Beyond the Horizon - Keralascert.kerala.gov.in/.../Chapter_3/English_III_unit-03.pdf · Handbook...

Handbook for Class XI - ENGLISH

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Beyond the HorizonBeyond the Horizon3

Unit

Unit - 3 BEYOND THE HORISZON

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Total Periods : 30Learning materialsBrief account of Thamarasseri GhatsNote on the travel experience of Chris FosterExcerpts from Oru Desathinte Kadha and its English translation Tales ofAthiranipadamExtended reading'Goodbye Party for Miss Pushpa T. S.' (poem)ICTVisuals of Tourist spots in India and abroadRecital of 'Sunrise on the Hills'http://etc.usf.edu/lit2go/71/henry-wadsworth-longfellow-selected-works/5038/sunrise-on-the-hills/Fijian LegendsPower point/virtual Travel BrochuresEvaluationIndividual EvaluationPeer EvaluationTeacher EvaluationConceptThe unit presents travel at three different levelsTravel • as an enjoyment of scenic beauty • as an outlet for adventurous zeal • as an exploration of cultural diversitiesLearning outcomes :The learner :3.1 Read, analyse and interpret poem, travel essays, legends, superstitions, etc.3.2 Writes a descriptive passage on a place of his/her choice.

Title : Beyond the Horizon

Poem SUN RISE ON THE HILLSShort story THE TRIP OF LE HORLAFijian legend 'THE SACRED TURTLES OF KADAVU'


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3.3 Recitation of the poem.3.4 Notes down responses to the questions on the theme, message etc. of the

poem.3.5 Identifies and records the poetic devices used in the poem.3.6 Prepares a write -up appreciating the theme and treatment of the poem 'Sun-

rise on the Hills'.3.7 Realizes the importance of the different means of travel and their impact on

travel experiences.3.8 Drafts the script of a live TV report.3.9 Examines and categorizes the dos and don'ts while planning a trip.3.10 Rewrites the passage comparing the condition presented in it with an entirely

different situation.3.11 Narrates the event from a different point of view.3.12 Organizes the travel experiences logically and writes them in the form of a

travel essay.3.13 Applies the present continuous tense forms of verbs in the appropriate

context.3.14 Reads the legend and responds to the various levels of questions.3.15 Plans, discusses the pros and cons of the issue, prepares and performs a

debate.3.16 Analyses rituals and prepares a write-up on the plot, characters, social,

historical and cultural relevance of the ritual.3.17 Designs Travel brochures.3.18 Prepares and perform speeches.


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UNIT FRAME - UNIT III

Creative use oflanguageArtistic integration

Planning and selec-tion of tourist spotin preferential or-der

Verbal portrayal ofscenic beauty

Expression of scenicbeauty, through themedium of poetry

Appreciation- Inte-gration of differentaspects of poetry

Different perspec-tives of the poem

Role of poetic de-vices in enhancingthe efficacy of thepoem

• Discusses and inte-grates more ideas in vi-sual form.

• Discusses , shares andwrites a caption for theillustration.

• Discusses and writes thecriteria for the selectionof tourist spots.

• Reads and discusses thepassage onThamarasseri Ghats, fo-cusing on the physicalbeauty of the place.

• Reads and comprehendsthe poem 'Sunrise on theHills'.

• Revisits the poem andanswers the questionsthat follow.

• Shares the answers ingroups.Self assessment andPeer assessment

• Participates in discus-sion with focus on lan-guage, symbols, musicalquality, types of imageryetc.

• Answers the questionsand completes the tableon sights/sounds/movements.Self assessment andPeer assessment

• Discusses and organizesthe different aspects ofthe poem i.e. theme,message and poetic de-vices.

The learner• Adds to the illustration.

• Prepares a caption.

• Makes a list of the cri-teria for selecting a tour-ist spot.

• Writes a descriptive pas-sage on a place of his/her choice.

• Appreciates the poem.

• Recites the poem.• Notes down responses to

the questions on thetheme, message etc. ofthe poem.

• Identifies and recordsthe poetic devices usedin the poem.

• Prepares a write- up ap-preciating the themeand treatment of thepoem 'Sunrise on theHills'.

Concepts/Skills Process/Activities withAssessment

Learning Outcomes


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Concepts/Skills Concepts/Skills Concepts/Skills

Mode of travel aspositively correlatedwith the experienceof travel

Adventure travel asan exhilarating ex-perience

Ideal qualities of aCaptain/Leader

Development ofleadership qualitiesin learners

Live TV report cov-ers 'now' - the mo-ment the incidenthappensHow language, styleand techniques ofpresentation of LiveTV report differsfrom other reports

• Consolidates and writesan appreciation of thepoem.

Teacher assessmentIndicatorsProcess

- Participation- Sharing- Organisation of

ideas.Portfolio Write-up

- Comprehensiveness- Organisation of the

content- Appropriateness of

language

• Reads, discusses andshares views on the mo-tor cycle journey of ChrisFoster.

• Reads and comprehendsthe story 'The Trip of LeHorla' by Maupassantwith the help of Whilereading questions.

• Writes the qualities of anideal captain.

• Discusses and sharesthe qualities with othermembers of the group.Self assessment andPeer assessment

• Brainstorming followedby sharing of ideas, nec-essary additions and de-letions within the group

• Arranges the incidentsin a proper sequence.

• Prepares the report.Self assessment, Peerassessment andTeacher assessment

IndicatorsProcess

- Participation- Sharing- Selection and orga-

nization of facts- Relevance and

accuracy of facts

• Realizes the importanceof the different means oftravel and their impacton travel experiences.

• Attempts story readingand records responses toWhile reading questions.

• Identifies and lists thequalities of an ideal cap-tain.

