RETHINKING THE PURPOSE OF HOMEWORK

In education in India, homework has long been viewed as a staple, a marker of a student's engagement with academic material. Yet, the question arises: is homework serving its intended purpose, or has it become a mere ritual devoid of creative essence?

In many schools, homework is handed out routinely, often forgetting its true purpose – a tool for revisiting learned content, challenging students with new levels of difficulty, and fostering independent learning. Unfortunately, the noble intentions behind homework often get lost in the demanding schedules of public schools or the myriad professional obligations of teachers in private international institutions.

A critical shift in perspective is needed. Teachers, equipped with the knowledge of educational psychology and various intelligences, should approach homework as an opportunity to enhance a student's self-learning ability. The prevailing trend of assigning project work or assessments, while well-intentioned, often needs to achieve meaningful learning objectives.

Consider the traditional scenario where a mathematics teacher assigns routine exercises from a textbook or a social studies teacher prescribes chapter readings and accompanying questions. The repetitive nature of such assignments raises concerns about their effectiveness in engaging students. A survey of students' attitudes towards homework would likely reveal a lack of genuine interest.

The disconnect between the intent and execution of homework is palpable. Teachers, despite their training in educational psychology and integrated teaching methods, often succumb to conventional approaches. A crucial aspect missing in this equation is the teacher's role as a researcher – delving into what students truly need and why.

Taking a cue from the contemporary education framework known as Continuous and Comprehensive Evaluation (CCE), which emphasizes project work, it is essential to ensure that the learning objectives remain central. Unfortunately, students sometimes prioritize the aesthetics of their projects over the substance, missing the crucial opportunity for self-driven learning.

In an attempt to infuse creativity into the learning process, a teacher's role becomes pivotal. For instance, a mathematics teacher can replace monotonous exercises with more creative assignments, tailoring them to different learning levels within the class. Similarly, a history teacher, leveraging the digital age, can transform mundane homework into an engaging exploration of topics through multimedia resources.

Recognizing that today's students are immersed in technology, a paradigm shift towards integrating internet resources and technology into education is imperative. Instead of resisting this shift, teachers should embrace it, making learning more interactive, dynamic, and reflective of the students' digital reality.

A case in point is a creative approach employed by a teacher teaching the concept of perimeter and area of a circle. The teacher designed assignments tailored to different proficiency levels, encouraging practical application for weaker students and abstract problem-solving for brighter ones. Such personalized approaches not only make homework more engaging but also cater to diverse learning styles.

Furthermore, projects like writing a book review can be transformed by offering students choices and providing them with examples of exemplary work. This not only fosters creativity but also ensures that students comprehend the expected standards of their assignments.

In essence, it is high time for a paradigm shift in education. Teachers must evolve into facilitators of meaningful, creative learning experiences. The traditional model of education may have served its purpose in the past, but the demands of the present generation call for an educational revolution that aligns with the digital age. It is time to stand up for what we believe in – a child-centred, creative, and technology-infused approach to teaching and learning.

Author: Amit Kharat

World Heritage

 World Heritage

 

About the lesson:

‘World Heritage’ tells us the following things:

·       What world heritage means

·       Who decides what to be declared as world heritage

·       The process of declaring something as a world heritage

·       World heritage sites and their types all over the world

·       World heritage sites in danger and precautionary measures by UNESCO

 

Question – Answer:

1)    What significant aspects should a world heritage site have?

A world heritage site should have significant cultural or natural importance to humanity. They should be significant culturally and naturally.

 

2)    What do world heritage sites include?

A world heritage site includes forests, lakes, monuments, buildings and cities.

 

3)    Why did UNESCO launch and international campaign in 1959?

In 1954, Egypt started building Aswan High Dam on the Nile River to solve their problem of water. However, the construction of dam would have brought floods in the valley containing Abu Simbel Temples and scores of ancient artifacts. So, to protect the temples and ancient artifacts, UNESCO launched an international campaign in 1959.

 

4)    Why did a White House Conference in the United States call for a ‘World Heritage Trust’?

In 1965, a White House Conference in the United States called for a ‘World Heritage Trust’ to protect historic, cultural sites but also to protect the world’s significant natural and scenic sites.

