LEVEL
2
OPTIMISM IS THE
YOU MUST
FAITH THAT LEADS TO
ACHIEVEMENT, NOTHING
CAN BE DONE WITHOUT
HOPE AND
BE THE CHANGE
YOU WISH TO SEE
IN THE WORLD
CONFIDENCE
- Mahatma Gandhi
- Helen Keller
FACILITATOR HANDBOOK
REVISED - NOV 28, 2016
THE FLAME IN A
IT IS NOT WHAT IS
CHILD WILL BE LIKE A
SUN IN THE
FUTURE
POURED INTO A
STUDENT THAT COUNTS
BUT WHAT IS PLANTED
- Victor Hugo
- Linda Conway
CEILING
RATE
ENTHUSIASM
EVEN ABOVE
PROFESSIONAL
SKILLS
- Edward Appleton
BUILDING ENGLISH NON-COGNITIVE & CRITICAL THINKING SKILLS
Free one-year enrichment program
Subject: English
Level 2
About This Resource
The FEA organized by the AAM Foundation are aimed at building comfort, confidence and
competence in oral communication. The one hour forty-five minute weekday class is designed
around a software where the students listen and imitate the language as spoken by native speakers
for thirty minutes. Thereafter, for one hour and fifteen minutes, with the Facilitator’s guidance, the
students practice the learnt concepts through Workbook and planned oral communication
activities.
Along with developing English communication skills, AAM Foundation is also committed to
building critical thinking skills among its students, making them independent and reflective
thinkers. The language lessons are layered with activities to nurture a problem-solving mindset
among students who become active contributors in their communities.
The purpose of this Handbook is to serve as a comprehensive lesson-plan resource for those
facilitating the learning of first generation learners of English language, organizing information to
foster confidence in speaking the language at early Level II (Intermediate). The languageacquisition activities in this handbook will also develop patterns and habits of thinking,
appreciation/critique of their local community and foster an attitude of problem solving.
All lessons/activities, will require the facilitators to familiarize and prepare themselves with the
lessons before they implement them in the centers.
The lesson-plans in this Facilitator Handbook, as a part of early Level II (Intermediate) have to be
completed in two months. At the end of the two months, the Facilitator and an Evaluator will assess
language proficiency of the students, keyboarding and book reading to determine progression to
Book 4 (later Intermediate).
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Subject: English
Level 2
Table of Contents
Lesson #
Topic
Page #
Week 17 - Review
Lesson #
Topic
Page #
Week 21 - Sewage
97
Introduction - Review
5
121
Reflections on Action Plan
50
98
Safety & Good Health - Review
7
122
Grammar Review - 1
52
99
Shopping - Review
9
123
Letter Writing
53
100
At the Office - Review
11
124
Grammar Review - 2
55
101
Pronunciation
13
125
Grammar Review - 3
57
102
Learning Contract - 3
14
126
Consolidation
59
Week 18 - Community
Week 22 - Personal Hygiene
103
My Community
16
127
Simple Present Tense
61
104
Me & My Community
18
128
Present Continuous Tense
63
105
The Good Samaritan
20
129
Simple Past Tense
65
106
Short Messages
22
130
Future Tense
67
107
Problem-Solving
24
131
Conversation
69
108
Consolidation
26
132
Consolidation
71
Week 19 - Waste Management
Week 23 - Case Studies
109
Articles - 1
28
133
Direct Speech
73
110
Articles - 2
30
134
Reported Speech
75
111
‘This’, ‘That’, ‘Those’
32
135
Conversion of Speech
77
112
Let’s Talk
34
136
Comparisons - 1
79
113
Problem-solving
36
137
Comparisons - 2
81
114
Consolidation
38
138
Consolidation
83
Week 20 - Water Logging
Week 24 - Possibilities
115
Subject Verb Agreement - 1
40
139
Review - 1
85
116
Subject Verb Agreement - 2
42
140
Review - 2
87
117
Phrases
44
141
Review - 3
88
118
Phrases - Usage
46
142
Review - 4
90
119
Summing Up
47
143
Review - 5
91
120
Consolidation
48
144
Internal Evaluation
92
Appendices
#
Topic
Page #
#
Topic
Page #
1
Introduction - Review
94
9
Riddles
102
2
Presentation
95
10
Phrases
103
3
Pronunciation
96
11a
Present Simple
103
4
Short Messages
97
11 b
Present Continuous
104
5
Pledge - Samples
98
12
Past Tense
105
6
Let’s Talk
99
13
Future Tense
106
7
Poster - making Tips
100
14
Direct & Reported Speech
106
8
What’s the subject?
101
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Subject: English
Level 2
Lesson 97: Introduction (Review)
Objective
1. The students will recap introducing themselves and others (formal and non-formal situations),
confidently and correctly.
Materials
Vocabulary
• Workbook
• Greetings
• Writing material
• Young
• Appendix 1 (Facilitator
• Old
Handbook)
Critical Thinking
• Miscellaneous
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Review formal and non-formal situations with the students.
3. Use the situations given in Appendix 1 (Facilitator Handbook) and ask the students to
introduce themselves and others.
4. Make sure that the students use appropriate:
• Greeting
• Body language
• Intonation
• Title
5. Students should not talk about their gender, address and contact details in their introduction.
6. The introduction must include :
• Opening greeting
• Title
• Name
• Age
• Profession
• Closing sentence
7. Students must introduce younger person to older and junior to senior.
8. Make sure that every student gets a turn to participate.
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Subject: English
Level 2
9. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
10. Review the vocabulary ‘young’ and ‘old’ as students mention their age.
11. After students complete workbook exercises, ask them to swap their workbooks and proofread
for punctuation and capitalisation with a partner.
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Subject: English
Level 2
Lesson 98: Safety & Health (Review)
Objective
1. The students will recap safety and health.
2. Students will be able to speak about safety and health confidently.
Materials
Vocabulary
Critical Thinking
• Workbook
• safe / unsafe
• alternative viewpoints
• Writing material
• healthy / unhealthy
• making connections
• hygienic / unhygienic
• precautions/prevention
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Review the concept of safe/unsafe, healthy/unhealthy and hygienic/unhygienic with students.
(Refer to Lesson 53 of Level 1 Student Workbook). (5 minutes)
3. Review some examples of safe/unsafe, healthy/unhealthy and hygienic/unhygienic with
students. (5 minutes)
4. Shared read the article in the student workbook on motorbike safety and complete the
workbook exercise. (10 minutes)
5. After the students have completed the exercise, ask students to find a partner. Assign each pair
the Motorbike Role-play or Hygienic Food Role-play. Each pair will have 1 minute to plan and
2 minutes to present a role play about motorbike safety or about eating hygienic food.
6. Motorbike role play: Partner A will “step inside the shoes” of someone who doesn’t wear a
helmet and Partner B will “step inside the shoes” of someone whose family member was injured
or killed in an accident. After 1 minute, partners A and B switch. Encourage the partners to use
different reasons and ideas when they swap. For instance, in the second one-minute, when
Partner B plays the role of someone who does not like to wear a helmet while driving, he/she
must come up with different reasons and enactment from how Partner A role-played in the first
one-minute.
7. Hygienic food role play: Partner A will “step inside the shoes” of the friend who likes to eat from
hygienic food vendors, and Partner B will “step inside the shoes” of someone who became sick
from the food vendor’s food. After 1 minute, partners A and B switch. For instance, in the
second one-minute, when Partner B plays the role of someone who likes to buy food from
unhygienic food vendors, he/she must come up with different reasons and enactment from how
Partner A role-played in the first one-minute. (20 minutes)
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Subject: English
Level 2
8. Students must speak in complete and explanatory sentences. For example, “You must wear a
helmet while driving to protect your head.”
9. Make sure that every student gets a turn to participate.
10. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
11. Ask class as a whole to share their views on “Prevention is better than cure” connecting it with
both safety and hygiene. (10 minutes)
12. Ask a few students to summarise the lesson of the day.
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Subject: English
Level 2
Lesson 99: Shopping (Review)
Objective
1. The students will recap shopping and ordering products / food.
2. Students will be able to speak about shopping and ordering food/items confidently.
Materials
Vocabulary
Critical Thinking
• Workbook
• currency
• reasoning with evidence
• Writing material
• stale / fresh
• building interpretation/
explanation
• cheap / expensive
• cuisine
Facilitator’s Reflections:
Procedure
1. During the last 15 minutes of CBT time, students will watch video L99. Allow them to replay
the video once. (10 minutes)
2. After all students have watched the video, discuss:
• “99.5% of accidents are caused by people’s behaviour.” Does that surprise you? Why? (5
minutes)
• Which of your behaviour(s) can lead to an accident? (5 minutes)
3. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
4. Review the concept of cheap/expensive, different cuisines and shops, fresh/stale, old/new etc.
with students. (Refer to Lesson 81 of Level 1 Student Workbook). (5 minutes)
5. Review some examples of cheap/expensive, different cuisines and shops, fresh/stale, old/new
etc. with students. (5 minutes)
6. Look at the two images in the student workbook, both of which were advertised online. Which
one do students think will cost more, and why? After some debate, reveal that the H&M
sweater cost Rs 2299, but the sweater from the 1980s cost Rs. 17,000! Discuss possible reasons
for the difference in price. (10 minutes)
7. Role Play- Pair up students and assign them role play of A. or B. from the workbook exercise.
8. Each pair learns their script/part and presents it to the whole group. (15 minutes)
9. Students must speak in complete and explanatory sentences. For example, “I am very
disappointed with the food as it was stale.”
10. Make sure that every student gets a turn to participate.
11. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
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Subject: English
Level 2
12. Look at the shopping comic in Part C. Ask students if they know of online shopping portals
(Jabong, Flipkart, Amazon, Myntra etc). Ask them if they have ever bought anything online.
• If they have, is it better than shopping in person? If yes, how? If not, why?
• If they have not shopped online, ask a student who has, to explain to students who have not
and then ask, how would it compare with how they shop currently (face-to-face). (15 minutes)
13. Ask a few students to summarise the lesson of the day.
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Subject: English
Level 2
Lesson 100: At the Office (Review)
Objective
1. The students will recap work/office related conversation.
2. Students will be able to speak about professions comfortably.
3. Students will be able to plan presentations confidently.
Materials
Vocabulary
• Workbook
• professional
• Writing material
• personal
• Appendix 2 (Facilitator
• stationery
Handbook)
Critical Thinking
• observing/describing
details
• message card
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Review the professions and objects in an office. (Refer to Lesson 28 of Level 1 Student
Workbook). Recap difference between profession and occupation. ( 5 minutes)
3. Introduce the new vocabulary, ‘personal’ and professional’. Discuss what could be some
professionally acceptable and unacceptable reasons for leave. Give them practice in using the
two words. ( 5 minutes)
4. Students complete the workbook exercise A, and have a partner proofread their message card
(they want to make a good impression on their boss!). Encourage students to work with
different partners every time and explain how that will help them overcome reluctance and
develop confidence. ( 5 minutes)
5. Ask students to now complete exercise B. (10 minutes)
6. After completing exercise B, the students have to make presentations. They may choose to
present:
• what they have planned in exercise B or
• a topic from Appendix 2 (Facilitator Handbook)
7. Give each student 5 minutes to prepare and 2 minutes to present. (30 minutes)
8. The presentation must include:
• Opening greeting
• Introduction
• Statement of Purpose
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Subject: English
Level 2
• At least 2 professions with details
• Closing sentence
9. Make sure that the students use appropriate greeting, body language and intonation.
10. Students must speak in complete and explanatory sentences.
11. Make sure that every student gets a turn to participate.
12. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
13. Ask students in the audience to provide peer feedback on use of complete sentences.
14. Ask a few students to summarise the lesson of the day.
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Subject: English
Level 2
Lesson 101 - Pronunciation
Objective
1. Students will review the pronunciation of /z/ (Zip) and /ʤ/ (Jump) sounds.
2. Students will learn to pronounce the /ƺ/ (meaSure) sound.
Materials
Vocabulary
• Workbook
• Writing material
• pronounce /
pronunciation
Critical Thinking
• observing/describing
details
• making connections
• Appendix 3 (Facilitator
Handbook )
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Ask students to stand and take them through Warm-Up exercises from Appendix 3 (Facilitator
Handbook ) . It is important that students feel comfortable in this session, so make the warmup fun! (5 minutes)
3. After warm-up exercise, recap voiced / unvoiced pair /s/ and /z/. (5 minutes)
4. Recap /ʤ/ and /z/ sounds with students, using some of the tongue twisters from Lesson 19.
Spend time on this, to make sure students are pronouncing the sounds correctly. (5 minutes)
5. Introduce today’s sound by asking students to “shhhh” each other. Tell students that today’s
sound is the voiced version of the shhh sound - as in the word “measure.”
6. If students find this sound difficult to make, have them practice the voiced / unvoiced pairs /s/
and /z/. Then have them try /ʃ/ and /ƺ/.
7. Elicit words that have the /ƺ/ sound. Students may struggle with this - some words they may
know are: pleasure, measure, treasure, vision, Asia, usually, equation, occasion. Ask them to
write the words that they come up with in exercise A.
8. Ask students to , practice /ƺ/ tongue twisters in workbook exercise B and make some of their
own. These need not be sensible or meaningful since the idea is to practice the /ƺ/ sound.
9. Ask a few students to summarise the lesson of the day.
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Subject: English
Level 2
Lesson 102: Learning Contract - 3
Objective
1. Students will complete/revisit their individual learning contract.
2. Students will be able to speak comfortably about their learning contract.
Materials
Vocabulary
• Workbook
Critical Thinking
• self-assessment
• making connections
• goal
• reasoning with evidence
• action plan
• contract
Facilitator’s Reflections:
Procedure
1. During CBT today, students will practice keyboarding (technique and speed) using the
software. (15 minutes) During the last 15 minutes of CBT time, students will listen to Audio
Lesson 102. Allow them to replay the audio once. (10 minutes)
2. After all students have listened to the audio, discuss:
• Why must goals be specific?
• How SMART was/were your goals in Learning Contract 1 & 2? How can you prove it?
3. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
4. If necessary, spend more than 1 day on this lesson.
5. In this lesson students will measure their learning and plan learning goals for the coming
months.
6. Now that students have been evaluated and promoted to Level 2, ask students to self assess
themselves. After all students have assessed themselves, ask them to compare it with their own
Learning Contract 1 & 2 of Level 1.
7. Tell students difference between goal and dream and your own professional goal. Also tell them
how you plan to achieve that goal. If it was the same as you shared in Level 1, tell them about
the progress that you have made. If you have new goal/s, share those with them.
8. Explain to the students what a ‘contract’ is and how this is a contract that they are making to
themselves.
9. Then discuss how to fill the learning contract making sure that the students understand all the
terms.
10. While students are completing the Learning Contract in their Workbooks, call students
individually by turns and hold a brief interview with them to discuss their learning goals. After
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a student has discussed his/her progress along with the facilitator, he/she completes the LC in
his/her workbook.
11. While one student is being interviewed, the others who have completed their Learning
Contract or are waiting for their turn, are asked to read a book from the FEA library or do
CBT.
12. During the interview, the facilitator’s job is to get the students to think about their learning
needs/goals and to help them make these goals specific and realistic. For example, if a student
says, “I joined FEA to improve my English.” That is a very broad goal. Help the student identify
and specify what do they need to change to improve their English for example, to build
vocabulary, grammar, oral communication or confidence in speaking etc.
13. Students must speak in complete and explanatory sentences. For example, “I will come to the
center regularly so that I do not miss any lesson.”
14. After everyone has filled up the Learning Contract, one-on-one with the facilitator, ask some of
the students to share their learning goals and plan with the class.