• Drafts the script of a liveTV report.


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Learning Outcomes

Portfolio Live TV report- Relevance and accu-

racy of facts- Clarity- Appropriateness of the

language

• Notes down the dos anddon'ts in the space pro-vided in the text.

• Discusses and sharesthe points with peers.Self assessment andPeer assessment

• Goes through the sen-tence given, identifiesthe degree of comparison.

• Reads the passage, iden-tifies the situation, com-pares it with a differentsituation and rewritesthe passage.Self assessment, Peerassessment and Teacherassessment

Indicators- Clarity- Precision in the use of

comparative degree

• Discusses the tipsprovided in the text.

• Reads the eventdescribed in the story.

• Identifies the mode ofnarration.

• Plans the change in themode of narration.

• Organizes the ideas andrewrites the event.

IndicatorsProcess

- Participation- Sharing

Categorization ofdos and don'ts-helps to foreseeproblems duringtravel -to adopt pre-cautionary mea-suresPromotion of mana-gerial skills totackle practical is-sues related totravel

Comparison ofdiverse situations

An event narratedfrom differentpoints of view

• Examines and catego-rizes the dos and don'tswhile planning a trip.

• Rewrites the passagecomparing the conditionpresented in it with anentirely different situa-tion.

• Narrates the event froma different point of view.


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Learning Outcomes

Portfolio Narration- Organization of ideas- Accuracy in the use of

language

• Recalls and makes abrief note of the travelexperiences.

• Discusses the variousaspects of a travel essay.

• Elaborates the note pre-pared earlier and pre-pares the travel essay.Self assessment, Peerassessment and Teacherassessment

IndicatorsProcess

- Participation- Sharing- Organization of ideas

Portfolio Travel essay- Comprehensiveness- Organization of ideas- Quality of language

• Reads the input in thetext.

• Picks out the instancesin the text where thepresent continuous isused.

• Frames sentences in thegiven contexts, using thepresent continuoustense form of verbs.

• Reads the poem 'GoodbyeParty for Miss PushpaT.S.' by Nissim Ezekiel.

• Discusses the grammati-cal mistakes, peculiararrangements of wordsand direct translation ofwords and expressionsfrom Indian languagesetc.

Travel writing as anaccount of physicalfeatures, experi-ences and personalimpressions of aplace

The use of simplepresent and presentcontinuous tensesis to be determinedby the context of itsoccurrence

• Organizes the travel ex-periences logically andwrites them in the formof a travel essay.

• Applies the present con-tinuous tense forms ofverbs in the appropriatecontext.


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Learning Outcomes

• Reads and comprehendsthe Fijian legend 'The Sa-cred Turtles of Kadavu'which presents the culturaltraits of Fiji.

• Analyzes an issue from dif-ferent perspectives.

• Constructs and advocatespositions effectively.

• Differentiates betweenvalid and fallacious argu-ments.

• Performs the debate.

Self assessment, Peer as-sessment and Teacher as-sessment

Indicators- Knowledge of the tech-

niques of a debate- Topic familiarity- Aptness of arguments- Fluency in the use of

language

• Selects a ritual.• Identifies the theme, plot,

characters.• Discusses the social, his-

torical and cultural aspectsof the ritual and the rel-evance of the ritual in thecurrent scenario.

• Evaluates the impact of theritual on the society.

• Develops and presents theideas logically in the formof a write-up.Teacher assessment

IndicatorsProcess

- Participation- Sharing- Organization of ideas

Portfolio Write-up- Comprehensiveness- Organization- Quality of language

• Analyzes the format of dif-

Travel an explora-tion diverse cul-ture, beliefs, tradi-tions etc.

Need to support ornegate an issue

Identifies the tech-niques of conduct-ing a debate

Polite agreementsand disagreementsto opinions

Social, historicaland cultural rel-evance of rituals

Tolerance and will-ingness to accept/adapt to diverse cul-tures, customs andtraditions

• Reads the legend andnotes down the re-sponses to the Whilereading questions.

• Plans, discusses thepros and cons of the is-sue, prepares and per-forms a debate.

• Analyses rituals andprepares a write-up onthe plot, characters,social, historical andcultural relevance ofthe ritual.


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Learning Outcomes

Travel brochures-aglimpse of a touristspot

Creative use of lan-guage

ICT integration

ferent types of Travel bro-chures.

• Collects and arranges in-troductory informationwhich combines words andvisuals.

• Prepares Travel brochures.Self assessment, Peer as-sessment and Teacher as-sessment

IndicatorsProcess

- Participation- Sharing- Clarity- Attractiveness of the

layoutPortfolio Travel Brochure

- Brevity- Accuracy of facts- Appropriateness of

language

• Designs Travel bro-chures.


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UNIT ANALYSISIntroduction to the UnitTravel is an experience which broadensthe boundaries of our knowledge. In thewords of Pico Iyer, a contemporary travelwriter, 'We travel initially to loseourselves: and we travel next, to findourselves. We travel to open our heartsand eyes and learn more about the worldthan our newspapers will accommodate.We travel to bring what little we can, inour ignorance and knowledge, to thoseparts of the globe whose riches aredifferently dispersed.'The texts selected and the activitiesgenerated from them help the learners getfamiliarized with the vivid, descriptivelanguage of travel writing, terms relatedto travel etc.Additional inputs for the unitThe following are some of the materialsthe teacher may go through whiletransacting this unit.1. 'Where is Home?' and 'Why We

Travel: A Love Affair with the World'by Pico Iyer

2. 'To Edward Lear: on His Travels inGreece' by Alfred Lord Tennyson

3. Chasing the Monsoon by AlexanderFrater

4. 'Of Travel' by Francis Bacon5. Edakkal caves The History of

Wayanad , Mathrubhumi Printingand Publishing Co. Ltd. (2008).

