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PREFACE
The need for having a book on Teaching of English for the B.Ed. Students
has long been felt and students were facing real hardships in finding out
and consulting related literature about the topics included in the syllabus of
the subject. The authors, by writing a book which is according to the
approved curriculum for the B.Ed., B.Ed (Hons) & M.Ed Examination,
have come to their rescue.
By appending model lesson plans to the book the authors have provided
the students an sample opportunity to learn, practice and follow the pattern
while planning their actual class room teaching.
Both the authors have a considerable experience of imparting instructions
to the prospective teachers and compiling books on education for the
benefit of their students. It is hoped that the present contribution will serve
the cause of teachers education in general and strengthen Teaching of
English at Secondary level in Particular.
TABLE OF CONTENTS
Table of Contents........................................................................................1
Introduction.................................................................................................1
Unit-1: Psycholinguistics............................................................................3
1.1
1.2
1.3
What is Grammar?......................................................................54
Grammar Defined by Various Linguists.....................................54
Types/Approaches of Grammar..................................................55
Methods of Teaching Grammar..................................................56
Referencess................................................................................................84
Appendix-A: Prose Reading Lesson.......................................................85
Appendix-B: Prose /Reading Lesson.......................................................89
Appendix-C: Poetry Lesson.....................................................................94
Appendix-D: Story Lesson.....................................................................100
Appendix-E: Composition Lesson.........................................................102
Appendix-F: Lesson Plan: Grammar...................................................104
Appendix-G: Structure Lesson..............................................................105
Appendix-H: Structure Lesson..............................................................107
Speak Gently.............................................................................108
A Nations Strength..................................................................108
The Daffodils............................................................................109
The Miller of Dee.....................................................................110
Stopping by woods on a Snowy Evening.................................111
Planting a Tree..........................................................................112
Drive the Nail Aright................................................................113
Casabianca................................................................................114
Written in March.......................................................................115
Theres a Good time: Coming...................................................116
INTRODUCTION
The importance of English as a living and modern language is an
admitted fact. It enjoys international value, It is the reservoir of knowledge.
It is the language of science and technology. It is the language of
information technology. It is the language of the 'global village'. It is an
official language and the medium of instruction in higher education and
research in Pakistan. It is an effective instrument of print and electronic
media. In short, it has brought about unity and integration from North to
South and from East to West in the world.
English unlike the mother tongue is to be learnt and not to be
acquired. Its approach would be therefore, different. It is to be taught with
conscious efforts. It is to be taught with deliberate efforts. It is to be learnt
in a formal setting, in an organized and in a relaxed environment, in an
environment in which maximum interaction is ensured between the teacher
and the students.
Teaching of English as a second language to Pakistani children
necessities well selected content, graded vocabulary, well directed teaching
strategies. provision of instructional materials and adequate grooming of
teachers. Language is basically a skill. Teaching of English naturally
centres round the learning or the mastery of its basic skills i.e. listening,
speaking, reading and writing. These skills are not learnt automatically or
in a natural environment in which the child acquires his mother tongue.
Teachers are expected to create an environment in which English is used as
much as possible. Grammar is to be taught indirectly. Children are to be
provided ample opportunities to listen correct English. to speak and read
English with correct pronunciation and intonation and to write English
with correct spellings and punctuation. Other strategies which are expected
to be adopted by the teacher are how to teach prose, poetry. and story
effectively and also to enable the children to write a composition, a letter,
to summarize a passage and understand the relationship of ideas contained
in a passage. These are the basic concepts and considerations which have
been taken into view while writing this book for our students and working
teachers. The new concept of lesson planning orr4Ps model has been
elaborated so that the lesson plans be designed in a more living and
activity-oriented manner in future.
The book has been written exclusively according to the prescribed
course in vogue for the last three years and for which specific reading
material was not available in the country or in libraries of the training
institutions. In view of the limited scope of the course, it has been
sufficiently enriched. Efforts have been made to provide depth in this book
and has left sufficient margin for creative thinking for teachers and
perspective teachers.
The book has been produced on emergency basis keeping in view
the pressing need of the students. Naturally there will be wide margin left
for its further improvement and enrichment. It is therefore. colleagues,
friends, working teachers and students are requested to forward their
valuable suggestions for its improvement so that the next addition could be
presented in a more relevant fashion.
The authors are grateful to Ms. Nureen Durrani and I. U.
Akhunzada. (Librarian) for providing material to facilitate this humble
effort.
Authors February, 2003
UNIT-1: PSYCHOLINGUISTICS
Language is a set of sentences each finite in length and each constructed
out of a finite set of elements"
-Noam ChomskyIntroduction
In normal circumstances, human language is the principle source
of communication used by a particular group of people within a particular
society of which they are members.
Before going to discuss the topic in detail, it is necessary to clarify
the meaning and definitions of language.
Meaning of Language
The word language has its origins in the Latin word `Lingua',
meaning "something produced with the tongue"
Definitions of Language
Various linguists have defined language differently. some famous
definitions of language are written below:
1.
Chomsky (1990),
Hall (1986),
Psycholinguistics
The term 'Psycholinguistics' is a combination of two words,
'psycho' and 'linguistics' psycho means, 'soul' or `mind' and 'linguistics'
means, The systematic or scientific study of language' thus
psycholinguistics means,
"The systematic or scientific study of language in relation with
mind"
Psycho also refers to cognition, language and cognition are interrelated,
without cognition, language learning is impossible.
Psycholinguistics is a branch of cognitive psychology that studies
psychological basis of linguistics competence and performance. Initially
psycholinguistics was associated with philosophical context between
modern research and information theory to study how brain processes
language. Psycholinguistics covers cognitive process that makes it possible
to understand utterances, words and text. Hall describes it in the following
words as,
"When we study language in relation with mind that we actually
deal with psycholinguistics".
1.1
1.
2.
Language is Semantic
Language is Symbolic
Language is Arbitrary
In this case, 'arbitrary' means not chosen for any special reason'.
Think about the words which we use refers to object. For example, what
name does your language give to a small hard object made of mineral
substances and found on the ground? In English, this is symbolized by the
Language can be used to talk about things and people which are
for away, and / or which happened long ago. This important feature of
language is referred to by linguistics as displacement. For example,
language enables a person to speak of a visit he made to his relatives in
London in 1968.
9.
And so on.....
In certain circumstances however, such as speechs making, turn
taking is usually suspended. The same I onerally true of written forms of
language.
10.
Language is Structure-Dependent
is
on the table
Language is Open
This means that the verbal symbols, or words and the structures
can be combined in an infinite number of ways to produce any nu of
utterances which have never been made before. For example, in response
to a view of mountains and lacks a person may say;
AND so on
12.
Creative activity
Cognitive activity
Tool of communication
Differs humans from animals
Gives expression to thought (source:
Principle of Practice
Principle of Imitation
3.
Principle of Naturalness
Principle of Exposure
6.
Principle of Habit
language development. The proper order for first and second language
learning is:
First
Third reading
Fourth writing
The teacher of foreign or second language mus follow this order
of language learning in the classroom.
9.
Principle of Translation
You did not have to translate when you were small. I you were
able to learn your own language withou translation, you should be able to
learn a foreign language in the same way. However, recent researches have
proved that translation plays a pivotal role in second/foreign language
learning. This principle is beneficial for the beginners of English language
learning. Translation should be done in mother tongue and not in any other
language.
10.
Principle of Practicality
We have already studied the nature of language itself and seen how
it is a unique feature of human beings. Chomsky and his colleagues known
as 'mentalists' maintains that we are born with a programme for language
learning, already present in our brain. In contrast, the 'behaviorists'
(Skinner and his colleagues), say that our brain at birth is like blank sheets
upon which everything, we experience, is `written' and thereby learnt.
Now we are going to study the stages through which a child passes
during language learning. These stages are called developmental stages.
Developmental stages in language learning can be categorized as:
a)
Physical Development
b)
Psychological Development
Developmental stages
Physical Development
i.
his stage is further divided into the following stages: one month
(four weeks)
ii.
iii.
iv.
Eighteen months
Three years
v ii.
Five years.
SKILL OF LISTENING:
and pause.
Articulating sounds in isolated form.
Articulating sounds in connected form.
Articulating stress patterns within words
Manipulating variation in stress in connected speech.
Producing intonation pattern and expressing attitudinal meaning through
Want to listen.
Are able to listen
Are prepared to listen
SKILL OF SPEAKING:
Dialogue Making:
Communication Games:
Role Playing:
iv.
Roe Adoption:
Free-Role Play:
In this type the guidance is oral and also the student will have to
develop their own scene. An advantage of this technique is that weak
students can restrict themselves to a few simple exchange. The context is
provided by the teacher.