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Subject: English
Level 2
Lesson 103: My Community
Objective
1. Students will understand how they are part of distinct communities.
2. Students will begin to appreciate the interdependence of people and communities.
3. Students will practice the ‘-s’ and ‘-es' plural forms.
Materials
Vocabulary
• Workbook
Critical Thinking
• consequences
• making connections
• incident
• building interpretation/
explanation
• sequence of events
• community
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Most non-native speakers of English make mistakes in the use of singular and plural. Therefore,
the concept of singular and plural must be completed slowly so that students get a lasting
understanding. There will be some teaching required for this lesson.
3. Introduce the concept of singular and plural to students, by writing on the board: car, desk,
game, box, dish, bus. Then elicit the plural versions, and write these next to the words. (Note make sure that everyone pronounces ‘plu - ral’ correctly) (5 minutes)
4. Ask students: What is the difference between the first three and the last three words on the
board? Share the rule for adding /-es after s, sh, x, ch, j and z.
5. Get students to pay attention to how the sound and spelling is linked - dish- es (not dishs),
branch-es (not branchs), box-es (not boxs) (5 minutes)
6. Ask students complete workbook exercise A. (10 minutes)
7. Tell the students the different roles that you play in your life. (2-3 minutes)
8. Ask students the different roles that they play - son, student, friend, FFEA student etc. Explain
how these roles make them members of a bigger group - a family, a neighborhood, a school etc.
If helpful, recap names of relations and family members ( 5 minutes)
9. Ask them to fill the different circles with their roles and immediate connections as they go out of
the circles. Model first with your examples written on the board. ( 10 minutes)
10. After all students have completed exercise B, ask students to read the story in part C.
11. Ask questions from students to check comprehension. Students then complete the sequence of
events and explain how their saying something mean to a friend can impact people/events in
their communities. This can be imaginary or real. ( 10 minutes)
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Subject: English
Level 2
12. Ask them why that is so. Steer the conversation towards interconnectedness and
interdependence of life / people.
13. Ask students how their actions as a member of one community impacts others (directly or
indirectly) -These may be positive, negative or neutral. Students may share their workbook
responses or examples from real life. ( 10 minutes)
14. Students who make grammatical mistakes or are inaudible must be asked to repeat till they
correct themselves.
15. Ask students:
1. How do we behave in our different roles ?
2. Is this behaviour same or different? For example, do we act differently at home vs. at FEA.
3. Why is that? What are the consequences?
4. Why does our behaviour differ from one role to another?
5. What if we did not change our behaviour according to our setting / environment?
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Subject: English
Level 2
Lesson 104: Me and My Community
Objective
1. Students will learn to draw out the main idea from a narrative, practice retelling and
summarizing the narrative.
2. Students will begin to acknowledge public apathy.
3. Students will learn the plural rules for words ending with ‘y’.
Materials
Vocabulary
• Workbook
Critical Thinking
• consequences
• making connections
• apathy
• building interpretation/
explanation
• refugee
• empathy
• alternative viewpoints
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Ask students for words that end with ‘y’ like ‘play’ and ‘story’. (2-3 minutes)
3. Write these words on the board, underlining the last two letters in each. Ask students for the
plural version of each word - they both sound as if only an s has been added, but show students
that:
•
when there is a vowel before ‘y’ we just add ’s’ to make it plural.
•
when there is a consonant before ‘y’, ‘y’ changes to i and ‘es’ is added to make it into a plural.
•
practice with few more examples
4. Ask them to complete workbook exercise A. (10 minutes)
5. Introduce students to the concept of ‘six degrees of separation’ - that you are connected to every
person in the world, through only six people. Mathematicians and sociologists are trying to
prove that this is true. What do the students think about it? Is it possible? Ask students who
have Facebook account if they have noticed how Facebook recommends friends for them. (5
minutes)
6. Ask students to read the passage given in B. along with a partner. (5 minutes)
7. Each pair discusses the different reactions people have towards refugees and each partner
shares his/her views about:
•
What the article was about?
•
Why do these people feel the way they do? (Discuss different points of view)
•
What do the students find puzzling/surprising/unclear in the passage? (10 minutes)
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Subject: English
Level 2
8. Ask some of the students to share what their partners said. Ensure that the students share what
the partner said and not their own.
9. Throughout the discussion, pay attention to and correct students’ use of plural nouns.
10. Ask a few students to summarize the lesson of the day.
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Subject: English
Level 2
Lesson 105: The Good Samaritan
Objective
1. Students will recap what summarization is.
2. Students will begin to understand their attitude towards the community.
3. Students will learn the plural rules for words ending with the sound of ‘f’.
Materials
Vocabulary
Critical Thinking
• Workbook
• apathy
• making connections
• Sheets of paper, halved and
• empathy
• reasoning with evidence
quartered
• building interpretations/
explanations
Facilitator’s Reflections:
Procedure
1. There will be no CBT today. During the CBT time, students will watch video Lesson 105.
Allow them to replay the video once. (10 minutes)
2. After all students have watched the video, discuss:
• Think of a person you find difficult to get along with. If you could stand in his/her shoes,
would you treat him/her differently? (5 minutes)
• Why are some people helpful and kind, while others are not? (5 minutes)
3. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
4. With the help of students, recap the rules for plural learned in Lesson 103 & 104. (5 minutes)
5. Ask students for words that end with the sound of ‘f’’ like ‘roof’, knife and ‘thief’. (2-3 minutes)
6. Demonstrate how the plural of :
•
some words ending with ‘ff’ or ‘f’, we just add ’s’ to the word to make it plural’. Chief/chiefs,
sniff/sniffs, cliff/cliffs.
•
some words ending with ‘f’, we replace ‘f’ with ‘v’ +’es’ - leaf/leaves, loaf/loaves, shelf/shelves,
thief/thieves, yourself/yourselves, themself/themselves, calf/calves, half/halves.
•
some words ending with ‘f’ can follow either ‘+s’ or ‘v’ ‘+es' rule - scarf/scarfs/scarves, dwarf/
dwarfs/dwarves, handkerchief/handkerchieves/handkerchiefs. There is no rule for this - they
just need to practice the spellings. (5 minutes)
7. Ask students to complete workbook exercise A. (5 minutes)
8. Before students begin the workbook exercise B, recap words - ‘care’ and ‘apathy’. Link the
words to the story in Lesson 104 and ask students to use them in sentences. (5 minutes)
9. Recap Lesson 85 of Book 2 (summarizing).
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10. The facilitator models summarization to the students.
11. Ask students to complete exercise B in the Workbook. Give them 5 minutes to complete. After
students have completed writing, ask them to pair up and share B.1 or B.2 with the partner.
Each student now shares the response of his/her partner with the class. Ensure that the
students share their partner’s summary of the incident and not their own. (10 minutes)
12. Along with the partner, ask students to read the passage, The Good Samaritan, in exercise C of
the Workbook. Ask a few comprehension questions to ensure that all the students understand
the passage. Explain the meaning of Samaritan to the students. (5 - 7 minutes)
13. Each student then takes a sheet of paper.
14. Ask students to fold the sheet into half and summarize the story on the half sheet of paper. (5
minutes)
15. Next ask them to fold it into a quarter and rewrite the summary on the quarter sheet. (5
minutes)
16. Discuss:
• How does this story relate to our present society?
• Which out of the three do the students relate with?
• Why did the priest not help the injured?
• Why did the rich man not help the injured?
• Why did the Samaritan help the injured?
• If the Samaritan hadn’t helped, what would have happened?
• Have you ever found yourself in a situation like this? What did you do? What would you
•
do if such a situation arises again? (15 minutes)
17. Ask students to get two photographs/ drawings the next day (the photos can be on the students
phone):
• What they like about their neighborhood/city AND
• What they dislike about their neighborhood/city.
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Subject: English
Level 2
Lesson 106: Short Messages
Objective
1. Students will learn how to write brief messages.
2. Students will learn how to interpret brief messages.
3. Students will learn the rules for irregular plurals.
Materials
Vocabulary
Critical Thinking
• Workbook
• birthday wishes
• reasoning with evidence
• Appendix 4 (Facilitator
• greetings
• observing/describing
details
Handbook)
• Chart paper
• congratulations
• building interpretations/
explanations
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Begin the lesson by introducing some irregular plurals: see if students already know the plurals
for man, woman, foot, child, tooth, mouse.
3. Ask students to complete workbook exercise A. Note the animals for which the word does not
change in the plural. (5 minutes)
4. Introduce the idea of greeting cards and notes. Discuss the length of message, what kind of
things people write, etc. (5 minutes)
5. Introduce the new vocabulary, ‘wedding’ and ‘funeral’. Give students practice of using the two
words.
6. Tell students that we convey our wishes on wedding, funerals, child birth, etc through brief
messages.
7. After students complete workbook exercise B, they should proofread each others’ messages for
punctuation, capitalisation and plurals. (10 minutes)
8. Form 5 teams of 4 students each.
9. Take a short message from the Appendix 4 (Facilitator Handbook) and read it aloud to the
class.
10. Round 1- Each team gets a turn to mention the event that the message is for. All team members
must discuss and then appoint one member to share the response of the team. Do not accept
individual answers. All discussion must be in English.
11. If the team mentions the event correctly in a complete sentence, it gets 1 point. If it gets it
wrong then it passes to Team 2 for half the points. Write down the event on the board.
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12. Round 2 - Of the events that are written on the board, assign one each to a team and ask them
to prepare and present short messages appropriate to the event.
13. Students / teams that make mistakes or are inaudible must be asked to repeat till they correct
themselves.
14. Next, ask the students to present the 2 photographs/ drawings that they have taken/drawn.
15. In case, any students has not been able to draw/take the picture, give him/her 10 minutes to
draw it in class.
16. Tell the students that they have to send one of the photos/drawings for a contest. So they have
to write a short message/caption for it.
17. Then, they have to present their photograph/ drawing to the jury. They must show the
photograph, explain it and share the message/caption.
18. Paste students’ photographs/drawing with captions on the chart paper and display it on the
wall.
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Lesson 107: Problem-solving
Objective
1. Students will review plural rules.
2. Students will understand macro problems have multiple micro solutions.
Materials
Vocabulary
• Workbook
• problem solving
• 5 identical pens
•
Critical Thinking
• observing/describing
details
• alternative viewpoints
• forming conclusions/
solutions
• synthesising arguments
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Recap plural rules. (5 minutes)
3. Split the class into two teams and play a game: One member from each of the two teams steps
forward and the facilitator writes a word on the board. Each student must write the correct
plural on the board starting at the same time. The facilitator ensures that the students are not
looking at each other’s writings. Play 3-4 rounds with different students each time. (5 minutes)
4. Ask students to complete workbook exercise A. (5 minutes)
5. Hands on the Table : Ask students to gather around a table. Ensure that all the students can
see the table.
6. Ask students for 5 identical pens. Pretend discomfort if the pens are not identical. Yet accept
the pens.
7. Let students know that you will ask some simple questions and they have to answer. They are
not allowed to ask any questions.
8. Place the pens in a formation on the table, pretending to calculate as you go. Then place your
hand on the table with your palm open, fingers spread out but keep looking at the pens. Ask –
What is the number on the table?
9. Most students will not notice the hand at all. They will be focusing on the pens and telling you
the count of pens on the table.
10. Keep changing the formation of the pens (without adding or taking away any pen from the
table) and keep changing the number of fingers that you are displaying on the table.
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11. When all students have figured out that you are asking the number of fingers on the table and
not pens, let them know that there are times when we ignore simple /within our reach solutions
to problems (the ones right under our nose) and start focusing on difficult or out of reach
solutions. Do not spend more than 10 minutes on this. The idea is not to teach students the
trick but to send a message that we sometimes miss the very obvious solutions / answers.
12. Discuss:
• "The difference between what we do and what we are capable of doing would suffice to
solve most of the world's problems.” - Mahatama Gandhi
• Was Gandhi speaking about us?
• What are some of the big problems that students see around them?
• What can he/she, realistically speaking, do about these problems ?
• What does he/she actually do about the problems?
13. After all students have shared, ask students to review their ‘dislike’ photograph (from Lesson
106) and what he/she can do himself/herself to make it into a ‘like’ picture.
14. Make a note of the solutions offered by different students on a chart paper for use the next day.
Ask students to note these in their workbooks.
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Lesson 108: Consolidation
Objective
1. Students will recap the week’s learning.
2. Students will prepare an action pledge - Change Begins with Me.
Materials
Vocabulary
• Workbook
• Chart paper
• Appendix 5 (Facilitator
Handbook)
• key vocabulary from
lessons 103 - 107
• pledge
Critical Thinking
• making connections
• synthesising arguments
• probability
Facilitator’s Reflections:
Procedure
1. Ask students to practice keyboarding during CBT. Ask students to keyboard - The difference
between what we do and what we are capable of doing would suffice to solve most of the
world's problems. using the correct technique. (15 minutes)
2. During the last 15 minutes of CBT time, students will watch video Lesson 108. Allow them to
replay the video once. This is a classic probability puzzle. It is not important that students solve
the problem. What is important is that they are able to understand and repeat in their own
words. (10 minutes)
3. After all students have watched the video, discuss:
• Explain the Monty Hall problem
• When does intuition help us solve problems? When is intuition not helpful in solving
problems? (10 minutes)
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. Recap Lesson 103 - 107 with the help of students. (5 minutes)
6. Ask 2-3 students to teach back the different plural rules. (5 minutes)
7. Ask students to silently read and re-read the poem “Oh, the places you’ll go,” in student
workbook. After all students have read it, ask a few students to recite it to the class. Check
recitation for intonation and expression. (10 minutes)
8. Discuss with students:
• What is the poem about?
• What do they think about the message of the poem?
• What would you like to ask the poet? What do you find confusing or puzzling?
Record students’ responses as keywords on the board. (10 minutes)
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9. Ask students to complete the workbook exercise B. (10 minutes)
10. On completion, ask students to swap their work with each other and proof read for
punctuation, capitalisation, punctuation. (5 minutes)
11. Next ask students to review the solutions that were brainstormed the day before. Students may
refer to the notes that they made on the previous day.
12. Each student takes the most feasible one that he or she can do/implement himself/herself easily and consistently - and make a personal pledge for that.
13. Ask students to write their individual pledges on paper. (Sample in Appendix 5 of Facilitator
Handbook) (15 minutes)
14. After all students have finished, collect the pledges and paste them on the chart paper and
display on the wall.
15. Review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure
that all students’ work is organized session-wise. Do not rip off the students’ work when
removed from the walls. Encourage students who have prepared the displays to take it with
them once it is taken off the walls. Some of it can be taken to their schools and displayed there
for use of their classmates. Some of it can be reused on the reverse side.
16. Call the students who have been absent without information or are at-risk of dropping out and
update the call log.
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Lesson 109: Articles - 1
Objective
1.
Students will understand where to use ‘a’ and ‘an’ before singular objects, people and places
and use it appropriately.
2. Students will be sensitized about the problem of garbage.
Materials
Vocabulary
• Workbook
• article
• waste / junk
• garbage
• litter
Critical Thinking
• observing/describing
details
• building interpretations/
explanations
• making connections
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Introduce ‘a’ and ‘an,’ by putting a few examples on the board, with the article, followed by a
noun or adjective. (5 minutes)
3. Before the students start the workbook exercise, emphasize that it is the sound (not letter) that
determines the use of ‘a’ or ‘an’. For example, although ‘hour’, ‘honest’ etc. begin with a
consonant but the beginning sound is that of ‘o’ (a vowel), we write ‘an’ before it. Words like
‘university’ and ‘unicorn’ start with a vowel but do not have the beginning sound of a vowel, we
use ‘a’ before such words. (2-3 minutes)
4. Introduce the terms ‘garbage’ and ‘litter’ and ask the students to complete workbook exercise A.
(15 minutes)
5. Form 2 groups - Group 1 and Group 2.
6. Ask Group 1 to list 10 household objects beginning with vowel and consonant sounds that
make up our garbage. Group 2 has to list 10 adjectives beginning with vowels and consonants.
