Handbook for Class XI - ENGLISH

Unit
3
Beyond the Horizon

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 Unit - 3 BEYOND THE HORISZON

Title : Beyond the Horizon

Poem SUN RISE ON THE HILLS
Short story THE TRIP OF LE HORLA
Fijian legend 'THE SACRED TURTLES OF KADAVU'

Total Periods : 30
Learning materials
Brief account of Thamarasseri Ghats
Note on the travel experience of Chris Foster
Excerpts from Oru Desathinte Kadha and its English translation Tales of
Athiranipadam
Extended reading
'Goodbye Party for Miss Pushpa T. S.' (poem)
ICT
Visuals of Tourist spots in India and abroad
Recital of 'Sunrise on the Hills'
http://etc.usf.edu/lit2go/71/henry-wadsworth-longfellow-selected-works/5038/
sunrise-on-the-hills/
Fijian Legends
Power point/virtual Travel Brochures
Evaluation
Individual Evaluation
Peer Evaluation
Teacher Evaluation
Concept
The unit presents travel at three different levels
Travel
• as an enjoyment of scenic beauty
• as an outlet for adventurous zeal
• as an exploration of cultural diversities
Learning outcomes :
The learner:
3.1 Read, analyse and interpret poem, travel essays, legends, superstitions, etc.
3.2 Writes a descriptive passage on a place of his/her choice.

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 Handbook for Class XI - ENGLISH

3.3 Recitation of the poem.

3.4 Notes down responses to the questions on the theme, message etc. of the
poem.
3.5 Identifies and records the poetic devices used in the poem.
3.6 Prepares a write -up appreciating the theme and treatment of the poem 'Sun-
rise on the Hills'.
3.7 Realizes the importance of the different means of travel and their impact on
travel experiences.
3.8 Drafts the script of a live TV report.
3.9 Examines and categorizes the dos and don'ts while planning a trip.
3.10 Rewrites the passage comparing the condition presented in it with an entirely
different situation.
3.11 Narrates the event from a different point of view.
3.12 Organizes the travel experiences logically and writes them in the form of a
travel essay.
3.13 Applies the present continuous tense forms of verbs in the appropriate
context.
3.14 Reads the legend and responds to the various levels of questions.
3.15 Plans, discusses the pros and cons of the issue, prepares and performs a
debate.
3.16 Analyses rituals and prepares a write-up on the plot, characters, social,
historical and cultural relevance of the ritual.
3.17 Designs Travel brochures.
3.18 Prepares and perform speeches.

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 Unit - 3 BEYOND THE HORISZON

UNIT FRAME - UNIT III

Concepts/Skills Process/Activities with Learning Outcomes
Assessment
Creative use of • Discusses and inte- The learner
language grates more ideas in vi- • Adds to the illustration.
Artistic integration sual form.
• Discusses , shares and • Prepares a caption.
writes a caption for the
illustration.

Planning and selec- • Discusses and writes the • Makes a list of the cri-
tion of tourist spot criteria for the selection teria for selecting a tour-
in preferential or- of tourist spots. ist spot.
der

Verbal portrayal of • Reads and discusses the • Writes a descriptive pas-

scenic beauty passage on sage on a place of his/
Thamarasseri Ghats, fo- her choice.
cusing on the physical
beauty of the place.

Expression of scenic • Reads and comprehends • Appreciates the poem.

beauty, through the the poem 'Sunrise on the
medium of poetry Hills'.

Appreciation- Inte- • Revisits the poem and • Recites the poem.

gration of different answers the questions • Notes down responses to
aspects of poetry that follow. the questions on the
theme, message etc. of
• Shares the answers in the poem.
groups.
Self assessment and
Peer assessment

Different perspec- • Participates in discus- • Identifies and records

tives of the poem sion with focus on lan- the poetic devices used
guage, symbols, musical in the poem.
quality, types of imagery
etc.

Role of poetic de- • Answers the questions • Prepares a write- up ap-

vices in enhancing and completes the table preciating the theme
the efficacy of the on sights/sounds/ and treatment of the
poem movements. poem 'Sunrise on the
Self assessment and Hills'.
Peer assessment

• Discusses and organizes

the different aspects of
the poem i.e. theme,
message and poetic de-
vices.

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 Handbook for Class XI - ENGLISH

Concepts/Skills Concepts/Skills Concepts/Skills

• Consolidates and writes
an appreciation of the
poem.
Teacher assessment
Indicators
Process
- Participation
- Sharing
- Organisation of
ideas.
Portfolio Write-up
- Comprehensiveness
- Organisation of the
content
- Appropriateness of
language

Mode of travel as • Reads, discusses and • Realizes the importance

positively correlated shares views on the mo- of the different means of
with the experience tor cycle journey of Chris travel and their impact
of travel Foster. on travel experiences.

Adventure travel as • Reads and comprehends • Attempts story reading

an exhilarating ex- the story 'The Trip of Le and records responses to
perience Horla' by Maupassant While reading questions.
with the help of While
reading questions.

Ideal qualities of a • Writes the qualities of an • Identifies and lists the

Captain/Leader ideal captain. qualities of an ideal cap-
• Discusses and shares tain.
Development of the qualities with other
leadership qualities members of the group.
in learners Self assessment and
Peer assessment

Live TV report cov- • Brainstorming followed • Drafts the script of a live

ers 'now' - the mo- by sharing of ideas, nec- TV report.
ment the incident essary additions and de-
happens letions within the group
How language, style • Arranges the incidents
and techniques of in a proper sequence.
presentation of Live • Prepares the report.
TV report differs Self assessment, Peer
from other reports assessment and
Teacher assessment
Indicators
Process
- Participation
- Sharing
- Selection and orga-
nization of facts
- Relevance and
accuracy of facts

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 Unit - 3 BEYOND THE HORISZON