2.2.3 Vocabulary Building:
Teaching of English in the existing situation is based on two
elements.
a.
Vocabulary and
b.
Structure
Presentation
b.
Practice
a.
Presentation:
The presentation of vocabulary can be done by using the
Direct Method
Transaction Method
Usage Method
Similar words Method
Deviation Method and
Reference Method
b.
Practice
By showing objects
By performing action
By framing illustrative sentences
By word building
By using mother tongue
The teacher can encourage vocabulary of students through
Word chain
Word formation
Word lists
Word games
Vocabulary note book
2.3
READING SKILL:
b.
c.
Alphabetic Method.
Syllabic Method
Word Method
Sentence Method.
Story Method
Phonic Method
2.3.5 Teaching Skills Required for Developing
Reading Skills:
The following skills are to be developed for the teaching of
reading skills.
b.
i.
ii.
Silent Reading
These important, types are briefly described
i.
Loud Reading:
have to read in a book. The importance of "loud" reading is clear from its
term loud such as:
a.
b.
c.
d.
e.
ii.
Silent Reading:
b.
c.
d.
e.
f.
g.
h.
b.
2.3.7.1
ii.
i.
It does not require any special efforts or training on the part of teacher.
The child is able to learn spelling side by side with reading.
The method is effective in word recognition.
The method suits in the correction of remedial or problem cases.
b.
individual letters do not give any indication to the sound which they form.
The number of English alphabet are 26 but the sounds to be conveyed by
unsound procedure.
The unnatural combination of spelling and reading and sense of material to
Phonic Method:
Disadvantages:
Some words sound alike but have different spelling and meaning such as
reign, rein.
It is psychologically unsound in the sense that it treats the parts of a word
Phonetic Method:
Advantages:
As indicated above, it resolves the confusion caused by the long and short
Limitation:
ii.
iii.
Advantages
The method keeps up the interest of children by the use of various aids.
It is the quickest and easiest device for giving good start in reading.
The word is a unit of recognition, therefore, words are taught before the
letters.
b.
Disadvantage:
The main objection against this method is that the child does not learn to
The underlying idea of this method is that the "eye" does not
recognize a simple word in a span. It is not a word but a phrase which is
convenient unit for the eye to recognize. Psychologically, the approach is
Advantage:
meaning. The sentence is the invisible unit of thought and of the language.
The chief merit of this method is that it makes out first experience in
reading meaningful and interesting to the pupil. He gets a good start and
gives speed and fluency in reading.
It is a natural method of learning reading since a sentence is a complete
unit of thought.
b.
WRITING SKILL:
writing letters involves both accuracy and fluency. Students need sufficient
training in the mechanics of writing such as hand writing, spelling,
capitalization, punctuation, word order and word division, sentence
structure and construction.
The importance of writing can better be revealed from Bacon
words. "Reading maketh a full man, conference a ready man and writing an
exact man". According to Bell "writing is a tool used to enable us to
express which is in our mind". Writing has an instrumental valve. It is a
means of preserving the knowledge the pupil has gained.
2.4.2 The Importance of Good Handwriting:
Good handwriting is a great asset. It gives pleasant ,mpression
and adds charm to ones writing. It helps children to ..:;quire habits of
accurate observation, neatness and precision. "Beautiful hand is like a
beautiful flower," The teacher should develop in students the habit of
correct writing. The qualities of a good handwriting such as legibility,
attractiveness, uniformity, distinctiveness, style and correctly spaced,
should be inculcated in students. The teacher should provide sufficient
opportunity to students to improve their handwriting through the use of
calligraphy note book, showing them model hand writing, dictation,
checking their mistakes, using proper writing material and arranging
competition of calligraphy among students.
2.4.3 The Importance of Spelling in Writing.
A spelling makes written communication easier. It establishes to a
large extent a person's educational level. Good spelling carries with it
social, official and business prestige. If ones spelling is poor and careless,
communication suffers and the reader will be confused about knowing the
word. Writing of correct spelling leads to smooth and meaningful
communication. The spelling is a skill. It is a habit of care. Both the quality
of accuracy and precision should be acquired by students so that they are
well equipped for carrying out business efficiently in their future life.
Ask the students to read loudly which is associated with skills in speaking.
Expose the class to every possible variant of spelling patterns in the
language.
Students should be made familiar with the probable structures of word.
Sufficient practice should be given to students in dictation. Wrong
Grammar Translation
2.
3.
Structural Approach
4.
5.
Communication Approach
3.1
illustrations.
It helps to develop in students the art of translation.
It supports the notion of "faculty Psychologists" who claim
grammatical rules.
It is always impossible to translate completely the spirit of the
3.2
DIRECT METHOD
3.2.1 Background
As already observed, Directed Method was the reaction of
Translation Method which was followed in extreme form in the teaching of
foreign language in British and American schools. The object of this
departure was to evolve a method of teaching for a foreign language,
which should approach in principles and practice and which could enable
the child to think in the language and to speak it with correct
pronunciation.
The Direct Method was evolved out of these principles enunciated
by the "reformed method". The term 'Direct Method' was used for the first
time in 1901.
3.2.2 Fundamental Principles of Direct Method
a.
Direct Bond
We see that in our life, the single and isolated words have no
meaning. We speak and think of complete sentences. The words have
meaning only in the context. Complete sentences can express complete
thought. Therefore, this is the quality of Direct Method to teach a short and
complete simple sentence and gradually it is enlarged with addition of
nouns and other parts of speech. Learning words in a meaningful sentence
b.
c.
The method promotes not only the ability to speak but also the
ability to understand English.
d.
a.
b.
c.
d.
e.
3.3
STRUCTURAL APPROACH
vocabulary.
To correlate the teaching of grammar and composition with the
reading lesson.
To teach the fundamental skills in orderly manner.
To lay emphasis on active method instead of formal grammatical
approach.
items.
The teaching of text book becomes interesting if structural
approach is followed.
As speech is regarded the basis of the language, therefore,
crucial.
Automatic control of basic structure and sentence pattern is
Presentation
Oral Drill
and feelings.
As students are provided with carefully selected and graded
attainable.
It makes both teacher and students active.
Almost all students are attended through this approach.
This approach makes teachers task clear and definite and can
carryout confidently.
Students learning standard is approved.
Though greater emphasis is laid on speech, however, other skills
most easier.
The approach had stimulated the production of quality books
extremely passive.
Pupils thinking and creative faculties are suppressed.
Meaningless and mechanical repetitions are accepted as the sound
3.4
AUDIO-LINGUAL APPROACH
analysis.
Grammar is recommended to be taught inductively.
Drills are considered essential to enable the learners to form
correct analysis.
Meaning of the words could be learned only in a linguistic and
cultural context not in isolation.
The teacher plays pivotal and dynamic role in this method. All
essential.
Constant repetition leads to mastery of the language.
Structures are arranged in logical order and are taught at a time.
Native-spoken like pronunciation is emphasized.
Grammar receives least attention in this approach activities are
linguistic competence.
Vocabulary is highly selective and is learned in context.
The principle that linguistic complexity determines the sequence
of units.
Errors are controlled and accuracy is the main concern in this
approach.
Students are given opportunities' to interact with the teaching
communication.
The discriminatory auditory quality of students in improved
their studies.
Students are actively involved in class room activities.
Method.
If a more flexible and modified approach is adopted to make it
adjusted to the objectives and the demands of the present
situation, it is hoped to deliver good more satisfactorily.
have learned.
Memorization and drill generally become mechanical and boring
for students.
Only competent and innovative teacher is able to handle the
method successfully.
The method is not effective for teaching of a foreign language to
adults.
Brilliant students are not much profited by the approach.
Grammar receives much less attention.
Grammar patterns are presented in isolated fashion.
Every thing in this approach is rigidly controlled and directed by
the teacher.
Even the interaction between the teacher and students is initiated
by the teacher.
Artificially created environment bear little resemblance to a
skills.
Pattern practice in learning of a language goes against the learning
theory.
The method calls for a considerable energy of the teacher to keep
3.5
COMMUNICATIVE APPROACH
3.5.1 Background
When the "Cognitive-Code-Learning Approach" failed to prove
its worth as a better substitute for Audio-lingual Approach, the applied
linguists both in USA and UK started concentrating on another
fundamental dimension of language teaching that was either completely
ignored or inadequately treated in the previous approaches. The need was
for cultivating communicative proficiency among the learners rather than
more mastery of structures which meant the cognitive competence.
Applied linguists like Candless Williams and Widdowson were
already working on determining a theoretical basis for communicative
approach to language teaching. Wilkins contribution is significant. He
proposed a functional or communicative definition of language which
served the basis for developing communicative symbols for language
teaching. The council of Europe in 1971 took initiative and appointed a
group of experts to make suitable recommendations for the improvement
of foreign language teaching in Europe. The Wilkins study was found
helpful for the council which set a basis for a communicative or functional
approach to language teaching.
