DISCUSSION TEACHING MANUAL
Name of the teacher : Unit: 2, Short Story: The Story Teller
Name of the School : Sub-unit : Paragraphs 1-3
Subject : English
Standard : VIII
Strength :
Duration : 45 minutes
Date :
Content Generation
Ideational Content
The passage is about a train journey where there is an aunt, three curious children and a bachelor who is a total stranger to them. The children are very restless and the aunt is finding it difficult to handle them.
Linguistic Content
Vocabulary items- sultry, occupants, persistent, smacking, reluctantly, fatuously, inevitable.
Structural items - Contracted forms - Don’t, there’s
Additional Content
The child’s experience of travelling by train.
Synthetic Content
Letter writing describing the child’s travel experience.
Learning Objectives
The learner
1. Analyzes the literary text and identify the theme of the passage.
2. Gets acquainted with the new vocabulary given in the passage.
3. Improves his/her writing skills by describing any travel experience.
4. Comprehends structural items in the passage like contracted forms.
5. Develops his/her creativity through conversation, role play etc.
6. Becomes aware of how to behave in public places.
Pre-requisites
The learner
1. Has gone for trips especially by train.
2. Has written letters on his/her own.
3. Is familiar with the use of negative forms of words in speech and writing.
Instructional Strategies
Group work for collaborative reading, individual work for letter writing, peer correction
Learning Aids - Blackboard, flashcards, charts, pictures
| Process/Activity | Assessment |
| I. Entry activity The teacher creates rapport with the students by engaging in informal conversation. The teacher asks some questions in order to introduce the topic. Do you like to hear stories? What kind of stories do you like to hear? Have you ever travelled by train? Can you share your experience about a train journey? | |
| The students engage in role play. The selected few pick up lots that include characters that we usually find in a railway station like station master, Traveller’s Ticket Examiner, snack vendor, the clerk at the station counter, passengers like a mother and child etc. Then the other students have to guess which character is being acted out. | |
| The teacher mentions the gist of the passage by saying that it is about a train journey where there is an aunt, three curious children and a bachelor who is a total stranger to them. The children are very restless and the aunt is finding it difficult to handle them. | |
| The teacher shows the picture of the author and gives a brief description about him. The author’s name is Hector Hugh Munro. He is also known by his pen name Saki. He is a British writer and is considered a master of short stories. His stories are usually satirical. | |
| The teacher uses the blackboard for writing the name of the lesson and the author. | |
| II. Reading Model The teacher reads the story loudly to the students. Individual reading The teacher asks the students to read the story on their own. Collaborative The teacher divides the students into groups and asks them to read the passage. They are asked to put a ( ü ) mark if they have understood, a (?) mark if they do not and an (!) mark if they find anything surprising or interesting. The teacher helps the students to clarify the meaning of new words/usages. The teacher then asks the students to highlight the important ideas in the passage. Who were the occupants of the railway carriage? Why did the aunt shout at Cyril? What did the boy see on looking out of the window? Scaffolded The teacher further asks scaffolding questions in order to provide an in depth idea about the passage. 1. Who are the characters you have met so far in the story? List at least one of their attributes. Refer to page-48. Aunt : Always says ‘don’t’ Bachelor : The boy : 2. What might be the thought processes of the bachelor regarding the happenings in the train compartment? 3. The aunt always says ‘don’t’. ‘Don’t’ is the contracted form of ‘do not’. Find out some other contracted forms commonly used in English. I’m - I am There’s – There is Won’t - Wouldn’t – Didn’t - Couldn’t - | |
| III. Preparation of Discourse Write a letter to a friend narrating your travel experience. The students are asked to prepare the discourse individually. They are then expected to discuss their discourses in groups and to select the best product of the group. After this, they refine the product within their groups. Presentation of the Discourse The students present their refined discourses before their peers. Editing The teacher helps the students to edit their discourses. The students discuss about the ideas to be incorporated in the discourse as well as aspects like thematic editing, syntactic editing, morphological editing, spelling and punctuation errors. Presentation of Teacher’s Version The teacher presents her own version of the discourse. | |
| Place Date Dear Meera Hope you did your exams well. I might come to Last time when I travelled by train, I had a lot of fun with my brother. We played cards, read books, watched the scenery and occasionally bought snacks from the vendors. I really enjoyed that journey. See you soon. With love Neha Follow-up activity The teacher provides certain follow-up tasks based on what the students have learned in the class. | |
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