Std. XII Activity Work Book

Activity Work Book for XII New syllabus (With Marathi Translation) is available for sale. Do buy it as early as possible. Price Rs. 400 + 50 (Packing and Postage charges)= Rs.450. Discount is available on buying 25 and more copies < Contact Writer:- Prof. Tushar Chavan from Rashtriya Junior College, Chalisgaon Dist.Jalgaon. Whats app Number: 9850737199 , Cell 9850737199. Pages in the book- 400


English Grammar Activity Workbook First Edition (for class 8 to 12) is available for sale. Price Rs. 220 + Rs. 50 (Postage / Courier Charges) = Rs. 270. Discount is available for buying 30 or more books. Contact Writer: Prof. Tushar Chavan from Rashtriya Junior College, Chalisgaon Dist.Jalgaon Whats app Number: 9850737199

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Sunday, 19 April 2020

2.1 Song of the Open Road

2.1 Song of the Open Road


2.1 Song of the Open Road


Title:

The title of the poem is very significant as Whitman has used the word ‘Song’ with a definite purpose that he enjoys to travel on the open road without any tension and worries of past, present and future and face the life without any complaint against his life. The poet wishes to move ahead on the road of life with his own will and goodness. The Song of the open road also indicates Freedom.

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See video on Ice- Breakers

Created By: Dr. Sanjay Gaikwad
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Translation:

चला मैं मनचला
खुशनुमा और उमंगभरी दुनिया है
मिट्टी से लिपटी राह पर
 मंजिल हैं वहाँ  जहाँ  मैं चलुं
चला मैं मनचला
चला मैं मनचला
 इक़बाल  खुद करे, नसीब खुद लिखे
ना ख़लिश, ना गिला
ना कागज, ना कातिब ,ना क़िताब
ना दिवारों से आरा घर
 ना होगा विलंब तो करे आरंभ
 चले मिट्टी से लिपटी  राह पर
  बाहों में जोश, मन लिये संतोष 
 बैठे रहे करे निंदा मेरी
 चला  मैं मनचला
चला मैं मनचला
खोजू  सृष्टि में छिपे अजम, अटलं और जल के रहस्योंकी जो मेरे समीप है
और न चलूं में उन ग्रहो, चांद और तारो के भ्रमण में
 अंतरिक्ष की खोज है ना मेरी 
वो सलामत उन्हें जो  खोजना चाहते हैं, उड़ना जानते है
वो चलें मनचले
चला मैं मनचला
लिये अतित का बोझ है लजिज जो
उसमें लदे है  नज़्म , जख्म, कुछ लोग,
कुछ अज़ीज़,  कुछ अपने,कुछ पराये
मानो यकिन मेरा, ये सामान मैं ना छोड़
 ना तोड़ सकूं, चाहुं फिर भी
हर मोड़ पर मैं उसे ना हटा पाऊं, 
 ना मिटा पाऊं  यह न हों पाता मुझसे
 बोझ अतीत का बठ़ चला है हर मोड़ पे,
और मैं हर मोड़ पर उसमें  इज़ाफ़ा  करता चला हूं
चला में मनचला


Poem: The Song of the Open Road'
Poet: Walt Whitman
रुपांतर: समीर खासनीस
श्री टी पी भाटिया महाविद्यालय, कांदिवली वेस्ट
मुंबई 

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See complete explanation of the poem by 
Dr. Sanjay Gaikwad, Aurangabad

Song of the Open Road #songoftheopenroad, #drgaikwad, #hscenglish,

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See More Study Material

https://juniorcollegeteacher.blogspot.com/2021/08/21-song-of-open-road-videos.html 

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Song of the Open Road- Know more about it.

Title: Song of the Open Road

The title of the poem 'Song of the Open Road' is very significant as Whitman has used the word ‘Song’ with a definite purpose that he enjoys to travel on the open road without any tension and worries of past, present and future and face the life without any complaint against his life. The poet wishes to move ahead on the road of life with his own will and goodness. The Song of the open road also indicates Freedom.


