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Smart Performers
Teachers Handbook For Primary Teachers
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Smart Performers
Teachers Handbook For Primary Teachers
State Council of Educational Research and Training
Varun Marg, Defence Colony, New Delhi
SCERT, Delhi, Dec 2011
Copies: 1600
Chief Advisor :
Rashmi Krishnan, IAS, Director, SCERT
Guidance
Pratibha Sharma, Joint Director, SCERT
:
PROJECT TEAM
Advisor
:
Suman Bhatia, Reader, SCERT
Coordinators
:
Sheelu Mary Alex, Lecturer, SCERT
Anamika Singh, Sr Lecturer, DIET
Contributors
:
Sheelu Mary Alex, Lecturer, SCERT
Anamika Singh, Sr Lecturer, DIET
Nandini Sarangal, Lecturer ,English DoE
Neelam Kulshreshtha, Lecturer , English DoE
Khaleeq Ahmad, Lecturer, English DoE
Kadambari Lohia, TGT, English DoE
Samidha Choudhary, TGT, English DoE
Ankita Govil, PRT, DoE
Ekta Goel, PRT, MCPS
Publication Officer
:
Mukesh Yadav
Publication Team
:
Navin Kumar, Radha, Jai Bhagwan
Smart Performers Teacher's Manual aims to provide detailed and comprehensive support for
the primary teacher, providing practical guidance and suggestions, very convenient and easy to use in the
class. This is a child-centred teacher's manual with lively and motivating activities including games,
rhymes, matching, crosswords, listening, speaking, reading and writing activities, to challenge and foster
thinking skills in the learners. It includes card games and a selection of spelling, sentence building,
vocabulary and action games, which can be adapted for any unit of the course book followed in the class.
A Resource Bank at the end of the manual provides a wealth of extra games and activities, from which, a
teacher can choose the most appropriate ones for her class.
Aims and Objectives
The main aim is to help pupils develop a genuine interest in the English Language. In addition, the
following aims and objectives provide the framework for the course:
! To provide a child-centered and activity-based approach which ensures that learning to
communicate in English is a meaningful and purposeful process
! To promote a positive attitude to learning a foreign language through activities that are motivating,
challenging and fun
! To expose learners to a range of basic vocabulary which will enable them to communicate at a
simple level
! To develop all four skills in a systematic way, starting with listening and speaking and gradually
including reading and writing
! To be able to define CCE and plan for appropriate student friendly methods of assessing the
language skills.
Introduction
The years at primary school are extremely important in children's intellectual, physical, emotional and
social development. They go through a series of stages, progressively acquiring skills that are thought
necessary by the society they live in. These skills need to be sufficiently developed because if one has not
been sufficiently developed, the acquisition of another may be impeded.
Helping children 'learn how to learn' is an integral part of the teaching learning process. The education and
learning of the child should not be confined to the limits of their classroom, textbooks and the teacher, but
we should help them acquire skills and independence that will enable them to continue learning beyond
and outside the school.
Learning principles
The activities included in Smart Performers Teacher's Manual, are based on the following learning
principles:
! The child is at the centre of the learning process
Learning is based on topics and activities which are central to the interests and surroundings of
children. A child centered approach encourages active participation and involvement in the
learning process, allowing individual response.
! Children learn best when learning is experiential and activity-based
Through engaging children in learning to use English to do things which are purposeful, relevant
and pleasurable to them, such as listening to stories, singing songs, playing games, interacting with
others and finding out about the world they live in, learning is made meaningful and memorable.
! Children learn in a global way
Children are NOT passive learners. They make sense of the whole context in which learning takes
place. Through building on previously acquired knowledge, as well as children's experience at
home and school, children move from a general understanding towards the construction of their
personal significant meaning.
! Overall educational development of the child
In addition to developing the language skills, children develop a range of social, thinking and
learning skills and acquire attitudes, values and beliefs which contribute to their overall
educational development.
! Motivation is vital
Involving children in learning activities which are enjoyable and worthwhile, makes children
become intrinsically motivated to learn English, which is vital during the initial experience of
learning a foreign language.
! Appropriate level of practice
Children often appear to learn easily but they forget easily too! In order to build up confidence and
memory process, children need plenty of opportunities to practice, recycle and extend the
language they have learnt through related contexts and activities.
Teaching English as a Foreign/Second Language
Normally, young children learn language through their everyday environment. They are amazingly good at
'picking up' words and their meanings. When children first arrive at a primary school, they do not come
'empty headed'. They have already mastered their mother tongue and also picked up a number of English
words, although they won't know that they are English words. The primary language teacher must make the
young learners aware of the many English words they already know, thus creating an empowering and
confidence-building experience for them. While, it is essential to use as much English as possible in the
classroom, the teacher will have to use the mother tongue at times, to 'teach' the words in a particular
context.
The younger the children are the more holistic learners they will be. They are often unselfconscious and are
usually prepared to enjoy the activities that the teacher has prepared for them. This means that it is easy to
maintain a high degree of motivation and to make the English class an enjoyable and stimulating
experience for the children. The kinds of activities that work well are games and songs with actions, total
physical response (TPR) activities, tasks that involve colouring, cutting and sticking, simple repetitive
stories and simple repetitive speaking activities that have an obvious communicative value.
If an activity is enjoyable, it will be memorable; the language involved will 'stick', and the children will
have a sense of achievement which will develop motivation for further learning. This process generates a
positive attitude towards learning English. Children learn a lot more than English in their English classes: the
tasks and activities stimulate and continue their all round development.
Course Overview
90 min
Session 1
9:30-11:00
Day 1
Time: 9:30 am - 5:00 pm
90 min
90 min
Session 2 Session 3
11:15-12:45 1:15-2:45
Ice breakers and
ground rules.
Introduction to
portfolios
90 min
Session 4
3:00-4:30
30 min
Teachers'
Skills
4:30-5:00
Developing
Improving English proficiency Challenges as
communication
Activities to enrich vocabulary
a teacher
skills
Ÿ Reflection and portfolios
Ÿ Bringing Grammar to life
Effective and
Defective
(Variety of grammar games suitable for primary
teacher
level)
Day 2
Simple
Listening,
speaking and
writing
activities
Day 3
Reflection and
portfolios
Listen and Do (TPR)
activities
Creating a
language rich
environment in
class
Day 4
Reflection and
portfolios
Exploiting text books
Exploiting text
Preparation of
Demo Lesson
books to
lesson plans
plans by the
acquire all 4
(by
trainer
language skills
participants)
Story telling
Pedagogy
Reflection and
portfolios
Tools and
Activities and
Techniques of
Day 5
tools of
English language
Introduction to CCE at
Assessment
in CCE
primary level
Tea Break- 11:00 am -11:15 am and 2:45 pm - 3:00 pm
Lesson
presentation
(by
participants)
Why do
teachers resist
change? How
can we
overcome
this?
Teacher and
motivation
Feedback and
Valediction
Lunch Break- 12.45 pm - 1.15 pm
STOP!!
All the trainers and the participants should communicate in ENGLISH during the entire duration of the
training programme.
DAY-1
! The first day of school is an important milestone in a child's education and social behavior. For kids to
progress and have a happy education they need to feel relaxed and at ease with the teachers, their
teaching styles and their fellow students. The best way to achieve this is with some fun games that
create amusement, laughter, interaction and a welcoming atmosphere. Use one or more of these ice
breaker games to make the kids comfortable and interacting. The best way to promote effective
language learning is to establish the target language as the language of instruction always. Initially it
can be in a very simple and easy language which can well be understood by the learners.
! For this, one of the most important things is the way teachers communicate with the learners. Gestures
and facial expressions also are very important modes of communicating with learners, in helping
comprehension and building motivation.
! Playing word and vocabulary games is a valuable part of learning English. Vocabulary is best learned
when the meaning of the word(s) is illustrated by a picture, an action or a real object. The learners
should then meet and use the word(s) in relevant contexts, in order to fix them in their minds. This
helps establish their relationship to other words, so that a vocabulary network is built up. By making
connections between words and ideas, and between words and pictures, we build vocabulary skills.
Connections between vocabulary words make the process of building vocabulary skills faster and
more efficient. The fun of English vocabulary games can help the first generation learners to build their
English language vocabulary skills.
DAY-2
Learning grammar rules can be boring for young children. Bridging the gap between abstract grammar
rules and the real language is rather a challenge for most teachers. Grammar is complex and dynamic. The
reality of grammar is that it is not something isolated but is imbedded in every different communication
context. It is important to take a more communicative approach to teaching grammar so as to impart
students the skill, ability and confidence to use English. Very often students come out of school having
studied English for many years and they have a book full of grammar notes but they are unable to use it.
Teaching language and grammar doesn't have to mean endlessly reciting grammar rules .Learning
grammar for primary students can be fun with these word games and language activities that will encourage
them to learn with enthusiasm which would entertain as well as educate them. Both grammar and
vocabulary needs to be taught in context and learners should always be given plenty of opportunities to use
the language that they have learnt in class, in other words it must be put to practice in order to
communicate.
DAY-3
For children, simply practicing language with no real communicative purpose is not motivating or
interesting. They need to have a purpose for speaking in English that relates to their interests and real life
experiences. These activities are intended to help teachers of English to reflect on and develop their skills in
teaching speaking and listening and to refresh their understanding of teaching speaking skills to the first
generation learners.
Teaching children to speak a foreign language can be very rewarding. However teachers often find
speaking a difficult skill to teach, as learners have to master several different elements of language like –
vocabulary, pronunciation, structures etc. Similarly, listening tasks are extremely important in the primary
language classroom. Let the children listen to language which is a little above their level, with which they
are already familiar. Make the meaning clear by using pictures, mime and body language, and they will
understand it and expand their language horizons just a little bit further.
