Conversations - Grade 6 - English_AY24_TM by Uolo

AI-powered exercises

CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether they be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on. In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning. Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition, intellectual, social, and emotional development and lifelong learning. In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills. It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT). The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities. The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI - generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives. Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century. We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

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Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes” (NEP, 2020).

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial

role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process. We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by

Collaborative: Shared speaking

Independent practice and

the teacher

between the learners and the teacher

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

CONTENTS

1 2 3 4 5 6 7 8 9 10 11 12

Know About Me

Describing Events

Ask and Answer

Twisty Tales!

Group Discussions

Let Me Guide You

Empowering Speech

Expressing Feelings

100

Hear My Slogans

114

Explaining What and Why

128

Hear Me Present

142

Can You Convince?

156

Dhruv’s Interview

An Adventure Gone Wrong

The Little Shepherd Boy

The Biggest Fool

Holiday Homework

Do Not Waste Paper! Let’s Recycle It!

The Missile Man of India

Standing Up for Yourself

More Sports Periods?

Traffic Trouble

Plastic: A Danger to Marine Life

The Latest in Smartphones v

Chapter Outcomes Chapter No.

Chapter Title

Big Skill

Listening Speaking Competencies

Know About Me

Introducing oneself formally

Answer questions related to oneself Introduce oneself formally

Describing Events

Describing an event or experience

Answer questions about an event/experience Describe an event/experience with a few details

Ask and Answer

Asking questions and responding to them

Ask questions starting with what, where, why, when and how Respond to questions

Twisty Tales!

Telling a folktale with a twist

Change some aspects of a famous folktale Narrate the twisted folktale in a captivating manner

Group Discussions

Participating in group discussions

Listen closely to one another during a group discussion Stay on the topic and extend the discussion in a respectful and coherent manner

Let Me Guide You

Giving instructions

Talk about the dos and don’ts for simple life events/activities Give step-by-step instructions in order to guide someone or get something done

Empowering Speech

Giving a short speech

Share short, motivational and catchy taglines/titles Give a short speech on a topic of personal relevance

Expressing Feelings

Expressing personal feelings and emotions

Appreciate and respond to feelings of others on an issue Share personal feelings, ideas and emotions on a topic or event

Hear My Slogans

Saying slogans

Make catchy slogans on common issues and topics Present slogans in a compelling manner

Explaining What and Why

Stating cause and effect

Identify and state the cause(s) of an event Explain the effect(s) of an event

Hear Me Present

Making a short presentation

Give a short and informative presentation on a topic Ask and answer questions based on the presentation

Speaking persuasively

Identify the main idea and supporting arguments from an opinion Speak persuasively in support or against of something

Can You Convince?

Student Selection Activities In order to ensure participation of the maximum number of learners during the classroom presentations and to keep the surprise element going, you can try the following quick games for inviting learners to participate:

• Randomly pick the learners’ names written on chits / ice cream sticks / playing cards. • Ask the learners to write code names for themselves on a chit. Randomly pick the chit from the jar and ask who it belongs to.

• Call out the roll number randomly. • Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one who has a red bag, the one who was born in the month of March, the one whose birth date is 15, the one

who has curly hair, the one who has two ponytails, the one who was born on the same date as that on

which the lesson is being taught, the one who has the same roll number as the date when the lesson is being taught.

• Throw a ball of paper or a plastic ball and give an opportunity to the one who catches it. • Throw a ball of paper or a plastic ball and give an opportunity to the person who is sitting next to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object from one to the other. The one who is holding it when the song/poem ends, has to present.

• After their presentation, each student invites the next presenter. • Open a book randomly at a page. Call out that (roll) number for presentation. • Pick any letter flashcard from a pile of flashcards. Choose the one whose name starts/ends with that letter.

• Pick any learner’s identity card / passport-size photograph / notebook placed upside down on a table. Call that student for a presentation.

• Roll a dice once to call out a single digit (roll) number, or roll a dice twice to call out a double digit (roll) number for presentation.

• At the count of three, the learners as well as the teacher show a number from 1-10 using their fingers. The learner whose number matches the teacher’s will be invited to present.

• Play stone, paper, scissor with the whole class. Invite those students first whose action matches yours. • At the count of three, the teacher as well as the learners will show a colour flashcard. The learners whose colour matches with the teacher’s is invited to present first.

vii

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

viii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xiii

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xiv

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Chapter 1

Know About Me

Big Skill: Introducing oneself formally Learning Objectives: Learners will be able to: • answer questions related to oneself. • introduce oneself formally.

Chapter 1

Know About Me

Period 1

Introducing oneself formally

U24ENCB_Grade6.indb 1

12/14/2023 4:30:40 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—Know About Me. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How does the girl speaking on the microphone look? (The girl who is speaking on the microphone looks happy.) 2. What do you think the girl near the board is doing? (I think the girl near the board is saying something. / I think the girl near the board is telling the class about herself.) 3. Look at the title of the chapter. What do you think the girl is talking about? (I think the girl is talking about herself, as the title of the chapter is, Know About Me. / I think the girl is introducing herself.)

You may encourage the learners to respond in complete sentences. If they struggle, you may rephrase their responses into complete sentences. For example: I think the girl is talking about herself, as the title of the chapter is, ‘Know About Me’. Read aloud the model description of the cover page. Say: On the cover page, we can see a classroom scene. There is a teacher at the front. The girl near the board is holding a microphone in her hand. She is saying something, pointing towards herself. It looks like she is introducing herself. The other students are listening to her attentively.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the text—Dhruv’s Interview. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Where is the boy sitting? (The boy is sitting in a study room. / The boy is sitting in a library. / The boy is sitting in an office.) 2. What do you think is happening in the picture? (I think the man is asking the boy some questions, and the boy is answering them.) 3. Does the boy look nervous? (No, the boy does not look nervous. He looks happy and calm.) Explain: We are going to read a text called Dhruv’s Interview. In this text, Dhruv sits for an interview to join the Eco Club of the school. Now, let us begin reading. Instruct: Pay attention to how Dhruv introduces himself and answers the questions politely and calmly in a formal setting.

Chapter 1 • Know About Me

Listen

Hello, sir. I am quite well, thank you.

My name is Dhruv Pandey.

I am a student at your school, The Meadow Public School. I study in the sixth grade. My favourite subjects are geography and maths. Apart from that, I like to paint, cycle and read magazines like the National Geographic.

U24ENCB_Grade6.indb 2

Dhruv:

My father is an English professor, and my mother is an architect.

12/14/2023 4:30:43 PM

As a person, I am quite reserved. I have a small group of friends with whom I share similar interests. For instance, I care deeply about the climate and the environment, and I also like to go out and spend time admiring nature when I get a chance.

Interviewer: That’s good to know. What do your parents do, Dhruv?

Dhruv:

Interviewer: Thank you. Briefly describe yourself for us, please.

Dhruv:

Interviewer: Nice to meet you, Dhruv. Could you tell me something about yourself?

Dhruv:

Interviewer: What is your name?

Dhruv:

Interviewer: Hello! How are you?

Dhruv’s new school is calling for applications from the students to join the prestigious Eco Club. The members get great opportunities to participate in initiatives for protecting the environment. Sometimes, they even meet famous activists. To become a member of the esteemed club, the participants are required to appear for an interview. Dhruv takes the opportunity and goes for the interview.

Dhruv’s Interview

Period 1

First of all, I would like to make it a practice that one class volunteers to clean the litter around the school every day after the lunch break. Additionally, I would also like to show an important film about the environment to my fellow club members once every month. This will help them to be more aware of nature and its problems.

Thank you so much for giving me this opportunity.

U24ENCB_Grade6.indb 3

Chapter 1 • Know About Me

activists (ak.tuh.vuhst): those who support strong actions for bringing political and social change conservationist (kon.suh.vay.shuh.nuhst): someone who protects natural resources from being wasted esteemed (uh.steemd): highly respected initiatives (i.nuh.shee.ay.tivz): actions or steps volunteers (vo.luhn.teeuhz): those who offer their services to do something willingly

Dhruv:

Interviewer: These are a couple of great ideas! We would be glad to enrol you in the Eco Club.

Interviewer: That’s great! As a member of the Eco Club, what are some of the initiatives that you would like to take? Dhruv:

Yes, I have. I have participated in the annual essay-writing competition. I have also participated in the Junior Badminton Championship in our state. I was also the leader of the Environmental Club at my previous school.

12/14/2023 4:30:47 PM

Interviewer: Wonderful, Dhruv! Have you participated in any extracurricular activities before? Dhruv:

Talking

As I mentioned earlier, I love geography, so I aspire to be a conservationist. I want to work for the preservation of the environment and wildlife.

Dhruv:

Interviewer: And what do you aspire to be when you grow up?

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red. Explain their meaning, and stress their pronunciation. For example: ‘Activists’ are those who support strong actions for bringing political and social change. It is pronounced ak.tuh.vuhst. You may stress the syllable in bold, like ‘ak’. You may pause at the annotations and ask these suggested questions. After 1 What does Dhruv tell the interviewer about himself? (Dhruv tells the interviewer that he is in the sixth grade at The Meadow Public School. He likes For annotation 1, make the to paint, cycle and read magazines.) learners understand that After 2 when you describe yourself to What does Dhruv care deeply about? someone, there are important (Dhruv cares deeply about the climate and things you need to tell them. the environment.) Tell them to start with their After 3 name, school, class, favourite What extra-curricular activities has Dhruv subjects, hobbies, games they participated in? play, etc. (Dhruv has participated in the annual essay-writing competition and in the Junior Badminton Championship.) After 4 Describe any one initiative that Dhruv will take if he gets to join the Eco Club. (If Dhruv gets to join the Eco Club, he will show an important film about the environment to his fellow club members once every month.)

After the Text

You may ask these suggested questions. 1. What important things will you tell someone if you are asked to describe yourself? (If someone asks about me, I will tell them my name, class, school, favourite subjects, games I play, hobbies and about my family.) 2. Dhruv says that he is a reserved person. What kind of person are you? (Unlike Dhruv, I am a very talkative person. I like to talk to people and share similar interests. / Like Dhruv, I am also an introvert. I take some time to talk to new people.) 3. Have you participated in extra-curricular activities? (Yes, I have participated in extra-curricular activities like dance and drama. /No, I have not participated in extra-curricular activities yet.) 4. If you were a part of the Eco Club, what one initiative would you take for the environment? (If I were a part of the Eco Club, I would encourage a tree plantation drive in the school. / I would start a ‘Say No to Plastic’ campaign in the school.) You can rephrase the answers in complete sentences based on your learners’ responses. For example: Unlike Dhruv, I am a very talkative person. I like to talk to people and share similar interests. Chapter 1 • Know About Me

Interviewer: And what do you aspire to be when you grow up? Dhruv:

As I mentioned earlier, I love geography, so I aspire to be a conservationist. I want to work for the preservation of the environment and wildlife.

Talking Book

Interviewer: Wonderful, Dhruv! Have you participated in any extracurricular activities before? Dhruv: Interviewer: That’s great! As a member of the Eco Club, what are some of the initiatives that you would like to take?

Period 1

Dhruv:

Interviewer: These are a couple of great ideas! We would be glad to enrol you in the Eco Club. Dhruv:

Thank you so much for giving me this opportunity.

Chapter 1 • Know About Me

U24ENCB_Grade6.indb 3

12/14/2023 4:30:47 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—activists (ak.tuh.vuhsts). Instruct: Repeat the meaning after me—those who support strong actions for bringing political and social change. Instruct: Repeat the sentence after me—The environmental activists started a campaign to save water. Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

conservationist

kon.suh.vay. shuh.nuhst

someone who protects natural The conservationist protected the resources from being wasted trees from being cut down.

esteemed

uh.steemd

highly respected

Miss Anjana is an esteemed principal of the school.

initiatives

i.nuh.shee. ay.tivz

actions or steps

The government has taken various initiatives to reduce road traffic.

volunteers

vo.luhn.teeuhz

those who offer their services to do something willingly

Many volunteers were seen at the seashore cleaning the beach.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The conservationists / protected the trees / from being / cut down.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘activists’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The environmental activists came together to demand action for a smog-free Delhi. 2. The conservationist delivered a speech on how to save the trees. 3. Mridul is an esteemed coach in the sports academy. 4. The school took many initiatives to promote healthy eating. 5. Many volunteers came forward to support the tree plantation drive.

Conclusion

4 mins

Say: Today, we read the text called Dhruv’s Interview. In this text, Dhruv sits for an interview to be a part of the Eco Club. During the interview, Dhruv introduces himself formally and answers all the questions politely by giving details about his school, favourite subjects, hobbies, nature, interests, etc. We learnt to introduce ourselves formally and answer questions related to ourselves. We also learnt the words ‘activists’, ‘conservationist’, ‘esteemed’, ‘initiatives’ and ‘volunteers’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn to introduce yourself by listening to and repeating the projects given in the app. Chapter 1 • Know About Me

E&R

E-Speak 1 Practise at Home PROJECT 1A

My Family Samarth has moved to a new neighbourhood. His new friends ask him about his family. Listen to Samarth’s response and record it.

PROJECT 1B

Period 2

My House Samarth answers his friends’ question about where he lived earlier. Listen to his response and record it.

PROJECT 1C

My Hobby Samarth tells his friends about what he likes to do in his free time. Listen and record it.

U24ENCB_Grade6.indb 4

12/14/2023 4:30:49 PM

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Know About Me. In the last class, we read the chapter called Dhruv’s Interview. In this text, Dhruv sits for an interview to be a part of the Eco Club. During the interview, Dhruv introduces himself formally and answers all the questions politely by giving details about his school, favourite subjects, hobbies, nature, interests, etc. We learnt how to introduce ourselves formally and answer questions politely. We also learnt the keywords ‘activists’, ‘conservationist’, ‘esteemed’, ‘initiatives’ and ‘volunteers’; and how to use them in sentences.

Say: Through this story and the projects, we are learning how to introduce ourselves formally. We are also learning how to answer questions about ourselves. When we introduce ourselves, we can talk about our name, school, class, hobbies, family, favourite subjects, etc. Example from Text: When the interviewer asked Dhruv to talk about himself, he mentioned his school, class, favourite subjects and hobbies. In our introduction, we use words to describe the kind of person we are. Like, Dhruv mentioned that he is a reserved person and cares deeply about the climate and the environment. We can also talk about our parents and their professions. Dhruv tells the interviewer that his father is an English professor and his mother is an architect. He also talks about his achievements when he mentions that he has participated in many extra-curricular activities like the annual essay-writing competition and the Junior Badminton Championship. He was also the leader of the Environmental Club in his previous school. Example from E-Speak 1: As a part of your homework project, you heard Samarth introduce himself to his neighbours by talking about himself, his family, the place he lived earlier, and what he does in his free time.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Samarth told about himself to his neighbours. Instruct: Repeat the Project 1A after me—I live in a nuclear family with my parents and my younger sister. We love each other a lot. My father is an engineer and my mother is a homemaker. Instruct: Repeat the Project 1B after me—I was born in Agra. I have lived in various cities in India due to my father’s transferable job. We have shifted here from Jaipur. Instruct: Repeat the Project 1C after me—In my free time, I like playing the guitar. I want to be a guitarist when I grow up. I also like playing football with my friends. You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I live in a / nuclear family / with my parents / and my younger sister. / We love each other / a lot. My father is / an engineer / and my mother is / a homemaker.

Chapter 1 • Know About Me

Listen

Echo

Speak on the Spot Boost Your Speaking Ask Me Anything

You have to get in a pair. You and your partner will ask any ONE question to each other on the chosen topic and answer it.

Student 1: ..........................................................

Student 2: ..........................................................

Choose any ONE topic to ask your question.

favourite book

favourite place to visit

family

best friend

favourite ﬁlm

favourite sport

favourite food

favourite sport and sportsperson

Period 2

favourite hobby

Look at your partner while responding to the questions. Speak in complete sentences. Ask and respond to the questions with a smile. 5

Chapter 1 • Know About Me

U24ENCB_Grade6.indb 5

12/14/2023 4:30:51 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: In this activity, you have to get into pairs and ask each other one question about your partner. The topics on which you can ask questions are given below. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many pairs as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

To avoid repetition of the topic, you may use chits or ice cream sticks to help the pairs choose the topic for their presentation. Model Responses: 1. Student 1: Hello! Which is your favourite book? Student 2: Hi! My favourite book is Charlie and the Chocolate Factory. Which is your favourite book, and why do you like it? Student 1: My favourite book is Percy Jackson and The Lightning Thief. I like it because it has a lot of magic and mystery in the story. 2. Student 1: Which is your favourite sport? Student 2: My favourite sport is badminton. Which is your favourite sport? Are you taking any classes to learn it? Student 1: My favourite sport is volleyball. No, I don’t take any classes. My mother teaches me how to play it. 3. Student 1: Who is your best friend? What do you like about him/her? Student 2: My best friend is Rumana. I like her because she is very helpful and kind. What is your best friend’s name? What is his/her favourite game? Student 1: The name of my best friend is Preeti. I think her favourite game is chess. If the learners ask and answer questions conﬁdently and in the correct sentence structure, then you can say, ‘Nice presentation!’, ‘Very well performed!’ or ‘Keep it up!’. If the learners struggle to do the activity, you can say, ‘Let’s try once again’, ‘Let me help you’ or ‘Let’s try together once’.

Conclusion

2 mins

Homework 1. E-Speak 2: You have to record in the app about one of your strengths and weaknesses, in 4-5 lines. When you talk about strength, you can mention any quality in yourself that you are confident about. When talking about weaknesses, mention things that you are working on to make yourself a better person. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to join the drama club. You are asked to introduce yourself to the group. Write your introduction and mention your age, grade, family, hobbies, interests, what you aspire to become, and your strengths and weaknesses. Ask for help at home to do the work correctly. Practise saying the introduction aloud, again and again, in front of your family members.

Chapter 1 • Know About Me

E-Speak 2 Practise at Home

PROJECT 1D

About Myself All of us have strengths that build our personality. We also have weaknesses on which we need to work to be the best version of ourselves. Speak about any ONE strength and ONE weakness that you have in 4-5 lines.

Gaming Zone Period 3

It’s Fun Time All About Me Circle the words that can help you talk about yourself in a good way. S

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—All About Me. Say: There are some words given in the crossword. You have to find the words and circle them. Instruct: In the crossword, you have to find and circle the words that can help you talk about yourself in a good way. You may ask these suggested questions. 1. What do you talk about when you mention your likes in your introduction? (I talk about my hobby.) 2. What do you talk about when you mention the areas you want to work on? (I talk about my weakness.) 3. What do you talk about when you mention the good things in your life? (I talk about my achievements.) 4. What do you talk about when you mention your good qualities? (I talk about my strengths.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘About Myself’, where you told us about your one strength and one weakness in 4–5 lines. Instruct: Listen to my response to the project. ‘Hello friends! I am Ramesh. My strength is that I am very hardworking. I try to attempt and finish every task that is given to me. My one weakness is that I have stage fear. I get very nervous when I have to go up on the stage and perform in front of an audience.’ Say: Now, you will listen to another response and repeat after me. ‘Good morning! I am Nisha. One of my strengths is that I have a positive mindset. I never think that I cannot do this task. I always try to finish every task with a positive mindset. One of my weaknesses is that I tend to forget things very easily. But I have already started working on it.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Good morning! / I am Nisha. / One of my strengths / is that I have / a positive mindset. / I never think that / I cannot do this task.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 1 • Know About Me

Listen

Echo

14 (any two strengths)

One thing that only few people know about me is

U24ENCB_Grade6.indb 7

(any one weakness)

when I grow up because

(your hobby)

(grade and section)

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and I am very excited to tell you

members in my family.

years old and I am in

An area where I am trying to improve myself is

My two biggest strengths are

I want to become a

I really like to

There are

I am

Hello friends, my name is all about myself!

Write: Complete the sentences about yourself.

Chapter 1 • Know About Me

You wish to join the drama club of your school. You have been asked to introduce yourself to the group. Write your introduction and practise saying it. Finally, present it in the class.

Me in a Nutshell

The Final Show

Plan and Speak

Practise: Practise by introducing yourself in front of your friends and family at home.

U24ENCB_Grade6.indb 8

Notes Corner

Use complete sentences while introducing yourself.

Make eye contact with your audience.

Express yourself clearly and confidently.

Present: Now, speak about yourself in front of your teacher and other students.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to introduce yourself to the class. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Motivate them to speak conﬁdently with a smile.

You may read aloud the model responses given below between the learners’ presentations, if needed. The model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences. Model Responses: 1. Hello friends! My name is Agnita and I am very excited to tell you all about myself! I am 11 years old and I am in grade 6D. There are four members in my family. I like to do bhangra dance. I want to become a dancer when I grow up because I like to do bhangra dance a lot. My two biggest strengths are that I am very confident. I am also a very caring person. An area where I am trying to improve myself is that I am an overthinker. I keep thinking about things that have happened and even about those that have not happened. One thing that only a few people know about me is that I can do the hula hoop very well. Thank you. 2. Hello friends! My name is Ranjan Gupta and I am very excited to tell you all about myself! I am 11 years old and I am in grade 6C. There are eleven members in my family. I really like to paint. Mandala painting is my favourite. I want to become a scientist when I grow up. I really like to study science and do scientific experiments. My two biggest strengths are that I am very patient and am a good listener. An area where I am trying to improve myself is that sometimes I don’t express my opinions clearly. I think I should be more confident about this. One thing that only a few people know about me is that I mimic many Bollywood actors. Thank you. If learners speak grammatically structured sentences with proper voice modulation and tone, then give them feedback like ‘Keep it up!’, ‘Well done!’ or ‘Good job!’. In case learners struggle to present, you can say, ‘Let me help you.’ or ‘You are doing great. Let us try it together.’

Conclusion

2 mins

Say: In this chapter, we learnt how to introduce ourselves formally to others. We also learnt that when we are introducing ourselves, we should always mention our name, class, school, what kind of person we are, things about our parents, our achievements, and our strengths and weaknesses.

Chapter 1 • Know About Me

Chapter 2

Describing Events

Big Skill: Describing an event or experience Learning Objectives: Learners will be able to: • answer questions about an event/experience. • describe an event/experience with a few details.

Chapter 2

Describing Events

Period 1

Describing an event or experience

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—Describing Events. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What are the children doing? (The children are talking. / The children are eating biscuits and sandwiches while talking.) 2. What do you see in the bubble? (In the bubble, I see a boy getting a trophy. / I see a man giving a cup to a boy.) 3. What do you think the boy in the yellow t-shirt could be talking about? (I think the boy in the yellow t-shirt is sharing how he felt when he got the trophy.) Read aloud the model description of the cover page. Say: On the cover page, we see a room, where four children are sitting together. They are eating biscuits and sandwiches. They are also listening to the boy in the yellow t-shirt. The boy is recounting his feelings on being awarded.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the story—An Adventure Gone Wrong. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the picture? (I see a school bus. / I see a student getting off a bus. / I see two boys laughing and winking.) 2. Where do you think the children are? (I think the children are in a forest for a school trip.) 3. What do you understand by the word ‘adventure’? (An adventure is an exciting and unforgettable experience.) 4. Have you been on an adventure? Share your experience briefly. (Yes, I went camping in a forest with my family. It was so much fun! / Yes, I went paragliding in Manali with my family. I was thrilled.) Explain: We are going to read a story called An Adventure Gone Wrong. It is the story of two boys, Sunny and Tinku. Sunny and Tinku went on an adventure deep into the forest. Their adventure went wrong and left them trembling and scared. Now, let us begin reading. Instruct: Pay attention to how the adventure of Tinku and Sunny has been described in the story.

Chapter 2 • Describing Events

Listen

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At that moment, we heard some footsteps echoing in the distance. We were scared out of our wits. “Could that be a dangerous animal?” Tinku said in a trembling voice. He grabbed my hand, and we ran out of the tunnel.

“Oh, we are about to reach the end,” I said, pointing to the end of the tunnel.

Excited by our discovery, we entered the tunnel. It was very dark inside, but we were not scared in each other’s company.

“What if it leads to a secret hiding place? Let’s explore it,” I said.

“Sunny, I think that’s a tunnel!” exclaimed Tinku.

Suddenly, we spotted a dark passageway in the distance. We ran towards it.

We entered the forest. The weather was perfect. The sun was playing hide-and-seek with the clouds.

I turned around just in time to catch Tinku’s eye and winked at him, and the two of us took off.

“Listen, everyone. You are free to explore the trail but stick to the walking paths. Be sure to be back in two hours,” the teachers said.

An Adventure Gone Wrong

Period 1

U24ENCB_Grade6.indb 11

Chapter 2 • Describing Events

echoing (eh.kow.uhng): when a sound is repeated exhausted (uhg.zaw.stuhd): very tired explore (uhk.splaw): walk around in an unknown place to learn more about it relieved (re.leevd): no longer feeling worried or tense trembling (trem.buh.luhng): shaking with fear

They were relieved to see us, and so were we to see them. We realised that it had been a big mistake to leave the trail.

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They were our teachers! They had been looking for us everywhere, and we had been running away, thinking it was a dangerous animal!

“Tinku! Sunny! Where are you two?”

“Shh! Do you hear that?” I asked Tinku holding my breath. I could hear familiar voices from the direction of the footsteps.

“I can’t run anymore, Sunny. I am tired,” cried Tinku. “All the trees look the same to me! I can still hear the footsteps. How are we going to find our way back?”

We ran for a while but were soon exhausted.

Talking

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may use voice modulation, and change of expression to bring attention to the feeling words during the read aloud. You may pause at the annotations and ask these suggested questions. After 1 What do you think will happen next in the story? (I think Sunny and Tinku will lose their way. / I think Sunny and Tinku will go inside the passageway and they will be scared because it is dark inside.)

After 2 Why were Sunny and Tinku scared? (Sunny and Tinku were scared because they heard some footsteps echoing in the distance.)

For annotations 1, 3 and 4, you may allow the learners to make predictions and praise them for their creative thinking.

After 3 Whose footsteps do you think they were? (I think they were an animal’s footsteps. / I think they were the footsteps of some other students who were following them. / I think they were the footsteps of some other tourist who came to visit the forest.) After 4 Whose voices do you think they heard? (I think they heard the voices of their teachers.)

For open-ended questions, based on the learner’s understanding of the story, you can rephrase their responses into complete sentences. For example: I think they heard the voices of their teachers.

After the Text

You may ask these suggested questions. 1. Why do you think the name of the story is An Adventure Gone Wrong? (I think the name of the story is An Adventure Gone Wrong, because Sunny and Tinku went into the forest for an adventure of their own, but they got lost and were terrified.) 2. Tell some important events that took place in the story. (Tinku and Sunny went on a school picnic. They went deep into the forest to explore new things. They saw a passageway and went inside. They heard some footsteps. They felt scared and ran. Finally, they were found by their teachers.) 3. Have you been on any such adventures? (Yes, I once went camping with my family in a forest. It was scary, but fun. / Yes, I went to the riverside. / No, I have never been on any adventurous trip.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s conﬁdence.

