Lesson Plan of Talking About Yourself English Grade VI, VII

Lesson Plan of Talking About Yourself

English Grade VI, VII

Students’ Learning Outcomes

·         Ask and answer questions of personal relevance

·         Take turns.

·         Relate what they have to say to what has been said before.

Information for Teacher

·         This is a model lesson plan to demonstrate how oral communication can be taught. Please modify or simplify the text (dialogues and language) according to the level of the students.

·         Use material from text books to reinforce grammar, vocabulary or punctuation used here.

·         Keep the lesson simple and provide maximum practice of the newly learnt phrases.

·         Change the situation according to the level and interest of the students.

·         The oral communication lesson can be conducted and practiced through the following process:

·         Oral communication has two components:

1.       Speaking

2.       Listening

·         Students have to be made aware of the importance of listening carefully and then giving a suitable and appropriate response.

·         Speakers have to also ensure that they speak clearly so that the listener can understand properly.

·         This will help them avoid any breakdown in communication.

·         Intonation: rise and fall of voice to express different feelings and emotions and to emphasize a word or a phrase.

·         Facial expression and gestures: speakers and listeners use facial expression and gestures like smiling, frowning, clenching teeth, raising eyebrows etc. and arm movement are some of the body gestures used as well.

·         Formal and informal context: some social settings require more formal ways of communicating or expressing: e.g. with elders, teachers, strangers. However with friends and people of same age known to us we may be less formal and more at ease.

·         Punctuation practice: reinforce the use of an exclamation mark when expressing strong emotions.

·         Help the students to recall some common interjections like Ah! Oh! Etc.

·         Contractions:  in spoken English some common pronouns and verbs are spoken together by joining through contractions: e.g. I’m, that is=that’s, you are= you’re. get students familiar with these.

Material / Resources

Chalk/marker, flashcards, chart paper, tape text book

Worm up activity

·         Greet the class and tell the students that a visitor is coming to their class.

·         Ask the students what are some of the things they would like to ask that person.

(Expected response: Name, address, work, interests, family etc)

Development

Activity 1 (Grade VI)

·         Divide the class in two groups.

·         Tell that each group has to interview following people:

1.        The class teacher of the other class.

2.       A student of another class.

·         Give each group 5 minutes to think of questions they are going to ask.

·         Now ask each group the following questions:

1.        What information is important?

 (Relevance: it isn’t relevant to ask how big or small a persona’s house is or about peoples possessions)

2.       What are some of the things that you will not ask?

(Politeness and good manners demanded that we do not ask people older)

Activity 2 Grade VIII

1.       Ask the students to listen to a dialogue.

(The teacher may prepare this dialogue with a volunteer student or another teacher and present it in front of the class)

2.       The teacher may record this dialogue on a tape recorder and play it in front of the class. The teacher will also provide a purpose for listen the dialogue.

3.       The teacher may say, “Listen” to the dialogue and note how they ask and answer questions of personal relevance’.

·         The teacher should explain that ‘note’ does not mean that they have to write.

·         They can just focus on the sentences which are used to ask and answer questions of personal relevance.

Dialogue 1:

 Situation: Kamran is driving his uncle’s motorbike in Bahawalpur. A policeman stops him and asks him some question.

K= Kamran           P= Policeman

P: what is your name, please?

K: Kamran Khan

P: where do you live?

K: in Multan

P: what’re you doing here, in Bahawalpur?

K: I’m visiting my uncle.

P: what’s your address in Multan?

K: 10-B Goulash Town.

P: Who do you work with?

K: I don’t work, I’m a student.

P: how old are you?

K: Twelve.

P: you’re driving license please?

K: M…m... I don’t have one.

P: whose motorbike is this?

K: My uncle’s sir.

P: let’s go to the police station, and call your uncle.

Activity 3 Grade VII

Role-play this dialogue in pairs:

1.       The teacher will ask the students to prepare this dialogue with appropriate intonation (rise and fall of sound) and facial expressions.

2.       The teacher will ask the students to role-play the dialogue with appropriate expressions.

·         In the beginning the students may not be able to learn the whole dialogue by heart.

·         In this case, the teacher should ask the students to have flash cards on which their respective dialogues should be written.

·         The students will rehearse and present dialogues in front of the class.

·         However, they should try to perform dialogue orally without reading from anywhere.

Activity 4 (Grade VI)

·         The teacher will ask the students to sit in pairs.

·         Each pair is to form one question on the following situation.

Situation: A new student has come to your class. Ask questions to know about him/her

·         Guide the students and tell them that questions have to be suitable and polite.

·         Avoid asking very personal questions e.g. are you rich? Do you have a car? Etc.

Asking Questions of Personal Relevance

v  What is your name?

v  Where do you live?

v  What’re you doing?

v  What do you do?

v  When do you get up?

v  Who is your favorite personality?

v  What is your favorite color/animal/fruit/vegetable?

v  What does your father do?

v  Which subject do you like the most and why?

Note:  These are some sample questions. Teacher may add some other questions. Ask the students to write these questions on papers and crumble each question in form of a ball.

1.       Now ask the students to sit in a circle and play the game of circle-toss.

2.       Ask the students to pick the ball (those pieces of papers) and throw it to the other student.

3.       The student who will catch the ball, open it and read to ask the question from the next student. The next student will stand up. He will answer the question.

Activity 5    (Grade VII, VIII)

Role –play

1.       The teacher will ask the students to work in groups and prepare a dialogue with appropriate intonation (rise and fall of sound) and facial expressions. On any one of the following situation:

v  Two strangers on a long journey

v  New neighbors

v  A new teacher has joined school.

2.       The teacher will ask the students to role-play the dialogue with appropriate expressions

3.       In the beginning, the students may not be able to learn the whole dialogue by heart. In this case, the teacher should ask the students to have flash cards on which their respective dialogues should be written. The students will rehearse and present dialogues in front of the class. However, they should try to perform it without reading from anywhere.

Sum up / Conclusion

·         Conclude the lesson by repeating all the main points of the lesson.

Assessment

·        Questions:

1.       Why do we want to know about others?

2.       What are some of the questions you would not like to answer?

3.       What are some of the questions that are considered rude and impolite?

Follow up

·         Go to the councilor of your locality and ask questions of personal relevance or any other famous person of our locality.

·         The teacher will ask the students to sit in the form of pairs

·         One member of the pair will perform the role of a counselor and the other will be a student.