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In-service training course Delhi

Teachers’ workbook 2

Welcome to the British Council, SCERT and Delhi Department of EducationEnglish Cascade Teacher Development Programme

Booklet 2

Materials produced by:

The British Council The British Deputy High Commission737, Anna SalaiChennaiINDIA600 005

1© The British Council, India 2009

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.



www.britishcouncil.org.in/projectenglish

www.edudel.nic.in

IntroductionWelcome to week two of the cascade course of the British Council’s Teacher Development Programme for senior secondary and secondary school teachers in the NCT of Delhi.

Overview of Course

Coffee and tea breaks at __________________ and ________________.

Lunch at _________________________. Attendance sheet to be signed twice a day.

Course overview: Week 2

Day 6 Session 21Reflection and Review: Sharing experiences

Session 22 Reviewing Vocabulary

Session 23 Demo Lesson ‘Going Places’ Grade X11

Session 24 Reviewing the lesson

Day 7 Session 25 Teaching Speaking 2

Session 26Vocabulary practice activities:Textbook-based activities for Secondary teachers‘Sound of Music’

Session 27 Bringing texts alive

Session 28 Correcting students mistakes

Day 8 Session 29 Demonstration lesson for Secondary

Session 30Reviewing ‘Rights of the Tiger’ lesson

Session 31 Group planning for micro-teaching

Session 32 Video observation



http://www.edudel.nic.in/

http://www.britishcouncil.org.in/projectenglish



teachers ‘Rights of the Tiger’

Day 9 Session 33 Macavity

Session 34Group planning for micro-teaching

Session 35Micro-teaching


Day 10 Session 37Micro-teaching


Session 39Test your Knowledge! Reflection and action planning

Session 40Feedback and certificate distribution

Week 2: Day 6

Session 21: Reflection and Review - Sharing Experiences

By the end of the session you will have: watched a video of a Delhi teacher playing noughts and crosses remembered some of the key ways you can increase learner participation shared your experiences of trying out new ideas and activities in your

classrooms since the first phase of training shared new knowledge and activities gained from the British Council’s

website www.teachingenglish.org.uk

Activity 1: Back to the Board/ HotseatYou will play a game called ‘Back to the Board’.

After the game, make a note of all the stages your trainer followed to play the game successfully in class.

1.2.3.4.5.6.

Reflection

What is the aim of this activity?

When could you use this activity in your classes?

What vocabulary would you use with your students?

Would you need to adapt this activity? Why, or why not?



http://www.teachingenglish.org.uk/



Activity 2: Increasing learner participation

1. Read the tips on increasing learner participation.2. Fill in the missing words.3. Check with your partner.

Ask questions rather than giving ___________________.

___________________ activities with learners rather than explaining them.

When speaking allow learners to finish their own _________________.

Make use of _________________ and _______________ work to maximise

learner interaction – think of what your role is in this situation.

Don’t feel you always need to be at the ______________ of the training

room. _____________ around the class.

Move _____________ from a learner who is speaking too quietly and

encourage him or her to __________________

Don’t ________________ everything a learner says (even quiet ones)

encourage them to listen to ________________

__________________ input from learners rather than giving it all yourself.

Don’t feel you have to ________________ every question. Allow other

______________ to do this.

Now discuss:

Have you tried any of these with your classes?

Have you used any other techniques to encourage your learners to contribute more in class?

Activity 3: Sharing experiences from your experiments

You were all asked to try out some ideas and activities with your classes.

1. Have a look at your action plan and tell your partner or group what you managed to achieve and the impact it has had on your teaching.

2. Share any new knowledge or tips you gained from accessing the British Council’s website.

3. Share any difficult situations or challenges and how you resolved them, or ask the group to give you some ideas as to how you could resolve them next time.





Activity 4: Video Watch

a. Have you used any games in your classes since the last phase of training? Talk to other members of your group about games you use.

b. Watch the video and answer these questions.

How does the teacher check that students know which groups they are in?

Which team is O and which team is X?

What system do the students use for choosing a square on the noughts and crosses board?

Why does the teacher play the game of noughts and crosses first before the activity begins?

What do you think helps students to communicate more, when they paraphrase answers, or when they read answers directly from the script?

How does the teacher change questions to make the students understand?

If the students get an answer wrong what does the teacher do?

What do you think are the benefits of having competitions in lessons?

Can these competitions cause any problems?





Session 22 - Reviewing vocabulary

By the end of the session you will: have been exposed to some activities, games and techniques for revising

vocabulary have participated in, analysed and considered how to adapt these

vocabulary activities be more aware of the need for regular vocabulary revision

Activity 1: Sharing experiences

How do you currently ask your students to review and learn vocabulary?

Activity 2: Activities

You will try out a number of activities for reviewing vocabulary.

When you finish, discuss the following questions:

Which activity did you like best and why?

Read the procedure for each activity (in Appendix 1) and decide what you think the aim is for each activity.

Now decide if you would adapt it for your class. For example, would you change the vocabulary, the way the activity is managed?

TRY Look at these activities for reviewing vocabulary on the British Council’s website by following these links:

1. http://www.teachingenglish.org.uk/try/activities/vanishing-dialogue 2. http://www.teachingenglish.org.uk/try/activities/spot-vocabulary 3. http://www.teachingenglish.org.uk/try/activities/collocation-pelmanism 4.



http://www.teachingenglish.org.uk/try/activities/collocation-pelmanism

http://www.teachingenglish.org.uk/try/activities/spot-vocabulary

http://www.teachingenglish.org.uk/try/activities/vanishing-dialogue



READ Read about how to improve your student’s ability to remember vocabulary here:http://www.teachingenglish.org.uk/think/articles/remembering-vocabulary

TALK Talk to other teachers about how to teach collocations:http://www.teachingenglish.org.uk/talk/questions/collocations

Session 23: Teaching Senior Classes – Demonstration Lesson ‘Going Places’

You are going to experience a demonstration lesson for Class XII which has been taken from Flamingo class XII text ‘Going Places’, pages 77 – 88, NCERT

Time: 90 minutes. Can be divided into 3 x 30 minute lessons.

Time Aim Procedure Materials

10 mins

To recycle vocabulary of professions

warm Ss up with fun activity, (appeal to kinaesthetic learners – second option) and begin to activate previous knowledge

Option 1 or 2 (pre-reading)

1. Vocab brainstorm* - Put Ss in groups and ask them to brainstorm all the vocab of professions and jobs. Grps appoint one scribe. Give a blank piece of paper to each grp. Tell them this will be checked by another grp, so writing must be legible. Give them a strict 2 minute time limit.

*more challenging option – tell Ss they can only use professions or jobs containing two or more words, e.g. civil servant, computer technician, fashion designer etc.

After grps swap and check, find out which team has the most accepted words. Don’t spend time checking each word or sorting out disputes – move on!

