Topic 6: Giving Descriptions - English Notes Form II
Describing Things
Things in Terms of their Qu ality
Describe things in terms of their quality
In English we use adjectives to describe things. An adjective is a word which is used to express the quality, quantity and point out the person or things.
This is the word which is used to explain more about the noun or pronoun. In this lesson we are going to learn to describe things according to their quality and quantity.
Adjective of quality; is an adjective used to talk about the quality of a person or thing. These adjectives answer the question ‘of what kind?’
Example 1
Greta is a good girl. (Ask the question „what kind of girl?‟ and you get the answer „good‟.)
Rashid is hard working. (Ask the question „Rashid is of what kind?‟ and you get the answer „hard working‟.)
Tanzanian tea is famous all over the world. (Ask the question „what kind of tea?‟ and you get the answer „Tanzanian ‟.)
He is a gifted footballer. (Ask the question „what kind of footballer?‟ and you get the answer „gifted‟.)
Exercise 1
Point out quantity and quality description words:
1. There were some plates on the table.
2. Miss Kitty wore black shoes.
3. Peter helped the old man.
4. There were no biscuits in the tin
5. King lifts the heavy box.
6. All members of Siyame family went to the theatre.
7. There is sufficient food for you.
8. Mrs. Cow has a blue purse.
9. Baraka has enough money to buy the bat.
10. Piggy has a long rope.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Part One: Describing things in terms of quality.
SPECIFIC OBJECTIVE OF THE LESSON
In this sub topic, the student should be able to describe things in terms of their quality.
The student will have the skills of using proper words, phrases, and expressions in expressing things according to their qualities.
TEACHER’S PREPARATION STAGE
This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic.
These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:
Putting heads together:
Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about.
It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.
In this sub topic/lesson
the teacher will brainstorm with the students on the meaning of the word ‘describe’ (v) and ‘description’ (n), and how things are described.
Preparation of Materials.
A teacher has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson
In terms of teaching media, teacher is going to apply various cards, pictures, diagrams, and texts as well. For example, colours are easy to prepare. You can take marker pens of different colours and draw various objects.
Target Practice
At this point, teacher shows/guides students how to the practice of the functions of the sub topic. A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2In this sub topic/lesson
Teacher will guide students to the application of various appropriate expressions when talking about things in terms of their quality. Some common expressions are:
...is beautiful;. ...is ugly; A tall building; ...this is brown/purple/orange; ...is handsome;... is a pretty...; .....not a white....
Sentence Examples:
- Asha is very tall.
- Khadija is beautiful.
- That girl is pretty.
- That car is brown.
- He is handsome.
- There is the tallest building at the centre of the town.
Note: All adjectives in bold letters are used to describe quality of things.
Context-Based Practice.
A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations.
The students are guided by the teacher to apply the learnt skills in relevant contexts and situations like homes, school, library and other literary settings.
In this sub topic/lesson
The appropriate contexts or situations for this topic/lesson are contexts of school and home. Students will be guided to describe things in terms of quality at school and at home.
Vocabulary Building Practice.
At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations.
In this sub topic/lesson
Teacher will have to introduce students to widely used expressions when describing things in terms of quality such as: sky-blue, sea, blue, maroon, triangle, square, circle, rectangle, polygon, and hexagon. All these vocabularies express colour, shapes, appearances etc.
TEACHING AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide the students to the full lesson procedures, activities and games for the better understanding of the sub topic by following these activities:
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Activity One:
The teacher to introduces students to the meaning of the concept ‘quality'. After introducing this concept well, the teacher can now guide students to the discussion of things in terms of quality.
The things can be described in terms of quality by looking at the following areas;
Colour
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
1. This house has been painted white.
2. She has blue eyes.
3. My grandfather has grey hair.
4. Your teeth are so white.
5. I have black hair.
Age
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
1. My friend is 14 years old
2. My mother is 35 years old
3. How old are you?
4. I'm 13 years old
5. She is old.
6. Their baby is 4 months old.
7. They are 20 years old
8. He is older than me
Height
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
He is tall.
I'm short.
She has medium-height
Juma has average- height
She is fairly tall.
I'm fairly short.
Hair
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
She has long hair
She has short hair
John has curly hair
She has red hair
He has dreadlocks
Building/Weight of the body
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
My friend is very skinny.
She has slim body.
Her chubby body is not attractive
You have become so fat
This box is heavy.