Concepts/Skills Process/Activities with Learning Outcomes

Assessment
Portfolio Live TV report
- Relevance and accu-
racy of facts
- Clarity
- Appropriateness of the
language

Categorization of • Notes down the dos and • Examines and catego-

dos and don'ts- don'ts in the space pro- rizes the dos and don'ts
helps to foresee vided in the text. while planning a trip.
problems during
travel -to adopt pre- • Discusses and shares
cautionary mea- the points with peers.
sures Self assessment and
Promotion of mana- Peer assessment
gerial skills to
tackle practical is-
sues related to
travel

Comparison of • Goes through the sen- • Rewrites the passage

diverse situations tence given, identifies comparing the condition
the degree of comparison. presented in it with an
• Reads the passage, iden- entirely different situa-
tifies the situation, com- tion.
pares it with a different
situation and rewrites
the passage.
Self assessment, Peer
assessment and Teacher
assessment
Indicators
- Clarity
- Precision in the use of
comparative degree
An event narrated • Discusses the tips • Narrates the event from
from different provided in the text. a different point of view.
points of view • Reads the event
described in the story.
• Identifies the mode of
narration.
• Plans the change in the
mode of narration.
• Organizes the ideas and
rewrites the event.
Indicators
Process
- Participation
- Sharing

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 Handbook for Class XI - ENGLISH

Concepts/Skills Process/Activities with Learning Outcomes

Assessment
Portfolio Narration
- Organization of ideas
- Accuracy in the use of
language

Travel writing as an • Recalls and makes a • Organizes the travel ex-

account of physical brief note of the travel periences logically and
features, experi- experiences. writes them in the form
ences and personal • Discusses the various of a travel essay.
impressions of a aspects of a travel essay.
place • Elaborates the note pre-
pared earlier and pre-
pares the travel essay.
Self assessment, Peer
assessment and Teacher
assessment
Indicators
Process
- Participation
- Sharing
- Organization of ideas
Portfolio Travel essay
- Comprehensiveness
- Organization of ideas
- Quality of language

The use of simple • Reads the input in the • Applies the present con-
present and present text. tinuous tense forms of
continuous tenses • Picks out the instances verbs in the appropriate
is to be determined in the text where the context.
by the context of its present continuous is
occurrence used.
• Frames sentences in the
given contexts, using the
present continuous
tense form of verbs.
• Reads the poem 'Goodbye
Party for Miss Pushpa
T.S.' by Nissim Ezekiel.
• Discusses the grammati-
cal mistakes, peculiar
arrangements of words
and direct translation of
words and expressions
from Indian languages
etc.

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 Unit - 3 BEYOND THE HORISZON

Concepts/Skills Process/Activities with Learning Outcomes

Assessment
Travel an explora- • Reads and comprehends • Reads the legend and
tion diverse cul- the Fijian legend 'The Sa- notes down the re-
ture, beliefs, tradi- cred Turtles of Kadavu' sponses to the While
tions etc. which presents the cultural reading questions.
traits of Fiji.

Need to support or • Analyzes an issue from dif- • Plans, discusses the

negate an issue ferent perspectives. pros and cons of the is-
• Constructs and advocates sue, prepares and per-
Identifies the tech- positions effectively. forms a debate.
niques of conduct- • Differentiates between
ing a debate valid and fallacious argu-
ments.
Polite agreements • Performs the debate.
and disagreements
to opinions Self assessment, Peer as-
sessment and Teacher as-
sessment
Indicators
- Knowledge of the tech-
niques of a debate
- Topic familiarity
- Aptness of arguments
- Fluency in the use of
language
Social, historical • Selects a ritual. • Analyses rituals and
and cultural rel- • Identifies the theme, plot, prepares a write-up on
evance of rituals characters. the plot, characters,
• Discusses the social, his- social, historical and
torical and cultural aspects cultural relevance of
of the ritual and the rel- the ritual.
Tolerance and will- evance of the ritual in the
ingness to accept/ current scenario.
adapt to diverse cul- • Evaluates the impact of the
tures, customs and ritual on the society.
traditions • Develops and presents the
ideas logically in the form
of a write-up.
Teacher assessment
Indicators
Process
- Participation
- Sharing
- Organization of ideas
Portfolio Write-up
- Comprehensiveness
- Organization
- Quality of language

• Analyzes the format of dif-

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Concepts/Skills Process/Activities with Learning Outcomes

Assessment
Travel brochures-a ferent types of Travel bro- • Designs Travel bro-
glimpse of a tourist chures. chures.
spot • Collects and arranges in-
troductory information
Creative use of lan- which combines words and
guage visuals.
• Prepares Travel brochures.
Self assessment, Peer as-
ICT integration sessment and Teacher as-
sessment
Indicators
Process
- Participation
- Sharing
- Clarity
- Attractiveness of the
layout
Portfolio Travel Brochure
- Brevity
- Accuracy of facts
- Appropriateness of
language

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 Unit - 3 BEYOND THE HORISZON