Introduction - Suggestions/alternativesVideo clips on noted tourist spots.Travel magazines, pamphlets on differenttypes of tourism issued by the Dept. ofTourism.

Travel experiences written by famoustravel writers like William Dalrymple andDenis Hickey.Resultant feedback and consolidation bythe teacher will lead to the passage onThamarasseri Ghats.Reading the passageThe verbal picture of Thamarasseri Ghatsfocuses on the physical beauty of theplace. Similar passages depicting scenicbeauty may be used for the purpose.The verbal picture of Thamarasseri Ghatsfocuses on the physical beauty of theplace. Similar passages depicting scenicbeauty may be used for the purpose.Teacher inputDawn revealed deep cumulus overcastand flayed, streaming coconut fronds.The crows had been blown away andreplaced by flights of brown sea eagles.Half a mile out, men waited for fish infleets of flimsy, high-prowed canoes,spinning like compass needles.Periodically a sunbeam touched thedark sea and ignited it in a wild,irradiating flash. The bay had becomea white tidal race, the waves surgingup the beach and over the road. Thecoast, running north for many miles,lay semi-obscured under an opaqueribbon of spray which, touched by thesunbeams, briefly glittered with arainbow luminescence.Excerpt from Chasing the Monsoon byAlexander Frater.

While reading the passage, identify thewords and expressions used fordescription and the sense organs that theyaddress.


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Discussion• Learners channelize their discussion

using the questions given in the text.The teacher may provide a few ques-tions in the case of a new passage.

• Make the learners select a place oftheir choice.

• Compare and contrast the scenery inthe passage with that of the placeselected by them.

• Present their findings in tabular form.• Self evaluation may be ensured at the

point of discussion.'Sunrise on the Hills'The poem 'Sunrise on the Hills' showshow travel helps us have a directexperience of the beautiful sights andsounds of a place.Concept/skills:Expression of scenic beauty, through themedium of poetryLearning outcome:The learner• reads/ recites the poem and prepares

an appreciation of it highlighting thedescriptive features.

IntroductionSuggestions/alternatives• A slide show of places which were

once famous for their scenic beauty ,but now in a deteriorating state. Thecontrasting pictures of each placemay be shown in successive slides.

• Newspaper reports on Eco tourismand its importance.

• Poems or songs depicting the scenicbeauty of a place.

• Resultant feedback and consolidationby the teacher will lead to the poem.

Teacher inputAn April Day

by H.W. LongfellowWhen the warm sun, that bringsSeed-time and harvest, has returned again,'T is sweet to visit the still wood, where springsThe first flower of the plain.I love the season well,When forest glades are teeming with brightforms,Nor dark and many-folded clouds foretellThe coming-on of storms.From the earth's loosened mouldThe sapling draws its sustenance, and thrives;Though stricken to the heart with winter'scold,The drooping tree revives.The softly-warbled songComes from the pleasant woods and colouredwingsGlance quick in the bright sun, that movesalongThe forest openings.When the bright sunset fillsThe silver woods with light, the green slopethrowsIts shadows in the hollows of the hills,And wide the upland glows.And when the eve is born,In the blue lake the sky, o'er-reaching far,Is hollowed out and the moon dips her horn,And twinkles many a star.Inverted in the tideStand the gray rocks, and trembling shadowsthrow,And the fair trees look over, side by side,And see themselves below.


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Sweet April! many a thoughtIs wedded unto thee, as hearts are wed;Nor shall they fail, till, to its autumn brought,Life's golden fruit is shed.

Reading of the text:• Initiate silent reading (individual).• Ensure comprehension (in groups/

whole class) and self evaluation.• Teacher talk (explanation of hard

spots and consolidation of ideas).Activity IRead and respondConcept/skills:Appreciation of the poemDifferent perspectives of the poemLearning outcome:The learner• notes down responses to the ques-

tions on the theme, message etc. ofthe poem.

The questions here are intended to checkcomprehension (individual) and ensureself evaluation. Some of the questionsare peripheral in nature while others areevaluative in nature, demanding thelearners to read the poem from differentperspectives.Activity IIRead and reflectConcept/skills:Role of poetic devices in enhancing theefficacy of the poemLearning outcome:The learner• identifies and records the poetic de-

vices used in the poem.

While the earlier set of questions aremeant for comprehension and reflection,the questions at this level are guidelinesfor discussion. The focus of attention ison• language• symbols• musical qualityThe audio version of the poem may beplayed to the class.http://etc.usf.edu/lit2go/71/henry-wadsworth-longfellow-selected-works/5038/sunrise-on-the-hills/• Resultant feedback and consolidation

by the teacher will lead to the activ-ity.

Activity IIIAppreciationConcept/skills:Appreciation of the poem integratingdifferent aspects of it- theme, poeticdevices etc.Learning outcome:The learner• prepares a write- up appreciating the

theme and treatment of the poem'Sunrise on the Hills'.

This activity may be treated as acontinuation of the previous discussion.The learners discuss and make note ofthe sights, sounds and movements in thepoem, along with the notes preparedearlier.Discourse inputMake them present the findings of theabove discussions in the followingformat.


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IntroductionSummary of the poemMusical Figurative Symbols Imageryquality language

Message

Concluding comments

The learner may now attempt thequestion given in the text.Follow- up activity:Prepare an appreciation of the poem 'AnApril Day' given in Teacher input.EvaluationProcess:• A discussion of the various aspects

of the poem helps the learner evalu-ate himself/herself.

• Peers evaluate the appreciation basedon the format given above.

Portfolio:• Teacher evaluates the products

based on indicators like comprehensive-ness, organization of the content, appro-priateness of the language etc.