Thus a new approach of teaching was soon recognized nationality
and internationally and was given the name of "Communicative role of a
foreign language." This approach aimed at making communicative
communication.
The selection of language items are based on the learners needs to
emphasized.
It is a students centered approach.
Partially correct or incomplete utterances are not seen as eviction
pronunciation is sought.
Attempts to communicate is encouraged from the very beginning.
Linguistic variation is a central concept in material and
methodology.
Fluent and acceptable language is the primary goal of the
approach.
Accuracy is judged not in the abstract but in context.
and used.
It is more related to every day use language.
The approach is not teacher dominated but student centered.
Students are not discouraged while using partially correct or
the language.
It sets realistic learning tasks in which full class or individualized
WHAT IS GRAMMAR?
"If words constitute the physical structure of the language, its soul
is grammar" Grammar is complementary to vocabulary and corresponding
to it as a language feature. Grammar is the study of abstraction. The
modern attitude is against the rigidity of classical tradition which was
based on English grammar, which was considered the written language as
the foundation of grammar and which interpreted rules as linguistic Laws.
The descriptive approach in teaching of English is more flexible. It treats
English independently of classical forms and considers spoken language to
be the foundation of English as a living language. Its approach is inductive
that is the amassing of data from which true inferences alone may be
derived. The tendency among the reformers of the language is that they are
against the rules. According to them a language is learnt by pattern rather
than by rules, by imitation than by rules. lnspite of these facts, rules are
often a great help and an indispensable help.
4.2
Such as:
certain categories and deals only with what can be brought under
general laws and stated in the form of general rules. (Thompson).
Grammar is the code of rules, it is like etiquette and table manner,
a statement of convention, it summarizes what is done by cultured
establish the rules and principles which are followed more or less
unconsciously or instinctively by the native speaker.
Grammar is a system of rules in a well defined way assigns
4.3
TYPES/APPROACHES OF GRAMMAR
There are five types or approaches of grammar
i.
ii.
Descriptive Grammar/Approach
iii.
iv.
Structural Grammar/Approach
v.
Transformational-generative Grammar/Approach
ii.
i.
Theoretical Grammar/Approach
Functional Grammar/Approach
i.
ii.
Lesson plans are different so far as the nature, scope and demand
of a particular lesson is. concerned. Plans may, however, provide a
common frame work indicating objectives, resources, teaching strategies,
and mode of evaluation, but the approach for achieving the instructional
targets would be different. What are these fundamentals, or what are these
basic considerations which are peculiar to a lesson of a prose, poetry, story,
grammar and composition and which are crucial to be taken in view by the
teacher while deciding to make a plan of a certain lesson and attempt to
execute it in the classroom? Therefore, an attempt has been made in this
unit to identify those principles/considerations which characterize the
nature of a lesson and which is required to be taught in its unique fashion.
5.2.1 Considerations in Planning of a Prose Lesson
The teaching of prose/teach/passage is important in the sense that
it achieves multipurpose objectives i.e. understanding, speaking. reading
and writing of English. However, the emphasis is on cognitive aspect. That
is the understanding of facts. ideas, concepts etc, contained in the passage
intended for teaching. The following are some considerations to be taken in
view by the teacher.
a.
i.
Framing of Questions
Generalization
Evaluation
either in oral or in written form. Too much emphasis should not be given
on the explanation of words, phrases and other grammatical matters.
5.2.4 Considerations in Planning a Composition
Lesson
Planning and preparation is also important for the teacher
intending to teach composition. Through planning, the teacher would be
able to guide students to the task. The first task of the leacher in teaching
of a composition is to guide students to the selection of the topic. After
selection of the topic, he is required to discuss with students all relevant
points or ideas to be developed in composition systematically. The teacher
should also help students in the preparation of an outline to be developed
by the teacher with the involvement of students.
Composition means composing of ideas and to provide them
focus and direction If allows thinking, and reflection and selection of
suitable vocabulary so that these could be effectively expressed. Though
writing a composition is limited in scope but it requires a high standard
Making errors in composition are very serious. If the mistakes of students
are not checked, in time, they will tend to become habitual.
Writing of a composition allows collective activity. It calls for
much work on the part of teacher and much care on the part of students.
Teaching composition requires preparation for productive writing. It calls
application of habits of thinking. composing and recording. The form and
the style are the important features of productive writing which should be
reflected from the composition exercise. In the early stage, Wrilien
composition should be based on "intensive oral preparation." These
practices should be given in functional grammar. If a teacher takes the
support of questions, these should be uniform and provide a broad base and
lead to initiating continuity in composition. Pictures. charts and other
relevant aids are best for their use in composition. These are excellent
means for promoting both oral and written composition. Even a chalk
board becomes effective if teacher writes the key words of a composition
on it in a systematic manner which could provide continuity of ideas to the
Preparation
b.
Presentations
c.
Application
The presentation stage includes comparison and generalization.
Preparation
b.
Presentation
c.
Generalization
d.
Evaluation and
e.
Application
As there had been no hard and fast rules for the lesson planning,
therefore the emphasis varied but its central concept to teach a lesson in a
systematic, orderly and effective manner, remained in all situation.
Preparation
Presentation
Practice and
Product
Preparation
b.
Presentation
Practice
of some points.
Conducting remedial practice/drill for students who have speech
difficulty.
d.
Product
practice
Answer questions on the content taught by the teacher
Could linkage in different ideas contained in the target lesson
Elaborate key ideas contained in the passage
Use words, phrases, ideas in different situation or every day
business of life
Develop habit of extra reading
Express their creative feelings and ideas through preparation of
charts. pictures etc.
visual aids, are either not available in schools or in case they are available
teachers are reluctant to use them in teaching of English.
6.2
Teachers are well aware of the value and importance Aids and that
they play effective role in instruction. The manner they contribute to the
effectiveness of teaching learning process with special reference to the
teaching of English, is revealed from the following.
meaningful.
Experience provided through them are lasting.
They provide variety on teaching
They provide interest and inspiration
They create a creative language atmosphere.
They facilitate teachers work.
They provide confidence to teacher in teaching
They clarify the subjects matter.
They save time, energy of the teacher.
They stimulate activities in the class room.
They develop and maintain continuity of thought
They contribute to the efficiency. depth and variety of learning.
6.3
students.
They should be novel. objective, attractive, inspiring and in
imaginative
They are improving child's understanding of the subject matter,
process or activity.
The real objects are preferred to be used.
The teacher himself should be skilful in the use and handling of
teaching aids.
AV aids of sophisticated nature/type need proper maintenance and
storage facility.
6.4
VISUAL AIDS
Visual aids of various types are briefly described
use in connection with special points of emphasis that he may make in his
teaching. The teacher can make slides from various material such as plain
glass, transparent plastic or photographic film. Variety of slides have been
prepared by various ncn government organizations like W.W F and IUCN
on wild life which can be used in teaching of English interestingly acid
effectively if they are related the subject
6.4.10Over Head Projector:
Overhead Projectors are usually used in higher educational
institutions. Though they are not commonly used in routine instructions,
they are often used in special occasions like seminars workshops. by
resource persons.
Its rare use in routine instruction is due to the fact that it requires
preparation of transparencies and because of time and resource constraints.
teachers are unable to do such job. Moreover, such facilities are not
provided to schools. School teachers are not trained in preparation of
transparencies and they have no sources or required material at their
disposal.
For overhead projectors, transparencies are prepared on special
transparent plastic sheets with special marker. They are put on the glass
sheet of the projector and are reflected on the screen and with the help of
pointer the teacher explains the content to the students or audience.
The overhead projector be effectively used in teaching of English
activities like explaining meanings of difficult words, teaching correct
spelling, writing words in model sentences, preparing outing for
composition or a story, recording the central idea of a poem, writing a
generalized statement derived from the text, poem or story and for teaching
of grammar through inductive approach. Its use in teaching of English is
effective and arresting the attention of the students on the screen and later
on they can conveniently write them is their note books. It is economical in
the sense that once transparencies on any topic are carefully prepared by
the teacher, can be used for years if they are kept safe and secured. The
overhead projector can be operated more effectively in the dark room.
6.4.11Opaque Projector:
Opaque projectors are rarely available even in higher institutions.
School teachers are not so much familiar with it. It i more costly and
sophisticated than overhead projector. The device permits the operator (the
teacher) to project a non-transparent material i.e. flat pictures. photographs,
written pages sketches, graphs diagrams etc on the screen which is
reflected in a magnified form on the screen. Usually white sheet are put as
a screen on the wall and the same (magnified) object is drawn on it with
pencil of marker. Later on the details are filled up by the teacher/student.
