Internship Report

2015-17
B.Ed
Chhaya Public School
Name:- Deeksha Maheshwari
Class:-B.Ed 2nd yr.
Semester:- 3rd
Registeration no. :-RA1531311030008
Submitted to :-
Dr. (prof. ) Nishi Aggrawal , (H.O.D. Deptt. of
education , S.R.M. University Delhi n.c.r. campus
Modinagar)
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This is to certify that Deeksha Maheshwari has take
training for her B.Ed internship programme at
Chhaya Public School , Raj chopla from 12th sept . To
20th dec. ‘16 . During her training she was found to be
enthusiastic, punctual & sincere in her work . She has
shown much interest in conducting co – curricular
activities , evaluation & information gathering .

Mrs. Sangeeta Agarwal

(Principal)

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The completion of this under taking could not have been possible
without the participation & assistance of so many people
whose names may not have been enumerated .
However, I would like to thank Dr, ( prof.) Nishi Aggrawal ,
H.OD. Dept. of education & also to all the staff members of
C.P.S. Modinagar .
I express my sincere gratitude towards friends, family & others
who have been support of all times .
Above all I would like to thank almighty , the author of
knowledge & wisdom .
Deeksha maheshwari
RA1531311030008
B.Ed sem 3rd

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 An internship is a period of work experience
offered by an employer to give students and
graduates exposure to the working
environment, often within a specific industry,
which relates to their field of study.
 An internship can give you a real insight into
the world of work, allowing you to build on
the theory you learned at university and
helping you to gain practical skills that will
help strengthen your skills .

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 General Information :-
• Name of the school : Chhaya Public School
• Address : Delhi - Meerut road , Modinagar
• Location :Urban
• Timings : 7:30 – 1:30 ( summers) & 8:30 – 2:30
(winters)
• Classes : nursery – 12th
• Medium of instruction : Hindi & English
• Type of school :- co – education
• Name of principal : Mrs. Lakshmi Ghildiyal
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 The school has 50 teaching staff & 20 as non –
teaching staff members together all these members
work effectively & effeciently so that the institution
on a whole is able to achieve its group goals .

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 Playground :-

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 Library :-

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 Introduction :- Co-curricular activities are an extension
of the formal learning experiences in a course or
academic program, while extracurricular activities may
be offered or coordinated by a school, but may not be
explicitly connected to academic learning. This
distinction is extremely fuzzy in practice, however, and
the terms are often used interchangeably. Athletics, for
example, are typically considered to be extracurricular
activities, while a science fair would more likely be
considered a co-curricular activity, given that students
are learning science, participation may be required by
the school, students may be graded on their entries, or
a science teacher may coordinate the fair

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 Continuous and comprehensive evaluation is a
process of assessment, mandated by the Right to
Education Act, of India. This approach to assessment
has been introduced by state governments in India, as
well as by the Central Board of Secondary
Education in India, for students of sixth to tenth grades
and twelfth in some schools. The Karnataka
government has introduced CCE for grades 1 through
9 later it was also introduced for 12th grades students.
The main aim of CCE is to evaluate every aspect of the
child during their presence at the school. This is
believed to help reduce the pressure on the child
during/before examinations as the student will have to
sit for multiple tests throughout the year, of which no
test or the syllabus covered will be repeated at the end
of the year, whatsoever. The CCE method is claimed to
bring enormous changes from the traditional chalk and
talk method of teaching, provided it is implemented
accurately.
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 As a part of this new system, student's marks will be
replaced by grades which will be evaluated through
a series of curricular and extra-curricular evaluations
along with academics. The aim is to decrease the
workload on the student by means of continuous
evaluation by taking number of small tests
throughout the year in place of single test at the end
of the academic program. Only Grades are awarded
to students based on work experience skills,
dexterity, innovation, steadiness, teamwork, public
speaking, behavior, etc. to evaluate and present an
overall measure of the student's ability. This helps
the students who are not good in academics to show
their talent in other fields such as arts, humanities,
sports, music, athletics, and also helps to motivate
the students who have a thirst of knowledge.
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 There are two different types of tests. Namely,
the formative and the summative. Formative tests
will comprise the student's work at class and
home, the student's performance in oral tests
and quizzes and the quality of the projects or
assignments submitted by the child. Formative
tests will be conducted four times in an
academic session, and they will carry a 40%
weightage for the aggregate. In some schools,
an additional written test is conducted instead
of multiple oral tests. However, at least one
oral test is conducted.

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 The summative assessment is a three-hour long
written test conducted twice a year. The first
summative or Summative Assessment 1 (SA-1) will
be conducted after the first two formatives are
completed. The second (SA-2) will be conducted
after the next two formatives. Each summative
will carry a 30% weightage and both together
will carry a 60% weightage for the aggregate. The
summative assessment will be conducted by the
schools itself. However, the question papers will
be partially prepared by the CBSE and evaluation
of the answer sheets is also strictly monitored by
the CBSE. Once completed, the syllabus of one
summative will not be repeated in the next. A
student will have to concentrate on totally new
topics for the next summative.
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 At the end of the year, the CBSE processes the
result by adding the formative score to the
summative score, i.e. 40% + 60% = 100%.
Depending upon the percentage obtained, the
board will deduce the CGPA (Cumulative Grade
Point Average) and thereby deduce the grade
obtained. In addition to the summative assessment,
the board will offer an optional online aptitude test
that may also be used as a tool along with the
grades obtained in the CCE to help students to
decide the choice of subjects in further studies. The
board has also instructed the schools to prepare the
report card and it will be duly signed by the
principal, the student.
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 Deductive Method - What does the student know
and how can he use it to explain a situation.
 Co-relation with a real-life situation - Whether the
situation given matches any real-life situation,
like tsunamis, floods, tropical cyclones, etc.
 Usage of Information Technology - Can the problem
be solved with the use of IT? If yes, how?
 In addition to that, various assignments can be
given such as projects, models and charts, group
work, worksheet, survey, seminar, etc. The
teacher will also play a major role. For example,
they give remedial help, maintain a term-wise
record and checklists, etc.