Reading the passageThe motor cycle journey of Chris Fostershows that travel for some is anopportunity for a wide range ofenterprising activities. Brief accounts ofsimilar adventurous journeys(international/ national/local) may alsobe used.Teacher inputTypes of Tourists:The organised mass touristThese are the least adventurous oftourists who, on buying their package

holiday, remain encapsulated in an'environmental bubble'. They adhere toan itinerary fixed by the tour operators.The individual mass touristThey are similar to the organized masstourist in that they utilize the facilitiesmade available by the tour operators,but they have some control over theirown itinerary.The explorerThis type of tourist arranges his/hertrip alone, and attempts to get off thebeaten track.The drifterThe drifter will shun contacts with thetourist and tourist establishments andidentify with the host community. Theywill live with the locals and adopt manyof the practices of that community.

Discussion• The questions given in the text may

be used for discussion. In addition,the teacher may provide a few ques-tions. (eg. To which type of touristdoes Chris Foster belong? Why?)

• Resultant feedback and consolidationby the teacher will lead to the read-ing of the text.

'The Trip of Le Horla'The balloon journey of Maupassant andhis friends highlights one of the daringaspects of travel. The story presents theexperience of a group of men who moveaway from the life on earth for a coupleof hours.Concept/skills:Adventure travel as an exhilaratingexperience


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Learning outcome:The learner• attempts story reading and records

responses to While reading questions.IntroductionSuggestions/alternatives• Short films on adventure travels/

sports.• Travelogues depicting adventure

journeys.• Hand outs on popular adventure

travel activities in India.• Resultant feedback and consolidation

by the teacher will lead to the read-ing of the text.

Teacher input

Henri René Albert Guy de Maupassantwas born in Dieppe, France on August5, 1850. He spent his childhood inNormandy, the scene of several of histales. When Maupassant was 11, hisparents separated, and he was broughtup by his mother in the picturesquecoastal town of Étretat. Maupassanthad contracted syphilis in his 20s andthe disease later caused increasingmental disorder. He died in 1893 at theage of 43.

Maupassant is considered as thegreatest short story writer of thenaturalistic school. His stories arecharacterized by their economy of styleand efficient, effortless denouement.Many of the stories are set during theFranco-Prussian War of the 1870s andthey describe the futility of war and theinnocent civilians who, caught in theconflict, emerge changed.

The story 'The Trip of Le Horla' istaken from Volume 4 of The EntireOriginal Maupassant Short Storiestranslated by Albert M.C. McMasteret.al. The story came immediately afterhe wrote two versions of the Horlastory, in 1886 and 1887, as well as the'Letter from a Madman' (1885).Popular adventure travel activitiesin IndiaAdventure travel is hugely popular inIndia, as there is such a wide range ofthings to do. The Himalayan region isthe setting for many of India'sadventure travel activities. However,there are plenty of options foradventure travel in the southern partsof India as well.Here are 8 of the most popularadventure activities in India.1. Trekking and MountaineeringWhere: The Himalayan region.2. White Water Rafting and KayakingWhere: The Himalayan region,including Ladakh, Himachal Pradesh,Uttarakhand (Rishikesh), Sikkim andalso in Karnataka.3. ParaglidingWhere: Kamshet, between Mumbaiand Pune, in Maharastra.4. Water SportsWhere: Water sports are offered allalong Goa's beaches.5. Camel and Yak SafarisWhere: Jaisalmer and Bikaner inRajasthan.Yak safariWhere : Spiti Valley in HimachalPradesh.


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6. Mountain BikingWhere: Mainly in the Himalayanregion. Also in the mountainous areasof Kerala.7. Heli SkiingWhere: Himachal Pradesh (based inManali) and Kashmir (based inSrinagar).8. Hot air ballooningHot air ballooning is a relatively newadventure activity in India, but onethat's fast growing in popularity. It's athrilling way to experience India andget a different perspective of thecountry. Imagine having a calm andpeaceful view of India's breathtakingscenery from a quiet place high abovethe clouds. Anatomy of hot air balloonis given at the end of the unit.Where : Jaipur, Pushkar, andRanthambore National Park inRajasthan, Manali in Himachal Pradeshand Delhi.

Reading of the text:• Initiate silent reading (individual),

comprehension and reflection, withthe help of While reading questions.

• Ensure comprehension (in groups/whole class) and self evaluation.*Additional questions may be framedand given, if the situation demands.

• Teacher talk (explanation of hardspots and consolidation of ideas).For the sake of convenience, thestory may be divided into five sec-tions.

• Section I - from the beginning _ '…he gives Le Horla its liberty'!(p no.80)

• Section II - 'In one second'_'…makes it go up quickly'. (p no.82)

• Section III - 'The earth sleeps now'_' …no one answer us from thestars'.(p no.83)

• Section IV - 'We are now going downrapidly' - '…an immense river full ofislands'. (p no. 84)

• Section V - 'Get ready for the de-scent' _the end of the story (p no.86).

Activity IThink and respondConcept/skills:Ideal qualities of a Captain/LeaderDevelopment of leadership qualities inlearnersLearning outcome:The learner• identifies and lists the qualities of an

ideal captain.The qualities may be listed in the space

provided in the text. After this indi-vidual activity, he/she may share anddiscuss it in groups. Teacher may en-sure self evaluation at this point.

Resultant feedback and consolidation bythe teacher will lead to the Activity II.Activity IILive TV reportConcept/skills:Live TV report covers 'now' - the momentthe incident happensHow language, style and techniques ofpresentation of Live TV report differsfrom other reports


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Learning outcome:The learner• drafts the script of a live TV report.Introducing the activitySuggestions/alternatives• The script of a live TV report.• Resultant feedback and consolidation

by the teacher will lead to the activ-ity.