Its use will be more effective in the dark room.
Opaque projector can be effectively used for preparing sketches in
teaching of English when the teaching is intending to teach a picture
composition, or a story given in the text in pictorial form. The teacher can
prepare large pictures of "great men" given in the text book for teaching in
English course.
6.4.12
AUDIO AIDS
6.5.1 Radio
Radio programmes can enrich a unit a topic and furnish vivid
contact with teaching learning situation and can keep teachers and students
upto date in the relevant knowledge. Radio programmes with special
references to teaching of English can be prepared to foster in children the
quality of attention and discrimination while listening to a certain
programme. They may also be able to develop critical and constructive
reactions towards such programmes. Radio assisted programmes in
teaching of English can be used for teaching of pronunciation. intonation,
dialogues, vocabulary building, use of words, phrases, idioms and oral
composition.
As radio programmes would be time bound therefore, these will
have to be adjusted n the school weekly schedule. The provision of a radio
for orientation of teachers in such programmes is also essential. Teachers
teaching and children studying in rural schools situated in the for flung
area, can be adequately benefited from radio programmes.
6.5.2 Cassette Player:
The cassette player can be effectively used .in the teaching of
English under the careful guidance of teacher and controlled environment
of the school. For example a student is assigned certain passage of English
text to read loudly which is recorded in the cassette player and item it is
replayed. The student thus gets a chance to listen to his own voice. The
teacher and his class fellows hear the reading and make comments on it
The student becomes alert of his shortcomings and try to correct them next
time The teacher should encourage students in self instructions
ii)
iii)
iv)
The Listen-Respond-Record-Laboratory
v)
i)
The language room in which the tape recorders play for groups of
students. The students listen and respond as a group. Such rooms are
usually arranged in the elite institutions
ii)
AUDIO-VISUAL AIDS
REFERENCESS
1.
APPENDIX-A
PROSE READING LESSON
CLASSVI
Topic "My City Peshawar"
Instructional Objectives
At the completion of the lesson "My city Peshawar" the students
will be able to.
1.
2.
3.
Teaching Aids:
1.
2.
Leaning Activities:
1.
2.
3.
Heading
Motivation/
P K test
Work on Board
I live in a city of
Peshawar
Declaration
Summary
Model
Reading
Word study
Popular
2. Old
Things of past
times
Major City
3. Capital city
4. Bazaar
A place of
transaction
My city Peshawar
Will be written on
Board
Capital of N.W.F.P.
Peshawar a man with
a profession historical
buildings Masjid
Mohabat Khan,
Peshawar Museum,
University. Hisotircal
Bazaar. Qissa Khawni
Bazzar. And Chowk
Yadgar.
Words for correct
pronunciation will be
written on Board
Sentence
s
Peshawar
is a
famous
city
He is an
old man
Islam
Abad is
The
capital
city of
Peshawar
Qissa
Khawani
Famous
Ancient
Capital
city
Bazaar
5. Beautiful
Activities
1.
Pair-work 2
Silent Reading 3
4
Oral questions
Written work
1.
Charming
Bazaar is
a famous
bazaar
It is a
beautiful
flower
Beautiful
Practice
Opportunities of practice will be provided to
the students for learning new vocabulary and
sentences
Reading aloud.
Three or four students will read the lesson
loudly turn by turn.
All students will do pair work for spellings
All students will read the lesson silently for
two minutes
Pair work for finding answers to questions
will be done
Production:
Students level of comprehension will be
judged through test.
Questions
1. Name some historical places in Peshawar?
Ans. Masjid Mohabat khan, the Peshawar
Museum, university of Peshaar, Qissa
Khawani and Chowk Yadgar.
2. Who built Masjidi Mohabat Khan?
Ans. The Mughal Governer Mohabat khan
built Masjid Mohabat Khan.
3. Who was the ruler at that time?
Ans. Augranzeb was the ruler at that time.
4. What is the capital of N.W.F.P.
Ans. The capital of N.W.F.P is Peshawar
Choose the correct answers
The capital of the N.W.F.P is
a. Kohat b. Peshawar c. Bannu
2.
3.
4.
APPENDIX-B
PROSE /READING LESSON
CLASSIX
Topic: "The Turning Wheel"
Instructional Objectives:
At the completion of the lesson "The Turning Wheel", the students will be
able to:
1.
2.
3.
4.
Teaching Aids:
1.
2.
3.
Learning Activities:
1.
2.
3.
Heading
Preparation
Motivation
Presentatio
n
Declaration
Summary
Model
Reading
Work on Board
The Turning
Wheel Wonderful
inventions of the
modern world XRay, Radio, Jet
Planes, Atomic
Plant, Wheel a
great invention of
the past Many
machines have
wheels. First whel
trunk of a tree.
A chart of a
wheel will be
shown to students
Word Study
and intonation.
Words
Meanings
1. Vehicle
Conveyance
2. Ancient
Very old
3. Invented
To create
something
for the first
line
4. Complicated
Not simple
5. Removed
Taken away
Sentences
1. I dont have
a vehicle of
my own.
2. Our school
vehicle is not
working
1. We can see
ancient things
in the
museum.
2. Gandara is
an ancient
civilization.
1. Radio was
invented by
Marconi
2. Man should
not have
invented
bombs
1. The topic is
too
complicated to
understand.
2. She asked
me a
complicated
question.
1. The sweeper
removed the
garbage
2. He removed
the picture
1. Vehicle
2.
Ancient
3.
Invented
4.
Complicated
5.
Removed
Practice
Activities /
and reading
Pairwork
Game Silent
reading
piarwork
Production
Oral
Questions
Written work
Correction
APPENDIX-C
POETRY LESSON
CLASSX
Topic: "Written in March"
Instructional Objectives
At the end of instruction the students will be able to:
i)
ii)
iii)
iv)
Teaching Aids
i)
ii)
iii)
iv)
Learning Activities
Pair work for identifying.
i)
Rhyming words.
ii)
Similies
iii)
Sound words
Headings
Preparation
Motivation
Work on Board
Presentation
Declaration
Summary
be asked
1. How is the weather like in
winter?
Ans. Cold and chilly.
Which season follows winter?
Ans. Spring
How is life in spring?
Ans. Pleasant and active
In which month is spring at its
peak?
Ans. March
Direct method will be used.
Today we shall read the poem,
Written in March.
A brief summary of the poem
will be presented with the
purpose to familiarize the
students with the theme of the
poem.
This poem is written by wordsworth. He is a poet of nature.
This is a poem of extreme beauty
in which the poet has expressed
his feelings in very simple
language. He expresses his
feelings in very coming of
spring. He is overjoyed at the
change of season and strongly
expresses that activity of life has
come back. The brids are happy
and all people are us in their
work. The cattle are grazing and
there is life all around. There is
joy on the mountains and
Written in March
Words-worth/ poet of
nature/ poem of
beauty/ feeling
expressed simply / joy
at the coming of
spring/ brids are happy
people are busy/ cattle
are grazing/ life
everywhere/ joy on
mountains/ life in the
fountains / used
similies, sound words
are rhyming words
Model
Reading
Practice
Loud
Reading
Presentation
Explanation
of the poem
Stanza 1
Stanza 2
Stanza 3
Words
Twitter
Glitter
Sleeps
Meanings
Make
small
noise
Shine
Stretched
Words
With the
Strongest
Meanings
With full
Energy
Words
Sailing
Prevailing
Meaning
s
Moving
Has
gained
victory
Practice
Painwork
Reading
Aloud
Silent
Reading
Production
Oral
1. Wordsworth
2. Expresses joy
Written
work
Correction
coming of Spring.
3. What happens to snow in
spring?
Ans. Snow melts in spring.
4. How is the weather like in
spring?
Ans. It stops raining and the sky
becomes Clear
5. How do birds feel?
Ans. The birds are happy and
they chirp.
6. What happens to the frozen
stream & lake?
Ans. The stream flows and the
lake shines
7. What do people do?
Ans. People are active and busy
in farming.
8. What do the cattle do?
Ans. The cattle graze
9. How do people feel?
Ans. Everybody looks happy and
has begun to work with energy.
Write the summary of the poem
written in March.
The teacher will correct the
exercise books.
Students will be asked to
develop the outline of the poem
in a descriptive from in their
note books
3. Snow melts
4. Rain stops
5. Birds chirps
8. Cattle graze
9. Happy work with
energy
APPENDIX-D
STORY LESSON
CLASSX
Topic: "The Two Cats and the Monkey"
Instructional Objectives
At the completion of the story, -The Two Cats and the Monkey",
the students will be able to:
i)
ii)
iii)
iv)
Teaching Aids
1.
