AI-powered exercises
8
CONVERSATIONS Achieve Fluency in Verbal Communication
Teacher Manual
NEP 2020 based |
NCF compliant
|
Teacher led activities
Teacher Manual
CONVERSATIONS Achieve Fluency in Verbal Communication
8
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
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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 the teacher
Collaborative: Shared speaking
between the learners and the teacher
Independent practice and
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.
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CONTENTS
1 2 3 4 5 6 7 8 9 10 11 12
Tell Me About Yourself
2
Are You a Storyteller?
16
Discussions and Conversations
30
Twisting the Story
44
Casual Conversations
58
My Travel Tales
72
Enhance Your Expression
86
Play Your Part
100
Advertising Techniques
114
What’s Your Opinion?
128
Reporting Live
142
Let Us Hear You
156
Maulik Sits for an Interview
Nonna and the Missing Ring
Let’s Talk About Pets
Planet Hopping
Bake It for Me!
A Trip to Paradise
Super Singer
Hiccups!
Electrifying Transport
21st Century Learning
The Nail-biting Match
In the Spotlight! v
Chapter Outcomes Chapter No.
Chapter Title
Big Skill
Listening Speaking Competencies
1
Tell Me About Yourself
Sharing about oneself in a formal environment
2
Talk about one’s life, achievements, values and beliefs Follow appropriate social etiquette while talking about oneself in a formal setting
Are You a Storyteller?
Plotting and narrating stories
Interpret the plot of a story Tell self-authored stories to an audience, with voice modulation and action
Discussions and Conversations
Participating actively in a conversation
Ask questions and respond to them logically Have a simple conversation with others
4
Twisting the Story
Extending and presenting a story
Extend or complete a story Present a story to an audience
5
Casual Conversations
Conversing in an informal set-up
Initiate small talk in an informal environment and with new people Engage in conversations using appropriate body language and etiquettes
6
My Travel Tales
Talking about travel plans and experiences
Share a travel plan Narrate a travel experience
7
Enhance Your Expression
Using idioms and proverbs while speaking
8
Play Your Part
Presenting a skit
Present a skit with ample creativity and modulation Appreciate the concrete details and main idea/theme in a skit/script
9
Advertising Techniques
Advertising for a product
Critically evaluate the pros and cons of a product after viewing its advertisement Advertise for a product in a persuasive manner
10
What’s Your Opinion?
Stating and responding to opinions
11
Reporting Live
Reporting important events around oneself
Present opinions with sound reasoning, using appropriate discourse conventions Respond politely and logically to others’ opinions on a topic
12
Let Us Hear You
Making a presentation and giving feedback
3
Understand the meaning of idioms and proverbs in a context while listening Use idioms and proverbs to emphasize or express an idea effectively
Interpret the basic structure of a news report Report important events accurately and clearly Give a presentation by organising one’s ideas and researches logically with sound reasoning Give constructive feedback on others’ presentations by appreciating and making suggestions
vi
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
ix
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
x
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
xi
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
1
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
Tell Me About Yourself
Big Skill: Sharing about oneself in a formal environment Learning Objectives: Learners will be able to: • talk about one’s life, achievements, values and beliefs. • follow appropriate social etiquette while talking about oneself in a formal setting.
Chapter 1
Tell Me About Yourself
Period 1
Sharing about oneself in a formal environment
1
UE24CB_Grade 8.indb 1
2
12/14/2023 7:23:51 PM
Period 1 Warm Up
5 mins
Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—Tell Me About Yourself. 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 can see a man and a boy talking to each other in the picture. / I can see a man asking a boy something from a book.) 2. Where do you think they are? (I think they are in an office.) 3. What do you think the boy is telling the man? (I think the boy is sharing what he likes to do. He is talking about painting, dancing and writing.) Read aloud the model description of the cover page. Say: On the cover page, we see a scene in an office where a man is conducting an interview of a young boy. The man, seated across from the boy, listens attentively as the boy shares his interests. The boy shares his passion for studying, painting and dancing during the interview.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 2 of your content book. We will read the text—Maulik Sits for an Interview. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you think is happening in the first picture? (I think two people are talking in an office. / I think an interview is taking place in the picture.) 2. What do you mean by an interview? (An interview is a formal conversation where the interviewer, a person who takes the interview, listens to the qualifications and skills of the other person who has applied for a particular role.) 3. What do you think is happening in the second picture? (I think the young man is sharing information about himself. / I think the man is responding to the questions asked by the lady.) 4. Have you ever given an interview? What was it for? (Yes, I have given an interview. The interview was for the photography club. / No, I have never given an interview.) Explain: We are going to read a text called Maulik Sits for an Interview Interview, where we will read an interview conversation between Maulik and Ms Neena for the position of English Editor Intern. Now, let us begin reading. Instruct: Pay attention to the appropriate social etiquette followed by Maulik as he talks about his life, achievements and values in a formal interview.
Chapter 1 • Tell Me About Yourself
3
Listen
4
2
1
Ms Neena: Anytime, Maulik! We will contact you regarding the next round.
Ms Neena: I have gone through your resume. It is quite impressive. Could you please tell me more about your academic background?
UE24CB_Grade 8.indb 2
2
Ms Neena: That’s wonderful! Knowing German along with a good understanding of English, will always give you an extra edge. Do you aspire to study further?
Maulik (Maulik smiles and says politely.): Of course. I graduated from school in the year 2020 with Commerce as my core subject. I studied English Literature for my B.A. (Honours) degree. I also completed a diploma in German language along with that.
12/14/2023 7:23:56 PM
UE24CB_Grade 8.indb 3
Chapter 1 • Tell Me About Yourself
simultaneously (si.muhl.tay.nee.uh.slee): happening at the same time
pursue (puh.syoo): try to achieve something
impressive (uhm.preh.suhv): making a strong positive impact or highly noteworthy
extra edge (ek.struh ej): an additional advantage or a unique quality
commendable (kuh.men.duh.bl): deserving of praise or approval
3
12/14/2023 7:23:59 PM
(Maulik shakes hands with the interviewer. He walks out of the room and softly closes the door behind him.)
Maulik: (He slowly rises from the chair.) Thank you so much for your time. It was nice talking to you. I am looking forward to hearing from you.
Maulik: Well, the job description was very crisp and detailed. I don’t have any questions for now, but I would like to come to you for answers if I do have any questions in the future.
No, ma’am. Thank you for asking.
Interviewer: Hi, Maulik. My name is Neena Arora. Please take a seat. Would you like some water?
Maulik: (Maulik softly pulls up the chair and quietly takes a seat, placing his palms on his lap.)
Maulik: To me, honesty towards studies, work, family, and friends is the most valuable thing in life. I strongly believe that one should practice honesty in whatever one does.
Ms Neena: It’s so good that you have already started discovering your strengths and weaknesses. Knowing about them will help you in your professional journey. What do you value most in life?
As far as my weakness is concerned, sometimes I feel underconfident. Solo kathak performances on stage have helped me a lot to build my confidence.
Maulik: I ensured that I gave equal time to my studies while pursuing my hobbies. This practice taught me how to manage different tasks simultaneously. My dedication and responsibility towards completing each task has helped me achieve good results.
Ms Neena: That’s commendable! Have you been able to identify your strengths and the areas where you would want to work?
Talking
Ms Neena: I agree with you. Honesty is one of the most valuable things in life. We are almost done with the interview. It was really wonderful talking to you, Maulik! Do you have any questions for me regarding the company or the job?
4
3
Maulik: I have a keen interest in dancing. I have been learning kathak for seven years now. I really like to attend various baithaks and dance shows. I also like to run marathons. I recently participated in a 10 km marathon. My next target is to run a 21 km marathon.
Ms Neena: That’s a great idea! Apart from academics, what interests you the most?
Maulik: I definitely have plans to pursue a Master’s degree in English Literature. But before that, I want to gain some professional experience with my existing academic knowledge.
Good afternoon, ma’am, I am Maulik. I have an interview with you for the position of English Editor— Intern.
Maulik: (Maulik shakes hands with the interviewer.)
Interviewer: Yes, please come in.
Maulik: May I come in, ma’am?
Maulik let out a deep breath to calm himself before entering the office cabin.
Maulik Sits for an Interview
Period 1
Period 1 continued During the Text
Read the text aloud OR play the Talking Book in the classroom. You may use proper voice modulation while reading the interview. You can ask one confident or eager learner to read Maulik’s lines and you can read the lines of Ms Neena. You may pause at the annotations and ask these suggested questions. After 1 For what position is Maulik giving the interview? (Maulik is giving an interview for the position of English Editor Intern.) After 2 What did Maulik study? (Maulik studied Commerce at school. He studied English Literature in college for his B.A. (honours). Apart from that, he has also completed a diploma in German language.) After 3 What are some of Maulik’s areas of interest? What is your area of interest? (Maulik has a keen interest in Kathak. He also likes to run marathons. I like to paint / play music / learn karate / read storybooks.)
For annotation 3, you may appreciate the learners when they share their areas of interest.
After 4 What did Ms Neena tell Maulik at the end? (Ms Neena told Maulik that she would contact him regarding the next round.)
For open-ended questions based on the learners’ realities, you may help them to give their answers in complete sentences. For example: I like to read storybooks.
After the Text
You may ask these suggested questions. 1. Who was taking Maulik’s interview? (Ms Neena Arora was taking Maulik’s interview.) 2. Maulik did his B.A. in English Literature. Does he aspire to study further? (Yes, Maulik aspires to pursue his masters in English Literature, but before that, he wants to get some professional experience.) 3. What are some of the valuable things in life for Maulik? What do you value the most in life? (Honesty towards studies, work, family and friends are some of the valuable things in life for Maulik. I value my family and hard work in life.) 4. Maulik mentioned about his hobbies in the interview. What is your hobby? (My hobbies are reading books / painting / playing sports / dancing / singing.)
Chapter 1 • Tell Me About Yourself
5
Maulik: I definitely have plans to pursue a Master’s degree in English Literature. But before that, I want to gain some professional experience with my existing academic knowledge. Ms Neena: That’s a great idea! Apart from academics, what interests you the most?
Talking Book
Maulik: I have a keen interest in dancing. I have been learning kathak for seven years now. I really like to attend various baithaks and dance shows. I also like to run marathons. I recently participated in a 10 km marathon. My next target is to run a 21 km marathon. Ms Neena: That’s commendable! Have you been able to identify your strengths and the areas where you would want to work? Maulik: I ensured that I gave equal time to my studies while pursuing my hobbies. This practice taught me how to manage different tasks simultaneously. My dedication and responsibility towards completing each task has helped me achieve good results. As far as my weakness is concerned, sometimes I feel underconfident. Solo kathak performances on stage have helped me a lot to build my confidence.
Period 1
Ms Neena: It’s so good that you have already started discovering your strengths and weaknesses. Knowing about them will help you in your professional journey. What do you value most in life? Maulik: To me, honesty towards studies, work, family, and friends is the most valuable thing in life. I strongly believe that one should practice honesty in whatever one does. Ms Neena: I agree with you. Honesty is one of the most valuable things in life. We are almost done with the interview. It was really wonderful talking to you, Maulik! Do you have any questions for me regarding the company or the job? Maulik: Well, the job description was very crisp and detailed. I don’t have any questions for now, but I would like to come to you for answers if I do have any questions in the future. Ms Neena: Anytime, Maulik! We will contact you regarding the next round. Maulik: (He slowly rises from the chair.) Thank you so much for your time. It was nice talking to you. I am looking forward to hearing from you. (Maulik shakes hands with the interviewer. He walks out of the room and softly closes the door behind him.)
commendable (kuh.men.duh.bl): deserving of praise or approval
extra edge (ek.struh ej): an additional advantage or a unique quality
impressive (uhm.preh.suhv): making a strong positive impact or highly noteworthy pursue (puh.syoo): try to achieve something
simultaneously (si.muhl.tay.nee.uh.slee): happening at the same time
3
Chapter 1 • Tell Me About Yourself
UE24CB_Grade 8.indb 3
12/14/2023 7:23:59 PM
6
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—commendable (kuh.men.duh.bl). (kuh.men.duh.bl). .duh.bl). Instruct: Repeat the meaning after me—deserving of praise or approval. Instruct: Repeat the sentence after me—His dedication to learn tennis at such a young age is truly commendable. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation Meaning
Sentence
extra edge
ek.struh ej
an additional advantage or a unique quality
Learning sculpting along with painting will give Meera an extra edge as an artist.
impressive
uhm.preh. suhv
making a strong positive impact or highly noteworthy
His mastery of the piano at such a young age is truly impressive.
pursue
puh.syoo
try to achieve something
I want to pursue Indian classical dance as soon as I complete my school.
happening at the same time
She managed to complete her project and prepare for the debate competition simultaneously.
simultaneously si.muhl.tay. nee.uh.slee
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: His dedication / to learn tennis / at such a young age / is truly commendable.
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 ‘commendable’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Neena’s enthusiasm towards the environment club is commendable. 2. The vibrant visuals along with the storytelling gave an extra edge to Raghav’s presentation. 3. Sneha’s command over English along with two other languages is impressive. 4. Neha wants to pursue journalism after she graduates. 5. While listening to the lecture, Tina simultaneously took down notes.
Conclusion
4 mins
Say: Today, we read a text called Maulik Sits for an Interview Interview, through which we learnt to talk about ourselves in a formal setting like an interview. We learnt how to share our values and interests. We also learnt the words ‘commendable’, ‘impressive’, ‘pursue’, ‘simultaneously’ and the phrase ‘extra edge’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn to answer questions about yourself by listening to and repeating the projects given in the app.
Chapter 1 • Tell Me About Yourself
E&R
7
E-Speak 1 Practise at Home PROJECT 1A
Photography Class Yash wants to join a photography class. Mr Bhagat, the photography teacher asks him why he is interested in the course. Listen to his response and record it.
PROJECT 1B
Period 2
Manage Time Mr Bhagat further asks Yash about how he will manage his time with school. Listen to his response and record it.
PROJECT 1C
Make a Difference Mr Bhagat asks Yash what he thinks he will learn from the course. Listen to Yash’s response and record it.
4
UE24CB_Grade 8.indb 4
12/14/2023 7:24:01 PM
8
Period 2 Warm Up
5 mins
Listen Theme-based Explanation
5 mins
Text Recall Say: The name of the chapter is—Tell Me About Yourself. In the last class, we read a text called Maulik Sits for an Interview. In the text, we read Maulik’s interview, which was taken by Ms Neena Arora. We familiarised ourselves with different words and expressions that can be used in a formal setting as we have to follow certain social etiquette in such situations. We learnt to talk about our life, achievements, likes, dislikes and beliefs. We also learnt the keywords ‘commendable’, ‘impressive’, ‘pursue’, ‘simultaneously’ and the phrase ‘extra edge’; and how to use them in sentences.
Say: Through this text and the projects, we are learning to talk about one’s life, achievements, values and beliefs. We are also learning to follow appropriate social etiquette while talking about ourselves in a formal setting. Example from Text: In the text, Maulik answers Ms Neena’s questions politely and formally. He shares his academic background, areas of interest and his values. He mentions that he is an English Literature student. He loves to dance and has been learning kathak for seven years now. He values honesty. While sharing information about himself, Maulik was sitting on a chair with his hands placed on his lap. He spoke politely to Ms Neena, and with a smile on his face. The answers given by Maulik helped Ms Neena to know more about him. Example from E-Speak 1: As a part of your homework project, you heard Yash’s interview with Mr Bhagat to join the photography club. He tells him about his interest in the photography course.
Echo E-Speak 1
8 mins
Say: Now, I will say what Yash told Mr Bhagat in the interview. Instruct: Repeat the Project 1A after me—Hello sir, I am interested in joining photography class because it is my favourite hobby. I am very passionate about it and I love taking photographs of my family, friends and nature whenever I go out. This class will definitely help me become a professional photographer in the future. Instruct: Repeat the Project 1B after me—I am quite a hardworking student. I will create a timetable for myself and try to follow it. It is very important for every child to practise a hobby alongside studies because they teach us a lot of skills and values. Instruct: Repeat the Project 1C after me—I hope to learn a lot of skills from this photography class like accepting feedback, gaining hands-on experience, and enhancing my creativity skills. I will become more responsible and disciplined, and I will learn to manage my time well. I can use all these skills and values while dealing with people around me. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I am / quite a hardworking student. / I will create / a timetable for myself / and try to follow it. / It is very important / for every child / to practise a hobby / alongside studies / because they teach us / a lot of skills and values.
Chapter 1 • Tell Me About Yourself
Listen
9
Echo
Speak on the Spot Boost Your Speaking About Myself Your teacher wants to know more about you. Answer any TWO questions that your teacher asks you.
What are you thankful for in life? I am very grateful for … What is your greatest struggle in life? The most difficult challenge that I face is … What are your dreams and ambitions, and why?
Period 2
I want to be a … because … What is the one principle that you always follow in your life? I believe in … Who is your biggest support in life? Why? … is the pillar of strength in my life. He/she has always …
Answer politely. Speak in complete sentences and with expressions. Give brief and crisp responses.
5
Chapter 1 • Tell Me About Yourself
UE24CB_Grade 8.indb 5
12/14/2023 7:24:03 PM
10
Period 2 continued E & R Speak on the Spot
15 mins
Explain: Now, I will ask you at least two questions to find out more about you. You need to answer the questions formally and politely. 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 answers confidently in a formal manner. Ask them to stand straight while giving their answers. Model Responses: 1. Teacher: What are you thankful for in life? Student 1: I am very grateful for my family as they are my biggest support. Teacher: What is your greatest struggle in life? Student 1: The most difficult challenge I face is managing my time. 2. Teacher: What are your dreams and ambitions, and why? Student 2: I want to become an environmentalist because I aim to contribute towards the conservation of nature. Teacher: What is the one principle that you always follow in your life? Student 2: I believe in the principle of honesty. 3. Teacher: Who is your biggest support in life? Why? Student 3: My father is the pillar of strength in my life. He has always been encouraging in whatever I want to pursue. Teacher: What are you thankful for in life? Student 3: I am very grateful for my friends as they always stand by me. If the learners present their answers well, you can praise them by saying, ‘Well done!’, ‘I loved your answers’ or ‘I appreciate your confidence’. In case any learner uses incorrect words or phrases to share their answer, you can say, ‘Let me help you frame the answer’ or ‘Let me repeat the question for you and let us try to frame the answer for you’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to record in the app your strengths and weaknesses as if you are appearing for an interview. 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: Imagine you have to join a Debating Society. Think about what you will share in the interview to introduce yourself. Write down the details. Practise saying the lines aloud, again and again, in front of an older in the family.
Chapter 1 • Tell Me About Yourself
11
E-Speak 2 Practise at Home
PROJECT 1D
This Is About Myself You are preparing to appear for an interview. Talk about your strengths and weaknesses in 4-5 lines.
Gaming Zone It’s Fun Time
Rohan’s Personality
Read the clues and find the qualities that describe Rohan.
Period 3
1.
2.
5.
C
O ACROSS
I
1. Rohan is always asking questions and is eager to learn.
6.
H
2. Rohan is very smart and is good at learning.
4.
F
3. Rohan is imaginative and has a lot of original ideas.
3.
C
DOWN 4. Rohan enjoys being with others and is outgoing. 5. Rohan keeps things in order and well-planned. 6. Rohan always speaks the truth.
6
UE24CB_Grade 8.indb 6
12/14/2023 7:24:04 PM
12
Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Rohan’s Personality. Say: Look at the crossword puzzle and the clues given beside it. Instruct: Read the clues carefully to complete the crossword puzzle. You may ask these suggested questions. 1. What do you call someone who is always asking questions? (A person who is always asking questions is called a curious person.) 2. What do you call someone who is smart and good at learning? (A person who is smart and good at learning is called an intelligent person.) 3. What do you call someone who enjoys being with others? (A person who enjoys being with others is called a friendly person.) 4. What do you call someone who keeps things properly? (A person who keeps things properly is called an organised person.) 5. What do you call someone who is imaginative and has a lot of original ideas? (A person who is imaginative and has a lot of original ideas is called a creative person.) 6. Rohan always speaks the truth. What kind of a person is he? (Rohan is an honest person.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘This Is About Myself’, where you prepared for an interview by sharing your strengths and weaknesses. Instruct: Listen to my response to the project. ‘One of my strengths lies in my good communication skills. I love to share my thoughts with others and also like to take part in group activities and discussions. Apart from that, I try to come up with creative ideas that help me improve my assignments and projects. On the other hand, I think I need to work on being more reflective about the work I do, along with completing my work on time.’ Say: Now, you will listen to another response and repeat after me. ‘One of my strengths lies in adjusting well with my peers in the class. I am a quick learner and can grasp any concept quite easily. My other strengths include observing and paying attention to the details of any work that I am doing. On the other hand, I believe I need to work on my public speaking skills. I also need to improve my skill of sharing effective feedback with my peers during any group activity.’ You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: One of my strengths / lies in adjusting / well with my peers / in the class. / I am a quick learner / and can grasp any concept / quite easily.
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 • Tell Me About Yourself
13
Listen
Echo
14
I believe in
I have
I also wish to pursue
I face challenges in
My strengths are
I want to be a
UE24CB_Grade 8.indb 7
(one principle you follow in life)
(your achievements)
(your interests)
(your weaknesses)
(what you want to be)
when I grow up because
.
I live with my (about your family)
.
My name is
Good morning, everyone.
Write: Complete the sentences given below.
Chapter 1 • Tell Me About Yourself
1
You are to join the Debating Society of your school and have to introduce yourself in a formal manner. Write and practise saying your introduction. Then, present it in the class.
My Introduction
The Final Show
Plan and Speak
7
12/14/2023 7:24:09 PM
.
.
.
.
.
.
Notes Corner
Maintain correct posture and body language.
Your introduction should be formal and structured.
You can add more details, if you want.
Speak loudly and clearly.
Present: Now, it’s time to introduce yourself formally.
Practise: Practise saying your introduction in front of your family and friends.