 

5)    What does the World Heritage Committee consist of?

The World Heritage Committee consists of representatives from 21 State Parties that are elected from six year terms by the World Heritage Centre’s General Assembly.

6)    What is the World Heritage Committee responsible for?

The World Heritage Committee is responsible for identifying and nominating new sites within their territory to be considered for the inclusion on the World Heritage list.

 

7)    When was the convention concerning the protection of World Culture and Natural Heritage adopted and by whom?

The convention concerning the protection of World Culture and Natural Heritage was adopted by UNESCO’s General Conference on November 16, 1972.

 

8)    What is the Peru’s Machu Picchu example of?

Peru’s Machu Picchu is an example of natural and cultural World Heritage site. It is a mixed World Heritage site.

 

READING COMPREHENSION EXERCISE

 

Task 1:

Read the following passage and answer the questions given below it:

Like many natural and historic cultural sites around the world, many World Heritage Sites are in danger of being destroyed or lost due to war, poaching, natural disasters like earthquakes, uncontrolled urbanization, heavy tourist traffic and environmental factors like air pollution and acid rain. World Heritage Sites that are in danger are inscribed on a separate List of World Heritage Sites in Danger which allows the World Heritage Committee to allocate resources from the World Heritage Fund to that site. In addition, different plans are put into place to protect and/or restore the site. If however, a site loses the characteristics which allowed for it to be originally included on the World Heritage List, the World Heritage Committee can choose to delete the site from the list.

 

1)    What are the possible reasons for the dangers posed to the world heritage sites?

2)    How does a world heritage site lose its world heritage site status?

3)    How does a World Heritage Committee aid to preserve the old heritage sites that are in dangers of being destroyed?

4)    Find at least four words from the passage which are related to Geography subject.

5)    Find the words from the passage which mean:

a)    Assign

b)    Features

c)     To remove

d)    Unchecked or untamed

6)    Do as directed:

a)    In addition, different plans are put into place to protect and/or restore the site. (Add a question tag.)

b)    The World Heritage Committee can delete the site from the World Heritage List. (Rewrite the sentence by beginning it with ‘The site from the World Heritage list ….)

c)     What can be done by the Government of India to preserve the ancient heritage sites in our country? What can you personally do to create awareness regarding the ‘World Heritage Sites’?

7)    Write a summary of the above-mentioned paragraph in not more than 40 words.

 

 

NOTES ON O. HENRY'S 'THE GIFT OF MAGI'

About the author: O. Henry

O. Henry, the pen name of American author William Sydney Porter, was renowned for his clever and humorous short stories. Born in 1862, O. Henry's works are celebrated for their wit, unexpected plot twists, and keen observations of human nature. Some of his best-known short stories include "The Gift of the Magi," a touching tale of selfless love during Christmas; "The Ransom of Red Chief," a humorous story about a kidnapping gone awry; and "The Last Leaf," a poignant narrative exploring themes of hope and sacrifice.

About the story: The Gift of Magi

"The Gift of the Magi" is a short story by O. Henry that revolves around a young couple, Jim and Della Dillingham Young, who are living in modest circumstances. The story is set during Christmas, and both Jim and Della want to give each other meaningful Christmas gifts despite their financial struggles.

Della has beautiful long hair, which she treasures dearly. In order to buy a platinum fob chain for Jim's antique gold watch, she decides to sell her hair. Simultaneously, Jim decides to sell his watch to buy jewelled tortoiseshell combs for Della's precious hair.

On Christmas day, they exchange their gifts, only to discover the sacrifices each has made for the other. Della's hair is gone, and Jim's watch is no longer useful. The story concludes with the narrator likening Jim and Della to the magi, or wise men, who brought gifts to the infant Jesus. The story emphasizes the theme of selfless love and the true spirit of gift-giving, even in the face of personal sacrifice.

 

The Significance of the title ‘The Gift of Magi’

The title "The Gift of the Magi" is significant because it draws an allusion to the magi, or wise men, who, according to the Christian Bible, travelled to bring gifts to the infant Jesus. In the story, O. Henry uses this allusion to highlight the selfless and sacrificial nature of the gifts exchanged by the main characters, Jim and Della Dillingham Young.

