Lesson Planning of Formulaic Expressions –I Subject English Grade V

 

Lesson Planning of Formulaic Expressions –I

Subject English

Grade V


Students` Learning Outcomes

  • Identify and use previously learnt and more formulaic expressions for greetings and routine social courtesies according to the age, gender and status of addressee.

Information for Teachers

  • Give your students vocabulary to agree / disagree, how to express likes and dislikes, express needs and feelings and express joy in a natural and polite manner.

  • Use your facial expressions while talking to the students.
  • Notice yourself that when these expressions are used in routine life they make your language livelier.
  • Note that this SLO is divided into two lesson plans.

Material/ Resources

Writing board, chalk/marker, duster, textbook

Introduction

  • Tell the students that we have to agree or sometimes disagree with our friends/parents/class fellows, etc. for this we should not be harsh rather we should be very polite even if we disagree.
  • Give them a situation where two students are arguing to decide which game they should play, should they play cricket or hockey?
  • Divide class into two groups, one representing cricket and the other hockey. One child from each team will answer the question asked by the child of the other team.
  • Remind students that the team that continues to show respect and behaves nice will be the winner!

Development

Activity 1

  • Encourage the students to express their likes and dislikes on a given topic. This topic could be a food item, or a season.
  • On one side of the board write a list of words and phrases that the students might need to use. Also use the phrases in sentences to model for the students how these are used?
  • These phrases may be: as;

  1. I like it when, I like to, I love to, My favorite part is when…..
  2. I don`t like it, I really don`t like it, I don`t like to, it makes me very unhappy when I have to…..

  • Offer help to the students if they have an idea but they can`t express it in English.
  • Take guidance from ‘Information for teachers’.

 

 

Activity 2

  • Ask the students to work in groups of four or six.
  • Assign students some questions that the group members will ask each other.
  • As they already know each other`s names, they can now ask the number of brothers and sisters. Each one has and where he or she lives?
  • You can also include other questions such as ‘What is your favorite color?
  • Ask them to choose two students who will present after writing the introduction.
  • The students will use the information collected. They can ask 3 questions earlier to introduce themselves and their group members to the class. For example, ‘This is my friend Shams. He has one sister. He lives in Kot Azam and his favorite color is green.
  • Write 3-5 sentences to introduce yourself and your fellow students.
  • Then the presenters will present it I front of the class.

 

Activity 3

  • Put up a chart on the wall that has the drawing of big round faces on it. Each face should show a different basic emotion such as happiness, sadness, worry, surprise, anger, fear, excitement.
  • Also write these words under the faces.
  • At the beginning of each period point to the chart and ask them how they are feeling?
  • Allow them to choose more than one feelings, for example they may be feeling fear and sadness at the same time.
  • This will be an ongoing activity and will not be done just once.

Sum up/ Conclusion

  • Ask the students to volunteer to speak some of the sentences to express likes/dislikes and feelings. Let them do it as separate sentences or in response to each other’s` comments, in the form of a conversation.
  • Ask the students about new expressions they have learnt in form of sentences.
  • Ask the students to tell how they can disagree to /with others opinions by being polite as well. They are to give examples.
  • Allow students to tell a few sentences that they can use to agree, disagree or express joy, fear, anger, sorrow, likes or dislikes.
  • Find the exercise related to the topic in the textbook. Students must do this exercise in the notebooks or on the textbook.

Assessment

  • Ask ant three students from your class to introduce themselves and the student sitting with them.
  • Ask the students to write four to five sentences about your likes or dislikes, feelings of sorrows, joy, fear, anger, etc.
  • Use polite tone if they don`t agree with or like something.

Follow up

  • Ask the students to practice whatever they did in the class.
  • Continue to ask them about their likes and dislikes about events and objects, games, school subjects, a certain topic or poem they study, etc.
  • Continue to ask them how they feel by pointing to the feeling chart.


Comments

Post a Comment

Popular posts from this blog

Lesson Plan of Modal Verbs Lesson Plan of Modal Verbs

Image
Lesson Plan of Modal Verbs English Grade V Students’ Learning Outcomes ·          Illustrate use of can/can’t, may/mayn’t, and should/ shouldn’t to express permission, prohibition, doubt, and obligation. Information for Teachers ·          A modal is a kind of auxiliary (helping) verb that is used to express: ability, possibility, permission or obligation. Modal phrases (or semi-modals) are used to express the same things as modals ·          Can, may and should are called modal verbs. ·          Can is used to express ability or to say that something is possible. For example: I can speak English. ·          To form the negative we add “not” after can to form one word: can’t. For example: She can’t eat two burgers. ·          May is used in formal style to request for permission (in questions) giving permission (in affirmative sentences) and refusing permission (in negative sentences). For example: May I borrow your book for a day? You may have
Read more

LESSON PLAN OF CONVERSION OF EXCLAMATORY SENTENCES FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10th

Image
  LESSON NO. 33-CONVERSION OF EXCLAMATORY SENTENCES FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10 th Rules: 1.       Reported verb should be changed in the following manner:  2.       Inverted commas should be replaced by ‘that’. 3.       Change the Reporting Verb said into exclaimed, cried out, wished, prayed, confessed, applauded, called to witness, etc. 4.       The exclamatory sentence is turned into a statement and linker that is used in the indirect speech. 5.       If the exclamatory sentence begins with what or how to denote extreme emotion, it becomes great or very according to sense. Normally great is placed before a noun and very is placed before an Adjective e. 6.       Omit all the interjections and exclamations and cover their sense by means of suitable Adverbs or Adverb Phrases, such as, with joy, with sorrow, with regret, with impatience, with contempt, with delight, etc. 7.       Use the conjunction that to introduce the Reported Speech. 8.       If a
Read more

LESSON PLAN OF CONVERSION OF IMPERATIVE SENTENCES BEGINNING WITH ‘LET’ FROM DIRECT TO INDIRECT SPEECH

Image
  LESSON NO. 35-CONVERSION OF IMPERATIVE SENTENCES BEGINNING WITH ‘LET’ FROM DIRECT TO INDIRECT SPEECH Subject English Grade 10 th (a)     When let express a proposal, the Reporting Verb is changed into ‘proposed’ or ‘suggested’ and ‘let’ is replaced by should. Moreover, the imperative form is changed into Assertive form with the linker ‘that’; as, (a)     If the word ‘let ‘denotes permission, it is changed into some phrase as  ‘might’ or ‘might be allowed’ or imply into the infinitive to let, or into some other form according to the sense; as, 
Read more