Chapter 2 • Describing Events

Talking Book

Period 1

We got to a part of the forest where the trees were thick and dense. They blocked most of the sunlight. Everything around us was silent. At that moment, we heard footsteps again. We immediately started running in the opposite direction. We ran for a while but were soon exhausted. “I can’t run anymore, Sunny. I am tired,” cried Tinku. “All the trees look the same to me! I can still hear the footsteps. How are we going to find our way back?” “Shh! Do you hear that?” I asked Tinku holding my breath. I could hear familiar voices from the direction of the footsteps. “Tinku! Sunny! Where are you two?” They were our teachers! They had been looking for us everywhere, and we had been running away, thinking it was a dangerous animal! They were relieved to see us, and so were we to see them. We realised that it had been a big mistake to leave the trail.

Chapter 2 • Describing Events

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—echoing (eh.kow.uhng). Instruct: Repeat the meaning after me—when a sound is repeated. Instruct: Repeat the sentence after me—In the empty forest, the sound of birds singing kept echoing through the trees. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

exhausted

uhg.zaw.stuhd

very tired

The children were exhausted after the football match.

explore

uhk.splaw

walk around in an unknown place to learn more about it

Tina wants to explore all the fairs in Pushkar.

relieved

re.leevd

no longer feeling worried or tense

Rajesh felt relieved to reach his house safely after the heavy rainfall.

trembling

trem.buh.luhng

shaking with fear

I was trembling with fear when I saw the tiger in the middle of the road.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: In the empty forest, / the sound of / birds singing / kept echoing / through the trees.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘echoing’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The laughter of the children playing kept echoing in the park. 2. The students were exhausted after the trek. 3. Meena loves to explore different libraries in the city. 4. After searching for his lost toy, Timmy felt relieved when he finally found it under his bed. 5. I was trembling with fear upon hearing the thunder on a stormy night.

Conclusion

4 mins

Say: Today, we read the story called An Adventure Gone Wrong. It is about Sunny and Tinku, whose adventure went wrong. They lost their way and were rescued by their teachers. We learnt to describe events with a few details. We also learnt the words ‘echoing’, ‘exhausted’, ‘explore’, ‘relieved’ and ‘trembling’; and how to use them in sentences. Homework Say: Practise the E-Speak projects on page no. 12. Learn to describe an event by listening to and repeating the projects given in the app. Chapter 2 • Describing Events

E&R

E-Speak 1 Practise at Home PROJECT 2A

Wedding Arya had attended a wedding in a village. Her friend asks, ‘Where was the wedding?’. Listen to her reply and record it.

PROJECT 2B

Period 2

Wedding Tunes Arya’s friend asks, ‘What kind of music was played there?’. Listen to Arya’s reply and record it.

PROJECT 2C

Wedding Feast Arya’s friend asks, ‘What all was there to eat at the wedding feast?’. Listen to Arya’s reply and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Describing Events. In the last class, we read a story called An Adventure Gone Wrong. In the story, we read about Tinku and Sunny, who lost their way in the forest by going through a dark passageway. We learnt to describe small events in our lives. We also learnt to answer questions about an event or an experience. We learnt the keywords ‘echoing’, ‘exhausted’, ‘explore’, ‘relieved’ and ‘trembling’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to describe events from our lives. We are also learning to answer simple questions related to the events or experiences. While describing an event, we talk about what happened, who were there, how we felt and what we did. Example from Text: In the story, we read the experience of Sunny and Tinku. The author gives us all the important details about what happened, where they went, and how they felt. The two boys went through a dark passageway into the dense forest and eventually lost their way. They were scared on hearing the footsteps that were echoing in the distance. After some time, they heard familiar voices and they were relieved to know that it was their teachers who were looking for them. A few important details were used to describe this adventurous, yet scary experience. Example from E-Speak 1: As a part of your homework project, you heard Arya telling her friend about a wedding she recently attended. She described where the wedding was, what kind of music was played at the wedding and what was there at the wedding feast.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Arya told her friend about the wedding. Instruct: Repeat the Project 2A after me—Hello! I recently attended a wedding in a village. The venue was a field covered in colourful tents and marigold flowers. Instruct: Repeat the Project 2B after me—There was a shehnai and a tabla player seated at the entrance to the venue. They played beautiful music. Inside, there was a hall which had the disco. Old film songs were being played there. Instruct: Repeat the Project 2C after me—The wedding had many stalls that served snacks. For the feast, we were served regional food which was quite delicious. There were pulses, fries, a dish made of jackfruit and a mixed vegetable dish. At the end, we were served sweet yogurt and milk pudding. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello! / I recently attended / a wedding in a village. / The venue was / a field covered in / colourful tents and / marigold flowers.

Chapter 2 • Describing Events

Listen

Echo

Speak on the Spot Boost Your Speaking A Memorable Experience Imagine your best friend asks you some questions about a wedding that you attended recently. Answer the questions to give details of the wedding.

Whose wedding did you go to? When was it? Where was it? What did you wear to the wedding? What did you eat there?

Period 2

What did you enjoy the most at the wedding?

Recently, I attended the beautiful wedding of … The wedding was on … The wedding was in … For this special occasion, I wore … The wedding feast included … The part of the wedding that brought me the most joy was … The place was nicely decorated with …

Speak clearly and loudly. Use describing words to give details. You can add more sentences while sharing your experience.

Chapter 2 • Describing Events

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine you recently attended a wedding. Share a few details about the wedding and describe your experience. You can talk about whose wedding it was, the wedding date and location, what you wore on that day, the wedding feast and what happened. Instruct: Think for 2-3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to share their presentation conﬁdently with proper voice modulation. If the learners struggle, you may help them use the correct word or phrases in the sentences. You may read the model responses in between the learners’ presentations. This will give them ideas and appropriate vocabulary to enhance their presentations. Model Responses: 1. Good morning, everyone. Recently, I attended the beautiful wedding of my sister. The wedding was on 27 November. The wedding was in Kerala. For this special occasion, I wore a salwar kameez. The wedding feast included puri, sabzi, pulao, paneer and gulab jamun. The part of the wedding that brought me the most joy was the beautiful music that was being played in the background. The place was nicely decorated with flowers. Thank you. 2. Hello friends! Recently, I attended the beautiful wedding of my aunt. The wedding was on 6 December. The wedding was in Udaipur. For this special occasion, I wore chaniya choli. The wedding feast included aloo tikkis, chole bhature, vegetable biryani and rasmalai. The part of the wedding that brought me the most joy was the beautifully decorated venue beside a lake. The place was nicely decorated with lanterns and flowers. Thank you! If the learners present well, give them comments like ‘Well done!’, ‘I like the details you added to describe the event.’ or ‘Well done with framing the sentences’. In case any learner faces difﬁculty in describing the event, you may say, ‘Let me help you with framing the sentences.’, ‘Let us try together.’ or ‘You speak well, just try to add more details’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a special memory or experience that you had with your best friend, in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about a funny incident that happened in your life. Write the details of the incident on page no. 15. Practise saying the sentences aloud, again and again, in front of an older family member. Chapter 2 • Describing Events

E-Speak 2 PROJECT 2D

Practise at Home

A Special Memory We all like to spend time with our best friend and create memories which we can cherish. Share your special memory or experience with your best friend. Talk about it in 4-5 lines.

Gaming Zone Period 3

Have You Experienced?

It’s Fun Time

Circle the things given below that you have experienced.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Have You Experienced? Say: We all experience different things and moments in life. There are some pictures given below related to different experiences. Instruct: Look at the pictures carefully and circle the ones that you have experienced in your life. You may ask these suggested questions. 1. Have you ever been bitten by a dog? (Yes, I was once bitten by a dog in the park. / No, I have never been bitten by a dog.) 2. What do you see in the second picture? (I see a girl with a fractured hand.) 3. Do you like receiving gifts? If yes, which is your favourite gift? (Yes, I like to receive gifts. My favourite gift is the storybook my grandfather gave me on my birthday.) 4. How do you feel when your teacher praises you? (I feel happy when my teacher praises me.) 5. Have you ever experienced a nightmare? (Yes, I have. Recently, I had a dream that I was falling into a dark dungeon.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘A Special Memory’, where you shared a special memory or experience with your best friend. Instruct: Listen to my response to the project. ‘The most special memory with my best friend is of the day when our parents took us to the amusement park. We were thrilled to see so many rides. We went on all the rides, and the roller coaster was the most fun. We enjoyed it a lot and afterwards, we had our favourite pizza in the food court.’ Say: Now, you will listen to another response and repeat after me. ‘The most special memory with my best friend is of the day when we went to the beach. We enjoyed bathing in the sea and playing in the waves. We also collected seashells and drank coconut water. We made a huge sandcastle.’ You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The most / special memory with my / best friend / is of the day / when we / went to / the beach. / We enjoyed / bathing in the sea / and playing in the waves.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 2 • Describing Events

Listen

Echo

U24ENCB_Grade6.indb 15

Where did the incident happen?

(closing greetings)

(describe what happened in 2-3 lines)

(mention where it happened, when it happened and who you were with)

(start with greetings)

Write: Describe what happened. Follow the hints.

How did you feel?

Who was with you?

What happened?

Think about a funny incident. Then, think of the given questions.

Chapter 2 • Describing Events

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Think of a funny incident that happened in your life. Write what happened and present it to the class.

Laugh Out Loud

The Final Show

Plan and Speak

Notes Corner

Use props to share your experience, if possible.

Enact the experience, if you can.

Speak clearly and with feeling.

Present: Now, it’s time to share the funny incident with your classmates.

Practise: Share your experience with your family and friends.

U24ENCB_Grade6.indb 16

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to your class, a funny incident that happened in your life. Talk about what happened, who you were with, how you felt, and where it happened. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences.

You may ask the learners to start and end the presentations by greeting their friends. Encourage them to use proper voice modulation and expressions to set the tone and give details. Model Responses: 1. Hello, friends! A very funny incident happened when I went on a trip with my family last summer. We went to a hotel which was located near a forest. After dinner, as I entered my room, I could hear a loud roar. I was very scared and then, something touched my shoulder from behind the door. I jumped and screamed with fear! I turned and saw it was my sister who was just playing a prank to scare me. We laughed out loud, as it was funny. Mom and dad came running from their room and when we told them what happened, they also burst out laughing. Thank you. 2. Good morning, friends! A funny incident took place while I was cooking noodles with my mother last Sunday. Mom went out of the kitchen and asked me to put some salt in the noodles. By mistake, I grabbed the jar of sugar and added sugar to the noodles. When we sat down to eat the food, my father started coughing after having the first bite and my sister made a weird and funny face. Then I realised, I had added sugar instead of salt. We all started laughing and then decided to go out for food. Thank you. 3. Good afternoon, friends! A funny incident happened while I was playing in the park with my friends last Saturday. We were playing a game where one of us had to wear a blindfold and catch the others. Five of us were playing the game. It was my turn to wear the blindfold, and my friends went and hid behind the trees. I accidently caught an old lady who was walking and thought it was my friend. My friends came out laughing from behind the trees. The old lady and I also burst out laughing. Thank you. If the learners present well, you can praise them by saying, ‘Well done!’, ‘Good try!’, ‘Awesome!’ or ‘That was funny and nicely narrated’. In case any learner struggles to narrate a funny incident, you can say, ‘Let us try together!’, ‘Let me help you.’, ‘You have a good command over the language, just try to speak a bit louder’. You may correct the learner and mention the suitable word or phrase.

Conclusion

2 mins

Say: In this chapter, we learnt to describe events and experiences with a few details and answer simple questions about them. Chapter 2 • Describing Events

Chapter 3

Ask and Answer

Big Skill: Asking questions and responding to them Learning Objectives: Learners will be able to: • ask questions starting with what, where, why, when and how. • respond to questions.

Chapter 3

Ask and Answer

Period 1

Asking questions and responding to them

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—Ask and Answer. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see a child holding a mic.) 2. What do you think the boy is doing? (I think he is asking some questions. / I think he is taking an interview.) 3. What do you like about this boy? (I like his clothes. / I like his cap. It is very nice. / I like that he is taking an interview. / I like that he is confident enough to take an interview.) 4. What kind of expression does the boy have on his face? (The boy has a happy / excited expression on his face.) Read aloud the model description of the cover page. Say: On the cover page, a boy is holding a mic. He is excited to ask some questions. He is wearing baggy clothes along with a nice cap. It seems he is dressed up in a certain way to take an interview.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the story—The Little Shepherd Boy. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you observe in the first picture? (I notice that a boy is sitting on a stone in a jungle. There are a lot of sheep around the boy.) 2. What is the boy doing in the picture? (The boy is smiling. / The boy is laughing. / The boy is enjoying near the river.) 3. Describe the scene behind the boy. (It is a jungle. We can see big trees. The boy is surrounded by sheep. He looks happy.) Explain: We are going to read a story called The Little Shepherd Boy. It is about a little shepherd, who is famous for his wise answers. The king calls him to test his wisdom. Now, let us begin reading. Instruct: Pay attention to the questions that the king asks and the responses that the little shepherd gives.

Chapter 3 • Ask and Answer

Listen

U24ENCB_Grade6.indb 18

there are in the sea!”

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sea? That is, only until I have counted all the drops in the sea. Then, I will tell you how many drops

humble request. Could you please ask your ministers first to stop all the water from flowing into the

The boy smiled and replied, “Your majesty, in order to answer this question, I will need to make a

The King contemptuously asked, “How many drops of water are there in the sea?”

The boy readily agreed and said, “What is your first question, your majesty?”

that I ask, you shall be greatly rewarded.”

When the boy arrived, the King said, “If you can give me the answer to each of the three questions

boy could be so intelligent, so he invited the boy to his court.

wise answers. Tales of his wisdom also reached the King. The King wasn’t convinced that a simple

Once upon a time, there was a little shepherd boy who lived in a small village. He was known for his

The Little Shepherd Boy

Period 1

U24ENCB_Grade6.indb 19

Chapter 3 • Ask and Answer

ministers to count them.”

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made as many holes in this paper as the number of stars in the sky! I humbly request any of your

watched in wonder as the boy proceeded to make minute holes in it. After this, the boy said, “I have

The boy calmly said, “I will need a large sheet of paper and a pin to answer this question.” Everyone

He said mockingly, “How many stars are there in the sky?”

flowing into the sea. It was impossible to do so! He decided to test the boy’s intelligence further.

The King was surprised by the boy’s clever answer. He knew that no one could stop water from

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Anxiously’ means in a nervous or worried way. It is pronounced as angk.shuh.slee. You may stress on the syllable in bold, like ‘angk’. As you read each question posed by the king in the story, you may pause and ask the learners to guess the correct answer. You may pause at the annotations and ask these suggested questions. After 1 What would have been your answer to the King’s first question? (I would have said that it is not countable. / I would have said that there are infinite drops of water in the sea.) After 2 What would have been your answer to the King’s second question? (I would have answered ten million.)

For annotations 1, 2 and 4, you may allow the learners to make their guesses. You may praise the learners for their out-of-the-box thinking.

After 3 Why was the king impressed with the boy? boy (The king was impressed with the boy because he answered the two questions very cleverly.)

After 4 How do you think the boy will answer when the king asks ”How many seconds are there in eternity?” (The boy might say that the number of seconds in eternity is equal to the number of breaths we take in a lifetime. / The boy might ask a riddle in response.) After 5 How did the king feel about the boy towards the end? (The king was highly impressed with the boy’s wisdom towards the end.) Note: You may refer to the next page of the teacher manual for annotations 3, 4 and 5.

After the Text

You may ask these suggested questions. 1. What did you like about the little shepherd? (I liked that the little boy was wise and confident. He cleverly answered all the questions that the king asked him.) 2. What did you like the most about the story? (I liked the tricky questions that the king asked and the clever responses that the boy gave.) 3. Think and ask a tricky question. (How many grains of rice are there in a bowl? / How many hairs do you have on your head?)

Chapter 3 • Ask and Answer

U24ENCB_Grade6.indb 20

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once in every thousand years and rubs her beak against it. Now, when the whole mountain

The boy carefully explained, “In our kingdom, there is a huge mountain. A tiny bird comes

The King thought the boy didn’t know the answer, so he agreed.

with an example, if I may?”

such a strange question. However, the boy thought for a moment and said, “I will try to explain this

Everyone waited anxiously for the boy’s answer. They all were convinced that no one could answer

questions that he could think of. He said, “How many seconds are there in eternity?”

The King was a little impressed by the boy now. So, he decided to ask one of the most difficult

so many tiny holes in the paper that they dazzled whoever looked at them.

All the King’s ministers took turns trying to count the holes, but none of them could do it. There were

Period 1

U24ENCB_Grade6.indb 21

Chapter 3 • Ask and Answer

anxiously (angk.shuh.slee): in a nervous or worried way convinced (kuhn.vinst): absolutely sure about something eternity (uh.tuh.nuh.tee): time that never ends wisdom (wiz.dm): the ability to use your knowledge to make sensible decisions wonder (wuhn.duh): a feeling of great surprise

everyone in the kingdom.

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shall be allowed to live in my palace!” From that day onwards, the boy was treated with respect by

boy’s wisdom and said appreciatively, “You have answered all three questions like a wise sage. You

Everyone, including the King, was in awe of the boy’s answer. The King was finally convinced of the

counted.”

has been rubbed away by the bird’s attempts, then the first second of eternity can be

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—anxiously (angk.shuh.slee). Instruct: Repeat the meaning after me—in a nervous or worried way. Instruct: Repeat the sentence after me—I waited anxiously for the results. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

convinced

kuhn.vinst

absolutely sure about something He convinced me that the story was true.

eternity

uh.tuh.nuh.tee

time that never ends

It appeared that the match went on for an eternity.

wisdom

wiz.dm

the ability to use your knowledge to make sensible decisions

Rohan is gifted with wisdom.

wonder

wuhn.duh

a feeling of great surprise

My eyes were filled with wonder during the trip.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My eyes / were ﬁlled / with wonder / during the trip.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘anxiously’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Riya kept looking at her watch anxiously while waiting at the bus stop. 2. I convinced my parents to go on a picnic at the new amusement park. 3. The film went on for an eternity. 4. Rachna’s grandparents were impressed by her wisdom at such a young age. 5. The huge buildings struck me with wonder.

Conclusion

4 mins

Say: Today, we read the story called The Little Shepherd Boy. It was the story of a wise boy who lived in a small village. The king called him to ask a few questions. The boy answered all the questions very wisely and confidently. We learnt to ask questions and respond to them. We also learnt the words ‘anxiously’, ‘convinced’, ‘eternity’, ‘wisdom’ and ‘wonder’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 22. Learn to ask questions and how to respond to them by listening to and repeating the projects given in the app.

Chapter 3 • Ask and Answer

E&R

E-Speak 1 Practise at Home PROJECT 3A

Nice to Meet You! Sourav and Raghav meet at a science exhibition. Listen to Sourav as he introduces himself and record it.

PROJECT 3B

Period 2

Rainwater Harvesting Raghav responds to Sourav’s question about his school and his topic. Listen and record it.

PROJECT 3C

Science Exhibition Raghav asks Sourav about what he likes at the exhibition. Listen to Sourav’s response and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Ask and Answer. In the last class, we read a story called The Little Shepherd Boy. In this story, the king called a wise little shepherd boy to ask a few questions. He answered all the questions very wisely and confidently. We learnt to ask questions and how to respond to them. We also learnt the keywords ‘anxiously’, ‘convinced’, ‘eternity’, ‘wisdom’ and ‘wonder’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to ask questions, starting with what, where, when, why and how. We are also learning to respond to those questions. ‘What’, ‘Where’, ‘When’, ‘Why’, ‘Which’ and ‘How’ are question words that are used to ask questions to someone. We ask ‘what’ to know about something or someone. We ask ‘where’ to know about a place or the location of something. ‘When’ is used to know about the time. ‘Why’ is used to ask for reasons. ‘Which’ is used to know about a choice or preference and ‘How’ is used to know the process of doing something. Example from Text: The king asked the shepherd boy—“How many drops of water are there in the sea?”. The little boy cleverly replied and requested that the king should first ask his ministers to stop all the water from flowing into the sea until he counted all the drops. The king asked a few more questions, to which the shepherd boy responded. Example from E-Speak 1: As a part of your homework project, you heard Sourav and Raghav ask questions to each other about their school and the science exhibition.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Raghav and Sourav asked and told each other at the exhibition. Instruct: Repeat the Project 3A after me—Hello! I am Sourav. I study in Green Wonder School in Dehradun. I have made a project on water cycle. Which school do you go to, and what is your topic? Instruct: Repeat the Project 3B after me—Hi! My name is Raghav. I study in Blue Sky Convent School in New Delhi. My project is on rainwater harvesting. What do you like about the exhibition? Instruct: Repeat the Project 3C after me—I like that all of us are allowed to see other participants’ projects. In this way, we will be able to learn more about science and technology. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello! I am Sourav. / I study in / Green Wonder School / in Dehradun. / I have / made a project on / water cycle. / Which school / do you go to, / and what is your topic?

Chapter 3 • Ask and Answer

Listen

Echo

Speak on the Spot Boost Your Speaking Know Your Friends Better

Period 2

Ask a question to your classmates to know more about them. Ask as many classmates as you can.

You can use WH- question words to form your question. What

Where

When

Which

How

Why

You can ask questions on any one topic. favourite festival

favourite sport

pet animal

best friend

favourite tourist place

most watched cartoon

superhero you wish to be

favourite book

dream house

favourite food item

hidden talent

favourite film

favourite childhood memory

favourite song

games you like to play

Respond to the question politely and with a smile. Speak in full sentences.

You may ask the question to the next child, only after responding to the question you have been asked.

Chapter 3 • Ask and Answer

U24ENCB_Grade6.indb 23

12/14/2023 4:32:11 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, you have to ask a question to the classmate sitting next to you, on any one of the topics given. You can use ‘Wh’ question words to form the question and find out more about your friends. You will first answer the question asked to you and then ask a question to the child next to / behind you. I will start the chain by asking a question to any one of you.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. You may ensure that learners ask their questions on different topics. For example: If a student has chosen the topic ‘favourite festival’, then the next student should pick some other topic like ‘favourite sport’.

You may decide the row from where you would want to begin the question chain. Start by asking a question to the child sitting in the chosen row. Instruct the learners to respond to the question asked to them and then, ask a question to the child sitting next to / behind them. Once, the child sitting on the last seat of row 1 has responded, he/she may ask the question to the ﬁrst child sitting in the next row. You may continue the chain until the last child in the class has responded. Model Responses: 1. Teacher: Which is your favourite festival? Student 1: My favourite festival is Diwali. Which is your favourite sport? Student 2: My favourite sport is cricket. What is your hidden talent? Student 3: My hidden talent is that I can play the flute very well. Which pet animal would you like to have? Student 4: I would like to have a cat as a pet animal. (continue up to the last child in the class.) 2. Teacher: What is your favourite childhood memory? Student 1: I went to Jodhpur with my family and we had a lot of fun there. Where will your dream house be located? Student 2: My dream house will be underwater. Which superhero do you wish to be? Student 3: I want to be Spiderman. Which food item do you enjoy eating the most? Student 4: I like eating pizza the most. (continue up to the last child in the class.)

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the questions that you will ask, if you get a chance to meet and interview your favourite actor, in 4–5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to get in pairs and prepare a script for an interview with your friend. One of you plays the role of an actor, and the other one plays the role of an interviewer. Complete the interview using the hints given. Practise the dialogue of the interview with your partner, in your free time. You may bring props and costumes to enhance your presentations.

Chapter 3 • Ask and Answer

E-Speak 2 PROJECT 3D

Practise at Home

My Favourite Actor Imagine that you went to visit a film city. You happen to see your favourite actor there. If you get a chance to interview him/her, what will you ask him/her? Tell us in 4-5 lines.

Gaming Zone It’s Fun Time

Period 3

Find the Answers

Answer the following questions. You can find your answers hidden in the word QUESTIONS.

QUESTIONS What is the opposite of the word ‘noisy ’? Which body part is at the centre of your face? What is ﬁnishing with same score at the end of a competition called? What is the opposite of the word ‘stand ’? Which word rhymes with ‘bone ’?

03_U24EN0601.indd 24

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Find the Answers. Say: Some questions are given on this page. You have to answer the given questions. Instruct: Read the questions and try to answer them. Your answers should be formed using the letters of the word ‘QUESTIONS’. You may ask these suggested questions. 1. Name any body part on your face. (There is a nose on our face.) 2. What is the opposite of the word ‘stand’? (The opposite of the word ‘stand’ is ‘sit’.) 3. What is the opposite of the word ‘noisy’? (The opposite of the word ‘noisy’ is ‘quiet’.) 4. Think and tell a word that rhymes with ‘bone’. (‘Stone’ rhymes with the word ‘bone’.) 5. What is finishing with the same score at the end of a competition called? (It is called a tie.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Favourite Actor’, where you told us what you will ask your favourite actor, if you get a chance to interview him/her. Instruct: Listen to my response to the project. ‘Hi! I am Tina. I really like your films. How are you able to play such difficult and interesting roles? Do you perform all the stunts on your own? Don’t you get hurt?’ Say: Now, you will listen to another response and repeat after me. ‘Hi! I am Rishabh. I am a huge fan of yours. Which is your next film? What kind of role are you playing in it? When is the film releasing?’

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hi! I am Rishabh. / I am a huge fan of yours. / Which is your / next film? / What kind of role / are you playing in it? / When is the film / releasing?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 3 • Ask and Answer

Listen

Echo

42 box office hits

upcoming projects

birthplace flops

challenges

school

U24ENCB_Grade6.indb 25

Chapter 3 • Ask and Answer

Interviewer:

Actor:

Interviewer: Great! So, let’s begin!

(ask the second question)

(answer the first question)

(ask the first question)

Actor: Yes, you are right! I am equally happy to meet you.

(write the actor’s name)

Interviewer: Hello, I am so pleased to meet you! I still can’t believe my eyes! Is it really you

childhood memories

fun parts

siblings

time spent in shooting films

grandparents

competition

home

12/14/2023 4:32:19 PM

(continued...)

education

Write: You are visiting the Film City where you get a chance to interview your favourite actor. Together, complete the interview script.

Notes Corner

You can use some props to get into the character of the actor or the interviewer.

Speak with appropriate expressions and gestures.

Present: Now, it’s time to present your blockbuster interview to the class. Use the following tips to make your presentation interesting.

12/14/2023 4:32:28 PM

Practise: In pairs, prepare for your parts. Enact the conversation with expressions and body language.

U24ENCB_Grade6.indb 26

Interviewer: Now, can we take a selﬁe, please?

Student 2 (Actor):

Actor:

Actor: It was my pleasure to

(answer the last question)

(ask the last question)

(answer the second question)

Interviewer: Thank you so much for

Actor:

Interviewer:

Actor:

Student 1 (Interviewer):

2 hobbies

parents

dislikes

food

Get into pairs.

You are meeting your favourite actor. Note down some questions you would like to ask and how they could be answered. Prepare and present the interview in the class.