Ice Breakers-

A) Choose the mode of travel that you would like the most for a journey.
(a)Airways
(b)Waterways   
(c)Railways        
(d)Roadways

Answer:- I like the Roadways most.


B) Give reasons for your preference.

Answer:-

The roadways are easily available to all. So I also use it most. I can travel through remote areas by roadways. There are various kinds of vehicles available for road journey. I can use my own vehicle also. This journey gives a me a chance to see closely the natural beauty, green landscapes, villages, rivers, mountains and big cities. 


C) Write the preparations you would like to make for the journey chosen.

Answer:
(a) I would make a perfect planning for the journey.               
(b) I would collect information of the places before visiting it from different sources. I would use physical map or Google map to know the distance and exact location of the place.                 
(c) I would carry the required things and medicines during journey. I would make booking of tickets, lodging and hotels. I would carry essential documents if I have to use my own vehicle.                
(d) I would carry light weight bags. I would place money in safe place. I would carry mobile charges and power banks to get mobile facility uninterrupted. I would also keep in touch with my family members who are at home.              


D) Discuss the ways in which you would overcome the problems/ hindrances/ difficulties you face during your journey.

Answer:

(a) If I face any problem during my journey, I would take the help of the persons near me. If it is not possible, I would go to the place where I get the required help.             
(b) I would take help of the local police or inform my friends or family members to send required help to resolve the problem.          
(c) I would keep patience and try to overcome the problems. I would try to sort out the problems smoothly.            
(d) I would remain calm and pay attention to my safety to continue the journey.                 


E) During every journey we have to observe certain rules. Discuss your ideas of the journey without any restrictions. 

Answer:

(a) I would go alone and search out the possible ways to continue the journey.
(b) I would go with my friends if there is need of team efforts.       
(c) We would follow all the rules and regulations of the road safety.        
(d) We would show the required documents to show our identity proof. We would not consume the harmful drinks like alcohol during journey.


New words and their meaning:-  
Afoot- going on foot, walking, in motion
brown path- bare land
postpone- to stop for few days
suffice- enough, adequate, sufficient
delicious burdens (here)- sweet memories of the past
whimper - low voice of cry or agony, unhappiness, sadness
querulous - argumentative, complaining
constellations - Here it means group, collection, gathering of people   
light-hearted – cheerful, care-free
take to – begin  

Introduction-
Song of the open road is a poem by Walt Whitman. It is taken from the collection "Leaves of Grass". It is written in 1856. Walt Whitman strongly advocated importance of democracy & Freedom.The poem ‘Song of the Open Road’ is written in the free verse and is in the form of a monologue by the poet. The poet intends to express his open thoughts over journey of life taken on different roads.  
The unrhymed and varying length of lines shows the complexities and the ups and downs one faces in his /her life. It also indicates the poet’s inner desire to enjoy life to its fullest without bothering about the tensions and worries. It is an inspirational poem written in the form of narration. This poem is an Ode to one’s self.


Poet: Walt Whitman
Walt Whitman was an American poet, essayist and journalist. He is often called the father of free verse. He was born on Long Island in 1819 and grew up in the New York area. He had very little formal schooling, but he considered himself to be a lifelong learner. Whitman died at the age of 72 after suffering stroke in 1892. His poem 'O' Captain, My Captain' and his poetry collection 'Leaves of Grass' are his remarkable literary works. 


Figures of speech:

1) The long brown path before me leading wherever I choose.......

Alliteration - Sound of letter ‘l’ is repeated.

2) Henceforth I as not good- fortune, I myself am good- fortune......

Repetition - Word ‘good –fortune’  is repeated.         

3) I carry them, men and women, I carry them with me wherever I go.....

Repetition - Words 'Carry them’ are repeated.

4) Still here I carry my old delicious burdens.....

Paradox- Delicious and burden express opposite meaning.

5) Done with indoor complaints, libraries, querulous criticism.....

Tautology- ‘Complaint and Querulous’ expresses same meanings.

6) Still here........burdens

Metaphor - Old sweet memories are indirectly compared to something delicious.

7) Henceforth I....need no more –

Climax....Words are arranged in their ascending order of importance

8) Querulous Criticism

Alliteration- Sound ‘k’ is repeated.