2.
3.
Learning Activities
1.
2.
Headings
Preparation
Narration
Work on Board
Teachers
questions
Students
There is a last
12 Last because
of
APPENDIX-E
COMPOSITION LESSON
CLASSX
Topic "Spring Season"
Instructional Objectives:
At the completion of the composition -spring Season", the
students will be able to:
1.
2.
3.
4.
5.
Teaching Aids:
i.
ii.
iii.
Learning Activities:
Headings
Preparatio
n
Work on Board
12 Enjoy
Oral
production
Written
production
APPENDIX-F
2.
3.
Apply the rules for converting sentences from direct into indirect
narration.
Teacher Aids:
1.
Learning Activities:
1.
2.
Headings
Preparation
Motivation
Work on Board
APPENDIX-G
STRUCTURE LESSON
CLASSVIII
Topic: I've been Learning English for Thirteen Years.
Instructional Objectives
At the end of the lesson the students will be able to express
actions that started in the past and are still going on.
Teaching Aids
Flashcards for substitution practice.
Learning Activities
Students will make sentences with the help of visual and
Headings
Preparation
Motivation
Presentatio
n
Written
work
Work on Board
Q. Make five
sentences
expressing
activities that
APPENDIX-H
STRUCTURE LESSON
CLASSVI
Topic: Present Continuous Tense
Instructional Objectives:
At the end of the lesson the students will be able to describe
actions using the present contiguous tense.
Teaching Aids:
i.
ii.
Learning Activities:
Students will make sentences with the help of picture.
Headings
Work on Board
SPEAK GENTLY
A NATIONS STRENGTH
THE DAFFODILS
PLANTING A TREE
What do we plant when we plant the tree?
We plant the ship which will cross the sea.
We plant the mast to carry the sails;
The keel, the keelson, the beam, the knee;
What do we plant when we plant the tree?
We plant the ship when we plant the tree?
We plant the ship when we plant the tree,
We plant the houses for you and me.
We plant the rafter, The shingles, the floors,
We plant the studding, the laths, the doors,
The beam and studding; all parts that be;
We plant the house when we plant the tree.
What do we plant when we plant the tree?
A thousand things that we daily see.
CASABIANCA
The boy stood on the burning deck.
Whence all but him had fled:
The flame that lit the battles wreak
Shone round him oer the dead.
Yet beautiful and bright he stood,
As born to rule the storm,
A creature of heroic blood,
A Proud, though child-like form.
The flames rolled on ___ he would not go
Without his fathers word.
That father faint in death below,
His voice no longer heard,
He called aloud: Say, father, say
If ye my task is done.
He knew not that the chieftain lay
Unconscious of his son.
Speak father, once aagain he creied,
If I may yet be gone.
And but the booming shots replied,
And fast the flames rolled on.
Upon his brow he felt their breath,
And in his waving hair,
WRITTEN IN MARCH
The cock is crowing,
The stream is flowing,
The small birds twitter,
The lake doth glitter,
The green field sleeps in the sun,
The oldest and the youngest,
At the end of month, Blue Beard told his wife that he was obliged to take a
journey into the Provinces, for some six weeks at least, for some business
of serious consequence. He begged her to divert herself during his absence
by inviting some of her friends, to take them to the country if she so
desired; and above all, to make good cheer.
"Here," said he, "are the keys to the two great store-chambers. This one
opens the room of my gold and silver plate, which is but seldom used;
these -are the keys of my jewel coffers, and here is the master-key to all of
the apartments. As for this little key, that is for the cabinet at the end of the
great gallery of the ground floor apartment. Open all the doors; go
everywhere, but I forbid you to enter that little cabinet. And I forbid you so
strongly, that if you should open it, there is nothing you may not expect
from my anger."
She promised to obey all his orders exactly; and after embracing her, he got
into his coach and oil his journey.
Her friends and kind neighbours scarcely waited for the young bride's
invitation, so impatient were they to see all the riches of her home, having
never dared to come while her husband was in, because of his blue beard
which terrified them. They ran through the entire house, the chambers, the
closets, the wardrobes, each one proving to be more beautiful than the last.
They went into the store-rooms, where they could not sufficiently admire
the number and beauty of the tapestries, beds, sofas, consoles, tables and
mirrors, in one could see oneself from head to foot, with their frames of
glass and silver And silver-gilt, the most magnificent ever seen. They did
not cease to extol and to envy, the good fortune of their friend who.
meanwhile, was not in the least amused by the sight of all these riches,
being impatient to open the little cabinet on the ground floor.
She was so pressed by her curiosity, that, without considering how uncivil
it was to leave her guests, she ran down a back staircase with such haste
that she thought she would break her neck. When she reached the door of
the cabinet, she hesitated for a moment, thinking of her husband's order,
and considering what ill fate might befall her if she disobeyed it. But the
temptation was so powerful, that she could not overcome it. She therefore
took the little key, and, trembling, opened the door.
At first she could see nothing, because the window-shutters were closed.
After some moments, she began to perceive that the floor was covered with
clotted blood in which was reflected the corpses of several dead women,
hanging along the 'wall.' These were the 'Women whom Blue Beard had
married, and whose throats he had slit, one after the other. She thought to
die of fear, and the key, which she had pulled from the lock, fell from her
hand.
After having regained her senses a little, she picked up the key, locked the
door, and went up to her room to recover herself. This was very difficult,
because she was so wrought up. Having observed that the key was smeared
with blood, she wiped it two or three times; but the blood would not come
off. She tried to wash it, even scrubbed it with sand and pumice stone, but
the blood still remained; for the key was a magic one, and there was no
means of making it quite clean; when the blood was scoured off on one
side, it came back on the other.
Blue Beard returned that same evening. He told her that he had received
letters on the road which had apprised him that the business he had gone
about had been settled to his advantage. His wife did all she could to give
him proof that she was delighted at his speedy return.
The next morning he asked her to return the keys; whish she gave him, but
with such a trembling hand, that he easily guessed what her transpired.
Why is not the key to the cabinet among the rest?" he raked.
"I must have lest it upstairs on my table." she re-plied.
"Do not fail id let me have it at once," said Blue Beard.
Not being able to delay any longer, she finally broa-dit.the key. Blue
Beard, having scrutinized it, asked his wife. Why is there blood on this
key?"
"I know nothing at all about it," replied the poor woman paler than death.
You know nothing about it'?" cried Blue Beard. ''But I know very well.
You have chosen to enter the cabinet. Well, madam, you shall enter it and
take your place among the ladies you saw there."
She flung herself at her husband's feet weeping and begging his pardon
with every sign of truly repenting her disobedience. She would have
melted a rock, so beautiful and distressed was she: but Blue Beard had a
heart harder than a rock.
"You must die, madam," said he, "and immediately."
Since I must die, she answered, looking at him with her eyes bathed in
tears, give me a little tune to pray."
"I give you fifteen minutes," replied Blue Beard. "but not a moment more."
On being left alone, she called her sister and exclaimed, "My dear Anne,"
(for that was the other's name) "ascend, I implore you, to the top of the
tower, to see if my brothers are approaching. They promised to come and
see me today. And when you see them, beckon them to make haste."
Sister Anne ran up to the roof of the tower; and from time to time, the
afflicted one cried up to her, "Anne, Sister Anne, do you see anyone
coming?"
And Sister Anne answered her, "I see nothing but the noon dust a-blowing
and the green grass a-growing.
Meanwhile, Blue Beard, holding a hinge sabre in his hand, cried with all
his might, "Come down quickly, or I will go up to you!"
"Another moment, I pray you," his wife replied. And then she called softly
to her sister, "Anne, Sister Anne, do you see anyone coming?" And Sister
Anne answered, "I see nothing but the noon dust a-flying and the green
grass a-growing."
Come down quality," shouted Blue Beard, or I will go up to your
I am coming," answered his wife. And then she cried, "Anne, Si',tei Anne,
do you see anyone coming?"
"I see," replied Sister Anne, "a great cloud of dust coming from yonder.
"Is it my brothers?"
"Alas! no, sister. I see a flock of sheep. . . ."
"Will you not come down?" shouted Blue Beard.
"Yet another moment," pleaded his wife. And again she called, "Anne,
Sister Anne, do you see nobody coming?"
"I see two knights approaching, but they are yet a long way off.... God be
praised," she cried out a moment after, "they are our brothers. I'll signal
them to make haste."
The Blue Beard began to roars so terribly that he made the whole house
tremble.. The poor lady came down and cast herself at his feet, all in tears
and dishevelled. "This shall not help you," said Blue Beard. "You must
diel!? Then clutching her hair in one hand, and flourishing the sabre in the
other, he was going to strike off her head. The poor lady wriggled about
and looked up at him with dying eyes, imploring him to grant her just a
moment to fix her thoughts on devotion.