Write these on the whiteboard.
7. Round 1 - Each member of Group 1 must make a complete sentence from one of the 10 objects
on their list with articles and share with Group 2. For example, “I threw an apple core in the
garbage.” In response, each member from Group 2 must add an adjective to change the article.
For example, “ I threw a slimy apple core in the garbage.”
8. Round 2- Each member of Group 2 must make a complete sentence from one of the 10 objects
on their list and share with Group 1. In response, each member from Group 1 must add an
adjective to change the article.(20 minutes)
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9. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
10. Next, ask students to review the images in exercise B and discuss (10 minutes):
• What do you see in the pictures? (Refer to photo 1 and 2)
• How do you think these places became like this? (Refer to photos 3 and 4)
• What questions would you ask the people responsible for this? ? (Refer to photos 3 and 4)
11. Ask a few students to summarise the lesson of the day.
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Lesson 110: Articles - 2
Objective
1.
Students will practice using “the” appropriately in sentences.
2. Students will learn to begin to deconstruct the problem of garbage and litter.
Materials
Vocabulary
• Workbook
• waste management
• litter
Critical Thinking
• observing/describing
details
• alternative viewpoints
• forming conclusions
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Ask 2-3 students to teach back the use of ‘a’ and ‘an’ with the help of white board and examples.
(5 minutes)
3. Explain that in the phrase “a girl,” the article a and an refers to any girl. If we want to talk about
a specific girl, we have to use “the” with some identification for the specific girl who is being
talked about - ‘the girl in red shirt’ or ‘the tall girl’.(Use students as examples, if necessary)
4. Give students instructions, such as “Please give me a pencil,” vs “Please give me the red pencil ,”
to demonstrate further. (5 minutes)
5. Ask students to complete workbook exercise A. (5 minutes)
6.
After the students have finished exercise A, ask them to look at Photo 3 in Lesson 109 and
imagine that they are standing next to the garbage dump
7. Discuss:
• What do they hear?
• What can they smell?
• What do they see?
• How do the sights, smells and the sounds make them feel? (15 minutes)
8. Ensure that the students use vocabulary learnt in Lesson on Sensory Organs in Book 2. They
should use articles and singular-plural appropriately.
9. Divide the class into groups of three- Student 1 plays Mr/ Ms Clean,; Student 2 plays Mr/Ms
Litter; Student 3 plays Mr/Ms Clean-Up.
10. Each group has to choose one photo from Photo 2 or 3 from Lesson 109.
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• the road/neighbourhood, how they feel about it and whether or not they would like to live
there (with reasons).
• Mr/Ms Litter explains how he/she littered the road - he/she must use singular/plural and
articles appropriately giving reasons for his/her actions.
• Mr/Ms Clean-Up explains why and how he/she will clean- up the area.
• Mr/Ms Clean concludes by explaining how the cleaned up place sounds like. smells like,
looks like and makes him/her feel . (20 minutes)
12. Conclude the lesson by discussing who do individual students relate with - Mr/Ms Litter, Mr/
Ms Clean-Up or Mr/Ms Clean in real life.
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Lesson 111: This, That, These, Those
Objective
1.
Students will practice using ‘this’, ‘that’, ‘these’ and ‘those’ appropriately in sentences.
2. Students will deconstruct the cause and effect of the littering and improper garbage disposal.
Materials
Vocabulary
• Workbook
Critical Thinking
• garbage / litter
• reasoning with evidence
• waste disposal
• making connections
• impact
• alternative viewpoints
Facilitator’s Reflections:
Procedure
1. During CBT today, students will practice keyboarding (technique and speed) using the
software. (15 minutes)
2. During the last 15 minutes of CBT time, students will listen to audio Lesson 111. Allow them to
replay the audio once. (10 minutes)
3. After all students have listened to the audio, discuss:
• What did you hear?
• What do you think about how countries are disposing their garbage?
• What questions do you have after listening to the audio? (10 minutes)
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. Explain the usage of ‘this’, ‘that’, ‘these’ and ‘those’. (5 minutes)
6. Ask students to make 6 slips each with one name of body parts, professions, clothing, fruits/
vegetables, family members, objects at home/work/school (5 minutes)
7. Next each students partners with another. Now they have 12 slips as a pair. Mix the slips and
each student picks one slip makes 2 sentences using ‘this’, ‘that’, ‘these’ and ‘those’ and the names
on the slips
8. Each student presents the 2 sentences (using hand movement to point out objects - real or
imaginary) to the class.
9. The game goes on till all 12 slips are used by the pair. (10 minutes)
10. Ask students to complete workbook exercise B. (10 minutes)
11. Ask students to share their views (10 minutes):
• Why do we litter even though we know it is wrong?
• What are the health hazards of littering (public and private places)?
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• Is it only about cleaning up or also maintaining it?
• Whose responsibility is it to clean and keep it clean?
• Is it about facilities or about attitude?
12. Students to read “Whose rubbish, whose problem” given in C. and underline the articles. (5
minutes)
13. After students have finished, discuss (10 minutes):
• If you were the mother, what solution would you be looking for?
• If you were the shopkeeper, what solution would you be looking for?
• Can there be a solution, that would satisfy both the mother and the shopkeeper?
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Subject: English
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Lesson 112: Let’s Talk
Objective
1. Students will develop confidence and clarity in using articles ‘a’, ‘an’ and ‘the’ appropriately.
2. Students will brainstorm about possible solutions to the problem of garbage disposal and
littering.
Materials
Vocabulary
• Workbook
• Writing Materials
• 4-5 Chart papers
Critical Thinking
• countable /
uncountable
• building interpretations/
explanations
• quantifiers
• making connections
• brainstorm
• forming conclusions/
solutions
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Review singular and plural and use of ‘a’, ‘an’ and ‘the’ with students. (10 minutes)
3. Divide students into three groups and ask them to review Photo 3 in Lesson 109 .
4. Each group prepares a story about how this place (as in the image) became littered. Ask groups
to use parts of a story (including setting, characters and problem/s). In the story, they must use
articles ‘a’, ‘an’ and ‘the,’ as well as ‘these’ and ‘those’. (5 minutes)
5. Round 1 - Members of Group 2 ask members of Group 1 ten questions using 5 Ws and 1 H to
get the information. After getting responses from Group 1, members of Group 2 string the
answers together in the form of a story. Group 1 then tells whether or not the version of Group
2 is similar to their own. Group 3 assesses whether or not Group 1 & 2 used ‘a’,’an’ and ‘the,’
‘this,’ ‘that,’ ‘these’ and ‘those’ appropriately. (5 minutes)
6. Round 2 - Members of Group 3 ask members of Group 2 ten questions using 5 Ws and 1 H to
get the information. After getting responses from Group 2, members of Group 3 string the
answers together in the form of a story. Group 2 then tells whether or not the version of Group
3 is similar to their own. Group 1 assesses whether or not Group 1 & 2 used ‘a’,’an’ and ‘the,’
‘this,’ ‘that,’ ‘these’ and ‘those’ appropriately. (5 minutes)
7. Round 3 - Members of Group 1 ask members of Group 3 ten questions using 5 Ws and 1 H to
get the information. After getting responses from Group 3, members of Group 1 string the
answers together in the form of a story. Group 3 then tells whether or not the version of Group 1
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is similar to their own. Group 2 assesses whether or not Group 1 & 2 used ‘a’,’an’ and ‘the,’ ‘this,’
‘that,’ ‘these’ and ‘those’ appropriately. (5 minutes)
8. Ensure that the students frame questions appropriately using question words. Encourage them
to note down the questions in the space given in the workbook.
9. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
10. Share the rules of brainstorming • go for quantity and do not reject ideas
• encourage creativity and imagination (just because it has not been done in the past does
not mean it is not possible in the future.)
• build on ideas of others
• stay focused on the topic
• explain your ideas visually, if possible.
11. Each group brainstorms to create a list of possible solutions to improper garbage disposal and
littering.
12. Encourage students to make notes in the workbook and after the group has finished
brainstorming ask each group to make a chart with all their ideas. Ensure that students write
simple, short sentences and use images and drawings also.
13. Keep these charts for use during Lesson 113.
14. Ask students to bring materials for making A-4 size posters in Lesson 114.
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Lesson 113: Problem-solving
Objective
1. Students will develop confidence and clarity in using articles ‘a’, ‘an’ and ‘the’ appropriately.
2. Students will prepare an action plan to improve their garbage disposal habits.
Materials
• Workbook
Vocabulary
• garbage disposal
• 7 - 8 pictures cut-out from old
Critical Thinking
• observing/
describing details
• building
interpretations/
explanations
magazines/newspaper (as in Appendix
6 of Facilitator Handbook )
• Charts prepared in Lesson 112
• synthesising
arguments
• Appendix 1 (Student Workbook)
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. There will be no CBT today.
3. Review determiner for countable and uncountable objects like ‘some’, ‘many’, ‘little’, etc. (Refer
to Lesson 56-58 of Book 2) (5 minutes)
4. Review spatial vocabulary like ‘on’, ‘under’, ‘beside’, etc (Refer to Lesson 63-64 of Book 2). (5
minutes)
5. Quiz: Form 4 groups. Each group gets a turn to present.
6. Give one picture to each group. Members of the group describe what they see in the picture
using at least 5 sentences. They will :
7. name objects/people in the picture
8. use ‘a’, ‘an’, ‘the,’ ‘this,’ ‘that,’ “these,’ ‘those’
9. use determiners for countable and uncountable objects like ‘few’, ‘some’, ‘little’, ‘lots’ and
‘many’
10. use spatial vocabulary like ‘on’, ‘in’, ‘under’ etc appropriately.
11. For example - the picture in Appendix 6 - “There is a computer and a few speakers on the
table. There are some books on the computer.” etc.
12. Give the groups 5 minutes to discuss what they see in the picture within the group and then
appoint one member from the group to speak.
13. There can be 3-4 rounds with each group speaking about a different picture. (15 minutes)
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14. Make sure that every student gets a turn to speak.
15. Ask students to sit in groups as in Lesson 112 and refer to the ideas accumulated on the chart
paper on the previous day.
16. Each group is assigned an article from Appendix 1 (Student Workbook) and they discuss it
within the group.
17. After each student in the group has read it, the group plays The Explanation Game.
• Student 1 - mentions something he/she found interesting in the article and one question about
the article,
• Student 2 - present a possible answer to the question of Student 1 and justification for the
answer.
• The game goes on till all students in the group have shared their responses. (15 minutes)
18. The facilitator models The Explanation Game with the help of 3-4 students.
19. Next, working in their groups, students prepare list of possibilities to solve the problem of
garbage and littering based on previous day’s discussion and today’s reading.
20. Each group then shares its ideas with the class.
21. Each student then prepares a 2-point action-plan that is easy to implement consistently in his/
her workbook.
22. Facilitator may provide vocabulary but the ideas must be students’ own.
23. Ask students to bring poster making materials for the next day.
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Lesson 114: Consolidation
Objective
1. Students will learn to share feedback to each other.
2. Students will design a poster about their action plan for proper garbage disposal.
Materials
Vocabulary
• Workbook
• articles a, an, the
• Poster making materials
• these / those / this /
that
• Poster-making Tips in Appendix
Critical Thinking
• observing/describing
details
• alternative viewpoints
• synthesising arguments
7 (Facilitator Handbook)
Facilitator’s Reflections:
Procedure
1. Ask students to practice keyboarding during CBT today . Ask students to keyboard their 2point action plan prepared on the previous day. Ensure that the students are using the correct
technique and improving speed. (15 minutes)
2. During the last 15 minutes of CBT time, students will listen to audio Lesson 114. Allow them to
replay the audio once. (10 minutes)
3. After all students have listened to the audio, discuss:
• What did you hear?
• What do you think about what you heard?
• If you could ask the speaker one question, what would you ask? (10 minutes)
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. The duration of this lesson is 1 hour and 30 minutes.
6. Ask your students to complete the review sheet given in the workbook. (10 minutes)
7. Working in pairs, each student reviews his/her 2-point action plan prepared on the previous
day. He/she then shares it with his/her partner. The partner pretends to be a newspaper
journalist and asks 2-3 questions about it. Then the partner creates a newspaper headline (not
an article or write-up) about the plan. (10 minutes)
8. Referring to Appendix 7 (Facilitator Handbook) tell students what the characteristics of a
good poster are. Explain to students the Do’s and Don’ts of making a poster. (5 minutes)
9. Next each student prepares a poster about his/her own action plan on an A-4 sheet. Ask to
students to keep it something simple and first prepare a rough draft on plain paper. (5 minutes)
10. After everyone has prepared their draft, each student shows it to his/her partner and gets
feedback - “What do you like about my poster and why? How can I make it better? (5 minutes)
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11. Before the students begin asking and sharing feedback, discuss guidelines on how to share
views about other people’s work. (10 minutes) Some points that may come up are:
• Always consider the feelings of the person you are giving feedback to. Speak to them as
you would like to be spoken to.
• Be positive! Recognise the work they have done.
• Try to give your feedback in a way that makes them think. You can ask questions like,
“Why did you choose to do ____?” “What if you _____?”
• Give one point at a time, so that the person has time to think about it.
12. Based on peer feedback, students begin work on final draft of their posters. (10 minutes)
13. After the students have completed the posters, display them in the class and have a gallery walk.
(10 minutes)
14. Students walk around looking at everyone’s work and making a mental note.
15. After the students return to their seats, ask them about their favorite poster and give reasons to
explain what makes it their favorite poster. They must used vocabulary like “This......” or “That
red poster.....” or “Those 2 posters on the right hand side....” “These 3 posters ......” (10 minutes)
16. Remind them that this is not about popularity of posters but to get them to view all posters and
use ‘that’, ‘this’, ‘these’ and ‘those’ to talk about them.
17. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
18. Call the students who have been absent without information or are at-risk of dropping out and
update the call log.
19. Review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure
that all students’ work is organized session-wise. Do not rip off the students’ work when
removed from the walls. Encourage students who have prepared the displays to take it with
them once it is taken off the walls. Some of it can be taken to their schools and displayed there
for use of their classmates. Some of it can be reused on the reverse side.
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Lesson 115: Subject-Verb Agreement - 1
Objective
1. Students will understand what the subject of a sentence is.
2. Students will begin to understand the relationship between subject and verb (‘am’, ’is’ and ‘are’)
in a sentence.
3. Students will be sensitized to look at water logging as a problem.
Materials
Vocabulary
Critical Thinking
• Workbook
• water logging
• alternative viewpoints
• Writing material
• agreement
• observing/describing
details
• Appendix 8 (Facilitator
• reasoning with evidence
Handbook)
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. If required, complete this lesson in 2 days.
3. Before the students start the workbook exercise, explain that each sentence is about someone/
something. We must be able to identify who/what the sentence is about.
4. Give students a few examples. Explain and ask them what/who the sentence is about. Avoid
using the term ‘subject’.
5. Ask the students to complete B (i) and B (ii) in the workbook.
6. Once the students have completed the exercise in the workbook, recap ‘I’, ‘we’, ‘you’, ‘he/ she/it’
and ‘they’. Ask students to introduce themselves and each other to achieve that. “I am…”, “He
is…”, “You are…”
7. Share the rule of using ‘is’, ‘am’ , ‘are’, ‘has’ and ‘have’ when talking about someone/something
with the students
8. Ask students to complete exercise B (iii) and B (iv).
9. Divide students into 2 groups - Group 1 & Group 2
10. The facilitator speaks (not writes) a sentence (refer to Appendix 8 or similar sentences) and asks
one student from Group 1 to identify who/what the sentence is about and whether it is singular
or plural. If the student gets it right, the group scores 1 point.