2. Ball game – Put Ss into grps of 10, tell them to quickly brainstorm all the vocab of professions and jobs they know orally (1minute), then take them outside or wherever you have space to form large circles. Tell Ss to throw the ball in a circle to one another randomly and give a profession. The receiver catching the ball has to then give a profession that begins with the last letter of the previous word, e.g. thrower 1: civil servantthrower 2: technicianthrower 3: nurse etc.go around all grps monitoring.

Blank piece of paper for each group

OR

One ball per 10 Ss



http://www.teachingenglish.org.uk/talk/questions/collocations

http://www.teachingenglish.org.uk/think/articles/remembering-vocabulary



10 mins

To lead in to the theme of the text, to activate previous knowledge, personalise the whole lesson and give Ss a reason to read later on

Lead in (pre-reading)

Draw or stick a picture of you as a teen on the board, elicit that it is you. Draw a time line like this:

Past now future

and draw an arrow from your picture to a place on the line before now to show you are young. Ask Ss, is it me now? No. When? When you were a teenager / in class XII.

Draw a large thought bubble coming from your head and either stick or draw pics of your dream job / fantasy and your hero in the bubble and elicit from Ss, e.g. Ss can see an Indian flag, a person playing cricket and Shah Rukh Khan. Give a chance for group discussion as you elicit. Give encouragement and praise for good / creative guesses.Q. What was I dreaming of as a teenager?Elicit: Playing cricket for IndiaQ. Who is this?Elicit: SRKQ. What was my fantasy?Elicit: playing cricket for India with SRK

Ask Ss if they have their own dreams and fantasies that involve a hero. Ask them to think of their own and put them into pairs. Ask Ss to share and discuss their dreams, fantasies and hero stories in pairs. Give them 5 minutes and conduct feedback. Ask one or two of the pairs to share and report the stories they heard to the whole class.

Old picture of you, preferably when you were a teenager (optional)

Pictures of your chosen hero and any pictures of your chosen fantasy –or you can draw them on the board

10 mins

To develop prediction skills, create more of a reason to read and practise skimming skills. Reading for gist

Prediction and first reading

Regroup Ss and tell them they are going to read a text called ‘Going Places’ – read the introduction about the author.Tell Ss you want them to predict some content before they read.

Tell Ss in the text there is a teenager who is also dreaming of a dream job and fantasising about a hero. Ask Ss in grps to discuss and predict what the dream job might be, what type of hero they think is in the story (elicit types of hero if necessary, e.g. actor, sports star, comic book hero, singer etc.) and what the teen’s fantasy is. Give them 2 minutes and conduct a brief feedback – listen to one or two ideas.

Tell Ss they will do a timed, speed reading where they have to skim over the text just to find out if their predictions were right or not. Ask these concept check questions:

Are you going to read every word from start to finish? No

Why not? Because the aim of this activity is to get familiar with the main point of the text

Are your eyes going to move quickly forwards, backwards, down and up and up and down over the text? Yes

How will this help you? To understand main point of the text quickly before reading in detail (this is also a skill they need in their exams so emphasise this)

text





Tell Ss they will have just 2 minutes and you will be strict. When you say stop, everyone must close their books / turn the text over.

Ask Ss to compare in grps and see how many of their predictions were correct. Feedback.Answers: Dream profession: Boutique owner (actress as well)Type of hero: sports star / footballer (football player)Fantasy: A date with Danny Casey (famous footballer)

Ask Ss if they like football and who their favourite football players are.

15mins

To read for detail, test understanding, take learners beyond the text through a creative and constructive comprehension activity

Creative & constructive comprehension - second reading

Tell Ss they will read the story a second time at their own speed. Tell them not to worry about unknown words (they can underline them for later). Their task is to find and underline similarities between themselves and Sophie. Stress that the similarities don’t have to be identical. Give an example, e.g. if they watch cricket on tv with their families at the weekend, that is similar to watching a football match at a stadium in the UK.

Give Ss up to 10 mins to read and then regroup and ask Ss to share, discuss and compare in new grps. Conduct feedback by asking whole class questions, e.g. how many of you have a similar father to Sophie? How many of you have older brothers? How many of you have an older brother who is a mechanic / a mechanical engineer?

Ask one or two stronger Ss to share their similarities with the whole class.

text

15 mins

To practise speaking fluency through role play. Reading for specific information

Role play (post reading)

Divide the class into grps. Assign one character from the text to each grp and tell them to prepare for a role play by getting into character, and as a grp, discussing and deciding how best to play their character, e.g. Sophie, Jansie, the father, Geoff and Danny. Set the scene, e.g. the role could be a fantasy where Sophie brings Danny home to meet her family and friend.

Encourage Ss to refer back to the text. Ss can use / make props if they wish. Allow 5 mins.

One Ss from each grp goes to form a new grp so that new grps have one of each character represented from the txt. Tell Ss they have 8 mins to conduct a role play. T monitors and notes down any points to bring up at the end.

T conducts feedback, raises any issues that came up while monitoring. Asks Ss how they enjoyed the role play. 2 mins

text





30 mins

To practise talking about a personal dream / fantasy. To practise writing a biography based on a peer fantasy

Personalised poster and speaking activity (post reading)

This activity can be done as an optional extra or instead of the previous activity if you have more time. If you are short of time, you can ask Ss to produce a poster for homework before hand.

Tell Ss they will produce a poster based on their dreams, fantasies and heroes. They are not allowed to use words, just pictures. Tell them to be as creative and colourful as possible – using all materials available. Allow 15 minutes.

Put Ss into pairs and ask them to sit face to face with their posters. Each person takes it in turns to describe and talk about their poster. Allow 5 minutes

Ask Ss to write about their partner’s fantasy story. Give each Ss a blank sheet of paper. Allow 10 minutes

Collect all posters and stick randomly around the room and redistribute written stories to Ss randomly. Tell Ss they will all walk around the room, reading and trying to match their poster to the correct biography. When they think they have found the correct match, tell Ss to stick their poster next to (under / over) the written text.

Conduct feedback. Ask Ss to walk and check the poster does actually match the correct text. Allow 10 minutesIf time, they can correct each other’s work before handing it to you for final corrections.

Option 2 – if space is an issue, follow this option.

Take Ss outside with their posters and form two concentric circles (one within another). Make sure each circle has the same number of Ss. Tell the inner circle to stand facing the outer circle. Tell the outer circle to stand facing the inner one. When you blow a whistle, Ss in the inner circle walk clockwise in a circle. When you blow the whistle to stop, Ss stop walking and turn to face their partner in the outer circle. Each Ss should have a different partner. The inner circle Ss then describe and talk about their posters, while showing their posters. When the whistle blows, they stop and continue walking. Repeat the process a few times and then change over, so that the outer circle moves and the inner stays still. Allow

Ss posters

Blank paper for each Ss

Old magazines

Colouring pens / crayons

Glue and scissors





Session 24: Analysing the demonstration lesson ‘Going Places’

By the end of this session you will have: reviewed the lesson ‘Going Places’ considered what you might need to change if you taught this lesson, or a

similar lesson, in your classes

Observer’s nameComments

Outcomes How were the outcomes of the session made clear to the learners?