UE24CB_Grade 8.indb 8
8
3
2
Period 3
12/14/2023 7:24:16 PM
Period 3 continued E & R Plan and Speak
20 mins
Say: Imagine you want to join the Debating Society of your school. Give a formal introduction to the class, telling them about yourself. 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 speak confidently and clearly with correct posture. You may motivate them to smile and maintain eye contact while presenting. You may allow the learners to read out their responses from the book. Model Responses: 1. Good morning, everyone. My name is Akansha. I live with my parents. I want to be a lawyer when I grow up because it involves debating interesting cases. It also involves logical and critical thinking. My strengths are communicating well with others and giving effective feedback to my peers. I face challenges in managing my time and meeting deadlines, but I wish to work on those challenges. I also wish to pursue fine arts once I complete my 10th grade. I have won first and second prizes in several drawing competitions that were held last year at school. I believe in honesty. Thank you for listening to me! 2. Good morning, everyone. My name is Siddhi. I live with my parents and my grandparents. I want to be an author when I grow up because it involves creative thinking and imaginative ideas. My strengths are writing detailed descriptions of anything I learn and thinking out of the box. I face challenges in organising the things that are a part of my daily life, like my routine, my room, etc. I also wish to pursue contemporary dance along with my further studies. I won certificates in dance competitions that were held last year. I believe in teamwork. Thank you. 3. Good morning, everyone. My name is Kiaan. I live with my parents and my sister. I want to be a space scientist when I grow up because I am curious to explore and know more about space. My strengths are public speaking and sharing my ideas with proper reasoning. I face challenges in adapting to things that are new to me, but I am trying to overcome them. I also wish to pursue singing when I grow up. I have attended several music concerts and also took part in a singing competition last year. I believe in hard work. Thank you. If the learners present well, give them comments like, ‘Well done!’, ‘Good try!’ or ‘Awesome!’. In case any learner is unable to share information confidently about themselves, you can prompt their thinking by saying, ‘You are doing good. Now, can you tell me about the challenges you face in life?’ or ‘Would you like to talk about your hobbies?’
Conclusion
2 mins
Say: In this chapter, we learnt to talk about our life, achievements and values. We also learnt to follow appropriate social etiquette while talking about ourselves in a formal setting. Chapter 1 • Tell Me About Yourself
15
Chapter 2
Are You a Storyteller?
Big Skill: Plotting and narrating stories Learning Objectives: Learners will be able to: • interpret the plot of a story. • tell self-authored stories to an audience, with voice modulation and action.
Chapter 2
Are You a Storyteller?
Period 1
Plotting and narrating stories
9
UE24CB_Grade 8.indb 9
16
12/14/2023 7:24:17 PM
Period 1 Warm Up
5 mins
Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—Are You a Storyteller? 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. Where are the friends in the picture? What are they doing? (The friends in the picture are in a forest. They are camping together and listening to a story.) 2. What type of story could the boy be telling his friends? How do you think the friends feel while listening to it? (The boy could be telling a horror / mystery story to his friends. While listening to the story, the friends seem to feel scared.) 3. Have you ever gone camping? How did you feel? (Yes, I have. It made me feel excited. / No, I have not gone camping yet. I am eager to go in the future.) Read aloud the model description of the cover page. Say: On the cover page, we see a group of friends camping. They are in a forest and it is night. They are sitting around a campfire. It looks like one boy is telling his friends a ghost story. The others look frightened.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 10 of your content book. We will read the story—Nonna and the Missing Ring. 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 jewellery store. People are shopping in the store. / I see a girl sitting in a shop.) 2. What expression does the girl have on her face? (The girl looks bored / worried.) 3. How do the customers look? (The customers look busy.) 4. Look at the title of the story. What do you think will happen in the story? (Based on the title, I think the story is about a girl named Nonna who either loses her ring or helps find a lost ring.) Explain: We are going to read a story called Nonna and the Missing Ring. It is about a girl named Nonna who is bored and stuck in her grandpa’s jewellery shop. A sudden theft in the store will turn her day around. Now, let us begin reading. Instruct: Pay attention to the plot and the important details in the story. Notice how Nonna focuses on important details that help in the investigation. !
You may explain the meaning of the word ‘plot’ to the learners. A plot is the connected series of events that make up a story.
Chapter 2 • Are You a Storyteller?
17
Listen
18
2
1
UE24CB_Grade 8.indb 10
10
Right at that moment, Hari, the store manager, exclaimed in horror, “Sir, there is an issue with one of our transactions! An emerald ring seems to be missing, and there is no payment receipt for it.” Despite a thorough search, the staff came back empty-handed. The ring seemed to have vanished into thin air! The staff members waited as Vinay rang the police.
Winding up for the day, her grandfather Vinay walked towards her, lighting up upon seeing his curly-haired young imp of a granddaughter.
12/14/2023 7:24:22 PM
It had been yet another busy day at Lalwani Jewellers. Left to her own devices, Nonna had spent the time scribbling notes for her project. And, of course, people-watching and doodling in her trusted diary.
“Bored! Bored beyond belief!” scribbled Nonna. Perched on her stool, she peeked longingly at the kids strolling in the mall, wishing to join them. But she was stuck in her grandpa’s jewellery shop, thanks to her Combined Commerce project. Ugh! School and its never-ending projects!
Nonna and the Missing Ring
4
3
Period 1
UE24CB_Grade 8.indb 11
Chapter 2 • Are You a Storyteller?
surreal (suh.real): strange and unbelievable, like in a dream
perched (puhcht): sat on the edge of something
peeked (peekt): looked at something quickly and secretly
doodling (doo.duh.luhng): drawing lines, patterns or pictures without thinking, especially when you are bored
clasped (klaaspt): held tightly
“Young Woman Arrested Wearing Stolen Ring; Missing Friend Under Suspicion,” shouted the newspaper headlines the next morning.
As he saw Nonna’s cartoons, a slow smile spread across Inspector Raghav’s face. “Your doodle art will definitely help us catch the culprits, Nonna. Detective Nonna to the rescue indeed!”
11
12/14/2023 7:24:26 PM
“But I remember them,” said Nonna. “Her bushy-haired companion kept sniffing and clearing his throat. I think he called her Ira once, and she gave him quite a stare. It’s my best friend’s name, so I remember.” Then Nonna shoved her diary at the Inspector. “See, I even drew them!” She exclaimed.
“Sir, today was a busy day with the festival season right around the corner. I really don’t remember their faces,” said Hari.
Next, Raghav watched the CCTV footage in the store, and Nonna observed, too. Suddenly, she said, “Inspector, I know who stole the ring! Look at that lady looking at the designer sets. Look at her clasped hand. She seems to be slipping something to her brother.” A closer examination of the CCTV footage indeed revealed the thieving duo. But their faces were turned away from the camera. They had been most cautious.
Inspector Raghav arrived on the scene with his team. It was surreal. Nonna felt as if she had been transported straight into one of the CID episodes. Curiously, Nonna watched them question each staff member for the first line of enquiry. But nothing new came to light.
Talking Book
Period 1 continued During the Text
Read the story aloud OR play the Talking Book in the classroom. You may read the story aloud with a lot of voice modulation and expressions. This will help create a suitable environment for the thrilling story. You may pause at the annotations and ask these suggested questions. After 1 Have you ever felt bored like Nonna did? How did you cope with it? (Yes, I have felt bored like Nonna did. I coped with it by reading a book or listening to music. / No, I have never felt bored like Nonna.) After 2 If you were a part of the jewellery shop staff, how would you react when the emerald ring went missing? (I would remain calm and help everyone find the ring. / I would be shocked.)
For annotations 1 and 2, allow learners the time to think creatively and express their ideas in complete sentences. Motivate the learners to speak and appreciate their responses as there is no wrong or right response.
After 3 How do you think Inspector Raghav and his team will investigate this case? Who else can help in this situation? (They will investigate this case by gathering evidence. Nonna, the customers and the staff can help in this situation.) After 4 What do you think is the main idea of this story? (The main idea of the story is the importance of observation and attention to detail.)
For open-ended questions based on the learners’ realities and experiences, you can rephrase their responses into complete sentences. For example: Yes, I have felt bored like Nonna did.
After the Text
You may ask these suggested questions. 1. What did Nonna notice about the lady looking at the designer sets? (Nonna noticed that the lady looking at the designer sets had clasped hands and seemed to be slipping something to her brother.) 2. How did Inspector Raghav react when he saw Nonna’s drawings? (When Inspector Raghav saw Nonna’s drawings, a slow smile spread across his face.) 3. If you were in the place of Inspector Raghav, how would you have solved the crime? (If I were in the place of Inspector Raghav, I would have questioned the customers. / I would have asked for the area to be sealed off.) 4. What could have been an alternative ending to the story? (An alternative ending could have been that Nonna didn’t draw the faces of the culprits. The inspector didn’t have their sketches. The thieves would remain on the loose, posing a threat to everyone in town.)
Chapter 2 • Are You a Storyteller?
19
Talking Book
Period 1
Inspector Raghav arrived on the scene with his team. It was surreal. Nonna felt as if she had been transported straight into one of the CID episodes. Curiously, Nonna watched them question each staff member for the first line of enquiry. But nothing new came to light. Next, Raghav watched the CCTV footage in the store, and Nonna observed, too. Suddenly, she said, “Inspector, I know who stole the ring! Look at that lady looking at the designer sets. Look at her clasped hand. She seems to be slipping something to her brother.” A closer examination of the CCTV footage indeed revealed the thieving duo. But their faces were turned away from the camera. They had been most cautious. “Sir, today was a busy day with the festival season right around the corner. I really don’t remember their faces,” said Hari. “But I remember them,” said Nonna. “Her bushy-haired companion kept sniffing and clearing his throat. I think he called her Ira once, and she gave him quite a stare. It’s my best friend’s name, so I remember.” Then Nonna shoved her diary at the Inspector. “See, I even drew them!” She exclaimed. As he saw Nonna’s cartoons, a slow smile spread across Inspector Raghav’s face. “Your doodle art will definitely help us catch the culprits, Nonna. Detective Nonna to the rescue indeed!” “Young Woman Arrested Wearing Stolen Ring; Missing Friend Under Suspicion,” shouted the newspaper headlines the next morning.
clasped (klaaspt): held tightly doodling (doo.duh.luhng): drawing lines, patterns or pictures without thinking, especially when you are bored peeked (peekt): looked at something quickly and secretly perched (puhcht): sat on the edge of something surreal (suh.real): strange and unbelievable, like in a dream
11
Chapter 2 • Are You a Storyteller?
UE24CB_Grade 8.indb 11
12/14/2023 7:24:26 PM
20
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—clasped (klaaspt). Instruct: Repeat the meaning after me—held tightly. Instruct: Repeat the sentence after me—The mother clasped her son in her arms. Repeat this process for the other keywords as well. Meaning
5 mins Echo
Word
Pronunciation
Sentence
doodling
doo.duh.luhng drawing lines, patterns or pictures without thinking, especially when you are bored
Shreya likes doodling in her free time.
peeked
peekt
looked at something quickly and secretly
Tina peeked through a hole in the fence.
perched
puhcht
sat on the edge of something
Tanmay perched on the corner of the desk.
surreal
suh.real
strange and unbelievable, like in a dream
Speaking to my favourite actor was just surreal.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Speaking to / my favourite actor / was just surreal.
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 ‘clasped’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Rajan clasped the house keys in his hand. 2. I plan to spend my evening just doodling. 3. I peeked out of the window to see who was there. 4. Vanya perched on the side of the bed. 5. The entire experience of this trip was surreal.
Conclusion
4 mins
Say: Today, we read the story called Nonna and the Missing Ring. Through this story, we learnt to interpret the plot of the story and pay attention to the key details used in the story. We also learnt the words ‘clasped’, ‘doodling’, ‘peeked’, ‘perched’ and ‘surreal’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to narrate stories with voice modulation by listening to and repeating the projects given in the app.
Chapter 2 • Are You a Storyteller?
E&R
21
E-Speak 1 Practise at Home PROJECT 2A
The Beginning Naisha wrote a short story. She tells the beginning of the story called ‘Golden Oaknut.’ Listen and record it.
PROJECT 2B
The Middle
Period 2
Naisha adds more details to the plot of her story. Listen and record it.
PROJECT 2C
The End Naisha concludes her story with all the characters learning a lesson. Listen and record it.
12
UE24CB_Grade 8.indb 12
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22
Period 2 Warm Up
5 mins
Listen Theme-based Explanation
5 mins
Text Recall Say: The name of the chapter is—Are You a Storyteller? In the last class, we read a story called Nonna and the Missing Ring. In the story, Nonna shows her excellent observation skills and helps solve an investigation. We learnt the importance of paying attention to the details in a story and interpreting its plot. We also learnt the keywords ‘clasped’, ‘doodling’, ‘peeked’, ‘perched’ and ‘surreal’; and how to use them in sentences.
Say: Through this story and the projects, we are learning to interpret the plot of a story. We are also learning to narrate stories in a captivating manner with proper voice modulation and action. Example from Text: The story, Nonna and the Missing Ring, includes all the key details that are required to make an interesting plot of the story. The story is set in a jewellery shop. It starts with introducing the main character of the story—Nonna. She was bored sitting in her grandpa’s jewellery shop and engaged herself in people-watching and doodling. The plot of the story gets interesting when the problem is introduced. The store manager finds out that an emerald ring is missing. Inspector Raghav comes in to investigate the matter and asks for the CCTV footage. A story may end with a solution to the problem. In this story, Nonna made a doodle art of those two thieves to help the inspector. The story ends with the newspaper headline “Young Woman Arrested Wearing Stolen Ring; Missing Friend Under Suspicion.” Example from E-Speak 1: As a part of your homework project, you heard Naisha narrate the beginning, middle and end of the story, Golden Oaknut, which she had written. She added details to the plot of her story to make it interesting.
Echo E-Speak 1
8 mins
Say: Now, I shall tell the story which Naisha wrote and narrated. Instruct: Repeat the Project 2A after me—In a dense forest, various animals lived harmoniously. There was a curious rabbit named Ollie who loved going on adventures. One day, he overheard the wise owl talking about a Golden Oaknut that was hidden somewhere deep in the forest. It was believed to be a source of joy and prosperity. Instruct: Repeat the Project 2B after me—Along with his friends, Freya, the deer, and Colin, the monkey, he set out on a quest to find the ancient Golden Oaknut. When they travelled deep into the forest, they came across a wise fox who revealed that the Oaknut would only be found by those who were united and worked together. Instruct: Repeat the Project 2C after me—When Ollie and his friends reached the tree, they tried climbing it one by one. But every time, they were unsuccessful. Only when they worked together, they could successfully climb the tree. Ollie broke a nut each for himself and his friends and climbed down. Ollie was happy on his way back home. He realised that unity and friendship were the true gift of the Golden Oaknut tree. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: In a dense forest, / various animals / lived harmoniously. / There was / a curious rabbit / named Ollie / who loved going / on adventures.
Chapter 2 • Are You a Storyteller?
Listen
23
Echo
Speak on the Spot Boost Your Speaking This Is My Story Think of a possible solution to this story and narrate the whole story in class.
Characters
Rishi, a 10-year-old boy and his old grandmother
Setting
Period 2
Lived in a cottage on the outskirts of a village
Problem A gang of robbers tried to enter their cottage
What will happen now? Will Rishi be able to save himself and his grandmother? Be imaginative and create an engaging story. Speak in complete sentences. Narrate the story with proper expressions. Speak loudly and clearly.
13
Chapter 2 • Are You a Storyteller?
UE24CB_Grade 8.indb 13
12/14/2023 7:24:39 PM
24
Period 2 continued E & R Speak on the Spot
15 mins
Explain: You have been given the characters, setting and problem of the story. Now, you have to think of a possible solution to that problem and then, narrate the complete story 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 narrate the story with expressions, actions, proper body language and voice modulation. You may remind the learners to greet others at the beginning of their presentations and give an interesting title to their story. Model Responses: 1. Good morning, friends! The name of my story is Brave Rishi. Rishi, a 10-year-old boy, lived with his grandmother on the outskirts of a village. One afternoon, a gang of robbers tried to enter their cottage. Rishi’s grandmother was extremely frightened. She tried to hide Rishi behind the furniture but he was a brave boy. He spilled oil and nails at the entrance of the cottage, near the door. As soon as the robbers broke down the front door, they all fell and were badly hurt. Rishi quickly ran out of the front door and called the villagers who helped him tie the robbers. They informed the police who came and arrested the robbers. He saved himself and his grandmother. Thank you. 2. Good morning, friends! The name of my story is A Secret Hideout. Rishi, a 10-year-old boy, lived with his grandmother on the outskirts of a village. One afternoon, a gang of robbers tried to enter their cottage. Rishi and his grandmother were very scared. They hid their valuable belongings in a secret hole in the wall. They had made this hidden space for emergencies like this. As soon as the robbers entered the cottage, they searched for valuable items but could not find anything. They tried to hurt Rishi and his grandmother but luckily, some villagers were passing by their neighbourhood. They heard the screams and were quick enough to come and protect Rishi and his grandmother. They tied the robbers with ropes and handed them over to the police. If the learners present confidently, you can give feedback like ‘Such a nice story!’, ‘You speak so well!’ or ‘The story was so interesting!’. In case the learners struggle, you can say ‘You are doing great, let us try it together’ or ‘You can narrate better with a little more practice’.
Conclusion
2 mins
Homework 1. E-Speak 2: You have to record in the app the plot of your favourite story, in 4–5 lines. You have to narrate it with emotions and voice modulation. 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 write a story by choosing the character, setting and problem from the options given. Prepare a draft of your story and refer to the tips for making it more exciting. Practise telling your story at home with actions and expressions, again and again, in front of your family members. You may bring props to make your story narration more interesting.
Chapter 2 • Are You a Storyteller?
25
E-Speak 2 Practise at Home
PROJECT 2D
My Favourite Plot We all enjoy listening to and reading stories. Sometimes the plot of a story fascinates us. Tell us the plot of your favourite story, in 4–5 sentences. Narrate with emotion and expressions.
Gaming Zone It’s Fun Time
Catch the Culprit
Period 3
Detective Bhonsle has found a suspicious-looking shoeprint at the crime scene. Help detective Bhonsle identify its match among so many other footprints at the crime scene. Be quick!
7 5 6
1
2
3 Shoeprint number
is the perfect match! Now the
search for the criminal begins! 14
UE24CB_Grade 8.indb 14
12/14/2023 7:24:45 PM
26
Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Catch the Culprit. Say: Detective Bhonsle found this suspicious-looking shoeprint at the crime scene. Help him find the matching footprint quickly. Instruct: Look at the shoeprint circled in blue. Quickly find its match among the many other shoeprints at the crime scene. Then, write the answer in the given blank. You may ask these suggested questions. 1. Are all the shoeprints the same? (No, all of them are different. / No, all the shoeprints have different sizes and patterns.) 2. Which shoeprint matches the one in the blue circle? (Shoeprint number four matches the one in the blue circle.) 3. How do you think this will help Detective Bhonsle? (I think it will help him follow the thief.)
You may discuss with the learners if they like mystery and thriller stories, shows or films. Encourage them to share the reasons for their points of view. Let them share examples of such stories, films or shows.
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘My Favourite Plot’, where you told us the plot of your favourite story, in 4-5 lines. Instruct: Listen to my response to the project. ‘The name of my favourite story is Ravie’s Discovery. The plot is set in a small town, where 15-year-old Ravie discovers an ancient map leading to hidden treasure. He embarks on a thrilling adventure with his friends. They unravel secrets, face unexpected challenges, and form lifelong friendships, all in a mysterious night. They find the treasure in a beautiful location which was hidden from the world.’ Say: Now, you will listen to another response and repeat after me. ‘The name of my favourite story is Riya’s Time Travel. It is about Riya, a 14-year-old, ordinary, schoolgirl. She stumbled upon an antique watch that transported her through time. She navigated through historical eras and learnt valuable lessons in her life. She saw various kings and queens and what happened exactly in their palaces. She solved puzzles and clues to move forward in the story. She had the power to alter the course of history.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: It is about Riya, / a 14-year-old, / ordinary, schoolgirl. She stumbled upon / an antique watch / that transported her / through time. She navigated through / historical eras / and learnt / valuable lessons / in her life.
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 • Are You a Storyteller?
27
Listen
Echo
28
Introduce the characters and the setting of your story.
Mention the title
Write: Now, prepare a draft of the story. Refer to the tips to write an exciting story.
lost/ enjoyment/ injury/ adventure gone wrong/ puzzle
missing person/ hidden treasure/ theft/ scary/ fight/ being
Problem: Challenge faced by the main character in the story
hospital/ police station
market/ fair/ wedding/ birthday party/
mall/ office/ cinema hall/ school/ street
hotel/ museum/ park/ mountains/ shopping
Settings: Place where the story takes place
businessman/ news reporter/ blind man/ doctor
shopkeeper/ siblings/ friends/ teacher/
children/ thief/ guests/ policeman/ grandparents/
Characters: People in the story
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15
(continued...)
Circle the characters, setting, and problem of your choice. You can choose as many as you want.
Chapter 2 • Are You a Storyteller?
2
1
You have to write a story with the help of the clues given below. Practise narrating your story and present it in the class.
Storytelling Carnival
The Final Show
Plan and Speak
Notes Corner
Also, use sound words like zoom, swoosh, meow and oops.
Add dialogues for the characters.
Be imaginative and create an engaging story. Think of the films and books you like to borrow ideas from.
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Present: Narrate your story to the class. Use actions and voice modulation to engage your audience. You can also move around the class as you tell the story.
Practise: Rehearse telling your story at home with actions and expression.
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16
4
3
How is the problem solved? How does the story end?
Solution
Challenge found by the main characters in the story.
What is the problem?
How does the story begin?
Beginning
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you have to present your story in the class with actions and expressions. Your story needs to have a suitable title. 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 enact the story and use props, if possible. Motivate them to walk around in the class and use lots of voice modulation and expression while narrating the story. Let them be as creative and imaginative as possible in the process. Praise all the learners. Model Responses: 1. Hello everyone! The title of my story is The Guardians of Treasure. Mr Sameer, a friendly shopkeeper, owned a shop that treasured antiques, rare books and artifacts that narrated tales of the past. One day, a mischievous thief, Raghav, entered his shop as a customer. His eyes gleamed at the sight of a valuable pendant. As he wandered through the shop, he wasn’t aware that Mr Sameer was silently watching him. A regular customer, Era, arrived and greeted Mr Sameer warmly. He secretly approached Era and told her about his suspicion regarding Raghav. They made a clever plan and Era distracted Raghav by talking to him about the artefacts. In the meantime, Mr Sameer made a call to the police. Just as Raghav was about to make his move, he was surrounded by the police. Thank you for listening to my story. 2. Good morning! The title of my story is Lost in the Mountains. A group of adventurous friends, Maya, Jashn and Aarav went on an expedition to conquer the highest peak. They were excited to see the breathtaking view from the mountaintop. Their adventure took an unexpected turn when an unforeseen storm began. The snowfall increased heavily and they could not see where to go. They faced harsh weather conditions and communication became impossible. There was just hope that they would be able to meet each other again but as the night set in and the temperatures decreased, that hope also diminished. The next morning, they faced difficulties in reaching a shared landmark but were able to do so. Together, they decided to find a path to go home with determination. Their adventure gone wrong became a tale of survival and friendship. If the learners present confidently, you can give feedback like ‘You have done such a great job!’, ‘I really liked your story!’ or ‘The story was so interesting!’. In case the learners struggle, you can say, ‘Let me help you’ or ‘You have a good command over language, just be confident’.