"No, no." said he, "recommend thyself to God," and lie lifted his arm .....
In that moment there came so loud a knocking at the gate, that Blue
Beard's arm abruptly paused, midair. The gate was opened, and two
cavaliers ran in withdrawn swords and rushed at Blue Beard. He had
recoenised them as his wife's brothers, one was a dragoon, the other a
musketeer-and he ran to save himself. But the two brothers pursued him so
swiftly, that they overtook him before he could reach the perron. They
passed their swords through his body, and left him there for dead. The poor
lady was nearly as dead as her husband, and had not the strength to rise and
embrace her brothers.
It transpired that Blue Beard had no heirs, and thus his wife became
mistress of his estates. She employed a part of her wealth to marry her
young Sister Anne to a young gentleman who had loved her a long while.
Another part she used to purchase captain's commissions for her two
brothers; and the rest to marry herself to a very honest man, who made her
forget the unhappy time she had passed with Blue Beard:
sensibly the kind motives which led to speak thus; and yet entreated that,
as his son seemed so bent upon the match, he would be pleased to give the
lady in marriage. He agreed, and accordingly the ceremony took place. The
bride was brought to her husband's house, and it being a custom with the
Moors to give the betrothed a supper, and to set out the feast for them, and
then to take leave and return to visit them on the ensuing day, the ceremony
was performed accordingly. However, the fathers and mothers, and all the
relations of the bride and bridegroom, went away with many misgivings,
fearing that when they returned the ensuing day. They should either find
the young man dead or in some very bad plight indeed. 'So it came to pass,
that as soon as the young people were left alone, they seated themselves at
the table, and before the dreaded, bride had time to open her lips, the
bridegroom, looking behind him, saw stationed there his favourite Mastiff
dog, and he said to him somewhat sharply:- Mr. Mastiff, bring us some
water for our hands, and the dog stood still, and did not do it. His master
then repeated the` order more fiercely, but the dog stood still as before. His
master then leaped up in a great passion from the table, and, seizing hissword, ran towards the mastiff, wile, seeing him coming, ran away, leaning
over the chairs and tables, and fire-place, trying every place to make his
escape, with the bridegroom hard in pursuit of him. At length, reaching the
dog, he smote off his head with his sword; he then hewed off his legs, and
cutup all his body, until and Whole place was covered with blood. He then
resumed his place at table, all covered as he was with gore; and soon
casting his eyes around, he beheld a lap-dog, and commanded him to bring
him water for his hands, and because he was not obeyed, he, said: How,
false traitor! see you not the fate of the mastiff, because he would-not do as
I commanded him? I vow that if you offer to contend one moment with me,
I will treat thee to the same fate as I did the mastiff. And when he found it
was not done, he arose, seized him by the legs, and dashing him against the
wall, actually beat his brains out; showing even more rage than against the
poor mastiff.
"Then, in a great passion, he returned to the table, and cast his eyes about
on all sides, while his bride, fearful that he had taken leave of his senses,
-attired not to utter a word. At length he fixed his eyes upon his horse, that
-was standing before the door, though he had only that one belonging to
him; and he commanded him to bring him water, which the horse did not
do. How now Mr. Horse,' cried the husband, 'do you imagine because I
have only you, that I shall suffer you to live, and not do as I command
you? No! I will inflict as hard a death upon you as upon the others; yea,
there is no living thing I have in the world, which I will spare, if I am not
to be obeyed!' But the horse stood where he was, and the master,
approaching with the greatest rage, smote off his head, and cut him in
pieces, in the same way, with his sword. Well! And when his wife saw that
he had actually killed his horse, having no other, and now heard him
declare that he would do the same to any creature that ventured to disobey
him, she found that he had by no means done it by way of jest, and took
such an alarm, that she hardly knew whether she were dead or alive.
Then, all covered with gore as he was, he again seated himself at table,
swearing that though he had a thousand horses, or wives, or servants, if
they refused to do his behest he would not scruple to kill them all; and he
once more began to look around him, with his sword in his hand. And after
he had 'coked well round him, and found no other living thing near him, he
turned ':is eyes fiercely upon his wife, and said in a great passion, 'Get up,
and bring me some water to wash my hands': and his wife, expecting
nothing less than to be cut to pieces, rose in a great hurry, and giving him
water for his hands, said to him,' Ah, how I ought to return thanks to
God, who inspired you with the thought of doing as you have just done!
for, otherwise, owing to the wrong -treatment of my foolish friends, I
should have behaved in the same way to you as I did to them.
"After this he commanded her to help him to something to eat, and this in
such a tone, that she felt as if her head were on the point of dropping off
upon the floor; so that there was a perfect understanding settled between
them during that night; and she never spoke, but only did everything which
he required her to do. After they had reposed sometime, the husband said,
The passion I have been put into this night has hindered me from
sleeping: get you up, and see that nobody comes to disturb me, and prepare
me something well cooked to eat!
When it came full day, and the fathers, mothers, and other relatives
arrived at the door, they all listened; and hearing no one speak, at first
concluded that the unfortunate man was either dead or mortally wounded
by his ferocious bride. In this they were the more confirmed, when they
saw her standing at the door and the bridegroom not there. But when the
lady saw them advancing, she stepped gently on tip-toe towards them, and
whispered, 'False friends, as you are, how dared you to come up to the door
in that way, or even to breathe a word? Be silent, as you value your lives or
mine; 'hist, and awake him not.'
"Now when they were all made acquainted with what she said, they greatly
marvelled at it; but when they learnt all that had passed during the night,
their wonder was changed into admiration of the young man, for having so
well known how to manage; what concerned him, and to maintain order in
his house. From that day forth, so excellently was his wife governed, and
so well conditioned in every respect, that they led a very pleasant sort of
life together. Such indeed was the good example set by the son-in-law, that
a few days afterwards, the father-in-law, desirous of the same happy
change in his household, also killed-a horse; but his wife only observed to
him, '13y my faith, Don Foolano, you have thought of this plan somewhat
too late in the day; we are now too well acquainted with each other.'
"And you, my Lord Conde Lucanor, if that servant of yours wish to marry,
such a woman, and hath as great a heart as this youth, in God's name,
advise him to take her, for he will surely know how to manage in his
house. But should he be of another kidney, and not so well know what is
most befitting, then let him forego it, or run a bad chance. And I do further
advise you, with whatever manner of men you have to do, you always give
them well to understand on what footing they are to stand with you." And
the Conde held this for a good example; made it as it is, and it was
esteemed good. Also, because Don Juan found it a good example, he
ordered it to be written in this book, and made these verses, which follow
waiting for the yellow brougham; but I could not find ma belle inconnue,
and at last I began to think she was merely a dream. About a week
afterwards I was dining, with Madame de Rastail. Dinner was for eight
o'clock, but at half-past eight we were still waiting in the drawing-room.
Finally the servant threw open the door, and announced Lady Alroy. It was
the Woman I had been locking for. She came in very slowly, looking like a
moonbeam in grey lace, and, to my intense delight, I was asked to take her
in to dinner. After we had sat down, I remarked quite innocently: 'I think I
caught sight of you in Bond Street some time ago, Lady Alroy.' She grew
very pale, and said to me in a low voice: 'Pray donut talk so loud; you may
he overheard.' I felt miserable at having made such a bad beginning, and
plunged recklessly into the subject of the French plays. She spoke very
little, always in the same low musical voice, and scorned as if she was
afraid of some one listening. I fell passionately, stupidly in love, and the
indefinable atmosphere of mystery that surrounded her excited my most
ardent curiosity. When she was going away, which she did very soon after
dinner, I asked her if I might call and see her. She hesitated for a moment,
glanced round to see if any one was near us, and then said: 'Yes, to-morrow
at a quarter to five.' I begged Madame de Rastail to tell me about her: but
all that I could learn was that she was a widow with a beautiful ,house in
Park Lane, and as some scientific bore began a 'dissertation on widows; as
exemplifying the survival of the matrimonially fittest, I left and went
home.
The next day I arrived at Park Lane punctual to the moment, but was
by the butler that Lady Alroy had just gone out. I went down to the club
unhappy and very much puzzled, and atter long consideration wrote her a
letter, asking if I. might be allowed to try my chance some other afternoon.