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 The outcome of the CCE system at the initial level varies.
Though most of the schools implemented it quickly,
teachers and students who were accustomed to the older
system of evaluation and examination faced difficulties
coping with the changes. The main aim of CCE is to reduce
pressure on students who are unable to effectively
participate in the educational system and leave it dejected
and with low self-confidence. However the system has also
been criticized for focusing more on projects and activities
than actual learning. Critics also state that students'
workload has not actually gone down because even though
exams have been reduced, stressed students wrestle with
projects and oral tests all the year round. Students are
required to participate in activities even if the syllabus is
not covered. Despite these criticisms, the outcomes of this
system were projected to be better that the rote learning of
the previous system, which placed an undue emphasis on
memory and facts instead of understanding and creating a
learning environment.
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 All schools are affected by CCE, but for the
10th grade it is entirely up to the students
whether they want to follow the annual or CCE
pattern. However, only a small numbers of
schools provide this choice to their students .

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 Class :- 10th
 Topic :- Sectors of the Indian Economy
 Teaching Methodology :-
o Introduction
Different people in the economy are engaged in various types
of activities which may be producing goods or it may also
be the production of services.
Another ways of doing the same is by grouping similar
activities in a particular head ( also called sectors ) .
Historically, India has classified and tracked its economy
and GDP as three sectors — agriculture, industry and
services. Agriculture includes crops, horticulture, milk and
animal husbandry, aquaculture, fishing, sericulture,
aviculture, forestry and related activities. Industry
includes various manufacturing sub-sectors. India's
definition of services sector includes its construction,
retail, software, IT, communications, hospitality,
infrastructure operations, education, health care, banking
and insurance, and many other economic activities.
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 Overview: The primary sector of Indian economy
depends directly on natural resources to execute the
various processes and manufacture the goods and
services needed to keep the whole operation going.
 India ranks second worldwide in farm output.
Agriculture and allied sectors like forestry, logging
and fishing accounted for 17% of the GDP and
employed 49% of the total workforce in 2014.
 The states of Uttar
Pradesh, Punjab, Haryana, Madhya Pradesh, Andhra
Pradesh, Telangana , Bihar, West
Bengal, Gujarat and Maharashtra are key
contributors to Indian agriculture.

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Primary sector at a
glance ….

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 There are about 600 cashew processing units
in Kollam, Kerala. India's foodgrains production
remained stagnant at approximately 252 million
tonnes (MT) during both the 2015-16 and 2014-15
crop years (July- June) India exports several
agriculture products, such as Basmati rice, wheat,
cereals, spices, fresh fruits, dry fruits, buffalo beef
meat, cotton, tea, coffee and other cash crops
particularly to the Middle East, Southeast and
East Asian countries. It earns about 10 percent of
its export earnings from this trade.

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 Problems Faced: Experts opine that under employment
and disguised unemployment are the major problems
being experienced by the primary sector. In the first case
the workers are not working to the best of their abilities
and in the second case workers are there but they are not
able to fulfill their true potential. The production process
carries on even if people are relieved of their duties
 Solutions: Experts feel that in this scenario the
government, both the national and the states, can increase
the funds being spent for improvement of irrigation
facilities and also provide loans for purchasing high
quality fertilizers and seeds. The storage and transport
facilities can also be bettered – the local banks can also play
a critical role in this regard by providing loans with more
convenient rates. The governments also need to determine
and then foster services and industries in the semi urban
and rural areas. This can increase employment. Greater
health and educational benefits can also be made available
so as to generate more jobs. Promotion of heritage tourism
is another way to help this sector.
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 Overview: In the secondary sector of the national
economy, natural ingredients are used to create
products and services that are consequently used
for consumption. This sector can be regarded as
one that adds value to the products and services
on offer .
 Industry accounts for 26% of GDP and employs
22% of the total workforce
 The Indian industrial sector underwent significant
changes as a result of the economic liberalization
in India economic reforms of 1991, which removed
import restrictions, brought in foreign competition,
led to the privatization of certain government
owned public sector industries, liberalized the
Foreign direct investment (FDI) regime improved
infrastructure and led to an expansion in the
production of fast-moving consumer goods
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Secondary
sector…

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 Employment generation: The various industries in
India employ almost 14 percent of the aggregate
workforce in the country.
 Economic contribution: The secondary sector of
Indian economy contributes almost 28 percent of
the GDP.
 Global standing: India occupies the 12th spot in the
world when it comes to nominal factory production
in real terms.

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 Overview: Indian economy’s tertiary sector is also
referred to as service sector that plays an
important role in development of the other two
sectors. Like the secondary sector it also provides
value addition for a product.
 Global standing: With regards to output in the
services sector, India occupies the 13th spot in the
world.
 Employment generation: It employs
approximately 23 percent of the Indian workforce
 Yearly growth rate: The tertiary economic sector
of India has a yearly growth rate of almost 7.5
percent.
 Economic contribution: This sector accounts for
almost 55 percent of India’s GDP
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Tertiary sector of the economy …….

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 India's services sector has the largest share in the
GDP, accounting for 57% in 2012, up from 15% in
1950.
 It is the 7th largest in the world by nominal GDP,
and third largest when purchasing power is taken
into account. The services sector provides
employment to 27% of the work force. Information
technology and business process outsourcing are
among the fastest-growing sectors, having a
cumulative growth rate of revenue 33.6% between
1997 and 1998 and 2002–03 and contributing to
25% of the c ountry's total exports in 2007–08 .