Conclusion
2 mins
Say: In this chapter, we learnt to interpret the plot of a story. We also practised creating interesting stories with characters, settings and problems. We learnt to narrate stories with voice modulation and actions. We have now become confident storytellers!
Chapter 2 • Are You a Storyteller?
29
Chapter 3
Discussions and Conversations
Big Skill: Participating actively in a conversation Learning Objectives: Learners will be able to: • ask questions and respond to them logically. • have a simple conversation with others.
Chapter 3
Discussions and Conversations Period 1
Participating actively in a conversation
17
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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—Discussions and Conversations. 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? (A school canteen is shown in the picture.) 2. What do you think is happening in the picture? (I think the children are discussing something while eating their lunch. / I think the children are having a conversation about something.) 3. Do you think that the children are interested in the conversation? Give a reason. (Yes, I think the children are interested in the conversation. I think so, as the girl on the left-hand side is listening attentively. Also, the other three children look curious to hear what the boy is saying.) Read aloud the model description of the cover page. Say: On the cover page, we see a canteen where a group of children are having a conversation while eating their lunch together. It looks like the boy standing near the table is going to tell the children something interesting. They look eager to know what he has to say.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 18 of your content book. We will read the text—Let’s Talk About Pets. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the picture? (I see two news anchors. They are standing in a room full of lights and cameras.) 2. What do you think the two people are going to do? (I think that the two people are going to present something or read the news.) 3. Now, look at both—the picture and the name of the text. If this is an interview, what do you think it will be about? (If this is an interview, I think it will be about pets. / In my view, the interview could be about taking care of pets.)
For open-ended questions based on the learners’ understanding, you can rephrase their responses into complete sentences. For example: I see two news anchors. They are standing in a room full of lights and cameras. Explain: We are going to read an interview called Let’s Talk About Pets. In this interview, a mother and a son will appear on a TV show. The TV show host will talk to them about many things related to pets. Now, let us begin reading. Instruct: Pay attention to how the people in the interview actively listen to and respond to each other’s points. Chapter 3 • Discussions and Conversations
31
Listen
32
2
1
Haha, that’s such a nice name. I didn’t have a pet when I was growing up. But when we got Simba, I realised how nice it is to have a pet. I also realised that having a pet is a huge responsibility.
Yes, I agree. I am very careful about what my cat eats.
Yes. I am also careful when playing with Simba. Sometimes, he gets so excited when playing with a ball. I try to be alert so that he doesn’t go on the road.
Yes, that is true. We also take him for regular medical check-ups.
It is a lot of fun though. Every morning, he wakes me up for school! He is the best alarm clock in the whole world!
I agree that pets are great companions. My cat loves playing with my shoelaces all the time.
Mrs Sen:
TV host:
Ishaan:
Mrs Sen:
Ishaan:
TV host:
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Wow! That sounds like fun. Personally, I like cats more than dogs. I have a pet cat, Meowsy.
TV host:
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But having a pet is a big responsibility—a lifelong investment of time. What do you think Mrs Sen?
Yes, I absolutely love animals. I have a pet dog—his name is Simba. He is 5 years old. He is a Labrador. I love taking my dog for walks.
Ishaan, do you like animals?
Tonight, we will be exploring what it means to have pets and if it is for everyone.
Our topic for the day is: Should families have pets?
Mrs Sen and Ishaan, welcome to Powwow with Abhinav. It's a pleasure to have a mother-son duo on our show.
Ishaan:
TV host:
Let’s Talk About Pets
4
3
Period 1
Oh yes, that is really scary. I think one should only have pets if one can take care of them. I think having pets has its own share of positives and negatives. Some people are allergic to some animals. Pets sometimes carry harmful germs which can cause illnesses too. So, you have to be really sure if you want a pet—can you take care of it? I agree with both of you. Wanting or not wanting pets really differs from person to person.
Ishaan: Mrs Sen:
TV host:
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Chapter 3 • Discussions and Conversations
signing off (sai.nuhng uhf): ending an interview, message or a conversation
neglect (nuh.glekt): to not pay attention to something or someone
exploring (uhk.splaw.ring): thinking and talking about something to find out more about it
companions (kuhm.pan.yuhnz): people or animals who spend a lot of time together
alert (uh.luht): fully aware or attentive
That’s all for today, friends. This is your host, Abhinav, signing off.
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19
Yes, you’re right. Pets also go missing sometimes. Isn’t that scary Ishaan?
TV host:
Thank you, Mrs Sen and Ishaan.
Yes, absolutely. Feeding them on time, cleaning up after them, walking them, and taking them to the vet are all part of it. In short, you simply cannot neglect them or not be careful.
Mrs Sen:
Talking Book
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 TV host, Ishaan and Mrs Sen. You may pause at the annotations and ask these suggested questions. After 1 Which animal does Ishaan have as a pet? What does he tell about it? (Ishaan has a pet dog. He has named it Simba. Simba is five years old. He is a Labrador. Ishaan loves to take Simba out for walks.) After 2 Do you agree that having a pet is a big responsibility? Explain your choice. (Yes, I agree that having a pet is a big responsibility because we always need to be around to take care of them. / No, I don’t think pets are a big responsibility because it is easy to take care of them if we make some arrangements.)
For annotation 2, you may encourage the learners to share the reasons for their choices. You may accept all the points of view shared by the learners.
After 3 Can you tell me one positive and one negative aspect of having a pet? (One positive thing about having pets is that they make us happy. One negative thing about having pets is that they might cause allergies / sometimes bite.) After 4 What does the TV host say at the end? What do you think it means? (At the end, the TV host says “This is your host, Abhinav, signing off”. I think that the phrase “signing off” means goodbye.)
You may rephrase the learners’ responses into complete sentences and ask them to repeat. For example: Yes, I agree that having a pet is a big responsibility because we always need to be around to take care of them.
After the Text
You may ask these suggested questions. 1. Who were the guests at the show and what were they talking about? (Ishaan and his mother, Mrs Sen were the guests at the show and they were talking about pets.) 2. Do you have a pet? If not, which pet would you like to have? Why? (Yes, I have a pet cat. / No, I don’t have a pet but I would like to have a cat as a pet because cats are funny.) 3. What did you like about the conversation? (I liked the fact that all the participants and the host were polite to each other. They were also listening to each other carefully and responding accordingly.)
Chapter 3 • Discussions and Conversations
33
Period 1
Talking Book
Mrs Sen:
Yes, absolutely. Feeding them on time, cleaning up after them, walking them, and taking them to the vet are all part of it. In short, you simply cannot neglect them or not be careful.
TV host:
Yes, you’re right. Pets also go missing sometimes. Isn’t that scary Ishaan?
Ishaan:
Oh yes, that is really scary. I think one should only have pets if one can take care of them.
Mrs Sen:
I think having pets has its own share of positives and negatives. Some people are allergic to some animals. Pets sometimes carry harmful germs which can cause illnesses too. So, you have to be really sure if you want a pet—can you take care of it?
TV host:
I agree with both of you. Wanting or not wanting pets really differs from person to person. Thank you, Mrs Sen and Ishaan. That’s all for today, friends. This is your host, Abhinav, signing off.
alert (uh.luht): fully aware or attentive companions (kuhm.pan.yuhnz): people or animals who spend a lot of time together exploring (uhk.splaw.ring): thinking and talking about something to find out more about it neglect (nuh.glekt): to not pay attention to something or someone signing off (sai.nuhng uhf): ending an interview, message or a conversation
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Chapter 3 • Discussions and Conversations
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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—alert (uh.luht). Instruct: Repeat the meaning after me—fully aware or attentive. Instruct: Repeat the sentence after me—No thief can break into my house as my dog is always alert. Repeat this process for the other keywords as well. Word
Pronunciation
Meaning
5 mins Echo
Sentence
companions kuhm.pan. yuhnz
people or animals who spend a lot Hamid’s pets were his companions of time together on cold winter nights.
exploring
uhk.splaw.ring
thinking and talking about I am exploring new ideas for my something to find out more about it science project.
neglect
nuh.glekt
to not pay attention to something or someone
If you neglect your revision, you will not score well in the test.
signing off
sai.nuhng uhf
ending an interview, message or a conversation
The hosts of the show were signing off when the power went off.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hamid’s pets / were his / companions / on cold winter / nights.
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 ‘alert’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. I became alert as soon as I reached an unfamiliar area of the street. 2. After four trips together, Risha and Niru became travelling companions. 3. The students were exploring new ways to decorate the class for the competition. 4. You should not neglect the practice session before the competition. 5. Angad’s signing off in the middle of the conversation made his friends furious.
Conclusion
4 mins
Say: Today, we read an interview called Let’s Talk About Pets. In it, a TV show host, Abhinav, spoke with Ishaan and his mother, Mrs Sen about pets. We learnt to have simple conversations with others. We also learnt the words ‘alert’, ‘companions’, ‘exploring’, ‘neglect’ and the phrase ‘signing off’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to engage in simple conversations with others by listening to and repeating the projects given in the app.
Chapter 3 • Discussions and Conversations
E&R
35
E-Speak 1 Practise at Home PROJECT 3A
Mother’s Birthday Gaurav wants to give a present to his mother on her birthday. He discusses the gift with his friend. Listen to him and record it.
PROJECT 3B
Birthday Present
Period 2
Gaurav’s friend, Rohit, gives him a suggestion. Listen to him and record it.
PROJECT 3C
An Iron Table Gaurav responds to Rohit’s question. 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—Discussions and Conversations. In the last class, we read a text called Let’s Talk About Pets. In this text, we read an interview where a TV show host, Abhinav, spoke with Ishaan and his mother, Mrs Sen about pets. We learnt how to take part in a discussion on a topic and have simple conversations with others. We also learnt to ask questions and respond to them logically. We also learnt the keywords and phrases ‘alert’, ‘companions’, ‘exploring’, ‘neglect’ and ‘signing off’; and how to use them in sentences.
Say: Through this story and projects, we are learning to take part in a conversation and share our views politely. We are also learning how to ask questions and respond to them logically. Example from Text: In the text, Abhinav, the TV host, Ishaan and Mrs Sen are having a conversation about having a pet. They are listening attentively to each other. Ishaan and his mother are answering the questions asked by the host politely and logically. They are giving reasons to support their points of view. When the TV host, Abhinav, asked whether having a pet is a big responsibility or not, Mrs Sen expressed her opinion in this conversation by agreeing that pets are a big responsibility, and cannot be neglected. She gave reasons to support her view by saying that pets need to be fed, cleaned and taken to the vet regularly. Example from E-Speak 1: As a part of your homework project, you heard Gaurav discuss with his friend a gift that he wants to give his mother. Gaurav and his friend, Rohit, discussed the gift options by answering each other’s questions. Finally, they decided what the gift should be.
Echo E-Speak 1
8 mins
Say: Now, I shall speak the conversation that takes place between Gaurav and his friend Rohit. Instruct: Repeat the Project 3A after me—Hi, Rohit! It is my mother’s birthday next week. I wish to give her a present, but I am confused. Can you recommend something to me? I want to gift her something memorable, yet useful. Instruct: Repeat the Project 3B after me—In my opinion, gifts should be useful for the person, so that whenever they use it, they will think of you with fondness and love. You can give her something that she really needs. Is there something that she really wants and that can help reduce her work load? Instruct: Repeat the Project 3C after me—I agree with you, Rohit. Oh! My mother has been complaining of back pain as she has to bend a lot while ironing our clothes. My sister and I can together gift her an ironing table. It will be very useful for her. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: It is my mother’s birthday / next week. / I wish to / give her a present, / but I am confused. / Can you recommend / something to me?
Chapter 3 • Discussions and Conversations
Listen
37
Echo
Speak on the Spot Boost Your Speaking Best Gift Ever Your teacher will tell you about the best gift she/he has received and then ask you the same question. Respond to the question. Choose a classmate to ask the same question.
Oh, that is wonderful!
The best gift that I have ever received is …
My favourite present is …
It is special to me because …
I like it because …
What is the best gift that you have received, … ?
Period 2
…, why don’t you share something about your favourite gift?
Thank you for giving me the chance. My … gave … to me. It is my favourite because …
Speak in complete sentences. You may also talk about who gave you the gift, how you felt upon receiving it, and how it is useful for you. Maintain eye contact with your teacher and your friends.
21
Chapter 3 • Discussions and Conversations
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: For this activity, we will ask each other about the best gift that we have received. First, I will tell you about the best gift that I have received. Then, I will choose one of you to answer and ask the same question to a classmate of your choice. Then, the student chosen will respond and ask the same question to another student. Instruct: Think for 2–3 minutes about your best gift.
E&R
You may decide which learner you would like to begin asking. Start by talking about your best gift and then ask the question to a learner in the class. Encourage the learners to choose a child who has not yet participated in the activity. You may continue the chain until everyone has had a chance to speak and share. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. Model Responses: 1. Teacher: Hello children! The best gift that I have ever received is a beautiful diary and a pen set. It is special to me because it was given to me by my students. What is the best gift that you have ever received, Neha? Student 1: Oh, that is wonderful ma’am! My favourite present is my red bicycle. I like it because it was given to me by my parents. Now, I can also ride a bicycle with my friends. Why don’t you share something about your favourite gift, Vishnu? Student 2: Thank you for giving me the chance. My friends gave me a book. It is my favourite because I always wanted to read that book. Also, the book was signed by the author, so it is very special to me. What about you, Rajshree? Student 3: Oh, the best gift I have ever received is an instant camera. It was given to me by my uncle and aunt. I use it to capture all the special moments. What about you, Raghav? Student 4: The best gift that I have ever received is a cricket bat signed by Virat Kohli. My father gave it to me. I use that bat only for special and important matches. What is the best gift that you have ever received, Kashika? Student 5: My favourite gift is the doll house made by my grandmother. I like to play with it when my cousins come over. You may ensure that the same child is not asked the question again.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to extend and record in the app the conversation between Rohan, Rakesh and Nihal on appropriate screen time for children. The audio stimulus for the conversation is given in the app. Listen to it and then extend the conversation by adding 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 into pairs to draft a conversation with your friend on the topic, Playing Online Games or Playing Outdoor Games. You can talk about the advantages and disadvantages of both and which one you like. Practise the conversation with each other in your free time.
Chapter 3 • Discussions and Conversations
39
E-Speak 2 PROJECT 3D
Practise at Home
Appropriate Screen Time! Listen to the conversation between Rohan, Rakesh, and Nihal. Respond to Nihal’s question and extend the conversation by adding 4-5 lines.
Gaming Zone My New Neighbour
It’s Fun Time
Period 3
Circle any FIVE questions that you would like to ask your new neighbour.
Have you moved in recently?
Which school have you been admitted to?
Which is your favourite sport?
Do you play the guitar?
Have you made any friends?
Can you play football?
Do you have siblings?
What is your father’s profession?
Who is that lady behind you?
Where are you from?
When is your birthday?
Would you like to be my friend?
What is your favourite hobby?
Can I help you get to know the locality better?
Do you like Virat Kohli?
Who is your favourite actor?
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40
Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—My New Neighbour. Say: Imagine, a new neighbour comes to live next to your house. You want to know about them. What will you ask them? Some questions are given. Read them carefully. Instruct: Now, circle any five questions that you will ask your new neighbour. You may ask these suggested questions. 1. Do you have siblings? (Yes, I have two siblings.) 2. Do you play any musical instrument? (Yes, I play the guitar.) 3. What is your favourite hobby? (My favourite hobby is to write stories / paint / dance.) 4. When is your birthday? (My birthday is on 24 March.) 5. Who is your favourite actor? (My favourite actor is Shah Rukh Khan.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘Appropriate Screen Time!’, where you heard Rohan, Rakesh and Nihal’s conversation on this topic. You then extended the conversation to state your opinion on it in 4–5 lines.
Listen
Instruct: Listen to my response to the project. ‘I think 13-year-old children should have screen time of just 1 hour. Watching TV or a mobile phone for a longer time can affect children’s eyes. They should be encouraged to go and play outdoor games instead. This will keep them healthy and active.’ Say: Now, you will listen to another response and repeat after me. ‘I think 13-year-old children should have screen time of around 1–2 hours. Nowadays, these children not only watch TV but also have access to mobiles and laptops. They can use these devices to learn about news, manage their homework and sometimes even for online classes. This way, they will be informed and aware.’ You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I think / 13-year-old children / should have screen time of / around 1-2 hours. / Nowadays, these children / not only watch TV / but also have / access to mobiles and laptops.
You can also read a few best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.
Chapter 3 • Discussions and Conversations
41
Echo
42
Student 2:
Student 1:
?
Student 1: What do you think is better
Student 1:
Student 2:
Student 1:
Student 2:
UE24CB_Grade 8.indb 23
(end the conversation)
(extend the conversation)
(extend the conversation)
(extend the conversation)
.
.
.
.
.
Student 1: (share your response to the same question)
. What about you?
Student 2:
(topic)
.
Both: Hello friends, we are going to present a conversation on the topic
Write: Discuss the topic with your partner and complete the conversation.
Chapter 3 • Discussions and Conversations
2
Get into pairs.
1
23
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Draft a conversation with your friend on the topic, ‘Playing Online Games or Playing Outdoor Games’. Practise the conversation with each other. Finally, present the conversation in the class.
Let’s Talk
The Final Show
Plan and Speak
Notes Corner
Be polite and wait for your turn to speak.
Use a lot of actions and expressions while presenting.
Look at each other when you speak on the topic.
12/14/2023 7:25:28 PM
Present: Now, it’s time to present your conversation with your partner in front of the class.
Practise: Practise the conversation with your partner at home or during the free time at school.
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4
3
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you and your friend will present to the class a conversation on Playing Online Games or Playing Outdoor Games. You can talk about the advantages and disadvantages of both and which one you like. Invite as many pairs as possible for their presentations. Follow the E&R cycle for each presentation.
E&R
You may help the learners if they are stuck. In between the learners’ presentations, you can also pitch in and state the advantages and disadvantages of both. At the end of the activity, you can also state your opinion with reasons. Model Responses: 1. Both: Hello friends, we are going to present a conversation on the topic Playing Online Games or Playing Outdoor Games. Student 1: What do you think is better—playing online games or outdoor games? Student 2: I think online games are better. What about you, Rohan? Student 1: I think outdoor games are better. But why do you think online games are better, Vishal? Student 2: I think online games are better because you can play them from the comfort of your home. Why do you feel that outdoor games are better? Student 1: I think outdoor games are better because in this way I get to meet all my friends in the park and I can talk to them. Student 2. That’s a good point! Both: Thank you for listening to our conversation. 2. Both: Hello friends, we are going to present a conversation on the topic Playing Online Games or Playing Outdoor Games. Student 1: What do you think is better—playing online games or outdoor games? Student 2: I think outdoor games are better. What about you, Neha? Student 1: I think online games are better. But why do you think outdoor games are better, Priya? Student 2: I think outdoor games are better because it involves a lot of physical activity. They make us fit and strong. Why do you think indoor games are better? Student 1: I wouldn’t deny the point you made, but I think online games are better because in this way I don’t get dirty while playing outside. Also, I don’t need to worry about the weather at all. Student 2: That’s a good reason to play online games! But, aren’t you worried about your eyesight and health? Student 1: I am getting worried about my eyesight nowadays. Do you mind if I join you to play in the park? Student 2: Not at all. That would be a great idea! See you at 5 p.m. Student 1: See you! Both: Thank you! If the learners speak grammatically correct sentences with proper voice modulation and tone, then give them feedback like, ‘Excellent!’, ‘Well done!’ or ‘Good job!’. In case learners struggle to present, you can say ‘Let me help you both’ or ‘You both speak well, let us try it together’.
Conclusion
Say: In this chapter, we learnt to participate in conversations and discussions. We also learnt to ask and respond logically in a conversation. Chapter 3 • Discussions and Conversations
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2 mins
Chapter 4
Twisting the Story
Big Skill: Extending and presenting a story Learning Objectives: Learners will be able to: • extend or complete a story. • present a story to an audience.
Chapter 4
Twisting the Story
Period 1
Extending and presenting a story
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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—Twisting the Story. 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 an old woman, two children and a puppy. They are in a living room. The old woman has a book in her hand.) 2. What do you think is happening in the picture? (I think the old woman is reading a story to the children. / I think the girl is telling something to the old woman.) 3. Look at the title of the cover page. What do you think the girl is trying to say? (I think the girl is giving an interesting twist to the end of the story that her grandmother is narrating.) Read aloud the model description of the cover page. Say: On the cover page, we see an old woman with two children and a puppy. They are sitting in a living room. The old woman seems to be reading a story to the two children while the puppy is playing with the ball. The girl is excited to continue the story.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 26 of your content book. We will read the story—Planet Hopping. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Describe the first picture. (The picture shows a boy in his bed at night. He is reading a book named Beyond the Earth.) .) 2. What do you think that the book could be about? (I think that the book could be about outer space or travelling to outer space.) 3. Do you think he likes what he is reading? How do you know? (Yes, I think the boy likes what he is reading. I think so, because the boy has a surprised and excited expression.) Explain: We are going to read a story called Planet Hopping. It is about a boy, Rohit, who dreams of visiting different planets in a spacecraft with his friend Montu. At the end of the story, Rohit’s adventure of planet hopping ends with a twist. Now, let us begin reading. Instruct: Pay attention to the way the story grabs your interest as a reader and how it changes at the end to give a different ending than what is expected.