The learner does Activity II given in thetext after brainstorming.Discourse inputLive TV report• emphasizes the 'now' aspect of the

report.• covers the latest developments the

moment they happen.• engages the audience and makes

them feel that they are on the 'spot'.The reporter could even do a show-and-tell report by pointing out whathe/she sees.

• takes the viewers to somewherethey cannot go.

• plans and organizes all the neces-sary information logically andclearly, giving no room for confu-sion.

Follow- up activityThe learner may present the report in theclass.EvaluationProcess:• While discussing the various features

of a live TV report, the learner is ableto evaluate himself/herself.

Portfolio:• Teacher evaluates the report based

on indicators like selection and organi-zation of facts , relevance and accuracy offacts, clarity, appropriateness of language(use of appropriate tense form, the vocabu-lary commonly used in live TV reports etc.)

Activity IIIDos and don'tsConcept/skills:Categorization of dos and don'ts- helpsto foresee problems during travel - toadopt precautionary measuresPromotion of managerial skills to tacklepractical issues related to travelLearning outcome:The learner• examines and categorizes the dos and

don'ts while planning a trip.The learner does Activity III in the spaceprovided in the text , referring to the tipsgiven along with it .Activity IVComparisonConcept/skills:Comparison of diverse situationsLearning outcome:The learner• Rewrites the passage comparing the

condition presented in it with an en-tirely different situation.

Introducing the activitySuggestions /alternativesMake the learners compare theirbehaviour at home and in school.

At home In school


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Discussion• Discuss the points in groups and con-

struct sentences using words and ex-pressions of comparison.

• Resultant feedback andconsolidation by the teacher will leadto the activity.

The learner does the activity individuallyand discusses it in group.EvaluationProcess:• While discussing, the learner is able

to evaluate himself/herself.Portfolio:• Teacher evaluates the rewritten pas-

sage using indicators like clarity andprecision in the use of comparative degree.

Activity VNarrationConcept/skills:An event narrated from different pointsof viewLearning outcome:The learner• narrates the event from a different

point of view.Discussion• Make the learner read the tips given

in the text. The teacher may showthem passages written in differentmodes of narration.

• Select the event in the story sug-gested for narration.

• Identify the current mode of narra-tion and the mode to which it needsto be transformed.

Let the learner make the necessary

changes in the description, rewrite it andpresent in group.EvaluationProcess:• While discussing, the learner is able

to evaluate himself/herself.Portfolio:• Teacher evaluates the rewritten pas-

sage, using indicators like organisationof ideas, accuracy in the use of language (the use of all the features of 3rd personnarration)

Activity VITravel EssayConcept/skills:Travel writing as an account of physicalfeatures, experiences and personalimpressions of a placeLearning outcome:The learner• organises the travel experiences logi-

cally and writes them in the form ofa travel essay.

Introducing the activitySuggestions/alternatives• Make the learner select a place of

tourist importance which he/she vis-ited recently.

• Discuss the various aspects to be in-cluded in a travel essay.

Discourse inputDiscussion should focus on• Description of physical features• Practical issues related to travel• Experiences of the place• Personal impressions


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Frame of a Travel EssayTravel essay should have a catchy title.Structure Nature of Contents1st paragraph State the name of the

place you visited,followed by a catchycomment on the locale -describe the landscape -its physical features - thedescription should bepresented in such a wayas to arouse the interestof the readers.

The remaining paragraphs will explain,develop and support the commentmade in the opening paragraph. Eachparagraph will open/end with a topicsentence which summarizes thecontent of the paragraph.2nd paragraph Comparatively shorter

paragraph - intended toshift the focus from thelyrical quality of theopening paragraph to thepractical issues of travelsuch as mode of travel,costs of transportation,accommodation etc.

3rd & 4th

paragraphs To be made lively byelaborating on the scopeof adventure anddetailing the localhistory, culture, customsand traditions.

5th paragraph Re-emphasize in 4 or 5sentences the travelexperience and its impacton the writer.

Discursive markersShow orderInitially, Lastly, In the first place, Finallyetc.Introduce examplesFor instance, To illustrate this etc.Introduce a comparisonAccordingly, Similarly, Likewise, Justas etc.Show a shiftAlthough, Even though, Inspite of this,Yet, On the other hand, In the meantime etc.Show the resultConsequently, As a result, Thus etc.Show conclusionTo conclude, To summarize, At last,Eventually, To sum up etc.

The table given in the text may be usedas a sample.EvaluationProcess:• The learner can evaluate himself/

herself at this stage of discussion.• Peers evaluate the essay with the help

of the frame given above.Portfolio:• Teacher evaluates the travel essay

based on indicators like comprehensive-ness, organisation of ideas, quality of thelanguage (use of jargons related to travel,appropriate discursive markers etc.).

Activity VIIProgressive tensesConcept/skills:The use of simple present and presentcontinuous tenses to be determined by


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the context of its occurrenceLearning outcome:The learner• applies the present continuous tense

forms of verbs in the appropriatecontext.

The learner reads the input given in thetext, does the exercises individually andshares the answers in groups. Peers mayevaluate the answers.• Consolidation by the teacher.The teacher may familiarize the learnerswith the structures of progressive/continuous tenses.

Present Am/is/are+verb+ingPast Was/were+verb+ing

They may discuss Activity VI in thesection titled Extended activities.Read the poem 'Goodbye Party for MissPushpa T.S.' by Nissim Ezekiel.• Silent reading (individual)• Reading in groups• Discussion(Points of discussion are given in thetext.)Resultant feedback and consolidation bythe teacher.'The Sacred Turtles of Kadavu'Travel opens before us diverse culturesand their manifestations - language,beliefs, customs and traditions. 'TheSacred Turtles of Kadavu' is a Fijianlegend which showcases some of thecultural traits of Fiji.Concept/skills:Travel an exploration of diverse culture,beliefs, traditions etc

Learning outcome:The learner• reads the legend and notes down the

responses to the While reading ques-tions.

