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NBF English Grade 9 Chapter 3 and 4

The document outlines educational objectives for students, focusing on skills such as attentive listening, critical reading, and writing book reviews. It discusses the theme of digital globalization, its impact on culture and economy, and the role of technology and media in facilitating globalization. Additionally, it highlights the advantages and disadvantages of globalization, particularly in relation to economic development and social connectivity.

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58 views50 pages

NBF English Grade 9 Chapter 3 and 4

The document outlines educational objectives for students, focusing on skills such as attentive listening, critical reading, and writing book reviews. It discusses the theme of digital globalization, its impact on culture and economy, and the role of technology and media in facilitating globalization. Additionally, it highlights the advantages and disadvantages of globalization, particularly in relation to economic development and social connectivity.

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zunaira.shaikh.aug
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After completing this lesson, students will be able to: demonstrate attentive listening’ sidlls to respond orally with standard pronunciation discuss how authors use language, including figurative language, considering the impact on the reader, Discuss their own reading critically ‘examine the mechanics of developing a book review report write a book review report use paraphrasing skills to paraphrase a poem acquire and use appropriate words and phrases for reading, writing, speaking, and listening; independently gather vocabulary when considering a word or phrase important for comprehension or expression use all types of tenses correctly in speech and writing. Use gerunds, infinitives, and participles. Use the aspect of time correctly in speech and writing Main Theme: Digital Globalization Sub Theme: ‘+ Impact of digital globalization on the English Language, Impact on culture and economy, + MOOC (Massive Open Online Courses), Twitter/ Linkedin Globalization is the process through which ideas, knowledge, information, goods and services spread around the world. In business, the term is used in an economic context. It describes integrated economies marked by free trade, free flow of capital amongst countries and easy access to foreign resources, including labour markets. It maximizes returns and benefits for the common good of all people. Globalization is driven by the convergence of cultural and economic systems. This convergence promotes, and in some cases necessitates increased interaction, ‘integration and interdependence among nations. The more countries and regions of the world become intertwined politically, culturally, and economically, the more globalized ‘the world becomes. Money, products, materials, information, and people are flowing swiftly across national boundaries today more than ever. Advances in technology have enabled and accelerated ‘this flow and thus are resulting in increased international interactions and dependencies. These technological advances are especially visible in transportation and ‘telecommunications. The recent technological changes have played a vital role in globalization. The internet has increased the (UNSC PRiIeT-ferinns sharing and flow of information and knowledge, access to ideas and exchange of cultures among different | "more globalized? Nations. It has contributed to closing the digital divide | + What do you know about between developed and developing countries. The | — fe GLOBALIZATION EC IES e@ AND ITS IMPACT e INEQUITABLE OF SCALE ON ECONOMIC DISTRIBUTION l GROWTH . - ashy INTERDEPENDENCE THREAT TO kbav@balence SOVEREIGNTY _) 2 Group discussion Divide the class into groups. Ask the students ta work in groups and share an instance of digital globalization with reference to Pakistan keeping in view the topics and questions given below. Group 1: E-commerce and Ontine Marketplaces 4, How do you think the ability to sale and purchase of goods from the global market has influenced local business in Pakistan? ii. Share a few examples of popular online selling hubs in Pakistan, and how they. contributed towards digital economy? Group 2: Telecommunications and Internet Connectivity i, How does the expansion of mobile networks along with improved connectivity influence digital globalization in Pakistan? ii. How access to information and communication technologies has transformed the lives of ordinary Pakistanis? Group 3: Social Media and Digital Communication i. How have social media platforms like Facebook, Instagram, and Twitter influenced communication and connectedness in Pakistan? fi, Can you provide examples of how social media has been used for cultural # exchange, activism, or business © promotion in Pakistan? ( Group 4: Online Education and Remote Work Social Media and ‘Globalization i. How has the concept of remote work and freelancing grown in Pakistan due to digital globalization? fi. Can you share examples of online learning platforms and their role in expanding educational opportunities? Group 5: Digital Financial Services i. How have digital banking and financial services evolved in Pakistan, and what role have they played in financial inclusion? ii. Can you provide examples of mobile payment solutions and their impact on financial transactions in the country? Teacher's Point (ae your sara eden soe xerng se reseed rly wh van renin, Ask the students io workin groups and share an instance of digi glbalzati hl... ee Group 6: Cybersecurity and Data Privacy i. What challenges and risks does digital globalization pose to cybersecurity and data privacy in Pakistan? i. What measures are being taken by the government to address cybersecurity concerns in Pakistan? Each group can discuss these questions, conduct research, and share their findings with the class. This approach allows for a thorough examination of various aspects of digital globalization in Pakistan and encourages critical thinking and discussion among students. A gerund is a verb form ending in -ing that functions in a sentence as a noun. Although qt both the present participle and the gerund are formed by adding -ing to a verb, the participle does the job of an adjective while ‘the gerund does the job of a noun. Examples Jumpingis fun. He liked skiing. He had a unique way of whistling. ‘Swimming is good for health. Infinitives. An infinitive is a verb form—often preceded by ‘tothat can function as a noun, an adjective, or an adverb. Examples ‘To jump is fun. | like to ski. ‘She had a suggestion to offer. 7 le. 4. PREPOSITIONS UNDERSTAND Participles participle is a verb form that can be used as an adjective to modify nouns and pronouns. It can end in “-ing,” “-ed,” or other irregular forms. Examples Holding the torch steadily, Jenny approached the monster. ‘The dancing parrots entertained the crowd. The wrecked sailboat washed up on shore. Q1. For each of the following sentences, decide if the word or phrase in ttalics is a participle, a gerund, or an infinitive. 1. They complimented me on my singing. 2. Jenny likes to dance in the rain. 3, There are many ways of cooking this dish. 4. Abroken heart will mend over time, 5. "Happiness is having a large, loving, caring, close-knit family in another city." — George Burns 6. Traveling is good for the mind. 7. To arrive on time, Sam took the metro. 8. We do not have the funding to build the proposed sports facility. 9. The students were confused by the professor's lecture. 10. He agreed to wait for a better time. Q2. Go through the main text and find out gerunds, infinitives and participles. Also, use them in meaningful sentences keeping in view the correct sentence structure and grammar. Q1, Read the story “The Gift of Maggie” by © Henry. Compose a book review report keeping in view the steps mentioned below. Steps for Story Review: | plot, we ws ‘therm language critical structure characters characters andtone analysis ‘Teacher's Pol “dace fur sutaniso wane a compos bsk roan rp Gusset heap mind pt rar andere wile writing a book review. x r Connected by the World ‘Aworld of nations, connected by trade, Anetwork of people, from every shade, Globalization, a force that brings us together, To create a world, that’s bound forever. Through trade, we share, our resources and goods, From the east to the west, and all that's in between, We create a world, that's full of diversity, And a culture, that’s rich in humanity. Communication, the key to our connection, Atool, that's helped us, overcome all obstruction, From phone calls to video conferencing, We're connected, in every way we're imagining. Transportation, the thread that binds, Away to travel, that's fast and kind, From planes to ships, and every other ride, We're connected, to every corner of the world, wide. And in this connected world, we're building, Acommunity, that's strong and willing, To face every challenge, and to find every solution, Ina world that's free, from every confusion. by: Gabriet Cruz The poem is about the concept of globalization and the interconnectedness of the world, It describes that nations are connected through trade. The poet also talks about how people from different backgrounds interact with each other. The world has become a global village because of the advancement in communication and transportation. A global community has emerged over the time which can face problems and find their solutions by working together in the hope of a better world. Q2. Highlight gerunds, infinitives, and participles in the poem “Connected by the World”. Q3. Read and comprehend the poem titled ‘Connected by the World.’ Also, paraphrase the poem using tenses correctly. ‘MOOC (Massive Open Online Courses): Achange in imparting quality education AMOOC is an online course aimed at self-paced unlimited learning and open access via web. The term MOOC was coined by Dave Cormier of the University of Prince Edward Island. ‘MQOCs will overcome these barriers in terms of low tuition fees or free resources , no need to have high end infrastructural support, puts an end to non-availability qualified and competent instructors for the course, self-paced leaming and removes multiple level of decision makers. In the schooling level students can pursue the courses to fine tune their basics, advance their knowledge to prepare for competitive exams. In professional courses students can augment their skill sets through MOOCs which will help them to stand apart from the crowd while getting interviewed for internships or jobs in reputed firms. At the industry level, the employees are expected to enhance their skill sets regularly to meet changing scenarios of job market or employer's need to make transition to the new technologies, services or processes by keeping their learning curve to minimum, MOOCs provide the excellent platform for the employees of any organization to enhance their skills by getting certified from the course providers. (by ManojT) ‘Teacher's Point + Guida your students to ently and use al ypee of nses canacty lh epeoch and wring. Use garunds innitives, and peticipes. + Guide your students to use paraphrasing skis to paraphrase @ poem epi bold a pom i mem of hea poem ncn over leigh me nvalves rphrasiag tha, hl. ae Group Work Q 4. Complete the following activity after reading the paragraph on MOOC given in the chapter. ‘Step 1: Abrief explanation of MOOCs, LinkedIn, and Twitter. Discuss the importance of professional development and networking in today's digital age. ‘Step 2: Engage the participants in a brainstorming session to gather their thoughts and understanding of MOOCs, Linkedin, and Twitter. Write down their ideas on a whiteboard or flip chart. ‘Step 3: Divide the participants into groups and assign them topics as follows; Group 1: Benefits of MOOCs for professional development Group 2: Benefits of LinkedIn for networking and job searching Group 3: Benefits of Twitter for professional networking and staying updated Step 4: Interactive presentations by group members. {Allow each group some time to research their assigned topic and come up with a short presentation. Encourage them to find examples, success stories, or case studies related to their topic.) Q5. Develop an expository essay in which significance of MOOCs (Massive Open Online Courses) and digital learning is highlighted. + Start with a logical structure having an introduction, body paragraphs, and a conclusion. : Begin each body paragraph with a topic sentence that introduces the main point of that paragraph. ‘Write in a clear and simple manner. Use precise and concise language to effectively communicate ideas. Write a concluding statement. Include the main points in your coppers CONVENIENCE Fastin oti conclusion. cantare MOO¢ ae «Revise and edit your essay for § clarity, coherence, and grammar. opi POP! le gre 8 joc 2 discussion By following these points, you can Tre Simple = create a well-structured and sis z complete. informative expository essay on the given topic. 7? After completing this lesson, students will be able to: + ask and answer questions of personal relevance, information and a variety of communicative purposes + determine an author's point of view or purpose in a text analyze how the author distinguishes his or her position from that of others write a dialogue between multiple people, giving narration/ background in brackets, using conventions of the director's relationship between the addresser and addressee Use summary skills to write an objective summary of the given text demonstrate knowledge and application of parts of speech in oral and written ‘communication Main Theme: SOFT SKILLS Sub Theme: = TEAM WORK Pre-Reading Questions + Look at the tile of the Unit and predict about the content of the lesson, + How can we live peacefully in the society? NOTHING IS IMPOSSIBLE-THE CONSTRUCTION OF SPECTACULAR BROOKLYN BRIDGE The Brooklyn Bridge is one of the oldest suspension bridges in the United States. It connects the New York City boroughs of Manhattan and Brooklyn by spanning the East River. It was the longest suspension bridge in the world from its opening until 1903, and the first ever steel-wire suspension bridge. Since its opening, it has become an iconic part of the New York skyline. It was designated a National Historic Landmark in 1964. It all started with a wild, crazy, strange looking, strictly speaking prima facie a mad dream of a creative engineer named John Roebling, who was inspired by an idea to build a spectacular bridge connecting New York with the Long Island. However, bridge building experts throughout the world thought that this was an impossible feat and told Roebling to forget the idea. It just could not be done. It was not practical. It had never been done before. In a sense, John Roebling heard all those age jm old criticisms that many of us frequently encounter in our life or career when we try to accomplish something different that appears to be challenging to others. But, Roebling could not ignore the vision he had in his mind of this bridge. He thought about it all the time and he knew deep in his heart that it could be done. He just had to share the dream with someone else. After much discussion and persuasion, he managed to convince his son Washington, an upcoming engineer, that the bridge in fact could be built. ‘What do you know about “The Brooklyn Bridge?” 7 le Working together for the first time, this homely team of father and son developed concepts of how it could be accomplished and how the obstacles could be overcome. With great excitement and inspiration, and the headiness of a wild challenge before them, they hired their crew and began to build their dream bridge. Construction began on January 3, 1870. The project started well, but when it was only a few months underway a tragic accident on the site appeared to have shattered the dream. John Roebling's foot slipped into a group of pylons from the shake of an incoming ferry. This badly crushed his toes, causing those toes to be amputated, leaving him incapacitated; he later died of an infection related to his injury and leaving his son, Washington Roebling, in charge of the bridge. The actual construction started under the younger Roebling. Not long after taking charge of the bridge, Washington Roebling suffered a paralyzing injury as well, the result of decompression sickness. This condition plagued many of the underwater workers, in different capacities, as the condition was relatively unknown at the time and in fact was first called "caisson disease” by the project Physician Dr. Andrew Smith. So, Washington was left with a certain amount of brain damage, which resulted in him not being able to walk or talk or even move. ‘That's it!!! The critics were only waiting for such thing to happen. They all started... “We told themso.” “Crazy men and their crazy dreams,” “It's foolish to chase wild visions.” SEALS SEU fel ais Everyone had a negative comment to make and felt | + Do you agree that man is not that the project should be scrapped since the | made for defeat? If yes, then Roeblings were the only ones who knew how the bridge \_ Why? could be built. In spite of his handicap situation, Washington was never discouraged and still had a burning desire to complete the bridge and his mind was still as sharp as ever, He tried to inspire and pass on his enthusiasm to some of his friends, but they were too daunted by the task. ‘Mr. Washington was on his bed in his hospital room, with the sunlight streaming through the windows, a gentle breeze blew the flimsy white curtains apart and he was able to see the sky and the tops of the trees outside for just a moment, It seemed that there was a message for him (RESETS not to give up. Suddenly an idea hit him. All he could do was move one finger and he decided to make the best use of it. It was just similar to visualizing a silver line in the midst of dark clouds. ‘And imagine whom he thought of as a possible helping hand! She was none ather than his better half - Emily Warren Roebling who was determined to stand by her husband in all lll. es | What was the motivation behind this project? TT :) circumstances. Then, it was this lady's devotion, unquestioned loyalty that made the entire herculean task a