Shapes
Things introduced in terms of colour are introduced by using verbs 'am', 'is', and 'are'; For example:
Rectangle
Hexagon
Triangle
Bar
Note:
Almost everything can be described in terms of quality. Or it may be described in terms of other measures, but one important thing to remember is that things are not only described in terms of age, colour, etc.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Activity Two:
By using the well-prepared coloured pictures and other pictures, the teacher uses pictures, people, things, and objects to describe various things both inside and the classroom.
Here are some examples:
This ruler is short. That ruler is long.
I prefer plastic ruler to wooden ruler.
Transparent ruler is great.
Your school bag is empty.
My chalks are white.
This board is black.
This book has blue cover.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Activity Three:
Under the teacher's guidance, students will be guided to practice giving descriptions of things in terms of their quality within and outside classroom.
The students have to apply the skills introduced to them by the teacher. They can almost use the same expressions used by the teacher in his/her demonstrations, but the qualities of their things may be different.
The responses from students can be as follows:
Within the classroom.
The walls of the classroom are white.
Chalks are white.
Board is black.
This duster is dusty.
The door is blue.
Juma's school bag is pink.
Your pencil colour is orange.
Outside the classroom.
The teachers are smart.
Headmaster/Headmistress likes hardworking students.
The school library is packed with books.
Our laboratories are well-organised.
The school milling machine is blue in colour.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Activity Four:
Here the students will be guided by the teacher to read a variety of texts and note down descriptions of things. A teacher should provide any text about description of things and ask students to note down the sentences that show description of things.
Text: Teacher’s Model
Describing Uncle Ben's Garden
Mike and Nicky are friends. One day, they had conversation on Uncle Ben's garden. Mike knows very much about Uncle Ben's garden, and this was their conversation.
MIKE: Last weekend, I went to my Uncle Ben's garden.
NICKY: Oh, yeah. I have been there too. What did you find this time?
MIKE: Oh, it was great as usual. I really enjoyed. And this time, the garden is well organized. Now it is evergreen with fresh air.
NICKY: Wow! It's great!. What other things are in the garden?
MIKE: There are various amazing things. There are flourishing vegetables such as Chinese cabbage, potatoes, peppers, onions, yams and carrots.
NICKY: Really? I'm interested. I like vegetables. They are beneficial for the health. Did you take some of them?
MIKE: Yes, I did. We will eat some vegetables at dinner today. However, Uncle Ben's garden does not only grow vegetables, it also have good for health fruits like lemons, oranges, peas, mangoes, bananas, and avocados. His garden is really complete and beautiful.
NICKY: Did you take some fruits? You know, I'm quite crazy about fruits especially avocados and bananas!
MIKE: Yes, my Uncle is always a generous man. He is also planning to expand his garden and grow more vegetables and fruits. You know, fruits and vegetables are needed very much these days.
NICKY: Of course, they are in great demand nowadays. Next time, you should take me there too. I want to learn how to grow vegetables and fruits like your Uncle.
MIKE: No problem my friend.
Note: A teacher should now prepare some comprehension questions to guide students to be able to easily identify the descriptive words and understand the content:
Activity Four:
Students' Practice Time. Teacher will ask students to write their own short texts to describe quality of things of their choice.
To facilitate this writing activity, teacher asks students to be in pairs or groups, then ask them to write not less than sentences that show the description of things in terms of quality.
This activity depends on teacher's choice. The teacher may ask students to write a text like the one provided above or ask them to write dialogues.
Activity Five:
There are two options in this activity. First, students can exchange their works for their own assessment guided by the teacher, and second to present what they have written to the classroom boards for the rest of the class to see.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2GRAMMAR PRACTICE:
Adjectives of Quality
By definition, adjective is a describing word. It is the word that tells more about a noun, such as; fertile land, difficult question, my school. In these examples, fertile, difficult, and my are adjectives telling more about nouns; land, question, and school.
Adjectives of Quality are the adjectives that are used to describe the nature of a subject or a noun. They are also the adjectives that describe or show the kind or quality of nouns or pronouns. Some examples are:
Those formed from nouns are:
Gold – golden, as golden age, golden boot.
Power – powerful, as in powerful person, powerful animal.
Those formed from verbs are:
Please – pleasant, as in pleasant environment, pleasant smell.
Talk – talkative, as in he is a talkative person.
Use – useful, as in useful information.
Those formed from other adjectives are:
Red- reddish, as in reddish colour.
Just – justifiable, as in justifiable information.
Other Quality Adjectives are:
Opinions: hot, beautiful, pretty, handsome.
