classroom activities

The following methods, techniques and activities should be followed:
a. Demonstration and dramatization
b. Question and answer
c. Guessing the meaning of new words from their context
d. Simulation and role play
e. Group and pair work
f. Information-gap activities
g. Inquiry and discovery
h. Brainstorming i. Mind mapping
j. Quick write

levelwise competencies for secondary level

The competencies of the English curriculum at this level are to enable learners to:
a. Understand spoken English for general purposes with a good degree of precision.
b. Use spoken English for general purposes with a good degree of fluency and accuracy.
c. Interact, communicate and collaborate effectively with others orally in pairs, groups and whole class discussion.
d. Read a range of fiction and non-fiction texts, in a range of media, understanding the ideas and information they convey with a good degree of precision.
e. Write descriptive, narrative and imaginative texts, in a range of different forms and media with a fair degree of accuracy.
f. Use all four language skills in a variety of personal, social and academic contexts. g. Use English language to think creatively, critically and to solve problems that crop up in the real life and to promote tolerance and maintain socio-cultural harmony.

types of motivation

a.extrinsic motivation
I. integrative
ii. instrumental
b. intrinsic motivation

Teaching materials

1.vidual material
a.blackboard
b.flannel board
c. magnet board
d. pocket chart

2.vidual materials
a.realia
b.models.
c.pictures
d. flash cards
e matchstick figures
f.OHP
3. supplementary materials
a.songs and rhyme
b. games
c.puzzle

politics

Copied from Lokendra Ghatal’s facebook.
धेरैजसो दक्षिणपन्थी र राजाबादीहरू कम्युनिष्टहरू देशलाई झन गरिब बनाईराख्न चाहन्छन भन्दै भ्रम छर्दै धमिलो पानीमा माछा मार्ने दुष्प्रयास गर्छन । तर कम्युनिष्ट विकासका बाधक नभई शोषक, सामन्ती, विभेदकारी, पुरातनवादी समाजको अन्त्य गर्न जनचेतना जगाउदै समाजवादउन्मुख समृद्ध, समावेशी, विभेदरहित, विकसित समाज, राष्ट्र र विश्व निर्माण गर्न निरन्तर प्रयत्नशील हुन्छन । यसको एकमात्र कारक मार्क्सबाद र कम्युनिष्ट व्यवस्था नै हुन । पुजीवाद, राजतन्त्र, सामन्ती व्यवस्थाले चाकरी प्रवृतिको पक्षपोषण गर्छन भने कम्युनिष्ट र मार्क्सवादले विभेद, दमन, शोषण र सामन्ती व्यवस्थाविरूद्धआवाज उठाउने काम गर्छ । चीन, रूस, क्युवाको विकास, समृद्धि, प्रगति र समानताको कारक कम्युनिष्ट, मार्क्सवाद हुदै समाजवाद नै हुन । बरू कम्युनिष्ट र मार्क्सवाद दक्षिणपन्थी, राजाबादी, सामन्ती प्रवृतिका बिरोधी हुनाले उनीहरूले आफ्नो सामन्ती व्यवस्थाको अन्त्यका लागि आवाज उठाउने भएकाले कम्युनिष्ट र मार्क्सबादविरूद्ध दुष्प्रचार गरेकामात्रै हुन । हजारौं बर्षदेखिको सामन्ती, शोषक, व्यवस्था अन्त्य गर्नु साच्चै गाह्रो काम हो र बेलाबेला केही कम्युनिष्ट नामधारीहरू उनीहरूको जाल र षडयन्त्रमा परेकोचाहि साँचो हो । पञ्चायतकाल, राजतन्त्रमा केही कम्युनिष्ट नामधारीहरू जस्तै- केशरजंग रायमाझी, राधाकृष्ण मैनालीहरू यसका उदाहरण हुन । एक दुई मानिस बिग्रदैमा सबै कम्युनिष्ट र मार्क्सवादीहरूलाई सामान्यीकरण गर्न मिल्दैन । हिजो राजा, राणा, पञ्च, सामन्त, भ्रष्टहरू विकासका बाधक र विभेदका पक्षपोषक थिए । अब मुलुक समाजवादउन्मुख लोकतान्त्रिक गणतन्त्रात्मक व्यवस्थातिर अघि बढेकाले समानता, विकास, एकता र समृद्धिको बाटोतिर अघि बढ्नु जरूरी छ ।

