Thursday, June 25, 2026

Lesson Plan: Class-8 - Term I - Unit 3 Prose – A Visitor from Distant Lands

Lesson Plan – Class 8 English

Unit 3 Prose – A Visitor from Distant Lands

1. Learning Objectives

The teacher expects the students to:

Read and understand the prose lesson.
Learn about the origin of some common vegetables and spices.
Understand how trade and exploration connected different countries.
Develop vocabulary related to travel, trade, and food.
Appreciate the importance of food and avoid wastage.

2. Learning Outcomes

At the end of the lesson, students will be able to:

607	responds to a variety of questions on familiar and unfamiliar texts verbally and in writing
		608	uses synonyms, antonyms appropriately deduces word meanings from clues in context while reading a variety of texts
		609	writes words / phrases / simple sentences and short paragraphs as dictated by the teacher
		611	refers to dictionary to check meaning and spelling, and to suggested websites for information
		613	drafts, revises and writes short paragraphs based on verbal, print and visual clues
		614	writes coherently with focus on appropriate beginning, middle and end in English / Braille

Explain how vegetables like potato, tomato, and chilli came to India.
Identify the contributions of traders and explorers in spreading crops.
Use new vocabulary in meaningful sentences.
Respect food and understand the effort behind its journey from one place to another.
Apply the habit of avoiding food wastage in daily life.

3. Introduction

The teacher may ask the following questions:

Which vegetables do you like the most?
Have you ever thought about where potatoes and tomatoes originally came from?
Why should we eat locally grown food?
What spices are commonly used in your home?
Do you know how people transported goods before aeroplanes and trains?

The teacher introduces the lesson by explaining that many foods we eat every day actually came from other countries long ago.

4. Reading and Understanding

New Words and Meanings

Word	Meaning
Foreign	Belonging to another country
Merchants	People who buy and sell goods
Sailed	Travelled by ship or boat
Portuguese	People from Portugal
Popular	Well known
Delicious	Very tasty

Activity:

Students read the lesson aloud.
Teacher explains difficult words and sentences.
Students frame sentences using the new words.

5. Mind Map

                    A VISITOR FROM DISTANT LANDS
                                 |
        --------------------------------------------------
        |                     |                         |
      Mani               Foreign Foods           Journey of Chilli
        |                     |                         |
  Likes potato &        Potato, Tomato,         South America
  ladies' finger        Corn, Chilli            |
        |                     |                 Christopher Columbus
        |                     |                 |
  Learns their          Came from other         Portugal
  history               countries               |
                                                 Goa, India
                                                      |
                                              Used in Indian food
                                                      |
                                              Avoid food wastage

6. Consolidation and Presentation

Summary of the Lesson

Mani believed that potatoes were foreign vegetables and refused to eat them. His family explained that many foods commonly eaten in India, such as potatoes, tomatoes, corn, and chillies, originally came from other countries. Merchants and explorers carried these crops across the world through sea routes. Vasco da Gama came to India in search of spices, while Christopher Columbus discovered chillies in South America. The Portuguese later brought chillies and potatoes to India. Finally, Mani and Selvi understood the long journey of these foods and decided not to waste them.

7. Reinforcement

Additional Information:

Vasco da Gama reached India in 1498 through the sea route.
Potatoes originated in South America.
Tomatoes also originated in South America.
Before chillies arrived, Indians mainly used black pepper for spice.
Ramanathapuram district in Tamil Nadu is famous for chilli cultivation.
Today, Indian cuisine uses chillies extensively in many dishes.

8. Evaluation

A. Lower Order Thinking Questions (LOT)

What were Mani's favourite vegetables?
Who brought potatoes to India?
From which continent did chillies originate?

B. Middle Order Thinking Questions (MOT)

Why did Mani refuse to eat potatoes?
How did merchants bring vegetables to India?
Why did Columbus carry chillies back to his country?

C. Higher Order Thinking Questions (HOT)

How would Indian cooking be different if chillies had never come to India?
Why is it important to learn about the origin of food?
What lesson do you learn from Mani's change in attitude towards food?

9. Remedial Teaching

For Slow Learners:

Use pictures of potato, tomato, chilli, pepper, Vasco da Gama, and Columbus.
Explain the story in simple language.
Provide a timeline showing the journey of chilli and potato.
Conduct pair-reading activities.
Give short-answer worksheets and vocabulary practice.

10. Writing Activity

Ask students to write:

Paragraph Writing:
"Write a short paragraph (8–10 sentences) on the journey of the chilli from South America to India."