I, had no answer for several days, but at last I got a little note saying she
would lie at home on Sunday at four, and with this extraordinary
postscript: Please do not write me here again; I will explain when I see
you. On Sunday she received me, and was perfectly charming; but when I
was going away she begged of me; if Lever had occasion to write to her
again to address my letter to Mrs. Knox, care of Whittaker's Library, Green
Street."There are reasons, she said, 'why I cannot receive letters in my own
house:
"All through the season I saw a great deal of her, and the atmosphere of
mystery never left her. Sometimes I thought that she was in the power of
some man, but she looked so unapproachable that I could not believe it. It
was really very difficult for me to come to any conclusion, for she was like
one of those strange crystals that one sees in museums, which are at one
moment clear, and at another clouded. At last I determined to ask her to be
my wife; I was sick and tired of the incessant secrecy that she imposed on
all my visits, and on the few letters I sent her. I wrote to her at the library to
ask her if she could see me the following Monday at six. She answered yes,
and I was in the seventh heaven of delight. I was infatuated with her; in
spite of the my stery, I thought thenin consequence of it, I see now. No;
it was the woman herself I loved. The mystery troubled me, maddened me.
Why did chance put me in its track?"
"You discovered it, then?" I cried.
"I fear so," he answered. "You can judge for yourself.
"When Monday came round I went to lunch with my uncle, and about four
o'clock found myself in the Marylebone Road. My uncle, you know, lives
in Regent's Park. I wanted to get to Piccadilly, and took a short cut through
a lot of shabby little streets. Suddenly, I saw in front of me Lady Alroy,
deeply veiled and walking very fast. On coming to the last house in the
street, she went up the steps, took out a latch-key and let herself in. 'Here is
the mystery,' I said to myself; and I hurried on and examined the house. It
seemed a sort of place for letting lodgings. On the doorstep lay her
handkerchief, which she had dropped.. picked it up and put it in my pocket.
Then I began to consider what I should do. I came to the conclusion that I
had no right to spy on her, and I drove down to the club. At six I called to
see her. She was lying on a sofa, in a tea-gown of silver tissue looped up by
some strange moonstones, that she always wore. She was looking quite
lovely. 'I am so glad to see you,'' she said; I have not been out all day. I
stared at her in amazement, and pulling the handkerchief out of my pocket,
handed it to her. You dropped this in Cumnor Street this afternoon, Lady
Alroy, I said every calmly. She looked at me in terror, but made no attempt
to take the handkerchief. What were you doing here? I asked. What rights
have you to question me? She answered. The right of a man who loves
you,' I replied; 'I came here to ask you to be my wife.' She hid her face in
her hands, and burst into floods of tears. 'You must .tell me,' I continued.
She stood up, and looking me straight in the face, said: 'Lord Murchison,
there is nothing to tell you.' 'You went to meet some one,' I cried; 'this is
your mystery.' She grew dreadfully white, and said, 'I went to meet no
one."Can't you tell the truth?' I exclaimed. 'I have told it,' she replied. I was
mad, frantic; I don't know what I said, but I said terrible things to her.
Finally I rushed out of the house. She wrote me a letter the next day; I sent
it back unopened, and started for Norway with Alan Colville. After a
month I came back, and the first thing I saw in 'The Morning Post' was the
death of Lady Airoy. She had caught a chill at the Opera, and had died in
five clays of congestion of the lungs. I shut myself up and saw no one. I
had loved her so much, I had loved her so madly. Good God! how I had
loved that woman!".
"You went to the street, to the house in it?" I said.
"Yes," he answered.
"One day I went to Cumnor Street. I could not help it; I was tortured with
doubt. I knocked at the door, and a respectable-looking woman opened it to
me. I asked her if she had any rooms to let. 'Well, sir,' she replied, 'the
drawing-rooms are supposed to be let; but I have not seen the lady for three
months, and as rent is owing on them, you can have them.' 'Is this the
lady?' I said, showing the photograph. 'That's her; sure enough,' she
exclaimed; 'and when is she coming back, sir?"The lady is dead,' I replied.
'Oh, sir, I hope not! said the woman; she was my best lodger. She paid me
three guineas a week merely to sit in my drawing-rooms now and then. She
met some one here?' I said; but the woman assured me that it was not so,
that she always came alone, and saw no one. 'What on earth did she do
here?' I cried. 'She simply sat in the drawing-room, sir, reading books, and
sometimes had tea,' the woman answered. I did not know what to say, so I
gave her a sovereign and went away. Now, what do you think it all meant?
You don't believe the woman was telling the truth?"
"I do."
"Then why did Lady Alroy go there?"
My dear Gerald," answered, "Lady Alroy was simply a woman with a
mania for mystery. She took these rooms for the pleasure of going there
with her veil down, and imagining herself a heroine. She had a passion for
secrecy, but she herself was merely a Sphinx without a secret."
"Do you really think so?"
I am sure of it, I replied.
He took out the morocco case, opened it, and looked at the photography. I
wonder? he said at last.
THE EMPTY DRUM
Leo Tolstoy
(1828-1910)
Emilyan, who worked out as a day-labourer, was crossing the meadow one
day on his way to work, when he nearly stepped on a frog that hopped right
in front' of him. He just managed to avoid it. Suddenly he heard someone
calling to him from behind. He looked round and saw a lovely girl who
said to him:
"Why don't you marry, Emilyan?" "How can I marry, my pretty maid? I have nothing in this world, and no
one would have me."
"Well, then," said the maid, "take me for a wife."
The girl appealed to Emilyan. "I should like to," said he. "but where could
we live?"
"Why worry about that?" said the girl. "All one has to do is to work hard
and sleep loss, and one can find food and clothing anywhere.
"Very well, let us get married, then," said he. "Where shall we go?
"Let us go to the city."
And Emilyan and the girl went to the city. She took him to a small cottage
on the outskirts of the city, and they were married and began keeping
house.
One day the king, coming through the city, passed by Emilyan's cottage.
Emilyan's wife came out to look at him. When the king saw her he was
surprised. "Where did such a beauty come from?" he though. He stopped
his carriage, called Emilyan's wife and questioned her, "Who are you?"
"The wife of the peasant Emilyan," said she.
"How did you, such a beautiful woman, come to marry a peasant'? You
ought to be a queen."
"Thank you for your compliment," said she, "but I am well content with
my husband."
The king talked with her awhile, and then rode on. He arrived at his palace,
but Emilyan's wife was on his mind. He was sleepless throughout the night,
scheming how to get her for himself. He could think of no way of doing it,
and therefore summoned his servants and asked them to plan some way.
The king's servants said, "Have Emilyan come here as a workman, and we
will work him to death. His wife will be left a widow; and you will then be
able to have her
The king heeded their counsel. He sent for Emilyan to come as a workman
and to live at the palace with his wife.
The messengers came to Emilyan With the king's command. His Wife said,
"Go and work there during the day, but come home to me at night."
Emilyan went, and when he reached the palace, the king's steward
questioned him, "Why have you come alone without your wife?"
"Why should I have her with me? She has her own home."'
At the palace they gave Emilyan more work than two could have
completed, and he began without hope of finishing it. But when evening
came, lo and behold! it was all done. The steward saw that he had finished,
and gave him four times the amount for the next day. Emilyan went home,
and found everything there neat and in order; the stove was heated, the
meal was being prepared, and his wife was sitting by the table sewing and
awaiting his return. She welcomed him, set the table, gave him his supper,
and then began to ask him about his work.
"Well." said he, "it's not so good. They gave me more than my strength was
equal to. They will kill me with work."
"Don't worry about your work," said she. "Don't look behind nor before
you to see how much has been done or how much you have left to be done.
Just keep right on working, and all will be well,"
So Emilyan went to sleep. The next morning he went to work again and
toiled on without ever turning round. And le and behold! it was all done by
the evening, and in the twilight he returned home for the night.
Ever they kept increasing his tasks, and he nevertheless managed to get
through in time to go home for the night. After a week had thus passed, the
king's servants saw they could not overcome him with rough work, and
they began assigning, him to work that necessitated skill; but this availed
little more. Carpentry, masonry, or roofingno matter whatEmilyan
finished in time to go home to his wife for the night. And a second week
passed.
Then the king summoned his servants and said, "Why should I feed you for
doing nothing? Two weeks have passed and I fail to see what you have
done. You were going to kill Emilyan with work, but from my windows I
can see him going home every evening, singing cheerfully. Is it your
purpose to ridicule me?"
The servants began to make excuses. "We tried our very best to tire him
out," they said, "but he found nothing too difficult: No work seemed to tire
him. Then we had him do things requiring skill, thinking he lacked the wit
for it, but he accomplished everything. Whatever task he is put to, he does
with little effort. Either he or his wife must know magic. We are tired with
it all, and try to think of something he cannot do. We have determined to
have him build a cathedral in one day. Will you send for Emilyan and
command him to build a cathedral opposite the palace in a single day? And
if does not succeed, let his head be cut off in punishment."