Pace and timingWas the timing of the activities too long/too short/just right?

How was the pace? too fast/too slow?

Variety and dynamics List the different activities the trainer used

List the different dynamics whole group/small group/pair/individual





Instructions and checking

Were the instructions clear?

Was the activity set up effectively?

Did the trainer check that instructions had been understood?

Interaction and involvement

Did the trainer elicit ideas from the learners?

Were all learners involved?

What skills (R,W,S,L) did learners use?

Monitoring and supportHow effective was monitoring?

How did the trainer support learners?

Feedback How did trainer give feedback to learners?

In groups think of at least 10 challenges teachers would you face if you they were to try this in their classrooms?

Consider the challenges you have just outlined. Can you think of ways of adapting this material to make it more suitable for the needs of state schools in Delhi?





Day 7

Session 25: Teaching Speaking 2

By the end of the session you will: have experienced how to set up role plays based on your textbooks have created role play situations and tested them

What is a role-play?

Role play is an activity where children take on a role and act out a situation using English. Children may play familiar characters or fantasy characters.

Role play can be:

controlled using a given dialogue to act out with some limited choice e.g. of items, character

free children are given a situation/ a problem and then children work out what happens and freely choose what language to use when communicating in the situation

In the demo lesson on ‘Going Places’ you tried a role play activity. Was it ‘free’ or ‘controlled’?

Activity 1Discuss these questions in small groups.

Do you use role-plays in class? What are the benefits? What are the challenges?

Activity 2: Demonstration Role Play (based on Lesson 8: Reach for the Top from Beehive Class IX published by NCERT)





First of all, see what you can remember from Lesson 8 – your trainer will give you instructions. Use this space to make notes.

Now try this role play.



Role AYou are Maria Sharapova. You will be interviewed by a journalist about your career.Make some notes to help you during the interview.

Role CYou are Santosh Yadav. You will be interviewed by a journalist about your career.Make some notes to help you during the interview.

Role BYou are a journalist. You will be interview Maria Sharapova about her career. Write some general questions here.



Reflection

Discuss these questions.

1. What stages did you go through to set up and manage the role play?

2. How did the teacher keep control?

3. Why did the teacher give you time to prepare?

4. Why did the teacher ask the students to do the activity twice?

5. Is it a controlled or free role-play?

6. Do you have to give the students role play cards?

Activity 3: Your turn!

Now each group will receive a topic. 1. Choose a situation.2. Decide what characters you will play in your groups.3. Prepare a short dialogue.4. Practise with your group.5. Share your role play with the class.

How do you think this activity can help your students?

Is it a ‘free’ or ‘controlled’ activity?



Role DYou are a journalist. You will be interview Santosh Yadav about her career. Write some general questions here.



TRY Try this activity in your class: http://www.teachingenglish.org.uk/try/activities/a-shopping-role-play

READ Read an article about the benefits of role play on the British Council’s website here:http://www.teachingenglish.org.uk/think/articles/role-play

Session 26: Vocabulary practice activities: Textbook-based activities for Secondary teachers – ‘Sound of Music’ Demonstration

By the end of this session you will have: reflected on the importance of vocabulary reflected on the importance of context when guessing meaning participated in several fun activities to practise vocabulary seen how the textbook can be exploited to focus on vocabulary practice

This text has been taken from a class IX textbook.

The Sound of MusicPart I

Evelyn Glennie Listens to Soundwithout Hearing It

BEFORE YOU READ "God may have taken her hearing but he has given her back something

extraordinary. What we hear, she feels -far more deeply than any of us. That is why she expresses music so beautifully."

Read the following account of a person who fought against a physical disability and made her life a success story

1. Rush hour crowds jostle for position on the jostle: push roughly

underground train platform. A slight girl, looking slight: small and

younger than her seventeen years, was nervous yet thin



http://www.teachingenglish.org.uk/think/articles/role-play

http://www.teachingenglish.org.uk/try/activities/a-shopping-role-play



xylophone: a musical instrument with a row of wooden bars of different lengths

percussionist: a person who plays the drum, the tabla, etc

potential: quality or ability that can be developed

excited as she felt the vibrations of the approachingtrain. It was her first day at the prestigious RoyalAcademy of Music in London and daunting enough daunting: for any teenager fresh from a Scottish farm. But frightening

this aspiring musician faced a bigger challenge than aspiring musician:most: she was profoundly deaf. A person who wants

to be a musician2. Evelyn Glennie's loss of hearing had been

gradual. Her mother remembers noticing somethingwas wrong when the eight-year-old Evelyn waswaiting to play the piano. "They called her nameand she didn't move. I suddenly realised she hadn'theard," says Isabel Glennie. For quite a while Evelyn managed to conceal her growing deafness from friends and teachers. But by the time she waseleven her marks had deteriorated and herheadmistress urged her parents to take her to a specialist. It was then discovered that her hearing was severely impaired as a result of gradual nerve impaired:

damage. They were advised that she should be fitted weakened

with hearing aids and sent to a school for the deaf. "Everything suddenly looked black," says Evelyn.

3. But Evelyn was not going to give up. She was determined to lead a normal life and pursue her interest in music. One day she noticed a girl playing a xylophone and decided that she wanted to play it too. Most of the teachers discouraged her but percussionist Ron Forbesspotted her potential. He began by tuning two large drums to different notes. "Don't listen through your ears," he would say, "try to sense it some other way." Says Evelyn, "Suddenly I realised I could feel the higher drum from the waist up and the lower one from the waist down." Forbes repeated the exercise, and soon Evelyn discovered that she could sense certain notes in different parts of her body. "I had learnt to open my mind and body to sounds and vibrations." The rest was sheer determination and hard work.

Taken from ‘Beehive’ Textbook in English for class IX pg 17 & 18





Lesson plan for ‘The sound of music’

Aim: To get students to guess meanings from contextTo paraphrase words from a text

Time: 45 – 50

Materials and preparationParaphrases from 1st paragraph and words from 2nd paragraph. Write these paraphrases and words onto separate cards: 1st paragraph – very special, intensely, handicap, place, shaking, impressive and famous, newly arrived, extremely. 2nd paragraph: gradual, quite a while, conceal, deteriorated, urged, specialist, severely, black. 8 scraps of paper. Textbook.