IntroductionSuggestions/alternatives• Visuals of Fiji• Magazine articles on Fijian Islands

(National Geographic Magazinehttp://ngm.nationalgeographic.com/ngm/0411/feature3/, Discov-ering Fiji in Travel +Leisure, Octo-ber 2006)

• Handouts on a few popular ritualsof our country(This should include short descrip-tions & photographs)

Teacher inputOnam

The flower carpet called'Onapookkalam' , the worship ofThrikkakkara appan, the rhythmicshouts of joy in chorus called ' Aarpuvili', the 'Pulikali' and the mirthful songsassociated with it etc. are some of theage old traditions and rituals associatedwith the grand ten day (harvest) Onamfestival of Kerala.

Kite FestivalThe International Kite Festivalcoincides with the festival of 'MakarSankranti'. Makar Sankranti is a festivalthat heralds a change of seasonmarking the movement of the sun intothe northern hemisphere-a celebrationthat marks the end of winter. Fromdawn to dusk, people of all ages flykites rejoicing in the spirit of the day.


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The blue January sky is enlivened bykites of different hues. The nights seethe arrival of illuminated box kitesknown as 'Tukkals'. These kites add atouch of splendour to the dark sky. Thefestival draws expert kite-makers andflyers not only from cities of India butalso from all over the world.

Resultant feedback and consolidation by theteacher will lead to the reading of thetext.Teacher inputNote on Fiji- its Language and CultureIn Fiji, English is the language ofinterethnic communication,administration, government, trade andcommerce and education. Fijian andHindi are often spoken at home andare used in religious contexts and onradio and television. The Bauan dialectof Fijian is considered as 'standardFijian'. Immigrants have acceptedseveral aspects of the indigenousculture, but a national culture has notyet evolved.Oral story-telling is a popular andimportant pastime in Fiji. Most of theFijian stories are handed down via theoral tradition. This helps to keep alivethe myths from the old religion as wellas the legends about more modernfigures of Fiji's history. Fijian mythsand legends include the tales of Pacificgods, of indigenous plants and animals,of cannibals who ate their enemiesduring war time…etc.For more legends of Fiji, visit http://www.tropicalfiji .com/about_fiji/culture/legends/#old_fj

Reading of the text• Initiate silent reading (individual),

comprehension and reflection withthe help of While reading questions.

• Ensure comprehension (groups/whole class) and self evaluation.

Additional questions may be framed andprovided, if situation demands.Additional While reading questionsSuggestions1. Generate a discussion in the class on

the different patterns of opening alegend.(Include legends of the East and theWest)

2. Evaluate the translated version of thesong in the legend.(Evaluation indicators: effectiveness,lyrical quality etc.)

• Teacher talk (explanation of hardspots, consolidation of ideas).

Activity IDebateDebate is an exchange of logicalarguments for and against a topic. It isconducted in the language classroomwith the purpose of developing thethree C s - communication, confidenceand competence.

Concepts/skills:Need to support or negate an issueIdentifies the techniques of conductinga debatePolite agreements and disagreements toopinionsLearning outcome:The learner


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• plans, discusses the pros and cons ofthe issue, prepares and performs adebate.

Introducing the activitySuggestions /alternativesAny one of the items listed below couldbe used to enrich the discussions ingroups based on the question providedin the text.• Newspaper reports on atrocities

against women.• Copies of survey reports on the in-

creasing number of crimes againstwomen/ Graphical representation ofthe data could also be used for thepurpose.

• Video clippings issued in public in-terest to create awareness on womenissues.

• Resultant feedback and consolidationby the teacher will lead to the activ-ity.

Discourse inputHow to conduct a debate?• Debate formally begins with the

learners having assumed a positionon a topic.

Nature of the topicTopic should be• challenging• relevant; within the experiential or-

bit of the student• capable of sensitizing the audience

Discussion in groups and sharing of ideascould help the learners develop a clearand strong position on a topic.• Select a few learners from each group

and divide them into two teams, one

team in support of the topic (for) andone team in opposition to the topic(against).

• Provide sufficient support and timefor the learners to prepare construc-tive arguments.

• Select a moderator. Duties of the moderatorThe moderator should• know the general rules of debate.• maintain order and enforce the rules.• be impartial.• manage time properly.• ensure that the audience makes a

note of the points raised for oragainst the topic.

• consolidate.

• Presentation of the debate.EvaluationProcess:• Self evaluation is possible at the

point of discussion and sharing ingroup.

• The teacher examines the argumentsand makes sure that they are clear,logical, and supportable argumentsfor the position they present duringthe debate. (Avoid propaganda of anysort.)

• The teacher evaluates the process andpresentation of the debate. The fol-lowing Evaluation tool may be usedby the peer/teacher to evaluate theskill of the debater.

Evaluation SheetScore

Poor = 1 Fair = 2 Good = 3 VeryGood = 4 Excellent = 5


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• Knowledge of the rules of adebatePoor/Fair/Good/Very Good/Excellent

• Familiarity with the topicPoor/Fair/Good/Very Good/Excellent

• Skill to explore the scope formultiple view pointsPoor/Fair/Good/Very Good/Excellent

• Competency in constructing logicaland rational argumentsPoor/Fair/Good/Very Good/Excellent

" Ability for timely and thoughtfulinterventionsPoor/Fair/Good/Very Good/Excellent

• Efficiency in the use of language(Concessional phrases, rhetoricalquestions, suitable examples etc.)Poor/Fair/Good/Very Good/Excellent

Follow- up ActivityPrepare a report of the debate. (Individualproducts)Teacher may evaluate the debate reports.Activity IIWrite- upConcept/skillsSocial, historical and cultural relevanceof rituals.Tolerance and willingness to accept/adaptto diverse cultures, customs andtraditions.Learning outcome:The learner• analyses rituals and prepares a write-

up on the plot, characters, social,historical and cultural relevance ofthe ritual.