9) Strong and content I travel the open road. 

Inversion- The words are not in a correct prose order. The correct prose order is – I travel the open road strong and content.

10) I am fill’d with them, and I will fill them in return.

Repetition- The word ‘fill’ is repeated.

11) Afoot and light-hearted I take to the open road. 

Inversion- The words are not in a correct prose order. The correct prose order is – I take to the open road afoot and light hearted.

12) Done with indoor complaints, libraries, querulous criticisms.

Climax- Ideas are arranged is ascending order.

13)Song of the road -

Personification- Non-living object road is shown singing.

14) Song of the Open Road

Metaphor- The road is indirectly compared with the journey of life.

15) I carry my old delicious burdens

Paradox- Burdens are described as delicious. It is absurd. A burden cannot be delicious. The poet has used this combination of words to express that he has many sweet memories of the people and places which he would like to remember forever. 


Paraphrase:
The poem begins with poet’s journey on foot on the open road. Here the road means the road of life. He expresses that he is very cheerful to take the journey in this healthy and free world. In addition, the poet has a control over the journey as he is free to choose the brown path wherever to travel.         

Next, the poet continues the thoughts in earlier lines by saying that he does not ask for good fortune and considers himself the creator of his own fortune. He adds that he will not cry or hesitate to do anything without postponing it and expects nothing. He is no longer satisfied being confined in the four walls. He is strong and happy enough to travel on the open road having unlocked himself from several complaints and arguments in his past life.         

In the next lines, the poet tries to free himself from the worldly pleasures and relations. Even though he has a great faith in them and knows that they are doing well and happy with them, no more he likes to engage himself in friends and other people as he thinks that the mother earth is now enough for him to travel.         

Special features :

The poem is written in very simple and effective language which is easy to understand. As it is written in a free verse, there is no rhyme scheme and meter. Length of the lines and stanzas are not equal. It has four separate stanzas. The first stanza contains only three lines, the other two stanzas contain four lines.

In the last stanzas poet uses parentheses to separate himself from the worldly needs. Phrases like 'light-hearted' and 'querulous criticisms' are interesting. Imageries such as constellations and brown colour are noteworthy. Figures of speech such as Alliteration, Metaphor, Repetition and Paradox are impressive.

Theme :

Freedom, joy of free life and optimism are the major themes of this poem. Throughout the poem, the poet encourages the readers to be true to themselves and live a free and enjoy the freedom of life. Although his life is not free from obligations and troubles, he encourages everyone to live their dreams, leaving the obstacles behind.

Moral/Opinion :

It teaches us to be optimistic and happy. We have everything including freedom and opportunities. It encourages us to enjoy the life in healthy and free world. It motivates us to fill our heart with immense pleasure


Activity No. 1

Q.1) Read the extract and complete the activities given below.(10)                                         

Afoot and light-hearted I take to the open road,
Healthy, free, the world before me,
The long brown path before me leading wherever I choose.

Henceforth I ask not good-fortune,
I myself am good-fortune,
Henceforth I whimper no more, postpone no more, need nothing,
Done with indoor complaints, libraries, querulous criticisms,

Strong and content I travel the open road.
The earth, that is sufficient, I do not want the constellations any nearer,
I know they are very well where they are,
I know they suffice for those who belong to them.

(Still here I carry my old delicious burdens,
I carry them, men and women,
I carry them with me wherever I go,
I swear it is impossible for me to get rid of them,
I am fill’d with them, and I will fill them in return.)

A1. Complete (2)                                                                                    

Complete the following table with the describing words used for them.

उताऱ्यात खालील शब्दांसाठी वापरलेले वर्णन करणारे शब्द लिहून टेबल पूर्ण करा.

WordsDescribing words
  Speaker  --------------------------------------
  World---------------------------------------
  Road---------------------------------------
  Burden---------------------------------------
WordsDescribing words
  Speakerlight-hearted, , Strong and content
  WorldHealthy, free
  Roadthe long brown
  Burdenold delicious

A2. Locate (2)                                                                                              

Locate any two lines showing ‘carefree mood’ of the poet and write them down.