UNIT ANALYSIS Travel experiences written by famous

travel writers like William Dalrymple and
Introduction to the Unit
Denis Hickey.
Travel is an experience which broadens Resultant feedback and consolidation by
the boundaries of our knowledge. In the the teacher will lead to the passage on
words of Pico Iyer, a contemporary travel Thamarasseri Ghats.
writer, 'We travel initially to lose
Reading the passage
ourselves: and we travel next, to find
ourselves. We travel to open our hearts The verbal picture of Thamarasseri Ghats
and eyes and learn more about the world focuses on the physical beauty of the
than our newspapers will accommodate. place. Similar passages depicting scenic
We travel to bring what little we can, in beauty may be used for the purpose.
our ignorance and knowledge, to those The verbal picture of Thamarasseri Ghats
parts of the globe whose riches are focuses on the physical beauty of the
differently dispersed.' place. Similar passages depicting scenic
The texts selected and the activities beauty may be used for the purpose.
generated from them help the learners get Teacher input
familiarized with the vivid, descriptive
Dawn revealed deep cumulus overcast
language of travel writing, terms related
and flayed, streaming coconut fronds.
to travel etc.
The crows had been blown away and
Additional inputs for the unit replaced by flights of brown sea eagles.
The following are some of the materials Half a mile out, men waited for fish in
the teacher may go through while fleets of flimsy, high-prowed canoes,
transacting this unit. spinning like compass needles.
1. 'Where is Home?' and 'Why We Periodically a sunbeam touched the
Travel: A Love Affair with the World' dark sea and ignited it in a wild,
by Pico Iyer irradiating flash. The bay had become
2. 'To Edward Lear: on His Travels in a white tidal race, the waves surging
Greece' by Alfred Lord Tennyson up the beach and over the road. The
3. Chasing the Monsoon by Alexander coast, running north for many miles,
Frater lay semi-obscured under an opaque
4. 'Of Travel' by Francis Bacon ribbon of spray which, touched by the
5. Edakkal caves The History of sunbeams, briefly glittered with a
Wayanad , Mathrubhumi Printing rainbow luminescence.
and Publishing Co. Ltd. (2008). Excerpt from Chasing the Monsoon by
Introduction - Suggestions/ Alexander Frater.
alternatives
While reading the passage, identify the
Video clips on noted tourist spots.
words and expressions used for
Travel magazines, pamphlets on different
description and the sense organs that they
types of tourism issued by the Dept. of
address.
Tourism.

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 Handbook for Class XI - ENGLISH

Discussion • Resultant feedback and consolidation

• Learners channelize their discussion by the teacher will lead to the poem.
using the questions given in the text. Teacher input
The teacher may provide a few ques- An April Day
tions in the case of a new passage.
by H.W. Longfellow
• Make the learners select a place of
their choice. When the warm sun, that brings
• Compare and contrast the scenery in Seed-time and harvest, has returned again,
the passage with that of the place 'T is sweet to visit the still wood, where springs
selected by them. The first flower of the plain.
• Present their findings in tabular form. I love the season well,
• Self evaluation may be ensured at the When forest glades are teeming with bright
point of discussion. forms,
Nor dark and many-folded clouds foretell
'Sunrise on the Hills' The coming-on of storms.
The poem 'Sunrise on the Hills' shows From the earth's loosened mould
how travel helps us have a direct The sapling draws its sustenance, and thrives;
experience of the beautiful sights and Though stricken to the heart with winter's
sounds of a place. cold,
Concept/skills: The drooping tree revives.
Expression of scenic beauty, through the The softly-warbled song
medium of poetry Comes from the pleasant woods and coloured
Learning outcome: wings
Glance quick in the bright sun, that moves
The learner along
• reads/ recites the poem and prepares The forest openings.
an appreciation of it highlighting the
When the bright sunset fills
descriptive features.
The silver woods with light, the green slope
Introduction throws
Suggestions/alternatives Its shadows in the hollows of the hills,
• A slide show of places which were And wide the upland glows.
once famous for their scenic beauty , And when the eve is born,
but now in a deteriorating state. The In the blue lake the sky, o'er-reaching far,
contrasting pictures of each place Is hollowed out and the moon dips her horn,
may be shown in successive slides. And twinkles many a star.
• Newspaper reports on Eco tourism Inverted in the tide
and its importance. Stand the gray rocks, and trembling shadows
throw,
• Poems or songs depicting the scenic
And the fair trees look over, side by side,
beauty of a place.
And see themselves below.

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 Unit - 3 BEYOND THE HORISZON

Sweet April! many a thought While the earlier set of questions are
Is wedded unto thee, as hearts are wed; meant for comprehension and reflection,
Nor shall they fail, till, to its autumn brought, the questions at this level are guidelines
Life's golden fruit is shed. for discussion. The focus of attention is
on
Reading of the text:
• language
• Initiate silent reading (individual).
• symbols
• Ensure comprehension (in groups/
• musical quality
whole class) and self evaluation.
The audio version of the poem may be
• Teacher talk (explanation of hard
played to the class.
spots and consolidation of ideas).
http://etc.usf.edu/lit2go/71/henry-
Activity I
wadsworth-longfellow-selected-works/
Read and respond 5038/sunrise-on-the-hills/
Concept/skills: • Resultant feedback and consolidation
Appreciation of the poem by the teacher will lead to the activ-
Different perspectives of the poem ity.
Learning outcome: Activity III
The learner Appreciation
• notes down responses to the ques- Concept/skills:
tions on the theme, message etc. of Appreciation of the poem integrating
the poem. different aspects of it- theme, poetic
The questions here are intended to check devices etc.
comprehension (individual) and ensure Learning outcome:
self evaluation. Some of the questions
The learner
are peripheral in nature while others are
evaluative in nature, demanding the • prepares a write- up appreciating the
learners to read the poem from different theme and treatment of the poem
perspectives. 'Sunrise on the Hills'.
Activity II This activity may be treated as a
continuation of the previous discussion.
Read and reflect
The learners discuss and make note of
Concept/skills: the sights, sounds and movements in the
Role of poetic devices in enhancing the poem, along with the notes prepared
efficacy of the poem earlier.
Learning outcome: Discourse input
The learner Make them present the findings of the
• identifies and records the poetic de- above discussions in the following
vices used in the poem. format.