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 Class :- 10th
 Topic :- Money & credit
 Teaching Methodology :-
o Introduction
Money is any item or verifiable record that is generally accepted
as payment for goods and services and repayment of debts in a
particular country or socio-economic context .
Money is historically an emergent market phenomenon establishing
a commodity money, but nearly all contemporary money systems are
based on Fiat money, like any check or note of debt, is without use
value as a physical commodity. It derives its value by being declared
by a government to be legal tender that is, it must be accepted as a
form of payment within the boundaries of the country, for "all debts,
public and private". Such laws in practice cause fiat money to acquire
the value of any of the goods and services that it may be traded for
within the nation that issues it.
The money supply of a country consists of currency (banknotes and
coins) and, depending on the particular definition used, one or more
types of bank money (the balances held in checking accounts, savings
accounts, and other types of bank accounts). Bank money, which
consists only of records (mostly computerized in modern banking),
forms by far the largest part of broad money in developed countries

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 The Barter system is an old method of exchange.
Th is system has been used for centuries and long
before money was invented. People exchanged
services and goods for other services and goods in
return. Today, bartering has made a comeback
using techniques that are more sophisticated to aid
in trading; for instance, the Internet. In ancient
times, this system involved people in the same
area, however today bartering is global. The value
of bartering items can be negotiated with the other
party. Bartering doesn't involve money which is
one of the advantages. You can buy items by
exchanging an item you have but no longer want
or need. Generally, trading in this manner is done
through Online auctions and swap markets.

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Demand draft :- A demand draft is a negotiable
instrument similar to a bill of exchange. A bank issues a
demand draft to a client (drawer), directing another bank
(drawee) or one of its own branches to pay a certain sum to
the specified party (payee)

Cheque :- It is a document that orders a bank to pay a specific

amount of money from a person's account to the person in
whose name the cheque has been issued. The person
writing the cheque, the drawer, has a transaction banking
account (often called a current, cheque, chequing or
checking account) where their money is held. The drawer
writes the various details including the monetary amount,
date, and a payee on the cheque, and signs it, ordering their
bank, known as the drawee, to pay that person or company
the amount of money stated.

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 Loans activities of banks :-
1. Accepting Deposits
2. Agency Functions
3. Granting of Loans and Advances
4. General Utility Functions

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 Collateral is a property or other asset that a
borrower offers as a way for a lender to secure
the loan. If the borrower stops making the
promised loan payments, the lender can seize
the collateral to recoup its losses. Since collateral
offers some security to the lender should the
borrower fail to pay back the loan, loans that are
secured by collateral typically have lower
interest rates than unsecured loans. A lender's
claim to a borrower's collateral is called a lien.

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 Formal credit & Informal credit :-
Banks and cooperative societies constitute the formal sector of
credit. Landlords, moneylenders, traders, relatives, friends and
other sources of credit constitute the informal sector of credit.
The formal sector provides only marginally more credit than
the informal sector currently. The credit activities of the formal
sector are supervised by the Reserve Bank of India. The RBI
gives credit to all at low interest rates.
In the informal sector there is no supervisory body. The credit
activities of this sector are only driven by profit with much
higher interest rate. A high rate of interest means that a
borrower spends more money to repay the loan and is left with
less money for himself. This also leads to a debt trap.
The rich at present have more access to cheaper credit from the
formal sector, while the poor still have to depend on loans at
higher rates of interest from the informal sector. Cheaper credit
is essential for development in a country. The formal sector
offers more affordable credit and so it must increase its lending
to more and more people, especially in the rural areas.

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 Terms of Credit :- The terms which indicate
when payment is due for sales made on account
(or credit). For example, the credit terms might
be 2/10, net 30. This means the amount is due in
30 days; however, if the amount is paid in 10
days a discount of 2% will be permitted. Other
terms might be net 10 days, due upon receipt, net
60 days.

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 A strong financial system is central to the objective of
strengthening the real economy of a country and for its healthy
and orderly growth. A financial system is a complex, well-
integrated set of sub-systems of Financial Institutions, Markets,
Instruments, and Services which facilities the transfer and
allocation of funds, efficiently and effectively. Financial Institutions
are intermediaries that mobilize savings and facilitate the
allocation of funds from surplus units to deficit unit in an efficient
manner. Good financial institutions are vital to the functioning of
an economy. The financial systems of most of the developing
countries are characterized by coexistence and cooperation
between the formal and informal financial sectors. The Indian
financial system can also be broadly classified into the formal
(organized) financial system and the informal (unorganized)
financial system. In India, the financial sector comprises of banking
and non-banking financial institutions. There is no hard and fast
rule to distinguish between banking and nonbanking institutions.
The banking system is at the heart of the financial system. The
Indian financial system comprises a large number of commercial
and cooperative banks specialized developmental banks for
industry, agriculture, 288 external trade and housing, social
security institutions, collective investment institutions, etc.