Stage 1a) Tell students to look at the text in their textbook. Read the first paragraph of the text out aloud to the class.

b) Give each group one of the paraphrases from the first paragraph. Tell them to discuss the meaning of their paraphrase in their groups.

c) Now tell the class that you are going to read the text again and this time they should tell you to stop if they hear a word which is similar to their paraphrase. After stopping you, that group should repeat the sentence substituting their paraphrase for the word in the text.

Extraordinary - very special Deeply – intensely Physical disability – handicap Position - placeVibrations – shaking Prestigious - impressive and famous Fresh - newly arrivedProfoundly - extremely

d) Now tell students to read the second paragraph of the text silently.





e) Give each group a word from the 2nd paragraph and a scrap of paper. Tell the groups to find their word in the paragraph and write a paraphrase for it on the scrap of paper. Tell them to use dictionaries if they want, but remind them that the paraphrase must fit the context of the paragraph.

Possible paraphrases:Gradual – slow Quite a while – a long time Conceal – hide Deteriorated – gone downUrged – advised Specialist – expert / professional doctor Severely – badly Black - terrible

f) Swap the scraps of paper among the groups and give them some time to find the word in the text that fits their paraphrase.

g) Now tell the class that you are going to read the second paragraph aloud and they should tell you to stop if they hear a word which is similar to their paraphrase. After stopping you, that group should repeat the sentence substituting their paraphrase for the word in the text. If a group has the same sentence as another group, but a different word to paraphrase, they should repeat the other groups paraphrase as well as giving their own.

For example:Trainer: But by the time she was eleven her marks had deteriorated and her headmistress urged her parents to take her to a specialist.

Group 1: But by the time she was eleven her marks had gone down and her headmistress urged her parents to take her to a specialist.

Group 2: But by the time she was eleven her marks had gone down and her headmistress advised her parents to take her to a specialist.

Group 3: But by the time she was eleven her marks had gone down and her headmistress advised her parents to take her to a professional doctor.

Stage 2. The use of mime – for wordsAim: To guess meaning through context

To show understanding of words without translating into L1Time: 15 – 20

Materials and preparationWords to mime. Write these words / phrases onto separate cards: Jostle, approaching train, nervous, excited, daunting, deaf, fitted with hearing aids, Scottish. Textbook.

a) Give each group one of the word cards. In their groups tell them to work out a mime to illustrate the word or phrase on their cards.





b) Let the groups mime their words and let the other groups guess what the word or phrase is from the text.

c) Now tell the whole class that you are going to call out one of the words or phrases at random and you want the whole class to mime it.

Stage 3. The use of mime – for charactersAim: To pick out key words that describe characters in the textTime: 15 – 25

Materials and preparationWrite these characters on separate cards: Evelyn Glennie, rush hour crowd, Evelyn’s mother, Evelyn’s headmistress, specialist, girl playing xylophone, Evelyn’s teachers, Ron Forbes. Textbook.

a) Tell students to read the 3rd paragraph of the text ‘The sound of music’ in their textbook.

b) Now give each group a character card and tell them to work out a mime which illustrates their character in the text.

c) Let groups perform their mimes while other groups guess the different characters mimed.

Stage 4. Word mapsAim: To use word association to make a word mapTime: 15

a) Draw the following on the board and tell students to copy it into their notebooks.

b) Tell students to look at the first paragraph of the text ‘The sound of music’ on pg of their workbook again. Tell them they should read through the first paragraph only and write down the words or phrases associated with ‘Evelyn’ and the ‘Train station’. Do an example on the board.



EvelynTrain

station

EvelynTrain

station

Rush hour crowds

slight



c) After some time get some students who have finished to write their words on the board. It might look something like this finally. Go over the sets of words with the whole class and check that the words belong where they are.

Reflection

Think about the vocabulary activities you did in the Sound of Music demonstration lesson and complete the following sentences individually. Then compare with your partner.

Something new I learned…

Something I really enjoyed doing…

Something I need to know more about…

Something I found difficult…



EvelynTrain

station

Rush hour crowds

slight17 years old

nervous

aspiring musician

fresh from a Scottish farm

excited

Profoundly deaf

platform

under ground

Approaching train

vibrations

jostle



Something I didn’t enjoy doing so much…

Session 27: Bringing texts alive

By the end of this session you will have: considered more ways you can bring texts alive in the classroom tried out activities you can do while reading aloud in class improved your ability to read aloud in an engaging and effective way

The activities in this session are based on ‘The Ashes That Made Trees Bloom’ from the NCERT textbook Honeycomb p55, but can be used with any textbook at any level.

Activity 1: Reading aloud – why do we do it?

We all read aloud to our students. Think of 5 reasons why we do this, and 5 problems we face when we do it. Write them in the table here.

5 reasons 5 problems

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.





Activity 2: Reading aloud – using your voice effectively

a. Listen to your trainer read out the first part of a story aloud. Note down all the ways he or she makes it interesting for you.

Ways to make reading aloud interesting and effective

b. Share your ideas with your partner and then with the class.c. Now listen to your trainer again, and this time, underline all the words or

phrases that he or she emphasises. d. Now try to read it aloud in the same way. Stand up when you practise.

Activity 3: Reading aloud – Building sounds

Your trainer will instruct you on a mingle activity. You will receive one ‘sound effects’ slip each. Don’t show your slip to anyone, it’s a secret!

In your new groups, brainstorm more sound effects that could go with stories in class.

Clicking fingers

Now look at the next part of the story. Can you identify where you could build in sounds? Try them out.

Activity 4: Reading aloud – using gestures





Now watch and listen to your trainer reading the next part of the story aloud and try to remember all the gestures that he or she uses. Make a note of them here.

How do gestures help students?

Try to read the same part of the story and use the same or your own gestures.Activity 5: Reading aloud – what are the students doing?

Now your trainer will use these techniques and demonstrate some ways you can use them with your students to develop their language and skills in the while reading stage. You have tried some of these activities already, and some are new. Which ones have you tried already? Predict the aims of each activity.

Activity Procedure AimPrediction 1. Ask students to close their books.

2. Show them some pictures related to the story and elicit four things they think the story is about.

3. Write these points on the board.4. Read the first part of the story aloud and

ask students to look at board and see if the points are true or false.

5. Check answers in pairs, then whole class.Dictogloss 1. Read a paragraph from the story

and ask students to listen with books closed.2. Ask them to tell their partner what

they can remember.3. Read it again, slowly. Ask students

to write down key words as they listen.4. Compare words with their partner.5. Now listen again and write down

more words.6. Compare with partner and try to

write full paragraph.7. Listen again and check if their

version is accurate.Mistakes 1. Read aloud and ask students to follow in

books.