Chapter 4 • Twisting the Story
45
Listen
3
2
1
OND BEY THE TH EAR
UE24CB_Grade 8.indb 26
26
Rohit felt thirsty and took out his water bottle, but he accidentally spilt some water on the ground.
When they landed on the pink planet, they realised that the entire planet was made of candy floss. The trees were made of chocolates, and the ponds were filled with jelly.
“Montu, look at that planet! It looks so interesting. But why is it all pink?” asked Rohit.
“Oh! It seems as if there is nobody inside. Let’s go and take it for a ride!” They were both very excited.
“Isn’t that my friend Montu? What is he talking about? A spacecraft?” wondered Rohit. The two of them ran to Montu’s backyard. When they got to the spacecraft, the doors opened automatically.
“Pssst, pssst! Rohit! Come outside. Look what I found. There’s a spacecraft in my backyard.”
After a while, he heard a faint voice.
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That night, Rohit grabbed his science book, Beyond the Earth, for his bedtime read. “Wow, look at these photos!” said Rohit.
Everybody knew that Rohit was a great storyteller. He had won many competitions. This year the theme was science.
“I have a storytelling competition tomorrow. I can’t wait to participate,” exclaimed Rohit.
Planet Hopping 4
Period 1
Talking
UE24CB_Grade 8.indb 27
Chapter 4 • Twisting the Story
automatically (aw.tuh.ma.tuh.klee): when something happens by itself with no or little human control grabbed (grabd): suddenly held something in the hand participate (paa.ti.suh.payt): to take part in an activity shrieked (shreekt): screamed in a very high voice struggled (struh.gld): made a lot of forceful effort
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27
Note to the readers: Can you imagine a different ending to this story that would help Rohit win the competition?
He banged the book on his head and complained, “Mom, you ruined the ending of my story! Now I have to think of some other ending. Maybe I should go to sleep again to continue my dream.”
Rohit opened his eyes and realised that he had been dreaming all along.
“Rohit, wake up! It’s 8 o’clock. You will be late for school!”
Just then, the mom face-shaped planet started talking.
As they approached the planet, Rohit shrieked! “Oh my goodness! Is that my mom? What is she doing here?”
“Oh no, wait. That face looks familiar,” said Rohit in a confused tone.
“Let’s go!”
“Should we go to THAT planet, the one that looks like a face?” asked Rohit excitedly.
“Phew! That was close. Hey, where should we go next?” asked Montu.
With a lot of difficulty, Rohit and Montu drove their spacecraft off that planet.
“Whaaaaat is happeeninggg? Weeee shouuuld leeeaave befoooore thheee dayyyy endsss,” Rohit struggled to speak.
Next, they went to a planet where things seemed normal. But when they stepped out of the spacecraft, they realised that everything was in super slow motion. The cars were moving at the speed of humans, and the humans were walking at the speed of turtles.
“Oh no, the land is dissolving because of the water. Let’s get out of here!” said Rohit with a worried look on his face.
B EY O ND THE E AR TH
46
Period 1 continued During the Text
Read the story aloud OR play the Talking Book in the classroom. You may read the story with proper voice modulation. Discuss the main events of the story and what happens at the beginning, middle and end of the story. Allow the learners to predict the ending. You may pause at the annotations and ask these suggested questions. After 1 Imagine a spacecraft landed in your backyard. What would you do in such a situation? (I would run to the spacecraft and eagerly explore it. / I would be scared and wake my parents to alert them about the spacecraft in our backyard.) After 2 How do you think Rohit and Montu will react to the doors opening automatically? (I think Rohit and Montu will be excited and explore the spacecraft. / I think they will get scared and run back inside Rohit’s house.)
For annotations 3 and 4, you may praise the learners for their creative and out-of-thebox thinking.
After 3 What do you think will happen now that Rohit has accidentally spilled some water on the ground of the pink planet? (I think the planet will start dissolving. / I don’t think anything will happen to the ground or the planet.) After 4 Where do you think they will go next? (I think they will go to the planet of clouds, where the ground is made of clouds and where they can jump from one cloud to another. / I think they will go to the planet of music, where everything is musical and they can sing.)
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 the learner’s confidence.
After the Text
You may ask these suggested questions. 1. What did Rohit and Montu discover about the pink planet they landed on? (Rohit and Montu discovered that the entire planet was made of candy floss. The trees were made of chocolates, and the ponds were filled with jelly.) 2. Who did Rohit think he saw on the face-shaped planet? (Rohit thought he saw his mother on the face-shaped planet.) 3. What do you think about the ending of the story? Would you like to change it? (The ending of the story, where Rohit realises that it was all a dream, is funny and surprising. No, I would not like to change it. I like the way it ends. / Yes, I would like to change it. I would make it end with Rohit’s mother having come in her own spacecraft to the planet to surprise him. Together, they explored the remaining planets.)
Chapter 4 • Twisting the Story
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“Oh no, the land is dissolving because of the water. Let’s get out of here!” said Rohit with a worried look on his face.
Talking Book
Next, they went to a planet where things seemed normal. But when they stepped out of the spacecraft, they realised that everything was in super slow motion. The cars were moving at the speed of humans, and the humans were walking at the speed of turtles. “Whaaaaat is happeeninggg? Weeee shouuuld leeeaave befoooore thheee dayyyy endsss,” Rohit struggled to speak. With a lot of difficulty, Rohit and Montu drove their spacecraft off that planet.
B O E Y ND THE EAR TH
“Phew! That was close. Hey, where should we go next?” asked Montu.
Period 1
“Should we go to THAT planet, the one that looks like a face?” asked Rohit excitedly. “Let’s go!” “Oh no, wait. That face looks familiar,” said Rohit in a confused tone. As they approached the planet, Rohit shrieked! “Oh my goodness! Is that my mom? What is she doing here?” Just then, the mom face-shaped planet started talking. “Rohit, wake up! It’s 8 o’clock. You will be late for school!” Rohit opened his eyes and realised that he had been dreaming all along. He banged the book on his head and complained, “Mom, you ruined the ending of my story! Now I have to think of some other ending. Maybe I should go to sleep again to continue my dream.” Note to the readers: Can you imagine a different ending to this story that would help Rohit win the competition?
automatically (aw.tuh.ma.tuh.klee): when something happens by itself with no or little human control grabbed (grabd): suddenly held something in the hand participate (paa.ti.suh.payt): to take part in an activity shrieked (shreekt): screamed in a very high voice struggled (struh.gld): made a lot of forceful effort
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Chapter 4 • Twisting the Story
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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—automatically (aw.tuh.ma.tuh.klee). Instruct: Repeat the meaning after me—when something happens by itself with no or little human control. Instruct: Repeat the sentence after me—The email is sent automatically once you fill in the form. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation
Meaning
Sentence
grabbed
grabd
suddenly held something in the hand
I quickly grabbed my lunch before leaving for school.
participate
paa.ti.suh.payt
to take part in an activity
Ratan loves to participate in the school’s fairs.
shrieked
shreekt
screamed in a very high voice
The cat shrieked when it saw the unfamiliar dog.
struggled
struh.gld
made a lot of forceful effort
The injured athlete struggled to finish the race.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The cat shrieked / when it saw / the unfamiliar dog.
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 ’automatically’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The door to the store opens automatically when someone approaches. 2. Anu grabbed her umbrella and ran out to catch the school bus. 3. Jatin volunteered to participate in the monthly street clean-up. 4. My mother shrieked when she saw a floating ghost at the haunted house tour. 5. During the exam, he struggled with the difficult maths questions.
Conclusion
4 mins
Say: Today, we read a story called Planet Hopping. In the story, Rohit dreams of finding a spacecraft and going on an adventure with his friend Montu. Through this story, we learnt to change different parts of a story to get a different ending. We also learnt the words ‘automatically’, ‘grabbed’, ‘participate’, ‘shrieked’ and ‘struggled’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 28. Learn to narrate a story by listening to and repeating the projects given in the app.
Chapter 4 • Twisting the Story
E&R
49
E-Speak 1 Practise at Home PROJECT 4A
Magical Pencil Bilal is telling his friend Rama a thrilling story about Farah's adventure. Listen to him and record it.
PROJECT 4B
Period 2
Dinosaur World The three explorers are curious to know what is on the other side of the door. Listen to Bilal as he continues his story and record it.
PROJECT 4C
Time Travel Bilal narrates about what happens to the trio in the dense jungle. Listen to the last part of the story to find out 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—Twisting the Story. In the last class, we read a story called Planet Hopping, where we read about Rohit’s dream of finding a spacecraft and going on an adventure with his friend Montu. We learnt how to change different parts of a story, to get a different ending. We also learnt the keywords ‘automatically’, ‘grabbed’, ‘participate’, ‘shrieked’ and ‘struggled’; and how to use them in sentences.
Say: Through this story and the projects, we are learning to change parts of a story. A story has a beginning, a middle and an end. The beginning of a story introduces the characters and setting. The middle of the story talks about the key events and the problem. The ending of a story gives a solution to the problem. It is here that the writers generally twist the narrative to make it interesting. We are learning to present stories to an audience. We are also learning how to extend or complete a story. Example from Text: The story begins with introducing the character Rohit, who discovers a spacecraft in his backyard. The key events include Rohit and his friend Montu exploring different planets. One planet was made of candy floss and the other was a super slow planet. The story ends with an interesting twist when Rohit discovers a planet that has a face like that of his mother. It is then that he realises that it was all a dream. Example from E-Speak 1: As a part of your homework project, you heard Bilal telling his friend Rama a thrilling story. The story has an interesting turn of events.
Echo E-Speak 1
8 mins
Say: Now, I shall narrate the thrilling story that Bilal told his friend Rama. Instruct: Repeat the Project 4A after me—One day, Farah finds a mysterious pencil in the school playground. The pencil was quite big and thick, with sparkling stars all over it. Forced by her curiosity, she picked up the pencil and took it to the classroom. She showed the pencil to her friends Diana and Bindu. Farah’s friends suggested that she draw something with the pencil, and so she drew a door. Instruct: Repeat the Project 4B after me—As soon as Farah finished drawing, a pinkcoloured door appeared in front of them. Excitement took over them as Farah held the door knob. When she opened the mysterious door, the three friends saw tall, green trees on the other side. They stepped inside the door and found themselves in a dense jungle. Then, they saw a huge megalosaurus in front of them. Instruct: Repeat the Project 4C after me—The three friends got terribly scared and hid behind a tall tree. The door was a time-travel portal into the past. The terrified friends began running back towards the door. Just at that moment, the megalosaurus noticed them and chased them taking huge leaps with its large feet. The friends jumped inside the door and closed it with a thump. Frightened, Farah broke the pencil and threw it in the dustbin. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: One day, / Farah finds a mysterious pencil / in the school playground. / The pencil was / quite big and thick, / with sparkling stars all over it.
You may ask the learners what they would have done if they were in Farah’s place.
Chapter 4 • Twisting the Story
Listen
51
Echo
Speak on the Spot Boost Your Speaking Story Circle
Period 2
Your teacher will say a line to begin a story. Each student will add a line to the story to make it more interesting. Use the pictures given below as clues to form the story.
It is the year 3054, and Tony’s parents own a rocket. One day, …
launch into
share details about their worlds
time travel
float in their spacecraft
Then …
attacked and imprisoned them
After that …
tour of the planets
In the end/Finally, …
a step was equal to 3 long jumps
camped together
You can add more interesting details and twists to the story. Use your imagination and creativity. Speak in complete sentences.
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Chapter 4 • Twisting the Story
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: Now, we will do a fun activity called ‘Story Circle’ together. I will say a line to begin a story. Each of you has to add one line to make it a complete story. You may look at the picture clues given on page no. 29. Instruct: Think for 2–3 minutes and then we shall begin.
E&R
You may choose the row or column from where you would like to begin and ask the learners to add a line to the narrative and choose the one behind or next to him/her to continue adding to the story. If the story ends, you may start again until every child in the class has had a chance. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. Model Responses: 1. Teacher: It is the year 3054, and Tony’s parents own a rocket. Student 1: One day, as a surprise for Tony’s birthday, they decided to take their family on an exciting space adventure. Student 2: The rocket was launched into the air, and in no time, they were floating in their spacecraft. Student 3: Then, they decided to camp together and rest for a while. Student 3: After that, Tony’s parents decided to take a tour of the planets. But things got risky when an alien attacked them and locked them up on a weird planet. Student 4: However, Tony and his family found out that on this planet, one step was like three big jumps. Student 5: They jumped 4–5 times and escaped. Finally, they continued their space journey to some other planet. (Continue the story until the last child in the class has had a turn.) 2. Teacher: It is the year 3054, and Tony’s parents own a rocket. Student 1: One day, Tony and his parents decided to take a tour of the planets. They sat in their rocket and launched it into space. Student 2: Then, they camped together on Mars under the red sky. Student 3: After that, they travelled to Saturn and floated in their spacecraft. But near Saturn, they found a magical door to another universe! They went to the other side and met colourful friends who talked using special signals. Student 4: Together, they realised that they had a special job to keep both their worlds safe. Student 5: Finally, Tony’s family and their new friends teamed up and planned to make the universe a better place. (Continue the story until the last child in the class has had a turn.) If the learners present their added lines to the story confidently, give them comments like ‘Well done!’, ‘That sounds interesting!’ or ‘Wow! What a great twist’. In case a learner struggles to construct the story ahead, you can say, ‘Let’s think together’, ‘Use the given clues’ or ‘I appreciate your effort’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to read and complete the given story and record it in the app. 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: An incomplete story is given. Read the story, add your lines to complete it and give it an interesting ending. Practise narrating your story aloud, again and again, in front of your friends or an older family member.
Chapter 4 • Twisting the Story
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E-Speak 2 PROJECT 4D
Practise at Home
Complete the Story Be the storyteller and complete the story in your own way! Narrate the story in 4-5 lines using adequate expressions. ‘There was a loud bang on the door… Naina got up scared… She slowly moved towards the door. Suddenly,…’
Gaming Zone I Know the Story
It’s Fun Time
Period 3
Guess the title of the story by looking at the pictures given below.
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—I Know the Story. Say: Students, get ready for a guessing game! You have to guess the title of the story by looking at the given images. Instruct: First, look at the five images given below. Then, try to guess the title of the story by carefully observing the details in the images. Finally, write down the story titles in the boxes. You may ask these suggested questions. 1. Which fairy tale has a house made of sweets in it? ( (Hansel and Gretel is the fairy tale that has a house made of sweets in it.) 2. Which fairy tale has a poisoned red apple in it? ( (Snow White and the Seven Dwarfs is the fairy tale that has a poisoned red apple in it.) 3. Which fairy tale has a glass shoe that is left behind at a ballroom dance? (Cinderella is the fairy tale that has a glass shoe that is left behind at a ballroom (Cinderella dance.) 4. Which story has a factory of chocolates? ( (Charlie and the Chocolate Factory is the story that has a factory of chocolates in it.) 5. Which fairy tale is about a cobbler? ( (The Elves and the Shoemaker is the fairy tale which is about a cobbler.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘Complete the Story’, where you completed a story in your own interesting way in 4–5 lines. Instruct: Listen to my response to the project. ‘Suddenly, she noticed the electricity had gone off, and the house had become pitch dark. As she tried to find a torch, she heard steps approaching her. She quickly grabbed a candlestick to protect herself. As she walked towards the main door, the electricity came back on, and her best friends shouted, “Boo!” Naina felt relieved but was angry with her friends for the silly prank.’ Say: Now, you will listen to another response and repeat after me. ‘Suddenly, she saw a big dark shadow pass through her parents’ room. Her heart skipped a beat. She grabbed the hockey stick kept behind the door. As she approached the person and was about to attack, the man turned. She saw that it was her father, who had come late from the office. Naina and her father couldn’t help but laugh at the situation.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Suddenly, she saw / a big dark shadow / pass through her / parents’ room. / Her heart / skipped a beat.
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 4 • Twisting the Story
55
Listen
Echo
56
Read the story below.
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Chapter 4 • Twisting the Story
lost the way
cave
hidden waterbody
animal
injured
Think of how the story can end.
slipped
hurt
Last Sunday, my parents suggested that we go up the hill for a picnic. We packed some snacks and a bottle of water, and set off. Halfway up the hill, I realised that I couldn’t find my brother anywhere. Just a few minutes earlier, he was running around, but now he was nowhere to be seen! …
Sunday Picnic
2
1
31
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(tell what happened at the end)
(tell what happened)
(start your story)
(title)
.
.
.
.
Notes Corner
You could use some props for narrating the story in a better way.
Narrate the story with expressions, voice modulation and appropriate body language.
.
.
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Present: Share your story in an interesting manner in the classroom. You are a storyteller now!
Practise: Share your story with your family and friends.
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32
5
4
Thank you.
Finally,
So,
Then,
Suddenly,
Last Sunday,
Today I’m going to narrate the story
Read the incomplete story and add sentences to complete it. Practise narrating the story at home. Finally, narrate the story in class.
Write: Finish the story by writing an interesting ending in the space given below.
Hello friends!
3
My Version of the Story
The Final Show
Plan and Speak
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: You read how changing a part of the story twists its ending. You also practised completing a story on your own. Now, present the story Sunday Picnic with your version of the ending. 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 come up with endings other than the ones given as hints. Praise any original effort. You may read aloud the model responses given below between the learners’ presentations, if needed. These can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Hello friends! My name is Naman. I am here to share my version of the story Sunday Picnic with all of you. Last Sunday, my parents suggested that we go up the hill for a picnic. We packed some snacks and a bottle of water, and set off. Halfway up the hill, I realised that I couldn’t find my brother anywhere. Just a few minutes earlier, he was running around, but now he was nowhere to be seen! Suddenly, I was worried when I couldn’t spot him. I looked for him all around and called out his name, “Nikhil, Nikhil, where are you?” “Come here and look at this,” his voice came from behind the bushes. I was relieved to hear his voice. I rushed to him and thanked God to have found him safe and sound. He had found a small pond with some ducks swimming in it! Thank you. 2. Hello, everyone! My name is Palak. Today I am going to narrate the story Sunday Picnic. Last Sunday, my parents suggested that we go up the hill for a picnic. We packed some snacks and a bottle of water, and set off. Halfway up the hill, I realised that I couldn’t find my brother anywhere. Just a few minutes earlier, he was running around, but now he was nowhere to be seen! Suddenly, I heard a faint sound of his voice. He had slipped into a ditch and injured himself. Then, I quickly called my parents and together we rescued him. He wasn’t hurt badly, but his clothes got dirty. Thankfully, we had extra clothes in our bag that my mother had packed. Finally, my brother changed his clothes, and we had a fun picnic. Thank you. If the learners present their story confidently, give them comments, like ‘Well done!’, ‘That sounded interesting!’ or ‘Wow! What a great ending.’ In case a learner struggles to present the story, you can say, ‘Let me help you’, ‘You are doing great, let us try it together’ or ‘Make the ending a little more interesting’.
Conclusion
2 mins
Say: In this chapter, we learnt to change parts of a story and to extend and complete a story. We also learnt to present a story to an audience. We have now become confident storytellers! Chapter 4 • Twisting the Story
57
Chapter 5
Casual Conversations
Big Skill: Conversing in an informal set-up Learning Objectives: Learners will be able to: • initiate small talk in an informal environment and with new people. • engage in conversations using appropriate body language and etiquettes.
Chapter 5
Casual Conversations
Period 1
Conversing in an informal set-up
33
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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—Casual Conversations. 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? (In the picture, I can see two women and two children on a train.) 2. What are the people in the picture doing? (The people in the picture are talking to each other.) 3. What could they be talking about? (They could be talking about each other’s daily routine / their hobbies / their travel plans / the weather.) 4. Look at the boy. What do you think he may be talking about? (I think that the boy may be talking about the book that the girl is reading.) Read aloud the model description of the cover page. Say: On the cover picture, we see two women and two kids on a train, and they are engaged in a conversation. They might be chatting about their day, what they like to do, where they are going, or even about the weather. The girl is reading a book. The boy seems to be asking the girl about the book she is reading. Everyone on the train looks happy, relaxed and comfortable.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 34 of your content book. We will read the story—Bake It for Me! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Can you tell me which place is shown in the first picture? (A bakery is shown in the first picture.) 2. What is the lady in the picture doing? (The lady in the picture is taking orders / billing / checking the menu / writing that day’s special on the menu.) 3. What do you see in this bakery? (I see cakes and candies of different colours and flavours, and a menu. I can also see a lady who is a baker.) 4. What do you think the text is about? (I think that the text is about ordering a cake at a bakery. / I think the text is about a day in a baker’s life.) Explain: We are going to read a story called Bake It for Me! The story is a conversation between a boy named Garv and a baker. Garv wants to place an order at the bakery for his mother’s birthday. Now, let us begin reading. Instruct: Pay attention to how two new people start the conversation in an informal environment.
Chapter 5 • Casual Conversations
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Listen
60
2
1
specifications (speh.suh.fuh.kay.shnz): detailed information about how something should be made
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innovative (i.nuh.vuh.tuhv): something original or different
Baker: We have a lot of options: chocolate, vanilla, pineapple, fruity, black forest, red velvet, choco chip, and butterscotch.
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Chapter 5 • Casual Conversations
delivered (duh.li.vuhd): brought or transported something to a particular place or person
34
certainly (suh.tuhn.lee): surely, without doubt
Garv: Could you please tell me what are the other flavours that I can choose for the cake?
assist (uh.sist): to help or support someone by providing aid, guidance or services
Baker: Oh yes, I remember!
Garv: Yes! I had a word with you in the morning regarding my mother’s birthday cake.
Baker: Good evening! I am fine. Would you like to order something?
Baker: You’re welcome! I hope you have a wonderful day as well.
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Garv: Thank you so much! Have a nice day!
Garv: Hello, good evening, ma’am! How are you?
Baker: It will be `450.
(Garv eagerly waits for the evening. He has many designs in his mind for the cake. He quickly dresses and leaves for the bakery.)
Baker: Okay! I have noted down your specifications. Give me your contact details, and we will call you once your order is ready.
Garv: I want a 1 kg cake with vanilla and chocolate base. For the design, make a superwoman and write ‘World’s Best Mom’. Please make it eggless. Could you please also have it ready to be delivered by tomorrow morning?
Talking
Garv: How much should I pay you for the cake?
Baker: Can you please repeat your order and its specifications?
Garv: 1 kg will be more than enough.