more manageable. The Brooklyn Bridge might not have been built had it not been for the assistance of Emily Warren Roebling, who provided the critical written link between her husband, Washington Roebling (the Chief Engineer), and engineers on-site. Under her husband's guidance, Emily had studied higher mathematics, the calculations of catenary curves, the strengths of materials, bridge specifications, and the intricacies of cable construction. She spent the next 11 years assisting Washington Roebling in the supervision of the bridge construction. By moving his finger, Washington started exchanging with his wife and slowly developed a code of communication with his wife. He touched his wife's arm with that finger, indicating to DadAeebu sis her that he wanted her to call the engineers again. ‘Then he used the same method of tapping her arm to tell the engineers what to do. It seemed foolish but the project was under way agai For 13 years Washington tapped out his instructions with his finger on his wife's arm, until the bridge was finally completed. The Brooklyn Bridge was opened for use on May 24, 1883. The names of John Roebling, Washington Roebling, and Emily Warren Roebling are inscribed on the structure as its builders. Today the spectacular Brooklyn Bridge stands in all its glory as a tribute to the triumph of ‘one man’s indomitable spirit and his determination not to be defeated by circumstances. + What was the mode of _communication that | Washington developed? MORAL: We must understand that "Success always has many fathers, while failure is orphan.” In such situation, you must remember that there are always two hands ready to help you, and those are your own hands. So, a strong belief in one’s own faculties keeps ‘one focused, not allowing one to lose one's sight, and thereby coping with adverse situations. The Brooklyn Bridge also shows us that dreams that seem impossible can be realized with determination and persistence, no matter what the odds are. It is also a tribute to the engineers and their team work, and to their faith in a man who was considered mad by half the world, Post-Reading Questions % “Itis literally true that you can succeed best and quickest by helping others. to succeed.” Have your ever faced such a situation where you have to lead others? 7 ll... & Words Pronunciations | Meanings i a town or part of a city that has its own local borough Paral aan, ty. spectacular Aspek'teekjala(r}/ | very impressive being a famous person or thing that people admire iconic fav korak/ and see as a symbol of a particular idea, way of life, etc. orima face | fprama Yexy _ asedon what at fist seems tbe true, although it feat yay ae Fes of work that needs skill, strength acute decompression syndrome (Caisson’s disease) is an acute neurological emergency in divers. It is caisson disease | /ko'surn/ Caused due to release of nitrogen gas bubbles that Pex'zie/ impinge the blood vessels of the spinal cord and brain and result in severe neuro-deficit. plague somebody/something (with something) to plague Jpleag/ ‘cause pain or trouble to somebody/something over a period of time 7 to cut off somebody's arm, leg, finger or toe ina amputated Tenpluesy medical operation th a reduction in air pressure; the act of reducing the decompression | /.d:kom'prefof | Pec of the ae e 7 a tall metal structure that is used for ee pylon Fpatienf electricity wires high above the groun one the act of persuading or convincing en todo Parsussiiy {pp'swersn/ something or to believe something ; to make somebody feel nervous and less confident aaa Sea about doing something tapping fexp/ to hit somebody/something quickly and lightly triumph Ptratamt/ a great success, achievement or victory ‘sew pare to write or cut words, your name, etc. onto something coping with | /"kopin wi5/ | to deal with something difficult ‘ = Answer the following questions. Q1, What was the dream of John Roebling? Q2. What had happened when the project was underway? Q3. Why did the people criticize the Roeblings? Q4. Which disease attacked the underwater workers and what were its symptoms? Q5. How did Mr. Washington communicate after the tragic accident? Q6. Who was Emily Warren Roebling and what role did she play in the execution of the project? Q7. “When there is a will there is a way”, explain in the light of the given lesson? Paragraph: A group of sentences organized around a topic, a main idea about the topic, and details that support the main idea. Topic: The overall subject of a paragraph. ‘Main Idea: A statement that tells the author's point about the topic. The main idea provides the message of a given paragraph or the argument that is being made about the topic. 6 Details: The specific ‘information about the main idea or support for the main idea. Main Idea = Topic + Author's Point about the Topic How to Find the Topic Ask yourself the question: What or who is this paragraph about? How to Find the Main Idea Ask yourself the question: What Is the overall message or argument being made by the author about the topic of this paragraph? 7 ll... How to Find Supporting Details ‘Tum the main idea into a question by asking who, what, when, where, why, or how? The answer will give a set of details. Hints + Boldfaced headings or titles may contain the topic and/or main idea + First and last sentences in the paragraph are usually helpful + Look for repeating words, these often indicate the topic Remember Topics, main ideas, and supporting details work together. The main idea tells the author's point about the topic, and the details offer support for the main idea. ‘A. Read the passage below tosee if you can pick out the main idea. "To many parents, the infant's crying may be mainly an irritation, especially if it continues for long periods. But crying serves important functions for the child as welt for the parents. For the child, crying helps improve tung capacity and the respiratory system. Perhaps more important, the cry serves as a signal of distress. When babies cry, they indicate that they are hungry or in pain, and this is important information for parents.” Use the hints below to determine the correct main idea of this paragraph. After reading a paragraph ask, "What point is the author making in this passage?" Ask the following questions: + Who - Does this passage discuss a person or group of people? + When - Does the information contain a reference to time? + Where - Does the text namea place? + Why-Doyou finda reason or explanation for something that happened? * How - Does this information indicate a method or a theory? B. Read the passages and answer the questions. Fire ants are painful and destructive pests, The fire ant earned its name because of its venom. The insect uses a wasp-like stinger to inject the venom, which causes a painful burning sensation and leaves tiny, itching pustules. The ants will swarm over anyone or hae anything that disturbs their nests. In addition to causing pain, fire ants damage many crops by eating the plants and by protecting other insects that damage crops. Fire ants are attracted to soybeans, eggplant, corn, okra, strawberries, and potatoes. . What is the topic of the passage? a. Ant bites c. Farming b. Fire ants — d, Pests 2. What does the author want you to know about the topic? a. Fire ants have a wasp-like stinger, b. Fire ants swarm. c. Fire ants are pests to farmers. d. Fire ants are painful and pesky. 3. Which sentence contains the main idea? at a4 b.2 a5 Oral Communication Pair Work * Work in pairs and choose a celebrity they bath know, come up with interview questions, and act out a real-life interview in front of the class. Group Activity + Work in groups and trace out the issues highlighted by identifying the setup, confrontation and resolution in the three act play “Love Thy Neighbour” by Jimmy Keary. ‘Teacher's Point Guide your students to ask and answer questions of perecnal relevance, informaion anda varoly of communicative purposes in pairs orin group. 7? hn .-.e de focabulary relents ‘The Parts of Speech, understanding of the classification of words, is of utmost importance before one moves towards the sentence structure and advanced syntax of English both in written and oral communication. Every name is called a Noun, As field and fountain, street and town; In place of the noun the Pronoun stands As he and she can clap their hands; The Adjective describes a thing, ‘As magic wand and shiny ring; The Verb means action, something done- To read, to write, to jump to run; How things are done, the Adverbs tell, As quickly, slowly, badly, well; The Preposition shows relation, As in the street, or at the station; Conjunctions join, in many ways, ‘Sentences, words, or phrase and phrase; 1! The Interjection cries out, ‘Hark! | need an exclamation mark’ There is one more to be kept among winners We know them as Article Determiners hl. as a. Read the above poem carefully and make a list of words in BOLD with definition. b. Identify the part of speech of the highlighted word in each of the following sentences as Verb ,Noun ,Pronoun, Adjective, Adverb, Preposition, Conjunction, Interjection . He runs fast. 2. The geese indolently waddled across the intersection. 