2. Tell students you will make some mistakes.3. When you make a mistake, they must

shout ‘stop’ and tell you the mistake. 4. Then you read it correctly and move on to

the next mistake.Matching 1. Make a chit with the topic or summary of

each paragraph on it.2. Tell students to close their books.3. Give them to groups and ask them to

guess the order.4. Read the story and ask students to put the

chits in order.5. Read again if necessary.6. Ask students to open their books and

check order with the story.

Activity 6: Put it all into practice

1. Your trainer will give you one short paragraph from a textbook. 2. In groups, decide which activity you will try from the list above. 3. Practice the activity using emphasis, sounds and gestures as you read

aloud. 4. Then share your activity with your class.5. Evaluate your colleagues.

Names Clear and loud voice

Sound effects

Gestures Interesting for students

Activity type

Alison Y N Y Y mistakes





Session 28: Correcting Students

By the end of this session, you will have: reflected on the way you correct student’s mistakes tried some fun and interactive activities for correcting student’s mistakes

There are many ways you can make grammar fun for secondary school students. Today let’s try some interactive and fun ways to encourage students to correct grammar mistakes. This session has been taken from the British Council’s Classroom Language course.

Activity 1: Praising your studentsLook at the following comments from teachers. Place them on the line from positive to negative.



a) I’m very pleased with your work.

c) That’s very good!

d) No- that’s not right. Will someone else try?

b) Good!

f) That’s almost right-try again!

e) Well done!

g) That’s excellent!



Positive

NegativeActivity 2: What do we correct?

Here is a list of errors in spoken English. What are the errors? Can you correct them?

1 He goed to the station.2 Where you live?3 Could you borrow me a pencil, please?4 I write with a pan.5 He went to sea in a sheep.6 The school is near my ‘ouse.7 (In a restaurant) Give me soup.8 I am agree with you.9 Welcome in India.10 He no understand.



a) I’m very pleased with your work.

c) That’s very good!

d) No- that’s not right. Will someone else try?

b) Good!

f) That’s almost right-try again!

e) Well done!

g) That’s excellent!



Do your students make these errors? Do they make any other common errors? Make a list with your partner.

Activity 3: How do we correct errors?

You ask a question and the student makes a mistake. How do you correct the student?

Here are 3 ways of correcting. What is good about each of them? What is not so good about each of them?

Good Not so goodCorrect the learner yourself.Ask the learner to correct his/her own error.Ask another learner for the right answer.

Here are some things to say when you correct students. Match them with the ways of correcting.

1. That’s not correct. Can anyone say what is correct?

2. That’s almost right. Try again.

3. That’s not correct. The correct word/phrase/sentence is …..

4. No, that’s not right. Will someone else try?

5. (Repeat the wrong word or phrase to the student) Is that correct?When learners do speaking or writing activities, you can also correct in other ways. Make notes again about the different ways.

Good Not so goodMake notes of the errors during the activity. At the end write the errors on the board and correct them.Make notes of the errors during the activity. At the end write the errors on the board. Ask the learners to correct them.Ask a learner to make a





list of errors during an activity.Make a list of errors and have a time for correction every week.

Have you used any of these? Would you like to try? What activities in your classroom could you do them with?

Activity 4: Grammar auctionThis is a game you can play with your learners. They usually like it.

Make a list of 10 sentences the learners say. Five sentences are correct and five are incorrect.

Put the students into pairs or teams. Show them the list of sentences and ask them to decide which sentence is

correct or not. Then ask them to put between 10 and 100 points in the ‘Sure’ column. They put

100 points when they are certain of their answer, and 10 points if they aren’t sure.

Set a time limit for them to do this for all 10 sentences. When they finish, other students mark the papers. You tell them the correct

answers. For each sentence, if they are right, they win the points they have put in the

‘Sure’ column. If they are wrong, they lose that number of points. At the end, they add up their total (win - lose). The winning team has highest score. To finish, elicit from the students the correct versions of the wrong sentences.

Example of a completed list

Team A thinks:

Sentences Right Wrong Sure Win Lose

He wearing a red hat. √ 30 ------ 30

They’re walking to work. √ 80 80 ------

She’s brushing her teeth. √ 50 ------ 50

He’s drive his car to the office. √ 100 100 -------





Try this yourselves:

Sentences Right Wrong Sure Win LoseI watch myself with soap.I’ve been an architect for 20 years.Thank you teacher, your class today was very excellent.If the bus will come, we will go to the city.When it rains, there is a lot of weather in the river.A writer works in a restaurant.

Could you use this activity with your students?

READ Read this article on correcting students spoken English:http://www.teachingenglish.org.uk/think/articles/error-correction-2

DAY 8Session 29: Demonstration lesson for Secondary teachers: ‘Rights of the Tiger’

By the end of this session you will have: looked at guessing meanings from context practised context questions linked to reading texts

The following text and activities has been taken from ‘Rights of the Tiger’ from English book 8, pages 92 – 95, Delhi bureau of text books

14. Rights of the Tiger



Do you think it is right to keep animals in a Zoo? Discuss.

http://www.teachingenglish.org.uk/think/articles/error-correction-2



The first man I met at the zoo was actually a human being, he was feeding peanuts to the monkeys, the loitering kids were picking up the bits and pieces trampled on the ground. Pointing with his fingers he showed me the tiger cage.

Disappointing everyone, the tiger slumbered on, a large chunk of meat dozed in front of him. The children were very unhappy and did their best to mimic a tiger's roar. The adults too hadn't expected such manners from the big cat either.

I had some urgent business with the tiger. But1 was tense that it would be in a foul mood, and also because I hadn't learnt tiger talk very well. Never expected the tiger to be asleep at all.

One day as I was going over my questions written on a piece of paper one last time, which I wanted to ask the animal, I was aroused by the happy shouts of women and children - the tiger was finally displaying its blood red tongue.

I was impressed with it all. But the problem was getting close enough to the tiger to ask anything.

But then amazing me, the tiger itself sauntered close and calling me up asked,

“Well, you could have gone to the Sunderbans you know or spent some money and visited a tiger sanctuary away some-where else to meet a tiger - but ah, well anyway, what's your point?"





I humbly said, "Sir, your tiger rights are being violated all around. We have been fighting to establish human rights. If you permit, we can try the same for all the tigers of Asia, Africa and Latin America."

Hearing this the tiger howled with laughter just like a scary villain of the tinsel world. "Didn't you once write a poem to heal all the unwell Green of this earth?" I had to agree, nodding my head sheepishly.