उताऱ्यातून कवी ची चिंतामुक्त मनस्थिती दाखावणारी कोणतीही दोन वाक्ये लिहा.

The lines showing poet’s ‘carefree mood’ are:

1) The long brown path before me leading wherever I choose.

2) Henceforth I whimper no more, postpone no more, need nothing.

3) Strong and content I travel the open road.

4) The earth, that is sufficient.

A3. Personal Response (2)                                                             

Give any two problems which you may face during a journey. Give the ways to overcome these problems.

प्रवास करत असतांना येऊ शकणाऱ्या दोन अडचणी लिहा. या अडचणींवर मात करण्याचे उपाय सांगा.

Problems during a journey and ways to overcome them:

1) Break down of the vehicle- Search another vehicle to continue the journey.

2) Miss the correct road – Use the google map to search the correct road.

A4. Figures of Speech (2)                                                                          

i) Name and explain the figures of speech from the following line.

        ” Still here I carry my old delicious burdens.”

Transferred epithet- The adjective ‘delicious’ is transferred from ‘food’ to ‘burden’.

ii)  Give one example of inversion from the poem.

Example of inversion- Strong and content I travel the open road.

A5. Poetic creativity  (2)                                                                          

Compose a short poem in about four lines on ‘My Life’

‘माझे जीवन’ यावर आधारित चार ओळींची कविता लिहा.     

Answer:     -----------------------------------------

                    ----------------------------------------

                    ----------------------------------------

                    ----------------------------------------

I don’t let my mind wander,                             

To what’s coming next in life.                       

I want to cherish this moment of my life                              

And give it my best.

See the first video on: 2.1 Song of the Open Road

https://youtu.be/dOF_oeIkRbk

See the second video on: 2.1 Song of the Open Road

https://youtu.be/6G0R8ozJoks

See More

Song of the Open Road  

Indian Weavers  

The Inchcape Rock  

Have You Earned Your Tomorrow   

Father Returing Home   

Money  

She Walks in Beauty 

Small Towns and Rivers


Do solve the online test based on the figures of speech used in the poem- Song of the Open Road


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See video lecture on - Song of the Open Road


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Solve the online test based on - Song of the Open Road


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How to teach a poem in the classroom


How to teach a poem in the classroom

Prof. Tushar Chavan
1) Discussion on Title
2) Ice breakers
3) Information of poet
4) Reading of the poem
5) New words and their meaning
6) Paraphrase
7) Figures of speech with explanation
8) Special features
9) Activity sheet
I follow these steps.



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Std XII Poems -


How to teach a poem in the classroom


Saturday, 18 April 2020

Views about New Text Book - Std. XII English

Views about New Text Book - Std. XII English


1) Mr. Rajesh Patil,  Saraswati Junior college Paras, (Amravati Division).

English – Yuvakbharati  (Std . XII)

A Challenging & Attractive Mixbag

Hello !
Greetings of the day !

The most awaited Grade XII English Textbook is available in digital form and the 'Lock-down' period provided an opportunity to look over the contents. Here I would like to share personal inferences and views. Please go through and save some spare time to reply. Your views, comments and suggestions are valuable for me.

So without wasting space on technical details like sections, numbers and objectives, I would prefer to discuss the contents directly.

 A Journey

The whole book looks like a journey, that too, in a chronological order, starting with a lesson belonging to pre-independence era and ending with a techno savvy writer's success story. The balance tilted a bit towards Indian authors ensuring a huge relief for students regarding comprehension. But Siddharth Iyer's, 'Why we Travel' is an exception. He focuses on the philosophical side of travel. This lesson may prove a hard nut to crack, even for teachers.
But Gardiner's deep insight in mannerism, O' Henry's heart touching familiar story of Soapy and Kiran Purandare's 'Into the Wild' will certainly take learners to different levels. 'Big Data - Big Insights appears to be view section while the excercises focus on counter-view.

