subject: english level: 3 about this resourceaamf.org/flevel3.pdf · subject: english level: 3...

SUBJECT: ENGLISH LEVEL: 3

About This Resource

English is the most commonly spoken language in the world, an international lingua franca. However, in a multi-lingual country like India, many who aspire to learn English are disadvantaged as they do not have the opportunity to experience and acquire it in their daily lives. This makes the job of the teachers of English language beset with challenges.

The English language program at Freedom English Academy organized by the AAM Foundation is aimed at building comfort, confidence and competence in oral communication. In Level 3, the 1.45 hour long, 6 days a week classes have two parts - for 30 minutes the students learn the language using an international software OR the students practice the learnt concepts through written exercises in the Workbook; the next 1 hour students practice oral communication through planned activities organized by the facilitator.

The purpose of this Handbook is to serve as a comprehensive lesson-plan resource for those facilitating the learning of first generation learners of English language, organizing information to develop confidence with the language at the Advanced Level (Level 3). In the next two months, students will focus on building competence and independence in spoken English. Students will be enrolled for Level 3 only after assessment of their language skills by the facilitator/external evaluators.

Each lesson begins with objective/s to give focus and direction to the activity. The method of organizing the activity is provided in a step-by-step manner. At the end of the handbook, there is a section of Appendix. These are to be used by the facilitator as a reference to plan the activity. All lessons/activities, will require the facilitators to prepare and familiarize themselves with the lesson before they implement them in the center. To organize some of the activities, the facilitators will have to arrange for specific materials. The facilitators have been provided adequate training and support to effectively implement the lesson plans to enhance oral communication skills of the students.

This Facilitator Handbook comprises 48 lessons as a part of Level 3 - Book 5 to be completed in two months. On completion of Book 5 students will be evaluated for acquired proficiency and those found ready will be given Book 6.

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Table of Content

Appendix

Lesson # Topic Page # Lesson # Topic Page #Week 33 - Review Week 37 - Reflect

193 Singular & Plural (Review) 5 217 Newsweek - 1 30194 Subject-Verb Agreement (Review) 6 218 Newsweek - 2 32195 Tenses (Review) 7 219 Newsweek - 3 34196 Connectives/Comparisons (Review) 8 220 Newsweek - 4 36197 Discussion Protocol (Review) 9 221 Newsweek - 5 38198 Consolidation 10 222 Consolidation 40

Week 34 - Reflect Week 38 - Choose199 Power of Thoughts 11 223 Job Search 41200 Attitude Is Everything 13 224 Résumé Writing 42201 Determination 14 225 Preparing For Job Interview 43202 It’s A Choice 15 226 Personal Grooming 44203 Power of Dialogue 16 227 Facing the Interview 45204 Consolidation 17 228 Consolidation 46

Week 35 - Choose Week 39 - Act205 Learning Contract - 5 18 229 Work Etiquette 47206 Impulsive Vs Rational 19 230 Role Play 48207 Stereotype 20 231 Success at Work 49208 Truth Vs Rumor 21 232 Workplace Challenges 50209 Greed Vs Satisfaction 22 233 Excellence at Work 51210 Consolidation 23 234 Consolidation 52

Week 36 - Act Week 40211 Personal Responsibility 24 235 Beating the Odds - 1 53212 Work Responsibility 25 236 Beating the Odds - 2 54213 Civic Responsibility 26 237 Winners & Losers 55214 Spin-a-Yarn 27 238 Reflections of a Learner 57215 Discussion 28 239 Going Forward 58216 Consolidation 29 240 Evaluation 59

# Topic Page # # Topic Page #

1 Rubric for Teachback 63 9 Résumé Writing - Do’s & Don’ts 71

2 Red Riding Hood - Retold 64 10 Interview Tips 72

3 Stereotypes 65 11 Body Language 73

4 I am a Hummingbird 66 12 Role Play 75

5 De Bono’s Thinking Hats 67 13 Rubric 76

6 Topics 68 14 Workplace Challenges 77

7 Use of Thinking Hats 69 15 Parables 78

8 Job Search Tips 70 16 The Black Belt 79


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Lesson 193: Singular & Plural (Review)!Objective1. The students will recap speaking appropriately about persons/objects in singular and plural.

Materials• Workbook

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. By now students have been speaking using singular and plural and the facilitator is aware of the

mistakes that they commonly make. 3. Do a quick recap of the rules for changing singular words into plural form. (10 minutes) 4. Ask students to complete Workbook exercise. After they have completed, ask some of the students to

share their responses. (10 minutes) 5. Divide the class into groups of 4-5 students. 6. Each group must teach the class about rules for changing singular words into plural form. 7. Give each group 5 minutes to prepare. Each group gets 10 minutes to teach back. 8. When Group 1 comes to teach the class, each member of the group must present. Each group must use

the board, teach without using the book/notes, and get the other groups to practice with examples/exercise.

9. When Group 1 presents, Group 2 must assess Group 1 for clarity and correctness (grammar, accuracy of the lesson taught, eye contact). By rotation, when Group 2 presents, Group 3 assesses them and so on.

10. Students/groups who have negative feedback for clarity and correctness must present again avoiding the mistakes.



Lesson 194: Subject Verb Agreement (Review)!Objective1. The students will recap speaking fluently using correct subject-verb agreement.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Review the concept/rules of subject-verb agreement. (5 minutes) 3. Each student works individually and prepares two scripts on a given topic (Example - ‘A Boy in the

Park’). Script A must have the incorrect use of subject-verb agreement and Script B is the correct form of using subject-verb agreement.

4. Each script must have about 5-10 sentences. Encourage students to prepare the scripts mentally with few notations in the Workbook as hints. (10 minutes)

5. Each student presents the 2 scripts he/she has prepared without stating which is the correct one. After the students present, members of the audience have to guess which script had the correct use of subject-verb agreement and which script had incorrect usage of subject-verb agreement. (40 minutes)

6. Then the class discusses why a particular script was correct usage of subject-verb agreement. 7. After all students have presented, organize a group discussion to go over the rules of the subject-verb

agreement instead of re-teaching them. 8. Although interesting, this may be a little confusing for the students. It is recommended that the

facilitator models it in the beginning and asks the more confident ones to present first. 9. Make sure that every student gets a turn to present and participate.



Lesson 195: Tenses (Review)!Objective1. The students will recap use of simple past, present, future and present continuous tense. 2. Students will be able to speak fluently using past, present and future tense.

Materials• Workbook • Appendix 14 (Facilitator Handbook - Level 2 Book 3)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. There will be no CBT today. 3. Organize students into groups of 4. Each group will teach the class about the use of a tense - simple

present, present continuous, simple future and simple past. 4. Give groups 10 minutes to prepare and 5-7 minutes to teach back. 5. After each group has presented, organize a quiz for irregular verbs. (10 minutes) 6. Ask students to pair up. One partner plays the interviewer and other partner the interviewee. (30

minutes) 7. Each pair chooses one of the following topics:

a. NDTV journalist interviewing Sachin Tendulkar b. India Today journalist interviewing Mr Amitabh Bachchan c. BBC journalist interviewing Saina Nehwal d. CNN journalist interviewing a neighbor who has created a world record e. Times of India journalist interviewing you for excelling in English at the AAM Foundation’s

Freedom English Academy. 8. Each pair must use all four tenses in the interview. 9. Give the students 10 minutes to prepare the interview. 10. Encourage students to prepare the script mentally. 11. After one pair presents, ask the other pairs to provide feedback.



Lesson 196: Connective/Comparisons (Review)!Objective1. The students will recap connectives and comparisons. 2. Students will be able to use connective and compare objects/persons.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. With the help of students review the use of ‘and’, ‘but’, ‘so’, ‘if’, ‘because’, ‘either’ and ‘neither’ and ask

students to complete exercise A & B in the workbook. (10 minutes) 3. With the help of students review the use of ‘more/most’ and ‘er/est’ words to compare objects/people/

places and complete exercise C. (10 minutes) 4. Divide the class into 2 groups - Group 1 will teach Connectives to the class and Group 2 will teach

Comparisons to the class. (15 minutes) 5. Give the groups 5 minutes to prepare. Each member of the group must teach back. 6. After the teach backs, ask each student to describe and compare any two famous personalities/ family

members/ friends etc. 7. Give students 5 minutes to prepare. Encourage them to use connectives during the comparison. 8. Make sure that every student gets a turn to participate. (30 minutes) 9. When Student 1 presents, facilitator gives feedback on use of connectives and comparison vocabulary;

when Student 2 presents, Student 1 provides feedback; Student 3 is given feedback by Student 2 etc.



Lesson 197: Discussion Protocol (Review)!Objective1. The students will recap use of Discussion Protocol during group discussions.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Divide the students into groups of 3. 3. Each group member takes one responsibility:

a. Retell: He/she retells the ‘Do’s’ and ‘Don’ts’ of Discussion Protocol. b. Relate: His/her use of the Discussion Protocol in real life. c. Reflect: He/she reflects on the Discussion Protocol and gives his/her views about it, including

reasons for adopting it. 4. Round 1 - Each group presents with complete disregard to the protocol. The other groups point out

what was wrong/missing. 5. Round 2 - Each group presents using the Discussion Protocol. 6. Give the groups 10 minutes to prepare and 5 minutes to present. 7. Taking turns, each group sits down to retell, relate and reflect. 8. While Group 1 is discussing, Group 2 observes them for use of protocol during discussion, Group 2

observes them for use of subject-verb agreement, Group 3 observes them for use of tenses, Group 4 observes them for use of articles/connectives/singular and plural.

9. Each group provides specific feedback to Group 1 after they finish. 10. Next Group 2 sits down to retell, relate and reflect. Other Groups are given responsibility to observe for

specific feedback.



Lesson 198: Consolidation!Objective1. Students will be able to teachback confidently. 2. Students will be able to organize activities comfortably.

Materials• Workbook • Appendix 1 (Facilitator Handbook)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. There will be no CBT today. 3. Write each of the given topics on the board:

a. The school in your neighborhood does not have an English teacher. You are asked to teach them words used to tell position (spatial vocabulary).

b. Your brother and his friends have been struggling with subject-verb agreement. You have been asked to tutor them.

c. Your facilitator has a bad throat and cannot speak. You offer to recapitulate tenses for the class. d. You family members use connectives and comparison words incorrectly. You decide to teach them

these words. e. You have been appointed as a Trainer in an institute that prepares candidates for interviews. You

have to coach them about Do’s and Don’ts of group discussions (GDs). 4. Each student selects one topic of his/her choice and prepares to teachback. 5. Each teachback must have an explanation using the board and an activity to make the audience practice.

Each student gets 10 minutes to teachback. 6. Inform students that they will be assessed on teachbacks. Discuss the criteria of assessment in Appendix

1 (Facilitator Handbook) with them before they start preparation for teachback so that they know how they will be assessed. Use the rubric given in Appendix 1 (Facilitator Handbook) to assess each student.

7. Give students 10 minutes to prepare and 5-7 minutes each to present.



Lesson 199: Power of Thoughts!Objective1. Students will begin to reflect on their thoughts, feelings and actions. 2. Students will understand the relationship between thoughts, feelings and actions.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Start the lesson by discussing the idiom - ‘Penny for your thoughts’ and use it frequently during the

lesson. 3. Reflect on how you felt and what you thought when you joined as the facilitator. Explain how your

feelings determined your behavior and actions. 4. Ask students how they behaved as learners of English language:

a. when they joined the Freedom English Academy. b. at the end of Level 1 c. at the end of Level 2

5. Steer the conversation towards self-belief, thoughts, self-confidence and how that made them behave differently as learners of English language within 8 months or so. Help students make connections between feelings, thoughts and actions.

6. The Grammar Cops of the Week must correct those who use incorrect grammar encouraging the speaker to rephrase the sentence correctly.

7. After all students have shared, ask them to share their views about Part A questions 1- 5. Encourage students to think of examples/anecdotes as they share their views.

8. After many students have shared, asked students to write their responses in the Workbook. 9. Reiterate how negative thoughts drive negative behavior and actions. 10. Next, ask students to discuss Part A questions 6 & 7. After most students have shared their views, ask

them to write it down in the workbook. 11. Spend about 10-15 minutes to discuss what the quote from Eknath Easwaran means. Encourage

students to read, re-read and then share their interpretation of the quote and their views about it. Use the analogy of an actual road trip, if required, to help scaffold students’ understanding. Accept different interpretations/perspectives from the students.