A Blockbuster Interview

The Final Show

Plan and Speak

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you and your partner will present your interview in the class. One of you will be the actor and the other will be the interviewer. Invite as many pairs as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may use different voices for the interviewer and the actor while reading the model responses. You may also ask a conﬁdent / eager learner to demonstrate the model responses with you. You may guide the learners to speak with appropriate expressions and body language per the character they have chosen. Also, remind the learners to use the props and costumes for their presentations, if they are carrying any. Model Responses: 1. Interviewer: Hello! I am so pleased to meet you! I still can’t believe my eyes! Is it really you Varun Mehra? Actor: Yes, you are right! I am equally happy to meet you. Interviewer: Great! So, let’s begin! Which is one role you wish to play? Actor: I wish to play the role of Siddharth Malhotra in the film Shershaah. Interviewer: What do you do in your free time? Actor: I like to play tennis. Interviewer: What is your favourite food? Actor: I love eating biryani and rasgullas. Interviewer: Thank you so much for spending time with us. Actor: It was my pleasure to meet you. Interviewer: Now, can we take a selfie, please? Actor: Of course, come on! 2. Interviewer: Hello! I am so pleased to meet you! I still can’t believe my eyes! Is it really you Tina Advani? Actor: Yes, you are right! I am equally happy to meet you. Interviewer: Great! So, let’s begin! What is your birthplace? Actor: I was born in Dehradun but later, I settled in Mumbai. Interviewer: What do you do in your free time? Actor: I like to spend my free time with my family. Interviewer: Could you tell me about your upcoming projects? Actor: That’s a secret. But I am working on a very exciting one. Interviewer: Thank you so much for giving us your precious time. Actor: It was my pleasure to meet you. Interviewer: Now, can we take a selfie, please? Actor: Of course, why not! If the learners present well, you can give them feedback like, ‘Keep it up!’ or ‘Well done!’ In case learners struggle to present, you can say, ‘Let me help you both.’ or ‘You can do better with practice.’ to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we developed the skill set of asking questions starting with what, why, how, etc. These are also called ‘Wh’ family words. We also learnt to respond to questions in a well-defined way. Chapter 3 • Ask and Answer

Chapter 4

Twisty Tales!

Big Skill: Telling a folktale with a twist Learning Objectives: Learners will be able to: • change some aspects of a famous folktale. • narrate the twisted folktale in a captivating manner.

Chapter 4

Twisty Tales!

Period 1

Telling a folktale with a twist

U24ENCB_Grade6.indb 27

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 4—Twisty Tales!. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you think the girl is telling her friends? (I think the girl is telling a story. / I think the girl is telling her friends about a shocking event that happened with her.) 2. What do you see in the speech bubble? (I see a girl is riding a white horse in the speech bubble.) 3. Who do you think the girl riding the horse is? (I think that the girl riding the horse is a princess because she is wearing a crown.) 4. Why does the boy in the blue t-shirt look surprised? (The boy in the blue t-shirt looks surprised because he is listening to a story where a princess has decided to go around the world on her horse. / The boy looks surprised because the girl is telling a story with surprising events.) Read aloud the model description of the cover page. Say: On the cover page, we see a drawing room scene with three children. A girl is telling something to the two boys who are sitting. She is telling them a story about a princess who is riding a horse. The two boys are looking surprised while listening to the girl’s story.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 28 of your content book. We will read the story—The Biggest Fool. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you think is happening in the picture? (I think the grandmother is telling a story to the kids which is very interesting.) 2. Do the kids look happy to hear what their grandmother is telling them? (Yes, the kids look very happy listening to the story shared by their grandmother.) 3. Do your grandparents tell you stories? (Yes, my grandparents tell me bedtime stories. / No, my grandparents do not tell me stories.) Explain: We are going to read a story called The Biggest Fool. In the story, Anika has to tell a folklore with a twist at school. So, she narrates a story that her grandmother told her, but with an interesting twist. Let’s see how she changes the story. Now, let us begin reading. Instruct: Pay attention to the story and how Anika adds an interesting twist to it at the end. You may tell the learners that a folktale is a story that is passed on from one generation to the next.

Chapter 4 • Twisty Tales!

Listen

U24ENCB_Grade6.indb 28

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When the palace had fallen asleep, the man in the horse costume slipped out of the stable. Just as they were about to break into the treasury, Tenali Raman caught them and took them to the king. The king punished the two men.

After two days, the horse trader came with the horses. The king was glad to see the horses. But little did the king know that one of the horses was just a cleverly disguised dummy dummy. A man had put on a horse’s costume and entered the court with the cunning trader, hatching a plan to loot the palace at night.

Anika began, “Once upon a time, there lived a famous king named Krishna Deva Raya. In his court, he had many wise ministers, but none could rival the brilliance of Tenali Raman. One day, a horse trader came to Krishna Deva Raya’s court. He had brought a horse with him. The king was amazed at the sight of the mighty horse. The horse trader made a promise to provide five such majestic horses within two days. He asked the king for an advance payment of five thousand gold coins. The king readily agreed to give him the coins.

On the day of the presentation, the classroom was filled with a buzz of excitement. Children eagerly waited for their turn. When Anika’s name was called out, she confidently stepped forward and began her version of the folktale that she had heard from her grandmother.

One day at school, Ms Meenal, her English teacher, made an announcement, “Tomorrow is a day with a twist. You will all come prepared for a story narration. The theme is Folklore with a Twist.”

Anika, a twelve-year-old girl, was fond of listening to her grandmother’s tales. She would travel to the enchanting world of stories in her sleep.

The Biggest Fool

Period 1

U24ENCB_Grade6.indb 29

Chapter 4 • Twisty Tales!

hatching (ha.chuhng): thinking a plan

eagerly (ee.guh.lee): excitedly or curiously

dummy (duh.mee): a model of something

amused (uh.myoozd): entertained

a buzz of excitement (a buhz of uhk.site.muhnt): a feeling of joy

When Anika finished her story, she saw that her classmates were quite amused to hear it. They loved the story’s unique plot and gave her a huge round of applause.

The king realised his mistake and thanked Tenali Raman.”

Tenali Raman replied with a grin, ‘Maharaj, only a fool trusts a stranger.’

The king peered at the list and felt a sudden wave of anger, questioning, ‘Why is my name at the top of the list?’

‘Maharaj, I am making a list of the biggest fools.’

The next morning, the king noticed Tenali Raman engrossed in writing on a piece of paper. He asked Tenali Raman, ‘What are you writing, Raman?’

12/14/2023 4:32:37 PM

Talking

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may narrate the story with proper voice modulation and expressions so that the learners listen attentively to the story. Before completing the story, you can also ask them to predict the ending of the story. You may pause at the annotations and ask these suggested questions. After 1 What, according to you, does the theme ‘Folklore with a Twist’ mean? (I think the theme ‘Folklore with a Twist’ means to narrate a well-known story with a twist. We can either change the beginning, middle or end of the story.) After 2 What do you think will happen next in the story? For annotation 2, you may praise (I think the horse trader will run away with the the learners for their creative money. / I think the horse trader will keep his promise. / I think the horse trader will colour the and out-of-the-box thinking. normal horses to make them look beautiful and present those to the king.) After 3 Who do you think will be the biggest fool according to Tenali Raman? Why? (I think Maharaj, the king, will be the biggest fool of all because he trusted a stranger and let him into his palace.) After 4 What do you think must have happened in the actual story? (I think in the story Maharaj had given money to the trader in advance, and he had never returned with the horses. / I think the stranger had taken the valuable treasury of the palace.)

You may rephrase the learners’ responses into complete sentences. For example: I think Maharaj, the king, will be the biggest fool of all because he trusted a stranger and let him into his palace.

After the Text

You may ask these suggested questions. 1. Do you think the king did the right thing by giving an advance payment to the trader? (No, I don’t think the king did the right thing by giving the advance payment to the trader for the horse. There would have been a possibility that the trader would not return with the horses.) 2. Do you think Tenali Raman was right to call the king a fool? (Yes, I think Tenali Raman was right to call the king the biggest fool as he did not check all the horses when he received them. / No, I think Tenali Raman was not right to call the king a fool.) 3. Can you guess which part of the story was twisted by Anika? (I think the end part was the twisted part. The trader would have taken the treasure. / I think the middle part was the twisted part. Tenali Raman had already checked all the horses.) Chapter 4 • Twisty Tales!

Talking Book

Period 1

The next morning, the king noticed Tenali Raman engrossed in writing on a piece of paper. He asked Tenali Raman, ‘What are you writing, Raman?’ ‘Maharaj, I am making a list of the biggest fools.’ The king peered at the list and felt a sudden wave of anger, questioning, ‘Why is my name at the top of the list?’ Tenali Raman replied with a grin, ‘Maharaj, only a fool trusts a stranger.’ The king realised his mistake and thanked Tenali Raman.” When Anika finished her story, she saw that her classmates were quite amused to hear it. They loved the story’s unique plot and gave her a huge round of applause.

a buzz of excitement (a buhz of uhk.site.muhnt): a feeling of joy amused (uh.myoozd): entertained

dummy (duh.mee): a model of something eagerly (ee.guh.lee): excitedly or curiously hatching (ha.chuhng): thinking a plan

Chapter 4 • Twisty Tales!

U24ENCB_Grade6.indb 29

12/14/2023 4:32:37 PM

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first phrase, its meaning and the example sentence. Instruct: Repeat the phrase after me—a buzz of excitement (a buhz of uhk.site.muhnt). Instruct: Repeat the meaning after me—a feeling of joy. Instruct: Repeat the sentence after me—There was a buzz of excitement in the class after the teacher announced the class picnic. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

amused

uh.myoozd

entertained

The children were amused by the acts of the joker in the circus.

dummy

duh.mee

a model of something Vikram had to make a dummy of the astronaut for his science project.

eagerly

ee.guh.lee

excitedly or curiously

Riku was eagerly waiting for the results to be announced as he was confident that he had performed well.

hatching

ha.chuhng

thinking a plan

Have you been hatching a plan to win the treasure hunt?

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The children were / amused by the / acts of the joker / in the circus.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the phrase ‘a buzz of excitement’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. As soon as Santa Claus entered the classroom, there was a buzz of excitement among the children. 2. The puppet show at the Diwali carnival amused everyone. 3. The dummy outside the tailor’s shop caught everyone’s attention. 4. Nehmat eagerly accepted the position of sports captain at the school. 5. The team has been hatching a plan to win the inter-school basketball championship.

Conclusion

4 mins

Say: Today, we read the story called The Biggest Fool. We read that Anika narrates the story of Tenali Raman in the class with a twisted plot. We learnt how we can change some aspects of a famous folktale to twist it and make it more interesting. We learnt a phrase ‘a buzz of excitement’, and the words, ‘amused’, ‘dummy’, ‘eagerly’ and ‘hatching’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 30. Learn to narrate a story with a beginning, middle and end by listening to and repeating the projects given in the app.

Chapter 4 • Twisty Tales!

E&R

E-Speak 1 Practise at Home PROJECT 4A

The Four Friends Kanika is reading the story ‘Four Friends and The Hunter’. Listen to the beginning of the story and record it.

PROJECT 4B

Period 2

What Happened Next? Kanika continues to read the story to find out what happened to the four friends. Listen and record it.

PROJECT 4C

Help Tortoise Kanika is curious to know how the friends will help the tortoise. Listen to the ending of the story and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Twisty Tales! In the last class, we read the story called The Biggest Fool, where Anika narrates the story of Tenali Raman in the class with a twisted plot. We learnt how we can change some aspects of a famous folktale to twist it or make it more interesting. We also learnt the keywords ‘amused’, ‘dummy’, ‘eagerly’ and ‘hatching’, and a phrase ‘a buzz of excitement’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to narrate a folktale with twisted aspects by changing the beginning, middle or ending. We are also learning to narrate a folktale in a captivating manner. Example from Text: When Anika was asked to narrate a folktale with a twisted plot, she narrated the story The Biggest Fool. In this story, she changed the middle of the story. In the original story, King Krishna Deva Raya gives advance payment to the trader, and the trader does not return with the horses. Anika twisted the story and the horses were delivered, but one of the horses was a man disguised as a dummy. The plan was for the man to slip out of the stable and steal the treasures of the palace. She narrated this story in a captivating and interesting manner which amused all her classmates. Example from E-Speak 1: As a part of your homework project, you listened to Kanika narrate the story of Four Friends and The Hunter.

Echo E-Speak 1

8 mins

Say: Now, I shall read the story of Four Friends and The Hunter that Kanika narrates. Instruct: Repeat the Project 4A after me—Once upon a time, there lived four friends— a mouse, a deer, a crow and a tortoise in a forest. The friends always helped each other in times of need. One day, the mouse, the deer, and the crow were playing in the forest. Instruct: Repeat the Project 4B after me—Suddenly, they heard the screams of their friend, the tortoise. He was trapped in a hunter’s net. They rushed to help their friend. The deer came up with a plan. Instruct: Repeat the Project 4C after me—The deer laid down, pretending to be dead near the hunter. The crow flew down to the deer and acted to peck over the dead animal. The mouse took this opportunity to chew up the net and free the tortoise. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Once upon a time, / there lived four friends—/ a mouse, a deer, a crow and a tortoise / in a forest.

Chapter 4 • Twisty Tales!

Listen

Echo

Speak on the Spot Boost Your Speaking Add Your Twist! Think and change a part (beginning, middle or end) of the story to create your own version of it. Narrate the complete story with the twist. Look at the example given below. The Shepherd and the Wolf! Once, there was a shepherd who took his flock of sheep out to graze every morning. He would patiently sit under a tree, watching the sheep graze on the lush green fields. After they were done, he would gather them together and head home.

Period 2

One fine morning, the shepherd saw a wolf wandering in the nearby field. The wolf saw the sheep and stared at them from a distance. The shepherd was alerted to the presence of the wolf. For the next few days, the wolf would sit on the rock at a distance while the sheep grazed on the fields. It did not make any effort to come near them. Soon, the shepherd realised that the wolf had no plans of attacking the sheep, and so he let his guard down. One morning, the shepherd had to rush back home due to an emergency. He left the sheep alone, thinking that the wolf would not attack them. But when he returned, he was shocked to see that a great misfortune had befallen him. The wolf had attacked the sheep while he was gone, and they were lying dead. The shepherd lost his sheep and realised his grave mistake.

Beginning: You can add a new character, like: The shepherd also took a dog along with him to guard his sheep. Middle: You can change the scenario, like: One day, a wolf attacked the sheep. The shepherd heard the screams and rushed to save the sheep. Ending: You can change the ending and make it a happy one, like: When the wolf attacked the sheep, a nearby dog rushed to the ﬁeld and barked loudly. Hearing the dog’s bark, people ran to the ﬁeld and saved the sheep.

You can add your own twists to the story. Narrate the complete story with expressions. Make it as amusing and creative as possible.

Chapter 4 • Twisty Tales!

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: The story The Shepherd and the Wolf! is given. You have to change any one part of the story (beginning, middle or end) and narrate your story with the twisted part. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read the story aloud once in the class and also suggest the changes that you would make to the story. Read the story with expression and voice modulation, and encourage the learners to do the same. Model Responses: 1. Good morning, everyone! Listen to my story of The Shepherd and the Wolf! Once, there was a shepherd who took his flock of sheep out to graze every morning. He would patiently sit under a tree, watching the sheep graze on the lush green fields. After they were done, he would gather them together and head home. One fine morning, the shepherd saw a wolf wandering in the nearby field. The wolf saw the sheep and stared at them from a distance. The shepherd was alerted to the presence of the wolf. For the next few days, the wolf would sit on the rock at a distance while the sheep grazed on the fields. It did not make any effort to come near them. Soon, the shepherd realised that the wolf had no plans of attacking the sheep, and so he let his guard down. Now, he would get some food for the wolf from his home and leave it at a place. The wolf had a change of heart and developed a fondness for the shepherd and his sheep. One morning, the shepherd had to rush back home due to an emergency. He left the sheep alone. While the sheep were grazing, a tiger entered the field from behind the bushes. The wolf saw the tiger and attacked it. On hearing the loud roar, the nearby villagers came to look and were surprised to find that the wolf had saved the life of the sheep. When the shepherd returned, he was grateful to the wolf. If the learners present the story with a twist, you can say ‘It was very well presented!’, ‘Well done!’ or ‘The twist was very interesting!’. In case the learners struggle to present, you can say, ‘Let me help you’ or ‘You are doing great, let us try it together’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the details about your favourite folktale in 4–5 lines. Listen to the stimulus in the app. Remember to include the name of the story, the characters and the plot while talking about your folktale. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to choose a folktale and twist its plot. You can change the beginning, middle or the end of the folktale. Write the folktale on page no. 33. Practise saying the story aloud, again and again, in front of your family members.

Chapter 4 • Twisty Tales!

E-Speak 2 Practise at Home

PROJECT 4D

My Favourite Folktale! Your teacher wants you to talk about your favourite folktale. Tell him/her the name, the characters and the plot of the folktale, in 4-5 lines.

BIR

Gaming Zone It’s Fun Time Guess the Character! Write the names of the characters in the crossword. 1. This famous character wears a pair of glass sandals to the ballroom dance.

Period 3

2. This bird drops stones into a pitcher to drink water. 3. This popular character lives with seven dwarfs in a small cottage. 4. This character is a wise minister in a Mughal emperor’s court. 1.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Guess the Character! Say: You have to guess the characters’ names and fill in the crossword. You may look at the illustration for some help. Instruct: Read the hint and then guess the character’s name. Then, fill in the crossword. You may ask some suggested questions. 1. Which character lived with her stepmother, who didn’t like her? (Cinderella lived with her stepmother, who did not like her.) 2. Which bird is most commonly seen? There is a famous story based on it. (I think the answer is a crow.) 3. What is the white stuff that falls from the sky in winter? What character does it remind you of? (Snow falls from the sky in winter. It reminds me of Snow White.) 4. Who was the minister in Akbar’s court? (Birbal was the minister in Akbar’s court.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Favourite Folktale!’, where you gave some details about your favourite folktale. You told us the name, characters and the plot of that folktale. Instruct: Listen to my response to the project. ‘The name of my favourite folktale is Jack and the Beanstalk. In the story, Jack gets some magic beans that later change into a huge beanstalk. Jack climbs that beanstalk and finds a hen that lays golden eggs and a giant sleeping. He escapes the giant’s house and brings the hen to his home.’ Say: Now, you will listen to another response and repeat after me. ‘The name of my favourite folktale is Pied Piper. In this story, rats create problems in the town of Hamlin. A pied piper is called, who plays the pipe and takes all the rats away. But the minister does not reward him, so he plays the pipe again and takes the kids away.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: The name of / my favourite folktale is / Pied Piper. / In this story, / rats create problems / in the town of Hamlin.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat them.

Chapter 4 • Twisty Tales!

Listen

Echo

End:

Middle:

Beginning:

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Chapter 4 • Twisty Tales!

Finally,

Now,

Then,

(plot of the story in 3-4 lines)

Now, listen to my twist to the story.

Originally, the story is about

I am going to narrate the story

Hello, friends!

Write: Complete the story.

Once upon a time

A long time ago,

(name)

SNO OO OPY PY

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It so happened that

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Notes Corner

You may bring props to make your narration captivating.

You may use the phrases/words to connect the beginning, middle and end of your story.

Narrate your story with expressions.

Add details about the appearance of characters and their personality.

Use adjectives and adverbs to describe events and emotions.

Present: Share your twisted story in the class with expressions.

Practise: Practise narrating your story to your family members.

The Final Show

Choose any ONE folktale that you find interesting. Change a part of the tale—beginning, middle or end, and narrate it with the twist.

Twist Your Tale!

Plan and Speak

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class the folktale with a twisted plot that you have prepared. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Model Responses: 1. Hello friends! I am going to narrate the story called Cinderella. Originally, the story is about Cinderella who lived with her stepmother in a house. The stepmother and her daughters ill-treated her. Once, all the girls of the town were called by the prince. Cinderella also went with the help of a fairy but she had to come back before midnight. She went and danced with the prince. As soon as the clock struck 12, she started to run. She forgot her one glass sandal inside the ballroom. The prince came to find the girl who wore that sandal and finally he found Cinderella and married her. Now, listen to my twist in the story. This story is set in the 21st century. Once upon a time, a girl named Cinderella lived with her relatives in a house. They ill-treated her. Once, all the girls of the town were called by the prince. Cinderella also went with the help of a fairy but she had to come back before midnight. She went and danced with the prince. As soon as the clock struck 12, she started to run. The prince decided to marry the girl with whom he had danced. He checked all the CCTV footage of the ball dance. He identified the girl. He asked his courtiers to find the girl. The courtiers found Cinderella. Finally, the prince married her. 2. Hello friends! I am going to narrate the story of Jack and the Beanstalk. Originally, the story is about Jack who sold some cows in the market and got magic beans in return. He planted those beans and saw a giant beanstalk that reached the clouds. He climbed the beanstalk and saw a house where a giant was sleeping. He also saw a hen that laid golden eggs. Jack took the hen and climbed down the beanstalk. Finally, he cut the beanstalk so that the giant could not come down and take the hen back. Now, listen to my twist in the story. Jack sold some cows in the market and got magic beans in return. He planted those beans and saw a giant beanstalk that reached the clouds. After climbing the beanstalk, Jack discovered a friendly giant who shared his love for gardening. Jack and the giant planted the magical seeds that grew into giant fruit trees. The abundant harvest was shared with the villagers below, ending hunger and bringing prosperity to the village. You may praise the learners for performing well by saying ‘It was very well presented!’, ‘Well done!’ or ‘The twist was very interesting!’. You may also give feedback on their presentation style by saying, ‘You can modulate your voice’ or ‘You could have spoken loud and clear’.

Conclusion

2 mins

Say: In this chapter, we learnt how to change some aspects of famous folktales and narrate the twisted folktale in a captivating manner. Chapter 4 • Twisty Tales!

Chapter 5

Group Discussions

Big Skill: Participating in group discussions Learning Objectives: Learners will be able to: • listen closely to one another during a group discussion. • stay on the topic and extend the discussion in a respectful and coherent manner.

Chapter 8 5

Group Discussions

Period 1

Participating in group discussions

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 5—Group Discussions. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see a few children in a park.) 2. Look at the title carefully. What do you think the children are doing? (I think the children are talking about something / discussing something.) 3. Are all the kids taking part in the discussion? How do you know? (Yes, all the kids are taking part in the discussion. I know this because they are either talking, thinking or listening attentively.) Read aloud the model description of the cover page. Say: On the cover page, the children are sitting on a bench in the park. They seem to be discussing something. Maybe they are asking for each others’ points of view. The boy on the right has an idea. The kids in the middle are thinking.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 36 of your content book. We will read the text—Holiday Homework. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (A group of children are sitting together. / The children are talking and laughing about something.) 2. Do you think the children are sharing their points of view on something? (Yes, all the children seem to be sharing their points of view and thoughts on a topic. / No, I don’t think so. They just seem to be having a good time chit-chatting.) 3. Look at the title carefully. What do you think the children are discussing? (The children could be sharing their points of view on the holiday homework that they may have received from the school.) For open-ended questions based on the learners’ particular understanding, you can rephrase their responses into complete sentences. For example: No, I don’t think so. They just seem to be having a good time chit-chatting. Explain: We are going to read a text called Holiday Homework. It is about a few children sitting in a group and discussing their holiday homework. Now, let us begin reading. Instruct: Pay attention to how the children are listening carefully and responding to each other, and how they are sharing their points of view. Also, pay attention to how they respectfully agree or disagree with each other. You may explain to the learners that the text is written in dialogue form to show the participation and points of view shared by the children in the text. Chapter 5 • Group Discussions

Listen

Yes, Ma’am! It’s a long holiday so we’ve planned a lot of things for ourselves.

I don’t agree with that. We anyway do that every day. Why not do something creative during the holidays? Like reading about something that we find interesting and writing an essay on it. Or maybe we can do some creative writing.

I think we shouldn’t have any homework at all! Holidays should be a time for rest and enjoying with family and friends. We should get to play and do whatever we want.

Aarav:

Ritwik:

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I think regular school homework like reading chapters or solving questions from our textbooks is good holiday homework.

Sujata:

Yes, Ma’am!

Aarav:

Teacher: You can discuss in groups of four and present your ideas.

Niharika: Ma’am, that’s a great idea but how will we decide?

Teacher: I’m sure you have. But I also want you to use this time to learn something new. So, I will be giving you some holiday homework. I want you to decide what type of homework you want.

Sujata:

Teacher: The holidays are around the corner. Are you excited?

Holiday Homework

Period 1

What about our school trips? Should we write about which one was a favourite and why?

Aarav:

That sounds like a fun idea. If we get to know more about the festival, we can enjoy it even more. What do you think, Niharika?

Ritwik:

You are right! My family usually makes sweets, cakes or other dishes; and shares them with our friends and neighbours. Aarav, I can help you interview the families.

Sujata:

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Chapter 5 • Group Discussions

around the corner (uh.rownd duh kaw.nuh): very near discussion (dis.kuh.shn): to talk about something in a group to reach a decision fruitful (froot.ful): good and result driven historical (his.taw.ruh.kl): related to events in the past presentation (preh.zuhn.tay.shn): to explain something to an audience through a speech or performance

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Teacher: Well, that’s interesting! I am so glad that you had a fruitful discussion with the group and came up with such creative solutions.

[They share the idea with their teacher.]

Niharika: That sounds fantastic! Then, let’s suggest that we want to do a project on festivals.

That’s brilliant! I would like to interview different families. Each family celebrates the festivals differently. For example, in my family, we share gifts with all the relatives on the day of the festival.

Aarav:

Niharika: I also think that could be a fun project. I could research about the festival’s origin and historical background! Ritwik could help me with that.

You’re right. What about doing a project on the upcoming festivals? We could read different magazines on festivals and talk to people about how they celebrate it.

Sujata:

Niharika: Umm… not everyone goes on school trips so it wouldn’t be fair to them. Let’s think of something else.

That sounds interesting. We could make a project and decide what each person’s role could be. What do you think is a fun topic?

Talking Book

Sujata:

Niharika: I would like to work on a project; something that is related to the real world. I like learning about new things. So, I would love to gather information on something relevant and make a presentation on it.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meaning and stress on their pronunciation. For example: ‘Around the corner’ means very near. It is pronounced as uh.rownd rownd duh kaw.nuh. You may stress on the syllables in bold, like ‘rownd’ and ‘kaw’. You may pause at the annotations and ask these suggested questions. After 1 What has the teacher asked the students to discuss? (The teacher has asked the students to discuss and decide what type of holiday homework they want.) After 2 What is Ritwik’s point of view about the holiday homework? (Ritwik doesn’t want any homework at all. He believes that holidays are time to rest and enjoy themselves with family and friends.) After 3 Why did the group not like Aarav’s idea? (The group did not like Aarav’s idea of doing a project on school trips because not everyone goes on school trips so it wouldn’t be fair to them.) After 4 Who would interview the families? (Aarav and Sujata would interview the families.)

You may also ask the learners whose point of view they like the most and why.

After the Text

You may ask these suggested questions. 1. Tell me something you noticed about the discussion. (The students were sharing their points of view about holiday homework. / They were listening carefully to one another during the discussion. / They were adding to each other’s opinions.) 2. Do you agree with Ritwik’s point of view on holiday homework? (Yes, I agree with Ritwik’s point of view that there should be no holiday homework. Holidays are for enjoyment and to do whatever we want to. / No, I don’t agree with Ritwik’s point of view. I think we should get holiday homework so that we can learn new things even when we are enjoying ourselves with our family.) 3. Share your point of view on the kind of homework you would want for your holiday homework. (I would like to research the reason for global warming and present it in the class. / I would like to work with a group to make a 3D model of rainwater harvesting.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s conﬁdence.