conjunction

Kinds of conjunctions
2015-

There are mainly two types of conjunctions – coordinating conjunctions and subordinating conjunctions.
Underline the conjunctions in the following sentences and state whether they are coordinating and subordinating.
1. She will not come unless you invite her.
2. I arrived after they had gone.
3. I waited till he arrived.
4. Jack and Jill went up the hill.
5. You will get a promotion if you deserve it.
6. When you are called you must come in at once.
7. Don’t go before I come.
8. He is richer than I am.
9. We reached home before the storm broke out.
10. Catch me if you can.
11. They must be sleeping for there is no light in their room.
12. She neither phoned nor wrote.
Answers
1. She will not come unless you invite her. (Subordinating conjunction)
2. I arrived after they had gone. (Subordinating conjunction)
3. I waited till he arrived. (Subordinating conjunction)
4. Jack and Jill went up the hill. (Subordinating conjunction)
5. You will get a promotion if you deserve it. (Subordinating conjunction)
6.When you are called you must come in at once. (Subordinating conjunction)
7. Don’t go before I come. (Subordinating conjunction)
8. He is richer than I am. (Subordinating conjunction)
9. We reached home before the storm broke out. (Subordinating conjunction)
10. Catch me if you can. (Subordinating conjunction)
11. They must be sleeping for there is no light in their room. (Coordinating conjunction)
12. She neither phoned nor wrote. (Coordinating conjunction)

demonstrative pronoun

Demonstrative pronoun

Study the following sentences.
*.This is a gift from my brother.
*.Both watches are good; but this is better than that.
*.My views are in accordance with those of the Chairman.
*.These are mere excuses.
*.That is the Red Fort.
*.Mumbai mangoes are better than those of Bangalore.
You will have noticed that the pronouns in bold text are used to point out the objects to which they refer. They are, therefore, called demonstrative pronouns. There are four demonstrative pronouns in English:this, that, these and those.
Note that this and that are used with singular nouns.These and those are used with plural nouns.
This and these refer to object/objects close at hand.That and those refer to what is ‘over there’.
*.This is better than that.
Demonstrative adjectives
This, that, these and those are demonstrative adjectives when they are used with nouns.
*.That book is mine.
*.What is that noise?
*.These flowers are very beautiful.
*.Those days were the best.
*.This horse is faster than that horse.
Special uses
That and those are often used to avoid the repetition of a preceding noun.
*.The streets of Mumbai are busier than those of Paris. (= The streets of Mumbai are busier than the streets of Paris.)
Here the demonstrative those is used to avoid the repetition of ‘the streets’.

english language

Grammar Rules Review
This is a quick, basic grammar review for nouns, verbs, and the sometimes confusing usage of lay versus lie, and rise versus raise. This reference can be used for term papers, grammar class reviews, or simplyfor anyone confused or curious about the basics of English grammar.
Nouns
1. Noun identification
2. Count, Mass, and Collective Nouns
3. Plural and Possessive Nouns
Noun Identification
What is a noun? A noun is a person, place, thing, quality, animal, idea or activity.
For example:
Person — Maria
Place — Detroit
Thing — Desk
Quality — Width
Animal — Dog
Idea — Independence
Activity — Navigation
Spot the nouns in a sentence: Maria went into the city to purchase detergent.
Nouns: Person — Maria
Place — City
Thing — Detergent
The functions of nouns
Nouns sometimes function differently in sentences. For example:
Subject: Maria likes ice cream
Object of Preposition: He gave the ice cream to Maria
Subject complement: The best customer is Maria
Grammar vocabulary: Nominal means any word, or group of words, used as a noun. The nominal word used in the original noun example is Maria.
Types of Nouns
The names of specific things, places, and people, like Maria or Detroit, are Proper nouns.
General, colloquial names, like table or house are Common nouns. Common nouns can either be concrete, or abstract.
When an object is concrete i.e. you can see it and touch it, like a phone or a chair, it is a Concrete noun.
When it is a quality or idea, like freedom or justice, it is an Abstract noun.
Count Nouns
Count nouns are anything that can be counted. They are singular or plural. Plurals usually end with “s.”
Singular — Car
Plural — Cars
Singular — Chair
Plural — Chairs
Singular — Dog
Plural — Dogs
Irregular Examples
Singular — Mouse
Plural — Mice
Singular — Child
Plural — Children
Most nouns ending in s, sh, o, or ch need an -es suffix to be plural
Singular — Bus
Plural — Buses
Singular — Dish
Plural — Dishes
Singular — Potato
Plural — Potatoes
Singular — Church
Plural — Churches
Nouns ending in a consonant followed by y become plural by changing the y to i and adding -es
Singular — Mystery
Plural — Mysteries
Mass Nouns are nouns that cannot be counted and they usually do not have a plural form
Examples: Freedom, sand, money
Collective nouns refer to groups of people and/or things. Unlike mass nouns, they can usually be counted, so they usually have plural forms.
Examples:
Singular — Staff
Plural — Staffs
Singular — Herd
Plural — Herds
Plural Nouns
Plural nouns are the nouns that have been changed into their plural states by adding -s or -es. Remember your irregular nouns, such as mice and children! They too are plural nouns.
Possessive Nouns
Nouns can be possessive and express ownership, usually following the use of “of.”
Example: The life of Maria
Most singular possessives are formed by adding an apostrophe and “s.” If the noun is plural, the possessive form becomes “s” and apostrophe.
Singular Common: Dog
Singular Possessive: Dog’s
Plural Common: Dogs
Singular Possessive: Dogs’
Exception:if the plural noun does not end with an “s,” the possessive is formed by adding apostrophe and “s.”
Example:
Singular Common: Woman
Singular Possessive: Woman’s
Plural Common: Women
Plural Possessive: Women’s
Pronouns
A pronoun takes the place of an unknown noun. The unknown noun is called the “antecedent.”
Example: Maria wondered if she was late for work.
Maria is the antecedent of “she.” Instead of saying: Maria wondered if Maria was late for work, “she” appears to take the place of “Maria.”
The Nine forms of Pronouns:
Personal, possessive, indefinite, reflexive, reciprocal, intensive, interrogative, relative, and demonstrative.
The pronoun must always agree with antecedent, so if the antecedent is male, the pronoun must be male, if the antecedent is plural, the pronoun must be plural, etc.
Example:
Correct: When Maria bought the detergent, she used her credit card.
Incorrect: When Maria bought the detergent, they used his credit card.

