How Teacher Learn class 8

Notes prepared by 

Ashaq Hussain Bhat

Teacher School Education 

Department J&K

Lesson no 1 

How teachers learn

Q:1 .Who was Nora? How did she become a friend of the teacher? 

Ans. Nora was five  year old girl. The teacher often went to their home on a weekend. Being their family friends He helped Nora in reading book, soon they became friends. 

Q.2. How did the teacher observe Nora while learning? 

Ans. Most of the times the teacher sat silent and still, But when she stuck badly during reading,  he helped her . 

Q.3. What odd thing happened with Nora? Why was the teacher puzzled? 

Ans. The Noras  behaviour which puzzled the teacher was that, she misread a word several times that was read correctly by her earlier.

Q.4. Was Nora a careless child? How do you know? 

Ans. No, Nora was not a careless child because She concentrated fully on the lessons and most  often sought out  the difficulties herself. 

Q.5. How should a teacher understand the problems of the children? 

Ans. A teacher should try to understand the problems of a child by trying to see things as though their eyes and should always come down to their mental level. 

Q.6. What experience popped into the teacher’s mind after Nora’s learning problem? 

Ans. The experience which popped in to teachers mind was a page from an Indian language. It took him a long time to recognize and remember the letters. 

Q.7:-Why are children of unlettered homes at a disadvantage? 

Ans.:-Children of unlettered homes are at a disadvantage because they do not find any one at home who ‘ll help them in recognising and remembering the letters and words. 

Q 8:-How did the teacher learn from Nora? 

Ans. The teacher learnt that a child has to get familiar with the shape of the letters and words. He should not be upset at slow learning of a child and should give him ample time for learning and grasping

 Language Work 

1. In the text, the author keeps using the American expression, ‘to figure out’. 

Which of the following words or phrases is closest in meaning to the  expression as it is used in the passage? 

(a) to guess it 

(b) to recognize it 

(c) to reason it out 

(d) to decide it 

Ans.  To reason out (C) part

2. He taught me to play the piano. I learned to play it. 

These two sentences describe the same action from different points of view. Now write a second sentence for each of the sentences below in the same way:

(a)He loaned me some clothes 

I borrowed some clothes from him.

(b)He sold me an old piano. 

I bought an old piano from him.

(c)He chased me. 

I was run after by him

(d) I gave him a glass of water. 

He offered me a glass of water.

(e)We conquered the enemy. 

They defeated the enemy

(f) He asked me to help him. 

I offered help to him.

Q. 3. Some suffixes (like -al, -ish, -py, -ous, -ine, etc) are added to nouns to  form adjectives. e.g.: orient––oriental; nation––national; child––childish, friend––friendly.

Now form adjectives from the following nouns by using suffixes. Use your dictionary if you cannot quickly think of the right word. 

Ans. 

Alphabet:            Alphabetically, 

Angel:                Angelic, 

Shape:                Shapable, 

Book:                Bookish, 

Man:                  Manly, 

Government:    Governmental, 

Minister:           Ministerial, 

Elephant:          Elephantine, 

Tiger:               Tigerish 

Day:                Day less, 

College:         Collegiate 

Q.4. Write out a message of about 50 based on the following telephonic conversation. 

Hello! Can I speak to Asif? 

Well, I’m sorry he is not at room right now. 

May I know who is calling? 

I’m Khalid, his friend. 

Asif and I had decided to have dinner at Ahdoo’s 

at 9 p.m ,still I am busy at my office for an urgent project report . 

Could you inform him that I shall be late by one hour? 

Oh, sure! But sorry I’m also going to receive some relatives at the airport. However, 

I’ll leave a message for him. 

I’m Rauf, his roommate. 

Grammar Work 

Read the following sentences: 

1. This is a broken cup. 

2. That was a torn piece of paper. 

3. She found the lost purse yesterday. 

Notice that the underlined words are Past Participles of verbs used as adjectives. The Past Participle is the third form of the verb, e.g., cooked, torn, written, worked, spoken, eaten, sung, cut, etc. A verb form indicating past or  completed action or time that is used as a verbal adjective in phrases such as Das baked beans and finished work and with auxiliaries to form the passive voice or perfect tenses in constructions such as: she had baked the beans and the work was finished. It is called perfect participle. 

