TEACHING MANUAL

Name of the teacher trainee : Divya P. Standard : VIII

Name of the school : G.H.S.S.Kunnam Strength : 15
Subject : English Duration : 45 minutes
Unit : 1,On the wings of wishes Date : 23/06/2014
Sub unit : When Wishes Come True

CONTENT ANALYSIS
When Wishes Come true written by Rabindranath Tagore tells us about a
father and his son who have strange wishes. They were later blessed by a Goddess and were
changed their original figure.
CURRICULAR STATEMENTS
The learner,
reads and analyses literary text and identifies the theme .
constructs various discourses like dialogue, narrative, description etc.
realizes the consequences of over ambition.
realizes power is not the ultimate reality in life.
reads and comprehends the passage silently.
develops reference skill.

PRE-REQUISITES
The learner,
has read moral stories.
has read the story of ambitious people.
has experienced so many dreams.

TEACHING LEARNING RESOURCES
Picture of Rabindranath Tagore, chart paper with scaffold questions,
chart with authors profile, flash cards with word and its meaning.
CLASS ROOM INTERACTION
PROCEDURE
PUPILS RESPONSE
ACTUAL EXPECTED
INFORMAL INTERACTION
The teacher creates a good rapport
with the pupil by asking the following
questions.
When will you get up?
Do you like to come to school
every day?
Do you study regularly in the
morning ?
ENTRY ACTIVITY
The teacher shows the picture and
the profile of the author.

Rabindranath Tagore
Born : 7 May 1861
Died : 7 August 1941
Nationality : Indian
Nobel Prize: Gitanjali, 1913.
Works : Ghare Baire, Chandalika
etc.
Rabindranath Tagore was born on
7 May 1861 and died in 7 August 1941.
He was an Indian, got the prestigious
Nobel Prize For Literature in 1913. Some
of his famous works are Ghare Baire,
Chandalika.

LINK TALK
The teacher gives the ideas of the
passage to taught When Wishes Come
True is a story written by Tagore
(shows the picture of Tagore). It is a
short-story, tells us about a father and
his son who have strange wishes.

MICRO PROSSESSING OF THE
INPUT (SHORT-STORY)
The teacher reads the passage with
correct pronunciation, stress,
intonation.

INDIVIDUAL READING
The teacher asks the pupil to read the
passage silently.

TRACKING THE READING
The teacher now leads them to track
their reading by marking ,! , ? in the
text book.

SHARING WITH PAIR OR PEER
The teacher asks the learners to share
their understanding and findings with
their counterpart.


Pupil participated in the rapport
actively.













Pupil observed well.





Pupil observed the picture







Pupil listened carefully.








Pupil listened carefully.






Pupil read it silently.



Pupil read the passage and marked the
symbols.




Pupil shared their understanding.




Pupil will participate in the rapport
actively.













Pupil will observe well.





Pupil will observe the picture







Pupil will listen carefully.








Pupil will listen carefully.






Pupil will read silently.



Pupil will read the passage and marks
the symbols.




Pupil will share their understanding.




SITTING IN GROUPS
The teacher now divides them to
groups and initiates them to discuss
their understanding on group.
The teacher goes to each group
and megaphones their doubts to the
entire class.

GLOSSARY REFERENCE
Pupil refers glossary and find out
difficult words and meanings. If they
find difficulty in understanding , the
teacher intervenes and gives them
situations or teaching aids to get the
right meaning of the words.

Antics / antks/ = strange or
amusing behavior. Eg: Sushil
decides to continue his antics.

Rheumatism /ru:matizam/ =
disease causing pain and
stiffness in the muscles and
joints. Eg: Subal suffered from
rheumatism.
Dread /dred/ = be very afraid
of something. Eg: Sushil
dreaded to attend the class
test.

MEGAPHONING THE DOUBTS
The teacher megaphones their doubts
to the entire class and helps them to
understand clearly.

SCAFFOLDED READING
The teacher asks the learners to read
the passage. If they find any difficulty in
understanding the passage, the teacher
asks scaffolded questions to clarify their
doubts.
Who is the author?
What is the character of Subal
Chandra?
What kind of boy is Sushil
Chandra?

FINDING ANSWERS TO THE
QUESTIONS.
The teacher gives particular time to find
the answers to the questions given in
the course book.

READING ALOUD BY THE
LEARNERS
The teacher makes the learners read the
passage aloud one by one with correct
stress, intonation ,pronunciation etc.

Pupil discussed in groups.








Pupil referred the glossary.









Pupil observed and understood the
meaning.












Pupil comprehended well.









Pupil answered well.








Pupil found out the answers.










Pupil will sit in groups and discuss well.








Pupil will refer the glossay.









Pupil will observe and grasp the
meaning.












Pupil will comprehend well.









Pupil will answer well.








Pupil will find out the answers.










DISCOURSE-CONSTRUCTION,
PRESENTATION AND EDITING
The teacher gives an activity to the
pupils.
Activity:
Write a paragraph about your daily
routine?
The teacher then directs each
group to present what they have
written on their activity cards .The
learners present it in the class.
The teacher gives suggestions to the
learners and helps them to write correctly.
GENERALISATION AND
CONCLUSION
The teacher concludes the class with the
learners.
Sushil Chandra always finds reasons to
not to go to the school. He is mischievous
too. Occasionally he gets slaps from his
father Subal Chandra.








Pupil wrote and presented it well.



















Pupil concluded the class well.







Pupil will write and present it well.



















Pupil will conclude the class well.













ASSIGNMENT
Write a down the meaning of your name and how it suits to your character.