Introducing the activitySuggestions / alternatives• Make the learner select a familiar,

popular ritual of the locality. Theritual selected should have a strongstory base.

• Discuss various facets of the storywhich narrates the ritual.

Discourse inputFocus of the discussion should be on• Plot (the ritual and the story behind

it)• Number of characters in the

narration• Local culture showcased in the

narration• Social/historical aspects highlighted

in the ritual• Relevance of the ritual in the current

scenario, evaluating the ritual and itsimpact on society

The following frame may be used for theconsolidation of the discussion.I paragraph Plot

CharactersCultural facts

II paragraph Analysis of the social/historical aspectsembedded in the ritualand the extent to whichthese aspects add to theeffectiveness of theritual

III paragraph Evaluation of therelevance of the ritualin the current scenario

• Teacher may present one or twosamples to the whole class.


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SampleNaghol, Pentecost Island, VanuatuPentecost Island, VanuatuPentecost is a mountainous, tropicalisland in the South Pacific republic ofVanuatu. Most of the islanders live insmall villages and grow their own food.Parts of Pentecost remain relativelyuntouched by Western influences, andthe local traditions are very strong.Vanuatu's world-famous land divingritual, the Naghol, is like a traditionalform of bungee jumping.

The ritual of Naghol, or land diving, hasbecome one of the strangest touristattractions of the South Pacific andinvolves men leaping from crudelyconstructed towers of up to 100ft high,with only tree vines wrapped round theirankles as a safety measure. Perhaps nomore strange than bungee jumping,though certainly a great deal moredangerous, this ritual is said to haveoriginated when a woman, dissatisfiedwith her husband, pretended to jump toher death by tying vines to her ankles. Hergrief-stricken husband, unaware of hertrick, then leapt to his own death. Sincethen, the men of Vanuatu have performedthe ritual to prevent themselves frombeing tricked again. The diver's goal is tobless the soil by skimming his headagainst the ground before being whippedback aloft - guaranteeing fertile soil forthe yam harvest. Of course, there is littlemargin for error, and for the boys whohave been circumcised (at around sevenor eight), the performance of the landdiving ritual in the presence of eldersmarks passage into manhood. There hasonly ever been one recorded fatality, in

1974, during a performance for QueenElizabeth II, when the vines were notelastic enough due to the ritual being heldin the wrong season.I paragraph Plot: Men leaping from

crudely constructedtowers of up to 100fthigh, with only tree vineswrapped round theirankles.The ritual is said to haveoriginated when awoman, dissatisfied withher husband, pretendedto jump to her death bytying vines to her ankles.Her grief-strickenhusband, unaware of hertrick, then leapt to hisown death.Characters : Husband,wife, men of VanuatuLocal cultural aspects• It is a means for the

men folk to preventthemselves from beingtricked by theirwomen.

• The performance ofthe land diving ritualby boys in thepresence of eldersmark their passageinto manhood.

II paragraph Social aspectsThe narration presentsan agricultural societywhose economy dependson farming (the diver'sgoal is to bless the soil…guaranteeing fertile soilfor the yam harvest.)The performance of theland diving ritual isrelated to a season and


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not to be performed in'wrong seasons' fortourist attraction, as itmay lead to fatality.A performance in 1974for Queen Elizabeth II,was the only deadlyperformance. The vineswere not elastic enoughdue to the ritual beingheld in the wrongseason.

III paragraph EvaluationIn the current scenario,it is very important tothink and decidewhether to be a victimof cheating or to betough enough to fightand defeat the deceit.The narration presentsthe fact that rituals arenot to be treated asperformances forminting money butevents to be performedwith great seriousness.This is a highly relevantthought in the presentworld where moneyrules, where brain andbrawn are sold formoney.

EvaluationProcess:• While discussing the various aspects

of the story behind the ritual, thelearner is able to evaluate himself/herself.

Portfolio:• Teacher evaluates the write- up

based on indicators like comprehensive-ness of the content, organisation of ideas

(plot - socio cultural aspects - evaluation),quality of language (use of wordsand expressions to convey opinion andassessment) etc.

Activity IIITravel BrochureConcept/skills:Travel brochures -a glimpse of a touristspotCreative use of languageICT integrationLearning outcome:The learner• designs Travel brochures.Introducing the activitySuggestions /alternatives• Present different types of Travel Bro-

chures including virtual Travel Bro-chure.

• Select a place.• Make the learners collect information

regarding the physical appearance ofthe place, its scope for adventure, itsculture, customs and traditions viathe internet or from books, maga-zines, past visitors.

• Decide on the type of Travel Bro-chure.

• Tips for designing the Travel Bro-chure given in the text may be usedas a guideline.

Discourse inputTravel BrochureA Travel Brochure helps us share thingsthat are learnt and experienced at atourist destination. It contains all thenecessary introductory informationabout the destination. The particulars


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are presented in the most appropriateand effective manner so as to kindlethe curiosity of the readers.Travel Brochure is a commonly usedplanning tool. It provides crucialinformation through visuals and words,facilitating the tourists to design theirtravel plans.