Chapter 5 • Group Discussions

Talking Book

Sujata:

That sounds interesting. We could make a project and decide what each person’s role could be. What do you think is a fun topic?

Aarav:

What about our school trips? Should we write about which one was a favourite and why?

Period 1

Niharika: Umm… not everyone goes on school trips so it wouldn’t be fair to them. Let’s think of something else. Sujata:

You’re right. What about doing a project on the upcoming festivals? We could read different magazines on festivals and talk to people about how they celebrate it.

Ritwik:

That sounds like a fun idea. If we get to know more about the festival, we can enjoy it even more. What do you think, Niharika?

Niharika: I also think that could be a fun project. I could research about the festival’s origin and historical background! Ritwik could help me with that. Aarav:

Sujata:

You are right! My family usually makes sweets, cakes or other dishes; and shares them with our friends and neighbours. Aarav, I can help you interview the families.

Niharika: That sounds fantastic! Then, let’s suggest that we want to do a project on festivals. [They share the idea with their teacher.] Teacher: Well, that’s interesting! I am so glad that you had a fruitful discussion with the group and came up with such creative solutions.

Chapter 5 • Group Discussions

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first phrase, its meaning and the example sentence. Instruct: Repeat the phrase after me—around the corner (uh.rownd duh kaw.nuh). Instruct: Repeat the meaning after me—very near. Instruct: Repeat the sentence after me—The school’s annual function is just around the corner. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation Meaning

Sentence

discussion

dis.kuh.shn

to talk about something in a group to reach a decision

The class was asked to have a group discussion on the topic ‘Climate Change’.

fruitful

froot.ful

good and result driven

Today, we had a fruitful discussion about climate change.

historical

his.taw.ruh.kl

related to events in the past

Independence Day was a historical day for India.

presentation

preh.zuhn.tay. to explain something to an shn audience through a speech or performance

We gave our presentation on Global Warming to the class.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: We gave / our presentation / on Global Warming / to the class.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the phrase ‘around the corner’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The inauguration of the new park was around the corner. 2. The group engaged in a discussion about building team efficiency. 3. During a fruitful discussion they came up with a solution to the problem. 4. This book is based on the historical facts about World War II. 5. Ritu gave a presentation on ‘Holiday Homework is Important’.

Conclusion

4 mins

Say: Today, we read the text called Holiday Homework. In the text, the children were discussing what they would like to do for their holiday homework. We learnt that in a group discussion, it is important to listen carefully to each other and respond meaningfully. We also learnt to stay on the topic and extend the discussion respectfully. We learnt the phrase ‘around the corner’, and the words ‘discussion’, ‘fruitful’, ‘historical’ and ‘presentation’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 38. Learn to express your opinions politely, respectfully and coherently by listening to and repeating the projects given in the app. Chapter 5 • Group Discussions

E&R

E-Speak 1 Practise at Home PROJECT 5A

I Think

Saksham, Bhuvan and Keerthi are discussing the people whom they consider real heroes in their school. Listen to Saksham’s response and record it.

PROJECT 5B

Period 2

I Believe Bhuvan shares his response on who the real heroes are in his view. Listen to him and record it.

PROJECT 5C

In My View Keerthi adds to the discussion by giving her opinion about the real heroes in the school. Listen to her and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Group Discussion. In the last class, we read a text called Holiday Homework. In the text, we learnt that in a group discussion, it is important to listen carefully to each other and respond meaningfully and respectfully. We also learnt the phrase ‘around the corner’, and the keywords ‘discussion’, ‘fruitful’, ‘historical’ and ‘presentation’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to listen to others carefully and respond to their points of view logically. We are learning to formally participate in group discussions. We are also learning how to stay on a particular topic that is being discussed and extend the discussion in a respectful manner. Example from Text: In the text, Sujata, Aarav, Ritwik and Niharika discuss what kind of holiday homework they want. They politely agree and disagree with each other’s view. They use phrases like ‘I think’, ‘I don’t agree with that’, ‘You’re right’, ‘I also think’ or ‘That sounds like a fun idea’ to appreciate others’ points of view and express their opinions. And towards the end, they all come to an agreement about the final decision to do a holiday homework task on upcoming festivals. Example from E-Speak 1: As a part of your homework project, you heard Saksham, Bhuvan and Keerthi discuss the topic—Real heroes of their school. All of them politely discussed and expressed their views on who, according to them, are real heroes.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Saksham, Bhuvan and Keerthi discussed on the topic real heroes. Instruct: Repeat the Project 5A after me—Hello! I think our teachers are the real heroes because they teach us with so much patience and dedication. They teach us so many things beyond our textbooks. Instruct: Repeat the Project 5B after me—Hi! I believe that our cleaning staff members are the real heroes of our school. They keep our surroundings clean and healthy, and protect us from infections. Instruct: Repeat the Project 5C after me—Good morning! In my view, the security guards are the real heroes of our school. They selflessly protect all of us from any danger and are ready for emergency situations. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello! / I think / our teachers are / the real heroes / because they teach us / with so much patience / and dedication. / They teach us / so many things / beyond our textbooks.

Chapter 5 • Group Discussions

Listen

Echo

Speak on the Spot Boost Your Speaking Real-life Heroes You have to share your views on the topic ‘Real-life Heroes’ with the class.

Good morning, everyone! Today, I will talk about real-life heroes. In my opinion, … doctors

policemen

soldiers

firefighters

sweepers

teachers

garbage collectors

nurses

Period 2

I think so because they … They also … protect us from danger

fight for the nation

keep our surroundings clean

build the nation

they save our lives

work for betterment of society

are very hard-working

help to recycle waste

help us grow and build our future

protect us from thieves

are very selfless

take care of us when we are sick

Thank you.

Speak clearly and confidently. You can give your own answers. Treat everyone’s viewpoints with respect.

Chapter 5 • Group Discussions

05_U24EN0602.indd 39

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, you have to share your views on the topic Real-life Heroes with the class. You should give reasons for your opinion. You may refer to the clues given on page no. 39. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may ask the learners who are listening to the presentation to raise their hands after the presentation, if they wish to share their agreement or disagreement with the presenter’s viewpoint. Motivate them to give logical reasons for their opinions. You may encourage the learners to speak politely and conﬁdently. Also, ask them to treat everyone’s viewpoints with respect. Model Responses: 1. Good morning, everyone! Today, I will talk about real-life heroes. In my opinion, soldiers are real-life heroes. I think so because they fight for our nation. They are also selfless as they live away from their families to keep us safe. Thank you. 2. Good morning, everyone! Today, I will talk about real-life heroes. In my opinion, sweepers are real-life heroes. I think so because they help to keep our surroundings clean. They also help to recycle waste. They play an important role in saving our planet Earth. Thank you. 3. Good morning, everyone! Today, I will talk about real-life heroes. In my opinion, nurses are real-life heroes. I think so because they take care of us when we are sick. They are also very hardworking and caring. They nurse us with fondness and love. Thank you. If the learners state their opinions politely with valid reasons and treat everyone’s viewpoints with respect, then you can say ‘Well done!’, ‘Keep it up!’, or ‘You did a good job!’. If the learners struggle to state their opinions clearly, then you can say ‘Do you ﬁrst wish to listen to others and then give it another try after a while?’ or ‘May I help you?’.

Conclusion

2 mins

Homework 1. E-Speak 2: You have to record in the app your opinion on increasing health concerns among children in 4–5 lines. First, listen to the article on the app and then, record your point of view. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to discuss your views on the topic Children Eat A Lot of Junk Food These Days. Write your notes on the topic on page no. 41. Ask for help at home to do the work correctly. Practise your lines at home aloud, again and again, in front of your friends and family.

Chapter 5 • Group Discussions

E-Speak 2 Practise at Home

PROJECT 5D

In My Opinion You just heard an article on increasing health concerns among children. You decide to discuss the topic with your parents. Share your views on the topic in 4-5 lines.

Period 3

Gaming Zone It’s Fun Time

Word Search

Search and circle five or more discussion-related words. O

U24ENCB_Grade6.indb 40

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Word Search. Say: You have to find some words in the given word search grid. Instruct: Find and circle five or more words related to discussion in the grid. You may ask these suggested questions. 1. When you talk about something in a group, it is called (When we talk about something in a group, it is called discussion.) 2. When you and somebody else have the same point of view, you that person. (We agree with that person.) 3. When you and somebody else have different points of view, you that person. (We disagree with that person.) 4. When you express what you’re thinking about, you express your (We express our thoughts.) 5. When you express your view, we can also say that you are expressing your . (We are expressing our opinion.)

. with with .

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘In My Opinion’, where you listened to an article on the increasing health concerns among children and discussed your views on it with your parents. Instruct: Listen to my response to the project. ‘I recently heard an article on the increasing health concerns among children. I think that children nowadays are eating a lot of junk food. Due to this, they are becoming obese and fall sick very easily. I believe children should eat healthy food and balanced meals. This will keep them fit and active.’ Say: Now, you will listen to another response and repeat after me. ‘I recently heard an article on the increasing health concerns among children. In my opinion, children should follow a protein-rich diet and do at least one form of exercise daily. Otherwise, they will be inactive and frequently fall sick. They should also avoid eating junk food too often. Though, they may taste good, they are harmful to our bodies.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: In my opinion, / children should / follow a protein-rich diet / and do at least / one form of exercise daily. / Otherwise, they will be / inactive and / frequently fall sick. / They should also / avoid eating / junk food too often.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 5 • Group Discussions

Listen

Echo

Are there any healthier options available?

How can we improve the situation?

What are the harmful effects of eating junk food?

Why do we eat junk food?

Topic

Write: Complete your notes. You may refer to the phrases on the next page.

U24ENCB_Grade6.indb 41

Chapter 5 • Group Discussions

12/14/2023 4:33:21 PM

You have to present your views in the class on the topic ‘Children Eat A Lot of Junk Food These Days’. Write your notes and practise saying it. Finally, present your views.

Voicing Our Views

The Final Show

Plan and Speak I would like to add … In my opinion …

U24ENCB_Grade6.indb 42

Notes Corner

Treat everyone’s viewpoints with respect.

Look at each other when you discuss the topic.

Engage in a polite discussion with your classmates.

Present: Participate in the group discussion.

However, in my experience …

12/14/2023 4:33:29 PM

I would also like to suggest …

Well, that’s one way of looking at it but …

I disagree with you …

Practise: Practise your lines at home with your friends and family.

I think …

I agree with you …

You can use the following phrases while discussing as a group:

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will have a group discussion on the topic Children Eat a Lot of Junk Food These Days. You can revise your notes. During the discussion, you can talk about why children like to eat junk food, its bad effects and the healthier options that are available. Invite as many groups as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may call a group of 3–4 learners forward and also participate as a facilitator in the group discussion. You may ask a learner in the group to respond to one of your questions in the book and choose others within the group to extend the discussion by sharing their agreement or disagreement. Model Responses: 1. Teacher (Facilitator): Good morning, group! We are here to discuss the topic, Children Eat A Lot of Junk Food These Days. Nikita, why do you think we prefer to eat junk food? Student 1: In my opinion, we prefer to eat junk food because it is tasty and yummy. They are easily available around us. Teacher (Facilitator): Nihaal, do you agree with Nikita? And, what are the harmful effects of eating junk food? Student 2: Yes, I think Nikita is right. Since, we enjoy the taste of these foods so much, we prefer to eat them again and again. The harmful effects of junk food include obesity, diabetes or feeling lethargic. Teacher (Facilitator): Rohan, what is your view on this? Student 3: I agree with Nihaal. Because of our poor eating habits, a lot of children get easily tired with little exercise. Teacher (Facilitator): So, why don’t you share, Kashika, how we can improve this situation? Student 4: I am in complete agreement with my friends, Nihaal and Rohan. I think we can improve the situation by switching to healthier options. For example, instead of eating pasta that is made of refined flour, we can eat pasta that is made of wheat flour or suji. Similarly, instead of drinking cold drinks, we can also switch to drinking fresh juice. Teacher (Facilitator): Wonderful group! You shared your ideas really well. You may encourage the learners to express their views while discussing them in a group by using phrases such as ‘I agree with you’, ‘I disagree with you’, ‘I would like to add’, ‘Well, that’s one way of looking at it but…’ and others given in the book.

If the groups present well, you can give feedback like ‘Keep it up!’, ‘Well done!’ and ‘Good job!’. In case they struggle, you can pitch in to their discussion or ask them to look into their book to be able to present their points.

Conclusion

2 mins

Say: In this chapter, we learnt to listen to one another carefully in the discussion and extend the discussion in a logical and meaningful manner. We also learnt to share our points of view and respond to others’ points of view. Chapter 5 • Group Discussions

Chapter 6

Let Me Guide You

Big Skill: Giving instructions Learning Objectives: Learners will be able to: • talk about the dos and don’ts for simple life events/activities. • give step-by-step instructions in order to guide someone or get something done.

Chapter 6

Let Me Guide You

Period 1

Giving instructions

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 6—Let Me Guide You. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see a boy and a girl playing with blocks. The girl seems to be reading something from the paper.) 2. What is the boy doing in the picture? (The boy is building a castle with blocks.) 3. What is the girl doing? (The girl is looking at the paper and telling the boy where to put the blocks.) 4. Have you ever played any block game? (Yes, I have played a block game and tried to make a robot. / No, I have never played a block game.) Read aloud the model description of the cover page. Say: On the cover page, we see a neatly organised room. The children are sitting at a round table. They are building a castle with blocks. The boy is putting the pieces together and the girl is giving the boy step-by-step instructions from the paper. There are many other things in the room like books, a globe, a computer and a football.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 44 of your content book. We will read the text—Do Not Waste Paper! Let’s Recycle It! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Look at all the pictures given on this page. What do you think is happening? (I think something is going to be made with the things given.) 2. Now, look at the title. What do you think the text is about? (The text could be about recycling paper. / The text could be about not wasting paper.) 3. What does the word ‘recycle’ mean? (The word ‘recycle’ means to reuse something that is old or not in use, to reduce waste.) Explain: We are going to read a text called Do Not Waste Paper! Let’s Recycle It! It is about Pranav and Gurpriya. They are writing an article to help put the old notebooks or waste paper to good use. Now, let us begin reading. Instruct: Pay attention to how Pranav and Gurpriya give step-by-step instructions to guide others on how to recycle paper. Also, pay attention to how concise and clear their instructions are.

Chapter 6 • Let Me Guide You

Listen

their theirold oldnotebooks notebooksto touse useand andmade madeaabeautiful beautiful object objectout outofofthem. them.IfIfyou youwould wouldalso alsolike liketo tomake make

Step Step1:1: Firstly, Firstly,tear tearthe thewaste wastepaper paperinto intosmall smallpieces. pieces.

Next, add these pieces to a bowl of water.

U24ENCB_Grade6.indb 44

Step 5: Then, add 1 teaspoon of salt and some more water. Mix well until the mixture is smooth.

Mix well until the mixture is smooth.

Mix well until the mixture smooth. Mix wellisuntil the mixture is smooth.

Step 4: After that, take 1 cup of ﬂour and 1 cup of water. Step 5: Mix Then, add together 1 teaspoon of another salt and some water. Step add them inThen, bowl.ofmore Step5:5: Then, add1 1teaspoon teaspoon ofsalt saltand andsome somemore morewater. water.

Mix Mixthem themtogether togetherininanother anotherbowl. bowl.

properly for about 20 your minuteshands or until the mixture Step 3: Rub and mash the wet pieces with becomes becomesvery verysmooth smoothand andpulpy. pulpy. Step 4: properly After that, take 1 cup of flour and 1 cup of water. for about 20 minutes or until the mixture Mix them together in another bowl. 4:4: After take becomes veryStep smooth andthat, pulpy. Step After that, take1 1cup cupofofflour flourand and1 1cup cupofofwater. water.

Step Step3:3: Rub Ruband andmash mashthe thewet wetpieces pieceswith withyour yourhands hands properly for about 20 minutes or until the mixture

for about 20 minutes or until the mixture becomes very smooth and pulpy.

Step Rub and thepieces wet pieces properly Step 2:2: Next, to bowl ofofwater. Step Next, add these pieces toaayour bowlhands water. Step 2:3: Next, addmash these toadd a these bowlpieces ofwith water.

Step 2:

12/14/2023 4:33:55 PM

Follow Followthe theinstructions instructionscarefully, carefully,and andsoon soonyour yournew newrecycled recycledobject objectwill willbe beready! ready!

Firstly, tear the waste paper into small pieces.

Step 1: Firstly, tear the waste paper into small pieces.

Step 1:

So, So,let’s let’sbegin. begin.

Follow the instructions carefully, and soon your new recycled object will be ready! keep keepyour youreyes eyesglued gluedto towhat’s what’scoming comingnext. next.

Follow the instructions carefully, andoror soon your new recycled object will be ready! use waste your useofofany any wastepaper paper yourold oldnotebooks, notebooks,

So, let’s begin.

“Oh yes! It does sound great for our article!” coming next. Both the keep eyes glued toexclaimed what’sGurpriya. coming next. exclaimed Gurpriya. Both thefriends friendshad hadput put So, your let’s begin.

old notebooks, keep your eyes glued to what’s useyour of any waste paper“Oh oryes! your oldsound notebooks, It does great for our article!”

“Isn’t “Isn’tthe thetitle titlecatchy?” catchy?”asked askedPranav Pranavexcitedly! excitedly!

object out oflike them. If you also like to or make would also to make usewould of any waste paper

their old notebooks to use and made a beautiful use and made a beautiful object out of them. If you

The friends had put their old notebooks to good

exclaimedGurpriya. Gurpriya. Both the friends had put exclaimed

“Oh“Oh yes! great article!” yes!ItItdoes does sound sound great forfor ourour article!”

“Isn’t the title catchy?” asked Pranav excitedly!

Do Do Not Not Waste Waste Paper! Paper! Let’s Let’s Recycle Recycle It! It!

“Isn’t the title catchy?” asked Pranav excitedly!

Do Not Waste Paper! Do Not Waste Paper! Let’s Let’sRecycle Recycle It!It!

Period 1

U24ENCB_Grade6.indb 45

Chapter 6 • Let Me Guide You

knead (need): to press and stretch dough or clay with your hands pulpy (puhl.pee): something that is soft, smooth and wet recycled (ree.sai.kld): use again something that has been used already thrilled (thrild): extremely excited about something

. your eyes glued (keep yaw ize glood): to watch something very closely for a long time . keep

“Good idea! I’ve decided gift mine my sister,” shared Gurpriya proudly. “Good idea! I’ve decided toto gift mine toto my sister,” shared Gurpriya proudly. .

thrilled Pranav. “Good idea! I’ve decided to gift mine to my sister,” shared Gurpriya proudly. “Good idea! I’ve decided to give mine to my sister,” said Gurpriya proudly. thrilled Pranav.

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“I will keep my lovely new bowl on my desk! Imy will keep my crayons said thrilled Pranav. “I will“Ikeep my lovely new bowl on my on desk! I will keep crayons in it,” said in ain thrilled Pranav. will keep my lovely new bowl my desk! I will keep my crayons it,”it,” said aa

Your beautiful waste paper Recycled Bowl is ready for use!

Your beautiful waste paper Recycled Bowl is ready for use! Your Recycled Bowl ready use! Yourbeautiful beautifulwaste waste paper paper Recycled Bowl isis ready forfor use! “I will keep my lovely new bowl on my desk! I will keep my crayons in it,” said a

Talking Book Talking Talking Talking Book Book

Step 9: Lastly, keep it aside and let the layer dry for 2 days. Once completely Lastly, set it aside and let the layer dry for 2 days. Once completely dry and hard, Step9: 9: itLastly, keep itaside aside thethe layer dryforfor days.Once Oncecompletely completely dry hard, pull itand out from plastic cling wrap carefully. Step keep itthe and letlet the dry 2 2days. pull Lastly, awayand from plastic cling wraplayer carefully. dryand andhard, hard,pull pullit itout outfrom fromthe theplastic plasticcling clingwrap wrapcarefully. carefully. dry

Step 9:

surface of the bowl to form a thick layer.

Step 8: After that, spread the dough over the plastic-covered Step After that, spread thedough over theplastic-covered plastic-covered surface ofspread the bowl todough formover a thick layer. Step 8:8: After that, the the Step 8: After that, spread the dough over the plastic-covered surfaceofofthe thebowl bowltotoform forma athick thicklayer. layer. surface

Step 7: Then, take a bowl and tightly cover its Step7:7: Then, Then, takeside bowl and tightlycling cover reverse withand a plastic film Step take a abowl tightly cover itsitswrap. Step 7: Then, take a bowl and tightly cover its reverse side with a plastic cling film wrap. reverse side awith a plastic clingwrap. film wrap. reverse side with plastic cling film

Step 6: Next, put the paper pulp into the flour mixture. Next, put the paper pulp into the flour mixture. Step6: 6: Next, put theand paper pulp into theflour flour mixture. Mix itand well it toa the make a dough. Mix itNext, wellput knead itknead to make dough. Step the paper pulp into mixture. Mixit itwell welland andknead kneadit ittotomake makea adough. dough. Mix

Step 6:

Period 1 continued During the Text

For annotation 3, allow learners to make as many guesses as possible before you give the correct response. You may also direct their thinking by giving a hint like it is used in the kitchen.

After 3 Can you guess what plastic cling film wrap is? (It is a thin sheet of plastic used in the kitchen to cover food in a box.) After 4 Look at the image on page no. 45 carefully. What do you think Pranav and Gurpriya are making? (I think Pranav and Gurpriya are making a recycled bowl.)

You can rephrase the answers in complete sentences based on your learners’ responses. For example: It is a thin sheet of plastic used in the kitchen to cover food in a box.

After the Text

You may ask these suggested questions. 1. Can you retell the steps of making a recycled bowl? (First, I will tear the paper into small pieces and add them to a bowl filled with water. Then, I will mash it. In another bowl, I will add water, flour and salt and mix them well. After that, I will add the mashed paper and knead the mixture. I will turn the bowl upside down and cover it with plastic cling film wrap. Finally, I will cover the bowl with the mixture. Then, I will let it dry.) 2. How would you use the recycled bowl? (I will use it to keep my toys. / I will use it for my colour pens / house and car keys.) 3. What other things can you make using the same material? (I think I can make a box, a vase and a pen holder.)

Chapter 6 • Let Me Guide You

Step 6:

Talking Book Talking Talking Talking Book Book Book

Step 7: Then, take a bowl and tightly cover its Step7:7: Then, Then, takeside bowl and tightlycling cover reverse withand a plastic film Step take a abowl tightly cover itsitswrap. Step 7: Then, take a bowl and tightly cover its reverseside sidewith witha aplastic plasticcling clingfilm filmwrap. wrap. reverse reverse side with a plastic cling film wrap.

Step 8: After that, spread the dough over the plastic-covered Step8:8: After After that, spread thedough over theplastic-covered plastic-covered surface ofspread the bowl todough formover a thick layer. Step that, the the Step 8: After that, spread the dough over the plastic-covered surfaceofofthe thebowl bowltotoform forma athick thicklayer. layer. surface surface of the bowl to form a thick layer.

Period 1

Step 9:

Your beautiful waste paper Recycled Bowl is ready for use!

“I will keep my lovely new bowl on my desk! Imy will keep my crayons said thrilled Pranav. thrilled Pranav. “I will“Ikeep my lovely new bowl on my on desk! I will keep crayons in it,” said in ain will keep my lovely new bowl my desk! I will keep my crayons it,”it,” said aa thrilled Pranav. “Good idea! I’ve decided to gift mine to my sister,” shared Gurpriya proudly. “Good idea! I’ve decided to give mine to my sister,” said Gurpriya proudly. thrilled Pranav. “Good idea! I’ve decided gift mine my sister,” shared Gurpriya proudly. “Good idea! I’ve decided toto gift mine toto my sister,” shared Gurpriya proudly. . . your eyes glued (keep yaw ize glood): to watch something very closely for a long time . keep knead (need): to press and stretch dough or clay with your hands pulpy (puhl.pee): something that is soft, smooth and wet recycled (ree.sai.kld): use again something that has been used already thrilled (thrild): extremely excited about something

Chapter 6 • Let Me Guide You

U24ENCB_Grade6.indb 45

12/14/2023 4:34:24 PM

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first phrase, its meaning and the example sentence. Instruct: Repeat the phrase after me—keep your eyes glued (keep yaw ize glood). Instruct: Repeat the meaning after me—to watch something very closely for a long time. Instruct: Repeat the sentence after me—The teacher asked the students to keep their eyes glued to the board. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

knead

need

to press and stretch dough or clay with your hands

Knead the mixture into a smooth dough.

pulpy

puhl.pee

something that is soft, smooth and wet

Cook slowly until the fruit is soft and pulpy.

recycled

ree.sai.kld

use again something that has been used already

They used lots of recycled materials in the art-and-craft project.

thrilled

thrild

extremely excited about something

I am so thrilled to see my best friend after so long.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Knead / the mixture / into a / smooth dough. You may enact widening your eyes and ﬁxing it to something while explaining the phrase ‘keep your eyes glued’. You may also use hand gestures to show the act of kneading something.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the phrase ‘keep your eyes glued’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. I will keep my eyes glued to the clock until it is time for the party. 2. Please help me knead this dough for the paranthas. 3. The chutney should be thick and pulpy. 4. We recycled newspapers to make our project for the exhibition. 5. The children were thrilled about the annual sports meet.

Conclusion

4 mins

Say: Today, we read the text called Do Not Waste Paper! Let’s Recycle It! In this text, we read Pranav and Gurpriya’s step-by-step instructions to turn waste paper into a recycled bowl. We learnt to give step-by-step instructions to guide someone or to get something done. We also learnt the phrase ‘keep your eyes glued’, and the words ‘knead’, ‘pulpy’, ‘recycled’ and ‘thrilled’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 46. Learn to give instructions by listening to and repeating the projects given in the app. Chapter 6 • Let Me Guide You

E&R

E-Speak 1 Practise at Home PROJECT 6A

First Time Suhani is going to the market alone for the first time. Listen to her grandmother’s instructions for her and record it.

PROJECT 6B

Period 2

More Tips Suhani’s grandmother further suggests what she should do when she is in the market. Listen and record it.

PROJECT 6C

You Should Not Suhani’s grandmother suggests a few things that she should not do while she is in the market. Listen and record it.