Colours: blue, brown, orange.
Time: daily, weekly, monthly, yearly, hourly.
Material: cotton, silver, gold, diamond.
Touch: sticky, tasty, soft, loose, slippery, sharp, wet, stiff, solid, hard.
Origin: Latin, French, Tanzanian.
Shapes: spherical, round, flat, rectangular, curved, convex, triangular, vertical, horizontal.
Age: new, old, ancient, modern.
Feelings: upset, angry, glad, sweet, joy, ugly, happy, weak, foolish, tired, evil, proud.
Sizes: thin, small, big, large, huge, massive, great, fat, tall.
Qualities: good, nice, better.
Tone: sarcastic, loving, clever, political, annoyed, bitter, bold, happy, devoted, social.
Adjectives that are formed from proper nouns are also called Adjectives of Quality. These adjectives are like: Indian Ocean; Tanzanian Court; Swahili culture.
Students can be guided by the teacher to form various sentences by using this list of Adjective of Quality. A teacher may form any suitable activity for the students to get more interacted with these kinds of adjectives.
REFLECTION
Ask students how they describe things to other people at home, neighbourhood, church, Town Street, or at school. For example, what expressions do they use when they describe something to someone else?
Also ask them how they describe people to other people. For example, what expressions do they use when they are describing someone to someone else who does not know how the person looks like?
ASSESSMENT
The teacher should use relevant assessment tools like oral questions, drills, games, exercises, pair works, group works, and assignments so that to check if a student is able to describe things in terms of their quality.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Also, the students can be assessed in the following ways:
Assessment 01: Individual work
Ask students individually if they can describe things and people in terms of quality by using appropriate words that express quality of things.
This can be done by giving them various questions and check their responses in oral and in written forms.
Assessment 02: Pairs
Give students the task of describing things in terms of quality in pairs. This will improve their speaking and listening skills. This also helps students to interact socially with other students.
Assessment 03: Telling Descriptive stories
Also the teacher may give students in groups to tell very short stories while describing things in terms of quality.
Assessment 04: Matching items
Match the following items that express quality:
LIST A | LIST B |
1. Loose 2. Clean 3. Thick 4. Soft 5. Married 6. Fast 7. Wide 8. New 9. Dark 10. Hot 11. Smooth 12. Straight hair 13. Straight road |
|
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Game 01: Playing with word cards.
How to Play
A teacher may prepare some cards of various things. Then allow each student to come forward and pick up a card of his/her own, then he/she should describe the thing he/she has found in the particular card.
These cards may include the common names and things such as: Hen, cow, goat, school, blackboard, school gazette, chalk, and the like. The student’s task is to describe the item he/she has picked by using appropriate words.
Note:
If the class is large, students can be in pairs or even in groups. In this situation, a group picks a card, discuss it in 2 minutes, and the choose the one to present it by describing the particular item found in the card.
SUMMARY/CONCLUSION
Give them the advantages of descriptive language and how it plays a great role in our life. Show them how important it is to have the ability of describing something to others in terms of quality.
NOTE:
These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20.
So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Part Two: Describing things in terms of quantity.
SPECIFIC OBJECTIVES OF THE LESSON
In this sub topic, the student should be able to describe things in terms of their quantity. The student will have the skills of using proper words, phrases, and expressions in expressing things according to their quantities.
TEACHER’S PREPARATION STAGE
This stage is about the preparation of the teacher before undertaking the lessons of the particular sub topic. These are all activities, procedures, materials, teaching aids, and games prepared by the teacher for teaching a sub topic:
Putting heads together:
Introducing the topic/lesson properly. Organising how students will be able to get to know what is the topic/lesson about. It is where teacher makes sure that students are going to be in his/her train. It includes brainstorming and familiarisation of the topic/lesson with the students.
This makes students stay together with the teacher. It is at this stage students can understand what is going to be discussed in the particular topic.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2In this sub topic/lesson
The teacher will introduce the sub topic/lesson by demonstrating the quantity things like sand, furniture, salt, sugar, oil, water, milk, and others. After introducing these things, a teacher can ask each students or pairs to express any of these in plural form.
It is in this practice, students will realise that the quantities of these things are expressed in other ways.
Preparation of Materials
A teacher has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson
Teacher will apply various pictures, diagrams, and texts. Just as in the previous part of this sub topic/lesson, the teacher will be required to prepare various pictures, diagrams and texts with the statements that express quantity.
Target Practice.