But the lesson 'Voyaging Towards Excellence' by Achyut Godbole is no doubt the cherry on top. The author highlights a perennial problem of lacking the speaking skills in English and the subsequent inferiority complex borne out among Marathi students. Through personal example, he explained how the study of phonetics is important to develop fluency. The lesson may prove an eye opener to people who blindly join any 'Speaking Class' and for those who advocate rot memorization and arid learning of grammatical rules.

 The Anthology

Poetry section presents a galaxy of poems representing different forms. Walt Whitman's 'Song of the Open Road' symbolises freedom while, 'Indian Weavers' cover the three stages of life allegorically. Edger Guest stresses on the need to do something good everyday to earn your tomorrow while Southey's 'Inchcape Rock' sings about the eternal principle of do the wrong and face the punishment.
But the gem among these pearls of wisdom is no doubt, 'Father Returning Home', a poem composed on the backdrop of sixties, but still apt in modern times. The hollowness in the lonely life of an old person becomes stark courtesy to family members.

The third section I keep for separate consideration.

The last section has been devoted to 'Novel'. Opening with the 'History of Novel' well complemented by three lessons representing selected pieces from three different novels. It's a perfect harmony. The Sign of Four, a detective story by Sir Arthur Conan Doyle deals with the opening chapters arousing curiosity among readers. 'To Sir, with Love' takes readers midway by presenting Chapter Seventeen while an exciting, thrilling and nail biting climax has been described presented in the last four chapters of 'Around the World in Eighty Days' by Jules Verne.

 Challenges

The layout, inclusion of pictures, multi colour printing, fonts, proper use of Italics, abundance of language activities all contributed in making the book a kaleidoscope.

But the real challenge of execution lies ahead.
 It all depends on efforts on the part of teachers to impart and make students comprehend the book.

There is a wide scope  for hands on activities and creative learning sources.
I call it 'Connectors'.
For example in 'Astrologer's Day', there is a reference of anna and pie, the currency used in pre-independence period.

The present generation is mostly blank about it. I have the complete range of annas and pies along with rupees. In a village like Paras, these authentic proofs could serve as an authentic resource and it's handling can create interest among learners. One could create one's own connectors almost for every lesson and poem depending on creativity.

The book clearly indicated changes in activity sheet pattern next year. At the end of lessons, activity A7 and A5 (poetic appreciation) in the excercises related with poems speak volumes.
But.........

 Another side of the Coin

As usual this book too, is not devoid of typos and discripancies. Here are some examples which may disturb a watchful reader.

 Characters in the Novels

Characters in novels play a vital role. The moment one utters the title, the very next thing comes to mind is the main character. Traditionally when a selected 'piece' from a novel appears in form of a lesson in a textbook, it usually begins with an introduction of characters. The present book is no exception. These pieces arouse curiosity and it is expected that students should read the complete novel. But reality tells a different story. So at least to comprehend the lesson, students need to be familiar with characters.

 The Mess

All the lessons in novel section introduced characters after the introduction of the novelist. They are divided in two groups of Major and Minor characters. Each novel has a number of characters but the selected chapters may have only some of them. So it's necessary at least to introduce those characters clearly. Presenting names of all characters may add to the confusion on the part of students. For they don't find these figures at all in the text. Let's consider each lesson separately.

 4.2 ) To Sir , with Love

The lesson introduces six (06) major and twenty (20) minor characters out of which fourteen (14) has an appearance while twelve (12) remain complete strangers. Interestingly, there is no mention of Miss Dodd in the list, who presents report on History in the lesson. Another character Mr. Weston is also missing from the list. Adding to the woes, a character named Theo Watson is in the list but missing from the novel.
A well prepared student can easily trap an ill prepared teacher about such alien entries.
Ricky Braithwaite made it compulsory for the class to use 'Miss' for the girls. Readers come across Miss Joseph and Miss Phillips but in the introduction, the names appear as Moira Joseph and Euphema Phillips.
Again in the text the name appears as Miss  Euphemia Phillips on page 184. On the same page names of judges and escorts got mixed.
One can also imagine how the name 'Joseph' will be pronounced in classes all over Maharashtra.