Writing is much more than the simple mechanics of getting the words down: it also involves being creative,
spelling, grammar, punctuation, choice of appropriate words, sentence linking and text construction etc.
These are some of the skills that children have to be taught explicitly in the English class when they learn
writing in their second language.
Storytelling: Everybody loves a good story. Children love stories especially when they are well presented.
Stories create a sense of magic and wonder and it enhances a child's imagination and thirst for knowledge
thus helping in developing creative and critical thinking skills. Teachers love stories too. Reading stories
aloud to a primary class is one of the most effective and flexible learning tools available. It is the most
stimulating and motivating teaching resource.
It is especially useful in language teaching and learning. It includes visualization (images seeing) and body
gestures. It helps children to develop an ear for English sounds, thus enhancing listening skills. As a
teaching method, telling a story doesn't require accuracy; it is the interaction between the teacher and the
learner which aims to make it easier for children to start producing a foreign language. It is a worthwhile
method by which pupils could not be bored of. The teacher can prepare them in a way that the stories suit
the children in conformity with their age, mental stage and interests. Stories can be used both with large and
small classes and is a great tool used by the English language teachers in the classroom.
DAY-4
Exploiting text books: The content of a lesson depends a great deal on the character of the class you are
teaching and on their age level. The younger the child, the shorter the attention span, so plan a series of
activities per lesson: some quiet, some active, some involving the whole class, some in pairs or groups.
These changes of pace and focus help keep the children interested and motivated.
Start the lesson with a 'warmer' that recalls the language of the previous lessons and in some way connects
with the content of the present lesson. The sessions aim at utilizing text books for the fruitful teaching of the
language. Teachers can use textbooks as a tool to devise interesting activities to aim at acquiring all the four
skills.
DAY-5
Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of
students that covers all aspects of students development.
It is a developmental process of assessment which emphasises on two-fold objectives – continuity in
evaluation and assessment of broad based learning and behavioural outcomes. The term 'continuous' is
meant to emphasise that evaluation of identified aspects of student's growth and development is a
continuous process, which means regularity of assessment, frequency of unit testing, diagnosis of
learning gaps, use of corrective measures, retelling and for their self evaluation.
The term 'comprehensive' means that the scheme attempts to cover both the scholastic and the coscholastic aspects of students' growth and development, which refers to the application of a variety of tools
and techniques (both testing and non-testing) and aims at assessing a learner's development in the areas of
learning like:
! Knowledge
! Understanding/Comprehension
! Applying
! Analyzing
! Evaluating
! Creating
The term 'evaluation' refers to the process of judging the quality of students' work on the basis of
established criteria and assigning values to represent these qualities. These are typically end-of-term or final
exams where students are given marks or grades to evaluate their performance.
'Assessment' is the process of gathering information from a variety of sources (including assignments,
demonstrations, projects, performances and tests) that reflects how effective the learning-teaching process
is, in achieving the curriculum expectations in a course. As a part of the assessment the teachers provide
students with descriptive feedback that guides their efforts towards improvement. The teacher also gets
insights on how to be more effective in the class.
DAY - 1
Session-1
GTKY activities and Icebreakers
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Experience some 'get to know each other' activities that can be used in class
! Learn names and some language structures.
! Initiate a dialogue
! Communicate your needs
! Share worries and concerns about the course
Your trainer will demonstrate some activities for you. Think about how you can use these ideas in your
classes.
Activity 1
–
Throwing the ball
Time
–
20 minutes
Material Required
–
One or two soft balls
Your trainer will take you outside if possible, and make a large circle or divide you into groups. First, throw
the ball around to different persons of the group in silence and then throw it around saying, “Hello, my
name's ……..” (your name). For example: 'Hello, my name's Seema. In the second round say your name
and the name of the person you are throwing the ball to, for example 'Hello, Rachita, I'm Seema.’
After the activity, work in groups, discuss these questions and note your comments.
a)
What helped you to remember the names better?
b)
What does this game tell us about memory?
C)
Do you think it would be useful for your students? How?
Variation: This ball game can be used for other language structures. For Simple and complex
language structures, for example:
! “My favourite colour is blue, what's yours?”
! “I'm going to Kerala for my holidays. Where are you going?”
For teaching active and passive voice, throw the ball and give an active sentence, for example,
! “The cat killed the mouse.”
! “The men built the house.”
Smart Performers Teachers Handbook For Primary Teachers
1
The person who catches the ball should change it into the passive, for example,
! “The mouse was killed by the cat.”
! “The house was built by the men.”
Activity 2
–
Find someone who……..
Time
–
30 minutes
BINGO!!
Choose a person whom you do not know. List as many names as you can, with whom you share in common
the information given below:
S. No. Find someone who
1.
Has the same birth month as you have
2.
Whose favourite season is winter
3.
Plays a musical instrument
4.
Has the same favourite colour as yours
5.
Was not born in the place he/she is now living
6.
Was nervous about coming for the training
7.
Doesn't like cooking
8.
Gets up by 5 am even on a holiday
9.
Travelled to a hill station this summer
10.
Has a pet at home
Names of persons
You cannot put the same name in more than one box, so need to talk to more people.
When you have filled in all the boxes shout BINGO!!
Discuss and write:
2
!
What are the aims of doing this activity?
!
Can you use this activity with your students? How will it help them?
Smart Performers Teachers Handbook For Primary Teachers
Activity 3
–
Packing your suitcase
Time
–
30 minutes
Material Required
–
A sheet of thick paper (A4 size) with the
following columns (as shown)
Your trainer will give you instructions. Share your worries and concerns about the course and furnish them
in the four columns.
My experiences as a teacher
My expectations
My worries
My achievements
Reflection:
1. What have you learnt in this session?
2. Which activity did you like best?
3. What are the learning points?
Tips for the teacher:
Large class, lack of space, fixed desks etc. may be some possible challenges.
REMEMBER!
It is even more important to do such activities in this situation.
! Divide them into groups once instructions are clear to them and move between them.
! Take students outside or ask them to stand in a circle with desks in the middle.
! Motivate students and help them in learning the language.
Smart Performers Teachers Handbook For Primary Teachers
3
DAY - 1
Session-2
Developing Communication Skills
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Explore yourself
! Learn New adjectives
! Play creatively with language
! Setup and carry out meaningful activities to develop good communication skills
Activity 1
–
Picture Game
Time
–
40 minutes
Material Required
–
1. A farm card with different animal pictures- one for each learner.
2. A chart showing the different animals to be pasted on the board.
3. A set of questions to be asked by the learners.
Your trainer will do the activity with you, later you can answer the questions given in the box below
Can you identify six key stages in setting up the activity?
a)
b)
c)
d)
e)
f)
Discuss among your groups the following:What techniques does the teacher use to help the learners understand the task?
How does she prepare students for using the target language?
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Smart Performers Teachers Handbook For Primary Teachers
What similar activities can you do in your teaching environment/class?
Match the stages of the lesson to its aims:
S. No.
Stage
S. No.
Aim
1.
The teacher gives the children farm
cards.
A.
To practise the target language
individually and independently.
2.
The teacher elicits the language
needed for the activity.
B.
To give more confident English speakers
the chance to practise and be good
examples to the rest of the class; to
conclude the activity.
3.
She then drills the language.
C.
To show the children what they have to
do in the activity.
D.
To help children discover the language
they need to do the task.
E.
She reinforces the target language by
writing it on the board and highlights
some of the language features; e.g use of
the plural's'.
To make students focus on the structure
of the language and to make sure they
understand clearly which language they
are going to use.
F.
To allow children to become more
familiar with their own cards in
preparation for the activity.
7.
The children carry out the speaking
activity.
G.
To build children's interest in the activity
and stimulate their curiosity.
8.
Afterwards some of the children read
out their sentences to the rest of the
class.
H.
To give pronunciation practice which
gives the children confidence in their
ability to say the target language.
4.
Students study individual cards and
write the number of animals.
5.
Teacher models the task with the
students.
6.
Smart Performers Teachers Handbook For Primary Teachers
5
Activity 2
–
Name Cards
Time
–
20 minutes
Material Required
–
1. Sheets of A-4 size sheets/ cards
2. Colour pens, magazines, dictionaries.
Write your name and draw a corresponding picture of a thing, animal, verb or adjective which starts with
the first sound of your name and not just the letter.
During the activity, build a long name chain based on your memory.
In your groups or with your partner discuss the questions given below:
What helped you to remember all the names?
Would your students enjoy this activity? How useful would this be for them?
What changes (if any) would you make to the activity, if you used it with your students?
Note down the procedure and aims of this activity, below:
PROCEDURE
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Smart Performers Teachers Handbook For Primary Teachers
AIMS
Activity3
–
Tongue Twisters
Time
–
30 minutes
Advance Preparation
–
Decide what sounds you want to practice and make up some
examples of tongue-twisters using these sounds.
(Models: I saw six silly sausages; Fat cats, black bats)
Your trainer will make you work in pairs, try to change one or two words in the tongue twisters or make up
an entirely new one.
Make up some examples of tongue-twisters using these words.
Sad
black
can
mad
bad
Fat
bat
hat
cat
man
When everyone has finished, each pair should read out its tongue twister to the class for everyone to hear.
You can put some of the best ones on the wall.
Tips for the teacher: The children can time each other in groups to see how long it takes each child to
say their tongue twister five times (correctly!!)