"Write about your favourite vegetable and why you like it."

11. Follow-up Activity / Homework

Prepare a chart showing five vegetables and their countries of origin.
Collect information about one explorer (Vasco da Gama or Christopher Columbus) and write five sentences about him.
Draw and colour the journey of the chilli from South America to India.
Write the meanings of the new words and use them in sentences.

Teaching Aids

Textbook
World map
Pictures of vegetables and spices
Flashcards
Blackboard/Smart Board

Values Inculcated

Respect for food
Curiosity about history and geography
Avoiding food wastage
Appreciation of cultural exchange among countries

Monday, June 22, 2026

Lesson Plan – Class 8 English Unit 2 Prose: The Wind on Haunted Hill

Lesson Plan – Class 8 English

Unit 2 Prose: The Wind on Haunted Hill

1. Learning Objectives

The teacher expects the students to:

Read and understand the prose lesson with proper pronunciation and intonation.
Identify the characters, setting, and sequence of events in the story.
Learn new vocabulary and use them appropriately.
Develop reading comprehension and critical thinking skills.
Understand the themes of courage, friendship, and overcoming fear.

2. Learning Outcomes

At the end of the lesson, the students will be able to:

701

answers questions orally and in writing on a variety of texts
706

speaks about excerpts, dialogues, skits, short films, news and debate on TV and radio, audio-video programmes on suggested websites

707	asks and responds to questions based on texts (from books or other resources) and out of curiosity
708	reads textual/non-textual materials in English/Braille with comprehension

713	infers the meaning of unfamiliar words by reading them in context
714	refers dictionary, thesaurus and encyclopedia to find meanings / spelling of words while reading and writing

Narrate the story in their own words.
Identify the main characters and important events.
Infer the message conveyed through the story.
Demonstrate courage and cooperation in challenging situations.
Use newly learned words in daily communication.

3. Introduction

The teacher may ask the following questions:

Have you ever walked alone during a storm?
Do you believe in ghosts? Why or why not?
How would you feel if you were alone in a deserted place at night?
What sounds do you hear during strong winds?

After eliciting responses, the teacher introduces the lesson "The Wind on Haunted Hill", a story about a brave girl named Usha who faces fear during a storm.

4. Reading and Understanding

New Words and Meanings

Word	Meaning
Haunted	Believed to be visited by ghosts
Ruins	Remains of a destroyed building
Bazaar	Market
Stunted	Not fully grown
Scuttled	Ran quickly with short steps
Threatening	Showing signs of danger
Shelter	A place giving protection
Crouched	Bent low with knees close to the body
Forbidding	Unfriendly and frightening
Blossoms	Flowers on a tree

Activity:
Students read the lesson aloud paragraph by paragraph and identify unfamiliar words.

5. Mind Map

                    THE WIND ON HAUNTED HILL
                               |
        ------------------------------------------------
        |                     |                        |
      Characters           Setting                  Events
        |                    |                         |
 Usha, Suresh, Binya     Haunted Hill          Usha goes to bazaar
 Grandfather             Ruins                 Storm begins
                          Village              Takes shelter
                                                Sees figures
                                                Suresh & Binya arrive
                                                Safe return home
                               |
                           Theme
                               |
                    Courage – Friendship –
                     Facing Fear Together

6. Consolidation and Presentation (Summary)

Usha, a young girl, goes to the bazaar to buy household items. While returning home, a severe storm begins. Unable to reach home safely, she takes shelter in the ruins on Haunted Hill, a place known for ghost stories. During the storm, she sees two mysterious figures and becomes frightened. Soon, her brother Suresh and her friend Binya arrive looking for her. Their presence gives her courage. After the storm ends, they safely return home. The story highlights bravery, friendship, and the power of togetherness in overcoming fear.

7. Reinforcement

The teacher provides additional information:

The Himalayas are the highest mountain range in the world.
Storms are common during certain seasons in hilly regions.
Fear is often created by imagination and misunderstanding.
Friendship and family support help us overcome difficult situations.
The story has elements of mystery and adventure.

Value Education:
"Courage is not the absence of fear but the ability to face it."

8. Evaluation

a) Lower Order Thinking Questions (LOT)

Who were the three children in the story?
Why did Usha go to the bazaar?
Where did Usha take shelter during the storm?

b) Middle Order Thinking Questions (MOT)

Why did Usha decide not to return home immediately?
How did Suresh and Binya help Usha?
What made Haunted Hill seem frightening?

c) Higher Order Thinking Questions (HOT)

Do you think the figures Usha saw were ghosts or an illusion? Give reasons.
How would you have reacted if you were in Usha's place?
What lesson do you learn from the friendship shown in the story?