 4.3 ) Around the World in Eighty Days

The lesson introduction consists of four (04) major and ten (10) minor characters out of which only the four major characters appear on the scene. Some minor characters like Thomas Flanagan, Samuel Fallentin and John Sullivan are termed as The Reform Club members in the list.while there is no mention of James Strand, Andrew Stuart, Gauthier Ralph, Lord Albemarle and Reverand   Samuel Wilson.
Interestingly names mentioned in the list like Sir Francis Cromarty, John Bunsby, The Parsee Guide, Colonel Stamp Proctor, Mr. Camerfield, Mr. Mandiboy, Elder William Hitch, Mudge and Captain Speedy are completely alien to the text. Not even mentioned in the synopsis.

 4.4 ) The Sign of Four

It's a detective story with less number of characters. There appears names of four (04) characters in the major and three (03) in the minor section of the list. The name of Miss Cecil Forrester appears in the text which is missing from the list.
The title is an indication of four people Jonathan Small, Mahomet Singh, Abdullah Khan and Dost Akbar with Jonathan being the Kingpin. They are mentioned only in the synopsis. At least name of the main villain could have been added in the character list along with Tonga.

The text carries many typos. 
The word 'attack' written instead of 'attic' in the outline of the novel. Letters 'e' and 's' has been combined with previous words resulting in 'Greeke' and 'finals', bearing no meaning at all. 'Weaker bank account' has been written as 'Weaker banking account', Upper Norwood became 'Upper Norword', name of the newspaper 'The Times' has been mentioned as the Times, that too, twice ! 'Khidmutgar' became 'khitmutgar' and words
 ' reached a questionable' are written without spacing making it obscure to read.

Something to check

Considering the painstaking efforts, attractive design, variety of materials and abundance of exercises, the book raised expectations. But a cross check of the matter results in disappointment. There are certain words pointing towards negligence in proof reading. Look at some of the examples; the word 'rythmic' instead of 'rhythmic', name of the poet written as  Robert South, all the letters of Edger Guest in bold type except the last one, 'Childe Herald's pilgrimage', 'celebratin' without 'g' or the apostrophe, 'a acarpenter's rule opens' etc.

Dictionary meanings given in brackets of certain words are confusing. Here are some examples;

1. cowrie - the given meaning is 'a sea animal'.
But one can't find the meaning either in Oxford or Webster's lexicon.
2. halcyon - Kingfisher, a bird which has bright colourful plumes.
The word 'plumes' is used for big feathers like that of peacock.
3. limbo - a border place between heaven and hell.
The dictionary meaning is a place of confinement (Webster's) and 'a situation in which you are not certain what to do (Oxford).

Some of the exercises do not have proper instructions and thus a challenge  to your comprehension. Look at the following examples.

1. Page 75
A4 (i) The word in bold type show to+verb form

 No such words follow .

2. Page 113
A3 (i) Pick out the describing words from the poem and add a noun of your own.
A table with two columns given, each one having the same title ( Toiling ) time.
The expected answers are not clear.

3. Page 217
A3 (vi) Complete
Which places/cities in India & England are mentioned/have appeared in the extract?
Also write about their importance.
There are four columns and the words are India, Importance, London, Importance.

There should have been England instead of London.

Thanks for the patient reading.
Waiting for your reply.


2) Mr. Tushar Chavan, Rashtriya Jr. College, Chalisgaon Dist. Jalgaon

New text book of Std. XII is really nice. Instead of drama, novel is introduced. It’s good move. Students will learn all types of literature. There are eight prose and eight poetry topics. All are interesting as well as challenging. Few text topics are lengthy and have hard language. Various new words are there. The prose topic like ‘Why We Travel’ is not easy to understand. The poems are very good. But to comprehend them is a test for us. We need a detailed study of these poems. We have to go line by line to understand it. We have to work hard for it. See the poem ‘She Walks in Beauty’ – by Lord Byron. Its paraphrase and appreciation both are challenging.
In the writing skill section, three new topics are included viz. Statement of Purpose, Drafting a Virtual Message and Group discussion. These will need special format and creativity. Summary writing, Note Making and Mind Mapping are included in the text book. It is good. These topics will get proper justice now.
Novel as a genre is introduced. All three novels are good to read. Sherlock Holmes is my favourite. I have read most of his stories. From childhood, I like to read detective books. ‘Around the world in 80 days’ is also one of the best adventure novels.  I think Hruthik Roshan’s film ‘ Super 30’ may resemble ‘To Sir, With Love’. I didn’t read this novel.
Over all it is one of the best text books. Ice breaker and brain storming activities make it a resource book. It will help us in our class room teaching.
To set activities on the text book content is challenging. It is not an easy task. But we have to face such challenges. So be ready for it.