At this point, teacher shows/guides students how to the practice of the functions of the sub topic. A teacher has to show or guide students to the target practice of the grammatical functions of the sub topic.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Under this sub topic/lesson
A teacher will prepare his/her teaching models and include target practice for students to learn various patterns and functions such as:
...much water...; ...a lot of sugar...; ....some bread...; ...any news...; ...enough...; ...less furniture...; ...has a lot of equipment; few/a few; little; many; plenty of.
Sentence Examples:
There is much water in the bucket.
Please pass me some bread.
Ouch! This tea has a lot of sugar!
Have you heard any news from him?
Please, you need to fetch enough water for the evening cooking.
This room is nice. It has less furniture.
The carpenter has a lot of equipment.
Our shamba has plenty of fruits.
Many students dislike failing exams.
Note: All words and phrases in bold letters express quantities.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Context-Based Practice
A teacher leads students to the discussion on how the target grammatical functions practised earlier can be applied or integrated into the contexts and situations.
The students are guided by the teacher to apply the learnt skills in relevant contexts and situations like homes, school, library and other literary settings.
In this sub topic/lesson
Students should explore how to express things in terms of quantity in the contexts of school, home, town, and the market.
Vocabulary Building Practice
At this time, teacher discusses with the students on the vocabularies and phrases to apply in the already mentioned contexts and situations.
In this sub topic/lesson
Vocabularies such as equipment, furniture, bread, loaf, money, milk, water, pork, mutton, paper, chalk, litre of, fleet of cars and others will be mostly used.
TEACHING AND LEARNING PROCEDURES, ACTIVITIES AND GAMES
Guide the students to the full sub topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:
Activity One:
Introductory prompt. The teacher asks students how they measure things like water, soap, sugar and flour.
This concept will make students think about other ways of giving various measurements of such things.
This can be a good introduction to the expression of the things in terms of quantity.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Activity Two:
In this activity, the teacher will describe familiar things in terms of quantity inside and outside the classroom.
He/she will prepare students to listen carefully and pay attention to the expressions he/she uses because after his/her demonstration, the students will later be asked to express things in terms of quantity.
As he/she demonstrates, he/she should ask students to note down any words that show quantity of something.
Teacher will demonstrate things in terms of quality as follows:
Inside the classroom
Many students have attended school today
Few students have not attended today
There are few pieces of chalks in the box
Low attendance is not required
There is a lot of pictures on the wall
Teacher has given us a piece of advice
There is a piece of furniture in the class
Our class has no much dust
Outside the classroom
There is a lot of trees outside the classroom
Many buildings at school are painted white
There is less pollution at our school
Some trees are fruit trees
Our teacher gave us a carton of juice during break time
Every student runs to the parade when the bell rings
After this teacher's model, students now are introduced to the vocabularies and patterns used when expressing things in terms of quantity.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Some of these are:
Some
Any
A lot of...
A piece of advice
A bar of soap
Plenty of...
A bar of soap
Other words are: Less, many, enough, little/a little, few/a few, fewer, much, each, every, etc. Mastering these vocabularies will help students to construct their own sentences easily.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Discussion of the meanings of some other Quantity words:
For more understanding of the quantity words, the teacher can guide students to the discussion of the following commonly used quantity words:
Much. This is used with collective and singular nouns. For example; much money, much water.
Many. This used with plural nouns. For example; Many teachers, many friends.
Few. This is used with negative quantity or it implies shortage of something. For example; Few teachers, few students.
A few. This deals with positive quantity and it is also used with countable nouns. For example; Joy has a few friends. A few teachers, a few students.
Little. This implies negative quantities, or a diminutive in size. For example; This cat is little, little person, little crowd.
A little. This means positive quantities, and it is used with non-countable nouns. For example; There is a little salt in soup, a little water, a little crowd.
Less. Less is used with non-countable nouns, collective nouns, volumes, and bulk amounts. For example; There is less pollution in this area, less sound, less erosion.
Fewer. This is used with countable nouns and individual items. For example; Fewer bottles, fewer, chairs, fewer people.
Each. It is used with individual or separate items. For example; The bananas are Tsh 200 each, each person, each one of us.
Every. This refers to a thing in a group, or it describes the frequency of actions. For example; Everyone, every day, every weekend.
Some: it is used in the affirmative sentences.
Any: it is used in negative and interrogative sentences.
Enough: it is used as both adverb and adjective. As an adjective, it is used before noun and as an adverb it is used after the noun.
Activity Three. The teacher will guide students to practice using the teacher's models above (Within the classroom and outside the classroom) to describe quantity of things/people.