12. Ensure that students understand the meaning of ‘breakdown’ and ‘detour’ before Part B questions 1-3. Encourage students to come up with personal experience where they started something worthwhile and then abandoned it due to some negative thought (their own or those of others).

13. After students have discussed this, allow them to write it in their workbook.



14. Ask students what ‘breakdown’ and ‘detours’ do they anticipate with their plan to graduate from the Freedom English Academy program and with their plan to bring about the change in their community (as planned in Book 4 Week 32).

15. Sum up by asking them, how will they think constructively to move forward with their plans and avoid ‘breakdown’ and ‘detours’.

16. Encourage students to make connections with growth and fixed mindset (Week 26 in Book 4) as they discuss and share their views during this lesson.

17. End the lesson by asking some of the students to share the responses from Part A to C.



Lesson 200: Attitude is Everything!Objective1. Students will reflect on their own attitude and that of others around them. 2. Students will empathetically discuss ways of taking charge of their own attitude and that of others.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Appoint the following Cops for the week/month (5 minutes)-

• DiP Cop - for checking observance of Discussion Protocol • T Cop - for checking use of tenses appropriately • SVA Cop - for checking use of subject-verb agreement and articles appropriately • Pro Cop - for checking use of correct pronunciation • Pol Cop - for checking use of polite phrases, intonation and body language

3. Write on the board, “Your attitude, not your aptitude, will determine your altitude.” Zig Ziglar 4. Ask students the meaning of ‘attitude’, ‘altitude’ and ‘aptitude’. As a whole-class discussion, ask students

to share their views about the quote. Encourage students to link it to Growth & Fixed Mindset (Book 4 Week 26). (10 minutes)

5. Give students 5 minutes to read the anecdote in part A. and share with the person sitting next to him/her which of the two salesman they identify more with.

6. Then, ask students to complete the Workbook exercise Part B. ( 5 minutes) 7. Ask students to share the attitude of other people that they encounter as they work on their action plan

(as planned in Book 4 Week 32). Instruct the students that they must share what they hear, see and how it makes them feel only without labeling the attitude good/positive/bad/negative etc. After one student shares the attitude the others that he/she has encountered, the other students raise the Thumbs-up or Thumbs-down placard for that attitude.

8. Ask students to complete the Workbook exercise Part C. Ensure that the students fill in their own experience and not that shared by others. (10 minutes)

9. Next ask students what they can do to transform some of the negative attitude that they encounter into positive attitude. (5 minutes)

10. Ask students to complete the Workbook exercise Part D. Ensure that each student fill in what seems reasonable/feasible to him/her individually and not mindlessly imitate that shared by others. (5 minutes)

11. End the lesson by asking some students to share their responses.


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Lesson 201: Determination!Objective1. Students will reflect on determination and responsibility. 2. Students will practice describing people.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Ask students to partner with another student. In pairs, ask students to read the story The Road Less

Travelled in the Workbook. (10 minutes) 3. After all the pairs have read the story, ask them to retell along with another pair - for the purpose of

retelling, both the pairs take turns to continue the story. (10 minutes) 4. Ask a few questions to ensure that the students have understood the story. 5. Next, ask students:

• What would have happened if Dashrath Manjhi had given up? • Why did he not give up? • In real-life, do the students know of someone who is as determined as Dashrath Manjhi to do good

for others? • Ask them to describe this person (Book 2, Week 10, Lesson 67 & 68) (Insist that the students

describe only real-life persons and not fictional characters) (15 minutes) 6. Ask students to complete exercise A. in Workbook. (10 minutes) 7. After all students have completed the workbook exercise, ask them;

• When have they been determined about something? • Did they stay determined to the end or did they give up? • How determined are they about learning and speaking in English? • How determined are they about their action plan? (15 minutes)

8. Throughout the class, ensure that the Cops are vigilant and give feedback - • DiP Cop - for checking observance of Discussion Protocol • T Cop - for checking use of tenses appropriately • SVA Cop - for checking use of subject-verb agreement and articles appropriately • Pro Cop - for checking use of correct pronunciation • Pol Cop - for checking use of polite phrases, intonation and body language

9. End the class by sharing the quote from Daisaku Ikeda given in the Workbook.



Lesson 202: It’s A Choice!Objective1. Students will understand the abundance of choices in their lives. 2. Students will talk about choices they make and their reason for making those choices using joining

words appropriately.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Today there will be one Cop only - ConCop (Connectives Cop) and facilitator will play that role. 3. Recap the joining words (Book 4, Week 26) (10 minutes) 4. Using the connectives, share with the students some of the choices that you have been confronted with

and have made in your life; your reasons for making them; consequences of those choices and what would have happen if you had chosen otherwise. (5 minutes)

5. Ask students to share some of the choices that they have made in their lives so far (5 minutes) 6. Ask students to pair up with a partner and use connectives to discuss and complete Workbook exercise

Part A with each other. If helpful, give students a list of connectives that they must use while describing their daily choices. (15 minutes)

7. Walk around to listen to the discussions ensuring that students are using the connectives appropriately. 8. After everyone has completed the exercise, ask some students to share their responses especially their

reasons for making the choices they end up making and how that impacts their/other people’s lives. (10 minutes)

9. Steer the conversation towards the quote from Eknath Easwaran in Part B. Using examples and anecdotes, highlight the fact that it takes courage and determination to make the choices that are beneficial for us/others in the long run. Connect the quote with choices that Dashrath Manjhi (Lesson 201) had and the ones he made (5 minutes)

10. Ask students to connect this with choices they face/make in attending Freedom English Academy, practicing English, implementing the action plan etc. (10 minutes)

11. Ask students to complete exercise B. in Workbook. (5 minutes) 12. Throughout the lesson, ensure that the ConCop is vigilant and gives feedback to individual students

and class as a whole. Use this feedback to give students remedial practice in connectives.



Lesson 203: Power of Dialogue!Objective1. Students will understand importance of peaceful means of conflict resolution. 2. Students will practice engaging in dialogue to problem solve.

Materials• Workbook • Appendix 2 Red Riding Hood - Retold (Facilitator Handbook)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Check with students if they know the story of the Little Red Riding Hood. (5 minutes) 3. If any student knows ask him to share with the rest of the class. Fill in gaps, if any. 4. Narrate the original Little Red Riding Hood story followed by the retold version in Appendix 2

(Facilitator Handbook) in your own words. Ask the students what was the difference between the two stories of Little Red Riding Hood. (10 minutes)

5. Encourage diverse perspectives and discussion. Steer the conversation towards dialogue and discussion. 6. Ask students questions 1-3 from exercise A. Ensure that all students participate. (10 minutes) 7. Ask students to review the graph and ask what they think it represents. Encourage diverse perspectives

and discussion. Then explain what it represents. (5 minutes) 8. Ask students to complete responding to questions 4 , 5 & 6 and share their responses. (10 minutes) 9. Ask students to read the quote from Dalai Lama and make connections between the underlined words/

phrases and their real life. Encourage diverse perspectives and discussion. Then summarize the meaning of the quote with an example from Freedom English Academy or implementation of Action Plan. (10 minutes)

10. Brainstorm with students what are some of the qualities/abilities required to resolve conflicts peacefully. Write the suggestions/recommendations on the board. (10 minutes)

11. Ask students to look at exercise B. in the Workbook and write what the specific quality means (in their own words) and rank the qualities from 1-5 (1-Most Important & 5- Least Important). (15 minutes)

12. Ask students to share their responses and if there is a variety of diverse responses highlight how diversity of views is natural when more than one person thinks about something and in civil society such diversity is to be respected and understood rather than disputed.

13. Throughout the class, ensure that the Cops are vigilant and give feedback - • DiP Cop - for checking observance of Discussion Protocol • T Cop - for checking use of tenses appropriately • SVA Cop - for checking use of subject-verb agreement and articles appropriately • Pro Cop - for checking use of correct pronunciation • Pol Cop - for checking use of polite phrases, intonation and body language

14. Ask students to bring their library books for reissue or return the next day.



Lesson 204: Consolidation!Objective1. Students will continue practicing keyboarding/touch typing to build accuracy/speed. 2. The students will use the learnt language for conducting Book Discussion.

Materials• Library Log • Library Books • Laptops • Reading Journals

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Book Discussion (30 minutes) - Round 1 - Students share what they liked/did not understand/found

interesting etc. as noted in their Reading Journals and in Round 2 share the new vocabulary learnt during the week. Ensure that the students do not share anything like summarizing or disclosing the name of the thief/murderer etc. that gives away the story line in a manner that will spoil the interest of other students in that book. On the contrary, they should discuss it in a manner that would make others interested in reading the book.

3. While updating the Library Log, make sure that the condition of books is reviewed and reissues/returns updated in the Library Log. (10 minutes) Students who do not bring their books for review/renew/return must be sent back home to bring it. Students who bring back damaged book/s must be made to repair it in the presence of the facilitator and it must be noted in the Library Log. Reading Journals are issued for books and not for individual students. A student who borrows/returns Book A, must also borrow/return the Reading Journal A along with Book A.

4. By now most students would have mastered the technique and be ready to work on their accuracy and speed. A few students would still be struggling to get the keyboarding technique right. Motivate them to continue working on their technique.

5. Keyboarding (45 minutes) - Reiterate to students that touch typing is 80% technique, 10% accuracy and 10% speed. Ask students to read 5 Shortcuts to Increasing Your Typing Speed from the Workbook.

6. Ask a few students to explain 1 shortcut each as given in the article. Help students make connections between Mindset , Determination, Muscle Memory and Attitude is Everything as they grapple with mistakes while learning the technique, accuracy and speed.

7. Ask students to practice Introduction (Shift) (Lesson 1-7) of the typing software. (Check if these are aimed at accuracy) Students who get adequate practice of these lessons can practice the previous lessons some more. While practicing previous lessons is fine, discourage them from moving on to next lesson.

8. While students are practicing, review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure that all students’ work is organized session-wise. Do not rip off the students’ work when removed from the walls. Encourage students who have prepared the displays to take it with them once it is taken off the walls. Some of it can be taken to their schools and displayed there for use of their classmates. Do not rip off the students’ work when removed from the walls. Encourage students who have prepared the displays to take it with them once it is taken off the walls. Some of it can be taken to their schools and displayed there for use of their classmates.

9. Make calls to students who have been inactive or irregular and update the Call Log. PAGE OF 79 DURATION: 1:45 HOURS17


Lesson 205: Learning Contract - 5!Objective1. Students will reflect on their individual and collective learning so far and articulate it to each other. 2. Students will revisit their goals and share them with the class.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Learning Contract is a very important exercise as it makes the students reflective and responsible about

their own learning. 3. Students must track their progress in the Learning Contract and revise/revisit the learning goals for

themselves. 4. By now students should know how to complete this exercise. In case of new/struggling students, the

facilitator assists them. 5. The facilitator’s job is to get the students to think about their progress/goals and to help them make

these goals specific. 6. Give students 30 minutes to complete this. Encourage students to be honest about their responses. 7. After everyone has completed, ask each student to share his/her progress and goals with the class.

Students must speak without reading. 8. Every student must get a turn to share. 9. When one student presents, others provide feedback on use of subject-verb agreement, tenses, articles,

pronunciation and connectives. 10. Ask students to bring a dictionary for Lesson 206.



Lesson 206: Impulsive Vs Rational!Objective1. Students will practice sharing their thoughts on impulsiveness/rationality. 2. Students will reflect and articulate about their own impulsiveness/rationality.

Materials• Workbook • Dictionary

Procedure1. The lesson will follow the undermentioned format:

a. After discussing the Question of the Day, students will complete the workbook exercise based on the story from Panchatantra. Encourage them to use dictionary in case they come across difficult words.

b. This will be followed by class discussion as students share their responses to the story. c. Students will then be asked to make connections between the story/the theme/main idea and their

own life. d. Students will be divided into groups and given scenarios for group discussion.

2. Tell the students about The Panchatantra, a collection of short stories composed by Vishnu Sharma to impart moral values and life skills to the young princes. The characters of the stories are animals.

3. Give students about 15 minutes to complete the Workbook exercise A. Each student must summarize and write the main idea on his/her own. Their may be more than one main idea as per individual perspective of the students. Do not call this the ‘moral’ of the story and discourage students from doing so.