"Please leave tiger rights alone for sometime and try curing yourselves for a change. Man and earth are seriously ill, in case you noticed." He seemed really disturbed at it all. And that's how I got rid of worries about tiger rights.Asad Chowdbury Translated by Afsan Chowdhury

Vocabulary

1. Match the words in Column A with their meanings in Column B.

A B

A. loiter a. imitate.B. trample b. safe place of stay for birds or animalsC. slumber c. looking a bit embarrassed for doing something sillyD. mimic d. something that makes you feel a bit frightenedE. saunter e. walking up and down without any real purposeR aroused f. walk in a casual and unhurried wayE sanctuary g. got him excitedG. scary h. sleepH. sheepishly i. treading heavily to crush or damage





(Text and above exercises have been taken from ‘English’ book 8 pages 92 – 95, Delhi Bureau of Textbooks)

Reading Comprehension

1. What do people expect the tiger in the Zoo to do? And what did this tiger in the poem do? List your points.

2. What do you think is the poet's profession?

3. What urgent business did the poet have with the tiger?

4. How does the tiger react to the poet's suggestion?

5. List the things about human beings that the poet is making fun of

6. A satire is a piece of writing (prose/poetry) which holds up a mirror to a person or society to show his/her/its foolishness. Do you think the poem 'Rights of a Tiger' is a satire? Give reasons for your answer.

Session 30 – Reviewing ‘Rights of the Tiger’ lesson

By the end of this session you will have: analysed the demonstration lesson considered how to model the stages of a text-based lesson using authentic

material watched a video of a teacher using flashcards in class and considered how

you can use this technique

Activity 1: Stages of a lesson

Your trainer will give you the stages of the lesson. Put them in order without looking at the lesson plan.

Now check your order with the actual lesson plan in Appendix 2.





Did you put them in the right order?

Activity 2: Analysing the lesson

Now discuss these questions.

What did you like most about the Rights of the Tiger demonstration lesson and why?

What did you like least and why?

How would you change the lesson for your students?

What other activities could you give the students?

Activity 3: Using flashcards

In this lesson, we used flashcards. Can you remember how your trainer used them?

Now let’s watch a video of Rashmi using flashcards with grade 5 students.

Before we start the video, draw three items that you would associate with summer here:

Now share your ideas with other groups to see if they drew similar pictures to you.

Watch the video and list the items that Rashmi uses to depict summer. Are they the same as yours?

The last two flashcards are more complex, when the teacher is describing them, what tense does she use?

This exercise was used to introduce a poem – what advantages are there to introducing the poem in this way?

Activity 4: Try it out





In groups, choose a reading exercise from a classroom book. Select three items of vocabulary and make flashcards to show to the other groups. See if your colleagues can guess what the text is about.

Can you use these flashcards in the same way that your trainer used the tiger flashcards? Try it out.

.

TRY Download and use these flashcards and lesson plans:1. http://www.teachingenglish.org.uk/try/activities/food-flashcards 2. http://www.teachingenglish.org.uk/try/resources/britlit/little-red-riding-hood 3. http://www.teachingenglish.org.uk/try/lesson-plans/sustainable-living-transport 4. http://www.teachingenglish.org.uk/language-assistant/primary-tips/my-favourite-

day-1

Session 31: Group planning for micro-teaching

By the end of this session and session 35 you will have: developed a lesson plan for a micro lesson using the skills and activities you

have learnt on this course

On days 9 and 10, you are going to teach a 20 minute lesson with your partner. Start preparing for this today by following these stages.

1. Read through your text, noting vocabulary that might be difficult for the students.

2. Brainstorm in your group on different activities you could do to: support students with difficult / unknown vocabulary



http://www.teachingenglish.org.uk/language-assistant/primary-tips/my-favourite-day-1

http://www.teachingenglish.org.uk/language-assistant/primary-tips/my-favourite-day-1

http://www.teachingenglish.org.uk/try/lesson-plans/sustainable-living-transport

http://www.teachingenglish.org.uk/try/resources/britlit/little-red-riding-hood

http://www.teachingenglish.org.uk/try/activities/food-flashcards



revise vocabulary / grammar / pronunciation introduce and practise new grammar structures set up speaking activities in groups or pairs guide and support a creative writing task

3. You should think of an activity for pre-reading, while reading and a follow-up. Do not plan more than 3 activities.

4. Plan your lesson in stages according to each activity and write a lesson plan in the same form as the demonstration lessons in your workbook. The plan should give a brief description of each activity and what the teacher needs to do to facilitate it. You should also give timings for each activity.

5. Make any visuals or materials that you need for your lesson. You will need enough materials for each group. Copies of the text will be provided by your trainer.

6. Divide the lesson activities among your group so that every member gets to deliver a part of it.

7. Be ready to deliver your lesson to the other groups.

Session 32: Video Observation

By the end of this session you will have: watched a full lesson for grade XII students considered how the teacher broke the lesson down into different stages and

why reflected on the amount of teacher talking time and student talking time

Activity 1: Pre-video watchYou are going to watch a 35 minute writing skills lesson with class XII. Before you watch, discuss what kinds of writing senior secondary students need to do.

Activity 2: Video Watch 1 (00:00 – 01:40)Watch the first part of the video and answer these questions:





1. How does the teacher arrange the class?2. What instructions does she give?3. What is in the folders?4. Can you arrange your students in this way? Why/ why not?

Activity 3: Video Watch 2 (00:00 – end)Now watch the lesson and put the lesson stages in order:

Stage DescriptionBrainstorm differences between types of advertisements Write captions for advertisements

1 Organise groupsWord maps on boardDistribute materials and give instructionsRecap of lessonPresent advertisements to class Draft advertisement

Activity 4: Analysing the lesson

In your group, discuss the following questions.

1. Why did the teacher ask the students why it’s useful to learn about advertisements?

2. How did the teacher support the children?3. Why did the teacher bring newspapers to the class?4. Why would children enjoy this lesson?5. Where could it be fitted into the curriculum?

DAY 9

Session 33: Macavity: The Mystery Cat Demo lesson

By the end of this session you will have: tried some techniques for presenting new vocabulary and reading poems

in class raised your awareness of how you can use poems to develop listening

skills

Activity 1: How would you teach this poem?Look at the poem on pg 50-51 of Honeydew and discuss how you might teach it in your class.





Activity 2: demonstration lessonYour trainer will take you through a demonstration lesson plan based on Macavity: The Mystery Cat from the Grade VIII NCERT Honeydew textbook. The plan is in Appendix 3, so you can look at it later.

Activity 3: ReflectionThink back to your ideas about how you’d teach this lesson and the way it was demonstrated. Are there any similarities or differences in your ideas?

Session 34: Group planning for micro-teaching

Session 35 – 38: Micro-teaching

By the end of these sessions you will have: delivered all of your lessons to your colleagues participated in a lesson developed by your colleagues given or received constructive feedback on the lesson acquired new ideas to use with texts received feedback on your performance

As you watch or participate in the lessons, choose one of the following observation tasks to do. Then give your colleagues feedback based on the task you chose.





Observation tasks1. Write down good examples of instructions.