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Introduction holiday, remain encapsulated in an

Summary of the poem 'environmental bubble'. They adhere to
Musical Figurative Symbols Imagery an itinerary fixed by the tour operators.
quality language The individual mass tourist
Message They are similar to the organized mass
tourist in that they utilize the facilities
Concluding comments made available by the tour operators,
The learner may now attempt the but they have some control over their
question given in the text. own itinerary.
Follow- up activity: The explorer
Prepare an appreciation of the poem 'An This type of tourist arranges his/her
April Day' given in Teacher input. trip alone, and attempts to get off the
Evaluation beaten track.
Process: The drifter
• A discussion of the various aspects The drifter will shun contacts with the
of the poem helps the learner evalu- tourist and tourist establishments and
ate himself/herself. identify with the host community. They
• Peers evaluate the appreciation based will live with the locals and adopt many
on the format given above. of the practices of that community.
Portfolio: Discussion
• Teacher evaluates the products • The questions given in the text may
based on indicators like comprehensive- be used for discussion. In addition,
ness, organization of the content, appro- the teacher may provide a few ques-
priateness of the language etc. tions. (eg. To which type of tourist
Reading the passage does Chris Foster belong? Why?)
The motor cycle journey of Chris Foster • Resultant feedback and consolidation
shows that travel for some is an by the teacher will lead to the read-
opportunity for a wide range of ing of the text.
enterprising activities. Brief accounts of 'The Trip of Le Horla'
similar adventurous journeys The balloon journey of Maupassant and
(international/ national/local) may also his friends highlights one of the daring
be used. aspects of travel. The story presents the
Teacher input experience of a group of men who move
Types of Tourists: away from the life on earth for a couple
of hours.
The organised mass tourist
Concept/skills:
These are the least adventurous of
Adventure travel as an exhilarating
tourists who, on buying their package
experience

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 Unit - 3 BEYOND THE HORISZON

Learning outcome: The story 'The Trip of Le Horla' is

The learner taken from Volume 4 of The Entire
• attempts story reading and records Original Maupassant Short Stories
responses to While reading questions. translated by Albert M.C. McMaster
et.al. The story came immediately after
Introduction
he wrote two versions of the Horla
Suggestions/alternatives story, in 1886 and 1887, as well as the
• Short films on adventure travels/ 'Letter from a Madman' (1885).
sports. Popular adventure travel activities
• Travelogues depicting adventure in India
journeys. Adventure travel is hugely popular in
• Hand outs on popular adventure India, as there is such a wide range of
travel activities in India. things to do. The Himalayan region is
• Resultant feedback and consolidation the setting for many of India's
by the teacher will lead to the read- adventure travel activities. However,
ing of the text. there are plenty of options for
Teacher input adventure travel in the southern parts
of India as well.
Henri René Albert Guy de Maupassant Here are 8 of the most popular
was born in Dieppe, France on August adventure activities in India.
5, 1850. He spent his childhood in 1. Trekking and Mountaineering
Normandy, the scene of several of his Where: The Himalayan region.
tales. When Maupassant was 11, his
2. White Water Rafting and Kayaking
parents separated, and he was brought
up by his mother in the picturesque Where: The Himalayan region,
coastal town of Étretat. Maupassant including Ladakh, Himachal Pradesh,
had contracted syphilis in his 20s and Uttarakhand (Rishikesh), Sikkim and
the disease later caused increasing also in Karnataka.
mental disorder. He died in 1893 at the 3. Paragliding
age of 43. Where: Kamshet, between Mumbai
and Pune, in Maharastra.
Maupassant is considered as the
4. Water Sports
greatest short story writer of the
naturalistic school. His stories are Where: Water sports are offered all
characterized by their economy of style along Goa's beaches.
and efficient, effortless denouement. 5. Camel and Yak Safaris
Many of the stories are set during the Where: Jaisalmer and Bikaner in
Franco-Prussian War of the 1870s and Rajasthan.
they describe the futility of war and the Yak safari
innocent civilians who, caught in the Where: Spiti Valley in Himachal
conflict, emerge changed. Pradesh.

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 Handbook for Class XI - ENGLISH

6. Mountain Biking • Section II - 'In one second'

Where: Mainly in the Himalayan _'…makes it go up quickly'. (p no.82)
region. Also in the mountainous areas • Section III - 'The earth sleeps now'_
of Kerala. ' …no one answer us from the
7. Heli Skiing stars'.(p no.83)
Where: Himachal Pradesh (based in • Section IV - 'We are now going down
Manali) and Kashmir (based in rapidly' - '…an immense river full of
Srinagar). islands'. (p no. 84)
8. Hot air ballooning • Section V - 'Get ready for the de-
Hot air ballooning is a relatively new scent' _the end of the story (p no.
adventure activity in India, but one 86).
that's fast growing in popularity. It's a Activity I
thrilling way to experience India and Think and respond
get a different perspective of the
Concept/skills:
country. Imagine having a calm and
peaceful view of India's breathtaking Ideal qualities of a Captain/Leader
scenery from a quiet place high above Development of leadership qualities in
the clouds. Anatomy of hot air balloon learners
is given at the end of the unit. Learning outcome:
Where: Jaipur, Pushkar, and The learner
Ranthambore National Park in
• identifies and lists the qualities of an
Rajasthan, Manali in Himachal Pradesh
ideal captain.
and Delhi.
The qualities may be listed in the space
Reading of the text: provided in the text. After this indi-
• Initiate silent reading (individual), vidual activity, he/she may share and
comprehension and reflection, with discuss it in groups. Teacher may en-
the help of While reading questions. sure self evaluation at this point.
• Ensure comprehension (in groups/ Resultant feedback and consolidation by
whole class) and self evaluation. the teacher will lead to the Activity II.
*Additional questions may be framed Activity II
and given, if the situation demands. Live TV report
• Teacher talk (explanation of hard Concept/skills:
spots and consolidation of ideas).
Live TV report covers 'now' - the moment
For the sake of convenience, the
the incident happens
story may be divided into five sec-
tions. How language, style and techniques of
presentation of Live TV report differs
• Section I - from the beginning _ '…
from other reports
he gives Le Horla its liberty'!
(p no.80)

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 Unit - 3 BEYOND THE HORISZON

Learning outcome: Portfolio:

The learner • Teacher evaluates the report based
• drafts the script of a live TV report. on indicators like selection and organi-
zation of facts , relevance and accuracy of
Introducing the activity facts, clarity, appropriateness of language
Suggestions/alternatives (use of appropriate tense form, the vocabu-
• The script of a live TV report. lary commonly used in live TV reports etc.)
• Resultant feedback and consolidation Activity III
by the teacher will lead to the activ- Dos and don'ts
ity. Concept/skills:
The learner does Activity II given in the Categorization of dos and don'ts- helps
text after brainstorming. to foresee problems during travel - to
Discourse input adopt precautionary measures
Live TV report Promotion of managerial skills to tackle
practical issues related to travel
• emphasizes the 'now' aspect of the
Learning outcome:
report.
The learner
• covers the latest developments the
moment they happen. • examines and categorizes the dos and
don'ts while planning a trip.
• engages the audience and makes
them feel that they are on the 'spot'. The learner does Activity III in the space
provided in the text , referring to the tips
The reporter could even do a show
given along with it .
-and-tell report by pointing out what
he/she sees. Activity IV
• takes the viewers to somewhere Comparison
they cannot go. Concept/skills:
• plans and organizes all the neces- Comparison of diverse situations
sary information logically and Learning outcome:
clearly, giving no room for confu- The learner
sion. • Rewrites the passage comparing the
Follow- up activity condition presented in it with an en-
The learner may present the report in the tirely different situation.
class. Introducing the activity
Evaluation Suggestions /alternatives
Process: Make the learners compare their
behaviour at home and in school.
• While discussing the various features
of a live TV report, the learner is able At home In school
to evaluate himself/herself.

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 Handbook for Class XI - ENGLISH

Discussion changes in the description, rewrite it and

present in group.
• Discuss the points in groups and con-
struct sentences using words and ex- Evaluation
pressions of comparison. Process:
• Resultant feedback and • While discussing, the learner is able
consolidation by the teacher will lead to evaluate himself/herself.
to the activity. Portfolio:
The learner does the activity individually • Teacher evaluates the rewritten pas-
and discusses it in group. sage, using indicators like organisation
Evaluation of ideas, accuracy in the use of language (
Process: the use of all the features of 3rd person
• While discussing, the learner is able narration)
to evaluate himself/herself. Activity VI
Portfolio: Travel Essay
• Teacher evaluates the rewritten pas- Concept/skills:
sage using indicators like clarity and Travel writing as an account of physical
precision in the use of comparative degree. features, experiences and personal
Activity V impressions of a place
Narration Learning outcome:
Concept/skills: The learner
An event narrated from different points
of view • organises the travel experiences logi-
cally and writes them in the form of
Learning outcome: a travel essay.
The learner Introducing the activity
• narrates the event from a different
Suggestions/alternatives
point of view.
Discussion • Make the learner select a place of
tourist importance which he/she vis-
• Make the learner read the tips given ited recently.
in the text. The teacher may show
• Discuss the various aspects to be in-
them passages written in different
cluded in a travel essay.
modes of narration.
• Select the event in the story sug- Discourse input
gested for narration. Discussion should focus on
• Identify the current mode of narra- • Description of physical features
tion and the mode to which it needs • Practical issues related to travel
to be transformed. • Experiences of the place
Let the learner make the necessary • Personal impressions

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 Unit - 3 BEYOND THE HORISZON

Frame of a Travel Essay Discursive markers

Travel essay should have a catchy title. Show order
Structure Nature of Contents Initially, Lastly, In the first place, Finally
1st paragraph State the name of the etc.
place you visited, Introduce examples
followed by a catchy For instance, To illustrate this etc.
comment on the locale -
describe the landscape - Introduce a comparison
its physical features - the Accordingly, Similarly, Likewise, Just
description should be as etc.
presented in such a way Show a shift
as to arouse the interest Although, Even though, Inspite of this,
of the readers. Yet, On the other hand, In the mean
The remaining paragraphs will explain, time etc.
develop and support the comment Show the result
made in the opening paragraph. Each Consequently, As a result, Thus etc.
paragraph will open/end with a topic
sentence which summarizes the Show conclusion
content of the paragraph. To conclude, To summarize, At last,
Eventually, To sum up etc.
2nd paragraph Comparatively shorter
paragraph - intended to The table given in the text may be used
shift the focus from the as a sample.
lyrical quality of the Evaluation
opening paragraph to the Process:
practical issues of travel • The learner can evaluate himself/
such as mode of travel, herself at this stage of discussion.
costs of transportation, • Peers evaluate the essay with the help
accommodation etc. of the frame given above.
3 &4
rd th
Portfolio:
paragraphs To be made lively by
elaborating on the scope • Teacher evaluates the travel essay
of adventure and based on indicators like comprehensive-
detailing the local ness, organisation of ideas, quality of the
history, culture, customs language (use of jargons related to travel,
and traditions. appropriate discursive markers etc.).
5th paragraph Re-emphasize in 4 or 5
Activity VII
sentences the travel Progressive tenses
experience and its impact Concept/skills:
on the writer. The use of simple present and present
continuous tenses to be determined by

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 Handbook for Class XI - ENGLISH

the context of its occurrence Learning outcome:

Learning outcome: The learner
The learner • reads the legend and notes down the
• applies the present continuous tense responses to the While reading ques-
forms of verbs in the appropriate tions.
context. Introduction
The learner reads the input given in the Suggestions/alternatives
text, does the exercises individually and • Visuals of Fiji
shares the answers in groups. Peers may
evaluate the answers. • Magazine articles on Fijian Islands
(National Geographic Magazine
• Consolidation by the teacher. http://ngm.nationalgeographic.
The teacher may familiarize the learners com/ngm/0411/feature3/, Discov-
with the structures of progressive/ ering Fiji in Travel +Leisure, Octo-
continuous tenses. ber 2006)
Present Am/is/are+verb+ing • Handouts on a few popular rituals
Past Was/were+verb+ing of our country
They may discuss Activity VI in the (This should include short descrip-
section titled Extended activities. tions & photographs)
Read the poem 'Goodbye Party for Miss Teacher input
Pushpa T.S.' by Nissim Ezekiel. Onam
• Silent reading (individual) The flower carpet called
• Reading in groups 'Onapookkalam' , the worship of
• Discussion Thrikkakkara appan, the rhythmic
(Points of discussion are given in the shouts of joy in chorus called ' Aarpu
text.) vili', the 'Pulikali' and the mirthful songs
associated with it etc. are some of the
Resultant feedback and consolidation by
age old traditions and rituals associated
the teacher.
with the grand ten day (harvest) Onam
'The Sacred Turtles of Kadavu' festival of Kerala.
Travel opens before us diverse cultures Kite Festival
and their manifestations - language,
beliefs, customs and traditions. 'The The International Kite Festival
Sacred Turtles of Kadavu' is a Fijian coincides with the festival of 'Makar
legend which showcases some of the Sankranti'. Makar Sankranti is a festival
cultural traits of Fiji. that heralds a change of season
marking the movement of the sun into
Concept/skills:
the northern hemisphere-a celebration
Travel an exploration of diverse culture, that marks the end of winter. From
beliefs, traditions etc dawn to dusk, people of all ages fly
kites rejoicing in the spirit of the day.

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 Unit - 3 BEYOND THE HORISZON

The blue January sky is enlivened by Reading of the text

kites of different hues. The nights see • Initiate silent reading (individual),
the arrival of illuminated box kites comprehension and reflection with
known as 'Tukkals'. These kites add a the help of While reading questions.
touch of splendour to the dark sky. The • Ensure comprehension (groups/
festival draws expert kite-makers and whole class) and self evaluation.
flyers not only from cities of India but Additional questions may be framed and
also from all over the world.
provided, if situation demands.
Resultant feedback and consolidation by the Additional While reading questions
teacher will lead to the reading of the
text. Suggestions
Teacher input 1. Generate a discussion in the class on
the different patterns of opening a
Note on Fiji- its Language and Culture legend.
In Fiji, English is the language of (Include legends of the East and the
interethnic communication, West)
administration, government, trade and 2. Evaluate the translated version of the
commerce and education. Fijian and song in the legend.
Hindi are often spoken at home and
(Evaluation indicators: effectiveness,
are used in religious contexts and on
lyrical quality etc.)
radio and television. The Bauan dialect
of Fijian is considered as 'standard • Teacher talk (explanation of hard
Fijian'. Immigrants have accepted spots, consolidation of ideas).
several aspects of the indigenous Activity I
culture, but a national culture has not Debate
yet evolved. Debate is an exchange of logical
Oral story-telling is a popular and arguments for and against a topic. It is
important pastime in Fiji. Most of the conducted in the language classroom
Fijian stories are handed down via the with the purpose of developing the
oral tradition. This helps to keep alive three C s - communication, confidence
the myths from the old religion as well and competence.
as the legends about more modern Concepts/skills:
figures of Fiji's history. Fijian myths
and legends include the tales of Pacific Need to support or negate an issue
gods, of indigenous plants and animals, Identifies the techniques of conducting
of cannibals who ate their enemies a debate
during war time…etc. Polite agreements and disagreements to
For more legends of Fiji, visit http:// opinions
www.tropicalfiji.com/about_fiji/ Learning outcome:
culture/legends/#old_fj The learner

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 Handbook for Class XI - ENGLISH

• plans, discusses the pros and cons of team in support of the topic (for) and
the issue, prepares and performs a one team in opposition to the topic
debate. (against).
Introducing the activity • Provide sufficient support and time
Suggestions /alternatives for the learners to prepare construc-
tive arguments.
Any one of the items listed below could
• Select a moderator.
be used to enrich the discussions in
groups based on the question provided Duties of the moderator
in the text. The moderator should
• know the general rules of debate.
• Newspaper reports on atrocities
against women. • maintain order and enforce the rules.
• Copies of survey reports on the in- • be impartial.
creasing number of crimes against • manage time properly.
women/ Graphical representation of • ensure that the audience makes a
the data could also be used for the note of the points raised for or
purpose. against the topic.
• Video clippings issued in public in- • consolidate.
terest to create awareness on women
issues. • Presentation of the debate.
• Resultant feedback and consolidation Evaluation
by the teacher will lead to the activ- Process:
ity. • Self evaluation is possible at the
Discourse input point of discussion and sharing in
How to conduct a debate? group.
• Debate formally begins with the • The teacher examines the arguments
learners having assumed a position and makes sure that they are clear,
on a topic. logical, and supportable arguments
for the position they present during
Nature of the topic
the debate. (Avoid propaganda of any
Topic should be
sort.)
• challenging • The teacher evaluates the process and
• relevant; within the experiential or- presentation of the debate. The fol-
bit of the student lowing Evaluation tool may be used
• capable of sensitizing the audience by the peer/teacher to evaluate the
Discussion in groups and sharing of ideas skill of the debater.
could help the learners develop a clear Evaluation Sheet
and strong position on a topic. Score
• Select a few learners from each group Poor = 1 Fair = 2 Good = 3 Very
and divide them into two teams, one Good = 4 Excellent = 5

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 Unit - 3 BEYOND THE HORISZON