4. After Workbook exercise A, ask students to share their responses with the class. (5 minutes) 5. Next ask students what ‘impulsive’ and ‘rational’ could mean. Accept all approximate answers and

encourage students to associate it with other words/events so that they remember the meaning. (5 minutes).

6. Ask students to complete Workbook exercise B and narrate events/incidents from their lives where they have behaved impulsively/rationally. (encourage them to relate anecdotes from their conduct during class, while implementing Action Plan (personal or community) etc.) (15 minutes)

7. Divide the class into groups of 3-4. Each group discusses - Haste makes waste (phrase). Each group must follow Discussion Protocol. Groups must be original in their ideas and not repeat thoughts of the previous group. (20 minutes)

8. Throughout the class, ensure that the Cops - DiP Cop, T Cop, SVA Cop, Pro Cop, Pol Cop are vigilant and give appropriate feedback.



Lesson 207: Stereotypes!Objective1. Students will understand the concept of stereotypes. 2. Students will reflect and articulate about their own stereotypes.


Procedure1. After CBT and Question of the Day, divide the class into small groups of 4 students. Ask each group to

complete exercise A in consultation with all group members. (10 minutes) 2. After all groups have completed the exercise, ask:

a. What choices they made and their reasons for making those choices. b. Would they have made different choices if they had information about qualifications first? c. Reveal the true identity of the people in exercise A. (refer to Appendix 3 in Facilitator Handbook) d. What is wrong with judging people without knowing them? e. Do you judge people without knowing much about them? (15 minutes)

3. Next ask students what ‘stereotype’ and ‘prejudice’ could mean. Accept all approximate answers and encourage students to associate it with other words/events so that they remember the meaning. (10 minutes). (Stereotypes: thinking all people who belong to a certain group are the same and labeling them. For example all young people who wear hoodies are thugs. Prejudice: judging someone without knowing them, on the basis of what they look like or what group they belong to. For example, all Chinese are good at martial arts.)

4. Discuss some of the stereotypes/prejudices that are prevalent. (Refer to Appendix 3 in Facilitator Handbook for some examples). (5 minutes)

5. Ask students to complete Workbook exercise B individually and narrate stereotypes/prejudices that they hold. Ask them to think about gender stereotype, caste stereotype, age stereotype, culture stereotype etc. (10 minutes)

6. Working in groups, ask them to share those stereotypes with others and discuss how they could be wrong to act based on the stereotype. For example, Stereotype - All educated women are argumentative. Is that true for all educated women? Does that mean educated men are not? If you are the uneducated mother of a 25-year old son and believe this, would you look for an uneducated or educated bride for your son? Can arguments only be bad or can they be good as well? Model with one example so that students understand how they must review their own stereotypes critically. (10 minutes). Walk around the class to ensure that the discussions are based on the topic and follow Discussion Protocol.



Lesson 208: Truth & Rumor!Objective1. Students will practice sharing their thoughts on rumor mongering/fact-finding. 2. Students will reflect and articulate about their own attitude towards rumor mongering/fact-finding.



a. After discussing the Question of the Day, students will complete the workbook exercise based on the story from Panchatantra.

b. This will be followed by class discussion as students share their individual responses. c. Students will then make connect between the story/the theme/main idea and their own life. d. Students will be divided into groups and given scenarios for group discussion using the Discussion

Protocol. 2. Tell the students about The Panchatantra, a collection of short stories., composed by Vishnu Sharma to

impart moral values and life skills to the young princes. The characters of the stories are animals. 3. Ask students their understanding of the word ‘rumor’. Accept all approximate answers and encourage

students to associate it with other words/events so that they remember the meaning. (5 minutes). 4. Give students about 15 minutes to complete the workbook exercise. The facilitator can guide and help

students recall the concept of main idea and in summarizing it but each student must summarize and write the main idea on his/her own.

5. Ask students if they have ever started a rumor and/or have been the subject of a rumor. Keep the discussion neutral and non-judgmental.

6. After the workbook exercise, ask students to share their responses with the class. 7. Ask students about the connections that they have made between the words ‘rumor’ and their lives. Do

they believe everything they are told? If yes, why? If not, how do they find out the truth? (10 minutes) 8. Divide the class into groups of 3-4. Each group discusses - “Buy rumor, sell the facts.”. Each group must

follow Discussion Protocol. and be original in their ideas without repeating the thoughts of the previous group. (20 minutes)

9. Throughout the class, ensure that the Cops - DiP Cop, T Cop, SVA Cop, Pro Cop, Pol Cop are vigilant and give appropriate feedback.!



Lesson 209: Greed & Satisfaction!Objective1. Students will practice sharing their thoughts on greed and satisfaction. 2. Students will reflect and articulate about their own attitude towards greed and satisfaction.



a. After discussing the Question of the Day, students will complete the workbook exercise based on the story from Hitopadesha.

b. This will be followed by class discussion as students share their individual responses. c. Students will then make connect between the story/the theme/main idea and their own life. d. Students will be divided into groups and given scenarios for group discussion using the Discussion

Protocol. 2. Tell the students about Hitopadesha, a collection of short stories, composed by Narayana to instruct

young students to grow into responsible adults. The characters of the stories are animals. 3. Ask students their understanding of the word ‘greed’ and ‘satisfaction’. Accept all approximate answers

and encourage students to associate it with other words/events so that they remember the meaning. (5 minutes).

4. Give students about 15 minutes to complete the workbook exercise. Each student must summarize and write the main idea on his/her own.

5. After the workbook exercise, ask students to share their responses with the class. (10 minutes) 6. Ask students about the connections that they have made between the words ‘greed’/‘satisfaction’ and

themselves. What are they greedy about? When do they feel satisfied and content? How much is enough? How are they affected by other people’s greed? How are other people affected by their greed? (10 minutes)

7. Ask students to interpret the quote from Eknath Easwaran and share their interpretation with the class giving example and narrating anecdotes. Accept all interpretations and, in case, an interpretation is far-fetched ask students what they think about that interpretation. (10 minutes)

8. Divide the class into groups of 3-4. Each group discusses - “Earth provides enough to satisfy every man's needs, but not every man's greed.” Each group must follow Discussion Protocol. Groups must be original in their ideas and not repeat thoughts of the previous group.(20 minutes)

9. Throughout the class, ensure that the Cops - DiP Cop, T Cop, SVA Cop, Pro Cop, Pol Cop are vigilant and give appropriate feedback.










5. Keyboarding (45 minutes) - Reiterate to students that touch typing is 80% technique, 10% accuracy and 10% speed. Ask students to recap 5 Shortcuts to Increasing Your Typing Speed from the Workbook. (Lesson 204)

6. Ask students to share their individual strengths and weaknesses related to their touch typing technique and speed. As students reflect on their strengths and weaknesses, help students make connections between Mindset , Determination, Muscle Memory and Attitude is Everything.

7. Ask students to practice lessons from Introduction (Basic & Shift) of the typing software. (Check if these are aimed at accuracy). At this stage, begin to allow students to progress from one lesson to another if they have mastered the previous lesson and discourage random movement from one lesson to another due to boredom or because students want to explore.

8. While students are practicing, review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure that all students’ work is organized session-wise. Do not rip off the students’ work when removed from the walls. Encourage students who have prepared the displays to take it with them once it is taken off the walls. Some of it can be taken to their schools and displayed there for use of their classmates.



Lesson 211: Personal Responsibility!Objective1. Students will understand different roles and responsibilities. 2. Students will practice talking about their personal responsibilities fluently and competently.


Procedure1. CBT may be to 15 minutes today, if required. 2. After discussing the Question of the Day and answer to the previous day’s question ask students their

understanding of the word ‘responsibility’. Accept all answers and encourage students to associate it with other words/events so that they remember the meaning. (15 minutes).

3. Explain to students the term ‘responsibility’ = response + ability (the ability to respond). Responsibility means ownership: owning what needs doing and accepting blame when we cause problems. Responsibility also means committing ourselves – to lead, to create, to solve problems—and then following through.

4. Ask students the difference between ‘chores’ and ‘responsibility’ and how easy/difficult it is to be responsible. Accept all answers. (10 minutes). Explain how ‘chores’ are our responsibilities but our responsibility goes beyond accomplishment of chores.

5. Recap Lesson 103 (Book 3) where students discuss the different roles they play. (5 minutes). 6. Ask students what are some of their rights and responsibilities in those roles (10 minutes). Explain to

students how rights and responsibilities are two sides of the same coin and one is incomplete without the others. Ask students to give examples/narrate anecdotes for this.

7. Think, Pair & Share: Using the format given in the Exercise A. in Workbook, each student must prepare a list of responsibilities that he/she has in his/her personal life.

8. Then, they pair up with a partner and talk about their personal responsibilities with each other. They use the Venn Diagram to compare their responsibilities with each other. (10 minutes)

9. Each pair will share a few sentences about the comparison. 10. Next ask students to reflect about their goals on personal hygiene (prepared in Lesson 131 and reviewed

in Lesson 139 & 144 of Book 3) and growth mindset (Lesson 154 of Book 4) and rate how responsible he/she has been in accomplishing them in exercise B. After each student has shared, the facilitator rates how responsible that particular student has been. Both the student and facilitator must to be honest and realistic. (15 minutes).

11. Then as a big, whole-class group discuss: “Our background and circumstances may have influenced who we are, but we are responsible for who we become.” Encourage all students to participate, follow Discussion Protocol and correct peers. (10 minutes)



Lesson 212: Work Responsibility!Objective1. Students will understand a few distinct responsibilities at place of work. 2. Students will practice to talk about their work responsibilities fluently and competently.


Procedure1. After discussing the Question of the Day and answer to the previous day’s question ask a few students to

recap the previous day’s lesson. (10 minutes) 2. The facilitator talk about his professional rights and responsibilities as an AAMF Facilitator. 3. Ask students to share some of the diverse work/professional roles that they play and the responsibilities

that they have in those roles. (5 minutes) Foe example, a student may be working somewhere and also enrolled as a student in FEA.

4. Think, Pair & Share: Using the format given in the Exercise A. in Workbook, each student must prepare a list of work/professional responsibilities.

5. Then, they pair up with a partner and talk about their work/professional responsibilities with each other. They use the Venn Diagram to compare their responsibilities with each other. (5 minutes)

6. Each pair will share a few sentences about the comparison. (5 minutes) 7. Ask students what they do/say when they make a mistake. Link it to polite phrases (Lesson 15 of Book 1). 8. Then ask students to read part B in the workbook. (10 minutes) 9. Ask students to share what they think about Randy Pausch’s 3 Part of an Apology and if they would like

to modify it. Emphasize that just saying ‘Sorry’ and not doing anything about it means that we are, actually, not sorry and using “I am sorry” more out of habit than out of responsibility.

10. After students complete the table, ask them to share their responses with class. Encourage them to be honest about rating. (10 minutes)

11. After all students have shared their views as a big group discuss (15 minutes): a. the importance of completing an expected task at work. b. what happens when someone at work can’t or won’t do an expected job. c. what that tells us about the person.

12. Encourage all students to participate, follow Discussion Protocol and correct peers.



Lesson 213: Civic Responsibility!Objective1. Students will understand their civic responsibilities. 2. Students will practice to talk about their civic responsibilities fluently and competently.


Procedure1. After discussing the Question of the Day and answer to the previous day’s question ask a few students to

recap their civic responsibility. (Book 3 & 4) (15 minutes) 2. Ask students to read the article in Workbook in small groups of 4-5. 3. After all groups have read, assign one of the underlined words from the article to the to each group to

come up with its meaning. Accept all approximate answers. Encourage students to guess the meaning of the difficult word in the context of the sentence. (15 minutes).

4. Break up the article into 4 parts and assign one part to each group to summarize. The combined summary of all 4-5 groups must summarize the article completely. (10 minutes)

5. Next ask students to complete exercise B. (Refer to Lessons 211 & 212 for filling up circles of Personal and Work Responsibility. (10 minutes)

6. Ask students to reflect on balance between personal, work and civic responsibilities. In some cases number of responsibilities from Personal to Civic will be in decreasing order. Ask the students what that could mean. One interpretation could be that we spend more time on our personal responsibilities and less on the civic ones. (10 minutes)

7. Then as a big group discuss common responsibilities pertaining to (10 minutes): a. creating a safe environment for all. b. preserving public property. c. maintaining law and order. d. concern for the vulnerable groups like elderly, young children, differently-abled etc.