U24ENCB_Grade6.indb 46

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Let Me Guide You. In the last class, we read a text called Do Not Waste Paper! Let’s Recycle It! In the text, we read that Pranav and Gurpriya wrote an article on how to recycle waste paper. We learnt to give step-by-step instructions to guide someone or to get something done. We also learnt the phrase ‘keep your eyes glued’, and the keywords ‘knead’, ‘pulpy’, ‘recycled’ and ‘thrilled’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to give instructions to guide someone to complete a task or get something done. We are also learning to talk about the dos and don’ts of simple activities in life. When we give the instructions to do something, we specify the dos and don’ts of doing the task and we also give our instructions in concise and easy-to-understand language. We use words and phrases like ‘first’, ‘then’, ‘after that’, ‘next’ and ‘finally’ while giving step-by-step instructions. Example from Text: In the text, Pranav and Gurpriya wrote an article on how to put old notebooks or waste paper to good use and create a beautiful, recycled bowl from it. They gave complete steps as to how it should be created. They specified the dos or what needs to be done in their steps. They talked about the action that needs to be done first and what should be followed after that up to the end. They mentioned that first, the pieces of used paper should be torn. Then, water and flour is to be added to the bowl, along with a teaspoon of salt, to create a smooth mixture. After that, we should knead the dough and spread it over the plastic-covered surface of the bowl. Finally, we should let it dry and the bowl would be ready after two days. Example from E-Speak 1: As a part of your homework project, you heard Suhani’s grandmother giving instructions to Suhani as she was going to the market alone for the first time. She tells her the dos and don’ts which she should follow while she is in the market.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Suhani’s grandmother instructed her before she went to the market alone. Instruct: Repeat the Project 6A after me—Suhani, today you are going alone to the market. Always remember to look on both sides before crossing the street. You should never run on the road. Instruct: Repeat the Project 6B after me—Suhani, you should keep an eye on your belongings, like your wallet or purse, shopping bags and other things. Always check your belongings twice before leaving any shop. Instruct: Repeat the Project 6C after me—Suhani, don’t talk to strangers in the market. Also, you should never accept any treat from anyone you don’t know. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Suhani, / today / you are going / alone to the market. / Always remember / to look / on both sides / before crossing the street. / You should never / run on the road.

Chapter 6 • Let Me Guide You

Listen

Echo

Speak on the Spot Boost Your Speaking Sharing Tips We all follow some dos and don’ts while preparing for our examination. Share TWO dos and ONE don’t that you should follow while preparing for the examination.

Hello friends! While preparing for exams we should … We should also, …

Period 2

We should never … Thank you.

make a timetable

stay up too late

get worried

ask for help

revise the topics

take short breaks

take stress

make notes

sleep properly

eat healthy

eat less

exert ourselves

disturb sleep cycle

eat unhealthy food

Speak loudly, clearly and with confidence. You can add answers of your own.

Chapter 6 • Let Me Guide You

U24ENCB_Grade6.indb 47

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: We all follow some dos and don’ts while preparing for our examination. You have to share two dos and one don’t that one should follow while preparing for an examination. Think of something that can be beneficial for all your classmates. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage learners to speak in complete sentences. Motivate them to be mindful of the pauses between all the dos and don’ts. Model Responses: 1. Hello friends! While preparing for exams, we should make and follow a timetable. We should also revise the topics properly. We should never stay up too late before the exam. Thank you. 2. Good morning, friends! While preparing for exams, we should ask for help from our parents or teachers, if we find any topic difficult. We should also take short breaks while preparing for the exam. We should never take stress or get worried unnecessarily. Thank you. 3. Hello friends! While preparing for exams, we should sleep properly so that we can remember things. We should also eat healthy food so that we don’t fall sick. We should never over-exert ourselves or disturb our sleep cycle. Thank you. If learners present the dos and don’ts confidently, you can praise them by saying ‘You were very confident!’, ‘That was a very good advice’, etc. In case the learners struggle while presenting, you can say ‘I appreciate that you tried. Let me help you’, ‘Keep practising. It will help you improve your presentation skills’ etc, to boost their confidence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app 4–5 easy steps to guide your friend as he/she has to send an email to his/her project partner. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about the instructions to complete any one of the tasks out of the three options given on page no. 49—to search for a song on the internet, to attach a file on an email or to download a file from an email. Write down the steps concisely and correctly. You may ask for help at home to do the work correctly. Practise saying the steps aloud, again and again, in front of your family members and friends.

Chapter 6 • Let Me Guide You

E-Speak 2 Practise at Home

PROJECT 6D

Sending an Email Your friend has to send an email to their project partner. Guide your friend by telling them 4-5 easy steps to send the email.

Gaming Zone It’s Fun Time

How Do I Get There?

Look at the map and follow the directions to guess the places. One has been done for you. School

toy shop

bakery

library

museum

resturant

Bus

You are here

Period 3

West Street

Centrak Park post office

pet shop

Middle Road

Main Road

Stop

Bus

Stop

Station Road

Bus

Go straight along the Main Road. Turn towards the south at the West Street. Then, turn west at the Station Road. It’s next to the bookshop. You’ve reached the b a n k

2. Go straight along the Main Road. Turn south on the Middle Road. Then, turn west towards the Station Road. It’s next to the Post Office. You’ve reached the p

3. Go straight along the Main Road. Go past the bakery and the toy shop. It’s at the end of the road, opposite the red house. You’ve reached the s

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—How Do I Get There? Say: Hello! There is a map on page no. 48 of your book. I want you to look at it. Follow the directions and guess the places you have to reach. Show the example given in the book. Instruct: Now, guess the other two places by following the directions. You may ask these suggested questions. 1. Look at the picture. If I turn south from Main Road, towards what will I be walking? (You will be walking towards the train track.) 2. Where is the post office? (The post office is on Station Road.) 3. If I am walking on Main Road, what is next to the restaurant? (The library is next to the restaurant.) 4. Spot the red house. What is opposite the red house? (The school is opposite the red house.) 5. You have to buy some treats for your pet. How will you reach the pet shop? (I will first walk straight and take a left-hand turn to Middle Road. Then, I will continue walking straight till I reach the end of Middle Road. Finally, from the traffic light, I will take a right-hand turn and the pet shop will be on my right-hand side.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Sending an Email’, where you told your friend a few easy steps to send an email to his/her project partner. Instruct: Listen to my response to the project. ‘Hi Rishi! First, open your email account with your email address and password. Then, look for the ‘Compose’ button to start a new email. Next, enter your partner’s email address in the ’To’ field. Then, type the subject of the mail. After that, type your message in the text area. Finally, click the ‘Send’ button to send it to your friend.’

Listen

Say: Now, you will listen to another response and repeat after me. ‘Hello Tia! To send an email, you have to log into your account with your email address and password. Then, start a new email by clicking on the ‘Compose’ button. Next, in the ‘To’ field, write your friend’s email address and the subject below it. After that, type your message in the main text area. Finally, click the ‘Send’ button and your mail will be sent to your friend.’

Echo

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello Tia! / To send an email, / you have to / log into your account / with your email address / and password. / Then, / start a new email / by clicking on / the ‘Compose’ button.

You can also read a few of the best responses submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 6 • Let Me Guide You

Attach a file on an email

go to search engine

open the file

Thank you.

click on the pin icon

U24ENCB_Grade6.indb 49

Chapter 6 • Let Me Guide You

click on downward arrow

click on attach select the file

write the name in the search bar

listen to the song

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tap in the search bar

file with email

Finally,

(write the topic chosen)

Then,

First,

Today, I will tell you how to

Hello, friends!

open your email

Download a file from email

Write: Complete the instructions. You can write your own instructions too.

Search for a song on the internet

Tick (ü) any ONE of the options of your choice.

click on compose email

Pick any ONE option and write the step-by-step instructions to do the task. Share it in the classroom.

That’s the Way!

The Final Show

Plan and Speak

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Notes Corner

You may use words/phrases like ‘next’, ‘now’, ‘in the end’ and so on.

You can add more steps, if needed.

Speak loudly and clearly.

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Present: In class, tell the option you chose. Share the instructions that should be followed to perform the task.

Practise: Say these instructions aloud to your family members and friends. Practise saying the instructions clearly and loudly.

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present instructions to complete any one of the tasks that you chose from the three options given on page no. 49. You should include all the steps that are a part of the process during your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide them to pause between the steps while speaking. If the learners struggle to tell the steps in complete sentences, you may rephrase their responses into meaningful sentences and ask them to repeat those sentences. Model Responses: 1. Hello, friends! Today, I will tell you how to search for a song on the internet. First, go to a search engine. Then, type the name of the song that you are looking for in the search bar. Next, press ‘Enter’. After that, the song will appear in the search engine. Finally, click on the relevant link and listen to the song. Thank you! 2. Good morning, friends! Today, I will tell you how to attach a file to an email. First, open your email account and click on the ‘Compose’ button. Then, click on the paperclip icon (which is the ‘Attach’ option) from the toolbar below, and a new tab will open. After that, go to the location of the file. Finally, select the file which you want to attach and click on ‘Open’. Your file will be attached to the email. Thank you! 3. Hello, friends! Today, I will tell you how to download a file from an email. First, login to your email account and search for the email which contains the file you wish to download. Then, click on the downward arrow (which is the ‘Download’ option) on the file. Finally, your file will be downloaded and saved in the Download folder of your device. Thank you! If learners give the instructions conﬁdently, you can praise them by saying, ‘You have given the correct steps!’, ‘Fantastic! Your steps were very clear’, etc. In case the learners struggle, you can say, ‘You are on the right track, you may use your book for help if you wish to.’ ‘You spoke well, just look at the audience while speaking’, etc. to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we learnt to talk about the dos and don’ts of simple life events or activities. We also learnt to give step-by-step instructions to guide someone or to get something done. Chapter 6 • Let Me Guide You

Empowering Speech

Chapter 7

Big Skill: Giving a short speech Learning Objectives: Learners will be able to: • share short, motivational, and catchy taglines/titles. • give a short speech on a topic of personal relevance.

Chapter 7

Empowering Speech

Period 1

Giving a short speech

What a speech!

S ta y st ro n g! Ye s, w e ca n! 51

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 7—Empowering Speech. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see a girl speaking on a stage. People are watching and listening to her.) 2. Read the title carefully. What do you think the girl is doing? (I think the girl is giving a speech.) 3. How does the girl look? (The girl looks confident / happy / excited.) 4. Read the speech bubbles. What do you think the people who are watching and listening are doing? (I think they are praising and motivating the girl.) Read aloud the model description of the cover page. Say: On the cover page, we see a girl in her school uniform standing on a stage. It looks like she is giving a speech. She looks confident as she speaks. The people in the audience seem enthusiastic and are cheering her. They are using words that motivate her. You may encourage the learners to share the meaning of the words ‘audience’, ‘conﬁdent’, and ‘cheering’ based on the cover page description. Point at the elements of the picture that explain these words better.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 52 of your content book. We will read the text—The Missile Man of India. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Who is the man in the first picture? (The man in the first picture is Dr A.P.J. Abdul Kalam.) 2. Who was Dr A.P.J. Abdul Kalam? (Dr A.P.J. Abdul Kalam was a scientist and the former president of India.) 3. Why do you think the chapter is called, ‘The Missile Man of India’ India’? (I think the chapter is called ‘The Missile Man of India’ because Dr A.P.J. Abdul Kalam was called ‘The Missile Man of India’ as he worked on Indian missiles.) Explain: We are going to read a text called The Missile Man of India. It is a motivating text about Dr A.P.J Abdul Kalam. It teaches us about his life, work, and teachings. Now, let us begin reading. Instruct: Pay attention to the title given to Dr A.P.J. Abdul Kalam and the reason behind that title.

Chapter 7 • Empowering Speech

Listen

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“Dr Kalam liked science—just like you, Ira! He was an aeronautical engineer and worked at some of our country’s top institutes. He worked at the DRDO (Defence Research and Development Organisation) and the ISRO

“It’s Dr Kalam’s autobiography, dear,” her mother said. “Hard work and big dreams give you ‘Wings of Fire’! That’s how the Missile Man of India, Dr Kalam, born in the small fishing village of Rameswaram, became our president. He received many prestigious awards, including Bharat Ratna and Padma Bhushan.”

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Inspired by the principal, Ira was dusting the bookcase at her home. She was dusting off the last shelf when, lo and behold, she discovered a book, Wings of Fire, with Dr Kalam’s picture on it.

“Children, when Dr Kalam was only ten years old, he sold newspapers to help his family. Do you help at home? You should,” said the school principal to the students, encouraging them.

Today at school, the children saw a short film on India’s 11th President, Dr A.P.J. Abdul Kalam.

The Missile Man of India

Period 1

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Chapter 7 • Empowering Speech

autobiography (aw.tuh.bai.o.gruh.fee): the story of a person’s life, written by the person himself/herself encouraging (en.kuh.ruh.jihng): giving someone support, courage and hope missile (mi.sile): a weapon that is sent through the air to strike or attack something opportunity (o.puh.choo.nuh.tee): a particular situation where it is possible to do something prestigious (pruh.sti.juhs): having a high reputation or honour

“So mother, the next time you say N.O. for ice cream, I will just wait for the ‘Next Opportunity’! That’s what he said about N.O.!” Ira laughed.

“Yes, Ira, he loved to read and write books. He did not accept any gifts except for books! And he loved learning and teaching. After his term as president, he was also a visiting professor. He said that F.A.I.L. just stands for ‘First Attempt In Learning’!”

“And Mother, Dr Kalam was a teacher and a poet too!” added Ira.

(Indian Space Research Organisation). He worked on India’s missile projects, ‘Prithvi’ and ‘Agni’.”

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Talking Book

Period 1 continued During the Text

You can rephrase the answers in complete sentences based on your learners’ responses. For example: Dr Kalam worked on two missile projects, ‘Prithvi’ and ‘Agni’.

After the Text

You may ask these suggested questions. 1. How did Dr Kalam help his family when he was ten years old? (When Dr Kalam was ten, he helped his family by selling newspapers.) 2. What are some of the qualities of Dr Kalam that inspire you? (Dr Kalam was a very hard-working man. / He was a very optimistic man. / He was a well-read man.) 3. Dr Kalam always believed in the power of dreaming big and working hard to achieve those dreams. What do you dream of becoming or doing when you grow up? (I dream of becoming a pilot. / I dream of becoming an actor. / I want to join the Indian Army and become an army officer.)

Chapter 7 • Empowering Speech

(Indian Space Research Organisation). He worked on India’s missile projects, ‘Prithvi’ and ‘Agni’.” “And Mother, Dr Kalam was a teacher and a poet too!” added Ira.

Talking Book

Period 1

“So mother, the next time you say N.O. for ice cream, I will just wait for the ‘Next Opportunity’! That’s what he said about N.O.!” Ira laughed.

Chapter 7 • Empowering Speech

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—autobiography (aw.tuh.bai.o.gruh.fee). Instruct: Repeat the meaning after me—the story of a person’s life, written by the person himself/herself. Instruct: Repeat the sentence after me—Sachin Tendulkar’s autobiography is called Playing It My Way. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation Meaning

Sentence

encouraging

en.kuh.ruh. jihng

giving someone support, courage, and hope

My school teachers are always encouraging me to participate in sports competitions.

missile

mi.sile

a weapon that is sent through the air to strike or attack something

The military launched a missile to stop the incoming danger.

opportunity

o.puh.choo. nuh.tee

a particular situation where it is possible to do something

Rishi thought it was the right opportunity to score a goal.

prestigious

pruh.sti.juhs

having a high reputation or honour

St Hallmark Public School is a prestigious school in the town.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: St Hallmark / Public School / is a / prestigious school / in the town.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘autobiography’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Nishank wanted to write an autobiography about his life as a famous chef. 2. My parents have been encouraging me to take part in different activities. 3. It was difficult to enter the missile base at night as the area was covered with fog. 4. If given the opportunity to become the monitor of the class, Nupur will ensure there is discipline in the class. 5. Mr Jacob is a renowned and prestigious principal.

Conclusion

4 mins

Say: Today, we read the text called The Missile Man of India. In this text, we read a motivational story on the life of Dr A.P.J. Abdul Kalam. We learnt how to give short and motivational titles to someone. We also learnt the words ‘autobiography’, ‘encouraging’, ‘missile’, ‘opportunity’ and ‘prestigious’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 54. Learn to give a short speech with taglines by listening to and repeating the projects given in the app. Chapter 7 • Empowering Speech

E&R

E-Speak 1 Practise at Home PROJECT 7A

Mahatma Gandhi Tanuj has just finished reading a book about Mahatma Gandhi. Listen to him as he talks about what he learnt and record it.

PROJECT 7B

Period 2

Gandhiji Inspires Many Tanuj talks about the big role that Gandhiji played in India’s independence. Listen to him and record it.

PROJECT 7C

My Inspirational Guide Tanuj decides to give his own title for Gandhiji. Listen to him and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Empowering Speech. In the last class, we read the text called The Missile Man of India. In this text, we read a motivational story on the life of Dr A.P.J. Abdul Kalam. We learnt how to give short and motivational titles. We also learnt the keywords ‘autobiography’, ‘encouraging’, ‘missile’, ‘opportunity’ and ‘prestigious’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to give short, catchy and motivational taglines / titles. We are also learning to give a short speech on a topic of personal relevance. When we give a title or a tagline to someone, we give reasons for it. When we give a speech about any famous personality, we talk about their birth, achievements, occupations, and what about their life inspired us. Example from Text: The name of the text is Missile Man of India because the text is about Dr A.P.J. Abdul Kalam who was called ‘The Missile Man of India’. He was given the title as he worked on Indian missiles. Also, the text talks about Dr Kalam’s occupation, achievements, and how his life inspired many people. He was an aeronautical engineer who worked at ISRO. He received various awards, like Bharat Ratna and Padma Bhushan. He was the 11th president of India and inspired many people to dream big and work hard. Example from E-Speak 1: As a part of your homework project, you heard Tanuj give a speech about Mahatma Gandhi and his contribution to India’s independence. He also gave a title to Gandhiji.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Tanuj says about Gandhiji. Instruct: Repeat the Project 7A after me—Hello friends! Did you know that Mahatma Gandhi’s real name is Mohandas Karamchand Gandhi? ‘Mahatma’ is a special word that means someone who is really loved and respected. He was born on October 2, 1869. Instruct: Repeat the Project 7B after me—Gandhiji was a superhero who inspired lots of people to come together and stand against the British during India’s fight for freedom. His words helped many people. Gandhiji made a big, positive change in the world! Instruct: Repeat the Project 7C after me—I chose to give Gandhiji the title ‘My Inspirational Guide’ because he has taught me to be kind, peaceful, and fair to everyone. His life and work inspire me to be a good person and help others. You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I chose to / give Gandhiji / the title / ‘My Inspirational Guide’/ because he has taught me / to be kind, / peaceful, / and fair to everyone. / His life and work / inspire me / to be / a good person / and help others.

Chapter 7 • Empowering Speech

Listen

Echo

Speak on the Spot Boost Your Speaking A Title for You

Period 2

Think of a title that you would like to give to any one of the following. Give TWO reasons for your choice.

My Mother

My Father

Hello friends! I would like to give my ... the title ... This is because ... She/He also ... Thank you! respectful and helpful smart and hard working

handles problem with calmness spends time with family

takes care of everyone’s happiness

can do any kind of chores good storyteller

adventurous and fun loving

Speak loudly and confidently. Look at your class while giving the speech. Give interesting and creative titles.

Chapter 7 • Empowering Speech

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to think and give a title to your mother or father. Also, give two reasons why you think that title is a perfect fit for them. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to maintain eye contact with their friends and speak clearly and conﬁdently. Model Responses: 1. Hello friends! I would like to give my mother the title ‘Supermom’. This is because she can do any kind of chore. She is also very smart and hard-working. She solves all my problems very easily. Thank you! 2. Hello friends! I would like to give my father the title ‘Helpful Hat’. This is because he is respectful and helpful. He not only helps his family members but also anybody who might need any kind of support. He also takes care of everyone’s happiness. Thank you! 3. Hello friends! I would like to give my mother the title ‘Cool as a Cucumber’. This is because she handles problems with calmness. She also spends time with family and having her around us is always fun. Thank you!

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you want to become when you grow up. Also, give reasons for your answer. You may refer to the images given in the book and the app for your support. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to present a speech on ‘My Dreams and Goals in Life’. Write your speech on page no. 57 of the book. You should mention your ambition, the reason for your choice, your inspiration, and the goals you have set to achieve your dream. Ask for help at home to do the work correctly. Practise giving the speech, again and again, in front of your friends or an older family member.

Chapter 7 • Empowering Speech

E-Speak 2 PROJECT 7D

Practise at Home

I Dream Big! Having an ambition and working towards it makes us more focused and determined. Tell us in 4-5 lines what you want to be when you grow up and why. Give reasons for your choice.

Gaming Zone It’s Fun Time Match Me Up!

Period 3

Match the names of famous personalities to the titles given to them.

The Iron Lady of India

Sachin Tendulkar

The Little Master

Rani Lakshmi Bai

The Nightingale of India

Shah Rukh Khan

King Khan

Lata Mangeshkar

Jhansi ki Rani

Indira Gandhi

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Match Me Up! Say: On the left-hand side, some titles are given. On the right-hand side, the names of famous personalities are given. Instruct: You have to match the names of the famous personalities to the titles given to them. You may ask these suggested questions. 1. Who was the first woman prime minister of India? (Indira Gandhi was the first woman prime minister of India.) 2. The title ‘The Little Master’ has been given to a sportsperson. Which Indian cricketer has made the most runs in international cricket? (Sachin Tendulkar has made the most runs in international cricket.) 3. Which female poet is known as the ‘Nightingale of India’? (Sarojini Naidu is known as the ‘Nightingale Nightingale of India.’) 4. A very famous poem is also written about this warrior from Jhansi. Who was she? (Rani Lakshmi Bai was an Indian warrior from Jhansi.) 5. Who is known as ‘King Khan’ and is a famous movie actor? (Shah Rukh Khan is known as ‘King Khan’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I Dream Big!’, where you talked about what you want to become when you grow up and why you want to become that in 4–5 lines. Instruct: Listen to my response to the project. ‘When I grow up, I want to be a teacher. I love helping my friends learn new things, and being a teacher sounds like so much fun. I’ll have a classroom with colourful walls and will share exciting stories with my students. Teaching them to read, write, and discover the world will be my favourite thing to do!’ Say: Now, you will listen to another response and repeat after me. ‘When I grow up, I want to be a firefighter. I’ll wear a shiny helmet and a bright red suit. Saving people and rescuing cute kittens stuck in trees sound like the coolest job ever. I can’t wait to be a hero and help keep everyone safe!’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: When I grow up, / I want to be / a ﬁreﬁghter. / I’ll wear / a shiny helmet / and a bright red suit.

You can also read a few best responses, submitted on the app by the learners, to the class and ask the learners to repeat.

Chapter 7 • Empowering Speech

Listen

Echo

author

architect

engineer

chef

Step 5: Conclusion

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Step 4: How will I achieve my dream?

make-up artist

photographer

social worker

police officer

sportsperson

Step 3: Why? What inspires me?

YouTuber

doctor

actor

director

farmer

painter

Step 2: My Dream—What do I want to be/do?

Step 1: Title of my presentation

singer

teacher

Write: What are your dreams and goals in life? Write about them below.

Chapter 7 • Empowering Speech

You have to plan and present a powerful speech on ‘My Dreams and Goals in Life’. Complete your notes and practise saying it at home. Now, present your speech confidently in the class.

Dreams Come True

The Final Show

Plan and Speak

Notes Corner

In the end, you may ask the audience if they feel inspired.

Use an enthusiastic tone of voice and body language to keep the audience engaged.

Make eye contact with your audience.

Speak clearly and with expressions.

Present: Give a short and engaging speech to talk about your dreams.

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Practise: Present your speech to the family. Refer to the tips below to make it more interesting. Practise many times.

U24ENCB_Grade6.indb 58

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present a speech on ‘My Dreams and Goals in Life’. You can read from your notes if you get stuck. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to use an enthusiastic tone and body language to keep the audience engaged. Model Responses: 1. Hello! My name is Japneet. The title of my presentation is ‘Cooking up Dreams’. I want to become a chef. I want to cook delicious meals. I love to use different vegetables and fruits to cook new things. I like to see people smile and feel satisfied after they taste my food. My family’s reaction after eating the food I cook inspires me. Famous chefs like Sanjeev Kapoor and Nita Mehta also inspire me. I have already started working towards my goal. I read a lot of recipe books and watch cooking videos. I also read about different cuisines around the world. On the weekends, I practise cooking. I will continue to do so, as practise makes perfect. Thank you! 2. Hello! My name is Kuldeep. The title of my presentation is ‘Care for the Needy’. I want to become a compassionate veterinarian. My dream is to take care of animals, big and small, and ensure their well-being. To achieve this, I am determined to excel in my studies, focusing on science and biology. I plan to volunteer at animal shelters and participate in extracurricular activities related to veterinary science. By combining my love for animals with a strong educational foundation, I hope to turn my dream into reality, having a positive impact on the lives of our furry companions and contributing to their health and happiness. Thank you! 3. Hello! My name is Saransh. The title of my presentation is ‘Look at Me’. I dream of becoming a successful YouTuber. My goal is to create engaging and inspiring content for people around the world. To achieve this dream, I am determined to develop my skills in video editing, storytelling, and connecting with my audience. I plan to explore various topics, and share my passion and experiences. The famous YouTuber Lilly Singh has been my inspiration. Through consistency, creativity and a genuine connection with viewers, I aim to turn my dream of being a YouTuber into a reality, having a positive impact and spreading joy through the power of digital storytelling. Thank you! If the learners are able to present their thoughts, ideas, goals and aspirations in grammatically structured sentences, then you may say, ‘That’s wonderful!’, ‘Keep it up!’, ‘Well done!’ or ‘Your speech inspired me’. In case learners struggle to present, you can say, ‘Why don’t you look in the book and try again?’ or ‘You are doing great, just be little louder and speak with conﬁdence’.

Conclusion

2 mins

Say: In this chapter, we learnt to share short, motivational and catchy taglines / titles on various topics. We also learnt to give a short speech on a topic of personal relevance, for example, what you want to become when you grow up.

Chapter 7 • Empowering Speech

Chapter 8

Expressing Feelings

Big Skill: Expressing personal feelings and emotions Learning Objectives: Learners will be able to: • appreciate and respond to feelings of others on an issue. • share personal feelings, ideas and emotions on a topic or event.

Chapter 8

Expressing Feelings

Period 1

Expressing personal feelings and emotions

U24ENCB_Grade6.indb 59

100

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 8—Expressing Feelings. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Who do you see in the picture? (In the picture, I see a mother and her daughter who are talking about something.) 2. What do you think the girl is doing? (I think that the girl is sharing or expressing her feelings to her mother.) 3. What is the mother doing? (The mother is listening to what her daughter is saying.) 4. What can you see around the girl? (I can see different emotions of anger, sadness, shock, happiness, etc., around the girl.) Read aloud the model description of the cover page. Say: On the cover page, we can see a mother and her daughter sitting on a bench. They are talking to each other. The daughter seems upset. She is expressing her feelings to her mother. The mother is listening to her daughter patiently.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 60 of your content book. We will read the story—Standing Up for Yourself. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the picture? (I see a father and a son sitting on a sofa.) 2. Look at the thought bubble. What do you think the boy may be telling his father? (I think that the boy may be telling his father about an incident that happened with him at school.) 3. What do you think the father is doing? (I think that the father is trying to help his son feel better.) Explain: We are going to read a story called Standing Up for Yourself. It is about a boy named Tanmay. He is upset because something happened at his school, and he tells his father about it. The father understands what his son is going through and suggests what he can do to overcome it. Now, let us begin reading. Instruct: Pay attention to how Tanmay shares his feelings and how his father responds to him.