Baker: That’s a very innovative design. Do you want it in half kg or 1 kg?
Garv: I have a design in my mind. I would like a cake with a superwoman on it and writing that says ‘World’s Best Mom’.
Baker: Certainly! We can make the base of the cake using both vanilla and chocolate flavours. It is an excellent choice. And what about the design of the cake?
Garv: I think that will be a great idea. I will visit the bakery in the evening. Thank you!
3
Garv: So many options to choose from! My mother likes vanilla cakes but she also likes chocolate. Can you please try and make both?
Baker: Yes, we can. We also have many other flavours and designs that you can choose from. I would suggest that you visit our shop to explore more options.
Garv: It is my mother’s birthday tomorrow and I want a delicious creamy cake for the party. She is fond of vanilla cakes. Can you bake something like that?
Baker: Good morning! I am Prajikta from Creamy Cakery. How may I assist you?
Garv: Hello, good morning! Am I talking to someone from Creamy Cakery?
It is Garv’s mother’s birthday tomorrow and he wants to order a cake for her. He calls the nearby bakery.
Bake It for Me!
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 to show two different characters or you may ask a confident learner to read the part of Garv aloud. This will make reading aloud more fun for everyone. You may pause at the annotations and ask these suggested questions. After 1 How do you start a conversation with someone new? (I start by saying, “Hi, my name is Nishant. What’s your name?”.) After 2 How does the baker respond to Garv’s greeting in For annotation 1, encourage the evening and what does she say? the learners to share greeting (The baker happily and briefly talks about her words that can be used to well-being and asks if Garv wants to order start a conversation. something.)
After 3 Garv’s mother likes both vanilla-and chocolate-flavoured cake. Which is your favourite flavour? (I love chocolate cakes the most, especially with extra chocolate layering! / I like red velvet cakes as they are so creamy and tasty.) After 4 Why does Garv say thank you to the baker after they have finished talking? (Garv says thank you to the baker for helping with the cake order and wishes her a nice day.)
You may rephrase the learners’ responses in complete sentences and ask them to repeat. For example: I like red velvet cakes as they are so creamy and tasty.
After the Text
You may ask these suggested questions. 1. Why does Garv call Creamy Cakery in the morning? (Garv calls Creamy Cakery in the morning to order a cake for his mother’s birthday.) 2. What was the unique design idea Garv had for the cake? (Garv’s unique design idea was a cake with a superwoman design and the words ‘World’s Best Mom’ written on it.) 3. In the story, Garv initiates a conversation with the lady at the bakery. Have you ever initiated a conversation with someone? When was it? (Yes, I once initiated a conversation with one of the seniors in our school, as I was new to the school and wanted to know the way to the library. / Yes, I initiated a conversation during a bus journey. A boy was travelling in the same bus. I started talking to him and we also exchanged our numbers to stay in touch.)
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Garv: So many options to choose from! My mother likes vanilla cakes but she also likes chocolate. Can you please try and make both?
Talking Book
Baker: Certainly! We can make the base of the cake using both vanilla and chocolate flavours. It is an excellent choice. And what about the design of the cake? Garv: I have a design in my mind. I would like a cake with a superwoman on it and writing that says ‘World’s Best Mom’. Baker: That’s a very innovative design. Do you want it in half kg or 1 kg? Garv: 1 kg will be more than enough. Baker: Can you please repeat your order and its specifications?
Period 1
Garv: I want a 1 kg cake with vanilla and chocolate base. For the design, make a superwoman and write ‘World’s Best Mom’. Please make it eggless. Could you please also have it ready to be delivered by tomorrow morning? Baker: Okay! I have noted down your specifications. Give me your contact details, and we will call you once your order is ready. Garv: How much should I pay you for the cake? Baker: It will be `450. Garv: Thank you so much! Have a nice day! Baker: You’re welcome! I hope you have a wonderful day as well.
assist (uh.sist): to help or support someone by providing aid, guidance or services certainly (suh.tuhn.lee): surely, without doubt
delivered (duh.li.vuhd): brought or transported something to a particular place or person innovative (i.nuh.vuh.tuhv): something original or different
specifications (speh.suh.fuh.kay.shnz): detailed information about how something should be made
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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—assist (uh.sist). Instruct: Repeat the meaning after me—to help or support someone by providing aid, guidance or services. Instruct: Repeat the sentence after me—I love to assist my father in taking care of the lawn every Sunday. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation Meaning
Sentence
certainly
suh.tuhn.lee
surely, without doubt
I will certainly go to school and then to the yoga class tomorrow.
delivered
duh.li.vuhd
brought or transported something to a particular place or person
The pizza was hot and fresh when it was delivered to our house.
innovative
i.nuh.vuh.tuhv
something original or different
My school encourages us to come up with innovative solutions to problems.
specifications speh.suh.fuh. kay.shnz
detailed information about how The red building in the main city something should be made was constructed according to the architect’s specifications.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The red building / in the main city / was constructed / according to the architect’s specifications.
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 ‘assist’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Neha and Kashika assist each other and work as a team. 2. I will certainly do my best to complete the project in time. 3. Fresh vegetables and fruit were delivered in the morning. 4. Neha designed an innovative gift for her father. 5. The science experiment had certain specifications to be followed to see amazing results.
Conclusion
4 mins
Say: Today, we read the story called Bake It for Me! We learnt how to initiate a conversation with someone new in an informal environment using appropriate body language and etiquette. We learnt the words ‘assist’, ‘certainly’, ‘delivered’, ‘innovative’ and ‘specifications’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 36. Learn to start a conversation with someone new by listening to and repeating the projects given in the app.
Chapter 5 • Casual Conversations
E&R
63
E-Speak 1 Practise at Home PROJECT 5A
Meet and Greet Aarav is at the station, waiting for his train. It is running late. He sees a boy his age also waiting nearby. Listen to Aarav start a conversation with him and record it.
PROJECT 5B
Period 2
Chit-chat Aarav and Jatin talk about their favourite pastime activities. Listen to their conversation and record it.
PROJECT 5C
Bidding Goodbye Aarav and Jatin bid goodbye to each other. 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—Casual Conversations. In the last class, we read a story called Bake It for Me! In this story, we learnt how to initiate a conversation with someone new. We also learnt the keywords ‘assist’, ‘certainly’, ‘delivered’, ‘innovative’ and ‘specifications’; and how to use them in sentences.
Say: Through this text and the projects, we are learning to initiate a conversation with someone new in an informal environment using appropriate body language and etiquette. When we initiate a conversation, we should be respectful and polite to those we are talking to. We should also maintain a humble and attentive body posture. We should listen to them attentively. Example from Text: In the text, Garv talks to the baker to order a birthday cake for his mother. He starts the conversation by saying, “Good morning!” in a friendly and polite way. Garv then asks the baker about different cake choices, showing that he knows how to talk nicely and ask the right questions. He and the baker are very courteous, as they use the greetings ‘Good morning’, ‘Thank you’ and ‘You’re welcome’ during the conversation. Example from E-Speak 1: As part of your homework project, you heard Aarav and Jatin meeting at the train station and beginning a conversation. They initiated the conversation by greeting each other and then spoke about their destination and hobbies.
Echo E-Speak 1
8 mins
Say: Now, I shall say what Aarav and Jatin said to each other at the train station. Instruct: Repeat the Project 5A after me—Hello, good morning! Are you also waiting for the train that is going to Jaipur? I am Aarav, by the way. What is your name? Where are you from? I am from Mumbai. I came to Delhi with my family for a wedding and now, we are going to Jaipur for a short trip. Instruct: Repeat the Project 5B after me—Hi, Aarav. I am Jatin. I am from New Delhi. My family and I are also going to Jaipur. I am playing puzzle games on my phone while waiting for the train. Do you like playing puzzle games? Instruct: Repeat the Project 5C after me—Oh, I like that too. Why don’t you email a list of your recommended games to me? My email ID is aarav@gmail.com. Finally, I can see our train approaching the platform. We should board the train and look for our seats. Have a safe journey, buddy! You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Are you also / waiting for the / train that is / going to Jaipur? / I am Aarav, / by the way. / What is your name? / Where are you from?
Chapter 5 • Casual Conversations
Listen
65
Echo
Speak on the Spot Boost Your Speaking Bus Chat Ayushi is travelling to Chandigarh with her parents on an overnight bus. Help her start a conversation with her seat partner.
offer food
Hello! My name is ...
purpose of visit
Period 2
I am from ... ask about hometown
What is your name? ... (ask your question on the topic chosen)
share about family
... (say 1-2 lines about the topic you have chosen) condition of the bus engage in a simple game
discuss hobbies and interests
ask about the weather
Start the conversation in a friendly and relaxed manner. Speak in complete sentences. You can add your own questions.
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Chapter 5 • Casual Conversations
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: In the text, you heard Garv and the baker initiate a conversation. Now, you have to help Ayushi do the same. She is travelling on a bus and has to start a conversation with her seat partner. You have to initiate the conversation on her behalf. 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 think differently and be creative to strike up a conversation and maintain a polite tone and body language. Model Responses: 1. Hello! My name is Ayushi. I am from New Delhi. What’s your name? By the way, have you travelled on this bus before? I am curious about how comfortable it is for an overnight journey. I have never travelled by bus. I only travel by train or car. 2. Hello! My name is Ayushi. I am from New Delhi. What’s your name? I’m always interested in learning about different places. Where’s your hometown? New Delhi is a vibrant city with a rich history. I love exploring its diverse culture and cuisine. Please tell me something about your city. 3. Hello! My name is Ayushi. I am from New Delhi. What’s your name? Why are you visiting Chandigarh? I am going to a cousin’s wedding and to visit my grandparents who live there. I also plan to leave for Manali after 4 days. You may praise the learners who initiate conversations confidently and politely by saying, ‘That’s a good conversation starter!’ or ‘Well done!’. If the learners struggle to present, you may say, ‘Let’s try together’ or ‘You spoke well, just speak a little louder next time’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to record in the app answers to Sumedha’s questions in 4–5 lines. Listen to Sumedha talk about her day at school on the app, and then reply to her questions. 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 into pairs and choose any one topic to initiate a conversation. Write the conversation on page nos. 39 and 40. You may ask for help at home to do the work correctly. Practise saying the conversation aloud, again and again, with your partner in your free time.
Chapter 5 • Casual Conversations
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E-Speak 2 PROJECT 5D
Practise at Home
Let’s Reply Your friend, Sumedha, excitedly talks about her day at school. Listen and respond to her question, in 4-5 lines.
Gaming Zone Riddle Me Out!
It’s Fun Time
Period 3
Anuj enjoys asking Stuti some riddles. Help her solve the riddles. I have a few fun riddles.
1.
I would love to answer them.
What has a head and a tail, but no body?
2. What has one eye but cannot see? 3. Which room can no one enter? 4. What becomes smaller when you turn it upside down?
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Riddle Me Out! Say: Anuj enjoys asking riddles from Stuti. You have to help her solve the riddles. Instruct: Read the riddles carefully and find the answers. You may ask these suggested questions. 1. What has a head and a tail, but no body and can be found in pockets and wallets? (The answer is a coin. It has a head and a tail but no actual body.) 2. What has one eye but cannot see and is used for sewing? (I think it is a needle. It has one eye as a small hole near its pointed end, but it cannot see.) 3. Which room can no one enter but can be eaten as a part of a meal? (The answer is a mushroom. While it is not a traditional room, a mushroom’s cap resembles one, and no one can enter it.) 4. What becomes smaller when you turn it upside down and is the greatest single-digit number? (Number 9 becomes number 6 when turned upside down.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ’Let’s Reply’, where you heard Sumedha talk about her day at school, and then you replied to her questions. Instruct: Listen to my response to the project. ‘Hi Sumedha! That sounds super cool! My favourite city is Jaipur. I love the colourful buildings and the big forts. It feels like a magical place with so much history. The markets are full of vibrant textiles, and the local food like dal bati churma is simply delicious! I feel proud of our rich history and culture.’ Say: Now, you will listen to another response and repeat after me. ‘Hey Sumedha! Your art project sounds awesome! My favourite city is Gangtok. It’s in the mountains, and everything looks like a painting there. I love the colourful prayer flags and the view of Kanchenjunga. The food there is super yummy, especially the momos. Gangtok has these beautiful monasteries where you can hear monks chanting, and the people are friendly.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hey Sumedha! / Your art project / sounds awesome! / My favourite city / is Gangtok.
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 • Casual Conversations
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Listen
Echo
70 Two customers talking about the best dry snack while standing at the billing counter
Speaker 2:
05_U24EN0811.indd 39
(respond to the question/statement)
39
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.
.
(initiate the conversation)
Speaker 1:
. .
(mention the topic)
Speaker 2: Hi,
Student 1: Hello,
Both: Hello friends, we are going to present a conversation on the topic
Write: Discuss with your partner and complete your conversation. You can take help from the conversation starters given in the next page.
Two tourists talking about the best places to visit in the city
Choose any ONE topic to initiate a conversation.
Chapter 5 • Casual Conversations
2
1
Student 2:
UE24CB_Grade 8.indb 40
40
Present: Now, it’s time to share your conversation in the class.
4
Notes Corner
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The packaging looks so …
Express your opinion with appropriate expressions, body language and etiquette.
Listen to others’ opinion, and wait for your turn.
Begin with a friendly greeting.
Practise: Practise your conversation with your partner in your free time.
It comes with a …
My favourite is …
.
.
.
.
I see you have added … to your cart.
I can add this to my itinerary ...
3
Have you tried … ?
I love going on adventures like ...
(end the conversation)
(end the conversation)
(extend the conversation)
(extend the conversation)
Can we explore … together?
Hey buddy! Have you been to ...
Speaker 2:
Engage in a friendly conversation with your partner as two strangers. Pick any ONE topic that interests you. Complete the dialogue and practise saying it. Finally, present your conversation in the class.
Student 1:
Speaker 1:
Speaker 2:
The Final Show
Let’s Converse!
Speaker 1:
Plan and Speak
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you will present the conversation to the class on any one of the topics chosen by you and your partner. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.
E&R
You should motivate the learners to express their opinions clearly and confidently. Encourage them to start with a friendly greeting and give each other a fair chance to speak. Model Responses: 1. Both: Hello friends, we are going to present a conversation on the topic Two tourists talking about the best places to visit in the city. Speaker 1: Hello, my name is Rajat. What’s your name? Speaker 2: Hi, my name is Payal. It is nice to meet you. Speaker 1: Nice to meet you too, Payal! I heard Jodhpur has a lot to offer. Have you been to any interesting places here? Speaker 2: Oh yes, Jodhpur is amazing! The Mehrangarh Fort is a must-visit. It’s so big, and you can see the whole city from the top! Speaker 1: Wow, that sounds awesome! I love forts. What else is there to see in Jodhpur? Speaker 2: You should definitely visit the Umaid Bhawan Palace. It’s like a real-life castle! And there’s a museum inside with vintage cars. Speaker 1: A fort and a museum? That’s awesome! I will make sure to visit them. Thanks for the suggestions, Payal. Speaker 2: No problem, Rajat! I hope you enjoy your visit! 2. Both: Hello friends, we are going to present a conversation on the topic Two customers talking about the best dry snack while standing at the billing counter. Speaker 1: Hello, my name is Naman. What’s your name? Speaker 2: Hi, my name is Ramesh. It is nice to meet you. Speaker 1: Nice to meet you, Ramesh! I see you’ve picked up some packets of crispy potato chips. They happen to be my go-to dry snacks! Are they your favourites as well? Speaker 2: Yeah, I love crispy potato chips. They’re the best! The crunchiness is just perfect. Speaker 1: I totally agree, Ramesh! But have you ever tried the cheesy popcorn they have here? It’s my new favourite. So cheesy and yummy! Speaker 2: Oh, I haven’t tried that yet. Cheesy popcorn sounds amazing! Speaker 1: You will love them. The best part about them is that they are baked. Speaker 2: Nice suggestion, Naman! I might buy a pack of cheesy popcorn too. Thanks! Speaker 1: No problem, Ramesh! Enjoy your snacks. Bye. Speaker 2: Bye! You may appreciate the pairs who present confidently and use appropriate body language during their presentations by saying, ‘Well presented!’ or ‘Good work! The two of you initiated the conversation politely and confidently’. If the learners struggle to present, you may say, ‘I wish the two of you had practised more’ or ‘You spoke well, just speak a little louder next time’.
Conclusion
2 mins
Say: In this chapter, we learnt how to initiate conversations in an informal environment in a friendly way. We also learnt how to talk with good manners and use the right body language during conversations. Chapter 5 • Casual Conversations
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My Travel Tales
Chapter 6
Big Skill: Talking about travel plans and experiences Learning Objectives: Learners will be able to: • share a travel plan. • narrate a travel experience.
My Travel Tales Chapter 6
Period 1
Talking about travel plans and experiences
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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–My Travel 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 boy in the picture is doing? (I think the boy is video-recording himself / recording his video.) 2. Look at the book on the boy’s desk. What do you see? (I see the book has pictures of mountains.) 3. What could the boy be talking about? (The boy could be talking about mountains. / He could be recording his experience of travelling in the mountains.) Read aloud the model description of the cover page. Say: On the cover page, the boy is sitting at the desk in his room. He is recording his video. The boy seems to be making a vlog, that is, a video-recording of his thoughts, opinions or experiences. He might be doing this for a school project or to publish his vlog on the internet. You may ask the learners if they have vlogged and published it on the internet. You may ask what they have vlogged about. Accept a few responses.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 42 of your content book. We will read the text–A Trip to Paradise. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in this picture? (I see a green field, houses and snow-covered mountains.) 2. Which travel destination do you think this could be? (It could be a place in the Himalayas. / It could be Switzerland.) 3. Read the title of the text. What do you think the text is about? (I think the text is about a trip to a beautiful place. The writer of the story describes the beauty of the place by comparing it to paradise.) Explain: We are going to read a text by Karthik. Its name is A Trip to Paradise. Karthik is writing a travelogue about his trip to Zermatt in Switzerland. He calls this place a paradise. A travelogue is a film or a piece of writing about one’s travels. Now, let us begin reading. Instruct: Pay attention to how Karthik shares his travel experience in detail.
Chapter 6 • My Travel Tales
73
Listen
74
2
1
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42
Then, suddenly, I caught a glimpse of this pyramid-shaped structure, standing
After checking into the hotel and freshening up, it was time to begin the tour. First on the list was a cable car ride to the top of the mountains. It was such an exciting ride! I marvelled at how high up we were when I looked at the beautiful panorama around us.
The Cable Car Ride
So, what else makes Zermatt special? Let’s begin our story.
Well, let me tell you, it’s the most beautiful car-free town in the world! I could casually walk to the hotel from the train station with my luggage.
I recently went on a trip to Zermatt in the heart of the Swiss Alps. Now, you must wonder, “Why visit Zermatt in Switzerland?”
Friday, 19 August 2022
by Wandering Karthik
12/14/2023 7:27:15 PM
He also enlightened us about how many mountaineers had tried to climb to this mythical mountain’s summit, but not everyone had succeeded. I looked at its pristine white snowy peak and the magical aura around it. I was left speechless! However, big white clouds soon obstructed the view.
majestically tall with a snow-capped peak! Its beauty took my breath away! The tour guide proudly told us, “That’s the Matterhorn, one of the most photographed mountains in the world.”
A Trip to Paradise A Trip to Paradise
3
Period 1
4
That’s it! Thanks.
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Chapter 6 • My Travel Tales
summit (suh.mit): the top of a mountain
pristine (pri.steen): extremely clean and fresh
paradise (pa.ruh.dise): a place of great beauty, perfection and happiness
obstructed (uhb.struhk.tuhd): blocked
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So, what are you waiting for? Imagine a place that is as pure as snow, pollution-free, and as fresh as the daisies—what else could paradise be?
Finally, it was time to go back. Suddenly, I saw three blue lights shine on the mountain stations above Zermatt. Is that a plane...? Or a helicopter, or some bird? I wondered. I soon found out that the colour of those lights could be changed by simply dialling a number on our mobile phones, and the profits from this went to a great cause! Isn’t that amazing? What a thoughtful initiative!
glimpse (glimps): a sight of something for a short period
I looked admiringly at a group of skiers energetically skiing through the snow. They seemed to move so fast—zigzag and swish-swish—on their skis. There was even a snow slide, and I got to enjoy that a lot. Not to forget the delicious Swiss chocolates that I bought! They even featured the great Matterhorn on their wrapping.
On reaching the cable station at the summit of the mountain, we had to walk through a snowy tunnel. An outdoor viewing platform provided us with a 360-degree view of the mountains around us.
The Glacier Palace
Talking Book
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 their pronunciations. For example: ‘Glimpse’ means a sight of something for a short period. It is pronounced as glimps.
During the read aloud, you may explain the words ‘majestically’ and ‘mythical’. ‘Majestically’ means something great. ‘Mythical’ means something that is not true or does not exist. You may pause at the annotations and ask these suggested questions. After 1 Why did Karthik visit Zermatt? (Karthik visited Zermatt because it is the most beautiful car-free town in the world.) After 2 From the context of the line, what could the word ‘marvelled’ mean? (‘Marvelled’ could mean to be surprised or astonished.) After 3 What should one not miss when in Switzerland? (One shouldn’t miss the delicious Swiss chocolates.) After 4 What happens when the tourists change lights by dialling a number on their mobile phones? (The profit / money made from it is used for a great cause.) You can rephrase the learners’ answers in complete sentences and ask them to repeat. For example: Karthik visited Zermatt because it is the most beautiful car-free town in the world.
After the Text
You may ask these suggested questions. 1. What do you understand by the word ‘travelogue’? (It is a film, an audio or a piece of writing about one’s travel experience.) 2. If you met Karthik, what would you ask him about Zermatt? (I would ask him about his experience of the cable car ride. / I would want to know how tall the Matterhorn mountain is. / I would want to know if he has some pictures of the Glacier Palace.) 3. What was your trip to paradise? (My trip to paradise was my visit to the Valley of Flowers / Kashmir / Rohtang Pass.)
You may ask the learners to talk about their trip to a place as beautiful as paradise. Encourage them to speak in 2–3 sentences by mentioning some exciting details about the place.