8. If time permits, ask students to share updates (successes and failures) about their Action Plan.



Lesson 214: Spin-a-Yarn !Objective1. Students will articulate the concept of responsibility.


Procedure1. After discussing the Question of the Day and answer to the previous day’s question, narrate the story, ‘I

am Hummingbird’ by Wangari Mathai Appendix 4 (Facilitator Handbook). Talk briefly about Wangari Mathai. (10 minutes)

2. In small groups of 4-5, ask students to read the biography of Wangari Mathai in Workbook. Explain the difference between biography and autobiography.

3. After all groups have read, assign one of the underlined words from the story to each group to come up with its meaning. Accept all approximate answers. Encourage students to guess the meaning of the difficult word in the context of the sentence. (5 minutes).

4. Ask the groups to read the biography of Wangarai Mathai. Break up the article into 4 parts and assign one part to each group to summarize. The combined summary of all 4-5 groups must summarize the article completely. (10 minutes) (10 minutes)

5. Ask each student to: a. share one quality of Wangarai Mathai (there would be many qualities shared by different students) b. find commonality between qualities of Wangarai Mathai and qualities that he/she possesses. (10

minutes) 6. Spin a Yarn: Each group makes up a story on the given topic and continue in a sequence. (20 minutes).

Give students instructions about the activity: a. All students must speak grammatically correct sentences. b. Each student must listen carefully to the story as he/she might be asked to continue. c. Students must recall and use knowledge of parts of story. d. The story must be based on the topic, ‘Responsibility’.

7. The facilitator starts a story on responsibility and then Student 1 in Group 1 continues the story where the facilitator left off. He/she speaks for 1 minute and then the facilitator asks him/her to stop. Then, Student 2 in Group 1 continues the story and so on till all members of the group get to speak. The last member in the group must end the story. Each student must extend the story and speak for about a minute. Then the next group Spins-a-Yarn.

8. On completion of the story, the other groups give feedback to Group 1 based on instructions given in point 4. above.

9. Ask students to be bring blue, yellow, green, white, black, red hats/dupattas/caps etc the next day.



Lesson 215: Discussion !Objective1. Students will practice sharing their views about responsibility. 2. Students will learn to analyze and problem-solve using De Bono’s Thinking Hats.

Materials• Workbook • 4 Different Colored Hats • Appendix 5 & 6 (Facilitator Handbook)

Procedure1. The duration of this lesson is 1 hour and 15 minutes. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. Give a topic or a problem statement - “Delhi Metro is finding it difficult to accommodate city’s growing

population.” 4. Round 1 - Ask students to discuss this problem. 5. Next, write on the board - overview of the problem, feelings about it, causes of the problem, solutions,

problem with some of the solutions, summarization of the discussion. 6. Round 2 - Assign one to each group and the reorganize the discussion. For example Group 1 will explain

what the problem is; Group 2 will discuss the feelings - of commuters, decision-makers at Delhi Metro, city planners, autorickshaw drivers etc.; and so on. (15 minutes)

7. Ask students to compare Round 1 & 2 in terms of focus, effectiveness and completeness. Explain to students the use and importance of Edward de Bono’s Six Thinking Hats for analyzing and problem-solving. (Appendix 5 in Facilitator Handbook)

8. After the example has been discussed, ask a few students to teachback the use and importance of the Green, Red, Black & Yellow Thinking Hats with examples.

9. Ensure that all students understand how each color hat is to look at the problem. 10. Divide the class into 4 different groups. Each group is assigned one of the 4 hats - red, green blue and

black. They must think and speak as per the color assigned to them. Encourage groups to wear the hat/cap/dupatta etc. that they have brought as per the color of the hat assigned to the group.

11. The facilitator chooses a topic from Appendix 6 (Facilitator Handbook). Taking turns, each group speaks as per the color assigned. For example, if the class is discussing, “Job market is a competitive place”, Red Hat group talks about feelings (negative and positive) about the topic- how does that job-seeker feel, how does employer feel etc.

12. After the 4 groups have discussed, the Facilitator summarizes the discussion and gives feedback on whether or not the groups: a. used Discussion Protocol b. used appropriate grammar c. spoke as per the hats assigned

13. After one group has finished the discussion, the other groups give feedback to Group 1 based on criteria given in point 7. above.

14. Ask students to bring their library books for reissue or return the next day. PAGE OF 79 DURATION: 1:45 HOURS28








5. Keyboarding (45 minutes) - Ask students to share their individual strengths and weaknesses related to their touch typing technique and speed. As students reflect on their strengths and weaknesses, help students make connections between Mindset , Determination, Muscle Memory and Attitude is Everything.

6. For students who performed satisfactorily on software last week, allow them to practice lessons from Experienced (Part 1) of the typing software. (Check if these are aimed at accuracy). At this stage, begin to allow students to progress from one lesson to another if they have mastered the previous lesson and discourage random movement from one lesson to another due to boredom or because students wants to explore.




Lesson 217: Newsweek - 1!Objective1. Students will learn to understand and analyze newspaper articles. 2. Students will practice discussing news analytically.

Materials• Workbook • Complete newspaper with supplements • Level 1 Book 2 (Lesson 70- Book 2) • Articles without headlines (Appendix 1 in Student Workbook) • Appendix 7 (Facilitator Handbook)

Procedure1. After discussing the Question of the Day and answer to the previous day’s question (5 minutes), recap

Lesson 70 (Book 2) for parts of a newspaper with the help of real newspaper and supplement sections. (5 minutes)

2. This week, the activity will be in the following steps: • The whole class will be asked to read the article silently. (5 minutes). • 2-3 students will be asked to summarize the article. (5 minutes) • The class will come up with 4-5 suitable headlines for the given article. (5 minutes) The facilitator will

write them on the board. • In groups of 4-5 students will take up one of the articles given in the Appendix 1 (Student Workbook)

and read to summarize the article, list the problem highlighted in the article, the impact of that problem, the cause/s of the problem (as given in the article and in their views) and 2-3 possible ways of overcoming that problem. (10 minutes)

• Each group will then conduct group discussion (20 minutes) using the 6 Thinking Hats: a. White Hat - Summarizing the article b. Blue Hat - Highlighting the problem identified in the article and organizing/monitoring the

discussion c. Red Hat - Share the feelings of all those involved in the problem d. Yellow Hat - Some of the solutions that have been tried e. Black Hat - The weaknesses in that solution f. Green Hat - Some possible solutions g. Blue Hat - Summarize the discussion. (Refer to example in Appendix 7 in Facilitator Handbook)

3. Start by modeling the example in Appendix 7 of Facilitator Handbook or a similar example so that the

students understand how Group Discussion is to be conducted. (5 minutes).



4. If there are fewer than 6 members in a group - one student may be assigned/may volunteer to think through more than one color hat.

5. The facilitator must note and share feedback on: • appropriate use of color hats • appropriate use of Discussion Protocol • appropriate use of grammar • appropriate use of vocabulary and pronunciation of the words

6. Highlight how the 6 Thinking Hats is one strategy of ensuring that we have analyzed the topic/problem in all its parts.




Materials• Workbook • Complete newspaper with supplements • Articles without headlines (Appendix 2 in Student Workbook) • Appendix 7 (Facilitator Handbook)

Procedure1. After discussing the Question of the Day and answer to the previous day’s question (5 minutes), ask a

few students to explain parts of a newspaper (5 minutes). 2. This week, the activity will be in the following steps:

• The whole class will be asked to read the article silently. (5 minutes). • 2-3 students will be asked to summarize the article. (5 minutes) • The class will come up with 4-5 suitable headlines for the given article. (5 minutes) The facilitator will


and read and summarize the article, list the problem highlighted in the article, the impact of that problem, the cause/s of the problem (as given in the article and in their views) and 2-3 possible ways of overcoming that problem. (10 minutes)



3. Start by asking students to recap the discussion format using the Six Thinking Hats. (5 minutes) 4. If there are fewer than 6 members in a group - one student may be assigned/may volunteer to think

through more than one color hat.




Materials• Workbook • Articles without headlines (Appendix 3 in Student Workbook)


few students to explains parts of a newspaper (5 minutes). 2. This week, the activity will be in the following steps:





discussion c. Red Hat - Share the feelings of all those involved in the problem d. Yellow Hat - Some of the solutions that have been tried e. Black Hat - The weaknesses in that solution f. Green Hat - Some possible solutions g. Blue Hat - Summarize the discussion. (Refer to example in Appendix 7 in Facilitator

Handbook) 3. By now students would be familiar with the use the De Bono’s 6 Thinking Hats to group discussions.

Start the lesson by explaining to students how choice of words reflects our thoughts and conveys respect/disrespect. For example, ‘servant’ or ‘domestic help’ ; ‘housewife’, or ‘homemaker’; ‘disabled’ or ‘differently-abled’; ‘blind’ or ‘visually-impaired’; ‘deaf’ or ‘hearing-impaired’; ‘dumb’ or ‘speech-impaired’; ‘retarded’ or ‘differently-abled’.

4. Ability comes in different forms, we need to be able to recognize, appreciate and develop that in a person. For example, some of us draw well, others sing well, and yet others dance well - all distinct abilities. Discuss how a person with disability in one domain has enhanced ability in other domain. Thus



they are differently abled rather than disabled. For example, visually-impaired people are able to develop a stronger sense of smell, touch and intuition than most of visually-capable people. The world we live in and its systems are designed for navigation by people of certain abilities and makes it difficult for people with other abilities. For e.g. the design of our roads/buildings is prepared with no regard to those in wheelchair or old/very young children. (10 minutes)









few students to explains parts of a newspaper (5 minutes). 2. This week, the activity will be in the following steps:






3. By now students would be familiar with the use the De Bono’s 6 Thinking Hats to group discussions.

Start the lesson by explaining to students words like ‘heritage’, ‘monuments’ and ‘vandalism’. 4. Our heritage is reflected in our customs/traditions, celebrations, clothing, music, food, monuments etc.

These parts of our identity evolve and must be preserved for next generation. These can also generate revenues and employment for us. Yet, while we decorate our individual spaces (such as homes), we do not think twice before damaging something that is not even our own (public places such as heritage monuments). (10 minutes)






few students to explains parts of a newspaper (5 minutes). 2. Today’s activity will be a slightly different from other days:

• The whole class will be asked to read the article silently. (5 minutes) • 2-3 students will be asked to summarize the article. (5 minutes) • Divide the class into 6 groups and each group is assigned a colored hat. They must focus their

discussion on the color assigned. For example the Red Hat group will only discuss the feelings associated with the article - feelings of parents, Yuwa girls, older people in these villages, member of panchayat, the Yuwa coaches etc.

• Give members of the group 5 minutes to discuss with each other. After each group has discussed, hold a full class discussion where different groups present their perspective on the article based on the color assigned to them. (15 minutes)

• The class will come up with 4-5 suitable headlines for the given article. (5 minutes) The facilitator will write them on the board.

• In groups of 4-5 students will take up one of the articles given in the Appendix 5 (Student Workbook) and read and summarize the article, list the problem highlighted in the article, the impact of that problem, the cause/s of the problem (as given in the article and in their views) and 2-3 possible ways of overcoming that problem. (10 minutes)









3. While updating the Library Log, make sure that the condition of books is reviewed and reissued/returned books updated in the Library Log. (10 minutes) Students who do not bring their books for review/renew/return must be sent back home to bring it. Students who bring back damaged book/s must be made to repair it in the presence of the facilitator and it must be noted in the Library Log.

4. As students start focusing on speed, they may compromise technique. Motivate them by showing that speed needs to be developed over a period of time and cannot be rushed. Wrong technique will slow them down later on.

5. Keyboarding (45 minutes) - Ask students to share their individual progress related to touch typing technique and speed. As students reflect on their progress, help students make connections between Mindset , Determination, Muscle Memory and Attitude is Everything.

6. For students who performed satisfactorily on Experienced (Part 1) of the typing software last week, allow them to practice lessons from Experienced (Part 2). For students who have not mastered Experienced (Part 1) ask them to continue practicing Experienced (Part 1).