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 Class :- 10th
 Topic :- Consumer rights
 Teaching Methodology :-
• Introduction
In regulatory jurisdictions that provide for this (a list
including most or all developed countries with free
market economies) consumer protection is a group of
laws and organizations designed to ensure
the rights of consumers, as well as fair trade,
competition, and accurate information in
the marketplace. The laws are designed to prevent the
businesses that engage in fraud or specified unfair
practices from gaining an advantage over competitors.
They may also provide additional protection for those
most vulnerable in society. Consumer protection laws
are a form of government regulation that aim to protect
the rights of consumers. For example, a government may
require businesses to disclose detailed information about
products—particularly in areas where safety or public
health is an issue, such as food.
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 In India The Consumer protection act, 1986 is governing consumer
protection. Under this law, Separate Consumer Dispute Redress Forums
have been set up throughout India in each and every district in which a
consumer [complaint can be filed by both the consumer of a goods as well as
of the services] can file his complaint on a simple paper with nominal court
fees and his complaint will be decided by the Presiding Officer of the District
Level. Appeal could be filed to the State Consumer Disputes Redress
Commissions and after that to the National Consumer Disputes Redressal
Commission
 The procedures in these tribunals are relatively less formal and more people
friendly and they also take less time to decide upon a consumer dispute
when compared to the years long time taken by the traditional Indian
judiciary. In recent years, many effective judgment have been passed by
some state and National Consumer Forums. The Contract Act of 1982 act lays
down the conditions in which promises made by parties to a contract will be
legally binding on each other.It also lays down the remedies available to
aggregate party if the other party fails to honour his promise. The Sale of
Goods Act of 1930 act provides some safeguards to buyers of goods if goods
purchased do not fulfill the express or implied conditions and
warranties. The Agriculture Produce Act of 1937 act provides grade
standards for agricultural commodities and live stock products.It specifies
the conditions which govern the use of standards and lays down the
procedure for grading, marking and packaging of agricultural produce.The
quality mark provided under the act(Troy Kidige) is known as AGMARK-
Agricultural Marketing
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 Consumer Rights
 What are the rights guaranteed under the Act?
 The Consumer Protection Act guarantees the following six Consumers Rights:
 Right to Safety
 The right to be protected against the marketing of goods and services, which are
hazardous to life and property.
 Right to be informed
 The right to be informed about thequality, quantity, potency, purity, standard and price
of goods or services, as the case may be so as to protect the consumer against unfair
trade practices.
 Right to Choose
 The right to be assured, wherever possible, access to a variety of goods and services at
competitive prices.
 Right to be heard
 The right to be heard and to be assured that consumer’s interests will receive due
consideration at appropriate for a.
 Right to Redressal
 The right to seek redressal against unfair trade practices or restrictive trade practices or
unscrupulous exploitation of consumers.
 Right to Consumer Education

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 Consumer Rights Awareness (CRA) is directed to make the consumer aware of their rights and to establish
high level ethical conduct for those engaged in production and distribution of goods and services. High prices,
duplicate articles, underweight and under measurements, rough behavior, undue conditions, artificial scarcity
are some of the ways by which consumers are exploited by manufacturers and traders. Limited information,
limited supplies and low literacy are factors causing exploitation of consumers. The consumers have to be
aware not only of the commercial aspects of sale and purchase of goods, but also of the health and security
aspects. Food safety has become an important element of consumer rights awareness and depends not only on
its nutritional value, but also on its safety for human consumption. Modern business and company has a great
social responsibility towards the well being of society. Therefore consumer is an important component of
society. Consumer occupies a supreme position in a free economy and the welfare of the consumer lies in the
fulfillment of his normal and legitimate expectation with regards to the goods and services. The need for
empowerment of consumers as a class cannot be over emphasized and is already well recognized all over the
world. The advancement of technology and advent of sophisticated gadgets in the market and aggressive
marketing strategies in the era of globalization have not only thrown open a wide choice for the consumer, but
all the same also rendered the consumer vulnerable to a plethora of problems concomitant to such rapid
changes. There is an urgent and increasing necessity to educate and motivate the consumer to be wary of the
quality of the products, and also the possible deficiencies in the services of the growing sector of public
utilities. In short, the consumer should be empowered with respect to his rights as a consumer. He should be
equipped to be vigilant with a discerning eye so as to be able to protect himself from any wrongful act on the
part of the trader. In order to be able to position the consumer in such a state, there is every need not only to
evolve legal remedies but also provide reliable and exhaustive information, which he can access without much
effort and expense. Recognizing the importance of the problem, the Government of India and State
Government have initiated steps to introduce dispute redressal mechanism by way of Consumer Protection
Act, but a lot more has to be done in the area of creating awareness on the part of the consumer to facilitate his
seeking suitable remedy wherever there is a need. This becomes more important in the rural areas, where there
is wide spread illiteracy. Consumer rights awareness is most vital to society and a way to eliminate
malpractices by the manufacturers, producers, and marketers. The heartening part of present day consumer
courts to Conclusion & Suggestions 329 uphold the grievances, agony and strive for a transparent method of
essential commodities, services reaches the consumers and keep the service providers as well as
manufacturers, marketers at bay.
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 Class :- 9th
 Topic :- Poverty as a challenge
 Teaching methodology :-
• Introduction
Poverty is general scarcity or the state of one who lacks a certain
amount of material possessions or money .
It is a multifaceted concept, which includes social, economic, and
political elements. Absolute poverty or destitution refers to
the lack of means necessary to meet basic needs such as food,
clothing and shelter . Absolute poverty is meant to be about
the same independent of location. Relative poverty occurs
when people do not enjoy a certain minimum level of living
standards as compared to the rest of society and so would vary
from country to country, sometimes within the same country
After the industrial revolution, mass production in factories
made producing goods increasingly less expensive and more
accessible. Of more importance is the modernization
of agriculture, such as fertilizers, to provide enough yield to
feed the population.
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 Issues related to poverty :-
1. Landlessness
2. Unemployment
3. Size of Families
4. Illiteracy
5. Malnutrition
6. Child labour
7. Helplessness

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 Issues like hunger, illness and thirst are both
causes and effects of poverty. While not having
access to water means that you are poor, being
poor also means that you may not be able to
afford water or food either. In other words,
issues such as housing, poor health, child abuse
and neglect can be both a symptom and a cause
of poverty later on.
 The causes and effects of poverty are often
interrelated in such a way that one problem
hardly ever occurs alone. Bad sanitation, for
example, makes it easier to spread around old
and new diseases, and hunger and lack of water
make people more vulnerable to them.
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 Impoverished communities often suffer from
discrimination and end up caught in cycles of
poverty .