The magi in the biblical story brought valuable gifts to honour and celebrate the birth of Jesus. Similarly, Jim and Della sacrifice their most prized possessions (Jim's watch and Della's hair) to give meaningful gifts to each other for Christmas. The title underscores the theme of selfless giving, love, and sacrifice, suggesting that their actions, like those of the magi, are noble and filled with a deeper meaning beyond material value.

By referencing the magi, O. Henry adds a layer of symbolism to the story, inviting readers to consider the spiritual and altruistic aspects of gift-giving, even in the face of personal sacrifice.

 

Themes of ‘The Gift of Magi’:

"The Gift of the Magi" explores several themes that resonate with readers:

·       Sacrifice and Love: The central theme of the story is the sacrificial nature of love. Both Jim and Della are willing to sacrifice their most treasured possessions to buy gifts for each other, showcasing the depth of their love and commitment.

·       The True Spirit of Gift-Giving: The story emphasizes the true spirit of gift-giving, where the thought and sacrifice behind the gift matter more than the material value. Despite the irony of their gifts becoming impractical, the intention and love behind the gestures are what make them meaningful.

·       Irony: O. Henry employs irony throughout the story. The irony lies in the fact that the characters' sacrifices for each other result in gifts that are no longer useful. This adds a bittersweet quality to the narrative.

·       Materialism and Perspective: The story comments on the superficiality of material possessions and encourages readers to consider the deeper, emotional aspects of relationships. It challenges the notion that the value of a gift is solely determined by its material worth.

·       Wisdom and Generosity: The reference to the magi brings in themes of wisdom and generosity. Like the wise men who brought gifts to honour the birth of Jesus, Jim and Della's sacrifices are portrayed as wise and generous acts that transcend material concerns.

·       Financial Struggles: The story also touches on the theme of financial struggles. Jim and Della's modest means highlight the challenges faced by many individuals, and their willingness to give despite limited resources adds poignancy to the narrative.

 

Character Sketch of Della:

Della, the central character in "The Gift of the Magi," is portrayed as a young woman whose love and devotion surpass material possessions. Despite facing financial challenges, Della's character shines through her selflessness and willingness to make personal sacrifices for the happiness of her husband, Jim. Her beautiful long hair, a source of pride for her, becomes how she secures a gift for Jim. Della's actions showcase her deep love, commitment, and understanding that the true value of a gift lies in the sentiment behind it. Her character embodies the themes of sacrifice, love, and the genuine spirit of gift-giving, making her a poignant and memorable figure in O. Henry's classic tale.

 

Character sketch of Jim:

Jim, in "The Gift of the Magi," is portrayed as a caring and devoted husband whose actions are motivated by love and a desire to bring joy to his wife, Della. His character is defined by his sacrifices and commitment to their relationship. Jim's antique gold watch, a family heirloom, holds sentimental value for him, yet he decides to part with it to buy combs for Della's prized hair. Despite the irony that both of their gifts become impractical, Jim's character underscores the theme of selfless love and the importance of the thought behind a gift. His resilience and determination in the face of financial challenges highlight his commitment to making Della happy. Jim emerges as a character embodying the timeless qualities of sacrifice, love, and the true spirit of gift-giving.

 

 

Caged Bird – Maya Angelo (Notes for IGCSE, IB, CBSE)

 About Maya Angelou:

Maya Angelou, first, an American activist who continued her fight against racism, who fought for civil rights and social justice alongside Malcolm X and Dr. Martin Luther King Jr (both were the activists) was a writer, a poet, and a memoirist (a person who writes about his/her own life and life’s inspiring events). Her writing was an instrument to raise awareness of social justice and racial inequality. Her traumatic childhood, her struggles in adolescence and the victory over them is seen in her writings. Mostly, the themes of her writing were resilience, identity and Afro-American experience. She is best known for her autobiographical work, ‘I Know Why the Caged Bird Sings.’

 

About the poem: Caged Bird

Maya Angelou’s ‘Caged Bird’, as the name suggests, is about the contrast between freedom and confinement (bonded, caged). Maya Angelou belonged to the time when the United States was going through issues such as extreme racial discrimination faced by Afro-Americans. They were not given the same treatment in society the way white Americans were given. In this way, they were living the life of a bird inside the cage. The poem also tells the readers about the desire for freedom and the hope that one day the caged bird too would be free.