9. Remedial Teaching

For slow learners, the teacher will:

Explain the story using simple language.
Use pictures of hills, storms, and ruins.
Read the lesson aloud and encourage repeated reading.
Conduct vocabulary games and matching activities.
Provide short summaries and guided questions.

10. Writing Activity

Write a paragraph (80–100 words) on:

"A Frightening Experience During Bad Weather."

Describe Usha's character in your own words.

11. Follow-up Activity / Homework

Draw a picture of Haunted Hill and label its important features.
Write five sentences about courage and bravery.
Prepare a character sketch of Usha.
Learn the meanings of the new words and use each in a sentence.

Assignment:
Imagine that you are Usha. Write a diary entry describing your experience on Haunted Hill during the storm.

Saturday, June 20, 2026

Lesson plan: Class -10 Unit 2 Prose - The night the ghost got in

Lesson Plan – Class X English

Unit 2 Prose: The Night the Ghost Got In by James Thurber

1. Learning Objectives

The teacher expects the students to:

Understand the plot, characters, and humorous elements of the story.
Identify how misunderstandings create comedy in literature.
Develop reading, speaking, and comprehension skills.
Learn the importance of staying calm during unexpected situations.
Appreciate the author's use of humor and narration.

2. Learning Outcomes

1024	Uses words according to the context and delineates it in speech and writing.
		1002	Listens to and discusses literary/non-literary inputs in varied contexts to infer, interpret, and appreciate.
		1001	Listens to announcements, instructions, read-aloud texts, audio, videos for information, gist, and details; responds by answering questions accordingly.
		1007	Reads, comprehends, and responds to complex texts independently.
		1008	Reads stories and literary texts, both fiction and non-fiction, with understanding for pleasure and enjoyment and discusses about these.
		1011	Writes paragraphs, narratives, etc., by planning, revising, editing, rewriting, and finalising.
		1021	Takes and makes notes while listening to TV news, discussions, speech, reading aloud or silent reading of texts, etc., and summarises.

At the end of the lesson, students will be able to:

Retell the story in their own words.
Identify the sequence of events in the narrative.
Explain how fear and imagination can lead to confusion.
Analyze the humorous situations in the story.
Apply the lesson's message of thinking logically before reacting.

3. Introduction

The teacher may begin with the following questions:

Have you ever heard a strange sound at night?
What would you do if you thought there was a ghost in your house?
Do you believe in ghosts? Why or why not?
Have you ever misunderstood a situation and later found it funny?
Can fear sometimes make people imagine things?

The teacher introduces the lesson as a humorous story about a family who mistakes ordinary noises for a ghostly intrusion.

4. Reading and Understanding

New Words and Meanings

Word	Meaning
Ghost	Spirit of a dead person
Corridor	A long passage in a building
Commotion	Confused noise and activity
Burglar	A person who enters a building to steal
Panic	Sudden fear
Revolver	A type of handgun
Investigate	To examine carefully
Suspicion	Feeling that something is wrong
Humorous	Funny
Exclaim	To cry out suddenly

Activity

Students read the lesson aloud.
Teacher explains difficult words and phrases.
Students identify incidents that create humor.

5. Mind Map

                     THE NIGHT THE GHOST GOT IN
                                   │
        ┌──────────────────────────┼──────────────────────────┐
        │                          │                          │
    Strange Noises            Family Panic             Police Arrival
        │                          │                          │
   Sounds at Night          Search for Ghost         Investigation
        │                          │                          │
        └────────────── Confusion & Fear ─────────────┘
                                   │
                               Humour
                                   │
                         Truth Finally Revealed

6. Consolidation and Presentation

Summary

"The Night the Ghost Got In" is a humorous autobiographical story by James Thurber. One night, strange noises are heard in the house, leading the family to believe that a ghost or burglar has entered. The family becomes frightened and confused. The situation grows more amusing when the police arrive and join the search. Eventually, it is discovered that there was no ghost at all. The story shows how fear, imagination, and misunderstanding can turn an ordinary incident into a comic adventure.

7. Reinforcement

The teacher provides additional information:

James Thurber was famous for writing humorous stories.
Humour often arises from misunderstandings and exaggerated reactions.
Fear can sometimes make people imagine things that are not real.
Logical thinking helps us handle difficult situations calmly.
Many humorous stories are based on everyday events.