2. Note down when your colleague used his or her gestures effectively.

3. Note down one thing you will use in your lessons.

4. Write down how your colleague got the ‘students’ to speak.

5. Note down how much time you were doing an activity and how much time the teacher was speaking (approximately).

6. How did the teacher encourage you to speak in English?

7. How interesting would the lesson by to your students do you think?

8. How did the teacher present or check meaning of vocabulary?

9. Did the teacher include pair work and group work in the activities?





10. What was the best part of the lesson?

11. Note down one reading aloud activity that was used successfully.

12. What sound effects did the teachers use when they read aloud?

Session 39: Reflection and Test Your Knowledge!

By the end of this session you will have: reflected on how to use skills learnt on this course in your context tested your colleagues about what they have learnt made an action plan for further professional development

Activity 1: Reflections on micro-teaching

Look at the notes you made about your teaching in the first week of the course.

What went well? What didn’t go so well? What do you need to improve?





Now think about the micro-teaching in the second week of the course.

What was better this time? What improvements or changes have you noticed in your teaching? Did you feel more confident this time? Why, why not? Did you use more English this time? Why, why not? What did you learn from watching other micro-lessons?

Now complete the action plan and discuss it with the teachers in your group and your trainer.

1 2

Class Which class will I work with?

Goal What will I try?

How What materials or aids do I need? WhenWhen will I try it?

EvidenceHow will I know I have been successful?

Activity 2: Test your knowledge!

Now it’s test time! This is a fun activity you can use with your own students to help them to revise for their exams.

1. Your trainer will divide you into groups. 2. Think of a group name and write it at the top of a blank piece of A4

paper.3. Each group will write 5 test questions about what they’ve learnt on the

course. DO NOT write the answers on the question paper.4. Pass your paper to another group to answer.5. After you have finished, pass the paper back to the group and they will

check it.6. Which group got the most answers right?





When could you use this activity with your students?Would you need to change it?

Session 40: Feedback and CertificatesThis is the end of your course. Please fill in the feedback forms. We do hope that you will continue to use these techniques and skills in the classroom. Remember, we all want our children to speak English, and it’s our responsibility to create those opportunities for them to practice and use English in the classroom.

Good luck!

APPENDIX 1: REVIEWING VOCABULARY

Activity Procedure Aim

Thinking time, speaking time

1. Form groups in the class. Begin clapping your hands (two times) then snapping your fingers (two times). Set up a slow rhythm and encourage all participants to join in.

2. When you clap say “thinking time“- when you snap fingers say “speaking time”, Stop the snapping / clapping when it is clear that students have the idea.

3. Focus on 1 group of 5 and ask all other students to watch. Join this group.

4. Begin the rhythm again and encourage only this





selected group to join in. 5. When the rhythm is set say FOOD then offer an

example when you snap your fingers (eg. bread). Look at the participant to your right and encourage her to give you a food word. Continue around the whole group snapping your fingers.

6. When FOOD items have been covered by everyone in the group, introduce another category when you clap your hands: (SPORT / JOB / COLOUR /CITY / ANIMAL / FURNITURE etc).

7. When the students have understood, leave the group and set a snapping / clapping rhythm with the whole class.

8. Appoint a “starter” in each group of 5. Shout out a category. Monitor and help keep the rhythm.

The ladder

1. Draw a ladder with 7 “rungs” on the board. Choose a topic, e.g. SCHOOL and ask the class for any word connected with school. Elicit a word and write it at the bottom of the ladder.

2. Elicit another word connected with school but tell them it must begin with the last letter of the previous word. Write this word on the next “rung”. Continue in this way until the ladder is complete.

3. Check some of the connections by asking “why did you say this?” Elicit reasons from the group.

4. Form groups and ask each group to draw a ladder like the one on the board. Allocate topics to each group from the following list: Things teachers shouldn’t do / things children like / things teachers do not like / things teachers should do / things children don’t like / adjectives for school / adjectives for teachers / adjectives for principals / adjectives for pupils / adjectives for training.

5. Tell them they should complete their ladders as quickly as possible because it is a race. Remind them that each word must begin with the last letter of the previous word.

6. Acknowledge the first group to finish but allow other groups to complete the task.

7. Ask the “winning” group to tell the class their topic, e.g. things children like. Ask the rest of the class to suggest words they might have written. Ask the winning group to confirm or reject these.

8. Now ask the winning group to read out their list of words and encourage the class to question unusual connections. Continue this procedure with all groups.

Word bingo

1. Write a list of topics the students have recently studied on the board vertically.

2. Elicit from the groups a few words connected with each topic.

3. Form groups. Tell participants that you will say the alphabet very fast and they should shout out when they want you to stop. Tell them the letter but make sure it is a very common letter!





4. Tell the groups they should think of an example from each category, beginning with that letter. When they have all categories they should shout BINGO. Remind them it is a race. Say start.

5. Acknowledge the first team to finish but give others time to complete the task.

6. Elicit examples from the winning team but encourage other groups to offer alternative answers.

Adjectives1. Check the Participants are aware you are focused

on adjectives by saying “India is very………. Elephants are……….. Dosa is…………… Delhi is…………

2. Elicit possible adjectives3. Tell the class you have an adjective in mind and

you will give 4 nouns which always connect with this adjective. They must guess the adjective.

4. Write on the board BLOOD and TOMATO and elicit RED.

5. Write on the board WEDDING 5 STAR HOTEL BMW and elicit EXPENSIVE

6. Ask for other strong connections with expensive. E.g. “why is a wedding expensive?” = gold / party / house / dress

7. Write WHITE on the board and encourage pairs to think of things which are always white. Elicit from around the room

8. Form 8 groups of 5 and give each an adjective on a card. Tell them to keep this secret. Tell them to think of 5 or 6 things which have a strong connection with the adjective you gave them.

9. Monitor and assist where necessary. When all groups have finished ask one group to only read out their list of nouns. They MUST not reveal the adjective. Encourage the class to guess the adjective from the list of nouns given

10. Continue this procedure for all groups.

Collocation 1. Tell the Participants you are going to say a word and they should shout out the first connection that comes to them. Tell them there is no “right” or “wrong” answer.

2. Say “BLACK” and elicit. Repeat BLACK over and over and accept all responses. Use your eyes to include all participants.

3. Say “LOVE” and repeat the procedure. Tell the Participants you have a short list of words which you will read out 1 by 1. Tell them to write down the connection they make, NOT the word itself.

4. Read the following list and pause for 5 seconds between each:

TEACHING, FREE-TIME, DELICIOUS, MY SCHOOL,BEST FRIEND, EXAMS, THE FUTURE, FAMILYSTUDENTS, ME





APPENDIX 2: Rights of the Tiger lesson plan

time aim procedure materials20 mins

To introduce a text by eliciting related vocabulary and the theme of the text

Stick the flashcard of the tiger on one side of the board and draw a large box under it. Tell the students in their groups to brainstorm on all the words or phrases they can think of that describe this animal. Elicit some words as examples and write them in the box. For example, dangerous, beautiful, etc.