Here the teacher gives students a chance to express things/people in terms of quantity. They should be encouraged to use the appropriate expressions as used by the teacher in his/her model.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2The students may have a variety of responses. The other expected responses are like:
Yesterday I bought a bag of sugar.
I always drink much water.
She drinks some milk every morning.
A lot of students know to speak English.
Our school has many teachers.
Activity Four:
Here, students will be guided by their teacher to read a variety of texts and note down description of things in terms of quantity.
The following Teacher’s model can be used along with others to test students if they can identify the things that are described in terms of quantity.
Text: Teacher's Model
Karema High School is the school with plenty of blessings. First, the school has many trees; both normal and fruit trees. These trees give us a lot of benefits like fruits, soil stability, and refreshing shadows.
The school is also surrounded by many paddy fields. They enjoy much water as well because the school is beside Lake Tanganyika. When you come at Karema you have to relax and wait for many fresh 'Mikebuka' and a bowl of rice!
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Ask students to:
Identify any five words expressing quantity.
Note: Other questions may be formed out of this text.
Activity Five:
A teacher may ask students to write short texts describing quantity of things of their choice. The teacher should allow students to choose their own things to describe, but under his/her guidance so that to keep students in the track.
For example, a teacher may help students to choose things like; school, farm, garden, village, town, and others, then ask them to describe them in terms of quantity. For example, a student who has chosen describe the garden, he/she may have following descriptions of it:
I take care of my garden every day. It has a lot of vegetables. I water some water every day to make it evergreen and more productive. It gets plenty of sunlight.
Students should be urged to apply the appropriate expressions when expressing things in terms of quantity. It doesn’t matter how small practice is, but it is good if it is effective to students.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2GRAMMAR PRACTICE:
Adjectives of Quantity
Adjective of Quantity is the kind of adjective that shows the quantity of nouns or pronouns.
These are adjectives that are used to describe nouns and distinguish nouns from other nouns. These adjectives do not provide the exact number of nouns or amount. It just indicates ‘how much’ noun is there in the sentence.
Here are some examples:
He has many books in his house.
He is so handsome.
Matatizo is very poor.
He has completed most of the tasks.
He has enough money to buy a car.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2In the above sentences, the words, many, so, very, most, and enough are adjectives of quantity because they show the amount of noun. Adjectives of number or numerical adjectives also specify the amount of noun in the sentence.
Other examples are:
Most of the boys like to listen to music.
My bucket is empty.
We have no enough time for practice.
There is little water in the jar.
Is there any fruit in the basket?
She ate a whole apple daily.
We need abundant amount of water.
She has numerous pens.
I have little interest in dancing.
My glass is half full.
REFLECTION
Ask students how they describe things to other people at home, neighborhood, church, Town Street, or at school. For example, what expressions do they use when they describe something to someone else.
Also ask them how they describe various objects. For example, what expressions do they use when they are describing a certain object to someone else who does not know how the object looks like.
ASSESSMENT
The teacher should use relevant assessment tools like oral questions, drills, games, exercises, pair works, group works, and assignments so that to check if a student is able to describe things in terms of their quantity?
Also the teacher can assess his/her students by using the following ways:
Assessment 01: Oral Questions with answers
Ask students if they can describe things in terms of quantity. Give them various questions and check their responses in oral and in written forms.
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Assessment 02: Choose one best alternative from the brackets
Choose the correct words in the brackets:
I like ......(few/a few) friends
She gave me .......(a piece/peace) of advice
John drinks ......(many/much) water everyday
The government insists ......(fewer/less) use of charcoal
........(Each/Every) one of us should speak
Give me ......(a bar/piece) of soap.
Assessment 03: Matching items.
| LIST A | LIST B |
|
|
TOPIC 6: GIVING DESCRIPTIONS | ENGLISH FORM 2Assessment 04: Pick the correct answer from the box.
| Sufficient, few, some, couple, all |
- She spent _____ her money on picnics.
- He gave me _______ chocolates.
- We have _____________ books at our school.
- Only ______ birds are flying in the sky.
- In a ______ of days our results will appear.
SUMMARY/CONCLUSION
Give them the advantages of descriptive language and how it plays a great role in our life. Show them how important it is to have the ability of describing something to others in terms of quantity.
NOTE:
These stages explained above are not necessarily covered in a single lesson of single or double period.
Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20.
So, the teacher's task is to divide these stages according to the total number of periods for a particular sub topic.