Values Learnt

Presence of mind
Logical thinking
Courage
Sense of humour

8. Evaluation

A. Lower Order Thinking Questions (LOT)

Who is the author of the story?
What did the family hear at night?
Who arrived to investigate the matter?

B. Middle Order Thinking Questions (MOT)

Why did the family think there was a ghost?
How did the confusion increase in the house?
What role did the police play in the story?

C. Higher Order Thinking Questions (HOT)

Why do people often imagine dangers when they are afraid?
How would you react if you heard strange noises at night?
What message does the author convey through this humorous incident?

9. Remedial Teaching

For slow learners, the teacher will:

Explain the story with pictures and simple language.
Narrate the incidents sequentially.
Use role-play activities involving family members and police officers.
Provide vocabulary cards and sentence-building exercises.
Encourage peer learning and guided reading.

10. Writing Activity

The teacher asks students to write any one of the following:

Activity A

Write a paragraph on:
“A Funny Incident I Experienced.”

Activity B

Imagine you are one of the family members. Write a diary entry describing the events of that night.

Activity C

Write five sentences about how fear can influence human behavior.

11. Follow-up / Homework

Prepare a character sketch of the narrator.
Write the sequence of events in the story.
Collect and share another humorous incident from real life.
Create a comic strip based on the lesson.
Write ten new words from the lesson and frame meaningful sentences.

Moral / Life Skill

Fear and imagination can sometimes make ordinary situations seem frightening. Calm thinking and careful observation help us understand reality and avoid unnecessary panic.

Lesson plan: Class - 9 Unit 2 supplementary - The Fun they had

Lesson Plan – Class IX English

Unit 2 Supplementary: The Fun They Had by Isaac Asimov

1. Learning Objectives

The teacher expects the students to:

Understand the theme of future education in the story.
Identify the characters and setting of the lesson.
Appreciate the importance of schools, teachers, and social interaction.
Develop reading, speaking, and critical thinking skills.
Compare present-day education with future education.

2. Learning Outcomes

At the end of the lesson, students will be able to:

901 listens to announcements, instructions, read aloud texts, audio and videos for information, gist and details; responds by answering questions accordingly.
		907 reads with comprehension the given text/materials employing strategies like skimming, scanning, predicting, previewing, reviewing, inferring, and summarising.
		908 reads silently with comprehension and interprets layers of meaning

Explain the plot and characters of the story.
Compare traditional schools with mechanical schools.
Express their opinions about technology in education.
Realize the value of classroom learning and friendship.
Apply the lesson's message to appreciate their own schooling experience.

3. Introduction

The teacher may ask:

Do you enjoy going to school? Why?
Can a computer completely replace a teacher?
How do you learn using technology?
Would you like to study alone at home every day?
What do you think schools will be like in the future?

The teacher introduces the lesson as a science-fiction story about future education.

4. Reading and Understanding

New Words and Meanings

Word	Meaning
Telebook	Electronic book
Mechanical Teacher	Computerized teacher
Attic	Space under the roof
County Inspector	Technician who repairs mechanical teachers
Slot	Narrow opening
Scornful	Showing disrespect
Superior	Better than others
Arithmetic	Mathematics involving numbers
Loftily	Proudly
Sorrowfully	Sadly

Activity: Students read the lesson aloud and learn the meanings of new words.

5. Mind Map

                     THE FUN THEY HAD
                             │
      ┌──────────────────────┼──────────────────────┐
      │                      │                      │
   Margie                 Tommy            Mechanical Teacher
      │                      │                      │
Dislikes school      Finds old book      Teaches through screen
      │                      │                      │
Learns at home      Talks about old schools
      │                      │
      └────────── Future Education ──────────┘
                             │
                    Value of Real Schools
                             │
                  Fun, Friends & Teachers

6. Consolidation and Presentation

Summary

"The Fun They Had" is a science-fiction story set in the future. Margie and Tommy study at home with mechanical teachers. Tommy finds an old printed book and tells Margie about schools of the past where children learned together in classrooms with human teachers. Margie imagines those schools and realizes how enjoyable learning with friends might have been. The story highlights the importance of human interaction in education.

7. Reinforcement

The teacher provides additional information:

The story was written by Isaac Asimov, a famous science-fiction writer.
The lesson predicts future technological developments in education.
Online learning became common during emergencies such as pandemics.
Human teachers provide emotional support, motivation, and social learning that machines cannot fully replace.
Schools help children develop communication and teamwork skills.