3. Yikes! I'm late for class. 4, Bruno's shabby thesaurus tumbled out of the book bag when the bus suddenly pulled out into traffic. 5. Mr. Frederick angrily stamped out the fire that the local hooligans had started on his verandah. 6. He is a fast runner. 7. Later that summer, she asked herself, “What was | thinking of?” 8. She thought that the twenty zucchini plants would not be enough so she planted another ten. 9, Although she gave hundreds of zucchini away, the enormous mound left over frightened her. 10, Everywhere she went, she talked about the prolific veggies. Suppose you are the team leader, write a dialogue having five members in your group, planning for Clean and Green Pakistan Project. (Hints: Place your characters clearly within your conversation, create unique voice for every character, give characters’ opposing views) 7? ln. 4. AL ANSWER THE FOLLOWING QUESTIONS. I. “The life of Hazrat Muhammad Rasulullah @7i#tw’A) is a beacon of light for the whole humanity”, comment? ii, What was the impact of the lenient behavior of Hazrat Muhammad Rasulullah (4f@n/a) on the non-believers? iii, How can a woman turn out to be a successful financial supporter of her family? iv, What skills are required for a successful business? vy. How has media revolutionized the digital globalization? vi. What are the major focuses of cultural globalization? vii. “Success always has many fathers, while failure is orphan." Explain in the light ‘of the chapter “The Construction of Spectacular Brooklyn Bridge. viti, What skills did Emily Warren Roebling acquire for the construction of the Brooklyn Bridge? B, Directions: Read each passage and ask yourself, "What is the author doing in this Paragraph?” Write your answer in the summary box and then think of an appropriate title for the passage based on the main idea of the passage. 1. Apenny for your thoughts? If it's a 1943 copper penny, it could be worth as muchas fifty thousand dollars. In 1943, most pennies were made out of steel since copper was needed for World War II, so the 1943 copper penny isultra-rare. Another rarity is the 1955 double die penny. These pennies were mistakenly double stamped, so they have overlapping dates and letters. /f it’s uncirculated, it'd easily fetch $25,000 at anauction, Now that’sa pretty penny. Summarize this paragraph in one sentence. Be specific and clearly explain the main idea. An appropriate title: 2, When one hears the term "reality" applied to a show, one might expect that the events portrayed occurred naturally or, at the least, were not scripted. This is not always the case. Many reality shows occur in unreal environments, like rented mansions occupied by film crews. Such living environments do not reflect what most ee : Ae Ge people understand to be “reality.” Worse, there have been accusations that events not captured on film were later restaged by producers. Worse still, some involved in the production of "reality" television claim that the participants were urged to act ‘out story lines premeditated by producers. With such accusations floating around, it's no wonder many people take reality TV to be about as real as the sitcom. Summarize this paragraph in one sentence. Be specific and clearly explain the main idea. ‘An appropriate title: & Directions: Read the story “When Gertrude Grew Great” and trace out the elements of the story appended at the end of the story. Gertrude was just an average kid with an average life. She lived in an average sized house in an average neighborhood in a totally typical town. At home, she helped ‘out just enough to slide by, At school, she did just enough homework to stay out of ‘trouble. She had straight'C’s in all of her classes. ‘One day Gertrude's teacher, Mr. Mister, stopped her after class. “Gertrude,” he said, “I know that you can do better. I've seen the work you do in class, and some of it is amazing... way better than ‘C’ work.” Gertrude knew that there were moments when she did try a little harder than what everyone expected, like when she put extra elbow grease intosome of the dishes tomake them really sparkle; or, when she took extra time with her handwriting on a few problems of her homework to make it look fancy. But she just didn't have confidence in herself. She didn't really believe that she could change; in fact, she was scared by the thought of having the power to become whatever she wanted. She had done just enough to get by for so long that being mediocre was her lifestyle. She stopped listening to Mr. Mister about half way through and just nodded her head until he stopped. Then, she walked out at an average pace. That night, Gertrude hada dream. It was ten years into the future and she was still living with her mom in her average neighborhood. She could not find an average job, because even the average jobs were filled by above-average workers: people who did more than what was expected of them, Gertrude loved her mom, but she wanted more for herself. She wanted her own place, her own life. A voice spoke in the dream: “The present is nothing more than the outcome of the choices made in the past. The future will only be the results of the choices we make today.” Gertrude began crying average ee: Ae ‘sized tears, because she knew that she helped shape the world in which she lived, and the choices she made produced the options she had. She woke up with her pillow wet. Gertrude was relieved to be back in middle school. She took a little more care in getting herself ready that morning, and she looked better than normal. She tried harder ‘in school, and she felt smarter than usual. She helped more around the house, and she felt better than typical. Soon the pattern of success replaced the pattern of mediocrity, and Gertrude became great at everything. Sure, there were still lots of things that Gertrude struggled with, but just trying her best made her feel better when she didn't succeed, and Gertrude even became great at failing by learning from her mistakes. Ten years later, Gertrude lived in an average sized house in an average neighborhood in a totally typical town. She was just the average adult, working much harder than average to earn an average living. But her happiness was above average, because her life was hers. She still visited with her mom quite a bit. But when she was done, she was happy to go to her own house. Gertrude was living the great life. 1. Author's Purpose: entertain inform persuade Winy aid the author wrt tisk 2. Genre: Subgenre: Ex Nanfieton, fetion, or flkore Ex; Autubfography, sconce Fictian, fable, formations vetting, et, 3. Narrator’s Point of View: ‘stperaan, 2nd person, 3rd-person objective, 3ré-perton limited, or 3ré-person amfscient 4, Summarize the text: ‘vf events fo bese, end, 5. Exposition Setting: ‘When ae were dns they take cat B.Conflict: Describe the confit the tory. 6. Rising Action: List some events that occur before the climax. 7. Climax: ‘The turning point 8. Falling Action: List some events that occur after the climax. 1 9. Resolution: Wren the confit is solved eS ee Cole Teta Laced Work in groups and jot down important tips for personality development and display these tips on charts in the classroom. focabulary and Grammar A. Read each sentence, Identify the best fitting word for the sentence based on the connotation of each word, 1. Everyone in the office respects Maria because of her kind but. attitude. a. Assertive b. Bossy c. Demanding 2. “Well,” said Curtis with an embarrassed smile, “I'm looking for ___car." a. acut rate b. a cheaper ¢. a more economical 3. “Here's a scholarship that you might al for,” said Ahmed's advisor. “It's for people who are a. underprivileged b. Poor c. Poverty-stricken 4. Fahad annoys his friends because he’s so______when it comes to money. . Economical b. Thrifty c. Stingy 5. We're worried about Asma; she’s lost so much weight that she looks. a. Tim b. Boney c. Slender 6. “I'mafraid,” said Luke's guidance counselor careful “that you might find advanced calculus a little too. a. Challenging b. Confusing c. Difficult 7, “And this particular neighborhood,” said the realtor to the young married couple, “will suit families who are . a. Rich b. Loaded cc. Well to do 8. Ahmed's doctor said, "I recommend a low-fat, low-carbohydrate diet because you are becoming. a. Fat b. Large c. Overweight SSS So 9. What makes Jewel so difficult to understand is that she is rather. . a. Withdrawn b. Shy c. Closeted 10. We were all so sorry to hear that you had been. from the plant. a. Canned b, Let go c. Fired B. Match the idiom with its meaning. Sut IDIOM MEANING 1. | a fish out of water a) reveal a secret 2. a whale of time b) useless exercise 3. | let the cat out of the bag ) a very good time 4. hold your horses d) feel uneasy or uncomfortable 5. | wild goose chase e) wait a bit 6. let sleeping dogs lie f) extremely angry Te the lion's share g) leave things as they are 8. mad as a hornet. h) the largest share or part Q1. Write a paragraph on the “Benefits of Extracurricular Activities”. Q2. Write the book review report of “Charlie and the Chocolate Factory” by Roald Dahl. Q3. Write an autobiography of the Earth keeping in view the climate change.