to pay. Now they finds out that I’m not a healthy man and can’t live unless thy looks after me twice a day. In the house  I’m not not let do a hand’s turn for myself: somebody else must do it and touch me for it. A year ago I hadn’t a relative in the world except two or three that wouldn’t speak to me. Now I’ve fifty, and not a decent week’s wages among the lot of them. I have to live for others and not for myself: that’s middle  class morality. You told of losing Eliza. Don’t you be anxious: I bet flowers if I wasn’t respectable. And the next one to touch me will be you, Enry Iggins,    I’ll have to learn to speak middle class language from you, instead of speaking proper English. That is where you’ll come in; and I daresay that’s what you done it for.”

He has not the courage to decline to accept the legacy for it is only this legacy that can save him from the work- house in his old age. But he must now follow the middle class “coed of morality” and that is why he has decided to marry   his mistress, for marriage with her would make him more respectable, though it will put an end to their happiness. He invites everybody to come with him to the church, and they all, including Eliza who had already been called in ,agree to do so.

As the others to out, Eliza and Higgins are together for a few moments. Eliza infuriates him by telling him that she proposes to marry Freddy, who really loves her, and as he has not been brought up to earn his own living, she would work to support them (herself and Freddy). Higgins is infuriated at the very idea of Eliza marrying that fool Freddy, Eliza further infuriates him when she tells him that she would work at first as assistant to the Hairy Faced Dick (Nepommuck ), his former pupil, and then herself give lessons in Phonetics, and in this way earn enough to support themselves.

The play ends as all, except Higgins ,go off for the wedding. However, the story of Eliza is not complete. Shaw has added a sort of prose Epilogue to complete her story. The various courses open to her are analysed and it is shown that her decision to marry Freddy was the only right course open to her. She does marry Freddy, with the help of Colonel Pickering , sets up a flower-shop of her own, and is comfortably settled  in life.

Conclusion

Shaw’s plays ,as a whole , give the impression of his creative powers working in a spontaneous unity. His dramatic output forms a coherent whole. In his dramatic career, more than twice the length of Shakespeare’s, Shaw displayed the many- sidedness of his genius in a great variety of ways. The title of the play is apt and suggestive because Higgins ‘creates’ a new woman, a duchess out of a shabby flower- girl, just as in the Pygmalion legend. In short , the play is built on paradox, and Shaw has exploded many of the accepted values , and shown what they are worth for in real life. Many of the normally accepted notions have been turned upside down. Indeed, such topsy-turvydom contributes much to the entertainment value of the play. It also shows that Shaw is an original thinker, who states truths which are hard to contradict.

                       

            

     

*ONLINE GRAMMAR GAMES

*AUDIO PODCASTS

KARTHIKA.S

Ad.No:8630

SNTC NEDUNGANDA

Date:3/10/2015

INTRODUCTION

The field of Education has been affected by JCT, which has undoudtedly affected teaching ,learning and research.ICT enabled tasks in classroom have the potential to accelerate, enrich and deepen skills, to motivate and engage students, to help relate school experience to work practices, and   give opportunities for children to discuss, reflect think and reason out.ICT also allow for the creation of digital resources like digital libraries and helps to develop various online and offline tasks opportunity to engage, play and become familiar with the distinctive contributions that ICT can make to their creative practices, which other media and tools do not offer. Film adaptation of literary texts and online games play a major role in teaching literature as well as language, especially new vocabulary and grammatical structures of the language. These innovative platforms help to creative atmosphere in the classroom thereby promoting the talents of students in a very vibrant way.

DATA COLLECTION

              

Prose is meant for learning a language. Teaching prose also means teaching reading with comprehension. The learners taught the skill of reading. The power of comprehension can be promoted through reading and listening. The main aim of teaching prose is to develop language ability of the students. It is the intensive study of a language.

        Objectives of Teaching Prose

                     The major objectives of teaching prose

1.     To achieve the literary and content

2.     To understand the passage and group its meaning

3.     To read with correct pronunciation, stress and intonation.

4.     To enable students to understand the passage by silent reading

5.     To enrich their active and passive vocabulary.

6.     To express the ideas of the passage orally and in writing.

7.     To enjoy reading and writing.

8.     To develop their imagination.

Integrating ICT resources in the Teaching of Prose

               English language teaching at secondary level now a days seeks the help of ICT. The use of overhead projectors (OHP),CD/DVD plays, internet powerpoint files, online dictionaries and LCD projectors, several websites etc. and other applications have changed the scene. If we want to teach a novel , today we can use power point files to show the publication details and also about the author through projectors. Sometimes we can use CD/DVD players with television for viewing movie / plays downloaded from webportals.