Get some students that have finished to add

Flashcards of tiger and human





their words to the box on the board. Go over the words with the class and elicit any new words other groups have.

Now put up the flashcard of the man on the other side of the board and draw a large box under this flashcard. In groups tell the students to brainstorm on all the words or phrases for this animal. Elicit feedback in the same way as for the tiger.

Now tell the groups to look at their lists and think about what is similar with these animals and what is different. For example they are both dangerous, humans are not endangered animals.

Elicit answers from different groups. Try to elicit more detail by asking more questions around the students’ answers. For example, ‘who do you think is more dangerous and why?’ ‘Why aren’t humans an endangered species?’ etc.

15 mins

To skim the text for gist

Clean the board and take down the flashcard of the man. Stick up all the 4 flashcards of the tiger at random.

Ask the students to number the stanzas in the poem 1 – 10. Tell them to read through the poem in their book 2 pg 18 and match each picture to a stanza from the poem. Tell them to underline the sentences in the stanza that fit to the picture.

Elicit answers from the different students.(Tiger sleeping – 2 ‘Disappointing everyone, the tiger slumbered on,’Tiger showing tongue – 4 ‘the tiger was finally displaying its blood red tongue.’Tiger standing – 6 ‘the tiger itself sauntered close’Tiger with open mouth – 9 ‘hearing this the tiger howled with laughter’

4 flashcards of the tiger

Text ‘Rights of the tiger’

20 mins

To check and practise vocabulary

In groups ask the students to do the vocabulary matching activity in their book 2 pg 20. Do one example in class.

Elicit feedback from the different groups.

Text

Vocabulary matching activity





Now tell the students that they are going to make up a vocabulary exercise like the one they have just done. Give each group a stanza from the poem (give the short stanzas 5, 6 and 7 to one group) and tell the groups to choose 4 words from their stanza. They should then make up definitions for their words. When they have their words and definitions they should write them neatly on a clean sheet of paper in a jumbled order just like the exercise in their book.

Swap the words and definitions among the groups and let each group complete another group’s matching exercise. Monitor the groups. Finally display the vocabulary sheets on the wall for others to look at them.

10 mins

To read for detail and test understand-ing

Write these two questions on the board and number them 7 and 8:

7. What is ‘Sunderbans’ and ‘the tinsel world’?8. What does the tiger mean when it says ‘Man and earth are seriously ill’?Now tell participants to look at their workbook 2 pg 20. Give each group one comprehension question to answer. Give groups 7 and 8 one of the questions on the board to answer.

Elicit feedback from each group.

Reading comprehension questions

15 mins

To practise relative clauses with ‘who’ and ‘which’

Tell the students to look at the picture on pg 19 and write this sentence on the board:

‘There are some animals in the picture’

Ask the students if they know which animals you are thinking about. Elicit some answers. Now write this sentence on the board.

‘They are standing under the shade of a tree’

Ask the students how you could join these two sentences together. Give them a minute to think about it.

Students should say ‘There are some animals in the picture which are standing under the shade of a tree.’





Now ask the students if they can point to the animals you mean in the picture.Ask the students what the second part of the sentence gives you? They should say more information about the animals.

Now write this sentence on the board.

‘In the picture there is a girl’

Ask students to tell you which girl you are thinking about. Elicit some answers.

Write the next part of the sentence on the board and ask the students to join the two sentences. ‘She is making faces at the tiger’

Students should say ‘In the picture there is a girl who is making faces at the tiger.’

Ask the students to look at the two sentences on the board and decide in their groups when we use ‘which’ and when we use ‘who’. (which – for things and animals who – for people)Now ask the students to write down 4 or 5 different sentences about the picture using ‘which’ and ‘who’.

Elicit a sentence from each group.

APPENDIX 3: Macavity Plan

Time Aim Procedure Materials

10 mins

Lead in to poem and create interest

Introduce some vocabulary from the poem

1. Mime the actions of a cat and ask class to guess what animal you are pretending to be.

2. In pairs, students draw a cat in their notebooks and label the body parts: paw, tail, ears, whiskers, claws, coat, fur

3. Make sure all students can pronounce the words by drilling as whole class then individual

4. What colours can cats be? Tabby, ginger, black and white, smoky grey (see above)

5. Ask the class to come up with words to describe cats

Board





and write them on the board: feline, friendly, independent etc. Check the meanings of the words by asking some students to define them to the rest of the class.

6. Now ask if anyone has a pet cat. Why, why not?

5 mins First listening for gist

1. Read the whole poem in a lively and fun way. Try not to say the final rhyming word of each line and get the students to guess it.

2. Ask the students to listen with their books closed.3. At the end of the poem, ask them what type of cat

Macavity is.

Book page 50 – 51

10 mins

Second listening

1. Ask students to open their books.2. Read poem again and they underline words they

don’t understand.3. Discuss words with their partners.4. Monitor and helps students understand.5. Write new words on board and check their meanings.

book page 50 - 51

15 mins

Com- prehension

1. Divide students into groups.2. Give each student one comprehension question from

page 51.3. When they’ve finished, ask them to share their answers

and give the correct answers.

book page 50 – 51

10 mins

Review vocabulary and develop ability to listen for specific information

1. Give each pair a recycle A4 paper with one of the new words written on it.

2. Read the poem again.3. When the students hear their word, stand up and hold

up the card.

A4 paper with new words

10 mins

Develop students confidence in reading aloud and ability to listen for specific information

1. Divide students into groups.2. Ask one group to demonstrate the activity first with all

the others watching.3. Ask the students to read the poem to each other.4. When they read, they should miss out one of the new

words from the lesson. 5. The other students should try to guess what the word

is.6. If they guess, they get a point and continue reading.

Then the others guess.7. Once the students have understood the game, then get

them all to play at once.

Appendix 4

PROFESSIONAL DEVELOPMENT

Read through these tips and ideas about how to develop your skills and knowledge further.

Join an English teacher community Why don’t you subscribe to the British Council’s TALKING ENGLISH, a

monthly email newsletter for English teachers in India. Put this link in your internet browser and add your name and email address.





www.britishcouncil.org/india-newsletter-subscribe.htm

You can also register for the British Council’s India and Sri Lanka interactive email forum for English teachers, the English Language Teachers electronic Contacts Scheme (ELTeCS), by following this link:http://www.britishcouncil.org/eltecs-join.htm

Register on the Teaching English websiteYou can access a range of materials, lesson plans, video clips or read teachers’ blogs from all over the world by logging on to www.teachingenglish.org.uk You can also access these materials from the Delhi Department of Education website.



http://www.teachingenglish.org.uk/

http://www.britishcouncil.org/eltecs-join.htm

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