11. If the student does not know the answer or answers incorrectly, he/she can choose to ask from
one member of his/her group, “What/Who is the sentence about?” and then, “Is it one or more
than one?”
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12. Then the facilitator speaks a sentence (refer to Appendix 8 or similar sentences) and asks one
student from Group 2 to identify who/what the sentence is about and whether it is singular or
plural.
13. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
14. Make sure that every student in the two groups, gets a turn to speak.
15. Next ask students to review the images in the Workbook part C and ask them what is common
in all.
16. Ask “What makes you say that?” to encourage students to give their reasons. Accept all
reasonable answers.
17. Ask students:
• to describe the photos using appropriate vocabulary and sentence structure.
• Have you seen this in real life? If yes, where and when?
• If you were standing there, what would it smell like?
• If this was around/outside your house, how would it affect your/your family’s life?
18. Ensure that the students use vocabulary learnt in Lesson on Sensory Organs in Book 2.
19. At the end of the lesson, familiarise the students with the term, ‘water-logging’.
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Lesson 116: Subject Verb Agreement - 2
Objective
1. Students will understand the relationship between subject and verb in a sentence and use it
appropriately.
2. Students will take a close look at problem of water logging in their neighborhood/city.
Materials
Vocabulary
• Workbook
• chain of events
• Appendix 9 (Facilitator
• cause
Handbook)
• Story of Rahul
• riddle
Critical Thinking
• building interpretations/
explanations
• observing/describing
details
• reasoning with evidence
(Appendix 2 in Student
Workbook)
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Before the students start the workbook exercise, explain that unlike ‘is’, ‘am’ and ‘are’, we use
singular action word (verb) for I, You, We, They. For example, ‘I/You/We/They eat four
bananas everyday.’ (5 minutes)
3. Help them observe that the verb changes to plural when we are talking about He/She/It,
Someone’s/Something’s name…). For example, He eats a pineapple everyday.
4. Using the board, give the students a few examples of correct and incorrect sentences. (5
minutes)
5. Ask the students to complete the workbook exercise B. (10 minutes)
6. After the students have completed the exercise, divide the class into 2 groups - Group 1 and
Group 2.
7. Making Riddles: Use the examples given in Appendix 9 (Facilitator Handbook) to familiarise
students about the kind of riddles to be made. Each student in the two groups will make a
riddle (of 3 hints) about professions using singular / plural and subject verb agreement
appropriately. For example, Hint 1- “I work outside.” Hint 2 - “I work with food. ” Hint 3 - “I live
in the countryside.” Answer - Farmer. They can use ‘I’, ‘He’, ‘She’, ‘They’ for preparing the hints.
8. Give 10 minutes for all students to prepare. Some students may need your help to get them
started / help them think.
9. Give each group 5 minutes to discuss the riddles that they have created. They also decide
amongst themselves the order in which they will ask questions.
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10. Taking turns, one student from Group 1 asks Group 2 his / her riddle. Group 2 appoints one
member to answer the riddle. The facilitator keeps the score.
11. Repeat till everyone in the two groups gets a chance to ask and respond. (15 minutes)
12. Facilitator must ensure that the students use polite phrases during the quiz.
13. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
14. Ask students to read Rahul’s story (Appendix 2 in Student Workbook) and have students
discuss the story. Ensure that all students have understood the story. (5 minutes)
15. Discuss (15 minutes):
• Description of Rahul
• What he was good at
• Chain of events
• If the students were in Rahul’s place how would they have felt?
• Could Rahul have avoided the situation? If yes, how?
• Who is to blame?
• If they were to change the ending of the story, how would they end it?
• Has something like this happened to them or someone they know?
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Lesson 117: Phrases
Objective
1. Students will understand appropriate phrases and begin to use them in their sentences.
2. Students will begin to deconstruct the problem of water logging.
Materials
Vocabulary
• Workbook
• phrases
• Appendix 3 (Student Workbook)
• phrases in the
audio
• Appendix 10 (Facilitator
Critical Thinking
• alternative viewpoints
Handbook)
Facilitator’s Reflections:
Procedure
1. During CBT today, students will practice keyboarding (technique and speed) using the
software. (15 minutes)
2. During the last 15 minutes of CBT time, students will listen to audio Lesson 117. Allow them to
replay the audio once. (10 minutes)
3. After all students have listened to the audio, discuss (10 minutes):
• Did you know any of the phrases/expressions that you heard in the audio ? Which one(s)?
• Do you find any of the expressions in the audio useful ? If yes, which ones and how? if not,
why?
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. Before the students start the workbook exercise, explain what phrases are and why they are
used in sentences.
6. Review all the phrases given in Appendix 3 (Student Workbook).(15 minutes)
7. Allocate 2 phrases to each student and ask him/her to make sentences using that phrase. Give 5
minutes for preparation.
8. Each student shares his/her 2 sentences with the class. (10 minutes)
9. Next, ask students to pair up with a partner. Give each pair a scenario from Appendix
10(Facilitator Handbook) and ask them to prepare a conversation with their partner. They
must use appropriate phrases from part C. in the lesson. (10 minutes)
10. Each pair gets 2 minutes to present. Students must speak without reading from the script. (15
minutes)
11. Ask students to imagine that they live in an area that is water logged for most part of the year.
Write the following questions on the board and ask them to describe:
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• A day in your life (encourage them to use phrases)
• What it looks like, smell/s like, feel/s like, sound/s like etc
• What you say to your guests who visit you
• How it affects your life
• What you think is the reason for this continued problem
12. Give students 5 minutes to prepare and 2 minutes to each student to present.
13. After one student has presented, ask the student sitting to his/her right side to provide peer
feedback on the use of subject-verb agreement and use of phrases.
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Lesson 118: Phrases - Usage
Objective
1. Students will begin to appreciate the use of phrases in a sentences.
2. Students will begin to discuss solutions to the problem of water logging.
Materials
Vocabulary
Critical Thinking
• Workbook
• board meeting
• alternative viewpoints
• Appendix 3 (Student
• solution
• reasoning with evidence
• summarize
• making connections
Workbook)
• Chart papers
• synthesising arguments
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. With the help of students, recap what phrases are and why they are used in sentences.
3. With the help of students, review all the phrases given in Appendix 3 (Student Workbook).
4. Allocate 2 phrases to each student and ask them to make sentences using that phrase (5
minutes).
5. Each student shares the 2 sentences with the class.
6. Shared read the article “Inept drains cause water-logging: LU study” in part A of the lesson. (5
minutes)
7. Form groups of 4-5 students (20 minutes):
• Group 1 - Identifies and describes the problem of water-logging.
• Group 2 - Discusses and describes the causes of the problem (students may refer to the
article in the Student Workbook.
• Group 3 - Discusses and describes possible solutions to the problem (they may refer to the
article in the Student Workbook).
• Group 4 - Summarizes the discussion by describing what they heard Groups 1-3 say (One
sentence each), what they think about it (1 sentence each) and what still puzzles them. (1
sentence)
8. After Group 1 has discussed, Group 2 gives feedback on use of subject-verb agreement, Group 3
gives feedback on use of phrases; Group 4 gives feedback on use of proverb and idioms. (1-2
minutes)
9. Continue till each group has discussed and provided feedback.
10. Ask students to bring materials for making A-4 size posters the next day.
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Lesson 119: Summing Up
Objective
1. Students will review using subject verb agreement.
2. Students will review using phrases.
Materials
Vocabulary
• Workbook
• poster
• Poster making materials
• audience
• Poster-making Tips in
• sum up
Appendix 7 (Facilitator
Handbook)
Critical Thinking
• understanding the
logical flow of ideas
• alternative explanations
• asking questions
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. The duration of this lesson is 1 hour and 15 minutes.
3. Recap Lessons 115-119. (5 minutes)
4. Ask students to share their responses from these lessons and correct students, whenever
required.
5. Ensure that the students use correct subject-verb form, articles and singular/plural in their
sentences.
6. There will be two activities today.
7. Activity 1: Divide the class into 5 groups of 4 each. The facilitator gives each group a phrase.
The members of the group discuss among themselves a situation in which they can use that
phrase. One representative from each group shares the situation with the class including the
correct usage of the phrase. (10 minutes)
8. Activity 2: Recap the solutions that Group 3 came up with during the discussion in Lesson 118.
(20 minutes)
9. Ask students to prepare a poster about one action that they will take, at their individual level, to
prevent water logging in their area.
10. Before students start making the poster, review Appendix 7 about do’s and don’ts of poster
making with them.
11. Encourage them to use phrases that they have learnt in the title/text of the poster.
12. Once completed, display the students’ posters on the walls and have a gallery walk for other
students to see the work of their peers and comment on whether or not the do’s and don’ts as
given in Appendix 7 (Facilitator Handbook) were followed.
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Lesson 120 - Consolidation
Objective
1.
Students will learn to differentiate between the sounds /v/ and /w/.
2. Students will also practice the correct keyboarding technique and begin to gather speed.
Materials
Vocabulary
• Workbook
• Appendix 1 in Facilitator
Handbook
Critical Thinking
• pronounce /
pronunciation
• observing/describing
details
• keyboarding
• making connections
• touch typing
Facilitator’s Reflections:
Procedure
1. Ask students to practice keyboarding during CBT. Ask students to keyboard a short message
(minimum words 25) to their friend describing their poster made on the previous day. They
must use correct technique(15 minutes)
2. During the last 15 minutes of CBT time, students will watch video Lesson 120. Allow them to
replay the audio once. (10 minutes)
3. After all students have watched the video, discuss:
• If you had to report this audio as a newspaper article, what headlines would you give it?
• Does this audio relate to your life? If yes, how? (10 minutes)
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. Ask students to stand, and take them through Warm-Up exercises from Appendix 1 (Facilitator
Handbook ). (5 minutes)
6. Ensure that during the warm-ups, you review some vowel sounds learned already.
7. Start with a review of the sound /v/, as distinct from /b/ (Lesson 30). To make the /v/ sound,
students must press the lower lip under the top front teeth and release the lip to push out air.
Review some of the tongue twisters, ensuring that students are pronouncing /v/ correctly. (10
minutes)
8. Next, work on pronouncing the /w/. Ask students to say “ooooooh,” and then keep their lips in
O shape.e. From that position, ask them to say “uh.” This should cause them to make the /w/
sound.
9. Encourage students to notice the difference in their facial positions between /v/ and /w/. (5
minutes)
10. Elicit lists of words using the /v/ and /w/ sounds from students.
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11. Ask students to complete workbook exercises 1 & 2, and practice the tongue twisters slowly,
enunciating clearly, with a partner. (10 minutes)
12. Dare - Divide the class in two teams - Team 1 will prepare some tongue twisters with using /w/
and /v/ sounds and give it to Team 2 to speak, slowly but without pausing. If Team 2 is able to
speak it correctly, they get a point, if not, then Team 2 gets 1 point. Next, Team 2 gives Team 1
a tongue twister using /w/ and /v/ sounds. There can be 2-3 rounds of this game. ( 10 minutes)
13. By now a few/some students would have mastered the technique and be ready to work on their
accuracy and speed. While other students would still be struggling to get the keyboarding
technique right. Motivate them to continue working on their technique.
14. Keyboarding (30 minutes) - Tortoise and the Hare - The class is divided into two groups Group 1 is comprised of students who have learnt the correct technique - the “Hares” and
Group 2 is comprised of students who are still struggling with the technique - “Tortoises.” The
Hares’ goal is to type for speed and Tortoises’ goal is to type for accuracy.
15. Scoring goes as follows and can be adjusted to reflect skill levels of individual classes. If
students did well in the last keyboarding lesson, you may want to change the scoring:
•
Hares - 5 goals for 10 wpm; 3 goals for 5 wpm; 1 goal for 3 wpm.
•
Tortoises - 5 goals for no errors in accuracy of technique; 3 goals for 1 error in technique; 1
goal for 2 or more errors in technique.
16. The 5 Hares/Tortoises who earn the most goals are the winners. Each group competes
separately with members of its own group. Hares compete with Hares and Tortoise with
Tortoise.
17. Round 1- Hares. The facilitator speaks a short sentence (not more than 10 words) and the
students keyboard that after the facilitator has finished speaking. They have 1 minute to
keyboard. If a Hare is able to type the entire sentence within that minute he/she scores 5 goals;
if 5 words, then he/she scores 3 goals and if 3 words then he/she scores 1 goal. Play a few rounds
and the student with the highest number of goals is the winner.
18. Round 2- Tortoise. The facilitator speaks a phrase (not more than 3-5 words) and the students
keyboard that after the facilitator has finished speaking. They have 1 minute to keyboard. If a
Tortoise is able to type the entire phrase with no errors in technique, he/she scores 5 goals;. If
he/she is able to keyboard the whole phrase with 1 error, then he/she scores 3 goals and if he/she
makes more than 2 or more errors then he/she scores 1 goal. Play a few rounds and the student
with the highest number of goals is the winner. Ensure that the students’ keyboarding skills are
the focus.
19. While students are practicing with the correct finger on the keys, review the students’ work
displayed on the walls and remove outdated/irrelevant work. Ensure that all students’ work is
organized session-wise. Do not rip off the students’ work when removed from the walls.
Encourage students who have prepared the displays to take it with them once it is taken off the
walls. Some of it can be taken to their schools and displayed there for use of their classmates.
Some of it can be reused on the reverse side.
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Lesson 121: Reflections on Action Plan
Objective
1. Students will reflect on and self-assess their action plan and personal pledge.
2. Students will be sensitized to look at sewage as a problem.
Materials
Vocabulary
• Workbook
Critical Thinking
• self-assessment
• making connections
• action plan
• reasoning with evidence
• reflect
• sewage
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Students have planned some action to be taken and made some personal pledges related to
garbage disposal and water logging. Sometimes, we know what we need to do, we plan for it
but due to many reasons/excuses we do not take necessary action based on the plan. So the
problem continues or worsens.
3. Today the students will reflect on what they had resolved to do and how far they have been able
to action on it.
4. Write the quote from Honore de Balzac on the board and discuss students’ views about it: “It is
easy to sit up and take notice. What is difficult is getting up and taking action.” (5 minutes)
5. Ask the students to complete the reflection sheet in the Workbook exercise A and B, to selfassess how well they are following the pledge they made in Lesson 108 and Action Plan
prepared in Lesson 113. (15 minutes)
6. Explain to students that the purpose of this is not to praise or punish them but to remind them
about their resolutions to become change-agents rather than just talk about it.
7. After all students have completed the reflection sheet, ask students to share (10 minutes):
• What the plan/pledge was.
• Has any action been taken? If yes, how has it worked? If not, why not?
• Is he/she planning to continue or add to the plan/pledge? If add, what does he/she
propose to add?
• On a scale of 1-5 stars, how would the student rate his/her action/effort.
8. After everyone has shared progress along the action plan/pledge, introduce words like ‘sewage’
and ‘sewer’.
9. Ask students to use the two words in sentences. (5 minutes)
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10. Ask students to read the article given in the Workbook exercise C and answer the questions
that follow. Students can complete the exercise in discussion with a partner. (15 minutes)
11. Remind students to use singular/plural and subject verb agreement correctly.
12. After everyone has completed the Workbook exercise, ask students to share their partner’s
responses. Ensure that the students share listen carefully to their partners and share what their
partner told them and not what they think they heard. (10 minutes)
13. Appoint Grammar Cops for singular/plural and subject-verb agreement. Their job is to catch
errors made by the speakers about use of singular/plural and subject-verb agreement. Make
different Grammar Cops on different days/weeks so that all students get the opportunity.