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 Poverty & vulnerable groups :-
The poverty line is a commonly used way to identify the poor.
It is a measure based on levels on income and consumption
by people to identify poor. The concept of poverty line is
based on the fact that a person must have a minimum level
of income and consumption to satisfy the basic needs of
food, clothing, clean water, education and healthcare.
When the income or consumption of a person falls below
this minimum level, the person is considered to be poor. The
minimum levels of requirement to determine the poverty
line are different in different countries. In India, the
determination of the poverty line takes into consideration
the minimum requirements of food, clothing, footwear, fuel,
power, education and healthcare for the subsistence of an
individual.

contd…

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 The groups most vulnerable to poverty are
people belonging to the scheduled castes and
tribes, casual laborers in urban areas and landless
farm laborers in rural areas.

Even within a family, some people are more

vulnerable and suffer more than the others due
to poverty like the elderly, women and children,
especially girl children. One of the biggest social
evils associated with poverty is negligence
towards the girl child.

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 Promotion of economic growth .
 Anti-poverty programs'.
 High increment in economic growth rate .
 Economic growth promotes the need to invest in
human development .
 Prime Minister Rozgar Yojna (PMRY)
 Rural employment generation programme

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 We have learned that poverty refers to the condition of not having the means
to afford basic human needs such as clean water, nutrition, healthcare,
clothing, food, and a place to live, poverty is a deadly issue that’s killing our
population slow and that we as the affected ones need to take actions against
it. We have also learned that poverty that affect mostly poor people, because
of the little resources they have, this means that poverty is an issue that’s
harming poor people that want to get out of poverty, but they can’t because
they don’t have the support of rich people. Even though there are a lot of
people trying to stop poverty, it is impossible to stop it without the support of
rich countries, this is because to fight poverty we have to fight it with a lot of
money and their only a few countries that could support us with this need.
Something else that we have learned is that poverty today is looking worst
then when it first started; millions of kids are living on piles of trash dying of
starvation. The reason there are so many people living in poverty is because
millions of other people are spending money in things they don’t need.
(Articlewave) this leads us to the effects of this issue that are deadly illnesses
that make people fall and give up on their life, we learned that poverty lead
people to abuse of drugs or to abuse of other people. And even though many
people support the idea of helping those people who live in poverty, there are
also those that don’t support people who are trying to stop poverty. And the
most important thing that we have all learned from this research is that
poverty can be stop, but to be able to stop it we must all support each other,
with no hate or anything that could harm us. So for those that are willing to
help don’t help because you feel pressure, do it because you want to and your
heart is telling you to do it.


64
 Class :- 9th
 Topic :- People as a Resource
 Teaching Methodology :-
• Introduction
Human resources are the people who make up
the workforce of an organization, business sector,
or economy. "Human capital" is sometimes used
synonymously with "human resources", although human
capital typically refers to a more narrow view (i.e., the
knowledge the individuals embody and economic
growth). Likewise, other terms sometimes used include
"manpower", "talent", "labour", "personnel", or simply
"people".

65
 Education :-Future trends in global population growth
could be significantly affected by improvements in
both the quality and quantity of education, particularly
female education. Projections of future population
trends that do not explicitly include education in their
analysis may be flawed, according to research
published today in the journal Science (July 29 2011).
The study uses a novel "multi-state" population modeling
approach to incorporate education attainment level,
along with age and sex. The integration of education in
the analyses adds a "human quality" dimension to
projections of fertility, mortality and migration. As
education also affects health, economic growth, and
democracy, these projections provide a more
comprehensive picture of where, how, and under what
conditions human well-being is increasing.
66
The research reinforces earlier findings that the level
of formal education achieved by women is, in
most cases, the single most important determinant
of population growth. More educated women
generally have fewer children, better general
health, and higher infant survival rates. Education
also appears to be a more important determinant
of child survival than household income and
wealth. The study also found that if concerted
efforts were made to fast track education, the
global population could remain below 9 billion by
2050. Thus the global population outlook depends
greatly on further progress in education.

67
 Health :- It is an approach to health that aims to
improve the health of an entire human population.
This concept does not refer to animal or plant
populations. It has been described as consisting of
three components. These are "health outcomes,
patterns of health determinants, and policies and
interventions
 A priority considered important in achieving the aim
of Population Health is to reduce health inequities or
disparities among different population groups due to,
among other factors, the social determinants of health,
SDOH. The SDOH include all the factors: social,
environmental, cultural and physical the different
populations are born into, grow up and function with
throughout their lifetimes which potentially have a
measurable impact on the health of human
populations
CONTD…..
68
 The Population Health concept represents a
change in the focus from the individual-level,
characteristic of most mainstream medicine. It
also seeks to complement the classic efforts
of public health agencies by addressing a
broader range of factors shown to impact the
health of different populations. The World
Health Organization's Commission on Social
Determinants of Health, reported in 2008, that
the SDOH factors were responsible for the bulk
of diseases and injuries and these were the
major causes of health inequities in all
countries .

69
 Unemployment is a phenomenon that occurs
when a person who is actively searching for
employment is unable to find work.
Unemployment is often used as a measure of
the health of the economy. The most frequently
measure of unemployment is the
unemployment rate, which is the number of
unemployed people divided by the number of
people in the labor force .
CONTD……

70
71
 Seasonal unemployment :- Seasonal
unemployment is the unemployment created
from seasonal variations in demand for goods
and services.
In an economy there will be certain times of year
when the demand for goods and services are
lower than normal. In these periods, firms will
sell fewer goods and services and as a result
they may decide to reduce their workforce.
However, once these periods have past firms
will start to employ people again as demand
increases.

72
 Disguised unemployment :- It exists where part
of the labor force is either left without work or is
working in a redundant manner where
worker productivity is essentially zero. It is
unemployment that does not affect aggregate
output. An economy demonstrates disguised
unemployment when productivity is low and too
many workers are filling too few jobs .