The king sent for Emilyan: "Attend well my command," said he:"Build me
a new cathedral on the square opposite my palace, and have it all done by
to-morrow evening. If it is ready I will reward you, and if you fail your
head will be cut off."
Emilyan heard the king's command, turned round and went home. Well,
thought he, "my end is near." He came to his wife and said, "Get ready,
wife, we must escape from here, or I shall surely be lost."
"What makes you so frightened?" she asked, "and why must we run
away?"
"How can I help being frightened?" said he. The king, has ordered me
tomorrow to build a cathedral, all in a since day. If I fail he will have my
head cut off. The only thing to be done is to fly while there is time."
But his wife would not hear of tills. "The king has many soldiers. They will
catch us anywhere. We can't escape from him, but must obey him as long
as you have the strength."
"But how can I obey him when I lack the strength?"
"Listen, little father, don't be worried. Eat your supper now and go to bed.
Get up a little earlier in the morning and all will be well.
And Emilyan went to sleep. His wife wakened him next day:
"Go quickly," said she, "and build our cathedral. Here are nails and a
hammer. There is enough work for the day" .
Emilyan went to the city, and when he arrived at the square, a large
cathedral, almost finished, stood there. Emilyan started to work and by
evening he completed it.
The king awoke and looked out from his window, and saw the cathedral
already built, with Emilyan driving in the last nails. And the king was root
pleased to see the cathedral. He was angered not to be able to punish
Emilyan and take away his wife. And he called his servants again.
"Emilyan has finished his task, and there is nothing to punish him for. Even
this," he said, "was easy for him. A craftier plan must be devised, or I will
punish you as well as him."
And the king's servants suggested that he should order Emilyan to
construct a river round the palace, and have ships sailing on it. The King
summarized Emilyan and explained his new task.
If, said he, "you are able to erect a cathedral in one night, you should
also be able to do this. See to it that it is ready to-morrow, or else your head
will be cut off."
Emilyan despaired more than ever, and returned, disconsolate, to his wife.
"Why are you so downcast?" said his wife. "Have you some new task to
perform?"
Emilyan told her "We must escape," said he.
But his wife said You can't escape from the soldiers; they will catch us
wherever we be. There is nothing but to obey."
"But how can I obey
"Weil, little fains, said she, 'don't be so gloomy. Lat your supper now and
go to bed. Group early, and all will get done betimes."
'
And Emilyan went to sleep. The next morning his wife wakened him.
"Go," said she. "to the city. All is ready. At the wharf you will find just one
mound. Take your spade and level it."
When Emilyan reached the city, he saw a river encircling the palace, will
ships sailing about. And when the king awoke, he saw Emilyan levelling
the mound. He was surprised, but not overjoyed at the sight of the river or
the ships. He was merely annoyed at not being able to punish Emilyan.
"There is no task that he cannot do. What shall we set him next?" And he
summoned his servants to take counsel.
"Plan some, task," said he, beyond Emilyan's power. For whatever you
have thus far seheine6, he has accomplished, and I cannot take his wife
from him."
The king's servants pondered a long time, and at last conceived a plan.
They came to the king and said, Summon Emilyan and say to him: 'Go
somewhere, you don't know where, and bring back something, you don't
know what.' Now there will be no escape for him, for wherever he goes,
you can say he went to be wrong place, and whatever he brings, you can
say he brought back the wnra2 thing. --Clem you can have him beheaded
and have his wife.
This pleased the king. "That," lie said, "is a brilliant thought." And the ring
sent for Emilyan and said to him, "Go somewhere you don't know here,
and bring back something, you don't know what. If you fail, I will cut our
head off."
Emilyan went to his wife and told her what the king had said. His wife
thought a while. .
"Well," said she, "they have taught the king how to trap you. We must act
wisely." She sat down, cudgelled her brain, and then spoke to her husband.
'You will have to go far, to our grandmotherthe old peasant womanand
you must ask her help. She will give you something, and you will take it at
once to the palace; I drill be there. I cannot escape them now; They will
take me by force, but not for long. If you follow our little grandmother, you
will quickly rescue me.
The wife prepared her husband for the journey. She gave him a wallet as
well as a spindle. "Give her this. By this she will know you are my
husband." And then she showed him 'the road.
Emilyan set out. He arrived beyond the city and. saw some soldiers
drilling. Emilyan stopped to watch them. When the drill was over, the
soldiers sat down to rest. Emilyan drew near and asked, "Do you know, my
brothers, the direction to 'somewhere I don't know where', and where I Can
find 'something I don't know what'?"
The soldiers listened in amazement. "Who sent you on this quest?" asked
they.
"The king," he replied.
"From the day we became soldiers, we have ourselves gone 'we don't know
where', and have sought 'we don't know what'. We surely cannot help you."
After he had rested a while, Emilyan continued on his way. He travelled on
and on, and at last came to a forest where he found a hut. In the hut sat a
little old womanthe old peasant womanspinning flax and weeping.
When the old woman saw Emilyan, she cried out to him, "What have you
come for?"
Emilyan gave her the spindle and told her his wife had sent it. In answer to
her questions, Emilyan began to tell her about his life: how he married the
girl; how they had gone to live in the city; how he had drudged at the
palace; how he had built the cathedral, and made a river with ships; and
how the king had told him to go somewhere, he knew not where, and bring
back something, he knew not what.
The little old woman heard his story, and then ceased weeping. She
muttered to herself. Then she said to him, "Very well, my son, sit down and
have something to eat."
Emilyan ate, and the little grandmother spoke to him. "Here is a little ball
of thread; roll it before you, and follow it wherever it rolls. You will go far,
till you get to the sea. There you will find a great city. You will enter the
city and ask for a night's lodging at the last house. There you will find what
you seek."
"But how shall I recognise it, granny?"
When you see that which men obey sooner than father or mother, that will
be it. Seize it and take it to the king. If the king will say it is not the right
thing, answer him: 'If it is not the right thing, it must be broken'; then beat
the thing and take it down to the river Smash it and pitch it into the water.
Then yon will recover your wife
Emilyan said good bye to the old woman, and rolled the little ball before
him. It rolled on and on until it reached the sea; and by the sea was a great
city, and at the end of the city was a large house. There Emilyan asked for
shelter, and it was granted him'. He went to sleep, and awoke early in the
morning to hear a father calling his son and telling him to cut firewood.
But the son would not obey. "It is too early," he said, "I have time enough."
Then Emilyan heard the mother say, "Go, son your father's bones ache
him; would you have him go? It is time to get up.''
"There's time enough," the son muttered and went off to sleep again.
Scarcely had he fallen asleep when there came a crashing noise in the
street. The son jumped up, hastily put on his clothes and ran into the street.
Emilyan jumped up also, and followed him to see what a son obeys more
than his father or mother. Ile saw a man walking along the street carrying a
round thing on which he beat with sticks. And this had made the
thundering noise which the son had oln.yed. Emilyan ran up closer and
examined it; and saw it was round like a small tub, and skins were
stretched over both ends. He asked what it was called.
"A drum," he was told.
Emilyan was astonished, and asked them to give him this object, but they
refused. So Emilvan ceased asking, and walked along, following the drummer. He walked all day, and when the drummer lay down to sleep, Emilyan
snatched the dram and ran off with it.
He ran and ran, and at last came back to his own city. He hoped to see his
wife but she was not at home. The day after he had gone away, they had
taken her to the king. Emilyan went to the palace and told them to
announce to the king that 'He, who went he knew not where, has returned,
and brought back he knows not what.'
When they told the king, he asked Emilyan to return the next day.
But Emilyan insisted, "Tell the king I have come to-day, and have brought
what he wanted. Let him come to me, or I will go to him."
The king came out. "Where have you been?" he asked.
"I don't know," Emilyan replied.
"What did you bring?"
Emilyan showed him the drum, but the king refused to look at it.
"That's not it."
If it's not the right thing, it must be beaten," said Emilyan, "and the devil
take it
Emilyan came out of the palace and beat the drum, and as he did so, all the
king's army ran to follow him, saluting Emilyan and awaiting his
commands.
From the window the king began to shout to his army, forbidding them to
follow Emilyan. But they did not heed the king and kept on following
Emilyan.
When the king perceived this he ordered Emilyan's wife returned to him,
and asked Emilyan for the drum.
"I cannot do that." said Emilyan. "I must beat it, and then pitch the scraps
into the river."
Emilyan went to the river, still carrying the drum and followed by the
soldiers. At the bank of the river, Emilyan beat the drum into pieces and
threw them into the water. And all the soldiers ran off in all directions.
Then Emilyan took his wife and brought her home. And thenceforth the
king ceased to worry him, and he lived happily ever after.