Reflection:
1. What have you learnt in this session?
2. What are the learning points?
3. Which activity did you like best?
Smart Performers Teachers Handbook For Primary Teachers
7
DAY - 1
Session-3
Activities to Enrich Vocabulary
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Use a variety of ways to help learners understand new vocabulary
! Enrich and strengthen vocabulary related to the text
! Reflect on learning and teaching new vocabulary
! Adapt different ways to enhance learners vocabulary
Activity 1
–
Presenting new vocabulary
Time
–
45 minutes
Discuss these questions. Work in pairs if you can. Use the box below to note down two or three points for
each.
What is vocabulary?
How do you learn new vocabulary?
How do you teach new vocabulary?
What aspects/techniques should be kept in mind when learning or teaching a new word?
Your trainer will dictate a simple text to you, listen carefully and write it down in the box below
Look at the text. Compare what you have written with your partner.
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Smart Performers Teachers Handbook For Primary Teachers
Is dictation a useful technique for teaching vocabulary? Why/ Why not? Make notes in the box.
Activity 2
–
Vocabulary Building
Time
–
45 minutes
Material Required
–
1. Slips of paper carrying the names of different situations as given below.
2. Flip chart papers and sketch pens/ markers
Your trainer will provide a situation or definition for which you will think of as many words as you can in a
given time, that are small enough to fit into a matchbox.
The following can be used as a situation or definition for the competition:Things that are:
(a) Bigger than you
(b) Found in the market place
(c) Noisy
(d) Made of wood
(e) Found in a marriage party
Make a web chart of all the words, in groups, on the given flip chart papers and paste them on the wall along
with a blank sheet close to the chart paper, so that other groups may write their guesses about the topics.
Reflection:
1. What have you learnt in this session?
2.
Which activity did you like best?
3.
What are the learning points?
Tips for the teacher: Flash cards are an invaluable way of introducing and revising vocabulary.
1. Prepare a set of word cards to go with the set of pictures. Stick the word cards on the board and
ask the students to stick pictures next to the correct word.
2. Give each child a flash card which illustrates something easy to mime. The rest of the class has to
guess the English word.
Smart Performers Teachers Handbook For Primary Teachers
9
DAY - 1
Session-4
Activities to Enrich Vocabulary (contd.)
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Provide visual stimulus for vocabulary building
! Enhance thinking skills of learners through group activities and play way method
Activity 1
–
Weather Storming
Time
–
30 minutes
Material Required
–
1. Slips containing meanings of weather words and pictures depicting the
weather words.
2. Look at the weather words worksheet. Stick the provided slips with the meaning against the
appropriate weather words and also write down their adjectives.
Work Sheet
Weather Words
Meanings
Adjectives
Rain
Sun
Thunder
Fog
Snow
Lightening
X
Cloud
Wind
Storm
Hurricane
X
Variation
For young learners instead of having slips with meanings, pictures depicting the meaning of
weather- words can be used. To replace the adjective making exercise, they can be asked to play
dumb charades (mime) with these weather- words.
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Smart Performers Teachers Handbook For Primary Teachers
Activity 2
–
Treasure Hunt (collage)
Time
–
30 minutes
Material Required
–
1. Slips of papers carrying the names of different places such as school,
2. Classroom, park, bazaar, mall, zoo, fair, marriage, festival, office etc., Old news papers,
magazines, colourful pictures to be cut.
Note for the teacher: This activity can be very well done by the teacher in the Art and Craft class
where students can make their own collages using old news papers available in the school itself.
Activity 3
–
Word Magic
Time
–
30 minutes
Material Required
–
Picture of an Elephant, pen, paper etc
Your trainer will ask each group to collectively make as many words as you can by using the letters from the
word - ELEPHANT.
You also may pick some other long words from the textbook like the title of the textbook itself.
EXAMPLE – MARIGOLD, MONKEY, BLANKET etc
Tips for the teacher:
Activity 1: For young learners instead of having slips with meanings, pictures depicting the
meaning of weather- words can be used. To replace the adjective making exercise,
they can be asked to play dumb charade (mime) with these weather- words.
Activity 2: This activity can be very well done by the teacher in the Art and Craft class where
students can make their own collages using old news papers available in the school
itself.
Reflection:
1. What have you learnt in this session?
2. Which activity did you like best?
3. What are the learning points?
Smart Performers Teachers Handbook For Primary Teachers
11
DAY - 2
Session-1
Bringing Grammar to Life
Time - 90 minutes
Reflections and portfolios
! Look at your reflection diary.
! Tell your partner about something new or useful that you learnt in any of the sessions yesterday.
! Why did you choose to talk about it?
! The participants will reflect if anything new has to be added/ deleted/ or borrowed into their
portfolios.
Learning outcomes:
By the end of this session, you will be able to:
! Develop understanding about common noun and proper noun.
! Identify different parts of speech with examples
! Encourage group work and peer correction
! Develop analytical and critical thinking
! Communicate in English- speaking and listening
! Practice grammatical usage of language.
Activity 1
–
Know Your Family
Time
–
10 minutes
Material required
–
1. Cards labelled with different parts of speech: Noun, Adjectives, Verb, etc
2. Folded slips (one for every participant) with examples of different parts of speech : boat, red, on,
run, oh!, and, Taj Mahal etc.
Your trainer will place the cards labelled with different 'parts of speech' on each table and the folded slips
on a table in the centre. You need to pick up a slip and find out the group or family of 'parts of speech 'to
which you belong. Once settled in your groups, you will write all the names of your group members on A-4
colour sheets along with the words of the family of that particular part of speech. You could even draw
where ever possible!
Variation
After forming groups, one participant of each group can be made to come to the blackboard and write
the names of members of his family and also give similar examples
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Smart Performers Teachers Handbook For Primary Teachers
Activity 2
–
No snakes only Ladders
Time
–
20 minutes
Material required
–
1. A grid of mixed words with some common nouns and proper nouns.
2. Copies of the grid for every group.
Below is a grid with proper nouns and common nouns.
1. Connect the correct proper noun with the correct common noun.
2. Discuss the answers within the group.
3. Exchange the sheets with the other group and check if the pairs are correct.
India
Fruit
Bata
Bhakra
Dog
Bike
Mango
Country
Shoe
Dam
Hero Honda
Fluffy
Rose
Bush
Everest
Air India
Airlines
Badkal
Book
Mountain
Ocean
Bihar
President
Lake
Lata
Mangashkar
Panchtantra
Mahatama
Gandhi
Sania Mirza
State
Vikas Marg
Singer
Indian Ocean
Leader
Pratibha Patel
Player
Road
Activity 2
–
Star of my Life
Time
–
30 minutes
Material required
–
A Star
Your trainer will show you her/his own 'Star of Life' with important dates, events or names, which matter
the most to her/him.
1992
2
P...
Sydney
1972
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13
1. You have to make guesses and ask your trainer questions on each of the events, dates etc.
mentioned in the star.
2. Make your own Star of Life.
3. Walk around and make guesses and discuss your stars with others.
Discuss the questions given in the box below in your groups:
Why did you do this activity?
What is the key learning from this activity?
Can you use/adapt this activity with your students? How?
Activity 4
–
Letter Story
Time
–
30 minutes
Material required
–
Sheets of paper, chart paper, colour sketch pens.
Your trainer will divide you into 5 groups - Noun, Pronoun, Adjective, Verb, and Adverb. Each group will
select any one alphabet for their group.
1. Brainstorm as many different words beginning with the selected letter within your groups. For
example- Words beginning with letter 'A' could be- Accident, Actor, Action etc.
2. Make a story using these words and write it on a sheet of paper.
Variation: Students could be provided with the set of words that begin with a letter. Teacher could give
those ideas about how to develop a story.
Reflection:
Were the activities successful? Why/Why not?
Which activity did you find most useful? Why?
Would you do these activities differently or the same way with your students?
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 2
Session-2
Bringing Grammar to Life (contd...)
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Develop understanding of prepositions.
! Teach Singular, Plural and Collective Nouns
! Learn Tenses
! Learn to transform Tenses from one Tense to another
Activity 1
–
Picture Story
Time
–
30 minutes
Material required
–
Pictures to be used for prepositions
Your trainer will give you a picture and in your groups, you have to make a one minute funny picture story,
using as many prepositions as you can!
Variation:
For young learners there can be a change wherein instead of making a story, they
can make simple sentences.
Activity 2
–
Roll and Tell
Time
–
30 minutes
Material required
–
Animal Pictures with their singular, plural and collective noun
forms on one side and names at their back and some dices for
group activities.
Look at these pictures carefully. What do these pictures signify?
Your trainer will divide you into groups and provide each group with some pictures along with some
instructions for a game of dice that you will play in your groups.
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15
Activity 3
–
Camping out
Time
–
30 minutes
Material required
–
A copy of the activity sheet for each individual/ pair/group, with cut
out sentences and the pictures separately, scissors. The activity
sheet.
Work together in pairs/groups to arrange the pictures or sentences in order and decide which pictures
match which sentences. You should not look at what your partner is doing.
You could also spin your own interesting story based on these 7 lines!
Variation:
! A simpler way to do this is to give each pair a set of pictures and sentences and ask them to work
together. First they match the correct picture, and then they re-order the story.
! You could also use other grammatical areas and prepare simple, interesting activity sheets which
will make maximum learners' participation.
Reflection
!
Now, in your groups, discuss:
a)
Which activity did you like best? Why?
! Think about the classes that you teach.
b)
What language topics are you teaching at the moment?
c)
How could you use these activities differently with younger or older children?
Write your answers in the box below:
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 2
Session-3
Bringing Grammar to Life (contd...)
(Grammar Games)
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Learn to use past tense
! Practice adjectives and learn about degrees of comparison
! Learn about some animal characteristics
Activity 1
–
Photo Freeze
Time
–
60 minutes
Material required
–
Topics for photo freeze, like- a robbery, a fair, market place, a road
accident etc
Photo freeze is enacted in the form of a still picture as if it has been clicked.