• Knowledge of the rules of a Introducing the activity

debate Suggestions / alternatives
Poor/Fair/Good/Very Good/Excellent • Make the learner select a familiar,
• Familiarity with the topic popular ritual of the locality. The
ritual selected should have a strong
Poor/Fair/Good/Very Good/Excellent
story base.
• Skill to explore the scope for
• Discuss various facets of the story
multiple view points
which narrates the ritual.
Poor/Fair/Good/Very Good/Excellent
Discourse input
• Competency in constructing logical
Focus of the discussion should be on
and rational arguments
• Plot (the ritual and the story behind
Poor/Fair/Good/Very Good/Excellent
it)
" Ability for timely and thoughtful • Number of characters in the
interventions narration
Poor/Fair/Good/Very Good/Excellent • Local culture showcased in the
• Efficiency in the use of language narration
(Concessional phrases, rhetorical • Social/historical aspects highlighted
questions, suitable examples etc.) in the ritual
Poor/Fair/Good/Very Good/Excellent • Relevance of the ritual in the current
Follow- up Activity scenario, evaluating the ritual and its
impact on society
Prepare a report of the debate. (Individual
products) The following frame may be used for the
consolidation of the discussion.
Teacher may evaluate the debate reports.
I paragraph Plot
Activity II Characters
Write- up Cultural facts
Concept/skills II paragraph Analysis of the social/
Social, historical and cultural relevance historical aspects
of rituals. embedded in the ritual
Tolerance and willingness to accept/adapt and the extent to which
to diverse cultures, customs and these aspects add to the
traditions. effectiveness of the
Learning outcome: ritual
The learner III paragraph Evaluation of the
• analyses rituals and prepares a write- relevance of the ritual
up on the plot, characters, social, in the current scenario
historical and cultural relevance of • Teacher may present one or two
the ritual. samples to the whole class.

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 Handbook for Class XI - ENGLISH

Sample 1974, during a performance for Queen

Naghol, Pentecost Island, Vanuatu Elizabeth II, when the vines were not
Pentecost Island, Vanuatu elastic enough due to the ritual being held
Pentecost is a mountainous, tropical in the wrong season.
island in the South Pacific republic of I paragraph Plot: Men leaping from
Vanuatu. Most of the islanders live in crudely constructed
towers of up to 100ft
small villages and grow their own food. high, with only tree vines
Parts of Pentecost remain relatively wrapped round their
untouched by Western influences, and ankles.
the local traditions are very strong. The ritual is said to have
Vanuatu's world-famous land diving originated when a
ritual, the Naghol, is like a traditional woman, dissatisfied with
form of bungee jumping. her husband, pretended
to jump to her death by
The ritual of Naghol, or land diving, has tying vines to her ankles.
become one of the strangest tourist Her grief-stricken
attractions of the South Pacific and husband, unaware of her
involves men leaping from crudely trick, then leapt to his
constructed towers of up to 100ft high, own death.
with only tree vines wrapped round their Characters : Husband,
ankles as a safety measure. Perhaps no wife, men of Vanuatu
more strange than bungee jumping, Local cultural aspects
though certainly a great deal more • It is a means for the
dangerous, this ritual is said to have men folk to prevent
themselves from being
originated when a woman, dissatisfied
tricked by their
with her husband, pretended to jump to women.
her death by tying vines to her ankles. Her • The performance of
grief-stricken husband, unaware of her the land diving ritual
trick, then leapt to his own death. Since by boys in the
then, the men of Vanuatu have performed presence of elders
the ritual to prevent themselves from mark their passage
being tricked again. The diver's goal is to into manhood.
bless the soil by skimming his head II paragraph Social aspects
against the ground before being whipped The narration presents
back aloft - guaranteeing fertile soil for an agricultural society
the yam harvest. Of course, there is little whose economy depends
margin for error, and for the boys who on farming (the diver's
goal is to bless the soil…
have been circumcised (at around seven
guaranteeing fertile soil
or eight), the performance of the land for the yam harvest.)
diving ritual in the presence of elders The performance of the
marks passage into manhood. There has land diving ritual is
only ever been one recorded fatality, in related to a season and

146
 Unit - 3 BEYOND THE HORISZON

not to be performed in (plot - socio cultural aspects - evaluation),

'wrong seasons' for quality of language (use of words
tourist attraction, as it and expressions to convey opinion and
may lead to fatality. assessment) etc.
A performance in 1974
for Queen Elizabeth II, Activity III
was the only deadly Travel Brochure
performance. The vines Concept/skills:
were not elastic enough
due to the ritual being Travel brochures -a glimpse of a tourist
held in the wrong spot
season. Creative use of language
III paragraph Evaluation ICT integration
In the current scenario, Learning outcome:
it is very important to
think and decide The learner
whether to be a victim • designs Travel brochures.
of cheating or to be
Introducing the activity
tough enough to fight
and defeat the deceit. Suggestions /alternatives
The narration presents • Present different types of Travel Bro-
the fact that rituals are chures including virtual Travel Bro-
not to be treated as chure.
perfor mances for
minting money but • Select a place.
events to be performed • Make the learners collect information
with great seriousness. regarding the physical appearance of
This is a highly relevant the place, its scope for adventure, its
thought in the present culture, customs and traditions via
world where money the internet or from books, maga-
rules, where brain and
zines, past visitors.
brawn are sold for
money. • Decide on the type of Travel Bro-
chure.
Evaluation
• Tips for designing the Travel Bro-
Process: chure given in the text may be used
• While discussing the various aspects as a guideline.
of the story behind the ritual, the Discourse input
learner is able to evaluate himself/ Travel Brochure
herself.
A Travel Brochure helps us share things
Portfolio:
that are learnt and experienced at a
• Teacher evaluates the write- up tourist destination. It contains all the
based on indicators like comprehensive- necessary introductory information
ness of the content, organisation of ideas about the destination. The particulars