Value: Technology should assist education, not replace human relationships.

8. Evaluation

A. Lower Order Thinking Questions (LOT)

Who found the old book?
What was Margie's teacher?
Where did Margie study?

B. Middle Order Thinking Questions (MOT)

Why did Margie dislike her mechanical teacher?
How were old schools different from future schools?
Why did Tommy laugh at Margie?

C. Higher Order Thinking Questions (HOT)

Do you think machines can completely replace human teachers? Why?
Which type of school would you prefer—traditional or future school? Give reasons.
How important is interaction with classmates in learning?

9. Remedial Teaching

For slow learners, the teacher will:

Explain the story using simple language.
Show pictures of old schools and future classrooms.
Conduct role-play activities involving Margie and Tommy.
Use story sequencing cards.
Provide vocabulary worksheets and guided reading practice.
Encourage peer learning and group discussions.

10. Writing Activity

The teacher asks students to write:

Option A: A paragraph on "My School and Why I Like It." (100 words)

Option B: Imagine you are Margie. Write a diary entry describing your feelings after reading the old book.

Option C: Compare a human teacher and a mechanical teacher.

11. Follow-up / Homework

Draw a comparison chart between Present-Day School and Future School.
Write five advantages and five disadvantages of online learning.
Collect information about Isaac Asimov and write a short note.
Prepare a poster on "Technology in Education."
Discuss with your parents how schools were different during their childhood.

Moral of the Lesson

Technology can make learning easier, but real teachers, friends, and classroom experiences make education meaningful and enjoyable.

Lesson plan: Class- 8 - Pronouns

Lesson Plan – Grammar: Pronouns

Class: VIII
Subject: English Grammar
Topic: Pronouns and Their Kinds
Duration: 60 Minutes

1. Learning Objectives

The teacher expects the students to:

Understand the meaning and importance of pronouns.
Identify different kinds of pronouns.
Learn the rules of using pronouns correctly.
Replace nouns appropriately with pronouns in sentences.
Improve speaking and writing skills through correct usage of pronouns.

2. Learning Outcomes

The teacher expects the students to:

807 participates in grammar games and kinaesthetic activities for language learning.

820 communicates accurately using appropriate grammatical forms - Parts of Speech

Define pronouns and identify them in sentences.
Classify pronouns according to their kinds.
Use appropriate pronouns in oral and written communication.
Construct meaningful sentences using different pronouns.
Avoid repetition of nouns in communication.

3. Introduction

The teacher introduces the lesson by asking:

What is your name?
Can I call you by your name repeatedly while talking?
Instead of saying "Ravi is a good boy. Ravi studies well," what can we say?
Which words replace nouns in a sentence?
Have you used words like he, she, they, it, we?

Teacher introduces the topic:

"Words used instead of nouns are called Pronouns."

4. Reading and Understanding

Definition

A Pronoun is a word used in place of a noun to avoid repetition.

Examples

Ravi is a good boy. He studies well.
Meena is absent because she is ill.
The dog is hungry. It is barking.
The students are playing. They are happy.

Rules of Pronouns

Rule 1

A pronoun must agree with its noun in number and gender.

Examples:

Rani is a dancer. She dances well.
The boys are playing. They are happy.

Rule 2

Pronouns should clearly refer to a particular noun.

Example:

Priya told Divya that she would win.

(Here "she" may create confusion. Pronouns should be used clearly.)

Rule 3

Avoid unnecessary repetition of nouns.

Example:

❌ Rahul is my friend. Rahul is kind.

✅ Rahul is my friend. He is kind.

5. Kinds of Pronouns

1. Personal Pronouns

Personal pronouns refer to persons, animals, or things.

Person	Singular	Plural
First Person	I, me	We, us
Second Person	You	You
Third Person	He, She, It	They, Them

Examples

I am a student.
She is my sister.
They are playing cricket.

2. Possessive Pronouns

These pronouns show possession or ownership.

Examples

This book is mine.
That house is ours.
The bag is hers.
The bicycle is theirs.

3. Reflexive Pronouns

These refer back to the subject.

Examples

I hurt myself.
She completed the work herself.
They enjoyed themselves.

Common Reflexive Pronouns

myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

4. Demonstrative Pronouns

These point out specific persons or things.

Examples

This is my pen.
That is a temple.
These are flowers.
Those are mango trees.

5. Interrogative Pronouns

These are used to ask questions.