73
 Businesses and factories use different economic resources
to make and sell goods. An economic resource is
something, such as a good or a service, that helps people
meet their needs. Natural, human, and capital resources
are all types of economic resources.
 Natural resources are an important economic resource.
Natural resources include water, soil, trees, farmland, and
minerals. Businesses use different natural resources to
make goods and provide services. Some businesses begin
with a raw material. A raw material is a natural resource
that people can use to make a good. Some raw materials
that businesses use are metal, rock, wood, and water.
 In addition to natural resources, businesses depend on
human resources. Human resources are the workers who
produce goods and services. Without human resources,
natural resources could not be made into goods.

74
75
 Class :- 9th & 10th
 Topic :- Direct & Indirect Speech
 Teaching Methodology :-
• Introduction
Direct Speech / Quoted Speech
Saying exactly what someone has said is called direct speech (sometimes called
quoted speech)
Here what a person says appears within quotation marks ("...") and should be word
for word.
For example:
She said, "Today's lesson is on presentations."
or
"Today's lesson is on presentations", she said.
Indirect Speech / Reported Speech
Indirect speech (sometimes called reported speech), doesn't use quotation marks to
enclose what the person said and it doesn't have to be word for word.
When reporting speech the tense usually changes. This is because when we use
reported speech, we are usually talking about a time in the past (because
obviously the person who spoke originally spoke in the past). The verbs
therefore usually have to be in the past too.
For example:
 Direct speech Indirect speech "I‘ m going to the cinema", he said.He said he was
going to the cinema . Tense change

76
 There are 2 ways of reporting what somebody
says ;
• Direct Speech
• Indirect ( or reported ) speech

77
 “In text we put speech marks around the
words spoken”
 “Speech marks are also called inverted
commas”

In direct speech
we use the
speaker’s own
words.

78
In indirect speech (sometimes called reported
speech) we do not use the exact words of the
speaker.
Instead we report what was said.
We sometimes need to change pronouns and verb
tenses. We don’t use speech marks.

Seema said she was going

“I am going home.
home.”

79
When using direct speech in your writing you
need to use the correct punctuation.
 The exact words spoken must be enclosed in
speech marks.
 The first word of the speech must begin with a
capital letter.
 The words in the speech marks must be
separated from the rest of the sentence by a
comma.
 You must use a new line when a new speaker
begins to speak.

80
Using speech in fiction and non-fiction writing
adds variety.
However, writing out long pieces of direct speech
can make your writing confusing. It also slows
down the action.
Reported speech can summarise what the speaker
has said so that the action moves along more
quickly.
Reported speech is useful when you want a
contrast between what a character says and
what he or she is thinking. (e.g. Lady Macbeth)

81
DIRECT SPEECH
 Direct speech can show
what a character is like.
 Long speeches can be
boring.
 Too many speakers can
confuse the reader.
 Direct speech can add
variety to writing
INDIRECT SPEECH
 Indirect speech can be
summarised briefly so
that it does not slow
down the pace of the
action.
 It can show a contrast
between what a
character is saying and
what he or she is
thinking.
82
 In your writing use mainly reported speech.
Use direct speech only to emphasise the main
points your characters make.
 Don’t bore and confuse your readers by writing
out long conversations between your
characters.
 Direct speech should be used sparingly.
 It is most effective when only the most forceful
statements are put into direct speech .

83
 Direct and indirect speech exercise
 Sentences are given in the direct speech. Change them into the
indirect speech.
1. He said, “I have got a toothache”.
2. Manu said, “I am very busy now”.
3. “Hurry up,” she said to us.
4. “Give me a cup of water,” he told her.
5. She said, “I am going to college.”
6. She said to me, “Thank you”
7. Raj said, “Gautam must go tomorrow”.
8. Geeta says, “My father is an Engineer.”
9. He said, “I have passed the physical test.”
10. She said to me, “You are my only friend.”
11. ‘I love you,’ he told me.
12. ‘Where are you going?’ James asked Mary.

84
 Answers:
1. He said that he had got a toothache.
2. Manu said that he was very busy then.
3. She told us to hurry up.
4. He asked her to give him a cup of water.
5. She said that she was going to college.
6. She thanked me.
7. Raj said that Gautam would have to go the following day.
8. Geeta says that her father is an Engineer.
9. He said that he had passed the physical test.
10. She told me that I was her only friend.
11. He told me that he loved me.
12. James asked Mary where she was going.

85
 Class :- 9th & 10th
 Topic :- Active Voice & Passive Voice
 Teaching Methodology :-
• Introduction
 Sentences can be active or passive. Therefore,
tenses also have "active forms" and "passive
forms." You must learn to recognize the difference
to successfully speak English.
 Active Form
 In active sentences, the thing doing the action is
the subject of the sentence and the thing receiving
the action is the object. Most sentences are active.
 [Thing doing action] + [verb] + [thing receiving
action]
86
 Passive Form
 In passive sentences, the thing receiving the
action is the subject of the sentence and the
thing doing the action is optionally included
near the end of the sentence. You can use the
passive form if you think that the thing
receiving the action is more important or
should be emphasized. You can also use the
passive form if you do not know who is doing
the action or if you do not want to mention
who is doing the action.
 [Thing receiving action] + [be] + [past
participle of verb] + [by] + [thing doing action]

87
The active voice is the "normal" voice. This is the voice
that we use most of the time.
In the active voice, the object receives the action of the
verb:
Marilyn mailed the letter.

Examples:
The dog jumped onto the boy.
The dog (subject) is doing the jumping (verb) onto
the boy (object).

Kristy will give a book report to the class.

Kristy (subject) is doing the giving (verb) to the
class (object).
88
1.Move the active sentence's direct object into the
sentence's subject slot.

89
2. Place the active sentence's subject into a phrase
beginning with the preposition by.