8. Make calls to students who have been inactive or irregular and update the Call Log.



Lesson 223: Job Search!Objective1. Students will get familiar with job search skills and tools. 2. Students will practice seeking a job lead/opening.

Materials• Workbook • Newspaper Classified • Appendix 6 (Student Workbook) • Appendix 8 (Facilitator Handbook)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Explain to the students that there are different ways to seek a job according to credentials/interest. For

example, one can seek a job through referrals (friends/neighbors/family etc), different job portals, classified in newspapers, head hunters or employment exchange. (Refer to Appendix 6 in Student Workbook for a comprehensive list of Employment Exchange in Delhi). (15 minutes)

3. Use the Workbook to explain the steps involved in getting a job. (10 minutes) 4. Role Play (15 minutes) - In pairs, students practice the following scenarios:

• You have come across a suitable opening for yourself in the newspaper. You call the given number to find out more details about the job (Refer to Lessons in Week 29 in Book 4 for vocabulary to be used and information to be collected).

• Your uncle has informed you about a job opening in his factory for the position of an Assistant Manager. Call up the HR department of the factory(explain to the students what the HR department is) to find out more about the position and application process.

• You visit the employment exchange to enroll as a job seeker. You speak with the person at the help desk to complete your registration/enrollment with the Employment Exchange and get all relevant information.

5. Ensure that the students use the telephone protocol (refer to Book 2) and polite phrases during the role play. Also ensure that both the partners practice the role of job seeker and potential employer. Round 1 - Partner 1 plays the job-seeker and in Round 2 he/she plays potential employer.

6. Students who do not use polite phrases or the protocol appropriately have to present again. 7. After all pairs have conducted the Role Play as per expectations using correct sentence structure, ask

them for what can be some Do’s and Don’ts of job search. (10 minutes) 8. List the points/key words on the board and share points from Appendix 8 (Facilitator Handbook). Give

examples for each point so that students understand well. (10 minutes) 9. End the lesson by asking 2-3 students to summarize the lesson of the day. (5 minutes) 10. Ask students to bring their library books for reissue or return the next day.



Lesson 224: Résumé Writing!Objective1. Students will get familiar with résumé and cover letter. 2. Students will practice writing an effective résumé and cover letter.

Materials• Workbook • Appendix 7 (Student Workbook) • Appendix 9 (Facilitator Handbook) • Résumé checklist - Appendix 8 (Student Workbook)

Procedure1. This lesson may extend to 2 or more days. There will be no CBT during this lesson. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. Explain to the students the meaning and importance of a résumé and CV (Curriculum Vitae) and the

need for customizing the CV/ résumé for each position. (Résumé is a brief and concise summary of personal details, qualifications and experience; CV is a more descriptive summary of personal information, qualifications, professional experience, achievements etc. Refer to Appendix 7 for sample résumé and CV). Ensure that everyone pronounce curriculum vitae and résumé correctly and review the structure of a résumé with the students (Refer to samples in Students’ Workbook).

4. Explain to the students how the résumé creates a first impression of the candidate and is a critical document that may or may not get him through to the interview stage. Therefore, it must be worded and formatted well.

5. Go through each section of the résumé and discuss its significance. For instance, why must you give both landline and mobile number, how the objective must convey why you are the best candidate for the job, importance and choice of references etc.

6. Explain to students that every résumé must be accompanied with a cover letter on good quality paper specific to the position applied for. (Refer to Appendix 7 in Student Workbook)

7. Ask students to choose a position that they are applying for and fill up their details in Workbook. Based on the information, create a résumé specific to the position that they are applying for. They must also prepare a suitable cover letter.

8. Guide students about qualification/experience required for the chosen position. 9. Go over the Do’s and Don’ts of the résumé writing (Refer to Appendix 9 in Facilitator Handbook)

Explain to students the importance of honesty and integrity of information provided in the résumé and CV . But for practice purposes in this Lesson, allow them to write fictitious information/details about qualification/experience as suitable for the position.

10. Let the students draft the résumé and cover letter on paper for now. In Lesson 228, for those who are ready, they will type out their résumé and cover letter.

11. After all students have prepared their résumé, ask them to peer check using the checklist in their Workbook. (Appendix 8 ). Based on this assessment, students will review and revise their résumé.



Lesson 225: Preparing for Job Interview!Objective1. Students will get familiar with Do’s and Don’ts of preparing for a job interview. 2. Students will make a checklist to prepare for the job interview.

Materials• Workbook • Book 4 (Lessons in Week 29) • Appendix 10 (Facilitator Handbook)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Explain to the students how preparation is the key to a successful job interview. 3. Explain to students preparation required to prepare for a face-to-face interview and telephonic interview.

(10 minutes) (Refer to Appendix 10 in Facilitator Handbook) 4. Divide students into 4 groups. Ask some of them to explain what a checklist is (they have recently

completed one in Lesson 224) (5 minutes) 5. Taking 2 positions selected by the students on the previous day (30 minutes):

a. Group 1 makes and presents a checklist of documents to be organized in preparation of the interview for each position.

b. Group 2 makes and presents a checklist of positive body language/intonation/polite phrases to be rehearsed before the interview for each position.

c. Group 3 makes a checklist of personal hygiene/appearance to be taken care of before the interview for each position.

d. Group 4 makes a checklist of key points to be highlighted during interview (based on the skills required for the specific position).

6. Each checklist must have up to 10 items relevant to the task. 7. Peer feedback - After Group 1 presents, other groups will suggest additions to the list or seek

clarification from Group 1. This continues for the other groups as well till all groups have presented and have been given feedback. (30 minutes)

8. Ensure that the students have a healthy and detailed discussion around these checklists. Keep a copy of these checklists for Lessons 226 & 227.

9. Ask students to review vocabulary in Lessons of Week 29 in Book 4.



Lesson 226: Personal Grooming!Objective1. Students will be able to communicate effectively about personal grooming. 2. Students will understand how to appear groomed for job interviews.

Materials• Workbook • Student Workbook Book 2 Lesson 67

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Explain the life-cycle of a butterfly in brief so that the students understand what a chrysalis is. Ask

students to read the short story, The Ant and Chrysalis in the Workbook. (10 minutes) 3. With the help of students recap Lesson 67 of Book 2 to differentiate between appearance and

personality. (5 minutes) 4. Ask students to define beauty or what comes to their minds when they think of ‘beautiful’ or what are

some of the things that they find beautiful - take specific words from individual students and note it on the board. For instance, one students might say ‘clean is beautiful’. Write ‘clean’ on the board. (10 minutes)

5. Ask them to name a few people from their real life whom they consider beautiful and specify the reason (ask them to choose from the words on the board). To differentiate between beautiful and well-groomed, classify the reasons/traits. Ask which is more relevant for the purpose of a job interview - beautiful or well groomed.(5 minutes)

6. Steer the discussion towards personal grooming, hygiene and professional appearance. (5 minutes) 7. Talk about some companies/professions having a uniform- airlines, department stores, hotels etc so that

the staff is easily identified and appears well groomed. (5 minutes) 8. Steer the discussion towards workplace. Ask the students to look at the pictures in the Workbook

exercise A and complete it. After students have completed it, ask them to share their choices and reasons. (10 minutes)

9. Ask students to complete the Do’s or Don’ts list in exercise B. (5 minutes) 10. Ask student to make a checklist about personal grooming for an interview and work in exercise C.

These can be classified under broad headings: dress and personal hygiene. (10 minutes) 11. End the lesson by making students share their checklist with others in the class. (10 minutes)



Lesson 227: Facing the Interview!Objective1. Students will get familiar with Do’s and Don’ts of facing the interview. 2. Students will practice mock interviews.

Materials• Workbook • Appendix 9 (Student Workbook) • Appendix 11 (Facilitator Handbook)

Procedure1. There will be no CBT today. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. Recap with students using checklists made in Lesson 225 & 226, preparation required for the job

interview - documents, grooming, response to qualification/experience/interest, finding details about the job/organization/place of interview etc. (5 minutes)

4. With the help of examples, explain to students the do’s and don’ts of speaking, body language, intonation, etiquette etc while facing a job interview. Emphasize the importance of each and how an interviewer is forming an impression about the candidate based on how/what he says, how he walks in/sits/conducts himself during the interview/walks out, how he greets/appears/carries himself. (Refer to Appendix 11 in Facilitator Handbook) (20 minutes)

5. Brainstorm with the students about commonly asked job interview questions and their appropriate responses. (Refer to Appendix 9 of Student Workbook) (15 minutes)

6. Discuss with students how these questions must be answered honestly, positively and specifically. 7. Share Interview Tips with students ( Appendix 11 in Facilitator Handbook). Help students understand

the reason behind those tips. (10 minutes) 8. Organize the students into 2 groups - Group 1 will be interviewers and Group 2 will be interviewees for

3-5 positions as in Lesson 224. 9. Form a panel of 3-4 interviewers from Group 1 and one member from Group 2 appears for an interview.

Other members of Group 1 & 2 will give feedback to interviewee about - language used during the interview; pronunciation, intonation and body language; quality of responses; use of polite phrases. (30 minutes)

10. Follow up with other rounds of the interview with remaining members of Group 1 & Group 2. 11. Before the students leave tell them that as selected in Lesson 224, they must come prepared for Mock

Interviews on the next day (refer to checklist for preparation in Lesson 225). 12. Ask students to come well groomed, formally dressed, with dummy documents, copy of their résumé,

having rehearsed polite phrases and other responses. The facilitator must do so as well as he/she will be the interviewer.

13. Mock Interviews will be held for each of the positions and in some cases there will be more than one interview for a position.

14. Ask students to bring their library books for reissue or return the next day. PAGE OF 79 DURATION: 1:45 HOURS45


Lesson 228: Consolidation !Objective1. Students will continue using keyboarding/touch typing accurately to type their résumé. 2. Students will practice mock interviews.

Materials• Laptops • Workbooks • Checklists prepared in Lesson 225 • Appendix 9 (Student Workbook)

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. There will be no Book Discussion today. Update the Library Log, make sure that the condition of

books is reviewed and reissued/returned books updated in the Library Log. (10 minutes) Students who do not bring their books for review/renew/return must be sent back home to bring it. Students who bring back damaged book/s must be made to repair it in the presence of the facilitator and it must be noted in the Library Log.

3. Ensure that the students have dressed/prepared for the Mock Interviews today. Ask students who have not come prepared to be the audience today.

4. Mock Interviews: Student 1 from Group 1 will be interviewed by Student 2 of Group 1. After that Student 2 of Group 1 will be interviewed by Student 1 of Group 1. Do not mix the groups- the interviewer and the interviewee must be from the same group and each member of the group must get a chance to be interviewee and interviewer. Students may refer to Appendix 9 (Student Workbook) to review/prepare. (1 hour)

5. When Group 1 is presenting other groups rate them on the basis of checklists prepared in Lesson 225. The facilitator assesses them on grammar.

6. Keyboarding (30 minutes) - Students who performed satisfactorily in Experienced (Part 2) of the typing software, can practice typing their résumé. (They have drafted one in Lesson 224) Create a Folder - Students > Session> Résumé > Student’s Full Name. Ensure that the students save the file under appropriate name/folder.

7. Students who had completed Experienced (Part 1) of the typing software last week, can now move to Experienced (Part 2).





Lesson 229: Work Etiquette!Objective1. Students will learn the importance of work etiquette and courtesies. 2. Students will understand etiquette and courtesies at work place.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Explain to students what the word ‘etiquette’ means. 3. Just as living in a society requires us to follow a set of rules, following appropriate social behavior within

the office ensures respect and an enjoyable working experience. Explain to students that work etiquette is following a simple set of rules for getting along with other people in an organization/at work. (5 minutes)

4. Ask students to read the article by Lisa Quast from the Workbook. After all students have read, ask them: • Have you come across people like James? • Why do people like James behave with complete disregard to others? • Have the students ever behaved like James? • How can we deal with people like James? (15 minutes)

5. Next, ask them to read and share courtesies given in part B. Encourage students to add to the list. (10 minutes)

6. Divide the class into 2 groups - Group 1 will prepare and present a short skit on office scene where no work etiquette are followed. They must demonstrate 8-10 things that were discourteous in that scene or behavior of people involved. (15 minutes)

7. While Group 1 is performing, Group 2 will observe and note down the 8-10 things were discourteous in that scene or behavior of people involved.