Examples

Who is absent today?
Whom did you meet?
Whose bag is this?
Which is your book?
What is your hobby?

6. Relative Pronouns

These connect clauses and refer to nouns mentioned earlier.

Examples

The boy who won the prize is my friend.
This is the book which I bought.
The teacher whom we respect is retiring.

7. Indefinite Pronouns

These refer to persons or things in a general way.

Examples

Someone is at the door.
Everyone likes music.
Anybody can answer.
Nothing is impossible.

Common Indefinite Pronouns

someone, somebody, anyone, everybody, none, many, few, several, all

8. Distributive Pronouns

These refer to persons or things one at a time.

Examples

Each of the students received a prize.
Either of the roads leads to the station.
Neither of the answers is correct.

9. Reciprocal Pronouns

These express mutual relationships.

Examples

The brothers helped each other.
The friends greeted one another.

10. Emphatic Pronouns

These emphasize a noun or pronoun.

Examples

I myself completed the project.
The Principal himself addressed the students.
She herself prepared the food.

5. Mind Map

                          PRONOUNS
                               │
 ┌─────────┬──────────┬──────────┬──────────┬─────────┐
 │         │          │          │          │
Personal Possessive Reflexive Demonstrative Interrogative
 │
 ├────────── Relative
 ├────────── Indefinite
 ├────────── Distributive
 ├────────── Reciprocal
 └────────── Emphatic

Examples:
He, She, It
Mine, Ours
Myself, Himself
This, That
Who, What
Which, Whom
Someone, Everyone
Each, Either
Each other
Himself, Myself

6. Consolidation and Presentation

Summary

Pronouns are words that replace nouns. They help avoid repetition and make communication easier. There are different kinds of pronouns such as Personal, Possessive, Reflexive, Demonstrative, Interrogative, Relative, Indefinite, Distributive, Reciprocal, and Emphatic Pronouns. Each type has a specific function and usage in sentences.

Pronouns Chart with Tamil Meanings

Subjective / Personal Pronoun (எழுவாய்)	Objective Pronoun (செயப்படுபொருள்)	Possessive Adjective (உரிமையைக் குறிக்கும் பெயரடை)	Possessive Pronoun (உரிமைப் பெயர்ப்பெயர்)	Reflexive Pronoun (தற்சுட்டுப் பெயர்ப்பெயர்)	Tamil Meaning
I	me	my	mine	myself	நான்
You (Singular)	you	your	yours	yourself	நீ / நீங்கள்
He	him	his	his	himself	அவன்
She	her	her	hers	herself	அவள்
It	it	its	its*	itself	அது
We	us	our	ours	ourselves	நாம் / நாங்கள்
You (Plural)	you	your	yours	yourselves	நீங்கள்
They	them	their	theirs	themselves	அவர்கள் / அவை

Note: The possessive pronoun "its" is rarely used independently in modern English. Usually, we use its as a possessive adjective (e.g., The dog wagged its tail.).

Examples

Pronoun Type	Example
Subjective Pronoun	I am a student.
Objective Pronoun	The teacher praised me.
Possessive Adjective	This is my book.
Possessive Pronoun	This book is mine.
Reflexive Pronoun	I completed the work myself.

Quick Reference

Person	Tamil Meaning
I	நான்
You (Singular)	நீ / நீங்கள்
He	அவன்
She	அவள்
It	அது
We	நாம் / நாங்கள்
You (Plural)	நீங்கள்
They	அவர்கள் / அவை

This table can be directly used as classroom notes for Classes 6–8.

7. Reinforcement

Additional Information

Pronoun Chart

Pronoun Type	Example
Personal	He, She, They
Possessive	Mine, Yours
Reflexive	Myself, Herself
Demonstrative	This, Those
Interrogative	Who, What
Relative	Who, Which
Indefinite	Someone, Everybody
Distributive	Each, Neither
Reciprocal	Each other
Emphatic	Himself, Myself

Importance of Pronouns

Avoid repetition.
Improve sentence structure.
Make communication easier.
Enhance speaking and writing skills.

8. Evaluation

A. Lower Order Thinking Questions (LOT)

What is a pronoun?
Name any four kinds of pronouns.
Give one example of a personal pronoun.

B. Middle Order Thinking Questions (MOT)

Differentiate between Reflexive and Emphatic Pronouns.
Write two examples each of Demonstrative and Interrogative Pronouns.
How do pronouns help in communication?