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Period 1
Talking Book
The Glacier Palace
On reaching the cable station at the summit of the mountain, we had to walk through a snowy tunnel. An outdoor viewing platform provided us with a 360-degree view of the mountains around us. I looked admiringly at a group of skiers energetically skiing through the snow. They seemed to move so fast—zigzag and swish-swish—on their skis. There was even a snow slide, and I got to enjoy that a lot. Not to forget the delicious Swiss chocolates that I bought! They even featured the great Matterhorn on their wrapping.
Finally, it was time to go back. Suddenly, I saw three blue lights shine on the mountain stations above Zermatt. Is that a plane...? Or a helicopter, or some bird? I wondered. I soon found out that the colour of those lights could be changed by simply dialling a number on our mobile phones, and the profits from this went to a great cause! Isn’t that amazing? What a thoughtful initiative! So, what are you waiting for? Imagine a place that is as pure as snow, pollution-free, and as fresh as the daisies—what else could paradise be? That’s it! Thanks.
glimpse (glimps): a sight of something for a short period obstructed (uhb.struhk.tuhd): blocked paradise (pa.ruh.dise): a place of great beauty, perfection and happiness pristine (pri.steen): extremely clean and fresh summit (suh.mit): the top of a mountain
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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—glimpse (glimps). Instruct: Repeat the meaning after me—a sight of something for a short period. Instruct: Repeat the sentence after me—From the train, I caught a glimpse of the lush green fields surrounding the city. Repeat this process for the other keywords as well.
5 mins
Echo
Word
Pronunciation
Meaning
Sentence
obstructed
uhb.struhk. tuhd
blocked
A herd of cows obstructed the road towards the highway.
paradise
pa.ruh.dise
a place of great beauty, perfection and happiness
The new mall in Dubai is a shopper’s paradise.
pristine
pri.steen
extremely clean and fresh
After the snowfall, a pristine layer of snow formed a white carpet on the ground.
summit
suh.mit
the top of a mountain
The climbers had to delay their trip to the summit of Mount Everest because of the storm.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: A herd of / cows / obstructed the / road towards / the highway.
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 ‘glimpse’ and tell them to me. Repeat this process with all the keywords. Model Responses:
E&R
1. Zuba caught a glimpse of the new bakery shop when she was going to school. 2. The trucks obstructed the path made for the pedestrians. 3. Kashmir is often known as a paradise as it is a very beautiful and calm place. 4. As expected, the new car looked pristine. 5. The climbers finally reached the summit of Mount Everest after three days.
Conclusion
4 mins
Say: We read the text called A Trip to Paradise. It is a travelogue where Karthik shares his trip to Switzerland in detail. We learnt to appreciate someone’s travel experience. We also learnt the words ‘glimpse’, ‘obstructed’, ‘paradise’, ‘pristine’ and ‘summit’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 44. Learn to describe your travel plans by listening to and repeating the projects given in the app. Chapter 6 • My Travel Tales
77
E-Speak 1 Practise at Home PROJECT 6A
Plan a Trip Neha is planning a trip to the Andaman Islands during her vacation. She talks about when and how she will go there. Listen and record it.
PROJECT 6B
Going to Andaman
Period 2
Neha explains why she is going to the Andaman. Listen and record it.
PROJECT 6C
What Will I Carry? Neha shares what she plans to take with her on her trip. 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—My Travel Tales. In this chapter, we read a travelogue called A Trip to Paradise. It was written by Karthik. He wrote about his experiences in Switzerland. We learnt to listen to and appreciate another person’s travel experience. We also learnt the keywords ‘glimpse’, ‘obstructed’, ‘paradise’, ‘pristine’ and ‘summit’; and how to use them in sentences.
Say: Through this text and the projects, we are learning to share our travel plans and narrate our travel experiences in detail with proper expressions and voice modulation. We are also learning to appreciate other’s experiences by listening to them. Example from Text: In the text, Karthik shares his experience of travelling to Switzerland. He mentions important details like why he went there, the places he visited, how he reached those beautiful places and the activities he did there. He also talks about how he felt after witnessing the beauty of the place. He tells us that he went to Zermatt as it is the heart of Switzerland and the most beautiful car-free town. He saw the Matterhorn mountain, which is the most photographed mountain, and the Glacier Palace. He rode on the cable car. He tried the most famous Swiss chocolates. He marvelled at the beauty of the place. Example from E-Speak 1: As a part of your homework project, you heard Neha share her travel plans for the Andaman Islands. She told us important details like when and how she will go, why she chose this place, and what she plans to take with her on the trip.
Echo E-Speak 1
8 mins
Say: Now, I shall speak about Neha’s travel plans. Instruct: Repeat the Project 6A after me—My summer vacations are starting tomorrow. I am going on a trip to the Andaman and Nicobar Islands with my family. We will board the flight from New Delhi airport on Sunday evening. The plane will land in Port Blair at night. Instruct: Repeat the Project 6B after me—It is vacation time! Every year, we try to go on a family trip because it gives us time to bond as a family. We chose Andaman as the destination because it is a beautiful location. We will get to see the white sand beaches, coral reefs and several heritage sites. I am excited to see the scenic sunsets. Instruct: Repeat the Project 6C after me—I will pack my bags in advance so that I don’t panic at the last moment. I will carry light summer dresses, a pair of sunglasses, a sunscreen lotion, and comfortable footwear which I can wear on the beach. Since I love photography, I will also carry a camera to capture our moments. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: My summer vacations / are starting tomorrow. / I am going / on a trip to / the Andaman and Nicobar Islands / with my family.
You may use an enthusiastic tone and expression to read the projects and ask the learners to copy them while repeating.
Chapter 6 • My Travel Tales
Listen
79
Echo
Speak on the Spot Boost Your Speaking Plan Your Dream Trip Imagine a place where you would like to go. Share your travel plan with the class.
Travel Planner
Hello, friends! I would like to take a trip to … I would like to visit … local tourist places
hill station
village
beach
museum
street market forests
foreign country
another state
I would go there by …
Period 2
I would travel within the city by … walking
train
ferry
road trip
bus
flight
cab
bicycle
safety kit
clothes
chargers
food items
medicines
diary
games
currency
ID cards
I would take … camera
I would … shopping hiking
sightseeing visit important places
souvenirs native people
local food adventure
camping
stargazing trekking
Speak about all aspects in complete sentences. Feel free to add more details.
45
Chapter 6 • My Travel Tales
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: You just read about Karthik and his trip to Zermatt in Switzerland. Now, think of a place where you would like to go. Then, create a plan for the trip using the hints given on page no. 45 of your book. Remember to use complete sentences and feel free to add a few more details. 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 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, friends! I would like to take a trip to Goa. I would like to visit the beaches and the street markets there. I would go there by aeroplane, in November. I would travel within the city by scooter. I would take a camera, sunglasses, sunscreen, some clothes and my ID cards. I would go sightseeing and taste some local food there. Thank you. 2. Hello, friends! I would like to take a trip to Kanyakumari. I would like to visit the beaches and the other local tourist places there. I would go there by train during the next winter break. I would travel within the city by car. I would take some new clothes, sunglasses and sunscreen, a camera, a backpack and a cap with me. I would spend an entire day at the beach, drink lots of coconut water, eat seafood, and go to the Indira Point by ferry. Thank you. 3. Hello, friends! I am Roshini. I would like to take a trip to Shimla. I would go there by train and then take a taxi to my hotel. There, I would like to go hiking and shop in the street markets. I would travel within the city by bicycle. I would take a camera to capture the scenic beauty of Shimla. I would also take winter clothes with me. I would bring back souvenirs for my friends. Thank you. If the learners present well by giving all the details, you can praise them by saying ‘Well done!’, ‘You shared your plan well!’ or ‘Keep it up!’. 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. Think about all the amazing things that you could do at the place you wish to visit’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to listen to Rishabh’s travelogue and add more details to his experience. You have to record in the app the details you wish to add to his experience, 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 write a short journal on an unforgettable travel experience. Then, present your journal in the class by giving important details like where you went, how you travelled, who your co-travellers were, what you did there, and what you ate there. Practise saying the sentences aloud, again and again, in front of your friends and family members.
You may ask the learners to bring a prop / a picture / a souvenir (anything they brought from that place as a reminder) on the day of the presentation. Inform them that they can show those during their presentations.
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E-Speak 2 Practise at Home
PROJECT 6D
Trip to the Village Listen to Rishabh’s travelogue, where he shares his experience at his ancestral village. Add more details to Rishabh’s experience, in 4-5 lines.
Gaming Zone It’s Fun Time
Time to Travel
Period 3
You are planning a trip. Number the following actions from 1 to 8 based on the sequence you will follow.
y.
diar ravel t a e
Decide on a
travel destination.
Writ
Board the train.
key the t i s i s. V place t s i tour
Do resea rch on travel de stination s.
Pack your suitcase. ts.
e ticke
th Book
Buy essential travel items.
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Time to Travel. Say: Hello! Imagine you are planning a trip. These are a few to-dos about travel plans. Instruct: Number the following actions from 1 to 8 based on the sequence you would like to follow for your travel plan. You may ask these suggested questions. 1. What will you do before you book the tickets? (I will research information about the travel destination.) 2. You have bought some essential travel items. What will you do now? (I will pack my suitcase.) 3. You have packed your suitcase. What will you do next? (I will board a train.) 4. I have returned from my trip. I want to capture all the memories somewhere. What should I do? (You should write in your travel diary.)
You may feel free to add lots of fun questions around the activity! Discuss in detail if different learners suggest different sequences. Ask them to explain.
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘Trip to the Village’, where you added details to Rishabh’s travelogue in which he shared the experience of visiting his ancestral village, in 4–5 lines. Instruct: Listen to my response to the project. ‘We also went to see the oldest temple there, which was very beautiful and peaceful. We ate the same food that villagers eat there, which is made of pure ghee. I really liked the big glass of lassi that I drank. The air there was so fresh. I enjoyed my stay very much.’ Say: Now, you will listen to another response and repeat after me. ‘In the morning, I, along with my cousins, went to the farms to see how farming is done. It was an unforgettable experience. I also saw how butter is made from milk. Not only this, but I also had makki ki roti and sarso ka saag with a glass full of lassi. The food there was different yet delicious.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: In the morning, / I, along with / my cousins, / went to the farms / to see how / farming is done. / It was / an unforgettable experience. / I also saw / how butter is made / from milk.
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 • My Travel Tales
83
Listen
Echo
84
This
is a
jo
lo urna
UE24CB_Grade 8.indb 47
Things we did
Mode of travel
adventure
commute
destination
luggage ferry
ocean
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(continued...) 47
trekking
Food we ate
Co-travellers
cuisine
monuments
holiday package
take off
metro
historical
sightseeing
souvenir
Location:
Date:
Name:
picnic
chilly
journey
boarding
hike
trip f my
camping
bookings
check in/check out
beach
pleasant
humid
hills
Write: Think of a travel experience you loved! It could be a local outing, a one-day trip or a longer vacation out of town. Note down your experience.
Chapter 6 • My Travel Tales
1
It’s time for you to tell your friends some of your unforgettable travel experiences! Write a short journal. Then, share with the class.
Tell Your Travel Tales
The Final Show
Plan and Speak
One advice for others
Rate your experience
Highlight of the trip
Notes Corner
You may ask fun questions during your presentation to make it more engaging. (Has anyone been to this monument? / Can you guess what I enjoyed the most during my trip? / Do you agree with me?)
Use a friendly and interactive style for your presentation.
Speak in complete sentences. Share all the details.
Present: Now, share your travel experience with the class in an exciting way.
12/14/2023 7:27:43 PM
Practise: Prepare and practise your presentation with the help of your family members. You may refer to the tips given below.
UE24CB_Grade 8.indb 48
48
3
2
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you will present to the class an unforgettable travel experience that you wrote in your short journal. You can talk about your location, mode of travel, co-travellers, things you did, food you ate and the highlights of the trip. You can also give one piece of advice to others which they can follow if they wish to travel to the same place. 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 with expressions and voice modulation. Guide them to add fun questions to make the presentations interactive. If the learners have brought a prop / some photos / a souvenir, remind them to use those during their presentations. Model Responses: 1. Hello! My name is Kalpana. I recently travelled to Jaipur, on 7 January 2023. I travelled by train with my parents and siblings. We saw the Hawa Mahal and a few forts. We also went to the local market for the food and the art. We ate a lot of sweets there. The highlight of the trip was the Jaipur Literary Festival, where we saw a lot of famous authors and poets. One piece of advice that I would like to give is that you must carry some warm clothes if you are going there in the winter. I would like to rate the experience with four stars out of five. Thank you. 2. Good morning, dear friends. I am Rachna. An unforgettable travel experience of my life was the trip to Jammu on 5 July 2022. I went there by train with my parents and sister. We visited the Bahu Fort and saw the light and sound show. We also visited the Pashupatinath Shiv temple. Do you know about pashmina fabric? My mom bought a pashmina shawl and it is so warm. We got the chance to see the local festival and were thrilled to be interviewed by the local TV channel. One piece of advice that I would like to give is that if you are planning a trip to Jammu, do not miss the light & sound show in the evening. Thank you. 3. Good afternoon, friends! I am Jogesh. Imagine standing on the wet sand at the beach, watching the sunset and the cool waves touching your feet. This year, on 14 May, my cousins and I flew to Goa. It was so serene to wake up to the sound of waves. The beaches in Goa are always filled with tourists. We engaged in several water sports. My favourite sport was the banana ride. We enjoyed eating the seafood. One piece of advice that I would like to give is that when in Goa, do not miss the water sports. Hope you enjoyed listening to my experience. Thank you. If learners present well, you can give feedback like, ‘It seems you had a great time!’ or ‘Thank you for sharing! I would definitely want to visit the place’. In case learners struggle to present, you can say ‘You did well, but with more practise, you will be able to present confidently’.
Conclusion
2 mins
Say: In this chapter, we learnt to share a travel plan and narrate our travel experiences in detail with proper expressions and voice modulation. We also learnt to appreciate others’ experiences by listening to them.
Chapter 6 • My Travel Tales
85
Enhance Your Expression
Chapter 7
Big Skill: Using idioms and proverbs while speaking Learning Objectives: Learners will be able to: • understand the meaning of idioms and proverbs in a context while listening. • use idioms and proverbs to emphasise or express an idea effectively.
Chapter 7
Enhance Your Expression
Period 1
Using idioms and proverbs while speaking
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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—Enhance Your Expression. 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. Where is the girl in the picture? What do you think she is doing? (The girl is on the stage. I think she is singing.) 2. What do you see on the stage? (I can see objects such as books, curtains, a radio and big shells.) 3. What do you think is happening in the picture? (In the picture, it seems that the girl is singing on the stage.) 4. What do you think the phrase In a nutshell means? (I think the phrase In a nutshell means to speak about something in brief. / I think it means ‘in short’.) Read aloud the model description of the cover page. Say: On the cover page, it seems that the girl is singing on the stage. She seems to be happy about it. She is standing inside a nutshell. She seems to be using expressions and hand gestures to express her singing in a better way. In a nutshell, she is enjoying her performance.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 50 of your content book. We will read the story—Super Singer. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What are the things you notice in the picture? (I notice a classroom with students, their teacher, a blackboard, a calendar and books on desks.) 2. What do you think is going on? (I think a science class is going on and a boy is entering the class late.) 3. Read the board carefully. What do you think the teacher could be teaching? (I think the teacher could be teaching about the process of photosynthesis in plants.) Explain: We are going to read a story called Super Singer. It is about a boy, Sameer, who starts at a new school. Although he is shy, he surprises everyone with his incredible singing. Now, let us begin reading. Instruct: Pay attention to the idioms and proverbs used in the story.
Chapter 7 • Enhance Your Expression
87
Listen
88
2
1
UE24CB_Grade 8.indb 50
50
The class was in for a big surprise when the short-listed names were posted on the notice board the following week.
“Please give your names to Shailesh Sir. Auditions will be held in the Music Room during lunch break tomorrow,” Rajiv announced.
“Listen, everyone! Who wants to enroll for the inter-class singing competition?” asked Rajiv, the class monitor.
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The rest of the day rolled by quickly. No one took much notice of the quiet new boy. To his fellow classmates, Sameer seemed rather boring. As days turned into weeks, Sameer made very little progress with his classmates. Except for the occasional greetings, he barely spoke. Sameer was too nervous to interact with anyone, so he mostly kept to himself.
“Children, silence please! Come in, Sameer. You can take that empty seat. Everyone, quickly open your science book to page 15. We are discussing the topic of photosynthesis today,” said the teacher.
Sameer had been enrolled in this new school because of his father’s transfer. How he hated these bank transfers. He had always been shy and reserved. Making friends was a big challenge for him.
“Mmm... may I… may I come in, Ma’am?” stammered Sameer, looking nervously at the floor as thirty pairs of eyes stared at him. The children in the class started whispering among themselves. Sameer refused to look up as he felt extremely self-conscious.
Super Singer
4
3
Period 1
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Chapter 7 • Enhance Your Expression
stammered (sta.muhd): spoke with difficulty, taking sudden pauses or repeating sounds or words
spellbound (spel.bownd): surprised and amazed
self-conscious (self kon.shuhs): nervous about what other people think of you
reserved (re.zuhvd): someone who keeps their feelings to themselves
enrolled (uhn.rowld): was admitted
“Never judge a book by its cover.”
Shy Sameer won the competition and became Super Singer Sameer overnight!
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51
The children couldn’t believe their ears as a clear and surprisingly powerful voice rang out. The audience was left spellbound. Soon they were all swaying to the foot-tapping melody. Sameer finished his song and finally opened his eyes to face the stunned crowd. The audience broke into a big round of applause.
On the big day, all eyes were focused on Sameer as he walked towards the microphone. Closing his eyes, he took a deep breath and started singing melodiously.
“Relax, Aakash. There might be some mistake in the list. Besides, it will be fun watching Shy Sameer taking centre stage in front of the whole school and embarrassing himself,” chuckled Myra.
“I don’t believe this. How can Sameer be selected instead of me? What was Sir thinking? Sameer doesn’t even talk. How is he going to sing?” said Aakash angrily.
Talking Book
Period 1 continued During the Text
Read the story aloud OR play the Talking Book in the classroom. You may pause at the annotations and ask these suggested questions. After 1 How did Sameer feel when he asked to come into the classroom? Have you ever felt this way? When? (Sameer felt nervous and self-conscious when he asked to come into the classroom. Yes, I have felt this way. It was when I joined my new school and was introduced to my new class. / No, I have never felt this way.) After 2 Do you think this will be a chance for Sameer to get over his shyness? Do you think he will enrol in the competition? (Yes, this will be a good chance for Sameer to get over his shyness. Yes, I think he will enrol in the competition. / No, I think he will not enrol in the competition.) After 3 How do you think Sameer’s classmates will react to his singing? (I think that Sameer’s classmates will be surprised and happy.) After 4 What do you think is the meaning of the idiom never judge a book by its cover? Do you think it fits the story? Why or why not? (The idiom never judge a book by its cover means that one should not form opinions or make judgements about someone or something based only on outward appearances. Yes, it fits the story, as Sameer, who looks shy and self-conscious, turns out to be a talented singer.)
You may encourage the learners to think of an alternative title for this story. For example: From Shyness to Stardom.
After the Text
You may ask these suggested questions. 1. How did Aakash react when he found out Sameer was selected for the competition? (Aakash reacted angrily when he found out that Sameer was selected for the competition. He questioned why Sameer, who rarely spoke and seemed shy, was chosen over him.) 2. Have you ever experienced a situation like that of Aakash? (Yes, I go to basketball classes after school. Once, a new boy had enrolled and I thought that he would not be able to run fast or score. But when he played, I was stunned to look at him. / No, I have never experienced a situation like that of Aakash.)
Chapter 7 • Enhance Your Expression
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Period 1
Talking Book
“I don’t believe this. How can Sameer be selected instead of me? What was Sir thinking? Sameer doesn’t even talk. How is he going to sing?” said Aakash angrily. “Relax, Aakash. There might be some mistake in the list. Besides, it will be fun watching Shy Sameer taking centre stage in front of the whole school and embarrassing himself,” chuckled Myra. On the big day, all eyes were focused on Sameer as he walked towards the microphone. Closing his eyes, he took a deep breath and started singing melodiously. The children couldn’t believe their ears as a clear and surprisingly powerful voice rang out. The audience was left spellbound. Soon they were all swaying to the foot-tapping melody. Sameer finished his song and finally opened his eyes to face the stunned crowd. The audience broke into a big round of applause. Shy Sameer won the competition and became Super Singer Sameer overnight! “Never judge a book by its cover.”
enrolled (uhn.rowld): was admitted reserved (re.zuhvd): someone who keeps their feelings to themselves
self-conscious (self kon.shuhs): nervous about what other people think of you spellbound (spel.bownd): surprised and amazed
stammered (sta.muhd): spoke with difficulty, taking sudden pauses or repeating sounds or words
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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—enrolled (uhn.rowld). Instruct: Repeat the meaning after me—was admitted. Instruct: Repeat the sentence after me—Chaya enrolled in the new dance class. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation Meaning
Sentence
reserved
re.zuhvd
someone who keeps their feelings to themselves
Sandra is reserved and does not like talking too much with others, unlike Sana.
self-conscious self kon.shuhs
nervous about what other people think of you
Tarun became self-conscious after his friends made fun of his new hairstyle.
spellbound
spel.bownd
surprised and amazed
The magician’s tricks had the children spellbound.
stammered
sta.muhd
spoke with difficulty, taking sudden pauses or repeating sounds or words
The boy stammered as he tried to introduce himself.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The boy / stammered / as he tried / to introduce himself. You may talk about people who were reserved, who stammered and who were self-conscious but became famous later on. You may give examples of Mahatma Gandhi or Albert Einstein. This will help the learners to make text-to-world connections.
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 ‘enrolled’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Priyank enrolled in the new basketball team at the school. 2. Himani is a reserved girl and rarely shares anything with her friends. 3. The teacher advised that one should never be self-conscious when performing on stage. 4. The children were spellbound when they saw the dinosaur movie. 5. Unable to stop his laughter, Raj stammered a lot when he was sharing the funny incident. Say: We read a story called Super Singer. It was about a shy boy, Sameer, who surprises everyone in the end with his confident performance on the stage. We learnt to understand and use idioms to express an idea. We also learnt the words ‘enrolled’, ‘reserved’, ‘self-conscious’, spellbound’ and ‘stammered’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 52. Learn to say idioms by listening to and repeating the projects given in the app. Chapter 7 • Enhance Your Expression
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E-Speak 1 Practise at Home PROJECT 7A
Call It a Day Tahir is studying until late at night. Listen to the idiom that he uses to describe the situation and record it.