90
3. Add a form of the auxiliary verb be to the main verb
and change the main verb's form.

91
The passive voice is less usual.
In the passive voice, the subject receives the action
of the verb.
We use the passive voice when we want to make the
active object more important.

The letter was mailed by Marilyn.

92
Examples
The boy was jumped on by the dog.
Boy (subject) was being jumped on (verb)
by the dog (object).

A book report will be given by Kristy to the class.

Report (subject) will be given (verb) by Kristy
(object).

93
1 .Move the passive sentence's subject into the
active sentence's direct object slot.

94
2. Remove the auxiliary verb be from the main verb
and change main verb's form if needed.

95
3.Place the passive sentence's object of the
preposition by into the subject slot .

96
Sentences are given in the Active voice. Change them into the Passive
voice .

1.He teaches English.

2. The child is eating bananas.
3. She is writing a letter.
4. The master punished the servant.
5. He was writing a book.
6. Who wrote this letter?
7. Somebody cooks meal every day.
8. He wore a blue shirt.
9. May God bless you with happiness!
10. They are building a house.
11. I have finished the job.
12. I sent the report yesterday.
13. She bought a diamond necklace.
14. Somebody had stolen my purse
97
1. English is taught by him.
2. Bananas are being eaten by the child.
3. A letter is being written by her.
4. The servant was punished by the master.
5. A book was being written by him.
6. By whom was this letter written?
7. Meal is cooked by someone every day.
8. A blue shirt was worn by him.
9. May you be blessed with happiness!
10. A house is being built by them.
11. The job has been finished by me.
12. The report was sent yesterday.
13. A diamond necklace was bought by her.
14. My purse had been stolen by somebody.

98
 Class :- 9th & 10th
 Topic :- Letter Writing
 Teaching Methodology :-
• Introduction
 Letter writing is an essential skill. Despite the prevalence of
emails and text messages, everyone has to write letters at some
point. Letters of complaint, job applications, thank you letters,
letters requesting changes or making suggestions — the list
goes on and on. Encouraging children to write letters from an
early age will improve their communication, social and
handwriting skills, and teach them what they need to know
about writing and structuring letters.
 Within the KS2 National Literacy Strategy, letter writing is a
required element. In many schools this takes place during Year
3, Term 3 and relates to QCA units T16, 20, 21 Reading and
Writing Letters. Children are expected to learn how to write
letters, notes and messages. They have to be aware of different
styles of writing, the use of formal and informal letters, and to
select style and vocabulary appropriate to the intended reader.
CONTD…….

99
 Handwriting too is an essential element. In the Standard
Assessment Tests Level 2 handwriting is required:
 To be legible
 Have a consistent size and spacing of letters
 Show flow and movement
 Show a confident personal style
 Thus letter writing exercises can fulfil two elements of the
curriculum
 Within schools
 Letter writing is part of the required curriculum. It
comprises of a standalone element teaching correct styles of
letter writing cross-curricular. Visits to museums or farms
prompt thank you letters, for example contacting schools in
other countries and exchanging letters links into geography.
Writing imaginary letters to historical people can encourage
understanding of a historical period or topic PSHE. Writing
letters encourages good social skills, learning to say thank
you and asking for information politely.

100
 To teach students to read letters or letter
requests carefully before responding.

 To teach students the importance of creating

formal and informal documents.

 To teach students basic letter formats and

letter-writing strategies.

 To teach students letter-writing etiquette .

101
“A written or printed communication directed to
a person or organization.”

Letters may be created and sent as:

 E-mail or electronic transmissions (including
facsimiles)
 Hand-delivered transmissions
 Regular mail transmissions

102
 Business Letters (format writing; more formal
writing that may share elements of essay
writing)

 Personal Letters (often informal; may be

addressed to a friend or familiar acquaintance
about a personal subject; may regard a
personal problem, issue or even a personal
business matter pertaining to ones personal
finances or personal legal matters)

103
 Apologies
 Appreciation and Thank You: For favors,
kindness or generosity
 Congratulations
 Personal Complaints
 Invitations
 Offering Condolences
(sympathy or get well)

104
Dear Maxwell, December 4, 2007
I just wanted to take a moment to write to you to express my thanks for the
extra tutoring help you gave me this fall as I struggled in my Math 1112
course. People like you make our world a better place simply because
you take the extra time to help others overcome fears and learn important
skills. I think I can safely say, you are going to make a great math
teacher one day!
You stand head and shoulders above others in the field of math and I so
appreciate the information, time and patience you provided to me. So,
once again, thank you so much for everything, and especially for
encouraging me!
Best wishes,
 Rita Person

105
 mm/dd/yyyy

 To Betty Grimes,

 I am writing to inform you that your daughter, Sarah, broke the front passenger
window of my Ford Taurus while playing softball yesterday afternoon. The car is
brand new. Hopefully, your homeowner's insurance will cover this kind of damage.
Please check with them to see if it is covered. If they will not pay for it, I will get
two repair estimates for you so that you can determine how you will pay for the
repair.

 Perhaps we could meet this Saturday afternoon to discuss our options. You can
reach me at (202) 555-1098. Thank you for your timely attention to this matter.


 Thank you,
 Rita Green
 Rita Green
 124 Huckabee
 Littletown, AL 34567

106
 Mr. and Mrs. Benjamin Raphael-Leon
cordially invite you to a reception
celebrating the engagement of

Mary Jane Raphael-Leone

& Robert Wilson Yates

to be held Sunday, the sixth of June, in the

year two thousand and eight, at
six o'clock in the evening at

Pierre's Cafe
800 23rd Street NW
Washington, DC.

Semi-formal dress
RSVP (202) 555-6908 yourself and one guest. Thank you.