The Past Participle is used in the following ways: 

1. To form the perfect tenses: 

a. They have arrived. 

b. She has completed the work. 

c. My glasses have been broken. 

2. As an adjective: 

a. The broken window panes proved the attack. 

b. The overcrowded bus fell into the river. 

c. We gave a written complaint. 

3. As object complements: 

a. Jai Singh got his father released. 

b. I kept the windows shut. 

c. You should get your hair cut. 

4. As subject complements used as adjectives: 

a. I am tired. 

b. The shops are closed on Sundays. 

c. Late comers were fined. 

5. To form adjective phrases qualifying the names put before them: 

a. The doctor treated the passengers wounded in the accident. 

b. My brother sent me a watch made in Japan. 

6. To combine sentences: 

a. I saw a lion. It was caught in a net. 

I saw a lion caught in a net. 

b. They ate the mangoes. They were brought by their father. 

They ate the mangoes brought by their father. 

c. The teacher encouraged him. He won a scholarship. 

Encouraged by the teacher, he won a scholarship. 

d. He was hit by a ball. He retired hurt. 

Hit by a ball, he retired hurt.

I. Fill in the blanks by using the past participle forms of given verbs: 

Write, rent, forget, break, cook 

Solved

1. I am living in a Rented  house. 

2. It is not safe to sit in a Broken chair. 

3. Some people do not like Cooked vegetables. 

4. The headmaster wanted a written report. 

5. That is a Forgotten quarrel

(II)Using the words and phrases given, make sentences like in the example given below:

Example :we/ the doors/shall have/painted. 

 We shall have the doors painted. 

1. made/ I/ a new suit/ had. 

Ans. I made a new suit 

2. she/ heard/ has never/ spoken/ French. 

Ans. She has never heard spoken French. 

3. respected/ makes/ his knowledge/ him. 

Ans. His knowledge makes him respected. 

4. I/ your names/ heard/ called. 

Ans. I heard your names called. 

5. work/ we/ want this/ quickly/ done. 

Ans. We want this work quickly done. 

Let’s Write 

Here are some statements about the way young children learn. Read through them carefully and then write a short account of how children learn to read. Join up the statements, rearranging the order if necessary, to make longer, more varied sentences, adding words like ‘although’, ‘but’, ‘for’, ‘for instance’, ‘however’, ‘just as’, ‘also’, ‘therefore’, ‘even though’, ‘so that’, ‘in order that’, etc. (a)Young children find it very difficult to learn to read. 

(b)They do not easily recognise words. 

(c)Adults can recognise words easily. 

(d)Adults often find it just as difficult to recognise words in unfamiliar  alphabets. 

(e)A Tamil reader may find Telugu script puzzling. 

(f) A Hindi reader may not easily recognise individual Tamil words. 

(g)Children need plenty of practice in looking at printed words. 

(h)They need not be able to read them at first. 

(i) Familiarity with the shape of letters and words is the first important step. 

(j) When children begin to read they should have books with plenty of pictures. 

(k)The books should be designed carefully. 

(l) Children should, if possible, be able to work out what unfamiliar words mean rather than always be told by the teacher. 

Ans. Young children find it very difficult to learn to read because they do not  easily recognise words. Although, adults can recognise words easily but they often  find it difficult to recognise words in unfamiliar alphabets. For instance, a Tamil reader may find Telugu Script puzzling but Hindi reader may not easily recognize  Tamil words. Children need plenty of practice in looking at printed words. So they  need not be able to read them at first. Thus, Familiarity with the shape of letters  and words is the first important step. Therefore, when children begin to read they should have books with plenty of pictures. The books should be designed carefully,  In order that Children should, if possible, be able to work out what unfamiliar  words mean rather than always be told by the teacher