Ensure that the Grammar Cops do not interrupt the flow of the conversation/discussion by
correcting peers but make notes during the lesson and share feedback at the end of the lesson.
(5 minutes)
14. Students who made errors have to repeat what they said using correct form of singular/plural
and subject-verb agreement. (5 minutes)
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Lesson 122: Grammar Review - 1
Objective
1. Students will practice using articles appropriately.
2. Students will take a close look at the problem of sewage in their neighborhood/city.
Materials
Vocabulary
• Workbook
Critical Thinking
• negotiate
• making connections
• waste water
• reasoning with evidence
• toxic
• forming solutions
Facilitator’s Reflections:
Procedure
1.
Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2.
Form groups of 4-5 students. Each group must :
• teach the use of articles by explaining it to the class and
• give practice of using articles to the other students through an activity or exercise. (15 minutes)
3.
Refer to the article on the Yamuna in lesson 121. Ask students to read it, and note down all the
“characters” in the article - people who are mentioned. Ex: government officials, environmentalist,
people who live on the banks of river Yamuna in Delhi and owner of the factory manufacturing
pesticides that drains its toxic waste water into Yamuna etc. (10 minutes)
4.
Ask students to imagine that the government has called for a meeting of environmentalist, government
officials, factory owner of the pesticide company and residents of the Yamuna area. The purpose of the
meeting is to find a permanent solution to the problem of polluted Yamuna river. The role play must
bring out the difference of views/interest of the characters, negotiations and arriving at a common
solution that takes care of the needs of all characters. Therefore, the solution must be realistic and
practical.
5.
In their groups, students assume these different characters/roles and prepare a role play of the meeting.
(5 minutes) Each group gets 3-5 minutes to present.
6.
Each group must write a script for the role play. Encourage students to use the blank space given in the
workbook for this. (5 minutes)
7.
Ask students to bring two pictures (photographs or drawings) the next day:
• Poorly managed sewage/sewers around their neighborhood/city.
• Well managed sewage/sewers around their neighborhood/city.
8.
Ensure that the Grammar Cops monitor the use of articles and subject-verb agreement and take notes of
students’ errors. Ensure that the Grammar Cops do not interrupt the flow of the conversation/
discussion by correcting peers but make notes during the lesson and share feedback at the end of the
lesson.
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Lesson 123: Letter Writing
Objective
1. Students will practice using appropriate format and structure to write a letter.
2. Students will review subject-verb agreement.
3. Students will begin to deconstruct the problem of sewage in their neighborhood/city.
Materials
Vocabulary
• Workbook
Critical Thinking
• sender
• making connections
• receiver
• forming conclusions
• building interpretations
• synthesising arguments
Facilitator’s Reflections:
Procedure
1. During the CBT time, students will practice keyboarding. Ask students to look at the photos
that they have brought and 3 sentences about it - Sentence 1 - What do they see? Sentence 2 What do they think about it? Sentence 3 - What they find puzzling/surprising? Ensure that the
students follow the correct technique and are improving in speed. (15 minutes)
2. Next, ask the students to watch the video Lesson 123. Allow them to replay the video once. (10
minutes)
3. After all students have watched the video, discuss (10 minutes):
• How is sewer cleaning in Los Angeles (LA) different from that in Mumbai?
• Why do you think the methods used in the two places are so different?
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
5. Form groups of 4-5 students. Each group must :
• teach back ‘subject in a sentence’ and ‘subject-verb agreement’ to classmates, and
• give practice of using rules of subject verb agreement to the other students through an activity
or exercise. Each group gets 5 minutes to do this. (20 minutes)
6. Ask students for the pictures/photos that they were asked to bring on the previous day. If a
student has not brought a picture/photo, give him/her 10 minutes to draw one.
7. Next each student shares his/her picture with the class and explains in one sentence each:
8. why it is not managed well
9. who is responsible for that?
10. what it looks like, smells like, feels like, sounds like etc
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11. how it affects life
12. how it makes him/her feel
13. Write these on the board for students’ reference.
14. Give each student 5 minutes to prepare and 1 minute to present. (25 minutes)
15. Brainstorm on how students can share their photos with a wider audience. Acknowledge
different ideas and when someone mentions publishing it in the newspaper, ask how would it
reach the newspaper office. Steer the conversation towards writing letters.
16. Ask students - “If you were to write a letter to the editor of Times of India about sewage in your
area, what would you write?” Brainstorm ideas to complete the Workbook.
17. After a few ideas have been collected, ask students to write a letter to the Editor of TOI. (15
minutes)
18. Ask students to ensure that:
• the address, salutation, introductory and concluding sentences must be well structured.
• 3-4 sentences to describe the condition of the sewers.
• 2-3 sentence to explain how it is affecting the residents of the area.
• 1-2 sentences suggesting some solutions.
19. After the students have finished writing the letter, they give it to their partners for proofreading.
Ask the partners to proofread for the points mentioned above in 13. (5 minutes)
20. Ensure that the Grammar Cops monitor the use of articles and subject-verb agreement and
take notes of students’ errors Ensure that the Grammar Cops do not interrupt the flow of the
conversation/discussion by correcting peers but make notes during the lesson and share
feedback at the end of the lesson.
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Subject: English
Level 2
Lesson 124: Grammar Review - 2
Objective
1. Students will practice question formation.
2. Students will begin to think of possible solutions to sewage in their neighborhood/city.
Materials
Vocabulary
• Workbook
Critical Thinking
• language goals
• reasoning with evidence
• sewage treatment plant
• making connections
• recycle
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. With the help of students, recap the rules of question formation using - question words (how,
when, who etc) and verbs (is, does, have etc). Ensure that both the facilitator and students
pronounce it as /ques - chun/ and not /que - shun/. (Question word - verb - subject - rest of the
question. How did you come to school today?) (Helping verb - subject - verb - rest of the
question. Did you complete your homework?) (10 minutes)
3. Write a few inappropriately formed questions on the board and ask students to find the errors
and fix it. You may want to make it into a quiz by organizing students into teams. (5 minutes)
4. Ensure that all students get an opportunity to participate.
5. Ask students to share what they think happens to the sewage and used water. Accept all answer
and note them on the board. (10 minutes)
6. In pairs ask students to read part A. of the workbook lesson. After they have read, the students
ask questions to check the comprehension of the read material. When Partner 1 asks the
question, Partner 2 responds to the question about the article in complete sentences and shares
feedback on how Partner 1 framed the question. (10 minutes)
7. Again ask students to share what they think happens to the sewage and used water. Accept all
answer and note them on the board against the responses that they gave in point 5.
8. Ask a few students how this lesson has changed their thinking. Encourage them to present
saying, “I used to think………. but now I think………” (10 minutes)
9. Ask students to interview each other to complete Workbook exercise A & B. Students ask each
other the questions and then write their own responses. (15 minutes)
10. Appoint a Question Cop today. This person makes sure that all questions asked in class (by the
students or the facilitator) are framed correctly. Make different Question Cops on different
days/weeks so that all students get this opportunity. Ensure that the Question Cops do not
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interrupt the flow of the conversation/discussion by correcting peers but make notes during the
lesson and share feedback at the end of the lesson. (5 minutes)
11. Ensure that the Grammar & Questions Cops note the use of question words, articles, subjectverb agreement and question formation, whenever students speak/present, during the lesson.
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Lesson 125: Grammar Review - 3
Objective
1. Students will reflect on their grammatical mistakes.
2. Students will prepare a brief personal action plan for the sewage problem in their
neighborhood/city.
Materials
Vocabulary
• Workbook
Critical Thinking
• language goals
• alternative viewpoints
• water treatment
• making connections
• drain / sewer
• observing/describing
details
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. Ask the Grammar and Question Cops to lead a discussion on common grammatical mistakes
that the students have been making in the past week. Ensure that the Cops talk of errors and
not people making those error. For instance, use, “Some students …….” and not “Ram made this
mistake…”Ask the Grammar and Question Cops to not just talk of error but also explain why
they are errors and what the right structure should be. Encourage to speak not only of errors
but also about some good use of grammar and question formation that they have been listening
to. (5 minutes)
3. Talk about how it is better to identify and acknowledge the mistake at this point so that it can
be corrected easily rather than ignore and continue to make the mistake till it becomes a
difficult-to-change habit.
4. Once the students have identified their individual and collective mistakes, have them create
clear and simple language learning goals for themselves in exercise A. (5 minutes)
5. In the coming weeks, the Grammar Cops will be focusing on the individual learning goals of
the students and will give them daily feedback at the end of the lesson.
6. Ask students to use procedural vocabulary (first, next, then, finally etc.) to describe the process
of water treatment done in Lesson 125. (10 minutes)
7. Ask students if they know where these water treatment plants are located. Accept all answers.
(2-3 minutes)
8. Ask students to read about Sewage Treatment Plants (STPs) and their locations in the
workbook. (2-3 minutes)
9. Looking at the data in the table, ask students (5 minutes):
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• Which is the biggest water treatment plant in Delhi? What makes them think that it is the
biggest?
• Is there one near their location?
• Are these plants running full capacity? If yes, give evidence. If not, why?
10. Ask students to complete the questions in the workbook that follow. (5 minutes)
11. After the students have finished the exercise, ask them to share their responses with their
partners. Ask a few students to share their partner’s responses. (5 minutes)
12. In pairs, ask students to read the article in Exercise B of the workbook. (5 minutes)
13. After they have read, the students ask questions to check the comprehension of the read
material. When Partner 1 asks the question, Partner 2 responds to the question in complete
sentences and shares feedback on how Partner 1 framed the question. (10 minutes)
14. After all students have understood the article, ask them to complete exercise B. (10 minutes)
15. Ask pairs to share their idea/drawing in exercise B with the rest of the class. After a pair has
presented, the others give feedback. (10 minutes)
16. Revisit the feedback protocol with students (5 minutes):
• Always consider the feelings of the person you are giving feedback to. Speak to them as
you would like to be spoken to.
• Be positive! Recognise the work they have done.
• Try to give your feedback in a way that makes them think. You can ask questions like,
“Why did you choose to do ____?” “What if you _____?”
• Give one point at a time, so that the person has time to think about it.
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Lesson 126: Consolidation
Objective
1. Students will practice conversation related to problem of sewage and waste water in their
neighborhood/city.
Materials
Vocabulary
• Workbook
Critical Thinking
• Vocabulary from
lessons 121-125
• making connections
• alternative viewpoints
• reasoning with evidence
Facilitator’s Reflections:
Procedure
1. During the last 15 minutes of CBT time, students will watch the video Lesson 126. Allow them
to replay the video once. (10 minutes)
2. After all students have watched the video, discuss (10 minutes):
• Who is a polyglot?
• Why did the speaker fail in learning Spanish the first time?
• What is your motivation to learn English?
3. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
4. With the help of students, recap Lessons 121-125. Ask students to share their responses from
these lessons and correct students, whenever required. (10 minutes)
5. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own.
6. Ask students to shared read the article in the Workbook. (10 minutes)
7. Ask students a few questions to check comprehension. (5 minutes)
8. Ask students to rate themselves (on a scale of 1-5, 5 being the highest) who among them needs to
work on point 1 (technique). Students must show raise the number of fingers to show their
rating and not speak. Slowly go over each of the 5 shortcuts mentioned in the article and have
students reflect on how they would rate themselves on it. (5 minutes)
9. Go over the underlined words in the article and with the help of students explain what they
could mean. (5 minutes)
10. Next write, “India is one big sewer” on the board and organize the class into two groups.
11. Each group has to speak both for and against the statement. Ask each group to brainstorm
with group members argument in favor and against the views of the foreigner. Ask them to
collect as many relevant arguments as the members can come up with. (10 minutes)
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12. Play Block and Tackle: Ask Group 1 to block the statement - one member of the Group 1 stands
and speaks in disagreement with the statement. At any point, ask Group 2 to tackle - one
member of the Group 2 stands and speaks in agreement with the statement. Play 4-5 rounds of
the game. Ensure that different students speak on behalf of the two groups in every round. (15
minutes)
13. Some students may find it difficult to speak both in favor of the statement. Explain to the
students that every issue can be looked at through different perspective. Good debate/
discussion/problem-solving requires that we view the topic from different perspectives.
14. Whatever time is left, ask students to practice keyboarding while the facilitator calls the
students who have been absent without information or are at-risk of dropping out and update
the call log.
15. Review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure
that all displays are organized session-wise. Do not rip off the students’ work when removed
from the walls. Encourage students who have prepared the displays to take it with them once it
is taken off the walls. Some of it can be taken to their schools and displayed there for use of their
classmates. Some of it can be reused on the reverse side.
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Lesson 127: Simple Present Tense
Objective
1. Students will learn and practice the use of simple present tense.
2. Students will be sensitized to the personal hygiene and sanitation.
Materials
Vocabulary
• Workbook
• public places
• Appendix 11 a (Facilitator
• private places
Handbook)
Critical Thinking
• personal hygiene
• building interpretations/
explanations
• reasoning with evidence
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. On the board, write, “The change you want to see in the world, begins with you.” Ask students
to share their views about the statement. Encourage diversity of viewpoints. (10 minutes)
3. Steer the conversation about what they have studied in the past few weeks - garbage disposal,
waste water, sewage and water logging.
4. Discuss how we can keep the neighborhood/city clean by keeping ourselves clean. (5 minutes)
5. With the help of students recap ‘hygienic’ and ‘unhygienic’ (Refer to Book 2)
6. Ask students to read the story Dirty Bobby in their workbooks. After all students have read it
ask a few students to retell the story in their own words. Ask questions to check whether or not
students have understood the story. Ask students to give the story a title. (15 minutes)
7. Very respectfully, ask the students (10 minutes):
• What are some other poor personal hygiene habits?
• What are public and private places?
• Where should body parts be cleaned - privately or publicly?
• What happens if we do not look after our personal hygiene and appearance?
8. Link this with simple present tense - something that the students do as a fact and is, generally,
true. For example - I wash my hands before I eat my meals. Ask students to speak about how
they look after their body and appearance. (5 minutes)
9. After all students have spoken, tell the students that there are over 16 verb tense combinations,
but only 10 of them are used frequently. In Level 2 students will gain confidence in using 4
tenses - simple past, simple present, present continuous and simple future.
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10. Go over each rule for simple present. It is not important for students to know the terms - ‘simple
present’ etc. but students must know, with certainty, how to use it appropriately. We use simple
present for (5 minutes):
• Things that are generally true: Birds fly in the sky.
• Habits: I brush my teeth every evening.
• Unchanging situations: I live in Delhi.
For each rule, elicit examples from the students.
11. With ‘did’, the action word must always be in simple present tense. Give a few examples, with
and without errors to help students understand the use of ‘did’. (5 minutes)
12. After the students have completed the workbook exercise C, each student must choose from
the situations in Appendix 11 a to speak at least 5 sentences in simple present tense.
13. Give students 5 minutes to prepare and 2 minutes to present. (15 minutes)
14. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
15. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 128: Present Continuous Tense
Objective
1. Students will learn and practice the use of present continuous tense.
2. Students will take a close look at personal hygiene and care.
Materials
Vocabulary
Critical Thinking
• Workbook
• continuous
• making connections
• Appendix 11 b (Facilitator
• deceptive
• alternative viewpoints
• appearance
• building interpretations/
explanations
Handbook)
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes)
2. With examples, share the meaning of the word ‘deceptive’. Ask students to use the word in a
few sentences. (5 minutes)
3. Next, write on the board : “Appearances can be deceptive.” Ask students what this could mean.
Encourage students to share incidents/examples as they uncover the meaning of the statement.