(you can start like; / am Earth, a celestial being floating in the vastness of space. { was born from a cloud of gas and dust, formed by the gravitational pull of the sun and its surrounding matter. Now a days | am quite polluted and have been suffering from climate change. ic ‘Teacher's Point A “Tho teacher wl guid the students about the basic stops Irvotved in various types o academic wings tks paragraph, book reviews and autobiography. a a : ee After completing this lesson, students will be able to: use rhetorical questions for a range of audiences make recommendations and develop an interest in fiction and poetry summarise complex concepts, processes, or information by paraphrasing make inferences to draw conclusions apply the techniques of writing the first draft with sufficient details; proofreading and editing details to suit the purpose and audience write and critique (self/peer checking) the final draft after complete editing and proofreading identify and use compound prepositions and prepositional phrases in writing ‘examine and interpret the use of conjunctions, subordinating conjunctions and transitional devices in speech and writing to create the effect. recognize and use correlative conjunctions including pairs such as “both/and” “either/or” “neither/nor” “not/but” and “not only/but also” etc. Main Theme: — Innovation and Creativity Sub Theme: + Importance of innovation & creativity at school + Innovation & creativity in science/ business/ work. + Innovation, Creativity and success Pre-Reading Questions + What do you know about innovation and creativity? How are both concepts different? + Can innovation or creativity lead to success? How? + Have you ever heard of Jeff Bezos' key lessons for success before? 5 of Jeff Bezos' best lessons for success from his 27 years as Amazon CEO Earlier this month, Jeff Bezos stepped down as the CEO of Amazon, the company he launched in 1994 as an online bookseller. Today, Amazon is an ecommerce behemoth worth $1.8 trillion, and that company has made him the richest person in the world with a fortune worth over $200 billion. Over roughly 27 years as CEO, Bezos' has regularly shared advice and lessons learned in interviews and his annual letters to Amazon shareholders. Here are some of the best examples of what Bezos, 57, has shared over the years Take risks “When you think about the things that you will regret when you're 80, they're almost always the things that you did not do. They're acts of omission. Very rarely are you going to regret something that you did that failed and didn’t work or whatever,” Bezos said in an interview. That philosophy helped shape Bezos' life before he even launched Amazon. When he was just 30 years old, Bezos had a Wall Street job at hedge fund D. E. Shaw, but he saw promise in the future of the internet economy and got the idea to build a bookstore ‘Teacher's Point Ho rboig sesonbeod on ered ts Encourage students o share relevent inonedge. 7? 4. ‘online. Bezos' boss agreed the idea had potential, but he still tried to convince Bezos that ‘itwould be less of a risk to keep the job he had. “| pictured myself [at] 80 years old, thinking back on my life in a quiet moment of reflection,” Bezos said of that moment in his life once. “Would | regret leaving this company in the middle of the year? And walking away from my annual bonus?” Of course, Bezos decided to go for it, and he moved across the country to start Amazon out of a garage in Seattle suburbs in the summer of 1994. The website went live a year later. “| didn’t think I'd regret trying and failing. And | suspected | would always be haunted bya decision to not try at all,” Bezos said in 2018. So he “took the less safe path to follow my passion, and I'm proud of that choice.” Picturing yourself as an 80-year-old looking back on your life and the choices you might regret also works for personal decisions, Bezos added. “I'm not just talking about business things,” he said. “It's like, ‘I love that person and | never told them,'and you know, 50 years later you're like, ‘Why didn't I tell her? Why didn't. Igo after it? “So that's the kind of life regret that is very hard to be happy about when you're telling yourself, in a private moment, that story of your life.” Make good decisions —fast Bezos believes that the key to maintaining an innovative business is to make “high- quality, high velocity decisions.” In one of his articles, Bezos wrote about the importance of speed and “nimbleness” in making Amazon “a large company that's also an invention machine.” While he admits that some decisions are “irreversible or nearly irreversible,” most are not. “Most decisions ... are changeable, reversible - they're two-way doors,” he wrote. In those cases, when you make a decision that is “suboptimal,” according to Bezos, “you don't have to live with the consequences for that long. You can reopen the door and go back through.” Those types of decisions should be made “quickly,” according to Bezos. Otherwise, he wrote, people or companies that spend too much time deliberating over reversible decisions risk being subject to “slowness, unthoughtful risk aversion, failure to experiment sufficiently, and consequently diminished invention.” “AlLof my best decisions in business and in life have been made with heart, intuition, guts — not [with] analysis,” Bezos said in an interview at the Economic Club Washington D.C. in 2018. hl. ae Finding your calling Figuring out your passion in life is a central point in the advice that Bezos says he most often gives to his younger employees, as well as his four children, the billionaire expressed at the George W. Bush Presidential Center's Forum on Leadership in 2018. “You can have a job, or you can have a career, or you can have a calling,” Bezos said. “And if you can somehow figure out how to have a calling, you have hit the jackpot, because that's the big deal.” + What does Bezos believe In other words, finding a way to make a career out of | about finding one's passion your passion is Bezos’ idea of true success. And, he believes that everyone has a passion. “You don't choose your passions, your passions choose you,” he said at the time. “All of us are gifted with certain passions, and the people who are lucky are the ones who get to fallow those things.” While Bezos has said he followed his passion as a “garage inventor” when he launched Amazon, in recent years the billionaire admitted that his real lifelong passion has been space. “Ever since I was 5 years ald — that’s when Neil Armstrong stepped onto the surface of the moon — I've been passionate about space, rockets, rocket engines, space travel,” he said ‘in 2019. (Bezos's high school graduation speech even mentioned his plans to build space colonies one day.) Bezos has spent billions of dollars funding his space company, Blue Origin, and one of his first orders of business after stepping down as Amazon CEO will be to fly on the company's first passenger spaceflight with his brother on July 20. Embrace the inefficiency of wandering In his 2018 letter to Amazon shareholders, Bezos included a section titled, “Intuition, curiosity, and the power of wandering.” In that section, the Amazon CEO wrote about the importance of setting aside time to explore your |+ What is the concept of curiosity in order to come up with new, innovative | “embracing the inefficiency of solutions to challenges. wandering,” and why does ‘Avarens bosieens ray sapend ax emaency, wan QO ion customers ordering almost any product and expecting it delivered to their door within a few days or less. But, Bezos believes that ahealthy dose of inefficiency is necessary to succeed. In the letter, he describes this as “wandering,” or exploring and experimenting even if it means taking a roundabout path toa solution. 7? ln: 4. CS and turning itinto acareer? ine “Wandering is an essential counter-balance to efficiency,” he said, “You need to employ both.” “Sometimes (often actually) in business, you do know where you're going, and when you do, you can be efficient. Put in place a plan and execute,” Bezos wrote in the letter. “In contrast, wandering in business is not efficient ... but it's also not random,” he continued. “It’s guided — by hunch, gut, intuition, curiosity, and powered by a deep conviction that the prize for customers is big enough that it’s worth being a little messy and tangential to find ourway there.” According to Bezos, one of the lessons he'd learned building Amazon was “that success can come through iteration: invent, launch, reinvent, relaunch, start over, rinse, repeat, again and again,” he wrote, adding that “the path to success fs anything but straight. Don't lose your distinctiveness In April, in his final letter to stakeholders as Amazon's CEO, Bezos wrote about the ‘importance of holding onto your “originality.” “We all know that distinctiveness - originality - is valuable,” Bezos wrote. “We are all ‘taught to ‘be yourself.’ What I'm really asking you to do is to embrace and be realistic about how much energy it takes to maintain that distinctiveness. The world wants you to be typical - ina thousand ways, it pulls at you. Don't let it happen.” Bezos went on to say that “it's worth it” to maintain your distinctiveness, even though it requires “continuous hard work.” “The fairy tale version of [the advice] be yourself is that all the pain stops as soon as you allow your distinctiveness to shine. That version is misleading. Being yourself is worth it, but don't expect it to be easy or free,” Bezos wrote. Since stepping down as CEO, Bezos transitioned to be executive chairman of Amazon's board and has said he is moving on to focus on projects like Blue Origin. On Tuesday, July 20, 2021 Bezos aspired to make his first trip to space as Blue Origin’s first-ever passenger spaceflight. + What inspired you after reading about Mr. Bezos's achievements? + How do you see “originality” as a student who is still studying and getting inspiration from high achievers? hl. as electronic commerce, typically referring to. buying and selling goods or services online. 5. < + Deduce meanings of the difficult words from the lesson text as understood in the context and write in the column below. Consult dictionary to find the literal meaning of the same and fill in the relevant column, Words/ phrases Deduced Meaning Dictionary Meaning. tangential, high velocity decisions Intuition distinctiveness suboptimal transitioned “g Reading and Critical Thinking Q1. Whatis the main theme of the article about Jeff Bezos? Q2. Which of Bezos' lessons do you find mast compelling, and why? Q3. Can you think of a personal or professional situation where one of Bezos' lessons might apply? 7? ln: Q4. How might Bezos' advice on decision-making and risk-taking benefit someone in their career? Q5. Do you agree with Bezos' perspective on embracing distinctiveness? Why or why not? Oral Communication Panel Discussion: Creativity and Innovation Duration: 40 minutes The activity will encourage students to pose and respond to rhetorical questions, explore and discuss various viewpoints. Preparation: + Panelists: Select a group of students to serve as panelists. You can have 3-5 panelists, depending on your class size and time constraints. Questions for the panelists How can creativity and innovation help us solve complex problems? Have you ever wondered what sparks creativity in people? Can you think of any creative ways to improve the education system? What role does innovation play in the advancement of technology? ‘Can you imagine a world without any creative thinkers or innovators? How do you think creativity and innovation affect our daily lives? + Have you ever encountered a situation where thinking outside the box saved the day? ‘What are some ways we can encourage creativity and innovation in our schools and communities? Doyou believe that some people are naturally more creative than others, orisita skill that can be developed? Can you share any personal experiences where creativity and innovation made a positive impact? hl: ae What are some potential benefits and challenges that come with being a creative and innovative thinker? How has technology influenced and transformed the way we approach creativity and innovation? Can you think of any famous inventors or creative individuals who have had a significant impact on the world? In what ways do you think creativity and innovation contribute to personal growth and self-expression? Assign each panelist a specific perspective or viewpoint (from the given questions) related to the topic. They should prepare their arguments and supporting evidence in advance. 1. Introduction (5 minutes) Begin by introducing the topic to the class, Briefly explain the format of the panel discussion and its purpose: to explore different perspectives on the topic. 2. Panelist Presentations (15 minutes) Each panelist takes turns presenting their viewpoint on the tapic. Allocate a specific time limit for each panelist (e.g., 3-4 minutes) to ensure equal speaking time. Encourage panelists to use facts, statistics, or examples to support their arguments. 3. Moderated Discussion (10 minutes) Open the floor for discussion among the panelists. They can respond to each other's points, ask questions, or seek clarification. As the moderator, you can also pose questions to the panelists to guide the discussion and keep it focused. 4. Audience Questions (5 minutes) Invite questions from the rest of the class, Encourage students to ask thoughtful questions related to the topic. 7? lee Panelists should respond to these questions briefly and concisely. 5. Closing Statements (3 minutes) Each panelist presents a brief closing statement summarizing their main points. Emphasize the importance of respectful and constructive dialogue. 6. Reflection (2 minutes) Conclude the discussion by briefly reflecting on the key takeaways and insights from the panelists. Thank the panelists and the class for their participation. 7. Debrief (optional) (5 minutes) If time allows, have a brief class discussion about the panel discussion itself. Ask students what they learned, what they found challenging, and how the activity could be improved. fe) Vocabulai Rei Wilts Compound Prepositions A preposition that contains two or more prepositional words is called a compound preposition. Compound prepositions are made by connecting the preposition words in a sentence before the noun, pronoun, adjective, and adverb. Moreover, a compound preposition is prepared through the conjunction of a prepositional or a non-propositional word and a simple preposition word that is used with a noun, adjective, or adverb, respectively. Examples: About, across, along, beyond, besides, outside, according to, aside from, because of, as of, next to, on account of, apart from, but for, close to, depending on, due to, in between, incase of, etc., are some compound prepositions. Teacher's Point Keep rack tine to ensure each segment ofthe acy slays wins aocaled duration, Encourage active Bening and respec communication throughout Pe discussion. You can use the whteboard er makarschalk oot down kay pats or ergumonts 2s thay ase during the cussion to hap suai the conversation, + Teacher quest feacher can fatale» productive and engaging pane! cscusion win a 40-minute class poo. hl: 4 ee Prepositional Phrases Prepositional phrases are groups of words starting with a preposition. Prepositional Phrases often function as modifiers, describing nouns and verbs. Phrases can't stand alone. A prepositional phrase won't contain the subject of a sentence. ‘Types of Prepositional Phrases Prepositional phrases can modify nouns, verbs, phrases, and complete clauses . Prepositional phrases can also be embedded inside other prepositional phrases. Modifying Nouns: Adjectival Phrases When a phrase modifies a noun or pronoun, it's called an adjectival phrase. These types of phrases often specify a person or thing (what kind, whose). In context, they clarify a distinction between several possibilities. Example + Sheila is the runner with the fastest time. Its likely there are other runners who are slower, as the sentence is specifying who is the fastest. The phrase is modifying (describing) the noun runner. Adjectival phrases come directly after the noun they modify. ‘The boy with the tail woman is her son. The phrase with the tall woman is specifying a certain boy; it’s an adjectival phrase. There could be other boys, but the one with the tall woman is the one that's being described. The boy isa noun phrase, so the prepositional phrase is an adjective. If we want to make the boy even more specific, we'd further qualify it with an embedded phrase. The boy with the tail woman and the dog is her son. Presumably, there are multiple boys with tall women, so the sentence is ‘specifying that this boy is with a tall woman who has a dog. Modifying Verbs: Adverbial Phrases Adverbs modify verbs, and sometimes the adverb is an entire adverbial phrase. These phrases often describe when, where, why, how, or two what extent something happened. Example + This course is the most difficult in the state. The prepositional phrase specifies where. There might be other courses that are more difficult in other states, but this one is the most difficult here. Let's say it's just one difficult course of several in the state, i.e., "This course is among the most difficult in the state." The among phrase is an adjectival phrase modifying (describing) the course, and the final phrase remains adverbial, still telling where. 7? ln -4. + She ran the marathon with pride on Saturday. ‘The first prepositional phrase specifies how she ran (a verb), and the second specifies when. Both are adverbial phrases. ‘Some of the most common prepositions that begin prepositional phrases are to, of, about, at, before, after, by, behind, during, for, from, in, over, under, and with. Exercise: Choose the correct compound preposition for each sentence: Against, around, behind, upon, over, below, through, beside, } across, under, above, ) between, underneath, onto, within, to, among, beneath a) The cat jumped the table. b) I'm going to the park my friends. ¢) The keys are hidden the flowerpot. d) The cookies are ‘the jar. ) The restaurant is the street. ) The pen is the notebook. ) She walked the high street to reach the playground. h) The bookshelf is the wall. i) The ball rolled __ the stairs. j) They sat__ the fire to keep warm, k) | can see the moon the clouds. |) The dog ran ___ the street to chase the squirrel. m) She placed the vase the shelf. n)The car swerved the crowd of people. 