PROJECT 7B
Better Late Than Never
Period 2
Sourabh was late for his grandfather’s birthday. Listen to what he says to his cousin and record it.
PROJECT 7C
It’s Not Rocket Science Jayant is not able to score a basket. Listen to what his coach says to encourage 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—Enhance Your Expression. In the last class, we read the story called Super Singer. In this story, we read about a shy boy, Sameer, who surprises everyone in the end with his confident performance. We learnt to understand and use idioms to express an idea. We also learnt the keywords ‘enrolled’, ‘reserved’, ‘self-conscious’, ‘spellbound’ and ‘stammered’; and how to use them in sentences.
Say: Through this story and the projects, we are learning to understand and use idioms and proverbs to express an idea. We are learning the meaning of different idioms and proverbs that enhance how we express ourselves. An idiom is a phrase that means something different from the words read in order. A proverb is a short saying that expresses a general truth. Example from Text: On the cover page of the chapter itself, the idiom In a nutshell is given which means to explain something in as few words as possible. Towards the end of the story, the idiom Never judge a book by its cover is given to explain the character of Sameer who otherwise looked shy and reserved but sang confidently and melodiously. Example from E-Speak 1: As a part of your homework project, you heard Tahir, Sourabh and Jayant’s coach use idioms like call it a day, better late than never and it’s not rocket science to describe their situations.
Echo E-Speak 1
8 mins
Say: Now, I shall speak how Tahir, Sourabh and Jayant expressed their situations. Instruct: Repeat the Project 7A after me—I have studied enough for today. It is late and I am feeling sleepy, so I better call it a day. I can cover the rest of the topic tomorrow after coming back from school. The exams will begin next month, so I have enough time to prepare. Instruct: Repeat the Project 7B after me—Sorry, I arrived late to the party because I had a badminton class and I also had to buy a gift for grandpa. I was afraid that the party would be over by the time I arrived, but still, it is better to be late than never. At least, I got to meet all of you. Instruct: Repeat the Project 7C after me—Jayant, you have to understand that basketball is not rocket science. You just have to concentrate and throw the ball into the basket from the correct distance and with the correct position. You should observe your seniors and then try again. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I have studied / enough for today. / It is late / and I am feeling sleepy, / so I better call it a day.
Chapter 7 • Enhance Your Expression
Listen
93
Echo
Speak on the Spot Boost Your Speaking Use the Idioms
Period 2
Choose any ONE idiom given below and use it in a sentence. The meanings of the idioms have been given below for your understanding.
A shot in the dark
Under the weather
Meaning: to make a wild guess
Meaning: to feel unwell
Have the time of your life
Have butterflies in your stomach
Meaning: to enjoy yourself thoroughly
Meaning: to feel very nervous
Hello friends! I have selected the idiom … It means … It can be used in a sentence as … (your sentence)
Speak in complete sentences. Use the idiom carefully in a sentence. Speak loudly, clearly and confidently.
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: We have understood how to use idioms effectively to express our feelings and opinions. Now, choose one idiom given on page no. 53 and use it in a sentence. The meanings of the idioms have been given for your understanding. 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 model responses in between the learners’ presentations. This will give them some ideas and appropriate vocabulary for their presentations. Model Responses: 1. Hello friends! I have selected the idiom A shot in the dark. It means ‘to make a wild guess’. It can be used in a sentence as ‘My answer to the question was a shot in the dark but my guess turned out to be correct’. 2. Hello friends! I have selected the idiom Under the weather. It means ‘to feel unwell’. It can be used in a sentence as ‘I did not go for volleyball practice because I was feeling under the weather’. 3. Hello friends! I have selected the idiom Have the time of your life. It means ‘to enjoy yourself thoroughly’. It can be used in a sentence as ‘Our class picnic at the doll museum was amazing and we had the time of our lives’. 4. Hello friends! I have selected the idiom Have butterflies in your stomach. It means ‘to feel very nervous’. It can be used in a sentence as ‘I had butterflies in my stomach when the teacher was announcing the results of the dance competition’. If the learners have used the idioms in sentences correctly, you can praise them by saying ‘Well done!’, ‘It was nicely spoken!’ or ‘Keep it up!’. 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!’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to record in the app the proverb practice makes perfect. Listen to its meaning in the app. Use the proverb in a real-life context or an imagined situation and talk about it 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 choose one proverb and create a short story to explain the meaning of that proverb. You can also look at the example given on page no. 56 to frame your story. Practise saying the sentences aloud, again and again, in front of your family members. Chapter 7 • Enhance Your Expression
95
E-Speak 2 Practise at Home
PROJECT 7D
My View There is a well-known proverb ‘Practice makes perfect.’ It means to work hard and practice regularly to achieve one’s goal. Use the proverb in a real-life context or an imagined situation. Talk about it in 4-5 lines.
Gaming Zone It’s Fun Time
Guess the Idioms and Proverbs
Period 3
Guess the idioms and proverbs from the clues given. Discuss their meanings in class. Every cloud has a silver lining.
You can’t judge a book by its cover.
Break the ice.
A stitch in time saves nine.
You can’t
A
Every
a
by its
in
.
saves
has a
.
lining
the
.
.
An idiom is a phrase that means something different to the words read in order. A proverb is a short saying that expresses a general truth. 54
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Guess the Idioms and Proverbs. Say: Let’s play an interesting guessing game based on idioms and proverbs. Instruct: Guess the idioms and proverbs using picture hints in the sentences. Then, choose the correct answer from the green boxes and write the correct response next to the clues. You may ask these suggested questions. 1. We see a judge, an open book and a book cover. What idiom can it be? .) (It could be you can’t judge a book by its cover.) 2. We see a needle with a thread, a clock and the number nine. What proverb can it be? What does it mean? (It could be a stitch in time saves nine. It means that taking quick action to solve a small problem can prevent it from becoming bigger.) 3. What is the third idiom? What does it mean? (The third idiom is every cloud has a silver lining. It means that even in bad situations, there is always something good or positive.) 4. We see a boy with a hammer and a block of ice. What idiom can it be? What does it mean? (It could be break the ice. It means to start a conversation with someone.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘My View’, where you used the proverb Practice makes perfect in a real-life context or an imaginary situation. Instruct: Listen to my response to the project. ‘I wanted to join the basketball team. I nervously went for the trials. The results came, and I did not clear it. I was sad, but I knew that I had not practised well for the trials. From that day until yesterday, I have been practising daily without skipping a day. And today, when I went for the trials, I cleared it with good scores. And that is why we say, Practice makes perfect.’ Say: Now, you will listen to another response and repeat after me. ‘It was very embarrassing for me that I am in Grade 8 but still couldn’t tie my shoelaces. I was always worried that if my friends came to know, they would make fun of me. So, I practised every day to tie my shoelaces. I purposely wore those shoes that had laces. I made a point of practising this at least four times a day. And finally, after nine days, I could easily tie my shoelaces. Practice made me perfect at tying my shoelaces.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: It was / very embarrassing for me / that I am in Grade 8 / but still / couldn’t tie my shoelaces. / I was always worried / that if / my friends came to know, / they would make fun of me.
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 7 • Enhance Your Expression
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Listen
Echo
98 Meaning: What someone actually does is more important than what they say.
Actions speak louder than words.
Once, there was
(speak about the characters, and the setting of the story)
I will narrate a story where it fits perfectly.
I have selected the proverb
Hello everyone!
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.
.
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(continued...)
Write: Now, write a short story explaining the meaning of the proverb you have chosen.
Meaning: It is always better to tell the truth than to lie to, or deceive, someone.
Meaning: Good things don’t happen by themselves; we have to work hard for them and make an effort.
Chapter 7 • Enhance Your Expression
2
Honesty is the best policy.
Tick () any ONE of the proverbs given below.
God helps those who help themselves.
1
Choose any ONE proverb and create a short story to explain the meaning of that proverb. Then, share it with the class. One has been done for you.
Use a Proverb!
The Final Show
Plan and Speak (end your story)
(tell about the key events of the story)
Notes Corner
Speak clearly and confidently.
You can use some props if you want.
Make sure to use the proverb you chose in your story.
Use actions and expressions to make your story come alive.
Present: Now, it’s showtime! Narrate your story in the class.
Practise: Practise saying your story to your family, with expressions.
To her surprise, Mrs Sharma appreciated her honesty and smiled at her.
Tearfully, she confessed her mistake to Mrs Sharma and expected that she would be furious.
advice that honesty is the best policy and we should always speak the truth.
damage as she was worried about being scolded. However, she remembered her grandmother’s
.
.
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fence and broke her neighbour Mrs Sharma’s favourite flower pot. She was tempted to hide the
Rita was playing in her garden, when suddenly, she kicked the ball hard. The ball crossed the
I will tell you a story where it fits perfectly.
I have selected the proverb, honesty is the best policy.
Hello friends!
Example:
Finally,
One day,
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4
3
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you will present to the class the story that you have created using one of the proverbs given. 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. 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 friends! I have selected the proverb, God helps those who help themselves. I will narrate a story where it fits perfectly. Once, there was a village facing a water shortage. In that village lived a hardworking man, Raj. One day, young Raj took the initiative to dig wells and conserve rainwater. When the rains finally came, the village prospered. Raj realised that God’s help followed his efforts to solve problems. Finally, he and the villagers learnt a lesson that God helps those who help themselves. 2. Hello friends! I have selected the proverb, Honesty is the best policy. I will tell you a story where it fits perfectly. Once, there was a girl named Rita. She was playing in her garden when suddenly she kicked the ball hard. The ball crossed the fence and broke her neighbour, Mrs Sharma’s, favourite flower pot. She was tempted to hide the damage because she was worried about being scolded. However, she remembered her grandmother’s advice that honesty is the best policy and we should always speak the truth. Tearfully, she confessed her mistake to Mrs Sharma and expected that she would be furious. To her surprise, Mrs Sharma appreciated her honesty and smiled at her. 3. Hello friends! I have selected the proverb, Actions speak louder than words. I will tell you a story where it fits perfectly. Sumit wanted to make the school litter-free. He told his classmates about it and asked for their help. His classmates thought he was just saying all this to become his teacher’s favourite. Sumit decided that he would prove his intention through his actions. He would clean the school ground every day after recess. After a few days, other children also started helping him. The clean school campus showed everyone that actions speak louder than words. Sumit’s initiative made the other children aware that it’s very important to keep our surroundings clean. If learners present well, you can give feedback like ‘Keep it up!’, ‘Well done!’ and ‘Good job!’. In case the learners struggle to present, you can say ‘Let me help you’ or ‘You are doing great, just be a little louder and clearer.’
Conclusion
2 mins
Say: In this chapter, we learnt to understand idioms and proverbs and use them to express ideas and thoughts. We also learnt to use them correctly in sentences. Now, we can use idioms and proverbs to express our thoughts effectively. Chapter 7 • Enhance Your Expression
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Chapter 8
Play Your Part
Big Skill: Presenting a skit Learning Objectives: Learners will be able to: • present a skit with ample creativity and modulation. • appreciate the concrete details and main idea/theme in a skit/script.
Chapter 8 Chapter 8
Play Your Part Period 1
Presenting a skit
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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—Play Your Part. 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 children are doing in the picture? (I think the children are participating in a play.) 2. How are they dressed? (The children are dressed up in fancy costumes such as trees, kings, horses, etc.) 3. What scene could the children be performing? (The children could be performing a scene in which two kings have gone to a forest.) Read aloud the model description of the cover page. Say: On the cover page, we see that the children are performing a play on the stage. They are dressed up in different costumes, such as a tree, two kings, two horses, and a magician. It seems that the theme of the play is adventure and magic. We can also see an audience watching the play.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 58 of your content book. We will read the play—Hiccups! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What is happening in this picture? (A man is standing on the stage and making an announcement. / A man is saying something to the audience.) 2. What are the things that can be performed on a stage? (Things like a dance performance, a poem recitation or a play can be performed on a stage.) 3. Have you ever acted in a skit? What was it about? (Yes, I have acted in a skit. It was a funny skit about a man who kept forgetting everyone’s names. / No, I am scared of performing on stage or acting in a skit.) Explain: We are going to read a play called Hiccups! It is about a boy who hiccups continuously. His friends and family try to stop his hiccups. Now, let us begin reading. Instruct: Pay attention to the main idea of the play which is also its central theme and binds the entire play together. It is the message or takeaway from the play. !
You may inform the learners that a ‘skit’ is a short funny play that is meant to make the audience laugh. Also, tell them that this text is written in the form of a skit (or drama), in which different characters take part in the dialogue.
Chapter 8 • Play Your Part
101
Listen
102
1
Scene 1: In the School Corridor
Coach Kapil (looking confused): But… that doesn’t even make any sense… (They rush out before Coach Kapil completes his sentence)
Rahul: HIC! It could be Coach Kapil… HIC! as I missed my football coaching today. HIC!
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Rahul: HIC! It could be Grandmother… HIC! I forgot to greet her this morning.
Neha: Yes! Let’s go!
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Chapter 8 • Play Your Part
Neha and Javed (sigh with disappointment): Oh no! It didn’t work…
58
Rahul (with his head spinning): HIC! HIC!
Neha and Javed (enthusiastically): It worked! Rahul has stopped hiccupping. Coach Kapil’s solution…
(Rahul does what the coach says)
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Coach Kapil (laughing): Haha! That’s just a tale! I have a technique to stop him from hiccupping. Get him to fill his mouth with air, and spin round while holding it.
Javed: Let’s find out who it is and ask the person to stop so that Rahul’s hiccups go away.
2
Talking Book
Javed: Rahul is hiccupping constantly. We know this happens when someone is thinking of you.
Coach Kapil: I am not thinking about Rahul! Why would you think that?
Neha: Hello Coach! Are you thinking about Rahul?
Rahul: HIC! HIC! HIC!
Scene 2: At the Football Ground
Rahul (bewildered): What? HIC! HIC!
Neha: I know why he is getting hiccups. Someone’s thinking about him.
Rahul (his body trembling): HIC! HIC! HIC! HIC!
Javed: Oh no! He is hiccupping non-stop!
Rahul: HIC! HIC!
Neha: What’s wrong?
Rahul: HIC!
(The stage curtains open)
Anchor: Good Evening, guests. I welcome the students from our theatre group on stage to present a play for you.
Hiccups!
Period 1
Period 1 continued During the Text
Read the play aloud OR play the Talking Book in the classroom. You may read the play using voice modulation to show different characters. Act like you are hiccupping wherever possible to make it sound more interesting for the learners. Also use the expressions suggested in the brackets. You may pause at the annotations and ask these suggested questions. After 1 Why do you think we get hiccups? (I think that we get hiccups when we eat too quickly. / It is said that we get hiccups when someone thinks about us.) After 2 What suggestion did Coach Kapil give? (Coach Kapil suggested Rahul to fill his mouth with air and spin around while holding it in his mouth.) After 3 What was Grandmother’s secret solution to get rid of hiccups? (Grandmother suggested putting a few drops of mustard oil into one nostril and breathing out through the other while standing on one leg to get rid of hiccups.) After 4 What do you do when you hiccup constantly? (I drink a lot of water when I hiccup constantly. / I take deep and long breaths when I hiccup constantly.) Note: Refer to the next page for annotations 3 and 4. You can rephrase the learners’ responses into complete sentences based on their responses. For example: I think that we get hiccups when we eat too quickly.
After the Text
You may ask these suggested questions. 1. What kind of problem are Rahul, Neha and Javed facing? (Rahul was hiccupping constantly while Neha and Javed were trying to help him.) 2. What is the plot of the play Hiccups!? What could be its main idea? (The plot of the play is that a boy named Rahul was constantly hiccupping. His friends, Neha and Javed, tried to help him stop the hiccups. They went to Coach Kapil and Rahul’s grandmother for advice. They tried different solutions, but Rahul’s hiccups did not stop. The theme of the play is that we must try to find solutions to our problems.) 3. Did you like the play? Give reasons for your answer. (Yes, I liked the play. I think it was quite funny. It helped me think about science and myths. / I did not like the play much because I think it did not have a proper ending. )
Chapter 8 • Play Your Part
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Rahul (spraying mustard oil all over): HIC! HIC! HIC!
(Then, suddenly)
Neha and Javed (excitedly): excitedly No hiccups excitedly): anymore. Finally, Grandmother’s secret solution…
(Rahul follows the steps)
Grandmother: Ohh! Use my secret solution. It always works. Put a few drops of mustard oil into one nostril and breathe out through the other while standing on one leg.
Javed: Grandmother, can you please stop thinking about Rahul so that his hiccups go away?
Rahul: HIC! HIC!
Scene 3: At Rahul’s Grandmother’s House
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Period 1
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Chapter 8 • Play Your Part
hiccups (hi.kuhps): sudden repeated sound in the throat
enthusiastically (uhn.thyoo.zee.a.stuh.kuh.lee): with a lot of interest and excitement
constantly (kon.stuhnt.lee): all the time
bewildered (buh.wil.duhd): confused
applause (uh.plawz): the clapping by an audience to praise a performance
Anchor: A big round of applause for the performers. We hope you liked the play!
(The anchor enters)
Rahul: Dear audience, hic... what do you... hic... to get rid of the hiccups... hic?
(The curtain closes. Rahul peeps around the curtain, and looks at the audience)
Javed: I don’t know! It feels like every trick is useless.
Neha (sighs with disappointment): Oh no! Even this didn’t work. What now?
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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—applause (uh.plawz). Instruct: Repeat the meaning after me—the clapping by an audience to praise a performance. Instruct: Repeat the sentence after me—There was thunderous applause at the end of the show. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation
Meaning
Sentence
bewildered
buh.wil.duhd
confused
The class was bewildered after hearing the announcement.
constantly
kon.stuhnt.lee
all the time
Shikha was laughing constantly while watching the film.
enthusiastically uhn.thyoo. zee.a.stuh.kuh.lee
with a lot of interest and excitement
The children enthusiastically participated in their school’s talent show.
hiccups
sudden repeated sound in the throat
Rita hiccups continuously when she is nervous.
hi.kuhps
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Rita / hiccups / continuously / when / she is / nervous.
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 ‘applause’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The performance was met with loud applause from the audience. 2. When I first came into this city, I was alone and bewildered. 3. Pragati was constantly stirring the dosa batter to avoid any lumps. 4. People were enthusiastically waving flags and singing patriotic songs on Republic Day. 5. Anuj woke up at night due to sudden hiccups.
E&R
You may encourage the learners to look for more words in the chapter which they find difficult and help them with their meanings. You may also explain their usage by making sentences with them.
Conclusion
Say: We read a play called Hiccups! In this play, Rahul hiccups constantly and his friends try to help him find a cure. We learnt to appreciate the plot, the theme and the details of the play. We also learnt the words ‘applause’, ‘bewildered’, ‘constantly’, ‘enthusiastically’ and ‘hiccups’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 62. Learn to present lines with correct voice modulation by listening to and repeating the projects given in the app. Chapter 8 • Play Your Part
105
4 mins
E-Speak 1 Practise at Home PROJECT 8A
Magic of Freedom Ritvi excitedly presents some catchy lines on a pair of wireless earbuds. Listen and record it.
PROJECT 8B
Harmony in Silence
Period 2
Tanmay promotes a pair of wireless earbuds using an affirmative tone. Listen to him and record it.
PROJECT 8C
Pulse of Rhythm Ayanshi presents her lines on a pair of wireless earbuds, in a lively manner. 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—Play Your Part. In this chapter, we read a play called Hiccups! It is about Rahul, who is hiccupping constantly. His friends try to find a solution to his problem. We learnt to understand the plot and the theme of a play. We also learnt the words ‘applause’, ‘bewildered’, ‘constantly’, ‘enthusiastically’ and ‘hiccups’; and how to use them in sentences.
Say: Through the play and the projects, we are learning to understand the plot of a play, identify its theme and appreciate the details in it. We are also learning to present a skit with proper expressions, voice modulation and body movements. A plot is a series of events that form a story. A theme / main idea is the message or takeaway we have from the play. Example from Text: This is a comic play. The plot of the play is that Rahul is hiccupping constantly and his friends are suggesting ideas to cure him. Other characters like Coach Kapil and Grandmother are also giving their suggestions. The theme of the play is finding solutions to problems. Example from E-Speak 1: As a part of your homework project, you heard Ritvi, Tanmay and Ayanshi expressing their views on a pair of wireless earbuds but in three different tones and voice modulation.
Echo E-Speak 1
8 mins
Say: Now, I shall tell you what Ritvi, Tanmay and Ayanshi said about wireless earbuds. Instruct: Repeat the Project 8A after me—No tangled wires, no restrictions. I offer you the freedom to dance and move with every beat, and no one will hold you back. Whether you walk down the street or are lost in your thoughts, I will always be your companion. Instruct: Repeat the Project 8B after me—Music enthusiasts, when you place me in your ears, the noises of the world fade away and you are lost in a world of harmony. I am not just a device but a personal adventure for you. Along with music, you can also be transported into a magical land of stories. Instruct: Repeat the Project 8C after me—Ladies and gentlemen, I am not merely a pair of wireless earbuds, I am the rhythm. I can turn any space into a dance floor with my presence in your ears. I can transform your daily commute into a musical journey. So, get ready to dance on your favourite tunes with me! You may modulate your voice while reading the E-Speak 1 projects and ask the learners to copy you.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Ladies and gentlemen, / I am not merely / a pair of wireless earbuds, / I am the rhythm. / I can turn / any space into a / dance floor with / my presence in / your ears.
Chapter 8 • Play Your Part
Listen
107
Echo
Speak on the Spot Boost Your Speaking Act It Out
Period 2
Choose and enact as any ONE of the objects and read the lines with expression in the class. The Forgotten Diary
The Broken Hourglass
I am not just an ordinary book, but a keeper of untold stories, secrets and emotions. All the ink-stained pages hold memories of the past which have been long forgotten. Once, I was a companion, now I am just abandoned on a dusty shelf, waiting for someone to turn my pages.
I was once a steady measure of time. Now, memories lie scattered within my shattered glass, just like stars in the night sky. Each grain of spilled sand had a part of story left untold. In my broken state, there is only silence. I am a reminder that time slips away quickly.