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 Handbook for Class XI - ENGLISH

are presented in the most appropriate 2. Compose a song to substitute the

and effective manner so as to kindle song sung on the occasion of the
the curiosity of the readers. turtle calling in the text.
Travel Brochure is a commonly used Extended activities
planning tool. It provides crucial Activity I
information through visuals and words, The Extended activities begin with
facilitating the tourists to design their translation.
travel plans.
• Make the learners read the excerpt
Preparation of Travel Brochure may be from Oru Desathinte Kadha and its
done as an assignment. English translation Tales of
Evaluation Athiranipadam published by Orient
Blackswan Private Limited, New
Process:
Delhi (2013).
Teacher may keep a close vigil on the • Discuss the different aspects of
different stages of the preparation and translation. (Tips are provided in the
evaluate them. text).
Portfolio: • Make the learners attempt the trans-
The teacher evaluates the Travel lation of an excerpt from the same
Brochures prepared, using indicators like novel presented in the text.
brevity, accuracy of facts, clarity and As part of preparing for a tour
attractiveness of the lay out and appropriateness programme, make the learners discuss the
of the language (the catchy, concise use of different stages involved in organizing
language). one.
Follow- up Activity • Destination (Travel Infos give nec-
Conduct an exhibition of the Travel essary details like how to get there,
Brochures prepared in the class. where to stay and where to dine)
Additional activities • Duration of stay
More activities could be generated from • Mode of conveyance
the text. Some of the possibilities are •
presented below: Activity II
The opening paragraph of the text The learners may go through the Travel
describes the geographical location of Info given in the text and prepare one on
Namuana. their own. This may be done individually
1. Distribute photographs of selected or in groups .The learners may be asked
places (especially tourist spots) or to collect Travel Infos to familiarize their
route maps among students. features.
Task: Prepare a verbal description of
the places/route maps.

148
 Unit - 3 BEYOND THE HORISZON

Activity III group sets out for the tourist destination.

Let the learners construct a conversation Make the learners prepare a script of the
with the travel agent, using the welcome speech on behalf of the tourist
expressions given in the text. guide. The space provided in the text
Activity IV could be used for the purpose.
The tour programme is finalized and the

Anatomy of hot air balloon

Parachute Valve
A self sealing flap
that allows hot air to
escape at a
E
n controlled rate
v
e
l
o
p
Gores Panels
e

Skirt

Burners
mix propane with air Propane Tanks
to produce flame...
they have two basic
controls - a blast
value and a regulator.

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 Handbook for Class XI - ENGLISH

SAMPLE TE QUESTIONS

Objective type questions

1. You are asked to lead a tour programme .What are the steps to be followed in
arranging a tour programme? List them.
Learning Outcome: identifies and lists the steps to be followed in arranging a tour
programme.

2. Imagine that you are the curator of a renowned Museum of Arts, visited by
thousands of tourists every year. Prepare an introductory speech welcoming the
tourist to the museum.
Learning Outcome: prepares introductory speech welcoming the tourist to the museum.

3. Read the following excerpt from the story 'The Trip of Le Horla' and answer the
questions given below:
Suddenly, the lights of a town appear before us. Such a wonderful flow of fire
appears below us that I think myself transported into some fairyland where pre-
cious stones are manufactured for giants.
• Where is the author transported to?
• What makes him feel that it is a fairyland ?
• Comment on the word ‘transported’. Substitute the word without chang-
ing the meaning.
• Pick out the describing words used in the passage.
Learning Outcome: reads and comprehends the passage and records responses to the
questions based on it.

Descriptive type questions

Inverted in the tide
Stand the gray rocks, and trembling shadows throw,
And the fair trees look over, side by side,
And see themselves below.

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 Unit - 3 BEYOND THE HORISZON

Sweet April! many a thought

Is wedded unto thee, as hearts are wed;
Nor shall they fail, till, to its autumn brought,
Life’s golden fruit is shed.

4. Prepare an appreciation of the above lines taken from the poem ‘An April Day’.
Learning Outcome: prepares write up appreciating the lines from the poem ‘An April
Day’.

Read the passage given below.

The Lantern Festival
The 15th day of the first lunar month is known as the “Lantern Festival.” The Lantern
Festival signals the end of the New Year festival period. During Lantern Festival
people get together watching lanterns and fireworks, guessing lantern riddles and
performing folk dances.
Long time ago, there were many fierce wild beasts and birds that greatly affected
local people. In order to protect themselves, people had to kill those wild animals.
One day, a sacred bird in heaven accidentally got lost and fell on the mortal world.
However, an ignorant hunter thought the bird was kind of fierce animal and killed it.
Furious, the Emperor planned a firestorm as retaliation. However, the emperor’s
daughter warned the villagers first. The villagers were not sure what to do to protect
them. A wise man asked them to hang red lanterns outside their homes, make bonfires,
and light firecrackers for three days. The plan worked. On the day of the retaliation,
the Emperor was tricked into thinking the village was already ablaze. From then on,
people light up lanterns and fireworks on the 15th day of the 1st lunar month, to
celebrate the success.

5. Prepare a write-up on this ritual/practice highlighting the plot, characters, local

culture, social/historical aspects, relevance of the ritual in the current scenario
and its impact on society.
Learning Outcome: analyses rituals and prepares write-up on the plot, characters, so-
cial, historical and cultural relevance of the ritual.
6. Prepare the script of live TV report on the inaugural ceremony of the famous
Nehru trophy boat race.
(Hints: description of the scene and the arrangements, the arrival of the digni-
taries, reactions of the spectators, details of the inauguration etc.)
Learning Outcome: drafts the script of live TV report.

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 Handbook for Class XI - ENGLISH

7. Read the following passage in Malayalam and translate it into English.

Learning Outcome: translates passages from one language to another.

8. Imagine that you had a parachute ride over a valley.

Write a travel essay describing this travel experience. The essay should include
description of physical features, practical issues related to the travel, experi-
ences and personal impressions.
Learning Outcome: organizes the travel experiences logically and writes them in the
form of a travel essay

9. Look at the pictures given below.

A tourist spot in its glorious past The same spot in a deteriorated state

Tourist spots are at the mercy of tourists.

Compare the pictures and prepare a paragraph expressing your views on the
sentence given above.
Learning Outcome: writes passages comparing the conditions presented in the input
(visual/verbal) provided.

152