0) The bird built its nest the tree branches. Exercise: Combine the sentences using prepositional phrases: + The dog barked. The postman arrived. Jenny laughed. Her brother told a joke. ‘We bought ice cream. We went to the beach. She went to the store. She bought some groceries. He studied all night. He passed the exam. They went to the beach. They played volleyball. | woke up late. | missed the bus. They went to the park. They had a picnic. hl: 4. ae He went to the gym. He lifted weights. + She went to the library. She borrowed some books. + They went to the restaurant. They ordered pizza. + [went to the doctor. | got a check-up. « They went to the concert. They enjoyed the music. Exercise: Circle the prepositional phrase or compound preposition in each sentence: a) The birds flew over the mountains. b) The dog ran after the ball. c) The flowers bloomed between the trees. Compound prepositions and Prepositional phrases Exercise: Create your own sentences using given compound prepositions and prepositional phrases. The Camping Trip Tom and his friends decided to go on a camping trip during their summer break. They packed their backpacks and set off early in the morning. They walked through the dense forest, following a narrow trail that led between the towering trees. They arrived at a beautiful clearing beside a sparkling river and decided to set up their campsite next toa large boulder, ‘As night fell, they gathered around the campfire and shared stories. Suddenly, they heard a rustling sound in the bushes across from them. They shined their flashlights toward the noise and saw a family of raccoons searching for food. The raccoons came up to the campfire, curious about the humans. Tom's friend, Sarah, reached into her backpack and found some leftover sandwiches. She placed them beside the raccoons, who eagerly enjoyed the unexpected meal. Afterward, the raccoons scurried away from the campsite and disappeared into the darkness. The friends had an eventful night and woke up to a breathtaking sunrise above the treetops. They packed their gear and hiked back through the forest to return home, cherishing the memories of their camping adventure. Teacher's Point Zz Encourage students fo write 23 sentences using compound prepositions and prepostiona phrases intel notebooks. 7? hn: 4. a (s Questions Q1. Which compound preposition describes the path they took through the forest? Q2. Where did they decide to set up their campsite? Q3. When they heard a rustling sound, where did they shine their flashlights? Q4. What did Sarah place beside the raccoons? Q5. How did the raccoons disappear from the campsite? Story: The Camping Trip (Continued) After their camping adventure, Tom and his friends decided to write about their experience in their journals. See if you can fill in the blanks with the appropriate compound prepositions based on the story: 1, Tom and his friends walked ‘the dense forest. 2. They arrived at aclearing___the sparkling river. 3. They set up their campsite___a large boulder. 4. At night, they heard a rustling sound the bushes. 5. They shined their flashlights the noise. 6. Sarah found some sandwiches her backpack. 7. She placed them the raccoons. 8. ‘The raccoons scurried the campsite. % They disappeared ______ the darkness. 10. _ Inthe morning, they woke up to a sunrise the treetops. Story: The Camping Trip (Continued) Q1. Why do you think the author used the compound preposition “next to” to describe the campsite's location beside the boulder? How does it contribute to the imagery and atmosphere of the story? Q 2. Consider the compound preposition “into” when describing the raccoons’ disappearance into the darkness. What does this choice of preposition convey about the raccoons’ actions and the mood of the scene? hl 4 as Q3. In the sentence "They walked through the dense forest,” what does the compound preposition "through" imply about the nature of the forest and the difficulty of the journey? Q 4. The phrase “above the treetops” is used to describe the sunrise. How does this ‘compound preposition create a vivid mental image of the sunrise and its significance to the story's conclusion? Q5. If you were to rewrite a part of the story using a different compound preposition, how would it change the meaning or atmosphere of that particular scene? Choose a sentence from the story and provide an alternative compound preposition. Explain the impact of this change. ‘Story: The Camping Trip (Continued) Q1. Analyze the role of prepositional phrases in setting the scene. How do phrases like “through the dense forest” and “beside a sparkling river” contribute to the reader's mental imagery of the camping location? Q2. Identify instances where prepositional phrases are used to indicate location or direction. How do these phrases help the reader navigate the story's physical setting and movements of the characters? Q 3. Examine the prepositional phrase "around the campfire” when the friends gathered. What does this phrase reveal about the social dynamics and atmosphere during their campfire gathering? (QA. Consider the phrase “besides the raccoons” when Sarah placed sandwiches. How does this prepositional phrase add a layer of meaning to the interaction between the friends and the raccoons? Q5. In the sentence "They packed their gear and hiked back through the forest to return home," the phrase "to return home” signifies the purpose of the action. How do such purpose-indicating prepositional phrases help in storytelling and character motivation? Q6. If you were to rewrite a part of the story by changing or removing a prepositional phrase, how would it alter the reader's understanding of the narrative? Choose a sentence from the story and provide an alternative or modified prepositional phrase. Explain the impact of this change. 7 ll. 4. Conjunctions and Transitional Devices ‘Conjunctions are words that connect two phrases or clauses, whereas transitions are words or phrases that indicate the relationship between two sentences or paragraphs. However, their main difference is their function. The main difference between conjunctions and transitions is that conjunctions connect two clauses, but transitions connect two sentences or paragraphs. Both conjunctions and transitions are words and phrases that connect ideas together, Read the paragraph carefully to practice the use of conjunctions and transitional devices: “Transitioning from middle school to high school can be both exciting and nerve- wracking. On one hand, there's the thrill of new experiences, meeting new friends, and exploring a wider range of subjects. However, it's also a time when students face increased responsibilities and higher academic expectations. Despite the challenges, high school offers numerous opportunities for personal growth. By staying organized, managing time wisely, and seeking help when needed, students can navigate this ‘important transition with confidence. Ultimately, the journey from middle school to high school is a significant chapter in a student's life, filled with both hurdles and triumphs, but it’s a path toward greater independence and future success.” + Identify the transitional devices used in the paragraph. List them and categorize them ‘into different types (e.g., contrast, addition, consequence). Explain how each device contributes to the paragraph’s coherence. Exercise: Rewrite the paragraph using different transitional devices while preserving the original meaning. For example, replace “on one hand” with “although,” "however" with "nonetheless," or “ultimately” with “in the end.” Discuss how these different transitions affect the overall flow and style of the paragraph. Exercise : Identify Conjunctions and Transitional Devices + Select a paragraph from lessen text. «Read through the paragraph and identify all the conjunctions (e.g., and, but, or, so, yet) and transitional devices (e.g., therefore, however, consequently). Create a list of the conjunctions and transitional devices you found in the paragraph. Explain how each of these words or phrases contributes to the flow and coherence of the text. hl... eee Exercise: Fill in the Blanks with appropriate Conjunctions. {e.g., and, but, so, because, although, therefore). 1. lwanted to go tothe park, it started raining heavily. 2. She studied hard for the exam, she was determined to succeed. 3. He is allergic to peanuts, he always checks food labels. 4, Iwastired, _____| stayed up late to finish my assignment. 5. He wanted to buy thecar,_______hecouldn'taffordit, -~ = Exercise: Take the following pairs of sentences and rewrite them into one sentence using an appropriate transitional device: 1. a) The weather was cold.