Preparation of Travel Brochure may bedone as an assignment.EvaluationProcess:Teacher may keep a close vigil on thedifferent stages of the preparation andevaluate them.Portfolio:The teacher evaluates the TravelBrochures prepared, using indicators likebrevity, accuracy of facts, clarity andattractiveness of the lay out and appropriatenessof the language (the catchy, concise use oflanguage).Follow- up ActivityConduct an exhibition of the TravelBrochures prepared in the class.Additional activitiesMore activities could be generated fromthe text. Some of the possibilities arepresented below:The opening paragraph of the textdescribes the geographical location ofNamuana.1. Distribute photographs of selected

places (especially tourist spots) orroute maps among students.Task: Prepare a verbal description ofthe places/route maps.

2. Compose a song to substitute thesong sung on the occasion of theturtle calling in the text.

Extended activitiesActivity IThe Extended activities begin withtranslation.• Make the learners read the excerpt

from Oru Desathinte Kadha and itsEnglish translation Tales ofAthiranipadam published by OrientBlackswan Private Limited, NewDelhi (2013).

• Discuss the different aspects oftranslation. (Tips are provided in thetext).

• Make the learners attempt the trans-lation of an excerpt from the samenovel presented in the text.

As part of preparing for a tourprogramme, make the learners discuss thedifferent stages involved in organizingone.• Destination (Travel Infos give nec-

essary details like how to get there,where to stay and where to dine)

• Duration of stay• Mode of conveyance•Activity IIThe learners may go through the TravelInfo given in the text and prepare one ontheir own. This may be done individuallyor in groups .The learners may be askedto collect Travel Infos to familiarize theirfeatures.


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Activity IIILet the learners construct a conversationwith the travel agent, using theexpressions given in the text.Activity IVThe tour programme is finalized and the

group sets out for the tourist destination.Make the learners prepare a script of thewelcome speech on behalf of the touristguide. The space provided in the textcould be used for the purpose.

Anatomy of hot air balloon

Envelope

Parachute ValveA self sealing flap

that allows hot air toescape at a

controlled rate

Burnersmix propane with airto produce flame...they have two basic

controls - a blastvalue and a regulator.

Propane Tanks

Skirt

PanelsGores


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SAMPLE TE QUESTIONS

Objective type questions

1. You are asked to lead a tour programme .What are the steps to be followed inarranging a tour programme? List them.Learning Outcome: identifies and lists the steps to be followed in arranging a tourprogramme.

2. Imagine that you are the curator of a renowned Museum of Arts, visited bythousands of tourists every year. Prepare an introductory speech welcoming thetourist to the museum.Learning Outcome: prepares introductory speech welcoming the tourist to the museum.

3. Read the following excerpt from the story 'The Trip of Le Horla' and answer thequestions given below:Suddenly, the lights of a town appear before us. Such a wonderful flow of fireappears below us that I think myself transported into some fairyland where pre-cious stones are manufactured for giants.• Where is the author transported to?• What makes him feel that it is a fairyland ?• Comment on the word ‘transported’. Substitute the word without chang-

ing the meaning.• Pick out the describing words used in the passage.Learning Outcome: reads and comprehends the passage and records responses to thequestions based on it.

Descriptive type questionsInverted in the tideStand the gray rocks, and trembling shadows throw,And the fair trees look over, side by side,And see themselves below.


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Sweet April! many a thoughtIs wedded unto thee, as hearts are wed;Nor shall they fail, till, to its autumn brought,Life’s golden fruit is shed.

4. Prepare an appreciation of the above lines taken from the poem ‘An April Day’.Learning Outcome: prepares write up appreciating the lines from the poem ‘An AprilDay’.

Read the passage given below.The Lantern Festival

The 15th day of the first lunar month is known as the “Lantern Festival.” The LanternFestival signals the end of the New Year festival period. During Lantern Festivalpeople get together watching lanterns and fireworks, guessing lantern riddles andperforming folk dances.Long time ago, there were many fierce wild beasts and birds that greatly affectedlocal people. In order to protect themselves, people had to kill those wild animals.One day, a sacred bird in heaven accidentally got lost and fell on the mortal world.However, an ignorant hunter thought the bird was kind of fierce animal and killed it.Furious, the Emperor planned a firestorm as retaliation. However, the emperor’sdaughter warned the villagers first. The villagers were not sure what to do to protectthem. A wise man asked them to hang red lanterns outside their homes, make bonfires,and light firecrackers for three days. The plan worked. On the day of the retaliation,the Emperor was tricked into thinking the village was already ablaze. From then on,people light up lanterns and fireworks on the 15th day of the 1st lunar month, tocelebrate the success.

5. Prepare a write-up on this ritual/practice highlighting the plot, characters, localculture, social/historical aspects, relevance of the ritual in the current scenarioand its impact on society.Learning Outcome: analyses rituals and prepares write-up on the plot, characters, so-cial, historical and cultural relevance of the ritual.

6. Prepare the script of live TV report on the inaugural ceremony of the famousNehru trophy boat race.(Hints: description of the scene and the arrangements, the arrival of the digni-taries, reactions of the spectators, details of the inauguration etc.)Learning Outcome: drafts the script of live TV report.


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7. Read the following passage in Malayalam and translate it into English.Learning Outcome: translates passages from one language to another.

8. Imagine that you had a parachute ride over a valley.Write a travel essay describing this travel experience. The essay should includedescription of physical features, practical issues related to the travel, experi-ences and personal impressions.Learning Outcome: organizes the travel experiences logically and writes them in theform of a travel essay

9. Look at the pictures given below.

Tourist spots are at the mercy of tourists.Compare the pictures and prepare a paragraph expressing your views on thesentence given above.Learning Outcome: writes passages comparing the conditions presented in the input(visual/verbal) provided.

A tourist spot in its glorious past The same spot in a deteriorated state

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