Chapter 8 • Expressing Feelings

101

Listen

102

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”Well, I realised that if I didn’t defend myself, no one else would.” Dad paused for a second. “You have to stand up for yourself, Tanmay. I am always here to help you, but you have to help yourself first.”

“Really, Dad? How did you stop him?”

“It’s okay, Tanmay. Come here. I am glad that you shared,” Dad hugged Tanmay. “Do you know that the same thing happened to me as well? When I was a child, a boy in my class used to steal my lunch.”

“When I said that I would complain to the teacher, Akshay started making fun of me. He said that I was a scaredy-cat. Dad, I don’t know what to do,” sighed Tanmay.

Dad looked worried. “Have you told your teacher?”

“There is a boy in my class named Akshay. Since last week, he has been taking my stationery every day. I try to stop him, but he runs away with my things and hides them.”

“What happened, Tanmay? Tell me. Is everything okay?”

“Umm… no… I just…,” mumbled Tanmay, looking really upset.

“Wait a minute—didn’t we buy all these things just last week? Have you lost them?” asked Dad.

“Dad, will you take me to the market, please? I need some new pens and pencils,” Tanmay asked shyly.

Standing Up for Yourself

Chapter 8 • Expressing Feelings

shyly (shai.lee): to speak in a nervous, fearful or uncomfortable way

scaredy-cat (skair.dee.kat): someone who is easily scared

point of view (poynt of vyoo): opinion or way of thinking

defend (duh.fend): to protect oneself

bothered (baw.dhuhd): annoyed, worried or upset somebody

Thanks to Tanmay’s bravery, Akshay never bothered anyone else again.

“Never again!” Akshay crossed his heart.

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Talking

“It is okay. If you ask our permission, we will gladly share our things. But if you take them away again, we will have to tell the teacher,” said Tanmay.

“I am so sorry, guys! I never thought of it from your point of view,” said Akshay.

Akshay now realised that only he found this joke funny. The others did not like it.

“We wish you would stop,” Lalit agreed.

Kavya stood up and said, “Akshay, we don’t like it when you hide our crayons or pens.”

“But I do the same with Lalit and Kavya! They don’t seem to mind,” said a confused Akshay.

“It might be funny to you, but I don’t like it when you take my things,” said Tanmay.

Akshay laughed and said, “Oh, come on, Tanmay! It is just a little joke. Don’t be so serious!”

The next day, Tanmay gathered all his courage as he saw Akshay coming towards him. “No, Akshay! You must stop this!” he said.

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Period 1

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may use voice modulation and expressions to express Tanmay’s feelings. This will help the learners to develop a better understanding of the text. You may pause at the annotations and ask these suggested questions. After 1 How do you think Tanmay’s father would have felt after listening to this? (I think Tanmay’s father would have been worried for his son. / In my opinion, Tanmay’s father would have been angry.) After 2 After listening to his father, what do you think Tanmay will do next? (After listening to his father, I think Tanmay will stand up for himself and talk to Akshay about his actions.) After 3 Tanmay tells Akshay that he has to stop what he has been doing. What do you think will happen next? (I think Akshay will not listen to Tanmay, and he will continue to take away his things and hide them. / I think Akshay will listen to Tanmay and stop taking others’ stationery.) After 4 Do you think Akshay will apologise to Tanmay, Kavya and Lalit? Give reason. (Yes, I think Akshay will apologise to Tanmay, Kavya and Lalit because he will realise that nobody finds his joke funny. / No, I think Akshay will feel sad and quietly go away.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: Yes, I think Akshay will apologise to Tanmay, Kavya and Lalit because he will realise that nobody ﬁnds his joke funny.

After reading the text, you may tell the learners how important it is to share their feelings with their parents or teachers.

After the Text

You may ask these suggested questions. 1. How do you think Akshay feels towards the end of the story? (I think Akshay feels bad about his behaviour and realises that Tanmay, Kavya and Lalit do not like his joke about hiding their stationery.) 2. How does Tanmay show his bravery? (Tanmay shows that he is brave by standing up for himself against Akshay’s actions.) 3. Can you think of a time when you stood up for yourself? (Yes, I asked my cousin to stop making fun of my drawing. I told him that it was hurtful.)

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The next day, Tanmay gathered all his courage as he saw Akshay coming towards him. “No, Akshay! You must stop this!” he said. Akshay laughed and said, “Oh, come on, Tanmay! It is just a little joke. Don’t be so serious!”

Talking Book

“It might be funny to you, but I don’t like it when you take my things,” said Tanmay. “But I do the same with Lalit and Kavya! They don’t seem to mind,” said a confused Akshay. Kavya stood up and said, “Akshay, we don’t like it when you hide our crayons or pens.” “We wish you would stop,” Lalit agreed. Akshay now realised that only he found this joke funny. The others did not like it. “I am so sorry, guys! I never thought of it from your point of view,” said Akshay. “It is okay. If you ask our permission, we will gladly share our things. But if you take them away again, we will have to tell the teacher,” said Tanmay. “Never again!” Akshay crossed his heart.

Period 1

Thanks to Tanmay’s bravery, Akshay never bothered anyone else again.

bothered (baw.dhuhd): annoyed, worried or upset somebody defend (duh.fend): to protect oneself point of view (poynt of vyoo): opinion or way of thinking scaredy-cat (skair.dee.kat): someone who is easily scared shyly (shai.lee): to speak in a nervous, fearful or uncomfortable way

Chapter 8 • Expressing Feelings

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—bothered (baw.dhuhd). Instruct: Repeat the meaning after me—annoyed, worried or upset somebody. Instruct: Repeat the sentence after me—Tanay did not like it when Hamza bothered him by stealing his pencils. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

defend

duh.fend

to protect oneself

Misha is very confident and can defend herself in any difficult situation.

point of view

poynt of vyoo

opinion or way of thinking

My point of view on how to keep the surroundings clean differs from yours.

scaredy-cat

skair.dee.kat

someone who is easily scared

Devi is a scaredy-cat when it comes to spiders.

shyly

shai.lee

to speak in a nervous, fearful Shubh spoke shyly as he introduced or uncomfortable way himself to the team.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Shubh spoke / shyly / as he introduced / himself / to the team.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘bothered’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Prisha was bothered by the constant buzzing of the housefly around her. 2. The soldier was badly hurt to defend himself. 3. I agreed with my mother’s point of view on eating less chocolate to stay healthy. 4. Misha becomes a scaredy-cat when she sees a lizard on the wall. 5. Anjana shyly expressed her opinion in front of the class.

Conclusion

4 mins

Say: Today, we read the story called Standing Up for Yourself. This story is about a boy named Tanmay. In this chapter, we learnt to share personal feelings and emotions on a topic or event. We also learnt to appreciate and respond to the feelings of others on an issue. We also learnt the words ‘bothered’, ‘defend’, ‘shyly’ and the phrases ‘point of view’ and ‘scaredy-cat’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 62. Learn to express your feelings on a particular event by listening to and repeating the projects given in the app. Chapter 8 • Expressing Feelings

E&R

105

E-Speak 1 Practise at Home PROJECT 8A

An Unpleasant Experience Antara is upset about people throwing garbage out of their cars. She describes what she saw. Listen and record it.

PROJECT 8B

Antara’s Feelings

Period 2

Antara saw people throwing garbage on the road. Listen to how she felt and record it.

PROJECT 8C

Cleanliness Is a Responsibility Antara’s friend, Zaheer, also agrees with her. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Expressing Feelings. In this chapter, we read the story called Standing Up for Yourself. This story is about Tanmay, who shares his feelings with his father. He learns to stand up for himself. We learnt how to express our feelings and emotions. We also learnt to appreciate and respond to others’ feelings on an issue. We also learnt the keywords ‘bothered’, ‘defend’, ‘shyly’ and the phrases ‘point of view’ and ‘scaredy-cat’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to talk about our feelings and emotions on an issue. We should express different feelings, like happiness, sorrow, excitement, fear, anger, etc., politely. We should always share our personal feelings with our loved ones. We are also learning to understand the feelings and responses of another person. We should be mindful of what others feel and not make fun of them. Example from Text: In the story, Tanmay expressed his feelings about his classmate, Akshay to his father. Tanmay told him how Akshay took his stationery items and hid them. He also felt bad when Akshay called him a ‘scaredy-cat’. His father listened to him, and understood his problem and encouraged him to tell Akshay about his feelings. Tanmay told Akshay that he did not like his jokes. Finally, Akshay realised his mistake and never bothered anyone again. Example from E-Speak 1: As a part of your homework project, you heard Antara expressing her feelings about people throwing garbage out of their cars and on the road. Her friend, Zaheer, also agreed with her point of view.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about how Antara and Zaheer express their feelings about people throwing garbage on the road. Instruct: Repeat the Project 8A after me—Yesterday, I saw many people throwing garbage out of their cars and on the road. They were carelessly throwing chips wrappers, plastic bottles and papers. Instruct: Repeat the Project 8B after me—When I saw people throwing garbage on roads, I felt very furious. It also made me feel sad. We should not throw garbage on the roads. Instruct: Repeat the Project 8C after me—I agree with you, Antara. It is very heartbreaking that some people litter and throw waste on the roads and in public spaces. We should keep our surroundings clean. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I agree with you, Antara. / It is / very heartbreaking / that some people / litter and throw waste / on the roads / and in public spaces. / We should keep / our surroundings clean.

Chapter 8 • Expressing Feelings

Listen

107

Echo

Speak on the Spot Boost Your Speaking How She Felt? Read about Wamiqa’s experience at the book fair. Share Wamiqa’s feelings on any ONE of the situation with the class. Last Sunday, Wamiqa went to a book fair with her parents. She wanted to buy new books. The book fair had hundreds of stalls and people dressed up as famous book characters. From a distance, she saw a man dressed up as Harry Potter. She quickly ran towards the stall without realising that she had separated from her parents. After meeting the man, she turned back and found herself lost. Wamiqa started looking for her parents. After a few minutes, she looked over at the stage and saw her father.

Period 2

Now, share with the class how Wamiqa would have felt at the book fair. went to the book fair

found new books

ran towards her favourite character

saw famous book characters

separated from parents

saw her father

Hi friends! I think that Wamiqa must have felt … when she … Also, She must have felt … when she …. Thank you! relieved

helpless thrilled

overjoyed frightened

nervous delighted

anxious concerned

Speak loudly and clearly. You can add your own answers.

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108

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to read a description about Wamiqa’s experience at the book fair. Then, choose any one situation and share how Wamiqa must have felt at the time. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to use expressions and voice modulation while expressing Wamiqa’s feelings during the presentation. Model Responses: 1. Hi friends! I think that Wamiqa must have felt very excited when she went to the book fair with her parents. Also, she must have felt overjoyed when she saw a man dressed as Harry Potter. Thank you! 2. Hi friends! I think that Wamiqa must have felt frightened when she realised that she was separated from her parents. Also, she must have felt relieved when she saw her father at the stage. Thank you! 3. Hi friends! I think that Wamiqa must have felt thrilled when she saw famous book characters. Also, she must have felt delighted when she ran towards her favourite character. Thank you! If the learners use the correct words and sentences to express how Wamiqa must have felt, then you can say, ‘Well done!’, ‘Keep it up!’, or ‘You understood correctly how Wamiqa must have felt’. If the learners struggle to speak in complete sentences, then you can say, ‘Let’s try once again’, ‘Let’s do it together’ or ‘Well tried, but try to speak louder and maintain eye contact with the audience’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app how you feel when you do well in a test or a competition in 4-5 lines. Listen to the audio stimulus given in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to choose any one situation and tell how you would feel in that situation. You can talk about a real or an imaginary event and express your feelings about it. Practise saying the sentences aloud, again and again, in front of your family members.

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E-Speak 2 PROJECT 8D

Practise at Home

My Feelings! Students are exposed to many tests and competitions in school. How do you feel when you do well in a test or a competition? Express your feelings in 4-5 lines. 2

Gaming Zone It’s Fun Time How Would I Feel? How would you feel in the given situations? Tick (ü) the feelings that match the situation.

Period 3

You helped someone in your class.

You had a fight with a friend.

proud

thrilled

pleased

angry

You gave a friend their favourite book as a gift.

You won the first prize.

proud

satisfied

delighted

honoured

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110

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—How Would I Feel? Say: There are some pictures given with situations. Two feelings are written beside each of the situations. Instruct: Now, tick the feelings that you would feel in the given situations. You may ask these suggested questions. 1. How would you feel if you helped someone? (I would feel pleased / proud if I helped someone.) 2. How would you feel if you fought with your friend? (I would feel angry if I fought with my friend.) 3. How would you feel if you gave your friend their favourite book as a gift? (I would feel pleased if I gave my friend their favourite book as a gift.) 4. How would you feel if you won the first prize? (I would feel honoured / satisfied if I won the first prize.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Feelings!’, where you told us how you feel when you do well in a test or a competition. Instruct: Listen to my response to the project. ‘Hello! I feel on the top of the world when I do well in a test. I become happy to see that all my hard work has resulted well. This motivates me to study more and do well in tests, one after the other. Now, instead of being scared, I eagerly look forward to class tests.’ Say: Now, you will listen to another response and repeat after me. ‘Hello! I feel satisfied when I win a competition. For any competition, I practise a lot and when I do well in it, I feel very happy and content. My parents and teachers feel proud of me. This motivates me to participate in different competitions.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello! / I feel satisﬁed / when I win / a competition. / For any competition, / I practise a lot / and when I do well / in it, / I feel very happy / and content.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 8 • Expressing Feelings

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Listen

Echo

112 organised

loved

caring

focused

inspired

you gave someone a surprise

Write: Now, describe your feelings. It could be an imaginary event.

great

motivated

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Chapter 8 • Expressing Feelings

happy

excited

someone gave you a surprise

thrilled

valued

proud

Look at the situations given below. Tick (ü) any ONE situation that you want to talk about.

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(write why you felt that way)

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Notes Corner

Speak with expressions and actions when you talk about your feelings.

You can read from the book.

Present: It’s time to present! Tell your friends how you felt in the given situation.

Practise: Say these lines in front of an elder or a friend. Speak with appropriate expressions.

because

(occasion)

(write the situation)

(share a bit more about your feelings and the event)

(write how you felt)

Thank you.

I felt

Imagine yourself in any ONE of the situations below. Write how you would feel and what you would say in that situation. Then, share it with the class.

It was on

Today I will talk about the time when

Hello everyone!

Say How You Feel

The Final Show

Plan and Speak

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class any one of the situations and how you felt when you experienced it or would feel if it happened to you. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide the learners to use actions and expressions to make the experience come alive. You may read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Hello everyone! Today, I will talk about the time when my father gave me a surprise. It was on Children’s Day, 14 November. I felt excited because I had received my favourite book as a gift from my father. It was ‘The Blue Umbrella’ by Ruskin Bond. That surprise made my day very special and I was glad to receive it. Thank you. 2. Hello everyone! Today I will talk about the time when, I gave my class teacher a surprise. It was on Teacher’s Day, 5 September. I felt happy because I, with my classmates, organised a small surprise for our class teacher. We gave her a gift and brought a cake for her. When our teacher gave us blessings in return, we all felt loved. Thank you. 3. Hello everyone! Today I will talk about the time when, I gave my mother a surprise. It was on her birthday, 10 March. I felt proud because all the arrangements for the surprise went well. She was very happy and thrilled to see the gifts that we had given her. I felt really proud because the party was well organised. Thank you. If the learners present well, you can appreciate them by saying ‘Keep it up!’, ‘It was lovely to hear about the surprise’ or ‘Well done! You shared your feelings well’. In case the learners struggle to present, you can say, ‘Let me help you to frame the sentences’ or ‘You are doing great, just be clearer and speak with a smile’.

Conclusion

2 mins

Say: In this chapter, we learnt to share our feelings, ideas and emotions on an issue. We also learnt to understand and respond to the feelings of another person.

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Chapter 9

Hear My Slogans

Big Skill: Saying slogans Learning Objectives: Learners will be able to: • make catchy slogans on common issues and topics. • present slogans in a compelling manner.

Chapter 9

Hear My Slogans

Period 1

Saying slogans

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 9—Hear My Slogans. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Which place is shown in the picture? (The place shown in the picture is the school grounds.) 2. What can you see in this picture? (I can see a few students drawing posters while sitting on the grass; two students standing on the stage and saying something; one student saying something while standing beside the stage; a group of four students discussing something; and a banner on the stage that says ‘Slogan Competition’.) 3. What do you think is happening in this picture? (I think the students are participating in a slogan competition. While some students are preparing for it, others are speaking on the stage.) Read aloud the model description of the cover page. Say: On the cover page, we see a school where students are participating in a slogan writing competition. Some of them are sitting on the ground, drawing posters. We can also see two girls reading out slogans from a paper. One boy is standing beside the stage and speaking on the mic.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 68 of your content book. We will read the text—More Sports Periods? Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What can you see in the first picture? (I can see a teacher and some students in the picture.) 2. What do you think they are holding? (I think they are holding posters with slogans.) 3. What do you think they are doing? (I think they are holding up posters with slogans and marching to support an idea or a movement.) Explain: We are going to read a text called More Sports Periods? It is about three students who are participating in a competition at school called the ‘Speech-Slogan Competition’. Now, let us begin reading. Instruct: Pay attention to the way the three students use catchy slogans to support their idea.

Chapter 9 • Hear My Slogans

115

Listen

116

1 2

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“Last, but not the least, playing more sports can help us become more focused. We keep trying until we succeed,” added Varun excitedly. “Sports has taught me to believe in myself and put in my best efforts in whatever I do. I enjoy playing basketball a lot. I’m always excited about practice and

“I support that fully,” said Tanya. “I believe sports teaches us how to work together. We can brainstorm ideas and strategies together. We came up with a brilliant plan together for our last football match. And we won the match! Working in a team helps us solve problems easily too.”

She continued, “We believe that playing sports can help us stay healthy and fit. It helps to boost our self-esteem. I gained more confidence when my team won the Inter-School Football Championship. Sports also teaches us teamwork. I never thought I could work with others, but after playing with the football team, I realised how important teamwork is. Now we are such a strong team.”

More sports is what we’d like!

With sports we all unite,

A healthy body with healthy mind.

“Sports is where you find

Rhea began confidently.

Rhea, Tanya and Varun were excited about the group Speech-Slogan Competition! They had chosen the topic: More Sports Periods in Schools!

More Sports Periods? 4

Period 1

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Chapter 9 • Hear My Slogans

boost (boost): uplift or encourage brainstorm (brayn.stawm): to suggest or discuss ideas in a group glanced (glaanst): took a quick look self-esteem (self uh.steem): respect for oneself strategies (stra.tuh.jeez): plans to achieve a goal

When Rhea, Tanya, and Varun glanced up at their audience, their sports teacher was clapping the loudest!

More sport is the best way!

Together we practise and play,

More sport for everyone!

Please increase our sporty fun,

The three friends ended their speech by chanting together:

“I conclude the speech with this last thought–If we have two or three sports periods in a week, we can be healthier. So, do you say yes to more fitness?”

of course, the next match. I wish there were two or three sports periods in a week. I could play more often and develop my skills.

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Talking Book

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. You may read the slogans with appropriate expressions and voice modulation. This will make the slogans more interesting to listen to and teach the learners the correct way to say a slogan. You may pause at the annotations and ask these suggested questions. After 1 According to Rhea, how does sport help us? (According to Rhea, sport helps us to stay healthy and fit, boosts our self-esteem, helps us to gain more confidence and learn the importance of teamwork.)

For annotation 3, ask learners for their opinion on sports.

After 2 According to Tanya, what does sport teach us? (According to Tanya, sport teaches us how to work together. She believes that brainstorming ideas and strategies as a team helps us solve problems easily.) After 3 What has sport taught Varun? (Sport has taught Varun to believe in himself and put his best efforts into whatever he does.) After 4 How were the slogans and the speech delivered by Rhea, Tanya and Varun received by their sports teacher? (Rhea, Tanya and Varun’s sports teacher was clapping the loudest while listening to their speech and slogans.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s conﬁdence.

After the Text

You may ask these suggested questions. 1. What is the topic of the speech and the slogans? (The topic is More Sports Periods in Schools.) 2. According to the three friends, how many sports periods should be there in a week? (According to the three friends, there should be at least two or three sports periods in a week.) 3. Is there any period that you would like to have more of in your school? Why? (Yes, I would like to have more arts and crafts periods in my school. This will help me be more creative. / No, I would not like to have more of any period at school.)

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of course, the next match. I wish there were two or three sports periods in a week. I could play more often and develop my skills. “I conclude the speech with this last thought–If we have two or three sports periods in a week, we can be healthier. So, do you say yes to more fitness?”

Talking Book

The three friends ended their speech by chanting together: Please increase our sporty fun, More sport for everyone! Together we practise and play, More sport is the best way!

Period 1

When Rhea, Tanya, and Varun glanced up at their audience, their sports teacher was clapping the loudest!

Chapter 9 • Hear My Slogans

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—boost (boost). Instruct: Repeat the meaning after me—uplift or encourage. Instruct: Repeat the sentence after me—Eating green vegetables helps to boost our immunity. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

brainstorm

brayn.stawm

to suggest or discuss ideas in a group

Our science teacher made us sit in groups to brainstorm topics for the exhibition.

glanced

glaanst

took a quick look

We glanced at the menu quickly to decide what food to order.

self-esteem

self uh.steem

respect for oneself

Even small achievements can boost our self-esteem.

strategies

stra.tuh.jeez

plans to achieve a goal

The team thought of different strategies to win the competition.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Our science teacher / made us / sit in groups / to brainstorm / topics / for the exhibition.

E & R Using Keywords in Sentences

6 mins

Conclusion

4 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. E&R Instruct: Make some sentences with the word ‘boost’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Saying “I can do it!” can boost your confidence. 2. The group will brainstorm ideas for the science project. 3. Misha glanced at the audience to spot her mother while performing her role as the main lead of the play. 4. Doing my best at school helps me build my self-esteem. 5. Taking deep breaths is one of my strategies to calm down when I am upset.

Say: Today, we read the text called More Sports Periods? In the text, we read how Rhea, Tanya and Varun used a convincing speech and a couple of catchy slogans to express the benefits of having more sports periods in schools. We learnt to present catchy slogans on important issues. We also learnt to present them in a compelling manner. We learnt the words ‘boost’, ‘brainstorm’, ‘glanced’, ‘self-esteem’ and ‘strategies’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 70. Learn to say the slogans made by Sanchit, Pooja and Raghav by listening to and repeating the projects given in the app. Chapter 9 • Hear My Slogans

119

E-Speak 1 Practise at Home PROJECT 9A

I Like Gardening Sanchit’s favourite hobby is gardening. Listen to his slogan on gardening and record it.

PROJECT 9B

Period 2

Pooja Loves Plants! Pooja too shares a slogan on her favourite hobby. Listen to her and record it.

PROJECT 9C

Bloom Bloom Raghav loves to garden with his sister. Listen to his slogan and record it.

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120

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Hear My Slogans. In the last class, we read a text called More Sports Periods? In it, Rhea, Tanya and Varun gave a convincing speech on the topic ‘More Sports Periods in Schools’ and used a couple of slogans to enhance their speech. We learnt how to present catchy slogans on common issues and topics in a compelling manner. We also learnt the keywords ‘boost’, ‘brainstorm’, ‘glanced’, ‘self-esteem’ and ‘strategies’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to make catchy slogans on common issues and present them. We are also learning to present slogans in a compelling manner. When we present slogans, we have to use appropriate tone and body language to convey our ideas. We can use rhyming words to make the slogans interesting and catchy. Example from Text: In the text More Sports Periods?, Rhea, Varun and Tanya create catchy slogans to stress the importance of sports for everyone. The three friends create the following slogan to raise awareness: “Please increase our sporty fun, More sport for everyone! Together we practise and play, More sport is the best way!” They use rhyming pairs like ‘fun-everyone’ and ‘play-way’ to make their slogan catchy and more interesting. Example from E-Speak 1: As a part of your homework project, you heard Sanchit, Pooja and Raghav share slogans on their favourite hobby, that is, gardening. They used appropriate tone while sharing their slogans.

Echo E-Speak 1

8 mins

Say: Now, I shall read Sanchit, Pooja and Raghav’s slogans to you. Instruct: Repeat the Project 9A after me—In the garden, we have fun, / Planting seeds under the warm sun. / With care and love, we help them grow, / Gardening is a joy we all know! Instruct: Repeat the Project 9B after me—In the garden, seeds I sow, / Watch them sprout and start to grow. / With love and care, we tend each day, / In the garden, I play with clay. Instruct: Repeat the Project 9C after me—In the garden, we laugh and play, / Sowing seeds to brighten our day. / Plant and watch our garden bloom, / Gardening brings joy even on days of gloom! You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: In the garden, / we laugh and play, / Sowing seeds / to brighten our day. / Plant and watch / our garden bloom, / Gardening brings joy / even on days of gloom!

Chapter 9 • Hear My Slogans

Listen

121

Echo

Speak on the Spot Boost Your Speaking Make a Slogan

Period 2

Read these slogans on different hobbies. Now, make a short slogan on your favourite hobby and present it in the class. Sports is where you find

Painting nature and daily objects

A healthy body with a healthy mind.

Is a fun thing to do.

With sports we all unite,

The colours bring alive

More sports is what we’d like!

So many beautiful views!

reading books

cooking

learning music

playing sports

singing

dancing

cycling

writing stories

photography

Use rhyming words to write the slogans. Chant the slogan with expressions. 71

Chapter 9 • Hear My Slogans

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122

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Slogans can help us highlight the importance of common topics. They can also help us show why our hobbies are important for us. You have to make a short slogan on your favourite hobby and present it in the class. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read aloud the slogans given in the book on page no. 71. This will help the learners to create their slogans. You may also guide the learners to speak with actions and expressions when they read out their slogans. Model Responses: 1. Hello, everyone! My favourite hobby is singing. This is the slogan I have prepared: I love singing songs for my family and friends. / I hope one day my singing trends! / In harmony, our hearts will mend, / As my songs to the world I send.

2. Hello, everyone! My favourite hobby is dancing. This is the slogan that I have prepared for it: Dancing is so much fun. / I twirl and spin until I am done. / Dancing as my hobby is pure delight / Moving to the beat makes my world bright!

3. Hello, everyone! My favourite hobby is reading. This is the slogan that I have prepared for it: Books open doors to worlds untold, / Reading adventures, exciting and bold! / Turn the pages, let imagination soar, / The world of stories, let us explore! If the learners present fun and catchy slogans, you can say, ‘Wow! That was fun.’ or ‘Good work!’. If someone is having trouble making a slogan, then you can say, ‘Let’s work on this together.’ or ‘Why don’t you read the slogans in the book and try again?’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a slogan on ‘Keeping the School Clean’, in 4-5 lines. You may listen to the audio stimulus given in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to create a slogan on the theme ‘Being Kind to Animals’. Write your slogan on page no. 73 of the book. Practise saying your slogan aloud, again and again, in front of your family members.