Encourage different interpretation of the statements and ask for clarification, whenever
required. (15 minutes)
4. Make four groups: Group 1, 2, 3 & 4.
• Group 1 - Good appearance - what does it look like?
• Group 2 - Poor appearance - what does it look like?
• Group 3 - Good appearance - how does one get it?
• Group 4 - Good appearance - is it personal hygiene and care or style/fashion?
5. Group members discuss it with the group for 5 minutes and shares their views with the class for
2-3 minutes each. After all groups have finished, explain to student each rule for present
continuous tense. (10 minutes)
6. There will be some teaching required for this lesson. For present continuous, the basic rule is to
add ‘ing’ to the action word; if the action word ends in vowel + consonant + ‘e’ like ‘come’, we
drop ‘e’ from the word and add ‘ing’; if the action word ends in consonant + stressed vowel +
consonant as in ‘stop’, we double the last letter and add ‘ing’. (15 minutes)
7. With ‘did’, the action word must always be in simple present tense.
8. It is not important for students to know the terms - ‘present continuous’ etc. but students must
know, with certainty, how to use it appropriately.
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9. Ask students to complete the exercises in the Workbook to practice use of present continuous
tense. ( 10 minutes)
10. Next, ask each student to choose from the situations in Appendix 11 b to speak at least 5
sentences in present continuous tense. They may repeat the sentences they shared during
Lesson 127 by changing the tense. (15 minutes)
11. Give students 5 minutes to prepare and 2 minutes to present.
12. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
13. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 129: Simple Past Tense
Objective
1. Students will learn and practice the use of simple past tense.
2. Students will take deconstruct issues related to personal hygiene and appearance.
Materials
Vocabulary
Critical Thinking
• Workbook
• past
• making connections
• Appendix 12 (Facilitator
• situation
• alternative viewpoints
• appearance
• building explanations/
interpretations
Handbook)
• A-4 sheets
Facilitator’s Reflections:
Procedure
1. During the last 15 minutes of CBT time, students will listen to audio Lesson 129. Allow them to
replay the audio once. (10 minutes)
2. After all students have listened to the audio, discuss (10 minutes):
• Do you know of any other professions where hygiene matter? If yes, which ones?
• What kind of hygiene is an FEA Facilitator expected to maintain - in her/his personal
appearance and the centre?
3. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
4. Begin the lesson by looking at the hygiene comic in student workbook. Ask the students (15
minutes):
• What is the message in the cartoon?
• How has the cartoonist conveyed the message?
• If the students had to convey the same message through a cartoon, how would they convey the
message differently?
• What title would they give to their own cartoon?
5. Ask students to make 3 columns on the A-4 sheet/notebook as shown in workbook.
6. In this lesson we will only fill the first 2 columns - Good Habits and Bad Habits.
7. Ask students to reflect on their daily lives and list good personal hygiene habits of their own or
their family member. On the other side, they list poor personal hygiene habits of their own or
their family member. ( 10 minutes)
8. Encourage the students to be honest as this will be used for work the next day. Students must
not write their names on the sheet.
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9. After all students have finished, explain to student each rule for simple past tense with the help
of workbook. There will be some teaching required for this lesson.(10 minutes)
10. Explain to student the use of verb in past tense in statements and questions. Example - “I met
your sister yesterday.” “Have you met my sister before?”
11. Remember - with ‘did’, the action word remains in simple present tense. Example - ‘I did meet
your sister yesterday.” ‘Did you meet my sister yesterday?”
12. Ask students to complete the workbook exercises. (10 minutes)
13. Next each student must chose from the situations in Appendix 12 (Facilitator Handbook) to
speak at least 5 sentences in past tense. (15 minutes)
14. Give students 5 minutes to prepare and 2 minutes to present.
15. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
16. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 130: Future Tense
Objective
1. Students will learn and practice the use of simple future tense.
2. Students will think of solutions to poor personal hygiene and care.
Materials
Vocabulary
Critical Thinking
• Workbook
• future
• making connections
• Lists prepared in Lesson 128
• infer
• alternative viewpoints
• Appendix 13 (Facilitator
• perception
• reasoning with evidence
Handbook)
• reality
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Ask students to submit the lists that they had prepared in Lesson 129. (5 minutes)
3. Make sure that these lists are anonymous.
4. Circulate the lists so that each student has one (he/she does not know whose list that is).
5. Each student must read out one ‘bad habit’ related to personal hygiene and share reasons/
causes for that. Share that in this exercise we are ‘inferring’ reasons for bad habits since we do
not know the whole story. Circulate and have multiple rounds of this. (15 minutes)
6. After the students get their own sheets back, they must read what the others think may be the
reason for the good/bad habit. After reading students must return these sheets to facilitator as it
will be used in Lesson 131. (2-3 minutes)
7. Next, each student writes the cause/reason for their ‘bad habit’ in column 3 of Lesson 129.
Discuss how others will draw inferences about us and our behavior and it may or may not
reflect the reality. (5 minutes)
8. Do this very sensitively and without getting personal or taking names of individual/groups etc.
9. Ask the students who are comfortable sharing, to share the causes, list them on the board.
10. Next, go over rule for future tense with the help of examples. There will be some teaching
required for this lesson. ‘Will’ is used both for truth or prediction about future. While using
“will” the students must ensure that the action word is in present tense. (5 minutes)
11. Ask students to complete workbook exercise A.( 5 minutes)
12. Next ask each student to choose from the situations in Appendix 13 (Facilitator Handbook) to
speak at least 5 sentences in future tense. (15 minutes)
13. Give students 5 minutes to prepare and 2 minutes to present.
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14. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
15. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. ( 5 minutes)
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Lesson 131: Conversation
Objective
1. Students will practice using tenses correctly.
2. Students will make a checklist of resolutions to improve their personal hygiene.
Materials
Vocabulary
Critical Thinking
• Workbook
• checklist
• making connections
• Lists prepared in Lesson 129
• suggestions
• building explanations/
interpretations
and 130
• synthesising arguments
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Divide the class into two groups - Group 1 & 2
3. Take the anonymous lists of Group 1 students and give it to Group 2 students. Take the
anonymous lists of Group 2 students and give it to Group 1 students.
4. For each of the ‘bad habits’ on the lists, the groups have to recommend 2-3 solutions to help the
person with bad habit to remove that habit. For example, if the ‘bad habit’ is “I do not brush my
teeth in the morning on some days” and the cause for that (as discussed in Lesson 130) is “I sleep
late and have to leave very early in the morning”. Solution 1 - Sleep on time at night. Solution 2 Carry a toothbrush and paste kit in your bag. Brush when you reach college/office. Solution 3 Get up 5 minutes earlier in the morning to make time for brushing your teeth. (15 minutes)
5. Ensure that the groups discuss (not write on the lists) all lists given to them.
6. Ask the groups to share their recommendations vis-a-vis the problems. For example, “One bad
habit was that the person found it difficult to brush his/her teeth every day, as he sleeps late and
has to leave home very early. We recommend that ..................” (5 minutes)
7. After all lists have been discussed, return the lists to respective students and give them 10
minutes to write 3-4 changes that they will make in their lifestyle so that the ‘bad habits’ related
to personal hygiene are no longer ‘bad’. This has to be in the form of a checklist as given in the
workbook in the first column. They must leave the other columns blank to be used in Lesson
139 and 144. (10 minutes)
8. With the help of students review the rules for simple present, past, future and present
continuous tense with the students.
9. Divide the students into groups of 3 - Mr Past, Mr Present & Mr Future. (Use appropriate title
for female students).
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10. Each group comes up with an event from their personal life or community life - For e.g.
birthday party, wedding, first job, festival, birth/death, playing/singing/dancing/shopping, etc.
11. Each group gets 10 minutes to prepare 10-12 sentences for the chosen event, including:
•
2-3 sentences about the event in past tense
•
2-3 sentences about the event in present tense
•
2-3 sentences about the event in future tense
12. These will be presented, without referring to the notes, by Mr. Past, Mr. Present & Mr. Future
of the group. (10 minutes)
13. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
14. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 132: Consolidation
Objective
1. Students will practice using tenses correctly.
2. Students will summarize personal hygiene and care.
Materials
Vocabulary
• Workbook
Critical Thinking
• tense
• reasoning with evidence
• advertising campaign
• building explanations/
interpretations
Facilitator’s Reflections:
Procedure
1. During CBT students practice keyboarding. By now all students should be using the correct
technique and about 3-5 wpm. Think of additional practice for those who are still struggling
with using the correct technique. (15 minutes)
2. Call the students who have been absent without information or are at-risk of dropping out and
update the call log.
3. Review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure
that all students’ work is organized session-wise. Do not rip off the students’ work when
removed from the walls. Encourage students who have prepared the displays to take it with
them once it is taken off the walls. Some of it can be taken to their schools and displayed there
for use of their classmates. Some of it can be reused on the reverse side.
4. In the last 15 minutes of CBT time, students will listen to audio Lesson 132. Allow them to
replay the audio once. (10 minutes)
5. After all students have listened to the audio, discuss (10 minutes):
• What three questions would you ask if you were the king? Why?
• Who would you ask? Why?
6. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
7. With the help of students, review the rules for simple present, past, future and present
continuous tense with the students.
8. Shared Reading: In pairs ask students to read the article “The Pepsodent Smile,” in the
workbook. After they have read, the students ask questions to check the comprehension of the
read material. When Partner 1 asks the question, Partner 2 responds to the question about the
article in complete sentences and shares feedback on how Partner 1 framed the question. (10
minutes)
9. Ask students to interview each other to complete Workbook exercise A & B. Students ask each
other the questions and then write their own responses. (10 minutes)
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10. Ask a few students how this lesson has changed their thinking about advertising. Encourage
them to begin with, “I used to think………. but now I think………” (5 minutes)
11. After the workbook exercise, the students partner with a friend to play Tic, Tac, Toe with
tenses. Have students form pairs and decide which player is “X” and which is “O”. (15 minutes)
12. Together the pair agrees on an action word. For example, the word is ‘come’. Each partner
chooses a different tense.
13. The pair plays Tic, Tac, Toe using the word in chosen tenses. For example, Partner 1 chose
present tense, then he/she makes a sentence using ‘come’ in present tense. For correct response,
he/she gets to put a naught/cross. Then Partner 2 uses ‘come’ in a sentence of his chosen tense.
14. The partner who gets three “Xs” or “Os” in a row is the winner.
15. The next round is played with another word and another tense by the two partners.
16. During the game, the partners must use phrases such as:
•
Whose turn is it?
•
It’s my/your turn.
•
Very good!
•
That’s correct/right.
•
That’s not correct/right.
•
That’s wrong.
•
Please repeat.
•
I/You win!
•
Tie game.
17. After the students have played 4-5 rounds of the game, reorganize the students into groups of
4-5. Each group must discuss within the group and then share with the whole class:
• Group 1 - Challenges with personal hygiene. (5 minutes)
• Group 2 - Causes of the poor hygiene (5 minutes)
• Group 3 - Possible solutions to poor personal hygiene (5 minutes)
• Group 4 - Summarizes all the discussions (5 minutes)
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Lesson 133: Direct Speech
Objective
1. Students will learn to differentiate between reported and direct speech.
2. Students will be sensitized to food sanitation.
Materials
Vocabulary
Critical Thinking
• Workbook
• reported speech
• making connections
• Slips of paper (Appendix 14
• journey
• building explanations/
interpretations
- Facilitator Handbook)
• excrement
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Start the lesson by telling students about something incredible (real or imaginary) you heard
someone say, using both direct and reported speech. (2-3 minutes)
3. Round 1 - Ask students to look at the poster in the Workbook part A. Each student has to
mention at least one possible route of the fly from any one place in the poster to food in our
homes/shops/roadside vendors. For example, “After sitting on the garbage dump the fly went
straight to my plate of rice and dal.” While responding, students may use the information in the
poster or their imagination. (5 minutes)
4. After all students have finished tracing the route, ask them to read the information given in the
image.
5. Round 2 - Ensure that students understand the info and then ask them to add that detail to
their previous sentence. For example, “After sitting on the garbage dump, the fly sat on my plate
of rice and dal, with bacteria and germs on its leg. ‘Each student shares the detailed sentence. (5
minutes)
6. When a student speaks his/her sentence, the others have to give him/her appropriate warning “Remove the portion where the fly sat and throw it away.” Or “Shoo the fly away.” Or “Keep
your food covered when you are not eating.” etc.
7. After all students have finished, ask a few students to repeat exact words of the another student.
(5 minutes)
8. Tell the students to begin their statements with “He asked...”, “She said....”, “I suggested...”,
“She told me....” etc. While ‘said’ is used on its own, ‘told’ must be used with ‘told whom’ .
Example, I said, “Please pass me the blanket.” I told my mother, “Please pass me the blanket.”
9. Explain to students what direct and reported speech is, with the help of part B in workbook. (5
minutes)
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10. Ask students to complete the workbook exercise C. Ask students to swap workbooks to
proofread each other work. (5 minutes)
11. Mingle, Mingle - Ask students to imagine that they are at a party. Each one is given a slip of
paper with a statement/question from Appendix 14 - Facilitator Handbook. Everybody must
circulate and talk with others.
12. They must say what is on their slip, only, to different people they meet at the party. (5 minutes)
13. After five minutes tell everyone to sit down.
14. Each student must repeat what 2-3 different people at the party said to him/her using direct
speech (using their exact words). (10 minutes)
15. Ask the speaker to verify if that was correct, with a simple - “That is correct.” or “That is
incorrect”.
16. The facilitator must ensure that each student gets to participate.
17. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
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Lesson 134: Reported Speech
Objective
1. Students will understand and learn to use reported speech.
2. Students will compare alternative solutions to a problem.
Materials
Vocabulary
• Workbook
• perpetrator
• cigarette butts
Critical Thinking
• observing/describing
details
• forming conclusions/
solutions
• reasoning with evidence
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Recap the difference between direct and reported speech with the help of students.
3. There will be some teaching required for this lesson. Explain the rules of changing direct into
indirect speech with many examples and part A & B of workbook exercise. (10 minutes)
4. Ask the students complete the workbook exercise A & B. (10 minutes)
5. After students have completed the exercises ask them to swap their work with their friend and
check their friend’s work. (5 minutes)
6. Next, with a partner ask them to read Article 1 in part C on tackling the problem of cigarette
butt litter. After all students have read it, Partner 1 retells the article to Partner 2. (10 minutes)
7. Next, the partners read Article 2 in part C. After all students have read it, Partner 2 retells the
article to Partner 1. (10 minutes)
8. Tug of War (15 minutes) - In pairs, students have to:
• what are the advantages and disadvantages of the two solutions of tackling the problem of
cigarette butt litter.
• which strategy will work better? Give reasons for choosing one strategy over the other.
9. When Partner 1 speaks, Partner 2 has to listen carefully and repeat what Partner 1 said to the
audience in reported speech. For example, “_______ thought the voting strategy would work
better because people would think it was fun.” Then Partner 2 shares his opinion with Partner 1
and latter reports to the audience.
10. This goes on till each pair has spoken in direct as well reported speech.
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11. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own. and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 135: Conversion of Speech
Objective
1. Students will practice changing reported to direct speech and vice-versa.
2. Students will become aware of the efforts to clean entire villages/towns.
Materials
Vocabulary
• Workbook
Critical Thinking
• sanitation
• making connections
• case study
• reasoning with evidence
• NRI
Facilitator’s Reflections:
Procedure
1. During CBT today, students will practice keyboarding (technique and speed) using the
software. (15 minutes)
2. During the last 15 minutes of CBT time, students will listen to audio Lesson 135. Allow them to
replay the audio once. (10 minutes)
3. After all students have listened to the audio, ask students (10 minutes):
• What were the 7 Deadly Sins of Speaking according to the Speaker?