Film adaptation of literary texts

                Film adaptation is one of the advanced products of the information and communication technology. A film adaptation is the transfer of a written work , in whole or in part , to a feature film. It is a type of texts is one of the highly effective methods teach prose; especially novels. A common form of film adaptation is the use of a novel as the basis of a feature film. Other works adapted in to films include non-fiction , autobiography , comic books scriptures, plays, historical sources and even other films.

AUDIOPODCASTS

Audio podcasts are also used to teach prose. A podcast is a digital medium, consisting of an episodic series of audio , video , PDF, or a pub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. Podcast is a portmanteau derived from “broadcast ” and “pod” from the screen of ipod , as audio podcasts are often listened to on portable media players. Using the application software pod catcher can easily teach prose by using audio podcasts. “Net cast” as well as “oggart” replacement other audio related technologies instead of the ipod , can also be used making teaching – learning process much effective.

Integrating  ICT  Resources in teaching grammar  

“ Grammar is the means through which linguistic creativity is ultimately  achieved “ observes Wilkins . Grammar refers to the formal analysis and description of the rules of the language. It also refers to the rules for the correct use of a language which may be prescribed for its uses.

             The main objectives of teaching grammar are

1.     It helps to use the language effectively.

2.     Knowledge of the underlying ‘rules ‘ of  grammar is provided.

3.     To develop students insight into the structure of English language.

4.     To enable students to annihilate the correct patterns of the language.

5.     To teach grammar as a rule governed behaviour.

6.     To develop a scientific attitude in pupils.

                

                  ONLINE GRAMMAR GAMES

Online grammar game also provide effective ways for learning grammar. Students of all ages, from pre-school to degree students often enjoys their classroom experience. Unfortunately many students dread learning grammar, with its lecture and rote practice with worksheets. Grammar game change students’ perception of grammar instructions motive them to do well and encourage them to use language authentically. Online grammar games focus attention of students on specific structures grammatical pattern and vocabulary items. It functions as reinforcement and enrichment to students. It involves equal participation from both slow and fast learners. Online grammar games contribute to an atmosphere of healthy competition , providing an outlet for the creative use of natural language in a non- stressful situation. Grammar has been taught in various ways throughout the history of language learning. The interest to involve computer in teaching grammar are awakened late 1990s and has since then grown. Smart notebook software for smart boards will help the teachers to teach English grammar effectively. Once we resorted to grammar translation method , direct method and suggest to teach English language . Teacher also taught grammar Ninja ‘ grammar Blast, and today teachers usually see the help of the “BBC’s  skills wise website which is a great resource for a wide variety of content areas. The British council’s Learn English website offers 69 interactive activities for learning the rules of grammar. Grammar Bytes is a great website for language Arts teachers. It offers teachers and students handouts, interactive exercises and slideshow presentation. Each slideshow is a accompanied by a handout for students to complete as they view each presentation. Daily  writing tips is a blog and recently ,they announced the release of an ebook about English grammar. Apart from those ICT  resources , we can use, IWB, powerpoint files CDs and VCDs etc. for teaching grammar.

The following are some of the websites which can be used for teaching grammar effectively  

*Self study  Grammar Quizzes :

http://a4es/.org/h/grammar.html

*English Grammar Quiz:

http//English grammar correction.com/ egi-bin/gran4.p/

*Grammar bytes

http://www.chompchomp.com/exercices .htm

*Daily grammar lessons :

http://www.daily grammar .com /archive.shton/

*Online English grammar :

http://www.edufind.com/english grammar/subidscfm

CONCLUSION

By using film adaptation  of literary tents ,online vocabulary and grammar games ,learning becomes more interactive funny and enjoyable for students . From an instructional view point, creating a meaningful context for language use is the major advantages of films adaptation and online games .Using dynamic mediums for teachings language helps to make the learning more easy and active for learners as well as teachers . The uses of ICT enabled tasks in class rooms has a positive motivational impact engagement through visual ,kinesthetic and auditory means. In short , we can say that ICT enabled tasks including film adaptation, online vocabulary games and online grammar games are very much beneficial in transforming  the conventional classroom to an interactive and self- motivated platform for language learning.

                 

REFERENCE

1. Aragay,  Meirea , Books in Motion : Adaptation ,  Intertexuality,  Authorship. Cambridge: Polity Press , 2005.Print.

2. Bluestone , George,  Novels in to Film: The Metamorphosis of Fiction in to cinema. United States : The Johns Hopkins University Press,2003.Print.