I appreciate the work of all the board of studies and all the concern persons who involved in this process. They did a herculean task. The selection of the literary content is really praiseworthy. This book is a blend of literature and functional English. It is a book showing modern approach. I like it very much.



Mrs. Vaishali Jane, Ajabrao Wankhede Jr. College, Kohali Tal. Kalmeshwar. Dist. Nagpur

On overlooking the text, I found some merits and some demerits of this next book .

Merits

1)Cover page is attractive because of colourful and four skills'  relevant  pictures along with showing the importance of ICT. It gives us rough guidelines of inner contents.

2) Introduction of authors and poets along with their photographs  help us  to  know more about them which is really essential.

3)It is good to be given the texts of English authors as well as Indian authors.

4)Ice breakers and brainstorming activities are really nice included no.of catchy and attractive tables and web diagrams .

5)Font size is alright. Use of different colours, colourful pictures  and colourful diagrams add the beauty of the book.

6) ‘Statement of purpose, virtual message writing and Flyers’ are introduced newly but it is today's need.

7) Exercise based on ‘change the voice’ and ‘use of modal auxiliary’ are asked in a different way.

8)  Difficult words are given in the dark print and the vocabulary is given in  the coloured margin of both sides of the text so that the readers should focus on it .

9)  Poetry section is nice and some poems are challenging to learn and to teach too. ‘Father Returns Home’  this title of the  poem reminds me the poem in the old course ‘Basketful of Moonlight.’

10) Summary writing, note making are remained as usual. Though group discussion is a part of practical work, it is given in the text book that is helpful for the preparation of group discussion.
Really , nicely designed the book.

Demerits

1)Though number of units are reduced, the number of  contents are the same only distributed into four sections that make the text book bulky.
It is difficult to complete the syllabus within the limited time.

2) ‘She  Walks In Beauty’, this poem is now in the syllabus of B.A 2nd year  which is given for the students of +2. It means the selection of some poems  is somewhat not considering the level of students.

3) Genre (Drama) is given but here is no drama, novel is given. May be misprinted.

But the introduction of novel is also without considering the level of students. Though the purpose of  introducing the novel to the students is good, it is  a part of literature and  not of compulsory English.

4) Some prose and poetry are really tough to understand.

5) There is no need of eight poems.  Only one  poem  is to be asked in the exam. Four might be sufficient.

6) Book is too vast to complete (with our and students' satisfaction  ) it within  the very short period.

7) Some  same contents of 11th class must be there but not given.

8) The book is not prepared by considering the weak students for whom English is the most difficult subject especially  for the Arts,MCMC and some rural students.

9) It is really challenging for the teachers like me who have less technological knowledge but it is the golden opportunity for us to be grabbed and acquire more knowledge.

10) This text book is good for learning varied things but somewhat difficult  in the point of view for the preparation of exam.

Conclusion -Anyway, nicely designed to attract the readers but  at the higher level not at the level of +2 students. It needs strong vocabulary but unfortunately students are not good at it.
 Thanks.

Tuesday, 14 April 2020

Std. XII - Annual Planning

Annual Planning - Std. XII

See the Annual Planning for Std. XII

Click on the following link and download the PDF of Annual Planning.

https://drive.google.com/file/d/1sRnw1K8Z-kIBWz8OaoRLYgjPyBlf3NFB/view?usp=sharing

वरील लिंक वर क्लिक करा व पीडीएफ फाईल डाऊनलोड करा.






















Annual planning will be available in PDF soon.