nothing is impossible

Eighty five year old retired doctor, Roger Bannister sold his old leather shoes for 266,500 pounds earlier this month. This was no ordinary pair of shoes. They are a piece of history and a symbol of the power of belief to break down barriers. Roger was wearing these shoes when he did what people in the 1950’s thought was impossible: he ran a mile in under 4 minutes. 3 minutes 59.4 seconds to be exact.
For years, the world’s top runners could not break the 4-minute mile. Some even thought it was physiologically impossible for a human to run faster than that. One of Bannister’s running rivals, Australian, John Landry spent two years seeking to break the record. From 1952 to 1954, he ran the mile at 4:02.1, 4:02.6, 4:02.8, 4:02.5, 4:02.7 and 4:02.3. After this last attempt he said: “Frankly, I think the four-minute mile is beyond my capabilities. Two seconds may not sound much, but to me it’s like trying to break through a brick wall. Someone may achieve the four-minute mile the world is wanting so desperately, but I don’t think I can.”
Meanwhile, Bannister, a medical student in England was working to break the same record. Just two years earlier Bannister was the favorite to win the mile in the Helsinki Olympics. He came in 4th. He was disappointed and defeated, but he didn’t give up.
1954 was Bannister’s final year of medical school. Even though he had only 45 minutes to train each day, he did have a couple of advantages. Through his medical studies, he knew that the body used less oxygen by running at a steadypace. And perhaps just as importantly, unlike Landry, he believed in himself. He regularly visualized his success as part of his training.
On the day of the race, Bannister waited for the wind to die down. His shoes were specially designed to be light and he had even shaved them down further himself. Everything was ready, and according to his plan, he paced himself perfectly running around the track. In the last lap he exploded with a mixture of emotions that he described as fear and pride. He collapsed as he crossed the finish line and the crowd erupted in cheers.
What was once impossible soon became taken for granted. Breaking the 4-minute mile is to this day an extreme accomplishment, but hundreds have done it, including a handful of high school students. Even stranger, Landry, the man who previously said he could not do it,ended upbreaking the 4-minute barrier just 46 days after Bannister. All he needed was a little extra belief, which Bannister’s feat provided. What barriers could you break if you believed strongly enough?

writing letter/ thank you letter

Somebody has just offered you a good job or sent you a nice gift. Writing a ‘Thank you letter’ is the best way to show your appreciation. Here are a few tips to write a courteous thank-you letter.
Address your letter to a specific person
Whether you are writing a thank-you letter or some other letter, it is always a good idea to address your letter to a specific person.
Be sincere
Do not send a thank-you letter just for the sake of sending it. The tone of your letter must be sincere. Most people can easily sense it when are being dishonest.
The purpose of a thank-you letter is to express your gratitude. And hence stick to that point. Avoid the temptation to discuss other things in a thank-you letter.
Close the letter appropriately. For example, you may reaffirm the gratitude. Or you can indicate your intention to continue contact.
Send it as soon as possible
Write the letter as soon as possible. For example, somebody has sent you a gift. Ideally, you should write a thank-you letter within 24 hours of receiving the gift. A thank-you letter sent two or three weeks later doesn’t have much value.
Be concise
Keep it short and simple. A thank-you letter has to be short. You must still be able to convey the message clearly. Choose the right words that would remind the person of your appreciation.