 

Meaning of the poem:

Stanza 1:

When a bird is free, it can fly anywhere it wants because that is what freedom is all about. It can fly across the sky, so high that it would feel like it is dipping its wing in the ocean of the orange sky. For a free bird, the sky belongs to her. Similarly, for a person who is not bounded by social injustice, the sky is the limit. Such a person can do whatever he wants and can actually live his life.

Stanza 2:

Contrasting to the bird that flies, the bird who is kept inside the cage, for such a bird, the small cage is its world. It can through the bars of the cage. It has the wings but it cannot fly. Such wings are of no use to the bird. They are almost like the clipped  wings (though actually they are not clipped). The bird in the cage has wings, has feet, but unfortunately, they are not used for what they should be used. That is why they are seen as clipped wings and tied feet. As this caged bird cannot fly through the sky, this bird sings from inside the cage.

Stanza 3:

When the other free birds sing, they sing melodious; as if there is happiness and joy in their voice. However, when the caged bird sings, there is a weird shake of fear in their songs. The song has tone of ‘unknown fear’ to it. But the bird still sings. The bird’s song is heard across the hill. This bird is singing the song of freedom; it is expressing the need to be free from the cage; the need to be happy and joyful; the need to be alive, because being in cage is as equal to being dead.

Stanza 4:

When we look at the free bird, it is living its life to the fullest. It keeps on changing breeze for taking flights. It listens to the sounds of the wind that passes through the tree leaves. It looks for the fat worms to eat; the worms that are scrawling slowly on the lawn. Such a free bird, always thinks that the sky belongs to it.

Stanza 5:

The bird inside the cage is scared. For him, the cage is a grave of dreams; a grave where all its dreams of ‘flying free’ are dead and buried. For caged bird, its own shadow is scarier that the nightmares. Because there is no hope for the caged bird to be free. So, in order to express itself, its misery, the bird sings.

Stanza 6:

When the other free birds sing, they sing melodious; as if there is happiness and joy in their voice. However, when the caged bird sings, there is a weird shake of fear in their songs. The song has tone of ‘unknown fear’ to it. But the bird still sings. The bird’s song is heard across the hill. This bird is singing the song of freedom; it is expressing the need to be free from the cage; the need to be happy and joyful; the need to be alive, because being in cage is as equal to being dead.

 

Analysis of ‘Caged Bird’:

“When a lion will know how to read and write, every story will stop glorifying hunters.” This African proverb tells us the importance of being educated and being expressive. For those, whose real voices cannot be heard, their voices are forever imprints through their literature. That is the power of pen.

Maya Angelou presents the Afro-American community (the Black community) of the contemporary time as ‘the caged bird’. The bird has not been caged on its own, but by the people who are in power. The people who are in power dominates and supress the lives of black people. Such racial discrimination leads to inhuman treatment to the supressed people.

The Black community was also presented as the ‘uncivilized’, ‘uneducated’ and ‘not suitable to be the part of the mainstream world’ by the white people. However, it was one of the tactics used by the white people to keep the black community a mental slave. ‘Caged Bird’ is lesser caged by the steel bars, but it is caged more by its mentality that it cannot be free ever.

The caged bird is used as a metaphor to represent the lives of the black community. The black people, just like any other human on the earth, too have the power to excel, power to prove themselves, power to be good in each and every field. What they all need is freedom; especially social freedom. Once they are free, they too would enjoy what life is, for them too, the sky would be a limit.

When a person feels supressed, when he feels that he too deserves a better life, he sings the songs of hope and freedom. Similar way, Maya Angelou’s ‘Caged Bird’ sings the songs of freedom; the songs that it wants the others to listen to.

In this poem, the ‘caged bird’ symbolizes the ‘black community’ that is enslaved, and the ‘free bird’ symbolizes the other human beings that enjoy freedom. The entire poem is a strong metaphor for the contrasting lives of black community in the United States and the white people.