8. After observing Group 1, Group 2 will prepare and present the same office scene but with work etiquette being followed. Give Group 2 five -ten minutes to prepare their script. (15 minutes)

9. Swap the groups - Group 2 can now prepare and present a short skit on office scene where no work etiquette is followed. Make sure that it is different from the previous one. Group 1 can now prepare and present the same office scene but with work etiquette being followed. (15 minutes)



Lesson 230: Role Play!Objective1. Students will practice work etiquette in a simulated work scenario.

Materials• Workbook • Appendix 12 (Facilitator Handbook) • 8-10 Chart Paper • Colored pens

Procedure1. There will be no CBT today. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. Ask students to read the business etiquette in different countries of the world and have a few students

retell. Discuss how important cultural sensitivity is while conducting business with people from other countries/cultures.

4. Divide the class into groups of 4-5 students. Each group will select a topic from Appendix 12 (Facilitator Handbook).

5. Each group will use chart paper to design the office-like set up relevant to their topic. While the basic set - up can be the same for all groups, minor changes can be made (labels etc.) by each group to reflect the office set-up according to their topic.

6. Ensure that all members of the group participate in the preparation of the props. (15 minutes) 7. Once the groups are ready with props, give them 5-10 minutes to prepare their role play as per the topic

selected from Appendix 12(Facilitator Handbook). 8. End the role play with a big/small group discussion on the role plays presented by different groups. 9. Do not discard the props as they will be used in Lesson 232. 10. The facilitator gives feedback to each group about use of grammar and work etiquette.



Lesson 231: Success at Work!Objective1. Students will become aware of good work habits. 2. Students will be able to reflect, track and speak fluently about their work habits.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Brainstorm with students possible meaning/definition of ‘success’. (10 minutes) 3. Speak to students about success of an organization and individuals in that organization and the

symbiotic relationship between the two. 4. Review the points given in Lesson 231 of Student Workbook for success at work. Use cause and effect to

describe to/discuss with students the importance of each point/sub-point. For example, Stick to Your Work Schedule - Cause - an employee does not come on time regularly. Effect - He is not trusted and will lose his job. (20 minutes)

5. In small groups of 4-5, ask students to create criteria for evaluating work habits of facilitator and students to rate how successful he/she is at work. (Sample in Appendix 13 of Facilitator Handbook). (10 minutes)

6. Each group shares the criteria and the class creates a common criteria for evaluating success of facilitator and students at work in the center. (10 minutes)

7. The facilitator models by measuring his/her success against the agreed criteria and then asks each student to evaluate self and a classmate using the rubric. (5 minutes)

8. End the class by having students share how they have evaluated themselves giving examples/anecdotes and areas of improvement. (10 minutes)



Lesson 232: Workplace Challenges!Objective1. Students will understand the possible challenges at workplace. 2. Students will learn how to tackle these workplace challenges professionally.

Materials• Workbook • Appendix 14 (Facilitator Handbook) • Props made in Lesson 230

Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Brainstorm the possible challenges an employee can face at work and possible ways in which these can

be resolved/overcome successfully. 3. Review the points given in Lesson 232 of Student Workbook for challenges at workplace. Use problem-

solution methodology to discuss with students the importance of each point/sub-point. For example, Problem - a new employee may find it difficult to understand and work in teams with strangers. Solution - ask questions when you do not understand something and be friendly/respectful to all.

4. Form groups of 2-3 and ask each group to choose a scenario from Appendix 14(Facilitator Handbook). 5. Give students 5 minutes to plan the props (made in Lesson 230) that they will use for their

dramatization, roles that group members will play and an oral script of the dramatization. 6. Each group must present and after each group’s presentation, the other groups take turns to discuss

whether or not the dramatization was the best way to resolve the challenge in the given scenario. For example, after Group 1 presents, Group 2, 3,4 and 5 will share their views (with reasons) about the solutions offered by Group 1 in their dramatization. Groups 2,3,4 & 5 can also offer alternative solutions.

7. Ask 2-3 students to summarize the day’s lesson.



Lesson 233: Excellence at Work!Objective1. Students will understand and talk about excellence at workplace.


Procedure1. There will be no CBT today. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. Explain to students the difference between work ethics and work excellence - the former is about

character - honesty, punctuality etc while the latter is about quality of work that one puts in. Success at work requires both in equal measures.

4. Ask students to pair up with a partner and discuss to complete exercise A, B & C. (10 minutes) 5. Ask students to share their responses and compile the key words on the board. Ask the students what

traits will get appreciation/promotion and will bring satisfaction to the employee and which ones will bring grief/dismissal. (10 minutes)

6. Next ask students to complete exercise D, E, F & G in discussion with their partners. (10 minutes) 7. Ask students to share their responses and compile the key words on the board. Ask the students what

traits will get appreciation/promotion and will bring satisfaction to the employee and which ones will bring grief/dismissal. (10 minutes)

8. Divide students into groups of 4-5. 9. Organize a group discussion on the following topics:

a. Group 1 - ”Excellence is not a skill. It is an attitude.” --Ralph Marston b. Group 2 - “If a man is called to be a street sweeper, he should sweep streets even as a Michaelangelo

painted, or Beethoven composed music or Shakespeare wrote poetry. He should sweep streets so well that all the hosts of heaven and earth will pause to say, 'Here lived a great street sweeper who did his job well.” - Martin Luther King Jnr.

c. Group 3 - “Excellence is never an accident; it is the result of high intention, sincere effort, intelligent direction, skillful execution and the vision to see obstacles as opportunities.”- Anonymous

d. Group 4 -“Life's like a play: it's not the length, but the excellence of the acting that matters.”- Lucius Annaeus Seneca

10. Each group gets 7-10 minutes for preparing and presenting the discussion. 11. When one group is discussing, other groups must listen attentively to assess:

a. use of Discussion Protocol b. use of correct grammar c. pronunciation of words d. quality of discussion (lots of examples, participation by all, discussion relevant to the topic)


http://www.brainyquote.com/quotes/quotes/l/luciusanna138624.html

http://www.brainyquote.com/quotes/authors/l/lucius_annaeus_seneca.html





interesting etc. as noted in their Reading Journals and in Round 2 share the new vocabulary learnt during the week. Ensure that the students do not share anything like summarizing or disclosing the name of the thief/murderer etc. that gives away the story line in a manner that will spoil the interest of other students in that book. On the contrary, they should discuss it in a manner that would make others interested in reading the book. Encourage students to conduct BD without referring to the Journals.

3. While updating the Library Log, make sure that the condition of books is reviewed and reissued/returned books updated in the Library Log. (10 minutes) Students who do not bring their books for review/renew/return must be sent back home to bring it. Students who bring back damaged book/s must be made to repair it in the presence of the facilitator and it must be noted in the Library Log.

4. As students start focusing on speed, they may compromise technique. Motivate them by showing that speed needs to be developed over a period of time and cannot be rushed. Wrong technique will slow them down later on.

5. Keyboarding (45 minutes) - Students who typed their résumé in Lesson 228 will open it from the Folder - Students > Session Number > Résumé > Student’s Name and complete it. Once they have finished, asked students to peer review - one student can review the résumé of another students and look for errors (spelling, grammatical and others) and give feedback to make it better (refer to checklist in Appendix 8 (Student Workbook) in Lesson 224. Students must note down the feedback that they receive in their Workbooks.

6. Students who worked on Experienced (Part 2) in Lesson 228, will start typing in their résumé and save in Folder - Students > Session Number > Résumé > Student’s Full Name




Have you sent evaluation request to the Student Evaluator?


Lesson 235: Beating the Odds - 1!Objective1. Students will learn about qualities that make a real hero. 2. Students will practice discussing role models and heroism.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. A role model is someone real and similar who has achieved success that brings benefits to many.

Through his life this person shows us how to live and win. 3. Many of us, including our students do not have role models. We want to win/achieve but do not know

how or what qualities to develop. So we start imitating popular people/ celebrities who may have completely different set of realities from ours. Also, since these are people we have little or no contact with in our daily lives, we cannot see the effort they put into becoming successful and imitating their behaviors/appearance might just be harmful/frustrating for us.

4. Tell the students what a role model is. Then ask the students to share (as the students share, make a list on the board) (30 minutes): a. who their role model is. b. what makes him/her a role model? c. what have they learnt/imbibed from the role model? d. how has this learning from role model helped them in life? e. have they inspired someone with their work/words?

5. Ask the students to complete the Workbook lesson. After students have completed the work, ask them to share their responses. (20 minutes)

6. Revisit the same questions as in 3. and see if the responses are any different this time. (5 minutes) 7. Ask a few students to sum up the work done during the class. (5 minutes)



Lesson 236: Beating the Odds - 2!Objective1. Students will learn about having a winning attitude irrespective of circumstances. 2. Students will practice discussing importance of positive outlook in life.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. Narrate the parable of The Three Stone Masons. (Refer to Appendix 15 in Facilitator Handbook). (5

minutes) 3. Many of us, including our students are more focused on what we do not have and miss out what we have

been blessed with. Write on the board - Count your blessings, not your crosses. 4. Ask students to speak about their blessings (as individuals, as families, as a community). List them on

the board (20 minutes). a. what makes it a blessing? b. does everyone have that blessing in equal measure? c. are they thankful for it? d. what are their crosses? e. how much time in a day do they spend thinking/expressing gratitude for their blessings? f. how much time in a day do they spend talking about their crosses/problems?

5. Steer the conversation towards (10 minutes): a. do they appreciate being able-bodied as a blessing or take it for granted? b. does everyone have it?

6. Ask the students to complete the Workbook lesson. After students have completed the work, ask a few students to summarize the two articles. (20 minutes)

7. Ask students to share their views about the article. Each students must speak and summarize the story; analyze it; make connections between the story and their own lives; talk about the qualities that the people in the story demonstrate; if/how these qualities are useful for individual students in their lives and connect the attitude to growth and fixed mindset - how does growth mindset approach challenges; how does one transform fixed mindset with growth mindset. (10 minutes)

8. Revisit the same questions as in 3. and see if the responses are any different this time. ( 5 minutes) 9. Ask a few students to sum up the work done during the lesson. (5 minutes)



Lesson 237: Winners & Losers!Objective1. Students will develop faith in themselves as they become independent users of English language. 2. Students will practice discussing about self-confidence and self-control.

Materials• Workbook • Appendix 15 (Facilitator Handbook) • 20 Slips of paper

Procedure1. There will be no CBT today. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. In the next few weeks/months, students will graduate from the FEA program. They must have a sense

of direction, goals, action plan and attitude for taking responsibility/ownership of their learning. 4. Narrate the parable of Destiny in a Tossed Coin & The Evil and Good Inside Us. (Refer to Appendix

15 in Facilitator Handbook) (10 minutes) 5. Connecting it with new language that they have acquired by joining the FEA program, ask students

what the possible scenarios are. Are they going to leave it to chance or are they going to make some choices/decisions to maintain it. Discuss the pros and cons of each.

6. Steer the discussion towards how it is clearly up to the students to keep the language, attitude and skills that AAM Foundation has spent so much time, money and effort in building. IT IS A RESPONSIBILITY.

7. In pairs ask students to recite the poem Winners & Losers given in the Workbook. 8. After all pairs have read it, ask a few pairs to retell the poem in their own words; a few pairs to give

examples from their lives to connect with the poem; a few pairs to share one key word/phrase/sentence that made an impact on them (and how/why). Ask students to make connections between growth and fixed mindset, determination, making informed choices and taking responsibility. (30 minutes)

9. Ask students to write down all their weakness/problems and negative feelings on slips of paper. Once written, ask them to crush it into a ball with full force; throw it on the floor; trample and stamp on it and throw it in the waste paper basket. Tell the students how they have symbolically thrown out whatever was weak/negative in them and that leaves only what is good inside them; leaving within them all that they need to win in life. (5 minutes)

10. Ask students to share how they will ensure that they keep using the language, think through issues/challenges, come up with well-thought out solutions and take responsibility of implementing those solutions.

11. Explain to students what a SWOT analysis is. Ask students to complete the SWOT analysis, given in the Workbook. A student may choose whether he/she wants to complete the SWOT about his/her language acquisition or ability/temperament to think through the problems or take individual/community action to make things better. (20 minutes)



12. Ask students to discuss the SWOT analysis and open the discussion to other students so that they can share their views/ideas as well. (30 minutes)

13. After most/all students have shared their SWOT analysis, ask a few students to sum up the work done during the lesson. (5 minutes)



Lesson 238: Reflections of a Learner!Objective1. Students will reflect on their journey through and growth in Freedom English Academy. 2. Students will articulate their journey through and growth in Freedom English Academy..