Your trainer will divide you into four groups and assign a topic to each group. You need to enact it in
the form of a photo freeze.
Listen to the instructions first!
Variation:
! Pictures from newspapers and magazines can be used for report writing.
! Pictures from the textbook can also be selected.
Activity 2
–
Where should I stand?
Time
–
30 minutes
Material required
–
10 A4 size sheets with animals names written on them or pictures of
animals
pasted on them. (The suggested names of animalsElephant, mouse, penguin, tiger, mosquito, crow, cow, fish, goat,
butterfly and cat.)
You will be shown different animal names or their pictures. Arrange them in descending or ascending
orders in a straight line according to the instructions.
Reflection
1. What have you learnt?
2. Do you think your students would enjoy such activities?
3. What are the learning points?
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17
Discuss the above questions in your groups and write your points in the box below:
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 2
Session-4
Bringing Grammar to Life (contd...)
(Grammar Games)
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Experience some vocabulary games and activities that can be used in class
! Practice of opposite words
! Make meaningful words from jumbled letters
! Learn correct spellings
The trainer will demonstrate/play some activities/games with the participants. The participants will
think about how they can use these activities and games in their classes.
Activity 1
–
Tambola
Time
–
45 minutes
Material required
–
Plain sheets of papers for making tambola tickets, pens, preselected
words and their opposites for the game, prizes (optional)
The trainees will be shown some words on the screen and would be told to randomly pick / choose any 10
words of their choice. They will write these words on the slips cut to the size of an actual tambola ticket as
shown below:
Variation: This game can be used for other language structures. The concept of Change the Gender
and Singular and Plural can also be practised through this activity.
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19
Activity 2
–
Un-jumble the jumbled words
Time
–
30 minutes
Material required
–
Work sheet for the activity
Your trainer will divide the class into groups and guide you how to go about this activity by showing a
demo.
The group which finishes first - shout BINGO!!
Variation:
1. The activity can be adapted according to the standard of the learners.
2. This activity can be taken up to reinforce the vocabulary of a lesson which has just been
finished in the class.
Discuss and write:
1. What are the aims of doing this activity?
2. Can you use these activities with your students? How will it help them?
Note down your comments:
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Smart Performers Teachers Handbook For Primary Teachers
Activity 3
–
Board rush
Time
–
15 minutes
Material required
–
Black Board (BB) and chalk sticks
Your trainer will divide you into two or three groups with equal no of participants and assign each group a
topic. Think of as many words as you can relate to your topic!
With pieces of chalk sticks ready in your hands, be ready to rush to the board!
Look at the demoGroup1…. Holidays
Group 2….... University
Group 3…… Sports
Fun
Native place
Elephant ride
Entertainment
Trips
Discuss and write:
1. Can you think of some variations of doing this activity with your learners?
Reflection
1. What have you learnt in this session?
2. Which activity did you like best?
3. What are the learning points?
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21
DAY - 3
Session-1
Listen and Do -- (TPR) Activities
Time - 90 minutes
Reflections and portfolios
! The participants will reflect upon the previous days' work.
! They will tell their partners/ the person sitting next to them about something new and useful that they
learnt in any of the sessions on the previous day and also why they chose to talk about it.
! The participants will reflect if anything new has to be added/ deleted/ or borrowed into their
portfolios.
Learning outcomes:
By the end of this session, you will be able to:
! Develop listening skills.
! Listen to comprehension with quick reaction.
! Integrate learning.
! Express fluently by reading the picture.
Activity 1
–
Listen, Count and Tell
Time
–
30 minutes
Material required
–
List of words, paper and pen.
Look at these words- aeroplane, balloon, fish, ship, crocodile, sparrow, and helicopter.
Can you divide these words into those related to water and those related to air?
Your trainer will read out a series of words and you shall differentiate and classifyr those words and place
them in the worksheet given below as per the instructions given. Check for correct answes with a partner.
Work Sheet
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Smart Performers Teachers Handbook For Primary Teachers
Activity 2
–
You Forgot!
Time
–
45 minutes
Your trainer will read a well known story to you with a little variation or deliberate mistakes.
Listen to the instructions carefully, which you have to follow, while the story is being read.
Variation: For young learners the same activity can be started by using pictures displayed on the
board to bring out the element of classification or categorization. Then we can proceed to
the real activity of listening and quickly categorizing. There can be this concession for
young learners that they may not write the dictated words, instead they may only put tally
marks or tick marks for the words in the appropriate boxes. They can also be told about the
heading of the two categories in the lists before hand for their convenience and interest.
Tips for the teacher:
For young learners we can take the story of their text book itself which
they have recently read to make it easier for them to comprehend.
We can also ask the group to note the deliberate mistakes side by side
instead of speaking it out spontaneously. Later on compare which
group has noted the maximum number of mistakes.
Extension: All the pairs of participants can be asked to prepare one such list for further practice.
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23
Activity 2
–
Listen and Draw
Time
–
15 minutes
Material required
–
Pencil, Eraser and Colour Pencils/Colours
Do you enjoy drawing and painting? Here's an activity to cater to your aesthetic sense.
Your trainer will read out a small passage for you. Listen carefully and draw a picture of the passage read.
Read it out in front of the class; also check if it matches with the original passage!
Variation: For young learners we can take a text of their text book itself which they have recently
read to make it easier for them to comprehend and draw.
Recap:
! Which of the above activities can be used in the classroom?
! Which of the activities would you like to modify to better suit your purpose? How?
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 3
Session-2
Creating a language rich environment in class
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Develop awareness of the environment.
! Interpret the text through pictures.
! Make/imagine a story based on the given picture.
! Appreciate and understand that 'a picture tells us a thousand words.’
! Develop different language skills.
Activity 1
–
Animal Hunt
Time
–
30 minutes
Material required
–
Picture cards of animals, their young ones and their homes, the
stencil to fit in three cards in one row.
Your trainer will provide you with a stencil and few cards having pictures of animals, their young ones and
their homes. Match and fix the appropriate card in the given stencil.
Work Sheet
ANIMAL
YOUNG ONE
HOMES
Extension: As a follow up of this the teacher will go back to page77 of the book of class 1 and help
them do the same.
Tips for the teacher :
To make the game more challenging, remove one animal, one young one and
one home (not of the same animal). This will make the task interesting and
challenging.
You can provide them the missing cards after they tell you that they have finished and complain that
some of the cards are missing!
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25
Activity 2
–
Text on the Wall
Time
–
30 minutes
Material required
–
1. Five to six copies of a small text of about 10 -15 sentences.
2. 3-4 small and easy questions based on the text.
Your trainer will divide you into groups and make you do a very interesting game. All that you have to do is
– BE ON THE MOVE!
YOUR TIME STARTS NOW!
Activity 2
–
Picture Reading
Time
–
30 minutes
Material required
–
1. Copies of a picture
2. Text books
Your trainer will divide you into groups and give each group a copy of the picture. Study it carefully. It will
be taken back!
Later some questions will be asked based on what you just saw!
Recap
! After the activities, note down the procedure.
! What is the aim of each activity?
Activity
Procedure
Animal hunt
Text on wall
Picture reading
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Smart Performers Teachers Handbook For Primary Teachers
Aim
Reflection:
! Answer these questions, based on the activities you just did.
Were the activities successful? Why/Why not?
Which activity did you find most useful? Why?
Would you do these activities differently or the same way with your learners?
Smart Performers Teachers Handbook For Primary Teachers
27
DAY - 3
Session-3
Story Telling Pedagogy
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Enhance listening and speaking skills
! Learn and acquire the skills of storytelling from the daily life experiences
! Enrich your writing skills
! Encourage creativity
Activity 1
–
Story Building through Visual Input
Time
–
45 minutes
Material required
–
Picture/cut outs of baby, boy, girl, birds, animals, buildings, market
places and park etc
Look at the pictures carefully and do as per the instructions:
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Smart Performers Teachers Handbook For Primary Teachers
Variation:
! The teacher may help children with connecting words and encourage them to narrate
the story or even dramatize it for another group. This will enhance their listening and
speaking skills.
! The teacher may also allow children to add some new characters, situations and
locations as per the requirement of their story.
! The children can draw pictures of the story.
Activity 2
–
Fold over Stories
Time
–
45 minutes
Material required
–
Blank sheets, a chart with a list of words: WHO, WHAT, HOW,
WHEN, WHERE, WHY, written vertically, a message (in a
traditional royal message form) velvet paper, strings, bells,
decoration material etc.
Enjoy story/message making in an ancient royal way.
Reflection:
! What were the objectives of the second activity – Fold over stories?
! What is the role of the teacher in these activities?
Why tell stories?
! Why do you think children enjoy listening to stories so much?
! Have you ever used a story to teach English?
! Was it useful? Why/Why not?
Write your thoughts in the box below:
Tips for the teacher:
Storytelling techniques: Set the scene; let the students build up the story in their imagination . Use
clear voice and delivery. Vary the pace. Use pauses to create tension and time for understanding.
Make eye contact. Use action, gestures, facial expressions and voice modulations. Use clear simple
language. Tell and retell the story using pictures, prompts and real objects, if possible.
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29
DAY - 3
Session-4
Simple listening, speaking and writing activities
Time - 90 minutes
Learning outcomes:
By the end of this session, you will be able to:
! Listen for comprehension
! Develop linguistic accuracy
! Encourage kinaesthetic learning
! Encourage creativity and speaking skills.
! Practice skills of story building.
Activity 1
–
Listen and Write
Time
–
30 minutes
Your trainer shall read out a passage. Listen carefully and fill the gaps in the passage.