C. Higher Order Thinking Questions (HOT)

Why is it important to use pronouns correctly in writing?
Create a paragraph using at least five different kinds of pronouns.
How would communication become difficult without pronouns?

9. Remedial Teaching

Strategies for Slow Learners

Use pictures and objects to explain pronouns.
Provide simple examples from daily life.
Use flashcards showing nouns and corresponding pronouns.
Conduct pair and group activities.
Give additional worksheets with matching exercises.
Encourage students to form simple sentences orally.
Reinforce learning through games and quizzes.

10. Writing

A. Fill in the Blanks

Ravi is my friend. _____ is honest.
This pen is _____.
The children enjoyed _____ at the picnic.
_____ is knocking at the door.
_____ of the two boys won the race.

B. Identify the Kind of Pronoun

She is my cousin.
This is my bicycle.
Who is your class leader?
Everybody likes holidays.
We helped each other.

C. Paragraph Writing

Write a paragraph (100 words) on:

"My Best Friend"

Use at least five pronouns in your paragraph.

11. Follow-up

Homework

Learn the definitions and examples of all kinds of pronouns.
Write five examples for each type of pronoun.
Complete a worksheet on pronouns.

Classroom Activities

Activity 1 – Pronoun Hunt

Students identify pronouns from newspapers and textbooks.

Activity 2 – Matching Game

Match nouns with suitable pronouns.

Activity 3 – Group Competition

Identify the kind of pronoun in given sentences.

Activity 4 – Story Completion

Students complete a story by filling in suitable pronouns.

Quick Reference Table

Kind of Pronoun	Examples
Personal	I, We, He
Possessive	Mine, Yours
Reflexive	Myself, Herself
Demonstrative	This, Those
Interrogative	Who, What
Relative	Who, Which
Indefinite	Someone, Everybody
Distributive	Each, Neither
Reciprocal	Each other
Emphatic	Himself, Myself

Real-Life Application

Pronouns make our communication clear, concise, and effective. They help us avoid repetition and improve both spoken and written English. Mastering pronouns enables students to communicate confidently and accurately in everyday situations. 📚✍️😊

Lesson plan: Class 10 - Active voice and Passive voice

Lesson Plan – Grammar: Active Voice and Passive Voice

Class: X
Subject: English Grammar
Topic: Active Voice and Passive Voice
Duration: 45–60 Minutes

1. Learning Objectives

The teacher expects the students to:

Understand the concepts of Active Voice and Passive Voice.
Differentiate between Active and Passive Voice.
Learn the rules for transforming sentences from Active to Passive Voice and vice versa.
Use appropriate voice in speaking and writing.
Improve grammatical accuracy and sentence construction skills.

2. Learning Outcomes

The teacher expects the students to:

1023 uses grammatical items as cues for reading comprehension such as tense, reported speech, conjunctions, and punctuation.
		1024 uses words according to the context and delineate it in speech and writing.

Identify Active and Passive Voice in sentences.
Convert sentences accurately from Active Voice to Passive Voice.
Use Passive Voice appropriately in formal communication.
Develop better writing and comprehension skills.
Apply the knowledge of voice transformation in examinations and daily communication.

3. Introduction

The teacher introduces the lesson by asking:

Who wrote the letter?
Who cleaned the classroom?
Which sentence sounds better?
- The students cleaned the classroom.
- The classroom was cleaned by the students.
What is the difference between these two sentences?
Why do we sometimes focus on the action rather than the doer?

The teacher introduces the topic "Active Voice and Passive Voice."

4. Reading and Understanding

Definition

Active Voice

A sentence is in Active Voice when the subject performs the action.

Structure:

Subject + Verb + Object

Examples:

Ram writes a letter.
The teacher teaches English.
She sings a song.

Passive Voice

A sentence is in Passive Voice when the action is done to the subject.

Structure:

Object + Helping Verb + Past Participle (V3) + by + Subject

Examples:

A letter is written by Ram.
English is taught by the teacher.
A song is sung by her.

Rules for Changing Active Voice into Passive Voice

Rule 1

The object of the Active Voice becomes the subject of the Passive Voice.

Example:

Active: The boy kicks the ball.
Passive: The ball is kicked by the boy.

Rule 2

Use the appropriate form of the verb "be" according to the tense.

Rule 3

The main verb changes into its Past Participle (V3) form.

Rule 4

The subject is usually preceded by "by" in Passive Voice.