• Which of these 7 sins are you guilty of?
• Who would be interested in this speech?
• If you have to tell your friend (in one sentence) about what you heard in the audio today, how
would you sum it up in one sentence?
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
5. Ask a few students to teach back rules for review direct and reported speech with the help of
some examples. (10 minutes)
6. Ask students to complete workbook exercise A, and swap their work with a partner to
proofread each other’s responses. (5 minutes)
7. Next, ask students to think of 2-3 statements/questions that they were told/asked on that day or
the day before. They must think/write complete statements/questions. Ask them to report these
to their partners. For e.g. Yesterday, my mother told me to eat my lunch and finish my
homework. (5 minutes)
8. Each student now presents his/her first statement/question. When Student 1 presents his/her
2-3 statements/questions, Student 2 converts them into direct speech.
9. After Student 2 shares, the facilitator asks Student 1 to identify where the quote/speech marks
would go in that statement/question.
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10. Next, Student 2 presents his/her 2-3 statements/questions in reported speech and Student 3
converts them into direct speech.
11. This goes on till all students have spoken their reported speech and converted someone else’s
reported into direct speech. ( 20 minutes)
12. Ask students to shared read the article on cleaning efforts at Kharoudi and in pairs complete
the questions that follow. (10 minutes)
13. After all students have completed, ask them to form groups of 3. Student 1 shares his response
to a particular question; Student 2 repeats it in direct speech; Student 3 repeats in reported
speech. Then Student 2 shares his response, Student 3 now repeats in direct speech and
Student 1 repeats in reported speech. (5 minutes)
14. While one group is presenting, the next group has to listen carefully for error correction.
15. When all groups have finished and there is still time left, ask students to look for quotes in the
article and ask them to repeat those in reported speech.
16. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 136: Comparisons - 1
Objective
1. Students will learn to how to compare 2 objects/persons/events.
2. Students will become aware of the efforts to clean entire villages/towns.
Materials
Vocabulary
• Workbook
Critical Thinking
• comparison
• making connections
• appearance
• observing/describing
details
• personality
• open defacation
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. There will be some teaching required for this lesson. Compare two objects in class, using ‘-er’
and ‘more ____’. Ask students why you used ‘-er’ after one word and ‘more’ before another while
comparing. Accept all answers. (5 minutes)
3. Next, ask students to compare two more objects/places, using ‘-er’ and ‘more ____’. Ask
students why ‘-er’ after one word and ‘more’ before another while comparing. Accept all
answers. Explain the rules for comparing 2 objects/persons/places/events etc. (10 minutes)
4. Using the workbook part A, go over each rule for comparison using ‘er’ and ‘more’ thoroughly.
(10 minutes)
5. After completing the workbook exercise B, ask students to swap their work and check each
other work. (5 minutes)
6. Next choose 2 students and ask them to come to the front of the class.
7. Ask the class how each student is different. Students must speak factually and not share
personal opinions about individual students. For e.g. ‘Student A is taller than student B’ and
‘Student B has longer hair than student A’ and not, ‘Student A is smarter than student B.’ (5
minutes)
8. Introduce other ways of comparison such as ‘Student A is as tall as student B’.
9. Repeat with 2 students, 2 objects and 2 events. (10 minutes)
10. The facilitator must ensure that each student gets to participate.
11. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
12. In pairs, ask students to read the case study of Dehu. Ask questions to ensure that all students
have understood the case study. (5 minutes)
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13. Ask students to compare Dehu before and after Dr Mapuskar constructed the toilets in Dehu.
(5 minutes)
14. While some students may compare using ‘cleaner’ ‘ more dirty’, encourage other students to use
the vocabulary learnt during Lesson 51 to describe what they see, hear, smell and feel in the
before and after scenario. For instance, “more pleasant smell”, “more difficult to walk around”.
“safer for children to play” “more hygienic” etc. Do not allow students to use words like good,
bad, well, fine etc.
15. Next, in exercise D students write a short (5-7 sentences) description of Dehu village before
and after Dr Mapuskar constructed the toilets. ( 10 minutes)
16. Upon completion, ask students to swap their work and proofread description, using
proofreading symbols. (5 minutes)
17. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 137: Comparisons - 2
Objective
1. Students will learn how to compare 2 or more objects/persons/events.
2. Students will become aware of the concept of bio-degradable and non-biodegradable materials.
Materials
Vocabulary
• Workbook
Critical Thinking
• decomposition
• making connections
• bio-degradable
• observing/describing
details
• non-biodegradable
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Recap the comparison of 2 persons/objects/events/places with the help of students. (5 minutes)
3. Using part A of workbook, explain the rules for comparing more than 2 persons/objects/events/
places using ‘est’ and ‘most’.
4. Ask students to complete workbook exercise B. After everyone has completed the exercise, ask
students to swap their work with each other and check each other’s work. (10 minutes)
5. Choose 3 students and ask them to come to the front of the class.
6. Ask the class how the 3 students compare with each other - for e.g. ‘Student A is taller that
student B’ and ‘Student B is taller than C’. Ask students who is the tallest or shortest among A,
B and C. Students must speak factually and not share personal opinions about individual
students. (5 minutes)
7. Repeat with another 3 students, 3 objects, 3 movies, 3events, etc. (10 minutes)
8. The facilitator writes an adjective on the board - for e.g. interesting. The students have to come
up with something that is ‘most interesting’, - for e.g. “My friend is the most interesting person
in the whole world.” “ 3 Idiots is the most interesting movie that I have ever watched.” Ensure
that the students do not speak incomplete sentences such as “3 Idiots is the most interesting
movie” or “My friend is the most interesting person.” They must specify the group being talked
of. (5 minutes)
9. The facilitator must ensure that each student gets to participate.
10. Students who make mistakes or are inaudible must be asked to repeat till they correct
themselves.
11. Introduce the vocabulary ‘bio-degradable’ and ‘non-biodegradable’. If it helps students
understand better, link it to rotting.
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12. Ask students to review the list of materials in part C of workbook and the rate at which they rot.
(10 minutes)
13. Ask them to compare decomposition of the materials using ‘er’, ‘more’, ‘est’ and ‘most’ words. (5
minutes)
14. Ask them questions like, “Which material from the list takes the longest to decompose?”
15. Ensure that the students get a thorough understanding that some materials can be easily
absorbed back into the soil while other take longer and add to the filth, affect fertility of land
and flow of water.
16. Discuss disposal of both bio-degradable and non-degradable materials. (5 minutes)
17. Discuss impact of non-degradable materials on sewage. (5 minutes)
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Lesson 138: Consolidation
Objective
1. Students will recap the learnings of the week.
Materials
Vocabulary
• Workbook
Critical Thinking
• reported / direct
• making connections
• injustice
• building explanations/
interpretations
• alternative viewpoints
Facilitator’s Reflections:
Procedure
1. Students will practice keyboarding during CBT today. Remind the students that the minimum
keyboarding speed and technique required to be promoted to Book 4. (15 minutes)
2. Call the students who have been absent without information or are at-risk of dropping out and
update the call log.
3. Review the students’ work displayed on the walls and remove outdated/irrelevant work. Ensure
that all students’ work is organized session-wise. Do not rip off the students’ work when
removed from the walls. Encourage students who have prepared the displays to take it with
them once it is taken off the walls. Some of it can be taken to their schools and displayed there
for use of their classmates. Some of it can be reused on the reverse side.
4. During the last 15 minutes of CBT time, students will listen to audio Lesson 138. Allow them to
replay the audio once. (10 minutes)
5. After all students have listened to the audio, discuss (10 minutes):
• What makes you happy?
• 50 years from now, would it still make you happy? Why?
6. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
7. Recap lessons 133-137 with the help of students. ( 15 minutes)
8. Ask students to share their responses from the exercises in these lessons. Correction errors in
understanding, if any.
9. Ask students to:
• read WSJ article in partners ( 5 minutes)
• discuss the three different areas of Delhi and why they are so different when it comes to
cleanliness ( 5 minutes)
• compare 2 cities from the article ( 5 minutes)
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• ask specific questions using comparative words such as ‘-er’/‘-est’/‘more ___’/‘most ___’,
“Between Chandigarh and Delhi, which one is cleaner?” “Between Churu and Chandigarh
which one is more dirty?” ( 5 minutes)
10. Ask the students why he/she used “clean-er” for first kind of questions and ‘more’ for second kind
of questions. Ask “Can I say - more cleaner or dirtier?”
11. Ask students what was interesting and puzzling about the article. ( 5 minutes)
12. Next, shared read the lyrics to “Why?” by Tracy Chapman. ( 10 minutes)
13. Discuss:
• what the song is about ( 5 minutes)
• what injustices in their own world have not been covered in the song? ( 5 minutes)
14. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session.
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Lesson 139: Review - 1
Objective
1. Students will practice speaking grammatically correct sentences in everyday conversations.
2. Students will become familiar with alternative possibilities of waste materials..
Materials
Vocabulary
• Workbook
Critical Thinking
• journey
• making connections
• creativity
• building interpretations/
explanations
• possibilities
• observing/describing
details
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Ask students(10 minutes):
• Is plastic bio-degradable or non-bio degradable?
• How long does it take for plastic to decompose?
• What’s the impact of plastic litter on drainage?
3. Ask students to think of Journey of a Plastic Bottle and write in their workbooks. (15 minutes)
4. After all students have finished, each student shares his narrative/illustration with the class. (5
minutes)
5. Write on the board - “One man’s waste can be another man’s treasure.” Ask students what that
means. Encourage students to give examples and details. Accept all complete answers. (5
minutes)
6. Next, ask students to look at the images in the workbooks and share (10 minutes):
• what they see in those images.
• what they think about those images.
• what puzzles/surprises them about those images.
7. Students must use appropriate descriptive vocabulary to express their views. Do not accept
answers like, “It is good/alright/nice.”
8. Ask students to imagine that they have to design something using discarded plastic bottles
what would they make. Ask them to draw/write the design creatively and leave some space at
the bottom for 5-6 comments. (10 minutes)
9.
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10. After everyone has finished, ask students to pass their designs around to 2 other students in the
class. As students are looking at each other’s designs - each viewer has to write two comments
about the design that he/she is viewing - 1. What’s good about the design? 2. How it can be
made better? (5 minutes)
11. Then they pass it around for more feedback.
12. At the end of it, the designs must return to their respective designers with a lot of feedback from
other students.
13. Give students 5 minutes to review the feedback that they have been given.
14. Ask students to reflect and mark checklist in Lesson 131.(5 minutes)
15. Speak with your Compliance Supervisor to schedule evaluation for your students.
16. Ensure that a minimum of 8-10 laptops are in working condition for the Evaluator to administer
evaluation to the students.
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Lesson 140: Review - 2
Objective
1. Students will practice speaking grammatically correct sentences in everyday conversations.
2. Students will become familiar with discussing designs and sharing ideas about their own
design. .
Materials
Vocabulary
• Workbook
Critical Thinking
• biodegradable
• making connections
• possibilities
• building interpretations/
explanations
• alternative viewpoints
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Ask students to proofread/edit the Journey of a Plastic Bottle in Lesson 139 using proofreading
symbols. Explain the concept of draft writing. (10 minutes)
3. Next, they rewrite the edited draft in exercise A of Lesson 140. Ensure that the Lesson 140
version of the Journey has fewer/no errors in comparison to Lesson 139. (10 minutes)
4. Write on the board - “Water and air, the two essential fluids on which all life depends, have
become global garbage cans.” (Jacques Yves Cousteau)
5. Ask students for their views on the statement. Ask students to give examples and reasons for
this views. Accept all answers. (5 minutes)
6. Next, ask students to look at the images in the workbooks and ask for their views on it using
the See, Think, Wonder thinking routine. (10 minutes)
7. Ask students to look at the 10 images in the workbook and create catchy titles for any 3-4
images that they find interesting. Ask students to share these catchy titles and list them on the
board. (5 minutes)
8. Ask students review the designs that they had prepared on the previous day and the feedback
given by other students. Students will revise their designs based on the feedback given to them students may choose to incorporate all/most/some of the advise given to them by other
students. (5 minutes)
9. After making revisions to their designs, in 3-4 sentences students will compare their previous
design with the revised design. (10 minutes)
10. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 141: Review - 3
Objective
1. Students will practice speaking grammatically correct sentences in everyday conversations.
2. Students will review their designs creatively.
Materials
Vocabulary
• Workbook
Critical Thinking
• biodegradable
• making connections
• possibilities
• building interpretations/
explanations
• observing/describing
details
Facilitator’s Reflections:
Procedure
1. During CBT today, students will practice keyboarding (technique and speed) using the
software. (15 minutes)
2. During the last 15 minutes of CBT time, students will listen to audio Lesson 141. Allow them to
replay the audio once. (10 minutes)
3. After all students have listened to the audio, discuss (10 minutes):
• Is ‘listening’ different from ‘hearing’? Explain with examples.
• Intention is very important in listening - what does this mean?
• How good a listener are you ? (Rate from 1 - 5; 1 is lowest and 5 is highest)
• Why role does listening play in learning a language?
4. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
5. This lesson is similar to Lesson 139 & 140 except that in those lessons all students reflected on
the same material - plastic bottle, - in this lesson they will choose a waste material (other than
plastic) .
6. Ask students to think of a material other than plastic (newspapers, CDs etc.)and write their
journey from manufacture to disposal in exercise A. Ask the students to keep in mind the rate of
decomposition of that material.
7. Students have to prepare two drafts:
• Draft 1 - their first thoughts. ( 5 minutes)
• Draft 2 - review and proofread Draft 1. Mark punctuation, grammatical errors in Draft 1.
Students can take the help of a peer for proofreading their Draft 1. ( 5 minutes)
• Next each student rewrites the journey with little/no errors in Draft 2. ( 5 minutes)
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8. After all students have finished writing Draft 2, each student shares his narrative with the class
including how that material when discarded can be harmful or problematic for sanitation and
waste management. (10 minutes)
9. Next, ask students to review the images in exercise B and ask them what they see, what they
think about the images and what they find puzzling/surprising about the images. (5 minutes)
10. Ask students to imagine possibilities with the material chosen by them. Let the students be
imaginative when they think of possibilities even if their ideas do not seem to be realistic/
practical. Encourage students to write/draw about their design in the Workbook, for reference
later. (10 minutes)
11. After everyone has finished, ask students to share their idea with the class. They must use
appropriate descriptive vocabulary to express their views and correct grammar.
12. After one student has shared his idea for creation with that waste material, ask other students
to share : 1) One interesting thing about the design 2) one improvement to the design (10
minutes)
13. Ensure that the Grammar and Question Cops are active and focused on individual learning
goals of students, including their own and share non-verbal feedback with individual students
at the end of the session. (5 minutes)
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Lesson 142: Review - 4
Objective
1. Students will practice speaking grammatically correct sentences in everyday conversations.
2. Students will plan their individual designs incorporating feedback from the previous day.
Materials
Vocabulary
• Workbook
Critical Thinking
• biodegradable
• making connections
• possibilities
• alternative viewpoints
• observing/describing
details
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Over the next few 2-3 days, they will create a product out of waste material. Today, they will
plan for it.
3. Ask students to plan their designs in exercise A and answer the questions that follow. Ask them
to plan the materials required, process and the design of their creation. (20 minutes)
4. Ask students to ensure:
•
It is individual work.
•
All communication is in English.
•
The product must be ready in 2-3 days.
•
It should only use waste materials (except for scissors, glue etc).