There was .......... mother tiger and her small tiger cub. They lived near .......... river in .......... shady
jungle. When .......... sky was dark, .......... mother tiger hunted for deer and pig. .......... tiger cub
stayed close by his mother's side.
He swam .......... and there and everywhere and some of the fish .......... knew him well .......... the rest
of his life ,said .......... they never .......... heard him say .......... he wished to be any thing .......... a little
fish.
Variation: For young learners we can take a text from their text book itself which they have recently
read to make it easier for them to comprehend.
Activity 2
–
Listen and Do
Time
–
20 minutes
Material required
–
A copy of the letter group worksheet per pupil, crayons or colour
pencils.
Your trainer will guide you to fill up the worksheet giving you instructions about which colour in
which alphabet.
Variation: Check if answers are correct by asking/practicing question forms:
What color is v? It is red.
With more competent classes you could introduce different question forms:
What/Which letter is red? v is red.
Similarly this can be used an opportunity to practice yes/no question forms:
Is v red? Yes, it is. Is b blue? No, it isn't.
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Smart Performers Teachers Handbook For Primary Teachers
Activity 3
–
Let's spin a story!
Time
–
30 minutes
Your trainer will give you a sentence to form the beginning of a story e.g.” One dark night there was a
tiger.”
Build up an interesting story!
Share your story with the whole class and see which group has the most creative and interesting story to tell!
Think about your students. How do you teach them to speak English?
What things make it difficult for them to learn to speak English well?
Work in pairs and make notes in the box below.
Challenges for my students
What challenges do you face in teaching speaking skills to your students?
Challenges for me
Smart Performers Teachers Handbook For Primary Teachers
31
Reflection:
! What are the things we can do to meet these challenges? Discuss in groups.
! Can personalisation or talking about things that are relevant and real to them help in
developing speaking skills among students?
Tips for the teacher:
Topics for speaking which are of interest to students of different ages
could be-colours, toys, animals, the classroom, daily routines, hobbies,
music, school, computers, sports etc.
Variation
! Chain-Sentence
Teams of two students orally construct the first sentence of an invented story. To orally make the
sentence, each says one word, to recognize conventional grammar, until a long sentence
evolves. Variations can be made to by asking students to make the first sentence of: a ghost story,
pirate story, love story, mystery etc
! Beginnings
This exercise can be used to generate the first sentence of a Chain Story where each participant
adds a section to a tale.
! Endings
The chain sentence exercise could generate a "last sentence." This sentence is written on a piece
of paper and placed in the middle of the story circle. The game is over when the story has woven
around to the point where someone can say the "last sentence."
Try recording the story circle on a tape recorder for listening later.
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 4
Session-1
Time - 90 minutes
Reflections and portfolios
! Have you looked at your suitcases?
! Go back and look at your worries, expectations etc
! Can you cross out any?
! Are there any that aren't relevant to the course?
! Do you like to add any new ones?
Learning outcomes:
By the end of this session, you will be able to:
! Exploit text in an easy and interesting way.
! Edit sentences with reference to the picture.
! Do picture composition.
! Develop listening and speaking skills.
! Enjoy and memorise nursery rhymes
Activity 1
–
The Umbrella and the Crow
Time
–
20 minutes
Material required
–
Text book
Smart Performers Teachers Handbook For Primary Teachers
33
Look at the pictures carefully and edit the following sentences wherever required:
1.
There are two girls in the picture
2.
She has a black umbrella.
3.
The sky is blue and clear
4.
It is raining
5.
A parrot snatched her umbrella
6.
The crow took the umbrella to a tree.
7.
The crow has four babies.
8.
The crow made her nest in the umbrella.
Activity 2
–
Sundari
Time
–
45 minutes
Material required
–
Text book, kite paper, colours, string, sticks
Let's enjoy language with craft work. The trainer will demonstrate a drawing on the board and you will
make a piece of craft as per the instructions.
Variation: Modify the above mentioned activities and use them in a lesson of your choice.
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Smart Performers Teachers Handbook For Primary Teachers
Activity 3
–
Teaching Rhymes
Time
–
25 minutes
Material required
–
Picture cards of smiling face, clapping hands, stamping feet,
snapping fingers
Let's dance to the tunes of nursery rhymes!
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
35
DAY - 4
Lesson Plan -1
Unit - Circle
Text - Marigold
Time - 45 minutes
Objectives:
! Enjoy and comprehend the text
! Develop listening and speaking skills
! Identify different shapes
! Develop creativity
Material required
–
Chalk, black board, text book, balloons old papers, glue, colours
(water , crayons),brush, balloon face
Methodology:
Pre reading Task:
1. Draw pictures of circle, square, rectangle and triangle on the board.
2. Ask the participants to draw the same in their sheets and colour them as per the following rules
Circle
-
Red
Square
-
Blue
Rectangle -
Green
Triangle
Orange
-
3. Tell the participants to try and draw one object out of the given shapes e.g. Sun from circle.
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Smart Performers Teachers Handbook For Primary Teachers
C
I
R
C
L
E
C
I
R
C
L
E
Smart Performers Teachers Handbook For Primary Teachers
37
While Reading:
The trainer will read the text and enact as grandma and tell participants to answer
the questions asked in the text assuming themselves to be the granddaughter
Mohini. Each participant shall draw and colour along with the trainer.
Encourage participants to name the objects prepared by them.
Randomly ask a few participants to describe the objects prepared
Post Reading Task:
Distribute balloons to all the groups.
Show the balloon face prepared in advance
Tell participants to prepare faces of different kinds creatively
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 4
Lesson Plan -2
Unit - I am Lucky
Text - Marigold
Time - 45 minutes
Objectives:
! Identifying various living creatures by looking at their pictures
! Learning various ways of grouping
! Understanding and enjoying poem
! Reciting the poem with actions
! Relating pictures with action words
Material required
–
Pictures of butterfly, myna, fish, elephant, kangaroo and octopus
slips of names of butterfly, myna, fish, elephant, kangaroo and
octopus
Pre Reading Task:
Paste the pictures of butterfly, myna, fish, elephant, kangaroo, and octopus on the board.
Try to elicit the names of these creatures by giving prompts (verbal and non verbal).
Call six participants (who will be group leaders) and allot each, a picture. Each of them will help the rest of
the participants identify the creatures by verbal and non verbal prompts without showing the picture.
While Reading Task:
Give name - slips (or small pictures) of the above mentioned animals to the rest of the participants. Let them
form groups with their respective group leaders. The class is arranged in 6 groups for 6 creatures. Name
them as Butterfly Group, Myna Group, Fish Group, Elephant group, Kangaroo Group and Octopus Group.
Smart Performers Teachers Handbook For Primary Teachers
39
Recite the poem. All the participants will repeat the actions performed earlier, when they hear the name of
their animal group. Recite the poem once more. The participants will repeat the lines when the poem is
recited for the second time.
Post Reading Task:
ACTION WORDS
Ask the groups to repeat their lines from the poem and try to find the words that show the action of the
creature.
Make two columns to paste the pictures and their corresponding action words on the board. Now ask the
groups to come and paste the action word against the matching pictures.
Butterfly -can fly
Myna -can sing
Fish -can wriggle
Elephant -can rise trunk
Octopus -can move arms
Kangaroo -can hop
HOME ASSIGNMENT
Tell the students to learn the poem with actions.
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Smart Performers Teachers Handbook For Primary Teachers
A Handout of a model ACTIVITY RECIPE is provided, your trainer will discuss the format for
preparing the lesson plans accordingly.
Activity:
Aim:
Training Material:
Procedure:
Follow ups/Extension:
Comments:
Presentation by all the Participants from class I, II, III
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41
DAY - 4
Session - 2 & 3
Preparation time for lesson planning of micro teaching:
The trainer will guide and help the participants for their micro- teaching sessions. All the participants
would be divided among groups of 5-6 participants each, together they would plan activities for their
lessons in such way that everyone of them gets a chance to deliver some part of the lesson individually
and independently. While one group is presenting the other groups will act as learners. The trainer
would also appoint two observers from the learners group who would give constructive feedback to
the group presenting the lesson.
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Smart Performers Teachers Handbook For Primary Teachers
DAY - 5
Session-1
Defining Continuous Comprehensive Evaluation (CCE)
Time - 90 minutes
Reflections and portfolios
! Go back and look at your suitcases.
! Are there still any unanswered questions, concerns or expectations?
! Sit with a new partner. Tell them what's still unanswered and see if they can come up with some
solutions/answers/suggestions.
Learning outcomes:
By the end of this session, you will be able to:
! Define CCE in relation to your contexts and experience.
! Identify and explore the benefits of CCE and the theories behind it.
! Identify the challenges of implementing CCE.
! Define and use a range of assessment terms and principles.
Activity 1
–
Your memories of assessment (quick dating)
Time
–
20 minutes
Activity aim
–
To warm the participants up on the topic of CCE and see it from
their students' perspectives.
The trainer will ask you to do an activity. After the activity write down any adjectives that describe your
feelings about assessment when you were at school, in the box below:
Let's recall
1.
How were you assessed when you were at school (in all subjects)?
2.
How often did you have classroom tests and how did you feel before them?
3.
How about assessment in English – was it different? How were speaking and listening
assessed?
4.
How did the teacher give feedback after assessment? How did you feel about that?
5.
How different is what you do now from what happened when you were at school?
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43
Activity 2
–
What is CCE?
Time
–
20 minutes
Activity aim
–
To understand CCE and its benefits and to let the participants
experience peer assessment.
The trainer will instruct the participants to work in pairs. They will discuss the answers to the two questions
given below.
I.
