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A NOTE TO THE
TEACHERS
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Oscar Wilde
profile
- outline of the
face / head
accomplishment - a well learned
ability / skill
ineffectual - not doing anything
worthy
colonel
- (pronounced like the
word ker-nel) a high
rank in the army
glum
- sullen, dejected,
displeased
freckled
- marked with small
brown spots on
the skin
ragged
untidy
forlorn
sovereign
coppers
forsaken, lonely
a former currency
worth 1 pound
coins of lower
denomination
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camps, we have poetry, we have music, we have visual art; it wasn't just this one
fanatic Messiaen; many, many people created art. Why? Well, in a place where
people are only focused on survival, on the bare necessities, the obvious conclusion
is that art must be, somehow, essential for life. The camps were without money,
without hope, without commerce, without
recreation, without basic respect, but they were
not without art. Art is part of survival; art is part of
the human spirit, an unquenchable expression of
fanatic - a person who is
extremely enthusiastic about
something.
unquenchable - cannot be
satisfied
who we are. Art is one of the ways in which we say,
I am alive, and my life has meaning.
1. Why did art find a place, even in concentration camps?
2. What is the significance of art?
irreverent not
showing respect
In September 2001 I was a resident of Manhattan. On the morning of
September 12, 2001, I reached a new understanding of my art and its relationship to
% Do you know what happened in
the world. I sat down at the piano that morning
the Nazi camps?
at 10 a.m to practise, as was my daily routine;
The Nazi Germany established about
20,000 camps to imprison many
millions of victims, between 1933 and
1945. These places were called
'concentration camps', because
those imprisoned were physically
concentrated in one location. In these
forced labour camps thousands of
prisoners of war (POW) were shot or
gassed. Gas chambers (rooms filled
with poisonous gas to kill those
inside) were created to kill thousands
of Jews everyday.%
I did it by force of habit, without thinking about
it. I lifted the cover on the keyboard, and
opened my music, and put my hands on the
keys and just as soon took my hands off it.
And I sat there and thought, does this even
matter? Isn't this completely irrelevant?
Playing the piano right now, given what
happened in this city yesterday, seems silly,
absurd, irreverent, and pointless. Why am I
here? What place has a musician in this
moment in time? Who needs a piano player
right now? I was completely lost. And then I,
along with the rest of New York, went through
the journey of getting through that week. I did
not play the piano that day, and in fact I
contemplated briefly whether I would ever
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suffice
be enough for,
be adequate for
exacting demanding
truism - a statement that is
obviously true
invidious - unjust
indispensable - absolutely essential
earnestness - seriousness
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abandon an
attempt to do
something
aloof,
reserved
return
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cut in line
melee
portends
siphon
depletion
iron ore,
limestone,
and coke
blast
furnace
hot air
molten
iron
slag
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intervene become involved in
legislated made into a law
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Know your rights
[ The right to protection from harm,
trafficking, dangerous drugs
[ The right to protection against
being abused and forced by
economic necessity to enter
occupation unsuited for your age
or strength
[ The right to participation
[ The right to express yourself and be
heard
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identification mark : mark showing
who or what somebody or something is
Did you know?
Butterflies too migrate!
restricted
limited
nesting sites places made or chosen
by a bird for its eggs
fascinating
landmarks
very interesting
objects clearly seen
from a distance and
helpful in finding the
way to a place
foster parents those who take
parental care of the
little ones
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What is a compound word?
A compound word is a noun, a
verb or an adjective made of
two or more words or parts of
words.
It is written as one
word, or as words joined by a
hyphen.
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Grammar:
A group of words that makes
complete sense is called a
This is to help you recall what you have already learnt. 'SENTENCE'.
SENTENCE PATTERN- REVISION
Sentences are formed with the following:
1) Subject(S)
The person who does the action in the sentence is the
subject of the sentence.
e.g: Ram studies well.
Priya place games well.
2) Verb(V)
The word that indicates an action done by the subject or
expresses a state of being or shows possession, is called
the verb.
e.g:
She went home.
Kannan is a doctor.
I have a sister.