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. In the next few weeks/months, students will graduate from the FEA program. They must have a sense

of direction, goals, action plan and attitude for taking responsibility/ownership of their learning. 3. Explain to the students the Listening and Speaking Continuum given in the Workbook. (5 minutes) 4. Ask a few students to retell/summarize the continuum. (5 minutes) 5. Ask students to refer to the continuum and complete Self-Evaluation (Language Learning) in the

Workbook. (10 minutes) 6. Ask some students to share their self-evaluation responses. Spend enough time and discussion as this

makes students’ learning visible to them. (5 minutes) 7. Next ask students to complete Self-Evaluation (Keyboarding) in the Workbook. (5 minutes) 8. Ask some students to share their self-evaluation responses. Spend enough time and discussion as this

makes students’ learning visible to them. ( 5 minutes) 9. Next ask students to complete Self-Evaluation (Thinking Skills) in the Workbook. (10 minutes) 10. Ask some students to share their self-evaluation responses. Spend enough time and discussion as this

makes students’ learning visible to them. ( 5 minutes) 11. Next ask students to complete Self-Evaluation (Library Reading) in the Workbook.(5 minutes) 12. Ask some students to share their self-evaluation responses. Using this time to make connection between

how reading has helped some students in developing language, imagination and awareness. Also, encourage those who have been reluctant to borrow books for reading at home. This is also a good opportunity to reiterate the maintenance and safe keeping of books, both at home (when borrowed) and center (when returned). (10 minutes)

13. If time permits, organize small group discussions where students share their journey as learners of English language with each other.

14. At the end, ask a few students to sum up the work done during the lesson. ( 5 minutes)



Lesson 239: Going Forward!Objective1. Students will prepare and articulate an individualized Action Plan for taking ownership of the language. 2. Students will prepare and articulate an individualized Action Plan for taking ownership of sustaining a

positive and responsible disposition.


Procedure1. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 2. In the next few weeks/months, students will graduate from the FEA program. They must have a sense

of direction, goals, action plan and attitude for taking responsibility/ownership of their learning. 3. Narrate the parable of The Black Belt (Appendix 16 in Facilitator Handbook). ( 5 minutes) 4. Connecting it with new language that they have acquired by joining the FEA program, ask students

what the possible scenarios are. Are they going to leave it to chance or are they going to make some choices/decisions to preserve it. Discuss the pros and cons of each.


6. Based on the individual SWOT analysis done in Lesson 237, ask each student to focus on the strengths and threats to prepare an individualized Action Plan (Language Learning) for himself/herself. For example, if the strength is hard working then the student can plan to read newspapers/old English magazines/story books to keep the language; but the threat maybe ‘lack of time/money’. In that case, student plans to overcome the threat by pooling in resources with a friend/neighbor so that he/she does not have to pay for the newspapers/old English magazines/story books or identify places from where he/she can get old newspaper, magazines and books. ( 10 minutes)

7. Ask students to be realistic in preparing the Action Plan and think of small, easy-to-do everyday things that will help them keep the learnt language. Facilitator’s guidance will be required by some students.

8. When all students have finished preparing and Action Plan (Language Learning), ask a few students to share it with the class. ( 5 minutes)

9. Next ask students to prepare Action Plan (Community Action) based on their SWOT analysis of the same completed in Lesson 237. (10 minutes)

10. When all students have finished preparing and Action Plan (Community Action), ask a few students to share it with the class. (5 minutes)

11. Follow the same process for preparation of Action Plan (Library Program) and end the day by asking a few students to share it with the class. (10 minutes)




Lesson 240: Student Evaluation!Objective1. Students will teachback a grammar-based lesson from Level 2 book.

Materials• Workbook • Student Workbook 3 & 4

Procedure1. There will be no CBT today. 2. Discuss the Question of The Day and response to previous day’s Question of the Day for 5 minutes. 3. In the next few weeks/months, students will graduate from the FEA program. They must have a sense

of direction, goals, action plan and attitude for taking responsibility/ownership of their learning. 4. Connecting it with new language that they have acquired by joining the FEC program, ask students

what the possible scenarios are. Are they going to leave it to chance or are they going to make some choices/decisions to preserve it. Discuss the pros and cons of each.


6. Ask students to recap their Action Plans, completed on the previous day. 7. The ultimate aim of a teacher/facilitator is to become redundant in the life of his/her students. To assess

how far has the facilitator achieved this, ask the students to select and teachback a grammar-based lesson from Student Workbook 3 & 4.

8. On a first-come-first-serve basis, allow students to choose one grammar-based lesson and plan an oral communication activity that they will make to the students for that lesson (Students must design one of their own and not take the one given in the Facilitator Handbook).

9. Give students about 15 minutes to prepare and each student gets 20-30 minutes to present the lesson. 10. Remind the students that they must:

a. work within the given time limit and make the lesson interesting for the students b. use appropriate grammar, intonation, body language, facial expression, white board etc

11. The facilitator will evaluate each teachback on clarity of concept; interest level; appropriate use of grammar, intonation, body language, facial expression, white board and timely completion. Each criteria will be assigned a maximum of 4 and a minimum of 1.

12. Share this individual student report with the Student Evaluator at the time of external evaluation.



Appendix


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Appendix 2

The Little Red Riding Hood - Retold

Grandmother,” she said, “What big arms you have!” “The better to hug you with, my dear.” “Grandmother, what big legs you have!” “The better to run with, my child.” “Grandmother, what big eyes you have!” “The better to see, my child.” “Grandmother, what big teeth you have!”“They’re to eat you with!” And at these words, the wicked wolf pounced on Little Red Ridinghood and ate her up.

—“Little Red Ridinghood” WOLF: Now wait a minute, Red. I know your granny. I thought we should teach you a lesson for prancing on my pine trees in that get-up and for picking my flowers. I let you go on your way in the woods but I ran ahead to your granny’s cottage. When I saw Granny, I explained what happened, and she agreed that you needed to learn a lesson. Granny hid under the bed, and I dressed up in her nightgown. When you came into the bedroom, you saw me in the bed and said something nasty about my big ears. I’ve been told my ears are big before, so I tried to make the best of it by saying big ears help me hear you better. Then you made an insulting crack about my bulging eyes. This one was really hard to blow off, because you sounded so nasty. Still, I make it a policy to turn the other cheek, so I told you my big eyes help me see you better. Your next insult about my big teeth really got to me. You see, I’m quite sensitive about my teeth. I know that when you made fun of my teeth I should have had better control, but I leaped from the bed and growled that my teeth would help me to eat you. But, come on, Red! Let’s face it. Everyone knows no Wolf could ever eat a girl, but you started screaming and running around the house. I tried to catch you to calm you down. All of a sudden the door came crashing open, and a big woodsman stood there with his ax. I knew I was in trouble . . . there was an open window behind me, so out I went. I’ve been hiding ever since. There are terrible rumors going around the forest about me. Red, you called me the Big Bad Wolf. I’d like to say I’ve gotten over feeling bad, but the truth is I haven’t lived happily ever after. I don’t understand why Granny never told you and the others my side of the story. I’m upset about the rumors and have been afraid to show my face in the forest. Why have you and Granny let the situation go on for this long? It just isn’t fair. I’m miserable and lonely. RED: You think that I have started unfair rumors about you, and you are miserable and lonely and don’t understand why Granny didn’t tell your side of the story. Well, Granny has been sick—and she’s been very tired lately. When I asked her how she came to be under the bed, she said she couldn’t remember a thing that had happened. Come to think of it, she didn’t seem too upset . . . just confused.

—“The Story of Little Red Riding Hood and the Wolf, Retold Through Negotiation”



Appendix 3

Stereotypes

Some Stereotypes

1. India is a land of snake charmers. (Snake charming is illegal in India)

2. Indians are poor. (Some of the world’s richest people live in India like Mukesh Ambani)

3. Indians are rice eaters. (Most of North Indians are not rice-eating people.)

4. All Americans are rich. (In November 2012 the U.S. Census Bureau said more than 16% of the population lived in poverty, including almost 20% of American children)

5. All Americans eat meat-rich diet. (3.2 percent of U.S. adults, or 7.3 million people, follow a vegetarian-based diet. In addition, 10 percent of U.S., adults, or 22.8 million people, say they largely follow a vegetarian-inclined diet.)

Role Ideal Choice Reason

Train yourself to run marathons. E Fauja Singh, a 104-year old UK-based Sikh has been running and winning marathons the world over.

To learn about Mars. B One of them is Nandini Harinath, 44, a physicist and a mother of two as well as the deputy operations director of the Indian Mars mission. Some 20% of ISRO's employees are women.

Manage your computer business. D Nandan Nilekani was the CEO of Infosys, the third-largest India-based IT services company. He leads the National Identity Card, or Unique Identity card (UID Card) project in India.

Set up a sports academy. C Saina Nehwal is an Indian badminton player who attained a career best ranking of 2 in December 2010 by Badminton World Federation. She is the first Indian to win a medal in Badminton at the Olympics - the Bronze medal at the London Olympics 2012.

Buy you a house. A Tirupi Aiyar works as a real estate agent in Hyderabad.


http://en.wikipedia.org/wiki/Top_software_companies_in_India

http://en.wikipedia.org/wiki/Poverty


Appendix 4

I am a hummingbird When fire breaks out in a huge forest, all the animals flee, except the hummingbird. The little bird flies back and forth, back and forth, filling its tiny beak with water. The other animals feel helpless and overwhelmed. When they criticize the hummingbird’s attempts, the little bird answers, “I am doing the best I can.”

Professor Maathai adds, “I certainly don’t want to be like the animals watching as the planet goesdown the drain. I will be a hummingbird. I will do the best I can.”

How brave even the smallest among us can be!



Appendix 5

De Bono’s Thinking Hats‘Put on your thinking hats’ is often said when someone is asked to think carefully and analytically.

Thinking is a skill that can be learnt. De Bono’s Thinking Hats is a very effective way of thinking in an organized manner such that all aspects of the problem are addressed. Each hats focuses thinking in a certain manner and when all/most hats are used for thinking, the problem/issue is looked at from multiple perspectives.

The Six Thinking Hats


Blue Hat Thinking - Process• What thinking is needed? • Organizing the thinking • Planning for action • Keeping the group on track

White Hat Thinking - Facts• Available information and data • Neutral and objective • What do I need to find out? • How will I get the information I need?

Green Hat Thinking - Creativity• Ideas, alternative, possibilities • Provocation • Solutions to black hat problems

Yellow Hat Thinking - Benefits• Positives • Logical reasoning • Why an idea is useful

Black Hat Thinking - Cautions• Difficulties, weaknesses, dangers • Logical reasoning • Spotting the risks

Red Hat Thinking - Feelings• Intuition • My feelings right now • Feelings can change • No reasons are given

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Appendix 6

Topics

Topics for Discussion

1. Job market is a competitive place.

2. Every member of the society is responsible for its working.

3. Everyone works for money.

4. Needs and wants are different.

5. A good learner makes a good worker.

6. Personal and work responsibilities must be balanced.

7. Happiness is in doing a job well.



Appendix 7

Using the Thinking Hatsa. Blue Hat - I think the problem is that while all students may be intelligent, students who cannot

speak in English will be at a disadvantage as they will lose out to their English-speaking peers. Our government schools do not prepare students to face this challenge when they go for higher education or job interviews. This is a serious problem as it hampers the chances of students like us. So I would request the group to focus on causes of this problem and solutions to it.

b. Red Hat - Students who are at a disadvantage due to inability to speak in English must be feeling embarrassed when facing interviews. Also, a student feels low in confidence when he cannot speak in English. This can result in fewer opportunities for them and lead to frustration. The teachers will, of course, feel a little discomfort if they are expected to speak in English in an English-medium school but that is a small price to pay for supporting bright young students who have the whole life ahead of them. The parents of students who do not have opportunity to learn would be feeling helpless as they do not have the means to send their children to private English-speaking schools. Thank you all for your views.

c. Yellow Hat - There has been some progress made in this. Some institutions have been set up to help students learn English. Also some government schools offer English medium instruction for those who would like to enroll. Other than that, students who want to learn English read newspaper and watch English programs to learn English on their own.

d. Black Hat - These solutions have not made much impact as most of these institution either charge a fee that many students cannot afford to pay or the quality of teaching is very poor. Even in the government school with English as language of instruction, the teachers speak more in the local language than in English. So that whole environment is non-English and does not allow students to learn English.

e. Green Hat - Uniform education can be a good solution. Either all education in schools, government and private, should be in local language as in many countries around the world or in English. Till grade 2 students should be instructed in local language and from grade 3 onwards they should be moved to English. By grade 5-6 instructions should only be English except in subjects like Hindi and other regional languages. This way all students, irrespective of whether they are rich or poor, will have opportunity to learn English. If there was an exam of oral communication in English, maybe the government schools will also begin to take it seriously. Also, there should be a fine on school teachers who teach in English-medium schools but teach the class in local languages (other than Hindi and regional language teachers).

f. White Hat - Today we discussed the idea of uniform education system for all students in private and government schools. Private school students get an opportunity to learn to communicate in English while government schools students do not. In the job market and for higher education, the inability to communicate in English leaves them behind. Some of the reasons for this may be political and others may be administrative. Some good solutions have been discussed, like strict enforcement of use of English during school time and school examination of spoken English. These will go a long way in helping students become more confident and articulate. Thank you everyone.