What is CCE? (Continuous Comprehensive Evaluation)
Ii. What are the benefits of CCE?
Activity 3
–
What is CCE? (Diagrammatically)
Time
–
20 minutes
Task
–
Work in your groups and complete the following task:
You will discuss your answers to questions i and ii (given above) and illustrate your understanding of CCE
and its benefits in a diagram. A good diagram will:
! Be pleasing on the eye (size, colours etc.)
! Clearly show what CCE is and at least 2 of its benefits
! Include some key words (but not sentences)
Note:
44
The participants will paste their charts/diagrammatical representations at various places
labelled Bus Stop. The trainer will instruct them to move around with their group and
comment on each work. They will write one good and one not so good thing about the work.
Smart Performers Teachers Handbook For Primary Teachers
Activity 3
–
What is CCE? (Continued)
Time
–
30 minutes
The trainer will provide the underwritten text on slides. It will be discussed with the participants and they
will note it down in their teachers' manual.
! Assessment derives from the Latin 'assidere' which means 'to sit with’
! Assessment is something a teacher does for and with students and not 'to' students
! The purpose of assessment is to help students learn and improve
! Assessment should show success not failure
! When assessment is continuous, it shows how students learning is evolving
! Assessment can also be done by students themselves or by their peers
! Assessment is linked to classroom culture – students need to feel safe to say that they don't
understand something and safe to give and receive constructive feedback from the teacher and
from peers
! Formative vs. summative
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45
DAY - 5
Session-2
Activities and Assessment (Demo Activity)
Time - 90 minutes
Formative Assessment for Class-I Speaking (PROSE)
1.
Name of the Lesson/Poem/Task
-
Story Telling
2.
Skill
-
Speaking
3.
Link To Learning Objective
-
Speaking – to speak on a given topic.
4.
Assessment Objective
-
Formative
5.
Materials Required
-
Marigold (Textbook in English for Class I)
6.
Time
-
70 minutes/ 2 periods
7.
Task Type
-
! Identification of pictures of common animals on display
! Associating those animals with previous knowledge.
! Speaking 3-4 sentences about one or more animals.
! Try to speak/tell a fictitious story creatively using the pictures of animals on display.
8.
Assessment Criteria
-
Identifies and associates the animals. The
student is able to speak a few sentences about
the animals. Some students are able to conjure
up a story.
9.
Assessment Tools/Techniques
-
Assessment will be done by teacher.
10.
How To Grade The Learners/Rubrics
! If a learner can speak for a minute confidently in correct English the task is more than
accomplished.
! speaking with some effort but with some meaning; task performed competently
! Speaking with some effort; sometimes runs out of time, disjointed ideas, and task almost
performed.
11.
Procedure
! Give instructions for the task.
! Paste pictures of various animals in different corners of the room.
! Let the children roam around in the class in groups of 4-5 students.
! Instruct the children to talk among themselves about the different animals in the pictures.
! Tell them to cook up a story using one or all the animals pasted.
! The students will talk/discuss among themselves.
! Let the volunteers among them come forward to speak/ narrate their story.
12.
Marking and Feedback on Task
! Teacher would give feed back after every speaker/story.
46
Smart Performers Teachers Handbook For Primary Teachers
! The other students can also add their own stories.
! Teacher motivates the students to speak confidently and with appropriate expression.
! Positive reinforcement helps the students to open up and speak.
! Teacher helps in the narration of the story.
! A little use of L1 may be allowed, but the words of mother tongue may be supplemented with
correct words of English language.
Formative Assessment for Class-II Speaking (PROSE)
1.
Name of the Lesson/Poem
-
Funny Bunny
2.
Skill
-
Speaking
3.
Link to Learning Objective
-
Speaking – to speak on a given topic.
4.
Assessment Objective
-
Formative
5.
Materials Required
-
Marigold (Textbook in English for Class II)
6.
Time
-
35 minutes/ I period
7.
Task Type
-
! Assuming oneself as some animal
! Speaking about (describing) some characteristics of that animal so that others can recognize
the animal.
8.
Assessment Criteria
-
The learner speaks few words/phrases or
sentences about his/her assumed animal.
9.
Assessment Tools/techniques
-
Peer Assessment, Self Assessment, Teacher
Assessment
10.
How To Grade The Learners/Rubrics
! Total speaking with total understanding; task performed very competently.
! Speaking with some effort but with total understanding; task performed competently.
! Speaking with some effort; sometimes gets confused or stops; task performed.
11.
Procedure
! Explain objectives and assessment criteria.
! Give instructions for the task.
! Divide the class in groups of reasonable length.
! Ask each one of them to assume the role of any animal they like.
! Ask them to think about the main characteristics of that animal e.g. colour, size, look-like,
wild or domestic, sound, speed, place of living, food etc.
Smart Performers Teachers Handbook For Primary Teachers
47
Note: Given below is an actual class room situation where a learner in class II spoke about his
assumed animal in an MCD school in Delhi. She spoke thus:I am white colour.
Give milk.
Size very big.
I have 4 leg.
One of the learners recognized the animal and shouted cow.
! The teacher can use the above situation as a demo using the correct sentences and
grammatical structures.
! Demo:¨
I am white in colour.
¨
I give milk.
¨
I am of big size or I am very big in size.
¨
I have four legs etc.
! Other learners try to guess the animal and shout its name when they recognize it.
! Learners take turns.
! In this way, the activity is carried on in the small groups. The teacher monitors and helps
wherever required. However, please do not correct the learners when they are speaking.
Remember this is a fluency –based activity not an accuracy –based activity.
12.
Marking and Feedback on Task
After the activity is over the teacher
! Elicit answers, discussing how they identified that information and how they expressed
themselves.
! Students work in pairs to 'grade' themselves and identify what they did well and what they
could improve on (self and peer assessment).
! Teacher gives his assessment on the performance of the learners.
Formative Assessment for Class-III Listening (POEM)
48
1.
Name of the Lesson/Poem
-
The Balloon Man
2.
Skill
-
Listening
3.
Link To Learning Objective
-
Listening for specific information about the
activities of the balloon man.
4.
Assessment Objective
-
Formative
5.
Materials Required
-
Marigold (Textbook in English for Class III,
cards)
Smart Performers Teachers Handbook For Primary Teachers
6.
Time
-
7.
Task Type
-
35 minutes/ I period
! Identification of words to describe the different activities/task performed by the balloon man.
! Listen and associate words of characterization of the balloon ban.
8.
Assessment Criteria
-
Identifies and associates the words which
express specifically the description and
activities of the balloon man.
9.
Assessment Tools/Techniques
-
Assessment can be done by all three; Peer
Assessment, Self Assessment, Teacher
Assessment
10.
How To Grade The Learners/Rubrics
! Total Listening with total understanding; task performed very competently.
! Listening with some effort but with total understanding; task performed competently.
! Listening with some effort; sometimes gets confused.
11.
Procedure
! Explain objectives and assessment criteria.
! Give instructions for the task.
! Make four cards and write on them the following phrases.
! Paste these four cards on the four corners of the room.
! Ask the learners to stand close to any one of these cards when they listen to the teacher's
statements e.g. the teacher says—the balloon man is a woman.
! The learners who want to say 'yes' will stand close to the card/ corner inscribed 'yes', if they
don't agree with this statement, they will go to the 'no corner', if they want to add something
with their 'yes', they will stand in the 'yes, but…' corner and similarly if they wish to add
something to their no, they will stand in the 'no, but…' corner.
! The teacher will read/speak out the statements. All the students will listen to the following
statements about the poem—'The Balloon Man' and act accordingly.
¨
The balloon man is a middle-aged man.
¨
Balloon man stands in the market square.
¨
The balloon man is a girl.
¨
'The Balloon Man' is the name of a poem.
¨
The balloon man always comes on market days.
¨
He sometimes thinks of lunch.
¨
He is a busy man.
¨
His balloons are not colourful.
¨
The carts and people get between only on sunny days.
¨
Balloons are of different sizes.
Smart Performers Teachers Handbook For Primary Teachers
49
12.
¨
The balloon man will never let them go.
¨
The balloons are tied with a string.
¨
The balloons would someday look pretty in the sky.
¨
When there is a wind the balloons tug and tug.
¨
One of the balloons is red.
¨
There is no balloon with white colour.
¨
There is a balloon with black colour.
¨
You see the balloons shining far away.
Marking and Feedback on Task
! Elicit answers, discussing how they identified that information and how they expressed
themselves.
! Students work in pairs to 'grade' themselves and identify what they did well and what they
could improve on (self and peer assessment).
Formative Assessment for Class-IV Speaking (PROSE)
1.
Name of the Lesson/Poem
-
Nasiruddin's Aim
2.
Skill
-
Reading
3.
Link To Learning Objective
-
Reading and finding out differences
4.
Assessment Objective
-
Formative
5.
Materials Required
-
Marigold (Textbook in English for Class IV)
6.
Time
-
35 minutes/ I period
7.
Task Type
-
! Reading and finding out differences between the actual text and its paraphrase.
8.
Assessment Criteria
-
The learners read the two texts—the actual one
and its paraphrase with slight differences and
find out the differences between the two.
9.
Assessment Tools/techniques
-
Peer Assessment, Self Assessment, Teacher
Assessment
10.
How To Grade The Learners/Rubrics
! Total reading with total understanding, learners are able to find out all the differences; task
performed very competently.
! Reading with some effort but with total understanding, learners are able to find out some of
the differences; task performed competently.
! Reading
with some effort; sometimes gets confused or stops, learners can identify few
differences; task performed.
11.
Procedure
! Explain objectives and assessment criteria.
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Smart Performers Teachers Handbook For Primary Teachers
! Give instructions for the task.