 

Themes of ‘Caged Bird’:

1. Oppression and Freedom: The poem draws a sharp contrast between a caged bird and a free bird. The caged bird represents those who are oppressed and restricted, particularly African Americans during times of racial segregation and discrimination. The bird in the cage symbolizes a life filled with limitations and suffering.

2. Inequality and Racial Discrimination: The poem addresses the injustices faced by African Americans, as they were denied their basic civil rights and freedoms due to racial discrimination. The caged bird's singing "with a fearful trill" reflects the fear and apprehension that accompanied the struggle for freedom.

3. Desire for Freedom: The caged bird longs for the freedom that the free bird enjoys. It yearns for the opportunity to "claim the sky" and to experience life without constraints. This longing for freedom is a central theme of the poem.

4. Resilience and Hope: Despite its confinement, the caged bird sings to express its longing and hope for a better future. The song represents the resilience of the human spirit in the face of adversity. The bird's song is a testament to the enduring desire for freedom and equality.

5. Universal Themes: While the poem is grounded in the specific context of racial inequality in the United States, its themes are universal. It speaks to anyone who has experienced oppression, discrimination, or the desire for personal or collective freedom.

In essence, "Caged Bird" is a powerful and evocative poem that uses the caged bird as a symbol to address themes of inequality, freedom, and the human spirit's resilience. Maya Angelou's work has resonated with people from all walks of life, as it speaks to the universal desire for equality and the longing for personal liberation.

 

READING COMPREHENSION FREE WORKSHEET

 Dear Parents and Students, 

Kindly find the READING COMPREHENSION FREE WORKSHEET for English for IGCSE, GCSE, IB, ICSE, CBSE and other boards. This worksheet will be useful to practice reading comprehension. 

DOWNLOAD READING COMPREHENSION WORKSHEET

PRIVACY POLICY

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PRACTICE WORKSHEET: TENSES - PRESENT TENSE

Practice Worksheet

Task 1: Complete the following table by filling blanks up:

Tense	Sentence
Simple Present Tense	1)     The sun ……………… (shine) brighter than the stars. 2)     The teacher and the housekeeping staff ………………. (take) care of students in school. 3)     Rohit Sen ………….. (to be) a doctor by profession. 4)     Anisha ………….. (to have) a kitten. 5)     The empty bottle …………………. (keep) on the table. 6)     Sheena and Reena ……………….. (to be) best friends.
Present Continuous Tense	1)     I ………………… (go) to Mumbai the next week. 2)     Indian cricket team …………………… (play) in the World Cup 2023. 3)     Snehal and Meena ……………… (prepare) food for the guests. 4)     The house ……………………. (clean) by the housekeeping staff. 5)     A poem and a lesson ……………………… (teach) by our English teacher. 6)     St. Sebastian Church ………………… (conduct) a religious seminar this Sunday.
Present Perfect Tense	1)     A carpenter ……………… (repair) our old sofa this morning. 2)     The announcement of a new scheme ……………… (do) by the Prime Minister of India. 3)     Mrunalini …………….. (deposit) the money in the bank account. 4)     Upon arrival of the guest, special food …………….. (prepare) by mother. 5)     Manish Singhal ………………….. (swim) across the English Channel. 6)     Ravish Kumar …………………….. (report) various incidences with keeping any political bias since many years.
Present Perfect Continuous Tense	1)     The Government ……………….. (make) plans to eradicate poverty since many years. 2)     Scientists ……………………… (study) about the genetic mutation of the Corona virus since 2019. 3)     It is believed that no management of the use of non-degradable plastic ……………………. (create) a lot of environmental hazards. 4)     It has been a month since the results were declared, and the students …………………… (work) hard to prove themselves. 5)     The mobile phone use ………………… (damage) the nervous system). 6)     Amish’s new laptop ………………………. (find) with many issues and malware.

 

Hints:

·        To be forms in Present Tense: am / is / are

·        To have forms in Present Tense: have / has

·        In Simple Present Tense, we always use the basic form of the verb or the verb with ‘s’ or ‘ies’ form.

·        ‘To be’ form of verb and verb with ‘-ing’ form is used in Continuous tense.

·        ‘To have’ form of a verb and past participle of the action verb is used in Perfect Tense. 

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