3. Meiers,M.The use of ICTs in schools in the Digital Age .Cambridge: Harvard University Press,2009.Print.

SUPPLEMENTARY READER

KARTHIKA.S Ad.No:8630 SNTC NEDUNGANDA 3/10/2015

ENGLISH ASSIGNMENT

INTRODUCTION

Our present curriculum is based on the approach of Communicative Language Teaching. Theorists like Little wood ,Hymnes and Krashen have contributed to the idea that language communicatively more than on practicing the skills. Thus our curriculum reformists introduced CLT in it. Activities that involve real communication promote learning. So the curriculum besides being CLT oriented has been reuised to be task oriented also. Learning process is supported by language. These principals are the pillars of our revised curriculum. In tune with the above principles of curriculum course books of classes v to x were  revised starting from class v in 1998.there is a new package of instructional materials for teaching and learning as a second language. In the schools of kerala. They have been prepared under the initiative and supervision of the SCERT, Kerala with the involvement of educational experts and experienced teachers. There are five books in the package, three meant for students use, one for the teachers and one for the teacher educators. They are ; English Course Book, English Practice Book, Supplementary Reader. Teacher’s source Book and Teacher-educators Manual.

DATACOLLECTION

Supplementary Reader also known as non-detailed text book is prescribed in addition to the detailed text book. While the text book is for detailed study the supplementary reader is meant for extensive reading ,affirming passive vocabulary and structures and for developing self study skills. Its position is in between the text book and a library book. It is intended to consolidate and supplement what the students have learnt in the detailed text book. In reading with it the teacher’s task is only to help the students remove what stands in the way of their understanding.

                                         Usually the contents of the supplementary reader will be a collection of stories, history of inventions and discoveries , or novel or play in abridges form. The language would not pose much problem to the pupils because most of the words and structures will be those they have learnt  earlier. Each lesson is followed by hard words and their contextual meanings and comprehension questions. The supplementary reader offers varied and extensive learning experiences and opportunities to get in touch with various cultures including that of the English language. The exercises given at the end of each lesson or part will have to be done by the students which are to be evaluated by the teacher. For lower classes illustrations in colour will be helpful to catch the student’s eye.

Objectives of teaching supplementary reader

             The students:

1.     generate interest and sustain it in extensive reading and reading comprehension.

2.     Consolidate what is learnt in the intensive reader and reinforce it.

3.     Enrich their vocabulary and structure.

Characteristics/ qualities of a good supplementary reader

      1. reading is easy ,light, interesting and thought provoking.

      2. enthusiasm of students for wide reading is created.

      3. it is suitable to the age and knowledge level of students.

      4. vocabulary and structures are mostly familiar.

      5. there are attractive and relevant illustrations for each lesson.

      6. hard words are not more than 5% of the total number of words in a      passage and meaning of hard words are given at the end of each end of each lesson.     

 7. comprehension – testing questions and exercises are given at the end of each lesson.

       8. technical qualities like get up, layout and print should be flawless and attractive.

Methodology of teaching supplementary reader

                                   As it is not meant for intensive study, the methodology for teaching it is very simple. The teacher may ask the class to read a new story/ unit at home and come prepared to answer questions based on it or, in the class the students may be asked to read a story / unit silently. If there are new words , the teacher maywrite them on the nblackboard and make the meanings clear in various ways. The teacher can test their comprehension by asking questions. Some questions should be implicit , suggestive and thought provoking. Conversation should be generated between the teacher and the students , between groups of students and between individuals in pairs. The teacher should keep nin mind that the process of attaining communicative competence is more important than the product.

                       

                                   Types of supplementary reader

There are two types of supplementary reader. They are Plateau type and Progressive type.

Plateau type

         Plateau type of supplementary reader implies different and unrelated books for different classes. Extensive reader of this type will be independent in the case of subject matter , vocabulary, and structures are not properly graded. An English supplementary book prescribed for the 7^th standard. It tells another story or presents another subject matter. This type of book can be seen prevalent in our schools today.

Progressive type

It means a series of books with carefully structured and graded language materials for successive classes. Vocabulary , structures etc are properly graded. The book prescribed for the 9^th standard will be a follow-up of the same story or subject matter are presented step by step as one goes higher from one standard to another.

CONCLUSION

      The course materials of each standard consist of a course book , a practice book , a supplementary reader and a source book. The tasks have been made learner – centered , learner- friendly, activity- based and process –oriented . they contain a wide variety of discourses, conversations, script writing , etc. related to real- life situations. More over, continuous comprehensive evaluation (CCE) has become the vein of the teaching – learning process.

                              In the revise curriculum, work in groups or in pairs has been given much emphasis because it would help the students develop interest and skill in interaction with in their social circle. Supplementary reader, one of the new package for students.  It is an extensive reader. It is the book meant for non-detailed study . its aim is non- linguistic. It develops pupils’ interest in pupils a taste for reading. It concerns with getting the overall meaning or idea of the content of the book.

REFERENCE

1.Jamaluddeen k, second Edition 2012.Effective Teaching of English, Manjeri Quality publishers.

2.Sivarajan k ,Revised Edition 2014.English Language Education, Calicut university Central co-operative stores.