! Divide the class in groups of reasonable length.
! Give them the paraphrased text as given in the box below (this paraphrased text can be used
as a worksheet).
! Ask them to read the actual text as given in the text book and the paraphrase given in the box
below.
One day, Nasiruddin was chatting with his friends. He began to toast, “no one can match my skill
in shootring.
I string the gun, take aim, and shoot the bullet… wh..o…o..sh.
The arrow is sure to go right on the train.”
Hearing this, one of the enemies immediately brought a table and some chairs.
Giving them to Nasiruddin, he said, “There take that gun and bullets.”
Then pointing towards a plane, he said, “Aim at that target and take a picture.”
Nasuruddin held the elbow in his hands, strung it, looked at the train and shot a rocket.
Wh..o…o..o…o…
The arrow did hit the target! And it fell up somewhere at the top.
“No..no… no… no…”
His friends started weeping. They said, “Hey , God! Is this your great aim?”
Oh, no! Not at all,” said Birbal, attacking himself.
! As the learners read, they note down their differences.
! The group which finishes first calls out a bingo.
12.
Marking and Feedback on Task
After the activity is over the teacher
! Elicit answers, discussing how they identified that information and how they expressed
themselves.
! Students work in pairs to 'grade' themselves and identify what they did well and what they
could improve on (self and peer assessment).
! Teacher gives his assessment on the performance of the learners and also provides them the
answer sheet.
Formative Assessment for Class-V Reading (PROSE)
1.
Name of the Lesson
-
Who will be Ningthou?
2.
Skill
-
Reading
3.
Link To Learning Objective
-
Reading for summarizing main points
4.
Assessment Objective
-
Formative
Smart Performers Teachers Handbook For Primary Teachers
51
5.
Materials
-
Marigold (Textbook in English for Class V)
6.
Time
-
35 minutes
7.
Task Type
-
! Read and support ideas by making connections between them.
8.
Assessment Criteria
-
The students are able to read and view the given
text for information. Deduce the correct option
of the text.
9.
Assessment Tools/techniques
-
Assessment can be done by Self Assessment,
Peer Assessment
10.
How To Grade The Learners/Rubrics
Information transferred to the students
! Total Reading with total understanding; task performed very competently.
! Reading with some effort but with total understanding; task performed competently.
! Reading with some effort; sometimes students run out of time.
11.
Procedure
! Explain objective, assessment criteria and how to grade students.
! Give instructions for the task.
! Ask the students on the basis of your reading the poem, complete the given summary by
writing the correct word from the options provided in the blanks.
NOTE: The teacher will not read the passage aloud as this is a reading activity.
! Write the following passage on the blackboard.
! Let the students read the passage, and only write the correct options in their notebooks.
A king is called (1)………….. (Ningthou/Leima) in Manipuri. A queen is called (2)…………..
(Ningthou/Leima) in Manipuri. The king and the queen had (3)……….(one / two/three) sons and
(4)………..(one /two/ three) daughter. In the land of Kangleipak in Manipur , all wanted to live in
(5)…………(hatred/peace).
The king and the queen loved (6)……………
(People/birds/animals/trees/all of them)
12.
Marking and Feedback on Task
! Students swap their notebooks and mark each others` answers.
! Elicit answers, discussing how they identified that information and how they expressed it in
the options.
! Students work in pairs to 'grade' themselves and identify what they did well and what they
could improve on, by writing comments in their school diaries.
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Smart Performers Teachers Handbook For Primary Teachers
c
Resource
Bank
54
Smart Performers Teachers Handbook For Primary Teachers
Activity-1
:
Sentence Race
Time
:
30 Minutes
Objective
:
1) Enhance the vocabulary,
2) Develop thinking skills
Methodology
-
This is a good game for large classes and for reviewing vocabulary
lessons.
1.
Prepare a list of review vocabulary words.
2.
Write each word on two small pieces of paper. That means writing the word twice, once on each
paper.
3.
Organize the pieces like bundles, 2 bundles, 2 sets of identical words.
4.
Divide the class into 2 teams. Get them to make creative team names.
5.
Distribute each list of words to both teams. Every participant from each team should have a piece
of paper. Both teams have the same words.
6.
When you call a word, 2 participants should stand up, one from each team. They must then run to
the blackboard and write a sentence using the word.
The one with a correct and clearly written sentence is the winner.
This is always a hit with kids. For more advanced students, you may increase the difficulty level according to the level
of the learners.
“Discuss the learning outcomes”
Activity-2
:
Catching up on your ABC's
Time
:
20 Minutes
Objective
:
1) To enhance vocabulary
2) To develop thinking skills
Advance Preparation
:
Methodology
-
A bean bag or a soft toy
This game is short and simple. Write the alphabet on the board. Throw a bean bag to someone and say a
word beginning with the letter A. This person must catch the bean bag, say a word beginning with the
letter B and then throw it to another person The third person says a word beginning with the letter C and
so on.
Obviously the game is meant to be played fast. If played with higher level students you may not want to
write the alphabet on the board. There are many ways to change the game to make it adaptable to your
level of students.
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
55
Activity-3
:
Acting Adverbs
Time
:
20 Minutes
Objective
:
Teaching of verbs and adverbs
This activity is a great way to introduce the idea of how adverbs affect the way a verb action is done.
Divide the blackboard in two and with the help of the participants write as many verbs on one side and
as many adverbs on the other as you can - ACTIVE BRAINSTORMING
This activity can be made to fit nearly any level, and works in class sizes of 6 to 40. The aims are to
not only to generate lists of relevant vocabulary around a theme, but to invigorate the class with a
rather noisy and rambunctious activity.
Methodology
To begin with, the teacher must select three or four vocabulary subcategories within a theme, for
example with a theme of housing/describing rooms, the subcategories might be things found in a
bedroom, a living room, and a kitchen; in a sports theme, there might be team, individual, and noncompetitive sports. Students are then paired up and asked to generate ideas together for each
subcategory, preferably under a time limit to keep things paced, much as in any brainstorming exercise.
Then pairs should be grouped into 2,3,or 4 larger teams (depending on class size, logistics, etc.) to
share/compare ideas and lengthen their lists if possible.
Now comes the wild part. The black/whiteboard is divided into sections, one for each subcategory, and
one student from each group is called up and handed a piece of chalk or a marker or a colour assigned to
each team. There must be one color per team, eg. the blue team, the yellow team, and so forth. The
designated writers for each team are not allowed to bring any paper up with them. Instead, their team
members must shout out ideas which can be put under each/any subcategory, including the correct
spelling of same. With all teams shouting at the same time, a seemingly out of control, but quite
enjoyable atmosphere pervades. The object is to be the team with the most words on the board at the
end.
It is best to stop every minute or two and change designated writers so that all can get a chance. Also,
depending on how strict the teacher wishes to be, groups which use L1 might have their entries erased.
It is also a good idea in big classrooms to move the teams as far away from the board as possible, so as to
increase the pandemonium. Finally, the teacher shouts "Stop!", and the scores for each team are
tabulated.
This activity will take between 30 and 50 minutes, has been used successfully with groups ranging in age from
16 to 65, and would seem to suit younger learners as well.The only materials required are a rather large board
and as many different color markers or pieces of chalk as there are teams.
“Discuss the learning outcomes”
56
Smart Performers Teachers Handbook For Primary Teachers
Activity-4
:
Stop Game
Step 1
:
On the top of a page each student writes the following: category
names: NAME, PLACE, ACTION, ANIMAL, OBJECT, and FRUIT/
VEGGY and TOTAL.
Step 2
:
Someone starts saying the alphabet, A, B, C...etc. then someone
else interrupts the alphabet-teller shouting: STOP!!!
Step 3
:
Let us suppose the alphabet-teller was interrupted on letter "K". All
the participants in the game would try to find words that start with
"K" to fill out the category chart. For example one may write:
Kansas for "PLACE", koala for "ANIMAL", key for "OBJECT", kiwii
for "FRUIT" and so on.
Step 4
:
The participant that finishes filling all categories first shouts STOP!!
And all the others should stop writing.
Step 5
:
The participants compare their words. The words repeated by two
players are worth 50 points. the words repeated by three or more
are worth 25. The words that are not repeated by anyone are worth
100 points. The empty categories are "0". Each player adds up all
the points he got for the letter in turn and put the result in the
"TOTAL" At the end of the game all the subtotals are added and the
one who gets the highest score is the winner.
Methodology
For beginners:
Flip a card. The student must think of a word beginning with one of the letters that card represents. If, for
example, the card is a 3, the student must say a word beginning with C or P. Variation: The word must fit
a category, e.g. animals, occupations, etc.
For higher beginners and intermediate:
Flip a certain number of cards-say, seven. Each student must write down a sentence using words
beginning with the given letters, in order. If the teacher so wishes, the students can work in small
groups. Students then read their sentences aloud.
For advanced:
Taking turns with each card flipped, students orally form grammatically and syntactically correct
sentences. For example:
Cards:
A, Q, K, Q, K, 6, 8, 7, 5, 4, 4, 10, 2, K, 2, 2, 8, 9, A, 7.
Sample sentence: A lovely monkey laughed merrily, for his green elephant drank quickly while
orange zebras brought over hungry, intelligent, naughty giraffes.
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
57
Activity-5
Reflective Folder
Time
40 minutes
Advanced Preparation
Few plain sheets of a-4 size. Sketch pens and color
pens
OBJECTIVES—
Ÿ Self exploration
Ÿ Learning new adjectives
Methodology:
1. Each participant is given a plain sheet of paper and they are given instructions to fold the sheet of paper
so that it has six sides and looks like a folder.