Voice Change Table

Tense	Active Voice	Passive Voice
Simple Present	She writes a letter.	A letter is written by her.
Simple Past	She wrote a letter.	A letter was written by her.
Simple Future	She will write a letter.	A letter will be written by her.
Present Continuous	She is writing a letter.	A letter is being written by her.
Past Continuous	She was writing a letter.	A letter was being written by her.
Present Perfect	She has written a letter.	A letter has been written by her.
Past Perfect	She had written a letter.	A letter had been written by her.
Future Perfect	She will have written a letter.	A letter will have been written by her.

Important Note

Only transitive verbs (verbs having objects) can be changed into Passive Voice.

Example:

Ravi eats an apple. ✔ (Can be changed)
Ravi sleeps. ✘ (Cannot be changed)

5. Mind Map

Active Voice and Passive Voice

             ACTIVE & PASSIVE VOICE

                       │
        ┌──────────────┴──────────────┐
        │                             │
   Active Voice                 Passive Voice
        │                             │
 Subject does action         Subject receives action
        │                             │
S + V + O              O + Be Verb + V3 + by + S
        │                             │
Focus on Doer            Focus on Action
        │                             │
Used in Daily Speech     Used in Reports,
                         Notices & Formal Writing

6. Consolidation and Presentation

Summary

Active Voice emphasizes the doer of the action, whereas Passive Voice emphasizes the action itself. In Active Voice, the subject performs the action. In Passive Voice, the subject receives the action. Voice transformation requires changing the object into the subject, using the appropriate form of "be," and changing the main verb into its past participle form.

7. Reinforcement

Additional Information

Personal Pronoun Changes

Active	Passive
I	me
We	us
He	him
She	her
They	them
You	you
It	it

Examples

Active Voice	Passive Voice
The teacher praised the student.	The student was praised by the teacher.
They are building a bridge.	A bridge is being built by them.
The police arrested the thief.	The thief was arrested by the police.
Students will complete the project.	The project will be completed by the students.

Uses of Passive Voice

Scientific reports
News reports
Formal writing
Notices and announcements
When the doer is unknown

Example:

My bicycle was stolen.

8. Evaluation

A. Lower Order Thinking Questions (LOT)

What is Active Voice?
What is Passive Voice?
Which form of the verb is used in Passive Voice?

B. Middle Order Thinking Questions (MOT)

Differentiate between Active Voice and Passive Voice.
Change the sentence "The boy writes a letter" into Passive Voice.
Why can't some sentences be changed into Passive Voice?

C. Higher Order Thinking Questions (HOT)

Why is Passive Voice commonly used in news reports and scientific writing?
Which voice is more effective in daily communication? Why?
Create a short paragraph using both Active and Passive Voice.

9. Remedial Teaching

Strategies for Slow Learners

Explain sentence structure using charts.
Teach one tense at a time.
Use colour coding for Subject, Verb, and Object.
Provide simple sentence conversion exercises.
Conduct pair work and peer learning activities.
Use flashcards showing Active and Passive structures.
Give additional worksheets for practice.

10. Writing

A. Change into Passive Voice

The teacher teaches English.
Ram wrote a letter.
They will clean the classroom.
She is reading a book.
The police arrested the thief.

B. Change into Active Voice

The match was won by our team.
The project has been completed by the students.
The road is being repaired by the workers.
A song was sung by her.
The prize will be awarded by the Principal.

C. Paragraph Writing

Write a paragraph (100 words) on:

"My School Annual Day"

Use at least three Active Voice and three Passive Voice sentences.

11. Follow-up

Homework

Learn the rules for changing Active Voice into Passive Voice.
Write five examples each of Active and Passive Voice.
Convert ten sentences from your textbook into Passive Voice.

Classroom Activities

Activity 1 – Voice Conversion Game

Students convert Active sentences into Passive sentences in groups.

Activity 2 – Grammar Relay

Teams compete to identify voice and convert sentences correctly.

Activity 3 – Newspaper Hunt

Students find Passive Voice sentences from newspapers and magazines.

Activity 4 – Pair Work

One student writes an Active sentence and the other converts it into Passive Voice.

Quick Reference Table

Active Voice	Passive Voice
Subject performs action	Subject receives action
Subject + Verb + Object	Object + Be Verb + V3 + by + Subject
Focus on Doer	Focus on Action
Common in speech	Common in formal writing

Real-Life Application

Understanding Active and Passive Voice helps students communicate effectively, improve writing skills, and perform better in examinations. Active Voice makes communication direct, while Passive Voice is useful when the action is more important than the doer. 📚✍️✅