Appendix 8

Job Search TipsBe ProactiveInstead of expecting someone to take the initiative of sharing a job opening with you, you should actively search for jobs. Create a hit list of 5 to 10 target companies/positions, research them well, reach out to them or others who might know someone who works there to find out about openings.

Relying on One Source Reach out to people and stay connected with them through different ways. In a planned manner explore all possible avenues to getting leads about jobs. Create a wide network of people who know that you are looking for a job.

Customize ResumesDon't send out any resumes that simply list your courses, the degree you've earned, and your part-time jobs. These are boring biographies. Mention what you have to offer an employer. For each position, think of what skills and qualities it requires and modify your résumé to communicate how you possess some/all of those skills and qualities, without boasting.

Follow Up It's not enough to send resumes and pray the phone rings. Job seekers do not to expect their resumes to be discovered in that big black online hole. Follow up professionally by email or phone to enquire receipt of your résumé or status of the vacancy.

Realistic Expectations There is no perfect job. A good job is one where you learn a great deal, keeps you very busy and surrounded by people.

Adapted from www. career-advice.monster.com


http://career-advice.monster.com/job-search/getting-started/job-application-process-following-up/article.aspx


Appendix 9

Do’s & Don’ts of Résumé WritingKeep the résumé brief, clear and concise. Employers may only take 30 seconds to determine from your résumé whether or not they will give you an interview.

Include a header on each page with your name and contact information. The employer shouldn't have to search for this information in order to contact you.

Put work history and education in chronological order, starting with the most recent.

Be sure there are absolutely no spelling or grammar mistakes. Proofread your résumé. Use the spell-checker on your computer and get someone else to read it.

Try to limit your résumé to two pages. Include only experiences and information that are crucial to the position.

Use strong action verbs and do not use the word 'I'. Verbs like ‘coordinate’ ‘executed’ ‘operated’ ‘designed’ ‘formalized’ ‘accelerated’ ‘enhanced’ ‘refined’ ‘reorganized’ etc.

Tailor the résumé to suit the position you are applying for. If you are applying for a position in accounting, you need not mention in detail your background as a classical pianist. If specific skills are mentioned, you want the employer to know you have them.

Include a section on relevant skills. This may include computer and typing skills, and language proficiency.

Be honest. Don't lie about your past experiences or exaggerate about your involvement.

Do not mention reasons for leaving another position. This looks very unprofessional.

Do not include personal information such as age, weight, social insurance number or religion.

Include references. Make sure your references are aware you are using them so they're prepared to talk about you. Try to find references with credentials -- past employers, teachers and professors as opposed to friends and neighbors.

Where possible, use exact dates. Simply saying that you worked for a company in a certain year is not enough; it could mean that you worked there for the entire year or only a day in that year.

Be formal. Use formal language and avoid contractions (can't, doesn't, it's) and abbreviations. Do not use slang.

Use a standard font and keep it neat and uncluttered. Your Résumé should be easy to read. Choose a font that looks professional and keep it at 10- to 12-point type.

Use your own words. Do not try to sound smarter or older than you are. It is better to use simple and plain language.

Use word processors for formatting. Many word processors have layouts already set up for you; all you need to do is fill in the blanks.

Adapted from www.jobsearchonline.bc.ca


http://www.jobsearchonline.bc.ca/Resume/mistakes.htm


Appendix 10

Interview Tips The following are some tips on what you can do to face the job interview well: Face-to-face Interview:✦ Think of the interview as a conversation, not an interrogation. Be enthusiastic, confident, courteous, and

honest. ✦ Knock and wait for response before you enter the interview room. ✦ Start by greeting the interviewer/s formally with a smile. ✦ Listen to the questions carefully and give clear, short and thoughtful answers. ✦ Look interested and ask relevant questions about the job. ✦ Maintain eye contact with the interviewer/s and appropriate posture at all times. ✦ Do not use slangs like-‘Nah’, ‘Ya’, ‘Huh’ etc. ✦ Use polite phrases. ✦ Keep your mobile phone on silent. ✦ Never say anything negative about your present or previous employers. ✦ In case you do not know the answer just say, “Sorry, I don’t know.” ✦ Ask the interviewer when s/he expects to get back to you with her/his decision. ✦ End the interview with a firm handshake and thank the interviewer/s for their time. Telephonic Interview:✦ The aim of a phone interview is to gain an invitation for a personal interview and to gather more

information for next steps in the process. ✦ Be enthusiastic and greet the interviewer. ✦ Speak in a conversational manner and be sure to speak loud enough to be heard. ✦ Let the interviewer do most of the talking. ✦ When s/he asks you a question, explain your answer. ✦ Use the opportunity to highlight your skills and experience. After the InterviewFace-to-face Interview:✦ Send a short thank-you message via letter, email or sms within 24 to 48 hours of the interview. ✦ If you are not selected for the job, ask the interviewer which area(s) you could improve on in the future. Telephonic Interview:✦ When the interview is over, let her/him know that you are very interested in a personal interview at her/his

place of business.



Appendix 11

Body Language

Our bodies communicate:

Interview time:

Action Pointers

Smile At appropriate times, especially when: 1. you enter the room. 2. you are being introduced.

Eye contact and nod Look at the person speaking to you and nod occasionally to show that you understand.

Handshake Firm and not limp. Shake hands, when offered.

Hands Never in the pocket. Do not make too many hand movements while talking. Do not cross your arms. Put them on the armrest or on your lap, if seated.

Posture Head up. Sit/stand straight.

Action Message

1. Blank facial expression 1. Not interested/bored/do not understand.

2. Touching hair, face, earrings, dupatta 2. Nervousness

3. No smile at all 3. Stressed/dull/disinterested.

4. Smile all the time 4. Nervousness/non-serious.

5. Crossed arms and/or reclining. 5. Defensive.

Situation Polite Phrase

You break into a yawn while talking to someone. Sorry.

You forgot to put it on silent mode and the phone rings during the interview. Sorry.

If you sneeze while speaking/listening. Excuse me/Sorry.

You do not understand the question/statement made by the speaker/interviewer.

Excuse me. Could you please repeat that?

You have just reached the office for an interview and need to visit the washroom.

Excuse me. May I use the washroom?



Do or Don’t:

1. Be at the interview a few minutes early. 2. Don’t look at the speaker/interviewer in the eye. It is rude. 3. Share how bad your current employer is. This will explain why you want to leave your current job. 4. Ask questions, if given a chance. 5. Address interviewer/s as ‘Ma’am/Sir’ 6. Sit on the edge of the chair. 7. Fiddle with your clothes. That will keep you calm. 8. Keep your phone on silent before you enter the room. 9. Shake hands (if offered) and wait to be asked to sit. 10. To get your point across, you may interrupt the interviewer.



Appendix 12

Role PlayChoose one scenario and prepare a role play with your group:

Setting Persons Situation

Dining/kitchen area in office

Manager and Assistant Manager

The Manager leaves the kitchen/dining area unclean after use. Assistant Manager discusses this issue with the Manager.

HDFC Bank Cashier and Customer The customer threatens to complain to the Manager about delays in serving him.

Principal’s office Teacher and ParentThe parent is complaining to the Principal about his/her child’s teacher giving him/her less marks.

Office 2 colleaguesColleague 1 feels that the Colleague 2 has not been completing the work in time and so Colleague 1’s work is suffering.

Airlines Booking Office

Booking Agent and Customer

A difficult customer keeps changing his itinerary and this is causing a lot of confusion for the booking agent.



Appendix 13

Rubric Measuring Success of Facilitator at Work

Measuring Success of Student at Work

Criteria 1 2 3 4

Punctuality

Regularity

Relations with students

Knowledge of subject

Attitude towards center assets

Criteria 1 2 3 4

Punctuality

Regularity

Relations with other students

Class participation

Attitude towards center assets



Appendix 14

Workplace ChallengesChoose one scenario and prepare a role play with your group:

Setting Persons Situation

Restaurant Customer, Waiter and ChefThe Waiter takes too long to serve the cooked dish to the customer and the customer complains of food not being hot.

ICICI Bank Cashier and Manager The Cashier is new at the job and Manager is being impatient with him.

Delhi College Professor and PrincipalThe Professor is being rude to the Principal just because he has been asked to take an extra class.

Pizza Hut 2 colleaguesColleague 1 reports late for duty everyday and, therefore, Colleague 2 has to do longer shifts.

Jet Airways Ground staff and On-flight staff

The on-flight staff has complained about ground staff not doing their duty of weighing the cabin bags. As a result, many passenger have overweight handbags. The Manager has called them to sort out the issue.



Appendix 15

ParablesThe Three Masons

Three stone masons were hard at work when a visitor came along and asked them what they were doing. The first stone mason with sweat beading his brow complained, “I am cutting this stone.” The second stone mason, though less grumpy, responded with a deep sigh, “I’m building a parapet”. The third stone mason replied with a happy face, “I am building a beautiful cathedral that will glorify God for centuries to come.”

Parable of Destiny in a Tossed CoinThe Japanese General Nabunaga decided to attack even though he had only one soldier to the enemy’s ten. He was sure he would win, but his soldiers were full of fear. On the way to battle they stopped at a temple. After praying in the temple Nabunaga came out and said, ‘I shall now toss a coin. If it is heads, we shall win. If tails, we shall lose.” He tossed the coin. It was heads. The soldiers were so charged up for the fight that they defeated the enemy. Next day a soldier said to Nabunaga, ‘No one can change destiny.” “Right”, said Nabunaga showing him a doubled coin that was heads on both sides.

The Parable of Evil and Good inside us.One evening an old man told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two "wolves" inside us all. One is Evil. It is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority and ego. The other is Good. It is joy, peace, love, hope, humility, kindness, generosity, truth, compassion and faith." The grandson thought about it for a minute and then asked his grandfather: "Which wolf wins?" The old man simply replied, "The one you feed."



Appendix 16

The Black BeltA young martial artist kneeling before the Master in a ceremony to receive a hard-earned black belt. After years of relentless training, the student had finally reached a pinnacle and achieved success.

"Before granting the belt, you must pass one more test," says the Master. "I am ready," responds the student, expecting perhaps one final fight."What is the true meaning of the black belt?""The end of my journey," says the student. "A well-deserved reward for all my hard work." The Master waits for more. Clearly, he is not satisfied. Finally, the Master speaks."You are not yet ready for the black belt. Return in one year."

A year later, the student kneels again in front of the Master."What is the true meaning of the black belt?" asks the Master."A sign of highest achievement in our art," says the student.The Master says nothing. Clearly, he is not satisfied. Finally, he speaks."You are not ready for the black belt. Return in one year."

A year later, the student kneels once again in front of the Master. And again the Master asks: "What is the true meaning of the black belt?" "The black belt represents the beginning - the start of a never-ending journey of discipline, work, and the pursuit of an ever-higher standard," says the student."Yes. You are now ready to receive the black belt and begin your work."


subject: english level: 3 about this resourceaamf.org/flevel3.pdf · subject: english level: 3...

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