107
Business Letters :-

Format Writing

108
• Acceptance Letter (yes/ legal)
• Acknowledgement Letter (Receipt)
• Adjustment Letter (a legal document / addresses a complaint
or claim)
• Application Letter (request job consideration/
interview)
• Complaint Letter (a legal document)
• Cover Letter (accompanies resume or order)
• Inquiry Letter (posing a question)
• Order Letter (request letter)
• Refusal Letter (reject an offer)
• Response Letter (answers inquiry)
• Sales Letter (marketing)
109
110
 A Business letter’s text starts with a simple and
professional greeting such as,
The Word Dear, Mr./Ms./Title, & Last name of Person:”

Examples
Dear Dr. Smithsonian:
Dear Ms. Cleopatra:

 The difference between personal and business

letter greetings is that a colon (:) follows the
greeting of a business letter and a comma (,)
follows the greeting of a personal letter

111
 Reminder to supply address information.
 Include salutation.
 Acknowledge receipt of the application package.
 Thank the applicant for his interest.
 Notify the applicant that the position has been
filled.
 Let the applicant know that you will keep the
application packet on file.
 Behave as if you have just received the Letter of
Application in the next slide.

 You must notify the person that he or she did not

get the job and that your company has recently
filled the advertised position.

 Write a one-paragraph letter to the applicant.

112
 Class :- 9th & 10th
 Topic :-Teaching of Poetry
 Teaching Methodology :-
• Introduction
 Poetry (the term derives from a variant of
the Greek term, poiesis, "making") is a form
of literature that uses aesthetic and
rhythmic qualities of language—such as phon
aesthetics, sound symbolism, and metre —to
evoke meanings in addition to, or in place of,
the prosaic ostensible meaning.

113
 To entertain and extend the writer’s imagination
• Develop an enjoyment of different kinds of poems.
• Develop your skills in analysing poetry.
• Recognize the influence of culture and experience on
poets.
• Explore, recognize and use patterns in a variety of
poetry structures.
• Experiment with the effects created by words.
• Explore the quality of sounds produced by rhythm,
rhyme, and alliteration.
• Explore the use of similes, metaphors, and figurative
language.
• Use poems you have read as models for your own
writing
114
Ballad :- Tells a story or describes a person or thing.
Has a regular rhyme pattern, very often having
four lines per verse, with the 2nd and 4th lines
rhyming
Line :- A unit of verse consisting of words in a single
row.
Stanza :- A verse of a poem

Verse :-A division of a poem.

115
  A metaphor compares two unlike things using
the words ‘is or was’; e.g. ‘He is a computer’.
eg’s :-
She is very fast. She is a speedboat.
a. He is very angry.
b. She is a warm person.
c. He is very mean.
d. She is very pretty.
e. He is very gentle.
f. She is very slow.
116
 SHAPE OF A GREYHOUND
 A head like a snake
 A neck like a drake
 A back like a beam
 A belly like a bream
 A foot like a cat
 A tail like a rat.

117
 TASK
• Make notes to help you write a rap about the Treaty (at least
8 lines long).
• Think about: things that happened that are not fair (protest)
or use some of the ideas from the leaves off the ‘poet-tree’.
• Write a draft first:
 Line 1 The Treaty is ……….. and
 Line 2 ……………..
 ……………………..
 Line 8 ……………..
• Practice reading your rap and clap the rhythm.
• Change anything you need to.
• Read your rap to the class, using expression, timing,
volume, speed and rhythm.
118
 A limerick is a fun poem that has five lines.
Lines one, two and five have three strong
downbeats and the ends rhyme. Lines three and
four have two strong downbeats and rhyme.
 O’Toole
There once was a boy named O’Toole
Who didn’t act smart when at school.
He tried to read books
But got dirty looks,
And he grew up to be quite a fool
119
 Class :- 9th & 10th
 Topic :-Teaching of Unseen Comprehension

 Teaching Methodology :-

• Introduction

Why teach comprehension?

 The ability to read words is necessary for
comprehension, but not sufficient

 Comprehension uses complicated cognitive

processes that take time and practice

120
 Reading Model :-
 External building materials
 Text
 Pictures
 Internal building materials
 Background knowledge
 Word knowledge
 Comprehension strategies

 Comprehension is an interactive process of

building understanding

121
Breakdowns in comprehension happen when:
 background knowledge is inconsistent with
author’s expectation
 vocabulary knowledge is inconsistent with author’s
expectation
 child has limited knowledge of English language
 child has few strategies to make processes work
together

 Good News: Each breakdown area can be taught!

 How stories work
 How to make inferences
 Strategies to build on text model

122
 Predict – guess what will happen next
 Imagine – visualize, create a mental image
 Clarify – make sure your text model makes
sense
 Try – ask yourself ‘how’ and ‘why’ questions
 Use – use what you know, background
knowledge
 Review – summarize during and after reading
 Evaluate – Did this text meet my purposes?
How is it connected to other texts?

123
124
In review this internship has been an excellent and rewarding
experience. I have been able to meet and network with so many
people that I am sure will be able to help me with opportunities in
the future.
One main thing that I have learned through this internship is
time management skills as well as self-motivation. When I first
started I did not think that I was going to be able to make myself
sit in an office for eight hours a day, five days a week. Once I
realized what I had to do I organized my day and work so that I
was not overlapping or wasting my hours. I learned that I needed
to b organized and have questions ready for when it was the
correct time to get feedback. From this internship and time
management I had to learn how to motivate myself through being
in the office for so many hours. I came up with various proposals
and ideas that the company is still looking into using.
I am going to continue to work for Steve LeVine Entertainment
although I am still keeping my options open for new
opportunities. I enjoy this line of work, but I am not sure if there
is enough room to grow through this company. I will continue to
work hard in my position and hope to continue to learn about the
industry and meet new people. This was an excellent experience
and I hope that other interns got as much out of it ass I did!
125
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