2. They would be told that through this folder they have to describe themselves.
3. On the first side participants are asked to write their names and introduction.
4. On the second side they are asked to write their traits.
5. On the third side they are asked to write their strengths.
6. On the 4TH and 5TH side they are asked to write their negative points and their secret desires.
7. On the last (6TH face) they are asked to write about the things which are important for them.
8. Participants are asked to make the folder as attractive and colorful as possible by drawing and sketching
things related to what they want to convey in their folder.
9. All the folders are the pasted on a chart and displayed in the classroom.
Variation:
Students can be asked to write only two or three things. They can also be asked to make a folder for their
friend and gift him/her.
“Discuss the learning outcomes”
58
Smart Performers Teachers Handbook For Primary Teachers
Activity-6
Show Me the Rule!
Time
30 minutes
Advanced Preparation
Paper, pen
OBJECTIVES—
Ÿ Practicing tenses
Methodology:
1. Divide the class into groups and tell the participants that they have got an exercise on tenses in
worksheet on the next page.
2. In the first column there are 10 sentences for which they have to write the corresponding tense in
column 2 and the Rule with which they identified it in column 3.
3. Discuss the same exercise on the board for the reference of the participants and ask them to prepare rule
chart for tenses and paste it on the wall.
4. Ask all the participants to take a round and look at all the ways of preparing rule chart and discuss about
the one they find most convenient to remember and recall.
Sentences
Tense - What Kind
Rule behind
1. The peon rings the bell.
2. K a l i d a s h a s w r i t t e n t h e
Ramayana.
3. A peacock is dancing at the sight
of the rain.
4. The monkey snatched bananas
from the girl.
5. I shall help you in every possible
way.
6. Does he want me to go?
7. Why have you spoiled my
painting?
8. I shall be grateful to you.
9. Both of you will have become
partners by next five years.
10. I shall be going to Bombay
tomorrow.
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
59
Activity-7
Colour Changing
Time
30 minutes
! Coloured chalk and coloured pencils
! Decide which structure you are going to
Advanced Preparation
focus on (in this questions with –like).
! Decide on the colours you are going to use.
In this case you need only four.
Red - like, love, hate (verbs)
Blue - I, you, he, she, etc. (subject pronouns)
Yellow - do, does (auxiliary verbs)
Green - pizza, coffee, banana, tea, tomatoes
(nouns)
OBJECTIVES—
Ÿ To learn how a sentence is constructed
Methodology:
1. Divide your board into two halves. On the left write some words that fit into the sentence structure you
have chosen, like this :
Like
do
you
she
Love
hate
does
he
Coffee
bananas
2. Underline the verb in red and invite the children to find and underline other 'red' words. Do the same
with the blue, yellow and green words.
Like
do
you
she
Love
hate
does
he
Coffee
bananas
3. Write your model sentence on the right of the board and ask the learners to underline the words in the
appropriate colours.
Like
do
you
she
Love
hate
does
he
Coffee
Do
you
like
bananas?
bananas
4. Show the learners how to make other sentences like the one on the board , using the words on the left.
Then ask them to make some sentences of their own, either individually, in pairs or in groups.
5. Ask the learners to read out their sentences and write them under the model sentence written on the
right of the board.
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Smart Performers Teachers Handbook For Primary Teachers
Variation:
The same activity can be used for different structures also as mentioned in the beginning of the activity.
You can also ask learners to frame such sentences about favourite foods etc. Do you like pizzas? Do you
hate bananas?
Remember that this technique is best used with single structures at a time, for young learners, as
the colour coding becomes more complicated than the structure itself!
“Discuss the learning outcomes”
Activity-8
Story telling & Memory Game
Time
20 minutes
OBJECTIVES—
Ÿ Enriching listening and speaking skills.
Ÿ To improve memory
Ÿ Encourage creativity
Methodology:
1. Make at least 5 to 6 learners to sit around in a circle
2. Ask one child to say a sentence in a story form e.g. "once there was a boy".
3. The next child will have to repeat that sentence and add something more to it like, "Once there was a
boy whose name was John". In this way the children keep building up a story as well as remembering
what the previous sentences were.
4. The child who forgets a line will go out of the game. This game not only improves a child's memory but
also encourages him/her to be creative in storytelling.
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
61
Activity-9
Speaking Is Fun
Time
20 minutes
OBJECTIVES—
Ÿ Developing speaking skills.
Ÿ Encourage learners to express themselves and gain confidence and fluency in speech.
Ÿ Practice sentence formation.
Methodology:
1. Each participant is given a letter of the alphabet.
2. As soon as the participant gets the letter, he has to get up and start speaking.
3. The participant should begin with a word starting with that letter. He /She can start with a pronoun,
verb, proper noun or any other part of speech.
4. Trainer must encourage the students to narrate personal stories, e.g. if the letter was 'm' the participant
can start with............ “My house is the most beautiful place on earth for me....................” or if the
letter was's' then the beginning could be........ “Sometimes I wonder what I would have chosen as a
profession if I was not a teacher....................”.
“Discuss the learning outcomes”
62
Smart Performers Teachers Handbook For Primary Teachers
Activity-10
Listen And Write (Running Dictation)
Time
20 minutes
Advance Preparation
Text Written On Different Strips To Be Pasted At
Different Places In The Classroom
When we play with pebbles, she thinks they are
real food. She even tries to put them into her
mouth.
When I open a book before her and ask her to
learn her a b c ,she tears the pages with her hands
and roars with joy at nothing. This is your baby's
way of doing her lessons. When I shake my head
at her in anger and scold her, or call her naughty,
she laughs and thinks it great fun.
OBJECTIVES—
Ÿ To Listen With Comprehension.
Ÿ To Write The Text Correctly.
Ÿ To Encourage KINESTHETIC Learners.
Methodology:
1. Divide the class into small groups of three students.
2. Paste the strips with the text at different places in the class (about 8 if there are about 40 students.)
3. Ask one member from each group to go and read the text and tell the other member to write.
4. The third member will try to retain the text to help the student who is writing.
5. The group which finishes first should be awarded.
“Discuss the learning outcomes”
Smart Performers Teachers Handbook For Primary Teachers
63
Activity-11
Listen and Do
Time
10 minutes
Advance Preparation
Slips With Instructions Written On Them
OBJECTIVES—
Ÿ Listen with comprehension.
Ÿ Understand the instructions given to them and follow them efficiently.
Ÿ To encourage KINESTHETIC learners.
Methodology:
1. Divide the class into small groups of five students each.
2. Provide them with 3 - 5 instructions written on the slips.
3. Ask them to read out instructions one by one and make the members from the other groups to follow
them.
Variation:
Instructions :
1.
Stand Up.
16.
Put Both Hands On Top Of Your Head.
2.
Walk To The Door.
17.
Touch Your Nose.
3.
Turn Off The Light.
18.
Take My Pencil.
4.
Open The Door.
19.
Open Your Book.
5.
Close The Door.
20.
Look At Page No.17.
6.
Come Back.
21.
Underline The First Line Of The Page.
7.
Sit Down.
22.
Close Your Book.
8.
Go To The Board.
23.
Go Near The Window.
9.
Pick Up A Piece Of Chalk.
24.
Close The Window.
10.
Write Your Name On The Black
Board.
25.
Draw A Straight Line On The Board.
26.
Give Your Book To The Youngest
Member Of The Group.
11.
Put Down The Chalk.
12.
Pick Up A Pencil.
27.
Switch On The Fan.
13.
Walk Around Your Chair Clockwise.
28.
Laugh Loudly.
14.
Walk Back To Your Seat.
29.
Clap Your Hands.
15.
Stand On One Lag.
30.
Keep The Pencil In Your Bag
“Discuss the learning outcomes”
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Smart Performers Teachers Handbook For Primary Teachers
z
Appendix
66
Smart Performers Teachers Handbook For Primary Teachers
Day-1
Session-II
Activity-1
Set of questions to be asked by the learners
1. How many cats do you have?
2. How many dogs do you have?
3. How many cows do you have?
4. How many lions do you have?
Here are six key stages that the teacher used for setting up the activity.
Put the stages in the order in which the trainer carried them out.
Stage
Order
1. The teacher models the task with the students.
2. Handing out 'farm cards' to students.
3. Students study individual cards and write number of animals.
4. Teacher reinforces the target language on the board.
5. Describing farm cards.
6. Eliciting key language: How many do you have? I have…..
Smart Performers Teachers Handbook For Primary Teachers
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Day-1
Session-II
Activity-1
Day-1
Session-III
Activity-1
One day, a man came to a café and called the waiter. He ordered a cup of hot coffee. But the waiter gave
him a cup of cold coffee. The man was very angry. He cursed the waiter and left the place.
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Smart Performers Teachers Handbook For Primary Teachers
Day-2
Session-II
Activity-3
Smart Performers Teachers Handbook For Primary Teachers
69
Day-2
Session-IV
Activity-2
Work Sheet
1. Onakgora (Animal)
2.
Aorcyunmtde (Media)
3. Lpipspinihe (Country)
4. Ulsktnbzea (Country)
5. Ohincpico (Cartoon character)
6. Ratsdtufer (Emotion)
7. Toneaassip (Emotion)
8. Eeveippanshr (Emotion)
9. Bsauac (Mathematics)
10. Ielrscmice (Mathematics)
11. Reiats (Literary term)
12. Omleacipn (Occupation)
13. Oerhahopgrtp (Occupation)
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Smart Performers Teachers Handbook For Primary Teachers
Day-3
Session-II
Activity-3
Smart Performers Teachers Handbook For Primary Teachers
71
Day-3
Session-IV
Activity-2
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Smart Performers Teachers Handbook For Primary Teachers