-- ~-b) We decided to go for a hike. 2..a) She forgot her umbrella. b) She got soaked in the rain. 3..a) He missed the bus. ‘b) He was late for the meeting. Exercise: Select anarticle or essay of your choice and perform the following analysis: Identify all the transitional devices used in the text. Explain how these transitional devices help guide the reader through the text’s structure. Identify the main sections or paragraphs in the text and describe how transitional devices signal transitions between these sections. + Reflect on how the text's organization impacts your understanding of the content. Correlative Conjunctions Correlative conjunctions are used in pairs to link equal parts of a sentence. correlative conjunctions link equal parts/ equivalent elements of asentence. + Either gobigorgo home. (The equivalent elements being linked are go big and go home. They are both verbs.) + Itwas neither big nor clever. (The equivalent elements are big and clever. They are both adjectives.) + They stole not only the TV but also the satellite dish. (The equivalent elements are the TV and the satellite dish. Both are nouns phrases.) + The light was not green but red. 7? ln. ‘The most common correlative conjunctions are: either/or, neither/nor, not only/but also, as/so, not/but. Interview: Job Vacancy Interviewer: Hi, I'm conducting interviews for a job opening, and I want to find the perfect candidate. To do that, | need someone who not only has the right skills but also fits well with our company culture, Can you tell me about your qualifications? Candidate: Of course! | have both the technical expertise required for the job, and I'm alsoa team player who collaborates well with colleagues. in this example, “both. ..and” is a correlative conjunction. it's used to emphasize that the candidate possesses both qualifications. You can use similar interview scenarios to teach other correlative conjunctions like "either. ..or,"“neither...nor,” “not only...but also," and “whether...or." This approach helps students see how these conjunctions clarify relationships between elements ina sentence, Interview: Job Vacancy (Continued) Interviewer: We're looking for someone who can work independently but also communicates effectively within the team. How do you manage this balance? Candidate: Well, I'm not only self-motivated but also a great communicator. | can handle ‘tasks on my own, and | always keep my team informed of my progress. In this dialogue, "not only,..but also" emphasizes both qualities the candidate possesses. Interviewer: In our fast-paced environment, employees must be adaptable. Can you demonstrate your adaptability? Candidate: Certainly. Ican adapt to either changing project requirements or unexpected challenges that arise during teamwork. Here, “either...or” is used to show two situations in which the candidate can adapt. Interviewer: Our company values work-life balance. Do you have any concerns about working late or on weekends? Candidate: No, | have neither reservations about working late nor any objections to working on weekends when necessary. in this instance, “neither...nor” highlights the candidate's willingness in two specific scenarios. Interviewer: We're considering candidates from both in-state and out-of-state. Can you share your perspective on this? lll. ae Candidate: Absolutely. Whether you choose an in-state or an out-of-state candidate, | believe my skills and dedication make me a strong contender. “Whether...or" is used to present two options, and the candidate expresses readiness for either. These dialogues demonstrate various correlative conjunctions in a practical interview context, helping students understand how they function to express different relationships between ideas. Assessment: Applying Correlative Conjunctions in Interviews Instructions: + Read the interview scenarios below. + Identify the correlative conjunction used in each dialogue, and explain its function in the sentence. Consider how it emphasizes or clarifies the relationship between elements. Scenario1 Interviewer: Our company values both innovation and teamwork, Can you give an example of a project where you showcased these qualities? Candidate: Certainly. In my previous role, | not only introduced innovative solutions but also collaborated closely with my team to implement them. Scenario 2 Interviewer: We are looking for candidates who are not only experienced but also adaptable. How do you meet these criteria? Candidate: | have both years of experience in the industry and a proven ability to adapt to changing circumstances. Scenario3 Interviewer: In our industry, employees must either work well under pressure or excel in long-term planning. Can you describe your skills in these areas? Candidate: | excel both in handling high-pressure situations and in developing long-term strategies for success. Scenario 4: Interviewer: We have positions available for both remote and on-site work, Which option suits you best? ‘Candidate: Whether I work remotely or on-site, |'m confident in my ability to contribute effectively to the team’s goals, 7 ln... Scenario 5 Interviewer: Our team prefers candidates who are neither overconfident nor lacking self-assurance. How do you strike a balance in this regard? Candidate: | maintain neither overconfidence nor a lack of self-assurance; instead, | believe ina healthy level of confidence backed by competence. Scenarlo6 Interviewer: Our projects can involve international travel, but some may require staying local. Are you open to both possibilities? Candidate: Yes, I'm open to either international travel or staying local, depending on the project's requirements. Scenario 7 Interviewer: We need someone who can work weekends or evenings when necessary. Do you have any objections to either of these? ‘Candidate: | have no objections to either working weekends or evenings when the job demands it; | understand the occasional need for flexibility. Each correct identification of the correlative conjunction (e.g., 2 points both...and, not only,..but also) Clear and concise language in explanations 2 points Exercise ; Choose the correct correlative conjunction to complete the sentence: ____ John ___ Adam showed up at the party. ti. ____ the rain stopped __ the sun came out. i. iii. Sarah can speak___ English ___ Spanish. jv. | will__ play video games __ watch TV tonight. % ___ Sam ___ Tom want to be the team captain. vi. ___ you can join us for dinner, ___ let us know in advance. hl. ae vii. ____ we go hiking __ swimming, I'll be happy. viii, Mary enjoys reading novels __ watching movies. ix, Timwill__eat pizza ___ have a burger for dinner. x. ___ my friend ___ my brother knows the answer to that question. xi. She is___ beautiful __ intelligent. xii. ___ the concert ___ the movie was canceled due to bad weather. xiii, The team won the players played with determination. xiv. | want to____ go to the beach ___ stay at home and read a book. xv. __eating fruits ___ drinking lots of water is essential for health. xvi. She can't play the piano___ the guitar. He is ___ just an actor ___ a talented singer as well. I'm ___ running late ___ stuck in traffic. xix. The movie was __ interesting __ confusing. xx. ___ my sister__ my brother likes pizza. xxi, We can___ take the subway ___ a taxi to reach the station on time, xxii. ~___ my parents ___ my teacher can attend the meeting. xxiii, __ Mary __ John were able to solve the math problem, xxiv. | will buy anew phone ___ get my old one repaired. xxv, The dogis___ asleep __ awake. xxvi. ___ you like ___ you dislike, it’s important to respect others’ opinions. xxvii. We can ___ go for a walk __ watch a movie at home. xxviii. The weather is__ neither too hot ___ too cold today. sodx, ___ exercise regularly __ eat a balanced diet if you want to stay healthy, xxx.She couldn't ___ swim ___ dance at the party. 7? ln... Activity: Explore print media to observe the advertisements of various companies or products. Suppose you have recently launched a company. Design an advertisement for its publicity, Advertisement of ANew Company «The advertisement features a dynamic and modern office space with bright, open areas, standing desks, and employees collaborating in a vibrant atmosphere. + Imagery includes diverse professionals from different backgrounds engaged in brainstorming sessions, working on innovative projects, and using cutting-edge technology. Key Messages 1. Embrace Creativity: Encourage employees to think beyond boundaries and explore creative solutions to challenges. 2. Foster Innovation: Promote an environment that values and rewards innovative ideas and initiatives. 3, Unlock Potential: Inspire individuals to tap into their unique skills and talents to drive progress. 4, Collaboration is Key: Highlight the importance of teamwork and cross-functional collaboration in sparking innovation. Teacher's Point Zz Hol students explore designs and foams for designing ard wring tek aovertsemant. hl. ae PN opet lag "Welcome to a Workplace Where Ideas Soar!" "Innovation is Our Blueprint for Success." "Your Creativity - Our Competitive Edge!" "Dare to Dream. Dare to Create. Dare to Innovate." ae Additional Information - Use vibrant and bold colors like blues, greens, and oranges to convey a sense of energy and creativity. + Include visuals of employees collaborating, brainstorming, and working on innovative projects. - Incorporate a modern, sleek font style for a contemporary look. - Ensure the layout is clean, organized, and visually appeating. 7 ll. ee

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