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E-Speak 2 PROJECT 9D

Practise at Home

Cleanliness Is Key! We all like to study in a neat and clean environment. You want to raise awareness on keeping the school clean. Make a slogan on ‘Keeping the School Clean’, in 4-5 lines. Present it with expressions.

Gaming Zone Guess the Slogans

It’s Fun Time

Period 3

Match the slogans with pictures.

We have only one Earth. Save it!

No Water, No Life!

There’s no fee for saving a Tree!

Pollution means ‘Death by Breath’!

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124

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Guess the Slogans. Say: On the left, there are a few slogans. On the right, there are pictures related to the slogans. Instruct: Match the slogans with the pictures correctly. You may ask these suggested questions. 1. Which slogan will you use for the picture of the Earth? (I will use the slogan, ‘We have only one Earth. Save it!’) 2. Which slogan will you use for the picture of the drop of water? (I will use the slogan, ‘No Water, No Life!’) 3. Which slogan will you use for the picture of the tree? (I will use the slogan, ‘There’s no fee for saving a Tree!’) 4. Which slogan will you use for the picture showing factories and smoke? (I will use the slogan, ‘Pollution means “Death by Breath”!’)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Cleanliness Is Key!’, where you made a slogan to raise awareness on keeping the school clean. Instruct: Listen to my response to the project. ‘We all like to study / In a clean place. / So work to keep your school, / A clean and healthy space.’ Say: Now, you will listen to another response and repeat after me. ‘Our school is a place to learn and have fun. / So let us keep it clean for everyone. / A dirty school is not a good thing to be seen. / So let us promise to keep our school clean and green.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: ‘Our school is a place / to learn and have fun. / So let us keep it / clean for everyone.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 9 • Hear My Slogans

125

Listen

Echo

126 loving eyes food neighbourhood share and care

do not scare

streets

clothes

09_U24EN0607.indd 73

need

roadside

feed

do not hit them

(write your slogan in 3-4 lines)

sensitive

Thank you.

I would like to say

(topic)

Today, I want to bring your attention to a very important topic on

Hello everyone, my name is

Write: Write your slogan in the space provided below.

Chapter 9 • Hear My Slogans

homely

treats

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lonely and in despair

living being

You have to make a slogan on a theme ‘Being Kind to Animals’. Practise saying it with expressions, at home. Finally, present your slogan in the class.

Awareness Through Slogans

The Final Show

Plan and Speak

U24ENCB_Grade6.indb 74

Notes Corner

Modulate your voice to make your slogan more interesting.

Use actions and expressions while presenting your slogan.

Speak loudly and clearly.

Present: Now, it’s time to share your slogan with the class.

Practise: Say the slogan at home in front of your family using actions and expressions.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class your slogan on the topic, ‘Being Kind to Animals’. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to present their slogans with actions and expressions. Instruct them to speak loudly and clearly. You may also encourage them to write their slogans on chart papers and display them in the class. Model Responses: 1. Hello, everyone! My name is Veena. Today, I want to bring your attention to a very important topic, ‘Being Kind to Animals’. I would like to say: Spread love, not harm, to every creature, big or small, / With gentle hearts and caring hands, let us stand tall. / In the forest or the street, make a little start / Being kind to animals, let’s do it from the heart. Thank you! 2. Hello, everyone! My name is Arun. Today, I want to bring your attention to a very important topic, ‘Being Kind to Animals’. I would like to say: Be a friend, not a foe, / To animals high and low. / With smile and care, let’s make our love clear, / For our furry friends, and let’s spread cheer! Thank you! 3. Hello, everyone! My name is Tanya. Today, I want to bring your attention to a very important topic, ‘Being Kind to Animals’. I would like to say: Be a friend to animals, big and small, / Kindness is a magic that touches them all. / With gentle words and a helping hand, / Make the world better, let love expand. Thank you! You may appreciate the learners who make impactful slogans by saying, ‘Fantastic work!’ or ‘Nicely done!’ to boost their self-esteem. For learners who struggle to present, you may say, ‘You may read from the book.’, ‘Speak with appropriate tone and expression’, or ‘Maintain eye contact with the audience and speak louder.’.

Conclusion

2 mins

Say: In this chapter, we learnt to make catchy slogans on common issues and topics. We also learnt to present these slogans in a compelling manner.

Chapter 9 • Hear My Slogans

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Chapter 10

Explaining What and Why

Big Skill: Stating cause and effect Learning Objectives: Learners will be able to: • identify and state the cause(s) of an event. • explain the effect(s) of an event.

Chapter 10

Explaining What and Why

Period 1

Stating cause and effect

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 10—Explaining What and Why. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Can you guess what place is shown in the picture? Support your answer with a reason. (I think the place is a restaurant because I can see people sitting at tables eating their food and a waiter.) 2. What happened to the waiter? (The waiter fell or dropped the plate of food that he was carrying.) 3. Why do you think the waiter fell or dropped the plate of food that he was carrying? (I think so because he stepped on his untied or loose shoelace. That made him fall or drop the food that he was carrying.) Read aloud the model description of the cover page. Say: On the cover page, we see the picture of a restaurant. Two people are having their food. A waiter, who is carrying a plate of food, has accidentally stepped on his untied shoelace. It seems that he is going to either drop the food he is carrying or fall down.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 76 of your content book. We will read the story—Traffic Trouble. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a boy looking at his watch in the picture.) 2. Can you guess why he may be looking at his watch? (He may be looking at his watch to know what time it is. / He may be looking at his watch because he is late for something. / He may be looking at his watch because he is waiting for someone.) 3. Look at the title. What do you think the story could be about? (It could be about someone being late because of a bad traffic jam. / It could be about someone who is stuck in traffic.) 4. Have you ever got stuck in traffic? What did you do then? (Yes, one day while coming to school, I got stuck in traffic. When I was stuck in traffic, I listened to some music. / No, I have never got stuck in traffic.) Explain: We are going to read a story called Traffic Trouble. It is about a boy named Nikhil, whose father arrives home late due to traffic problems. Now, let us begin reading. Instruct: Pay attention to the way in which Nikhil’s father tells him the reason for being late and the effect of it. You may explain to the learners that ‘cause’ is the reason for something to happen and ‘effect’ means the impact the event might have on someone.

Chapter 10 • Explaining What and Why

129

Listen

130

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“The traffic police eventually arrived and instructed the drivers to move using hand signals.

“Oh, what happened next?” asked Nikhil.

“Yes, there was complete chaos. No one was willing to wait. Everyone was trying to go first. For this reason, there were also many arguments among the drivers.”

“Oh, that is surprising. How do we manage traffic without traffic lights?”

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“No, no. I left on time. I arrived late because the traffic light at the crossroads was not working. There was traffic coming from all four sides,” said Nikhil’s father, exasperated.

“Oh, no. You must have left after 6 p.m. Whenever you do that, you always get stuck in traffic,” Nikhil said.

Just then, his father walked in. “I am sorry I couldn’t return on time, Nikhil. There was so much traffic on the way. I was stuck in a traffic jam for a long time,” said Nikhil’s father.

Nikhil was very excited about going to the family dinner. He was waiting for his father to return from the office. Eight o’clock became nine o’clock, but his father didn’t return home. Nikhil asked his mother, “Why is Dad so late? Do you think he left the office late again?”

Traffic Trouble

Period 1

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Chapter 10 • Explaining What and Why

chaos (kay.os): a state of confusion crossroads (kros.rowdz): a place where two roads meet and cross each other crucial (kroo.shl): very important or necessary eventually (uh.ven.chuh.lee): in the end, especially after a long time exasperated (uhg.zaa.spuh.ray.tuhd): very annoyed

“Yes, that is so true. We must all follow and respect traffic rules. All right, now let’s go for dinner, or we will be even more late,” said Nikhil’s father.

“I have noticed traffic lights on my way to school. I know why they are needed, but now I realise that the traffic police also play a crucial role in traffic management,” said Nikhil.

Soon, all the roads were cleared,” said Nikhil’s father.

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may use different voices for each person in the story. Show Nikhil’s excitement, his mom’s worry, and his dad’s frustration by modulating your voice. You may pause at the annotations and ask these suggested questions. After 1 Who do you think manages the traffic when traffic lights stop working? (I think the traffic police officer manages the traffic when the traffic lights stop working.) After 2 What do you think will happen next? (I think the traffic police officer will come to manage the traffic jam. / I think a few responsible drivers will try to stop the arguments among other drivers and help to clear the traffic jam.) After 3 What crucial role does the traffic police play? (Traffic police help clear traffic problems when traffic lights don’t work. They use hand signals to keep the moving vehicles on their correct route. They can also break up arguments between drivers.) After 4 Do you agree with what Nikhil’s father says? Why? (Yes, I agree with Nikhil’s father. We must all follow and respect the traffic rules. Doing that will help us avoid traffic jams and even accidents.) You can rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: We must all follow and respect the trafﬁc rules. Doing that will help us avoid trafﬁc jams and even accidents.

After the Text

You may ask these suggested questions. 1. Why was Nikhil’s father late? (Nikhil’s father was late because he was stuck in a traffic jam.) 2. What happens if a traffic light does not work? (If a traffic light does not work, there is a serious traffic jam on the roads. It may even lead to the drivers, arguing with each other.) 3. What did Nikhil realise about traffic police, at the end of the story? (Nikhil realised that the traffic police play an important role in traffic management.) 4. Why is it important to follow the traffic rules? Give one traffic rule. (It is important to follow the traffic rules because they help us stay safe and avoid accidents. One traffic rule is to look to our left first and then to our right, before crossing a road.) You may also discuss with the learners how the absence of trafﬁc police would impact our lives.

Chapter 10 • Explaining What and Why

131

Soon, all the roads were cleared,” said Nikhil’s father. “I have noticed traffic lights on my way to school. I know why they are needed, but now I realise that the traffic police also play a crucial role in traffic management,” said Nikhil.

Talking Book

Period 1

“Yes, that is so true. We must all follow and respect traffic rules. All right, now let’s go for dinner, or we will be even more late,” said Nikhil’s father.

Chapter 10 • Explaining What and Why

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132

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—chaos (kay.os). Instruct: Repeat the meaning after me—a state of confusion. Instruct: Repeat the sentence after me—The broken traffic signal caused chaos at the crossing. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

crossroads

kros.rowdz

a place where two roads meet and cross each other

On Tuesday evening, there was an unfortunate accident at the crossroads.

crucial

kroo.shl

very important or necessary

Wearing a helmet while riding your bike is crucial to your safety.

eventually

uh.ven.chuh. lee

in the end, especially after a long time

If you keep practising, you will eventually master riding a bicycle.

exasperated

uhg.zaa.spuh. ray.tuhd

very annoyed

Karim was exasperated when he could not untie the knot after trying for a long time.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: On Tuesday evening, / there was / an unfortunate accident / at the crossroads.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ’chaos’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The power cut caused chaos throughout the city. 2. Last month, the crossroads of the city witnessed ten major accidents. 3. Listening carefully in class is crucial for understanding the lessons. 4. Reading every day eventually made me a better reader. 5. Rohit was exasperated with the complicated maths questions.

Conclusion

4 mins

Say: Today, we read a story called Traffic Trouble. It was about Nikhil learning the importance of the traffic police and following traffic rules. We learnt to identify and state the causes of an event. We also learnt to talk about the effects of the event that occurred. We also learnt the words ‘chaos’, ‘crossroads’, ‘crucial’, ‘eventually’ and ‘exasperated’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 78. Learn to say the cause and the effect by listening to and repeating the projects given in the app. Chapter 10 • Explaining What and Why

E&R

133

E-Speak 1 Practise at Home PROJECT 10A

I Am Sick Ashima is feeling sick. She describes her feeling. Listen to her and record it.

PROJECT 10B

Period 2

Why I Got Sick Ashima shares the reason for her sickness. Listen to her and record it.

PROJECT 10C

Missing the School Picnic Ashima shares how her sickness has impacted her plans. Listen and record it.

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134

Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Explaining What and Why. In the last class, we read a story called Traffic Trouble where Nikhil’s father arrived home late due to traffic problems. We learnt to identify and state the causes of an event. We also learnt to talk about the effects of that event. We also learnt the keywords ‘chaos’, ‘crossroads’, ‘crucial’, ‘eventually’ and ‘exasperated’; and how to use them in sentences.

Say: Through this story and the projects, we are learning to understand the causes of an event and explain its effects. When we talk about the causes of a particular event, we give logical reasons behind why it has happened. And, when we explain the effects of an event, we share its impact on the lives of the people and their surroundings. Example from Text: In the story Traffic Trouble, Nikhil wants to know why his father was late. He learns that his father was stuck in the traffic jam and the cause was that the traffic lights were out of order. He also learns what happens when there are no traffic lights and people don’t follow the traffic rules properly. It results in a serious traffic jam. Example from E-Speak 1: As a part of your homework project, you heard Ashima share why she got sick and what happened as a result. She got sick because she ate stale food, and due to that, she could not go on the school picnic. In this way, her plans were affected.

Echo E-Speak 1

8 mins

Say: Now, I shall read the cause and effect of Ashima’s sickness. Instruct: Repeat the Project 10A after me—Hello everyone! I have been feeling sick for the past week. I have been vomiting and have a bad stomach ache. Due to this, I have been feeling very weak. Instruct: Repeat the Project 10B after me—I got sick because I ate stale curry from the fridge. I was very hungry, and my parents were not at home. I did not realise that the food was stale and that eating it would make me sick. Instruct: Repeat the Project 10C after me—Due to my sickness, I cannot go for the school picnic to the amusement park. This makes me feel sad because all my classmates and teachers are going. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Due to my sickness, / I cannot go / for the school picnic / to the / amusement park. This makes me / feel sad / because / all my classmates / and teachers / are going.

Chapter 10 • Explaining What and Why

Listen

135

Echo

Speak on the Spot Boost Your Speaking Any Other Reasons?

Period 2

Preeti feels very tired in school today. She keeps yawning a lot. State any TWO reasons for this and share them in the class. One has been done for you.

Hello friends! Preeti looks very tired. I think she might be feeling tired because she celebrated her birthday yesterday. yesterday It could also be because she went to bed late last night. night Thank you!

Look at the pictures for hints. You can give other logical reasons too. Speak in complete sentences.

Chapter 10 • Explaining What and Why

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136

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, it is your turn to give reasons. Imagine Preeti is feeling very tired today. Think of two reasons why she feels tired. Then, share it with the class. You may look at the pictures for hints or give other logical reasons. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to speak loudly and with expressions. Encourage them to speak in complete sentences. Model Responses: 1. Hello friends! Preeti looks very tired. I think she might be feeling tired because she had scary dreams last night. It could also be because she watched a horror movie before going to bed. Thank you!

2. Hello friends! Preeti looks very tired. I think she might be feeling tired because she exercised too much yesterday evening. It could also be because she returned home late last night. Thank you! 3. Hello friends! Preeti looks very tired. I think she might be feeling tired because she was studying late last night. It could also be because she exercised a lot yesterday. Thank you!

You may appreciate a variety of responses and let the learners know there is no single correct answer. This encourages creativity and critical thinking. You could say, ‘Great job, everyone! I love hearing different ideas. There are many reasons Preeti could feel tired, and each of your reasons makes sense.’

For learners who struggle, you may offer guidance. Ask questions to help them think through possible reasons for Preeti feeling tired. You could say ‘That’s okay! Let’s think about different things that can make someone tired. Have you ever felt tired after staying up late? Or maybe after doing a lot of physical activity? What do you think might be some reasons why Preeti feels tired in school?’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you think would happen if schools did not have recess, in 4-5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model answer will be read out to the class. 2. Plan and Speak: You have to choose any one situation given on page no. 81 to think what could happen if it were true. Think about its effects and write them down. Practise saying your point of view, again and again in front of your friends or older family members.

Chapter 10 • Explaining What and Why

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E-Speak 2 Practise at Home

PROJECT 10D

What’s Your View? Recess or lunch break is when everyone eats and enjoys together. Tell us, in 4-5 lines, what you think will happen if schools did not have recess.

Gaming Zone Can You Predict?

It’s Fun Time

Predict what can happen next in the following series of pictures. Fill in the blanks. One has been done for you. 1

Period 3

The plant will grow.

The plant was planted.

The plant was watered regularly.

The sun is shining brightly.

Tarun is feeling hot.

Add detergent to water.

Wash the dirty clothes.

4 PM

It is 11 p.m.

Kanu is feeling sleepy.

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138

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Can You Predict? Say: Students, it is now time for a fun game! Look at the picture sets on the left-hand side of the page. You have to guess what is happening in the pictures and then write, what can happen next, in the blanks provided on the right-hand side. Show the example given in the book. Instruct: Look at each set of pictures carefully. Then, fill in the blanks by correctly guessing what will happen next, in each set. You may ask these suggested questions. 1. Look at picture 2. What can Tarun do if he is feeling hot? (Tarun can drink water. / Tarun can sit in a shady spot and rest.) 2. You are helping your mother wash the clothes today. What will you do after you have washed the dirty clothes? (I will hang the wet clothes outside for them to dry.) 3. It is 11 p.m. and Kanu is feeling sleepy. What should she do next? (Kanu should go to bed and sleep.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’What’s Your View?’, where you shared the effects of no recess at schools, in 4-5 lines. Instruct: Listen to my response to the project. ‘If schools didn’t have recess, we might miss out on playing with our friends and having fun. Everyone would eat lunch quickly, and we might not get a break to relax and recharge. Recess is important for us to move around and have a good time during the school day.’ Say: Now, you will listen to another response and repeat after me. ‘Schools without recess would mean no time for games and laughter. We wouldn’t get to enjoy the fresh air and play outside. Recess makes the day more exciting, and without it, lunch might just be about eating quickly and going back to the class.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Schools without recess / would mean / no time for / games and laughter. / We wouldn’t get / to enjoy the fresh air / and play outside. / Recess makes the day more exciting, / and without it, / lunch might just be about / eating quickly / and going back / to the class.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 10 • Explaining What and Why

139

Listen

Echo

140

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Chapter 10 • Explaining What and Why

calculate total

impact work opportunities

needed in everyday life

understand films and stories

life will be challenging

(give a concluding statement)

(any three effects of the situation)

confusing

Thank you!

In my opinion,

need to know for travel

speaking skills

, then

If Mathematics is not taught in schools

(situation you choose)

Write: Now, write what can happen.

If English is not taught in schools

Choose any one situation.

Hello friends!

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Choose a situation and write what can happen if it was true. Practise saying it and share your thoughts in the class.

Think It Through!

The Final Show

Plan and Speak

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Notes Corner

Speak loudly with expressions.

You can add your own answers.

Speak in complete sentences.

Present: Finally, share your thoughts with everyone in the class.

Practise: Say these lines aloud a few times in front of an elder or a friend.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will share your thoughts on a situation that you chose and tell us what would happen if it were true. You have to include any three effects of that situation in your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide the learners to speak with expressions and actions. You may read aloud the model responses given below between learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Hello friends! If English is not taught in schools, then understanding films and songs from around the world will be hard. It will also affect our job opportunities because languages help us communicate. Not learning English can make travelling to different places tricky. In my opinion, schools should teach English so that we all have the same opportunities to work and travel internationally in the future. Thank you! 2. Hello friends! If Mathematics is not taught in schools, then everyday calculations will become very challenging. One might also struggle with basics, like counting and measuring. Not learning Mathematics will also make managing budgets and finances confusing. In my opinion, Mathematics is important for many tasks, and by studying it at school, you can become better at handling numbers, which makes your life easier. Thank you! You may compliment the learners who presented the effects well by saying, ‘I like how you conﬁdently shared your thoughts’, ‘Good job on sharing your thoughts with clarity’, ‘Well done! Your thoughts were well-presented.’ In case the learners struggle, you may guide their thinking by asking them questions like, ‘Where else do you use the language / subject in your day-to-day life?’. You may also give them feedback to improve their presentation skills by saying ‘You should speak loud and clear’ or ‘You should speak conﬁdently and stand straight.’

Conclusion

2 mins

Say: In this chapter, we learnt to identify and state the causes of an event. We learnt to explain the effect of an event on someone or something.

Chapter 10 • Explaining What and Why

141

Chapter 11

Hear Me Present

Big Skill: Making a short presentation Learning Objectives: Learners will be able to: • give a short and informative presentation on a topic. • ask and answer questions based on the presentation.

Chapter 11

Hear Me Present

Period 1

Making a short presentation

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11–Hear Me Present. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you think is happening in the picture? (I think the boy is giving a presentation in front of the class.) 2. Look at the board behind the boy. What do you think is the topic of the boy’s presentation? (I think the topic of the boy’s presentation is ‘Solar System’.) 3. What else can you see in the picture? (I can see other students sitting and writing their notes. / I can see a model of the solar system on the teacher’s table. / I can see the teacher standing and looking at the model of the solar system.) 4. Have you ever given a presentation to your class? (Yes, I gave a presentation on ‘Saving the Forests’ to my class. / No, I have never given any presentation to my class.) Read aloud the model description of the cover page. Say: On the cover page, we can see a classroom with students and a teacher. A boy is presenting his project on the solar system, and the other children are listening to him. The teacher is looking at the model of the solar system on the table.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 84 of your content book. We will read the text—Plastic: A Danger to Marine Life. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Which animal can you see in the picture? (I can see a turtle in the picture.) 2. What else do you see in the picture? (I see a lot of plastic bags and a few plastic cups in the sea. I also see some fish and a turtle swimming in the polluted water.) 3. Read the title. What do you think the text can be about? (I think the text can be about how plastic waste is polluting the oceans and becoming a threat to marine animals.) Explain: We are going to read a text called Plastic: A Danger to Marine Life, where a girl named Srishti presents a speech about what she read in a news article. Now, let us begin reading. Instruct: Pay attention to how Srishti presents her short and informative speech. Also, note the words used by her during the presentation.

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Listen

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We all know that plastic takes hundreds of years to decompose. This can be dangerous for every form of life. For marine animals, the situation is even more serious. Nearly 80% of the total waste

Many studies show that if we continue to produce and use plastic at the current rate, then, by 2050, there will be more plastic in our oceans than fish.

Good afternoon, everyone. I am Srishti Raghav, and I am here to talk about this serious problem.

On the day of her presentation, she first showed her classmates a chart of the amount of plastic in the oceans. Then, she began her speech on the topic, Impact of Plastic Waste on Aquatic Life. Have you ever wondered what would happen if, someday, plastics outnumbered fish in our oceans? Sadly, this will soon become our ugly reality.

Ms Jaya, their Explorers teacher, announced, “Students, you have to present your research as a speech in the next class.” Srishti immediately remembered a headline she saw a few days ago: “More Plastic in the Ocean than Fish by 2050.” The headline had stayed with her.

Srishti is a sixth-grader at Rainbow Public School. She gets to be a part of an exciting adventure every week during the ‘Explorers’ period. In this period, all the students become fearless explorers, pick any topic they like, research it, and then share their newfound wisdom in a speech or presentation.

Plastic: A Danger to Marine Life

Period 1

Talking Book

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Chapter 11 • Hear Me Present

decompose (dee.kuhm.powz): destroy or decay gradually by natural processes erupted (eh.ruhp.tid): burst out suddenly explorers (uhk.splaw.ruhz): people who want to know about unknown things individual (in.duh.vi.joo.uhl): a single person outnumbered (owt.nuhm.buhd): to be greater in number than somebody/something

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When Srishti finished her speech, the classroom erupted in applause. Her powerful words had made a mark in everyone’s hearts. And this was just the beginning, Srishti’s first step in her battle against marine pollution.

need to come together to reduce the use of plastic and contribute to the cause. It is time that we begin to reduce, reuse and recycle our plastic waste.

Although efforts are being made at the global level to limit the use of plastic, there is a need to realise the seriousness of the issue at the individual level as well. All members of the community

After looking at these alarming facts, the question that arises is, ‘What can be done to stop this?’

that is found in the oceans is plastic. The main sources of plastic waste found in the oceans are sewer overflows, littering on the beaches, and factories and construction sites disposing of their waste in the seas. It has been reported that marine animals like turtles, seabirds, whales, and fish choke on plastic waste. Thousands of ocean creatures have lost their precious lives because of the pollution we are causing.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. You may modulate your voice while reading the lines of the narrator and Srishti. Also, read Shrishti’s speech with appropriate tone and expression. You may pause at the annotations and ask these suggested questions. After 1 What is the name of the article that Srishti presented a speech on? (The name of the article that Srishti presented a speech on is ‘More Plastic in the Ocean than Fish by 2050.’) After 2 What will happen if we continue to produce and use plastic at the current rate? (If we continue to produce and use plastic at the current rate, then there will be more plastic in the ocean than fish, by 2050.) After 3 What are the main sources of plastic waste in the oceans? (The main sources of plastic waste in the oceans are sewer overflows, littering on the beaches, and factories and construction sites disposing their waste in the seas.) After 4 What should we do with the plastic waste? (We should reduce, reuse and recycle plastic waste.) You can rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: The main sources of plastic waste in the ocean are sewer overﬂows, littering on the beaches, and factories and construction sites disposing their waste in the seas.

After the Text

You may ask these suggested questions. 1. How did Srishti start her presentation? (Srishti started her presentation by showing a chart of the amount of plastic present in the oceans.) 2. How long does plastic take to decompose? Why is plastic dangerous to marine animals? (It takes hundreds of years for plastic to decompose. Plastic is dangerous for marine animals because they choke on it.) 3. Have you seen any place that is littered with plastic waste? (Yes, the park in my neighbourhood is littered with plastic waste. / Yes, the pond near my house is littered with plastic waste. / No, I have not seen a place littered with plastic waste.) 4. If you could ask Srishti any two questions on her presentation, what would they be? (The two questions that I would ask Srishti are: a. What, according to you, is the best way to stop plastic pollution in the oceans? b. What can students like us do to recycle plastic?)

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Talking Book

After looking at these alarming facts, the question that arises is, ‘What can be done to stop this?’ Although efforts are being made at the global level to limit the use of plastic, there is a need to realise the seriousness of the issue at the individual level as well. All members of the community

Period 1

need to come together to reduce the use of plastic and contribute to the cause. It is time that we begin to reduce, reuse and recycle our plastic waste. When Srishti finished her speech, the classroom erupted in applause. Her powerful words had made a mark in everyone’s hearts. And this was just the beginning, Srishti’s first step in her battle against marine pollution.

Chapter 11 • Hear Me Present

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—decompose (dee.kum.powz). Instruct: Repeat the meaning after me—destroy or decay gradually by natural processes. Instruct: Repeat the sentence after me—Earthworms help to decompose the dead leaves in the soil. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation

Meaning

Sentence

erupted

eh.ruhp.tid

burst out suddenly

The auditorium erupted with loud applause after the dance performance.

explorers

ukh.splaw.ruhz people who want to know about unknown things

After trekking for days, the explorers found a hidden cave.

individual

in.duh.vi.joo. uhl

a single person

Every individual is responsible for keeping the Earth clean.

to be greater in number than somebody or something

The students of the blue house outnumbered the students of the red house, in the sports competition.

outnumbered owt.nuhm. buhd

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The auditorium / erupted / with loud / applause / after the / dance / performance.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘decompose’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Paper takes 2-6 weeks to decompose. 2. The volcano near the valley erupted after a long time. 3. The explorers want to know more about this ancient building. 4. Every individual in the society attended the party in the community hall. 5. The birds outnumbered the animals in the forest.