5. After everyone has finished, ask students to share their ideas with the class. They must use
appropriate descriptive vocabulary to express their views and correct grammar and also
mention how much of the particular waste material will they use in their creation. (10 minutes)
6. After one student has shared his idea for creation with that waste material, ask other students
to share : 1) One interesting thing about the design 2) one improvement to the design (10
minutes)
7. Ask students to collect the material as per their design and bring it to class the next day.
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Lesson 143: Review - 5
Objective
1. Students will practice speaking grammatically correct sentences in everyday conversations.
2. Students will create their individual products.
Materials
Vocabulary
• Workbook
Critical Thinking
• biodegradable
• making connections
• possibilities
• forming conclusions/
solutions
• observing/describing
details
Facilitator’s Reflections:
Procedure
1. Discuss the Q.O.D and response to the previous day’s Q.O.D. (5 minutes).
2. Individually students start making the product as per the design prepared in Lesson 142. (45
minutes)
3. Remind the students to ensure:
•
All communication is in English
•
The product must be created in 2-3 days
•
It should only use waste materials (except for scissors, glue etc)
•
All work must be individual
•
Use of polite phrases during work - “Please pass the scissors.” etc.
4. Allow students to walk around to see what others are doing/making. Encourage them not to
copy it but use it as provocations for their own design.
5. Students may also speak with each other to ask for clarifications/feedback and assistance.
6. Take photographs of the students as they work. These will have to be showed to the Evaluator
during the upcoming Evaluation.
7. After students have finished creating the product, they can either:
• write a letter to a shopkeeper asking them to stock their product. They should explain the
product to the business, and ask for an appointment to bring a sample. (15 minutes)
OR
• create an advertisement for a local newspaper to sell their product. (15 minutes)
8. Ensure that all students meet the promotion criteria, particularly the keyboarding and book
reading criteria. If not give the students focused practice on what they are lagging in. Freedom English Academy
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Lesson 144: Internal Evaluation
Objective
1. Students will create their individual products.
2. Students will be assessed by the facilitator to ascertain their proficiency levels.
Materials
Vocabulary
• Workbook
• Waste materials brought by
Critical Thinking
• Vocabulary from
lessons 97 - 143
• miscellaneous
the students
• Evaluation List A & B
Facilitator’s Reflections:
Procedure
1. While other students are working on the products, call students one at a time and interview
him/her for about 10 minutes or so.
2. For students who have finished making the product and evaluation, ask them to read a book
from the centre library or practice keyboarding.
3. Keep the conversation simple and focus on the sentence structure.
4. In the evaluation lists, note down the mistakes made by individual students. Share this
feedback with the students and plan how these errors will be corrected with practice over the
next few days before external evaluation.
5. Ensure that all components of the learnings are tested - keyboarding, book reading, speaking,
listening, reading, writing and letter writing.
6. It is advisable that you request your partner/parallel facilitator or facilitator from another FEA
center in the area to evaluate your students. This will help your student overcome reluctance to
speak with strangers and make evaluation more objective.
7. Make sure that you vary the questions.
8. For students who are unable to understand the question, rephrase the question in simpler
words.
9. Inform your CS about the completion of Internal Evaluation and send the list of students with
the internal evaluation result to the Evaluator.
10. If required, take a few days / week to address the language errors of individual students in a
focused manner.
11. Ask the students to reflect and mark the checklist in Lesson 131.
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APPENDICES
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Appendix1
INTRODUCTION(REVIEW)
Situations
1. Introduce your mother to your teacher.
2. Introduce your cousin to your neighbor.
3. Introduce yourself to the guests at a party.
4. Introduce your friend and your boss to each other.
5. Your boss is looking for a travel agent. Your friend is a travel agent. Introduce your boss and
your friend to each other.
6. You have joined a new company. Introduce yourself to the manager on the first day of your
job.
7. You go for an interview for the position of manager. Introduce yourself to the interview
panel consisting of 2 men and 3 women.
8. Introduce your son / daughter to your friend.
9. Your sister wants to join the FEC center to learn English. Introduce her to the facilitator at
the center.
10. You meet Mr. Deepak Chopra, the Founder and CEO of AAM Foundation that runs the
FEA program. Introduce yourself to him.
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Appendix2
PRESENTATION
Recommended Topics
1. You have been invited by the Principal of a school to make a presentation to the students
telling them about different seasons.
2. You have been invited by the Principal of a school to make a presentation to the students
telling them about the FEC program.
3. You have been invited by the Principal of a school to make a presentation to the students
telling them about different cuisines.
4. You have been invited by the Principal of a school to make a presentation to the students
telling them about different kind of shops.
5. You have been invited by the Principal of a school to make a presentation to the students
telling them about different hobbies/pastimes.
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Appendix3
PRONUNCIATION WARM-UPS
Warming up the body
•
Stretch arms up as high as you can, and take a deep breath. Slowly let it out, as you
let your arms down.
•
Roll shoulders backwards 5 times and forwards 5 times.
•
Shake out arms and legs
•
Stick your tongue out as far as it will go
•
Massage your cheeks
•
Bubble your lips, as if you are making the sound of a car engine
•
Scrunch up your face as tight as you can, and then make it as wide as you can.
•
Purse your lips as if you are drinking through a straw, then grin as widely as possible.
•
Yawn, making “yawning” noises, as high as possible. Notice how big your mouth gets
on the inside!
•
Wash your teeth with your tongue going clockwise 5 times and then
counterclockwise 5 times.
Warming up the articulators
When you practice making consonant sounds, encourage students not to make an “uh”
sound after the consonant. They should say “p,” not “puh.” The consonant warm-ups
should be done in a variety of rhythms.
•
p-p-p-p-p-p-p / t-t-t-t-t-t-t / k-k-k-k-k-k-k- / p-t-p-t-p-t-p-t / t-k-t-k-t-k/ p-k-p-k-p/ p-tk-p-t-k-p-t-k
•
b-b-b-b-b-b-b / d-d-d-d-d-d / g-g-g-g-g-g / b-d-b-d-b-d/ d-g-d-g-d-g/ b-g-b-g-b-g / bd-g-b-d-g-b-d-g
•
/i/ - /u/ (as in grEEn – pOOl, going back and forth between the two vowel
sounds.) Then try it without moving lips – put hand on top of mouth to check.
Notice how your tongue moves to make the two sounds.
•
/i/ - / ɔ/ (as in grEEn – wAlk, going back and forth between the two vowel
sounds.) Then try it without moving lips – put hand on top of mouth to check.
Notice how your tongue moves to make the two sounds.
Voice and unvoiced consonants
•
Ask students to put their hand on their throat, and make the sound of a snake
(ssssssssssss). Next, ask them to make the sound of a bee (bzzzzzzzzzzzzz). Note the
vibrations in their throat. Sing any song on /z/ sound - notice that you cannot do it on
/s/.
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Appendix4
SHORTMESSAGES
1. We hope you have a great day and all your wishes come true. Don't forget your a year older.
2. Hope this year your stocking is filled with lots of presents!!
3. Wising you a speedy recovery and looking forward to having you back soon.
4. Congratulations!! May you find great happiness at your new address. All the best.
5. To the world's greatest mum from the world's greatest kids. Thanks for everything that you've done
for us.
6. It was really great to have worked with you!! Your new role sounds like a perfect fit - Wishing you
great success and happiness. Good luck!!
7. All the help you offered was invaluable. We really couldn't have done it without you!
8. Wishing you both all the best on this special day. May it be a wonderful and memorable one. All the
best.
1. Wishing you all the best with your expected new arrival.
10. Congratulations on finding Mr Right!! Wishing you all the best on your special day and we hope you
have a great future together.
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Appendix5
PLEDGE-SAMPLES
Coaches' Pledge
As a coach, I acknowledge that I am a role model. I know that the principles of good sportsmanship
are fairness, and respect. While teaching the skills of the game, I must also teach athletes how to win
and lose graciously, and that sport is meant to be educational and fun. I hereby accept my
responsibility to be a model of ethical behavior, integrity, and good citizenship.
Coach Signature:
Date:
_____________________________________________________________
Athlete’s Pledge
As an athlete, I know I am a role model. I understand the spirit of fair play while playing hard. I will
refrain from engaging in all types of disrespectful behavior, including inappropriate language,
taunting, rude talking, and unnecessary physical contact. I hereby accept the responsibility and
privilege of representing this school and community as a student athlete.
Student Athlete Signature:
Date:
_____________________________________________________________
Secretary of the Student Council
I, Ajay Sharma, do solemnly pledge, that I will, to the best of my ability, carry out the duties of the
Secretary of the Student Council. I will live up to the trust placed in me by my fellow students and
assist the President in working to promote the welfare of our school and its students.
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Appendix6
LET’STALK
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Appendix7
POSTERMAKINGTIPS
Posters are a great way to present information in a visual format. The poster’s topic should be clear
at a quick glance and appealing so that people will stop and read more. Here are some tips to make
sure that your poster looks good:
★ A poster must be attention getting.
★ Each poster should have a title.
★ Include information that is brief and easy to read.
★ Make it neat! Even if you have really great information on your poster, no one is going to take
time to read it if it is messy.
★ Viewers can't read small type from a distance. Use 18-point type or larger.
★ Don’t try to put too much information or graphics on a poster.
★ Include pictures or charts if they help explain your message.
★ Check your spellings/punctuation.
★ Use intense colors. Try dark lettering against a light background. This is easier to read.
★ Before you begin designing your poster, think about the main idea about your message.
Source : http://my.extension.illinois.edu/
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Appendix8
WHAT’STHESUBJECT?
Examples
1. I am hungry.
14.There is a lot of noise in this room.
2. The door is locked.
15. She is worried about her brother.
3. Times of India is a popular newspaper.
16.Their father is in the army.
4. The price of clothes is high.
17. My team is the best in the city.
5. Physics is a difficult subject.
18. That group of women is cooking pasta.
6. The dogs were being kicked by the boys.
19.A bag of vegetable was delivered to my
house this morning.
7. Those pictures were painted by Bobby.
20.A British couple lived here some years
ago.
8. You are Sita’s younger sister in the play.
21. I live in a family of four persons.
1. Those men in green shirts are the best
player in the soccer team.
22.My mother gave me a packet of candies.
10. The car was driven by a careless driver.
23.The board of directors has decided to shut
down the factory.
11. He is lying about the pencils.
24.The school staff is on strike today.
12. This shirt is torn.
25.A pair of shoes cannot be so expensive.
13. That window has to be cleaned.
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Appendix9
RIDDLES
Hints
Answer
Hint 1: I travel a lot.
Hint 2: People call me captain.
Hint 3: I fly planes.
Pilot
Hint 1: She works in an office.
Hint 2: She takes calls.
Hint 3: She makes appointments.
Secretary
Hint 1: They wear a white cap.
Hint 2: They work in the kitchen.
Hint 3: They cook for people.
Chef
Hint 1: He works with scissors.
Hint 2: He works in a salon.
Hint 3: He cuts hair.
Hairdresser/Barber
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Appendix10
PHRASES
Situation
Scenarios
Situation 1
You would like to open an account in State Bank of India. You call up the bank
and speak with the bank manager to get details of opening an account with the
bank.
Situation 2
You had ordered 10 books for your office from Om Book Depot. When you
checked there were only 8 books. You visit the book store and complain to the
store manager.
Situation 3
The principal of DPS is looking to buy 20 computers from your store. He visits
your shop to find out about the computers and place an order.
Situation 4
You are a property dealer who has been asked to make a presentation to a client
looking to buy a house for his family.
Situation 5
You work as a floor assistant in a grocery store. One customer wants to order
his monthly rations. He/she asks you for assistance.
Situation 6
You appear for an interview for the position of a facilitator at the FEC center
with the HR Manager of AAM Foundation.
Situation 7
To apply for your voters’ ID card, you visit the office of Election Commission.
Situation 8
The courier company delivered your package at the wrong address. The person
from the courier company has come to apologize to you for the error.
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Appendix11a
PRESENTSIMPLE
Situation 1
You and your friend Rita are sitting in a beautiful park. Rita is visually disabled.
Describe the beautiful park to her.
Situation 2
Your father is very unwell. You take him to the hospital. Describe the symptoms
and illness to the doctor.
Situation 3
You have been interviewed for a job. Describe the position for which you have
been interviewed to your friend.
Situation 4
Your friend wants to go watch a new movie that you have already watched.
Give him your views about the movie.
Situation 5
You would like to buy a birthday present for your friend. You like two presents
and cannot decide which one to buy. You describe both of them to your friend
to get his views.
Situation 6
You brother is trying to make a cup of tea for the first time. Give him
instructions on how to make tea and precautions to be taken while cooking/
working on a gas stove.
Situation 7
Your friend is making a sketch. You want to get your father’s sketch made. But
your friend has never seen your father. Describe your father’s appearance to your
friend.
Appendix11b
PRESENTCONTINUOUS
Situation 1
You and your friend Rita are sitting in a beautiful park. Rita is visually disabled.
Describe the beautiful park to her.
Situation 2
Your family wants to buy a house. You went to see a house on sale. Describe the
house to your family.
Situation 3
You are stuck in a traffic jam. You call your mother to inform her that you are
running late and describe the traffic situation to her.
Situation 4
You are watching a cricket match. Your friend, who is at work cannot watch the
match and asks you to give him a running commentary of the game.
Situation 5
You are stuck in a traffic jam. You call your mother to inform her that you are
running late and describe the traffic situation to her.
Situation 6
You and your friend Rita are at the circus. Rita is visually disabled. Describe
what is going on to her.
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Appendix12
PASTTENSE
One day I woke up late for school/work....
One day I forgot to do come to FEA...
One day I went shopping...
One day I went for a wedding...
One day I saw little people under my bed ...
One day I met Aishwarya Rai / Salman Khan / famous personality...
One day I fought with my best friend....
One day I saw a building on fire...
One day I went to a party...
One day I went for an interview...
One day I ate too much and...
One day I flew to England and...
One day I bought a beautiful new...
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Appendix13
FUTURETENSE
After 5 years, I will...
Next week, I will...
Tomorrow, I will....
When I become a millionaire, I will....
If I become the Prime Minister of India for a day, I will....
When I go to Mars, I will...
For my birthday, I will...
For my holiday, I will ...
To apply for a job, I will...
For these items, I will ....
Appendix14
REPORTED&DIRECTSPEECH
Prepare a series of cards/slips of paper, each with a different sentence. Here are some examples:
1. I’m sorry I’m late.
2. These pastries are delicious.
3. What time is it?
4. Excuse me, I’m looking for my friend, Kiran.
5. Do the spring rolls have meat in them?
6. I have a Masters from Delhi University.
7. Do we know each other?
8. Do you remember me?
9. I would like to have a drink.
10. We must meet again.
11. Try this bread roll.
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TALKING ABOUT
YOUR PROBLEMS IS
BY VIRTUE OF
BEING HUMAN, EACH
OF US HAS THE CAPACITY
TO CHOOSE, TO
CHANGE, TO GROW
- Eknath Easwaran
YOUR GREATEST
ADDICTION. BREAK IT.
TALK ABOUT
YOUR JOYS
- Rita Schiano
BUILDING ENGLISH NON-COGNITIVE & CRITICAL THINKING SKILLS
Free one-year enrichment program
STAY COMMITTED
TO YOUR DECISIONS,
BUT STAY FLEXIBLE
IN YOUR APPROACH
- Tony Robbins
NINE-TENTHS
OF EDUCATION IS
ENCOURAGEMENT
- Anatole France
THE ONLY THING
NECESSARY FOR THE
TRIUMPH OF EVIL IS
FOR THE GOOD MEN TO
DO NOTHING
- Edmund Burke
AAM Foundation - Valmiki Temple 1, Vasant Gaon, Near C8/8 , Vasant Vihar
New Delhi 110057 | +91 11 2615 3809 | www.FEAIndia.org