3) Subject Complement(C )
The word or phrase which completes the meaning is called
a complement.
e.g:
Solomon was wise.
He became the leader.
4) Object Complement:
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Glossary
enterprising
congested
scheming
cajoling
vivacious
Utopia
lavish
pacifying
remorse
zoomed
writ
sojourn
countenance
blurred
rang clear in his ears
courageous, willing to involve
oneself in undertaking a difficult
project
overcrowded
planning secretly
persuading by flattery or deceit
enthusiastic, cheerful
an imaginary land of permanent
happiness
rich, extravagant
soothing, consoling
bitter regret for having done
something wrong
made larger
very obvious, clearly recognisable
temporary stay
face
became unclear or indistinct
sounded heavily
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Herculean
patronage
- mighty
- support
Across
1. very big in size
3. The sculptures
___________ the
Cholas' munificence
4. to be similar to another
person or thing
Down
2. This place is called 'The
__________ of Tamilnadu'.
5. The idol we worship is called a
___________.
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will would,
shall should,
can could,
may must, might, used to, ought to, need, dare
shall
may
would
will
can
could
These are used in interrogative
sentences to ask permission.
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should
must
ought to
used to
need
dare
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The Chairperson inaugurates the seminar, speaks on the need for the
discussion and initiates the seminar. The Coordinator renders the welcome address,
introduces the speakers and records the speeches.
Each speaker focuses on a particular aspect of the topic:
e.g.
1. Importance of a country's heritage
2. The need to protect and preserve the heritage in a changing world
3. National Heritage-Important sites
4. Tourists' attitude towards our national heritage
5. How students could contribute to the preservation of our cultural heritage
The speakers present their papers. The co-ordinator sums up the points. After
discussion the co-ordinator proposes the vote of thanks.
Follow the guidelines and organise the seminar.
E. Project:
A project is a self-learning activity where you gather knowledge on your own
without depending on the teacher.
Steps involved in preparing a project:
1. Go to the library and consult an encyclopedia or other reference
books and gather matter on the topic you have chosen. You could also
browse the Internet and gather information.
2. Prepare notes on what you would like to include in your presentation.
3. Structure the points into paragraphs with suitable headings and sub
headings.
4. Include pictures wherever required.
5. State the sources from where you have collected the information.
6. Present the report in the form of a booklet.
Activity:
a) Using these guidelines and the passage given below, prepare and present a
project on World Heritage Sites.
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Double bubble from bubbles double
The sun should shine soon
Why is a lazy dog like an inclined plane?
An inclined plane is a slope up
( sounds like slow pup)
A slow pup is a lazy dog
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TOTAL
Paraphrasing a poem
Translation / des. pic
Letter Writing
Advertisement
IV Expansion of ideas
Expanding headlines
Non-verbal
Developing hints
Matching slogans
Road map
Fill in the blanks
Ident charac
Matching
Compl of Sents.
Comprehension
Mind Map
Para
II.Lang.Functns.
Making notes
Summarizing
Completing a
dialogue
III Comm. Skills
Writing a dialogue
I. Textual
Questions
English II (100)
E/LA
SA
K 10
VSA
10
5(5)
5(5)
Obj.
Knowledge (Vocabulary,
Writing, Grammar)
E/LA
15
C 25
1(5)
5(5)
5(5)
SA
5(5)
VSA
5(5)
Obj.
Comprehension (Reading,
Vocabulary, Language skills)
15
1+1* (5)
1(5)
1+2*(5)
E/LA
5 (5)
5 (5)
1 +1*(5)
5 (5)
1(5)
1+1* (5)
5(5)
5(5)
1 (5)
5(5)
1+1*(5)
64+5*(100)
1(5)
1(5)
1+1*(5)
1(5)
5(5)
1+1* (5)
50
5(5)
5 (5)
5 (5)
5 (5)
5 (5)
5(5)
5(5)
1+2*(5)
5(5)
A65
Obj.
1 (5)
1 (5)
VSA
Total
Qs + Ms
1(5)
5(5)
SA
Application and Expression (Grammar,
Vocabulary, Creative competency, Writing)
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