Conclusion

4 mins

Say: Today, we read a text called Plastic: A Danger to Marine Life. In the text, Srishti, a sixth-grader, presented a speech on the topic Impact of Plastic Waste on Aquatic Life. In this chapter, we learnt how to give a short and informative presentation on a topic and ask questions based on the presentation. We also learnt the words ‘decompose’, ‘erupted’, ‘explorers’, ‘individual’ and ‘outnumbered’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 86. Learn to make a presentation by listening to and repeating the projects given in the app. Chapter 11 • Hear Me Present

E&R

147

E-Speak 1 Practise at Home PROJECT 11A

Deforestation Taran tells his friends about the impact of deforestation on climate change. Listen and record it.

PROJECT 11B

Pollution

Period 2

Taran talks about how pollution leads to climate change. Listen and record it.

PROJECT 11C

Improper Waste Management Taran tells his friends how improper waste management impacts climate change. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Hear Me Present. In the last class, we read a text called Plastic: A Danger to Marine Life. We read about the speech presented by Srishti, where she mentioned how plastic in the oceans is harming marine life. We learnt to make a short and informative presentation on a topic. We also learnt to ask questions based on the presentation. We learnt the keywords ‘decompose’, ‘erupted’, ‘explorers’, ‘individual’ and ‘outnumbered’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to make a short and informative presentation on a given topic. We are also learning to ask simple questions based on the presentation. Our presentations make an impact on the audience when they are to the point, not very long, and contain information based on facts. We can also use posters and charts to make our presentations interesting. Also, when we ask questions on the presentation that we have seen / heard, they help us understand the topic under discussion in a much better way. Example from Text: Srishti gave a presentation on the impact of plastic waste on aquatic life. She shared information about how the increasing amount of plastic in the ocean has become hazardous for aquatic animals. She also shared a chart at the start of her presentation, which showed the amount of plastic in the oceans. She made an impactful presentation in front of her classmates. Example from E-Speak 1: As a part of your homework project, you heard Taran talking about how deforestation, pollution and improper waste management impact climate change.

Echo E-Speak 1

8 mins

Say: Now, I shall say the lines spoken by Taran in his presentation. Instruct: Repeat the Project 11A after me—Deforestation, or the cutting down of trees, has a significant impact on climate change. Trees absorb carbon dioxide. When trees are cut, carbon dioxide is released back into the air, which makes our planet warm. Instruct: Repeat the Project 11B after me—Pollution includes greenhouse gases. When they are released into the air, they form a warm blanket around our planet and increase its temperature. Instruct: Repeat the Project 11C after me—Waste management refers to how we dispose or get rid of the waste. The burning of waste makes the air polluted. This leads to air pollution and an increase in temperature. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Deforestation, / or / the cutting down of trees, / has a / signiﬁcant impact / on climate change. / Trees absorb / carbon dioxide.

Chapter 11 • Hear Me Present

Listen

149

Echo

Speak on the Spot Boost Your Speaking Effects of Climate Change Give a short presentation in the class on ‘Extreme Weather Conditions: An Effect of Climate Change.’

Good morning, everyone! I am … (name) Today, I am going to present my views on the topic … Extreme weather conditions are a result of … climate change

deforestation

urbanisation

greenhouse emissions

pollution

poor waste management

hurricanes and cyclones

dangerous heatwaves

Period 2

It can lead to … heavy rainfall and floods droughts wildfires

a rise in sea levels due to melting of ice a shift in weather patterns

the loss of plants and animals

We can help reduce the effects of extreme weather by … turning off appliances when not in use planting more trees

using public transportation

participating in activities to protect the environment

conserving natural resources and using them wisely

following ‘Reduce, Reuse, Recycle’

Speak clearly and confidently. You can add your own answers. Look at your teacher and friends while you give the presentation.

Chapter 11 • Hear Me Present

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to give a short presentation on the topic ‘Extreme Weather Conditions: An Effect of Climate Change’. You may use the helping words and phrases given on page no. 87 of the book. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to maintain eye contact with the audience and give their presentations with a loud and clear voice. Model Responses: 1. Good morning, everyone! I am Mridul. Today, I am going to present my views on the topic ‘Extreme Weather Conditions: An Effect of Climate Change’. Extreme weather conditions are a result of greenhouse emissions. It can lead to heavy rainfall and floods. We can help reduce the effects of extreme weather by following ‘Reduce’, ‘Reuse’ and ‘Recycle’ methods. Thank you! 2. Good morning, everyone! I am Prakash. Today, I am going to present my views on the topic ‘Extreme Weather Conditions: An Effect of Climate Change’. Extreme weather conditions are a result of pollution. It can lead to dangerous heatwaves. We can help reduce the effects of extreme weather by using public transport. Thank you! 3. Good morning, everyone! I am Amit. Today, I am going to present my views on the topic ‘Extreme Weather Conditions: An Effect of Climate Change’. Extreme weather conditions are a result of urbanisation. It can lead to the loss of plants and animals. We can help reduce the effects of extreme weather by planting more trees. Thank you! If the learners present conﬁdently, you can praise them by saying, ‘That was a lovely presentation!’, ‘Well done with the presentation!’ or ‘That was quite nice!’. In case the learners struggle, you can help them by saying, ‘Let me help you with framing the sentences.’ or ‘You have a good command of language, just try to speak a bit louder.’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the two questions that you would ask Rohan, after listening to his presentation on ISRO’s space mission–Aditya-L1. You may listen to the audio in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to give a small presentation on India’s lunar mission, Chandrayaan-3. Write the details about the mission. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, in front of your friends or an older family member. You may ask the learners to prepare some charts or posters on Chandrayaan-3. It will help them during the presentation.

Chapter 11 • Hear Me Present

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E-Speak 2 PROJECT 11D

Practise at Home

Aditya-L1 Rohan gives a small presentation on ISRO’s space mission—Aditya-L1. Listen to his presentation and ask any TWO questions about it.

Gaming Zone Words Within a Word

It’s Fun Time

Period 3

Make SIX words of four or more letters from the word PRESENTATION.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Words Within a Word. Say: The word ‘PRESENTATION’ is given below. Instruct: You have to make six words of four or more letters from the word ‘presentation’. You may ask these suggested questions. 1. What is the synonym of ‘gift’ that starts with the letter ‘P’? (The synonym of gift is ‘PRESENT’.) 2. Where do you go when you need to board a train? (I go to a ‘STATION’ when I need to board a train.) 3. What do you set up in camps to stay in? (I set up ‘TENTS’.) 4. Which sense tells you how the food is? (The sense of ‘TASTE’ tells me how the food is.) 5. What does the red light in the traffic signal indicate? (The red light in the traffic signal indicates ‘STOP’.) 6. What is the past form of ‘send’? (The past form of send is ‘SENT’.) You may ask a few learners to read out the other words that they found in the word ‘PRESENTATION’.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Aditya-L1’, where you had to ask two questions based on the presentation given by Rohan. Instruct: Listen to my response to the project. ‘Hello friends! The two questions that I would ask Rohan are: 1. When was Aditya-L1 launched? 2. Which part of the sun will be studied by Aditya-L1?’ Say: Now, you will listen to another response and repeat after me. ‘Hello friends! The two questions that I would ask Rohan are: 1. Which organisation launched Aditya-L1? 2. Why was Aditya-L1 launched?’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello friends! / The two questions / that I would / ask Rohan are: / Which organisation / launched Aditya-L1?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 11 • Hear Me Present

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Listen

Echo

154

Write: Complete the presentation.

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Chapter 11 • Hear Me Present

It is a huge achievement for

. .

(place of launch)

(which part of the moon)

(share 2-3 lines, on this mission)

India became the ﬁrst country to land on the

(date)

(date of launch)

India landed on the moon on

It was launched on .

Today, I am going to tell you about the historic space mission of India, Chandrayaan-3.

Good morning, everyone!

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Notes Corner

You may ask your question to the presenter based on their presentation.

Respond politely to the questions posed by the audience.

Make eye contact with your audience.

Be confident while speaking.

When did Chandrayaan-3 reach the moon?

Why was Chandrayaan-3 important?

What is the name of Chandrayaan-3’s lander?

You Can Ask:

Respond to the questions of your classmates after your presentation.

Present: Give a short and engaging presentation on the topic in the class.

Practise: Practise saying your lines in front of your family members, at home.

The Final Show

You have to give a small presentation on India’s lunar mission, Chandrayaan-3, in the class. Make your notes and practise saying it. Finally, present about it in the class.

Chandrayaan-3

Plan and Speak

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to present in front of the class about India’s lunar mission, Chandrayaan-3. You may also show the chart or poster prepared by you to the class. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may ask the learners to use proper voice modulation and maintain eye contact with the audience while making their presentations. Model Responses: 1. Good morning, everyone! Today, I am going to tell you about the historic space mission of India, Chandrayaan-3. It was launched on 14 July 2023 at Sriharikota. India’s spacecraft landed on the moon on 23 August 2023. India became the first country to land on the moon’s South Pole. It was a huge achievement for India. The Vikram lander from Chandrayaan-3 touched down on the moon as planned. This made India the fourth country after the USSR, USA and China to make a soft landing on the moon. Thank you! 2. Good morning, everyone! Today, I am going to tell you about the historic space mission of India, Chandrayaan-3. It was launched on 14 July 2023 at Sriharikota. India landed on the moon on 23 August 2023. India became the first country to land on the moon’s South Pole. It was a huge achievement for our country and India became the fourth country to make a soft landing on the moon. It was built in a way that it could conduct experiments for one lunar day i.e. 14 Earth days. Thank you! 3. Good morning, everyone! Today, I am going to tell you about the historic space mission of India, Chandrayaan-3. It was launched on 14 July 2023 at Sriharikota. India landed on the moon on 23 August 2023. India became the first country to land on the moon’s South Pole. It was a huge achievement for India. The Vikram lander, which was a part of the Chandrayaan-3, was developed by ISRO and the scientists could conduct a few experiments with it. Thank you! If the learners present well, you can congratulate them by saying, ‘That was a well-researched presentation.’, ‘Good work with the presentation.’ or ‘That was a detailed presentation.’ In case the learners struggle, you can help them by saying, ‘You are doing well. You may read your lines from the book.’, ‘Let me help you with framing the sentences’, or ‘You are doing well, just try to speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt to give short and informative presentations on a topic. We also learnt to ask questions based on the presentation.

Chapter 11 • Hear Me Present

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Chapter 12

Can You Convince?

Big Skill: Speaking persuasively Learning Objectives: Learners will be able to: • identify the main idea and supporting arguments from an opinion. • speak persuasively in support or against of something.

Chapter Chapter 12 3

Can You Convince?

Period 1

Speaking persuasively

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156

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—Can You Convince? Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see two young chefs selling cakes. / I can see a boy and a girl dressed as chefs and selling fruit cakes.) 2. How do the two chefs look? (The two chefs look excited and confident. / They look happy.) 3. Do you think the two chefs will be able to sell their cakes? Would you consider buying from them? Why? (Yes, I think the two chefs will be able to sell their cakes. I would buy from them because of their attractive stall. / In my opinion, they will be able to sell their cakes. I would buy from them because their cakes look delicious.) Read aloud the model description of the cover page. Say: On the cover page, a boy and a girl are dressed as chefs. Chefs are professional cooks. They are standing at a stall and selling fruit cakes. They seem happy, excited and confident about their cakes. They are attracting customers with the tagline ‘Buy India’s Best Fruit Cake’.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 92 of your content book. We will read the text—The Latest in Smartphones. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you notice in the first picture? (In the first picture, I see a hand holding a smartphone that has many apps and icons.) 2. Read the title of the text. Why do you think the text is called The Latest in Smartphones? (I think the text is called The Latest in Smartphones because it might provide information about the latest smartphone, its new features, apps and advantages and disadvantages.) 3. What is one electronic device that you would like to have? Why? (One electronic device that I would like to have is a smartwatch because it is convenient to wear all day and has many valuable features. / I would like to have a laptop because I can browse the internet, watch videos, connect with my friends and play games on it.) Explain: We are going to read an informational text called The Latest in Smartphones. It is about smartphones, their features and their advantages and disadvantages. Now, let us begin reading. Instruct: Pay attention to the key details, advantages and disadvantages of smartphones given in this informational text.

Chapter 12 • Can You Convince?

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Listen

158

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The millions of apps available on your smartphone can make your life much easier and help you manage your time better. For example, you can set alerts and reminders on your smartphone calendar to keep track of all your upcoming classes, projects, tests,

Now that you have learnt about the basics of a smartphone, let’s look at some of its advantages.

A long battery life.

Plenty of storage space for photos, videos and music.

A camera that can take photographs and record videos.

The ability to run apps.

Internet connectivity and email capability.

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We come across several advertisements for smartphones, and every year they seem to come out with more capacity, more games, and more choices of apps. Although there are many types of smartphones available in the shops and online, they all have the same basic features. Most of them have:

Who would not love to have a brand-new smartphone equipped with built-in apps, such as a calendar, maps, clock, and weather? Today we can hardly imagine a time when we did not have smartphones. How did we cope before we could call our parents from school or anywhere else? What did we do to keep in touch with our friends?

The Latest in Smartphones 3

Period 1

smartphone (smaat.fown): a mobile phone that you can use to call, take pictures and record videos and access the internet

nutshell (nuht.shel): to explain something clearly using few words

features (fee.chuhz): some important or interesting qualities to perform a task

capacity (kuh.pa.suh.tee): the ability to do something

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In a nutshell, what you can do with your smartphone has almost no limit. Your device, however, can only be as smart as you allow it to be. So, use your smartphone wisely, keep track of your screen time, and avoid mindless scrolling.

apps (aps): short for applications, which are programs you can download on your smartphone for additional functions

Chapter 12 • Can You Convince?

Talking Book

A smartphone also has disadvantages. You can spend hours playing games or following people on social media instead of taking part in physical activities. You may even become addicted and start feeling left out if you do not see what people are posting on social media all the time. It is dangerous to share personal details about yourself and your movements during the day. You may also become a victim of cyberbullying when people post negative things about you on social media. If this happens, tell your parents or your teacher about it immediately!

and other events. You can also access information on the internet to help you with assignments or tasks and stay upto-date on the latest news from around the world. Further, if you have missed school, you can easily call your teacher or a friend to find out what homework you need to do. In addition, a smartphone is also great for providing security and peace of mind (even for your parents). You can use your smartphone to call your parents if the sports practice has been cancelled or if you are in any kind of trouble. Moreover, you need never get lost, as the GPS and directions will help you get home safely.

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on the pronunciation. For example: ‘Capacity’ means the ability to do something. It is pronounced as kuh.pa.suh.tee. You may stress on the syllable in bold, like ‘pa’. You may pause at the annotations and ask these suggested questions. After 1 What features of smartphones do you know about? (I know several features of smartphones, such as internet connectivity, messaging, listening to music and calling.) After 2 After discussing the annotations, Which is that one app on your parents’ mobile you may encourage the learners phone that has made your life easier and how? to think about a world without (My parents’ mobile phone has the Notes app, technology and gadgets. which helps me list the things that my mother asks me to get from the market. / My parents’ mobile phone has the Clock app which helps me set an alarm to wake up in the morning.) After 3 Have you ever used a smartphone for school assignments? Did you find it helpful? If so, in what ways did it help you? (Yes, I have used a smartphone to complete school assignments and found it very helpful. I could search for relevant information, videos, pictures and websites to understand the topic better. / No, I have not used a smartphone to complete school assignments.) After 4 A smartphone also has disadvantages. Do you agree or disagree with the author? Why? (Yes, I agree with the author that a smartphone has disadvantages, such as it can be distracting. / I disagree with the author because smartphones help us with numerous things and have made our lives easier.) You can rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: Yes, I agree with the author that a smartphone has disadvantages, such as it can be distracting.

After the Text

You may ask these suggested questions. 1. What, according to you, is the most important feature of smartphones? Why? (One feature of smartphones that I think is the most important is to access the internet. This feature allows us to gather information, communicate with others and perform various tasks efficiently.) 2. Why is it important to be cautious while sharing personal details? (It is important to be cautious while sharing personal details because it can be risky and affect our privacy and safety.) 3. Tell one disadvantage of using a smartphone. (One disadvantage of using a smartphone is that it can lead to us spending too much time playing games or using social media, which can affect our physical activities and make us feel lazy.) Chapter 12 • Can You Convince?

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Talking Book

Period 1

apps (aps): short for applications, which are programs you can download on your smartphone for additional functions capacity (kuh.pa.suh.tee): the ability to do something features (fee.chuhz): some important or interesting qualities to perform a task nutshell (nuht.shel): to explain something clearly using few words smartphone (smaat.fown): a mobile phone that you can use to call, take pictures and record videos and access the internet

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—apps (aps). Instruct: Repeat the meaning after me—short for applications, which are programs you can download on your smartphone for additional functions. Instruct: Repeat the sentence after me—I use various apps on the smartphone every day. Repeat this process for the other keywords as well. Meaning

5 mins Echo

Word

Pronunciation

Sentence

capacity

kuh.pa.suh.tee the ability to do something

Athletes have the capacity to perform under pressure.

features

fee.chuhz

some important or interesting qualities to perform a task

My father’s smartwatch has unique features such as a heart-rate monitor and GPS tracking.

nutshell

nuht.shel

to explain something clearly using a few words

The history teacher concluded the chapter on the Mughals in a nutshell.

smartphone

smaat.fown

a mobile phone that you can My brother always carries his use to call, take pictures, record smartphone with him wherever he videos and access the internet goes.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My father’s smartwatch / has unique features, / such as / a heart-rate monitor / and GPS tracking.

E & R Using Keywords in Sentences

6 mins

Conclusion

4 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the E&R keywords. Instruct: Make some sentences with the word ’apps’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. I often download new apps to explore different features. 2. Regular exercise can improve your body’s capacity to handle stress. 3. The new phone comes with several exciting features, including a high-resolution camera. 4. In a nutshell, the movie was about friendship and adventure. 5. Himani uses her smartphone to stay connected with friends and family.

Say: The name of the text is The Latest in Smartphones. In this text, we learnt to identify the main idea and supporting arguments from a text. We also learnt to speak about the advantages and disadvantages of something in a way that convinces others to agree with us. We also learnt the words ‘apps’, ‘capacity’, ‘features’, ‘nutshell’ and ‘smartphone’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 94. Learn to share an opinion with reasons by listening to and repeating the projects given in the app. Chapter 12 • Can You Convince?

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E-Speak 1 Practise at Home PROJECT 12A

Using a Calculator Sakshi shares her opinion on using a calculator at school. Listen to her and record it.

PROJECT 12B

Avoid Using Calculators

Period 2

Sakshi tells us why we should not use a calculator. Listen and record it.

PROJECT 12C

Say No to Calculators Sakshi gives another reason for not using a calculator. Listen and record it.

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Period 2 Warm Up

5 mins

Listen Theme-based Explanation

5 mins

Text Recall Say: The name of the chapter is—Can You Convince? In the last class, we read a text called The Latest in Smartphones. It is about smartphones, their features and their advantages and disadvantages. We learnt to identify key details from the text and to talk about advantages and disadvantages of something with adequate reasons. We also learnt the keywords ‘apps’, ‘capacity’, ‘features’, ‘nutshell’ and ‘smartphone’; and how to use them in sentences.

Say: Through this text and the projects, we are learning to identify key details from a text. We are also learning to speak in support of or against something with appropriate reasons. Identifying key details in a text can help us understand the topic in a better way. This, in turn, allows us to support a topic with reasons that are logical and based on facts. When we present our opinion in support or against a topic, we should use a persuasive and affirmative tone. Example from Text: In the text text, the author talks about smartphones—their basic features, their uses and their advantages and disadvantages. The author shares that smartphones come with numerous apps and features. The smartphones are a good means to access information and maintain communication. However, excessive use of smartphones may lead to addiction or physical inactivity. This way, he presents the pros and cons of using smartphones in the present times. Example from E-Speak 1: As a part of your homework project, you heard Sakshi share her opinion on using a calculator at school. She believed that using a calculator is not a good practice for students and gives reasons to support her argument.

Echo E-Speak 1

8 mins

Say: Now, I shall read aloud Sakshi’s opinion to you. Instruct: Repeat the Project 12A after me—Hello, friends. In my opinion, we should not use a calculator to solve maths problems while in school. It is not a good practice for students. Instruct: Repeat the Project 12B after me—Excessive use of calculators will affect your calculation and mental math skills. After a certain point of time, you will be unable to do simple calculations without a calculator. Instruct: Repeat the Project 12C after me—Using calculators will make you dependent on them, and this will make you lazy. You will start relying on calculators for the simplest of the calculations. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Using calculators / will make you / dependent on them, / and this will / make you lazy. / You will / start relying on / calculators for the / simplest of the calculations.

Chapter 12 • Can You Convince?

Listen

163

Echo

Speak on the Spot Boost Your Speaking To Have or Not to Have? Do you think children should have access to laptops from an early age? Share your thoughts in the class and give two reasons to support your opinion.

Period 2

Advantages

Disadvantages

Educational purpose

Can strain your eyes

Preparation for future

Technology addiction

Keep track of assignments and deadlines

Expensive product

Online education during emergencies

Risk to child’s safety online

Interactive learning through quizzes and games

Distraction through non-educational content

Connect with friends in home environment

Lazy/Lack of physical activity

Hello friends! Today I will talk about having an access to laptops from an early age. In my opinion, … This is because … I also think that … So, we should …

Use facial expressions and hand gestures while presenting your thoughts. Speak in complete sentences.

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164

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have read all about smartphones. Now think about laptops. Do you think children should have access to laptops from an early age? Why? Share your thoughts in the class. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to use voice modulation and expressions while presenting their opinions. Also, guide them to present their opinion in a persuasive manner using an afﬁrmative tone. Model Responses: 1. Hello friends! Today, I will talk about having an access to laptops from an early age. In my opinion, children should have access to laptops from an early age. This is because laptops can be used for educational purposes and children can learn new things. I also think that children can connect with their friends in the home environment through laptops. So, we should get laptops early for all the fun and interactive learning. Thank you! 2. Hello friends! Today I will talk about having an access to laptops from an early age. In my opinion, children should not have access to laptops from an early age. This is because being online poses many risks to a child’s safety. I also think that children can be distracted with a lot of non-educational content available on the laptops. So, we should encourage children to use laptops only in the presence of adults. Thank you! You may praise the learners who present well by saying, ‘Fantastic job on expressing yourself!’ or ‘Well done, you presented your opinion with conﬁdence’. For learners who struggle, you may say, ‘Let us try together.’ or ‘You have a good vocabulary, you just need to speak louder and clearer.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your preference between using cloth or paper bags, in 4-5 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Choose between cloth or paper bags, and then write the advantages to support your choice and the disadvantages of the other. Practise saying the sentences again and again, in front of older family members. You may ask the learners to bring a cloth or paper bag to the class for their presentations.

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E-Speak 2 Practise at Home

PROJECT 12D

I Prefer… People have become more aware and prefer using environment friendly products. You have to share whether you like to use cloth bags or paper bags. Tell us your preference in 4-5 lines. Give reasons to support your choice.

Gaming Zone It’s Fun Time Gadget Gurus Read the sentences and tick () the opinion that you feel is the most appropriate.

Period 3

Watching television can help us learn about new things. Strongly disagree

Disagree

Agree

Strongly agree

Playing games on smartphones can make us an addict. Strongly disagree

Disagree

Strongly agree

Agree

Watching shows on the computer is better than reading books. Strongly disagree

Disagree

Agree

Strongly agree

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Gadget Gurus. Say: Let’s play this interesting game and express our opinions. Instruct: First, read the sentences carefully. Then, think and tick whether you agree or disagree with the given sentence. Let’s begin! You may ask these suggested questions. 1. What new thing did you learn while watching television? (I learnt how to bake a cake. / I learnt about the continent Africa and the amazing wildlife found there. / I learnt about the new space mission launched by the Indian government.) 2. Do you play games on a mobile phone? Which games do you play on the mobile phone? (Yes, I play games on a mobile phone. I like to play chess and ludo. / No, I do not play games on a mobile phone.) 3. Do you like reading the book or watching the movie Charlie and the Chocolate Factory? (I enjoy watching the movie on the computer. / I enjoy reading the book more.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’I Prefer...’, where you shared your preference between using cloth bags or paper bags. Instruct: Listen to my response to the project. ‘Hello everyone! I like using cloth bags because they do not harm the environment. They can be used over and over again. They also come in various colours and patterns! They don’t tear easily and can carry a lot of things.‘ Say: Now, you will listen to another response and repeat after me. ‘Hey everyone! I really like using paper bags. They are useful because they can be recycled. Paper bags are sturdy and can carry a bunch of stuff. Paper bags do not harm nature!’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hey everyone! / I really like / using paper bags. / They are useful / because they can be recycled.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Listen

Echo

168

Therefore, I prefer to use

On the other hand,

In my opinion,

Hello everyone!

U24ENCB_Grade6.indb 97

are great because

Paper Bags

over

(give any one disadvantage of the other product)

are not as good because

(give any two advantages of the chosen product)

Write: Complete the sentences.

Chapter 12 • Can You Convince?

Cloth Bags

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You have to make a choice between cloth bags and paper bags. Think and write the advantages of your choice and the disadvantages of the other product. Then, present your thoughts in the class.

Which Bag Should I Use?

The Final Show

Plan and Speak

Practise: Practise saying your lines in front of an elder, at home.

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Notes Corner

Speak in complete sentences.

You can bring the type of bag that you have chosen to show in the class.

Be confident and loud while speaking.

Present: Share your opinion with the class.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you will present your opinion on whether we should use paper bags or cloth bags. Support your preference by mentioning few advantages of it and the disadvantages of the other product. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Guide them to present their opinions persuasively using an afﬁrmative tone. Model Responses: 1. Hello everyone! In my opinion, paper bags are great because they can be recycled easily. They also come in many colours and are extremely light in weight. On the other hand, cloth bags are not as good because they are often more expensive. Therefore, I prefer to use paper bags over cloth bags. 2. Hello everyone! In my opinion, cloth bags are great because they can be used to carry heavy things. They are also easy to clean and can be washed. On the other hand, paper bags are not as good because they cannot carry heavy weights as they would tear. Therefore, I prefer to use cloth bags over paper bags. 3. Hello everyone! In my opinion, paper bags are great because they are easily available. They also come in various sizes and colours. On the other hand, cloth bags are not as good because they are not easily available. Therefore, I prefer to use paper bags over cloth bags. You should appreciate all presentations. Give concrete feedback on content, ﬂuency and presentation style. Praise the learners who present well by saying, ‘That was a great presentation!’ or ‘Your reasons were quite logical, well done.’ For learners who struggle, you may say, ‘That was a good attempt, now let us try again together.’ or ‘You spoke well, just try to be louder and clearer.’.

Conclusion

2 mins

Say: In this chapter, we learnt to identify the key details from informational texts. We also learnt to speak about the advantages and disadvantages of something convincingly. Now, we have become better at persuading others with our speaking skills!

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About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies. • Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities. • Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine. • Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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