Teacher's guide English class 10 Lesson Two Reading

 

Teacher's guide English class 10 Lesson Two  Reading

Lesson Two

Reading

Content from textbook

• Vocabulary in use

• Reading comprehension (i& ii )

Required materials

• Flash cards containing the words from „Vocabulary in use (i)‟.

• Contextual meaning of the words underlined in the exercises `

Lesson activities

Vocabulary in use (i)

• Divide the class into groups of 4-6 students each.

• Ask them to work in their groups, and discuss the possible meaning of the words given in

exercise (i).

• Encourage them to refer to the context/sentence in which the words are used in the

debate.

• Ask them to write the meanings in their notebooks.

Suggested answers

- The word „degeneration‟ is not in the text.

Words Meanings

perspective – view, perception

disappear – vanish, disappear

unintelligible – incomprehensible, meaningless

promote – encourage, support

investigate – inspect, examine

Vocabulary in use (ii)

• Organize the class into pairs, and ask each pair to read the given sentences and discuss

the contextual meaning of the underlined words.

• Move around the class while they are discussing. Assist the pair if need be.

• After they finish, ask some of the pairs to give their answers.

Suggested answers

Words Meanings

reluctant – unwilling, hesitant

conference – meeting, session, seminar

barrier – blockade, obstacle, hurdle

fraternity – community, society

flourish – grow, thrive, prosper

 lingua franca – common language.  

Vocabulary in use (iii)

• Ask the students to look at the given example and underline the synonyms of the given

words. Tell them that the first one has been done for them.

• You can also ask them to make sentences of their own using the given words.

Words Synonyms

determine: fix on; discover; influence

diversity: difference; similarity; variety

inherent: intrinsic; extrinsic, built in

integrity: togetherness; incompleteness; entirety

dialect: standard form; vernacular language; regional variety

reciprocal: interactive; complementary; one-way

Reading comprehension (i)

• Get the students into pairs.

• Tell them to work with their partners to answer the questions.

• Ask them to go through the text, and mark the area that contains the answer of each

question.

• Go around the class and help the pairs answer questions. Pay special attention to the

students who find difficulty.

• Ask them to compare their answers with the immediate pairs.

• Provide feedback. Add ideas, or help students improve their responses.

Suggested answers

a. The two speakers in the debate are Karma and Kabita.

b. Karma is the supporter of fewer languages.

c. Karma claims that using a single language is better for making our life easier and

Kabita claims that using multiple languages is better to make life easier and

comfortable.

d. The Sanskrit language is supposed to have musical quality.

e. Linguistic and cultural differences bring variety in literature.

f. Using single language can minimize communication barrier.

g. Three benefits of having fewer languages are:

 It strengthens our fraternity.

 It helps in international business and economy.

 It promotes integrity and global understanding.

h. The three benefits of having many languages in the world are:

 It preserves our identity.

 It boosts tourism.

 It promotes our culture.

Extended activity

a. Ask the students to make meaningful sentence of their own using each of the

following word/phrase:

a. fix on b. variety c. build in d. one way e. fraternity f. integrity

Reflection

Did the students enjoy the lesson? What problems did I face today? What did I learn from today‟s lesson?