The Abandoned Toy
Spirit of a Sunflower
Once, I was cherished by a small child as his favourite toy, and he held me close in his arms. We shared giggles, secrets, dreams and problems. But over time, I have become just a silent observer who yearns for his warm hug and wants to be his companion again.
I am a sunflower, standing tall, always turning towards the light, and soaking in the golden rays of the sun. Sunshine keeps me smiling throughout the day. Everyone should learn to look at the bright side of things, just like me—a beautiful sunflower.
Speak with expressions. You can use suitable props if you want. Enact these lines with emotion and actions. You may show multiple emotions and expressions in your act.
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: You have to choose any one of the objects given on page no. 63 and enact the monologue using proper expressions. A monologue is one long speech by a person. 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 use voice modulation to show different emotions. You may also use actions, hand movements and facial expressions. You can also use suitable props if you want to. The spirit of acting must come out clearly in your performance. Model Responses: The Forgotten Diary I am not just an ordinary book, but a keeper of untold stories, secrets and emotions. All the ink-stained pages hold memories of the past which have been long forgotten. Once, I was a companion, now I am just abandoned on a dusty shelf, waiting for someone to turn my pages.
The Broken Hourglass I was once a steady measure of time. Now, memories lie scattered within my shattered glass, just like stars in the night sky. Each grain of spilled sand had a part of story left untold. In my broken state, there is only silence. I am a reminder that time slips away quickly.
The Abandoned Toy Once, I was cherished by a small child as his favourite toy, and he held me close in his arms. We shared giggles, secrets, dreams and problems. But over time, I have become just a silent observer who yearns for his warm hug and wants to be his companion again.
Spirit of a Sunflower I am a sunflower, standing tall, always turning towards the light, and soaking in the golden rays of the sun. Sunshine keeps me smiling throughout the day. Everyone should learn to look at the bright side of things, just like me—a beautiful sunflower.
If the learners speak with proper voice modulation, and enact the lines with emotions and actions, you can praise them by saying ‘Well enacted’, ‘Your expressions were very good’, or ‘That’s how you say it’. If the learners struggle to speak properly, you can say ‘Let’s try to speak loudly this time’, ‘Let’s say it with expressions’, or ‘Well read. Now, let’s act it out.’
Conclusion
2 mins
Homework 1. E-Speak 2: You have to record in the app how you will introduce a play on ‘Saving Forests’ in 4-5 lines as the anchor for your school play. Listen to the audio stimulus given for the introductory lines in the app. Then, add your own lines to the introduction and record them. 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 may form groups of four to enact a scene from your favourite story, film or show. Write the introduction and the script on page nos. 65 and 66. You may use props to enhance your performance. Practise the skit with your group in your free time.
Chapter 8 • Play Your Part
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E-Speak 2 PROJECT 8D
Practise at Home
Anchoring an Event Imagine you are the anchor for your school play. Listen to the first few introductory lines of the play on ‘Saving Forests’. Add 4-5 lines to the introduction.
Gaming Zone Who Said It?
It’s Fun Time
Match the actors playing different roles with their lines. One has been done for you.
Period 3
I love how a new hairstyle makes my customers happy.
It is a great pleasure to see the crowd dance to my tunes.
I love it when the strokes of my brush create something beautiful.
The safety of my country always comes first.
The most beautiful view from up there is our beautiful planet.
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Who Said It? Say: Let’s match the pictures of the actors playing different roles with their lines. Show the example given in the book. Instruct: Look at the pictures of the remaining actors and match them with their lines. You may ask these suggested questions. 1. Look at the second picture. What is the actor wearing? What could be his role? (The actor is wearing a space suit. His role could be that of an astronaut.) 2. What is the actor in the third picture holding? What could be her role? (The actor in the third picture is holding a hair dryer. Her role could be that of a hairstylist. She could be a makeup artist too.) 3. What is the actor in the fourth picture doing? (The actor in the fourth picture is making beautiful strokes with her brush.) 4. What could be the role of the actor in the fifth picture? (I think that the actor in the fifth picture could be a singer as he is holding a mic.) You may ask some fun questions about the learners’ favourite actors and their favourite roles performed by those actors.
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘Anchoring an Event’, where you became the anchor and gave introductory lines for the play on ‘Saving Forests’. Instruct: Listen to my response to the project. ‘I would like to invite the students of our science group to come on to the stage and present their play. This play highlights the importance of conserving forests and protecting our environment. A huge round of applause for all the actors, please! Now, let’s see what message these actors want to give us through the play.’ Say: Now, you will listen to another response and repeat after me. ‘I would like to invite the talented students of class 8, section G to come on to the stage and present their play. This play highlights the importance of conserving forests and planting trees to protect our environment. I hope all of you will enjoy the show. Thank you!’ You may use voice modulation and appropriate facial expressions while reading the model responses for E-Speak 2. It should appear as if you are the anchor of the play. This will inspire the learners to copy your tone and expressions. You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I would like / to invite / the talented students / of class 8, / section G / to come on to the stage / and present their play. 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 • Play Your Part
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Listen
Echo
112 4
3
2
1
Student No. Name
Role(s)
.
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Chapter 8 • Play Your Part
Now, let’s begin the play!
The characters are
.
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65
.
It is based on
It is set in
.
Today we are going to present a skit named
Hi Everyone!
or Vo
ice
Write: Pick any ONE scene from your favourite story, film or show. Discuss and write the script for the scene you have chosen.
Get into groups of four.
Anch
2
1
Re-enact a scene from your favourite story, film or show. Write your script and practise the scene using props. Finally, present your skit to the class.
Lights, Camera, Action
The Final Show
Plan and Speak
Notes Corner
You can read from the book if you want.
You can use props for your scene.
Speak with appropriate actions and expressions.
Look at each other when speaking the dialogue.
Speak in a loud and clear voice.
Present: It’s time to play your part! Present your skit together to the class.
Practise: Practise your skit with your group using expression and actions.
t
Scrip
UE24CB_Grade 8.indb 66
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3
Play
Period 3
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Period 3 continued E & R Plan and Speak
20 mins
Say: Now, each group will come and perform their skit. First, the anchor will announce the title of the skit, what it is based on, where it is set and who the characters are. Then, the characters will play their parts. Let’s begin! Invite as many groups as possible for their presentations. Follow the E&R cycle for each presentation.
E&R
You may encourage the learners to use suitable hand gestures, facial expressions and props. Guide them to utilise the classroom space to the fullest and also to avoid turning their backs to the audience. Model Response: Student 1 (Anchor): Hi everyone! Today we are going to present a skit named ‘A Night in the Woods’. It is based on our favourite story of four friends who plan to go to a forest. It is set in Rajeev’s house where the friends put together the plan to go to the forest. The characters are four students of Class 8 playing the roles of Rajeev, Nihaal, Shreya and Tanya. All of them are very fond of travelling. Now let’s begin the play. Student 1 (Narrator’s Voice): Rajeev, Nihaal, Tanya and Shreya are all sitting together. Student 2 (Nihaal): Hey guys, have you ever thought of going to the forest for an adventure? Student 3 (Tanya): (excitedly) That sounds like an awesome idea! What kind of adventure are you thinking of? Student 4 (Rajeev): (in the middle of a conversation) While you are at it, let me go and grab a cup of coffee. (He leaves) Student 1 (Shreya): Yeah, tell us more. Student 2 (Nihaal): (thoughtfully) I mean going to the forest for some sort of camping. We can choose any weekend for this. Student 1 (Shreya): (gets up in joy) I am in. I have always wanted to camp in a forest. Student 4 (Rajeev): Hey, I am back. So, what have you planned? Student 3 (Tanya): Nihaal has suggested camping in a forest and Shreya is in. What about you? Student 4 (Rajeev): (cheerfully) Wow, that’s a great idea! I am also up for it. Student 3 (Tanya): Okay. If you guys are in, then so am I. Student 2 (Nihaal): (gets up from his seat) Let’s make a list of the things that we would need for camping like tents, sleeping bags, torches, etc. Let me get a piece of paper to write on. (He leaves) Student 3 (Tanya): We will also take some food along with us. (End of the scene) You must appreciate the effort of learners. Give them specific and constructive feedback on their acting skills, voice modulation, hand movements, eye contact with the audience, etc. If learners present well with proper voice modulation, suitable facial expressions and gestures, then you can give feedback like ‘Keep it up!’, ‘Well enacted!’ and ‘You modulated your voice well and used proper expressions!’ In case learners struggle to present, you can say ‘You could have spoken louder’ or ‘You could have avoided turning your back to the audience.’
Conclusion
2 mins
Say: In this chapter, we learnt to present a skit creatively and with proper voice modulation and also to appreciate the details and main ideas or themes in a skit. Chapter 8 • Play Your Part
113
Chapter 9
Advertising Techniques
Big Skill: Advertising for a product Learning Objectives: Learners will be able to: • critically evaluate the pros and cons of a product after viewing its advertisement. • advertise for a product in a persuasive manner.
Chapter 9
Advertising Techniques
Period 1
Advertising for a product
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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—Advertising Techniques. 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? What are they doing? (In the picture, I see a boy and a girl. They are writing down the pros and cons of something on the white board.) 2. Look at the television screen. Now, what do you think the boy and the girl may be writing the pros and cons about? (The boy and the girl may be discussing and writing the pros and cons of sandwich cookies.) 3. Have you ever bought something because its advertisement looked very attractive to you? (Yes, I bought a school bag because its advertisement was very attractive and it had trolley wheels. / No, I have not bought anything after looking at its advertisement. I buy things according to my requirements.) Read aloud the model description of the cover page. Say: On the cover page, a boy and a girl are in their house. It seems they have seen the advertisement of sandwich cookies on the television screen. They are writing down the pros and cons of the sandwich cookies. They are thinking and evaluating the pros, which are the reasons to have the cookies, and the cons, which are the reasons not to have the cookies.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 68 of your content book. We will read the text—Electrifying Transport. 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 two cars in the first picture.) 2. Read the title. What type of cars do you think are shown in the picture? (I think electric cars are shown in the picture.) 3. Can you guess where these cars are and why? (I think that the electric cars are at a power station to get charged.) Explain: We are going to read a text called Electrifying Transport. It is about the promising future of electric vehicles. It mentions the pros of owning an electric vehicle and the cons of fuel vehicles. It also shows an advertisement for e-Surge 500, which is India’s first 5G scooter. Now, let us begin reading. Instruct: Pay attention to how the pros and cons of electric and fuel vehicles are discussed in the text. Also, note the key points of e-Surge 500 highlighted in the advertisement.
Chapter 9 • Advertising Techniques
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Listen
116
2
1
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It is promising to see an increasing number of electric vehicles on our roads today. When people think of an electric vehicle, they usually picture a small scooter or a car with a green license plate, but there is much more to the picture. Bikes, trains, trucks, tractors, autos, and even certain planes and ships are all going electric. You may express concern about the release of CO2 during the production of electricity needed to power these vehicles, but it is amazing that even when electricity production is taken into account, a typical electric vehicle releases three times less CO2 than petrol and diesel vehicles. There has been an increase in the number of people buying electric vehicles because they are eco-friendly, silent, cheaper to run, and on the whole, more efficient. Two lakh electric vehicles were bought in India between 2019 and 2020 alone. This not only saved over 107 lakh litres of fuel but also reduced CO2 emissions by over 20000 tonnes.
In our cities and towns, we are dependent on petrol and diesel vehicles for transport. Whether it be the bus we take, the autorickshaw we hire, or the car we use, chances are they all run on these fossil fuels. In fact, these vehicles release an estimated 14.2 crore tonnes of carbon dioxide (CO2) every year. However, this is not the case with electric vehicles (EVs), as they do not emit smoke. The electric revolution is quietly sweeping the nation, and each person has an important role to play.
Electrifying Transport
4
3
Period 1
with best-in-class range and next-gen performance
India’s first 5G scooter
e - Surge 500
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Chapter 9 • Advertising Techniques
efficient (uh.fi.shnt): doing something in a quick and smart way without wasting time or energy emissions (uh.mi.shnz): gases that are released in the air fossil fuels (fo.sl fyoolz): fuels formed from the dead remains of plants and animals that died millions of years ago initiatives (uh.ni.shuh.tuhvz): actions taken to solve a problem or improve a situation sweeping (swee.puhng): having an important effect on a large part of something
Available across 350+ locations in India To locate the nearest showroom, search for EVehicle Motors near me on Google For more information, scan the QR code or visit www.evehiclemotor.in
Additional Information:
Range - 150 km Top Speed - 60 km/h Full Charging Time - 15 min Battery Capacity - 4.5 kWh Connectivity - 5G Bluetooth Call Alerts Display & Touch Screen Dashboard
EVehicle Motors
Blaze your own trail!
Electric vehicles are indeed the future of green transport. Several initiatives have been implemented by the Indian government to promote electric vehicles, including the plans to make most of the public transport systems fully electric by 2030. Citizens around the world can do their bit today for a greener tomorrow. Walking or cycling to nearby places, using public transport whenever possible, and encouraging people to switch to electric vehicles will go a long way to reduce pollution as well as to make our towns and cities green and healthy places to live.
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Talking
Period 1 continued During the Text
Read the text aloud OR play the Talking Book in the classroom. You may encourage the learners to pay special attention to the features of electric vehicles. You may ask the learners to highlight them or you may make a list of them on the blackboard. You may pause at the annotations and ask these suggested questions. After 1 What makes the electric vehicles different from fuel vehicles? (Unlike fuel vehicles, electric vehicles do not emit smoke.) After 2 Why do you think vehicles are going electric? (I think vehicles are going electric to reduce air pollution. / In my opinion, the vehicles are going electric to save the environment and conserve fossil fuels. / In my view, these vehicles release three times less CO2 than fuel vehicles.)
After annotation 4, you may prompt the learners to share what they find as the most attractive feature of the advertisement.
After 3 Do you agree with this statement: ‘Electric vehicles are indeed the future of green transport’? Why? (Yes, I agree with this statement because electric vehicles can help reduce air pollution. They can save our environment and reduce the release of carbon dioxide in the air.) After 4 Look at the advertisement carefully. Tell me a pro and a con of the scooter e-Surge 500. (The pro about the scooter is that it takes only fifteen minutes to get charged and can run up to 150 km. A con is that its battery capacity is only 4.5 kWh.)
You may rephrase the responses of the learners into grammatically correct and meaningful sentences and ask them to repeat after you. You may also explain the full form of km and kWh to the learners. Tell them that km stands for kilometre and kWh stands for kilowatt hours.
After the Text
You may ask these suggested questions. 1. Why are electric vehicles useful? (Electric vehicles are useful because they don’t emit harmful gases, save the money spent on fuel and help protect the environment.) 2. What is the most interesting part of the scooter advertisement that caught your attention? (The most interesting part of the advertisement that caught my attention is that it is India’s first 5G scooter. It also has a Bluetooth call alert feature.) 3. What did you learn in this lesson? (I learnt to evaluate the pros and cons of a product after looking at its advertisement.)
Chapter 9 • Advertising Techniques
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Electric vehicles are indeed the future of green transport. Several initiatives have been implemented by the Indian government to promote electric vehicles, including the plans to make most of the public transport systems fully electric by 2030. Citizens around the world can do their bit today for a greener tomorrow. Walking or cycling to nearby places, using public transport whenever possible, and encouraging people to switch to electric vehicles will go a long way to reduce pollution as well as to make our towns and cities green and healthy places to live.
Talking Book
Blaze your own trail!
Period 1
EVehicle Motors
Range - 150 km Top Speed - 60 km/h Full Charging Time - 15 min Battery Capacity - 4.5 kWh Connectivity - 5G Bluetooth Call Alerts Display & Touch Screen Dashboard
Additional Information:
e - Surge 500
India’s first 5G scooter with best-in-class range and next-gen performance
Available across 350+ locations in India To locate the nearest showroom, search for EVehicle Motors near me on Google For more information, scan the QR code or visit www.evehiclemotor.in
efficient (uh.fi.shnt): doing something in a quick and smart way without wasting time or energy emissions (uh.mi.shnz): gases that are released in the air fossil fuels (fo.sl fyoolz): fuels formed from the dead remains of plants and animals that died millions of years ago initiatives (uh.ni.shuh.tuhvz): actions taken to solve a problem or improve a situation sweeping (swee.puhng): having an important effect on a large part of something
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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—efficient (uh.fi.shnt) Instruct: Repeat the meaning after me—doing something in a quick and smart way without wasting time or energy. Instruct: Repeat the sentence after me—LED bulbs are efficient as they save energy and reduce the electricity bill. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation
Meaning
Sentence
emissions
uh.mi.shnz
gases that are released in the air
To save Earth, it is important to reduce harmful emissions from vehicles and factories.
fuels formed from the dead remains of plants and animals that died millions of years ago
Burning of fossil fuels produces a lot of carbon dioxide.
fossil fuels fo.sl fyoolz
initiatives
uh.ni.shuh.tuhvz actions taken to solve a problem or improve a situation
The book club took many initiatives to encourage children to read more.
sweeping
swee.puhng
The blend of face-to-face learning with technology is sweeping through the education system.
having an important effect on a large part of something
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The blend of / face-to-face learning / with technology / is sweeping through / the education system.
E & R Using Keywords in Sentences
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 ’efficient’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The refrigerator at my house is quite efficient as it consumes less energy. 2. Electric cars produce less emissions than cars that run on petrol. 3. Fossil fuels, such as coal and petrol, are major sources of energy worldwide. 4. The government took numerous initiatives to improve public health and wellbeing. 5. The new principal is sweeping the school with his new ideas and philosophies.
Conclusion
Say: We read a text called Electrifying Transport. In this text, we read about the advantages of electric vehicles. We looked at the advertisement of e-Surge 500. We learnt how to evaluate the pros and cons of a product after looking at its advertisement. We also learnt the words ‘efficient’, ‘emissions, ‘fossil fuels’, ‘initiatives’ and ‘sweeping’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 70. Learn to share the pros and cons of different things by listening to and repeating the projects given in the app. Chapter 9 • Advertising Techniques
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6 mins E&R
4 mins
E-Speak 1 Practise at Home PROJECT 9A
Streaming Services Naman likes watching content on online platforms. He discusses the pros of various streaming services with Vishesh. Listen and record it.
PROJECT 9B
Period 2
No to Streaming Vishesh disagrees with Naman’s point of view. He discusses the cons of these streaming services. Listen and record it.
PROJECT 9C
Stream for Fun Naman hears Vishesh and continues to share some more benefits of streaming services. 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—Advertising Techniques. In the last class, we read a text called Electrifying Transport. In this text, we learnt how to evaluate the pros and cons of a product after looking at an advertisement. We also learnt the keywords ‘efficient’, ‘emissions, ‘fossil fuels’, ‘initiatives’ and ‘sweeping’; and how to use them in sentences.
Say: Through this text and the projects, we are learning to evaluate the pros and cons of a product through advertisements. We are also learning to advertise a product. When evaluating a product, we see how useful it is. Example from Text: In the text, we read about the advantages of electric vehicles. Electric vehicles are eco-friendly and emit less CO2 compared to petrol or diesel vehicles. We also read an advertisement of India’s first 5G scooter and how they advertised it by highlighting its features and specifications, like battery life, speed, range, etc. The pros of the scooter are its top speed, charging time and range. The cons are its display and touch screen dashboard, and battery capacity. Example from E-Speak 1: As a part of your homework project, you heard Naman and Vishesh talk about the pros and cons of streaming services. Streaming services allow us to watch shows whenever we want. However, they can also be expensive and a threat to our health.
Echo E-Speak 1
8 mins
Say: Now, I shall tell you what Naman and Vishesh discuss with each other about streaming services. Instruct: Repeat the Project 9A after me—Vishesh, I think streaming services are very interesting because they offer lots of interesting shows, films and documentaries for us to watch whenever we feel like it. They are a source of entertainment without long mandatory advertisements, like on television. Plus, they recommend more shows based on what we have watched earlier. Instruct: Repeat the Project 9B after me—I respectfully disagree with you, Naman. Streaming services also have some cons. Watching too much can mean spending a lot of time looking at screens, which is not good for our eyes and health. It can also be expensive if we have many streaming subscriptions. Some shows may not be suitable for kids and can affect their mental health. Instruct: Repeat the Project 9C after me—Vishesh, another great thing about streaming services is that it lets us choose what we want to watch, and we get to control how much time we want to spend watching it. This makes it more fun and easily accessible. We can watch these shows on our phones from any place with a network. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Vishesh, / another great thing / about streaming services is / that it lets us choose / what we want to watch, / and we get to control / how much time / we want to spend / watching it.
Chapter 9 • Advertising Techniques
Listen
121
Echo
Speak on the Spot Boost Your Speaking Online Shopping Online shopping services have changed the way we shop. Share ONE pro and ONE con of these services. AD BLOCK POPUP CONCEPT
ONLINE
SUPER SALE 70%
!
!
discount UP TO
GET FREE
CLICK HERE
BLOCK AD
ADS
STARTT ST STAR SHOPPING
! ERROR
OK
!
Period 2
Pros of Online Shopping
Cons of Online Shopping
- convenience
- long waiting time
- cost and time effective
- high shipping costs
- accessible 24 hours a day
- high screen time and dependence on technology
- special price deals and discounts - no need to visit crowded market places - easy returns and refunds
- security issues like access to personal information
- access to global markets
- items do not meet expectations in terms of size, quality, or appearance
- easy price comparison on different websites
- less attention to local businessmen and artists
I think online shopping services are great because ... / The best part about online shopping is ... One tricky thing about online shopping is ... / I find it a bit challenging when ...
You can share reasons of your own. Think about your personal experiences while shopping online. Speak in complete sentences. You may choose from the sentence starters given above or use your own.
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: In the text, you read the pros and cons of electric vehicles and you also heard the pros and cons of streaming services. Now, it is your turn to share one pro and one con of online shopping. 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 add their own viewpoints based on their personal experiences. Guide the learners to share their views confidently and clearly. Model Responses: 1. Hello, everyone! I think online shopping services are great because they are cost effective. You can get great deals online and save time by not having to go to the market, which may be far away. One tricky thing about online shopping is that sometimes the ordered products do not meet the expectations in terms of size, quality or appearance. Thank you! 2. Good morning, everyone! The best part about online shopping is convenience. It allows us to place an order with just a few clicks. Doorstep deliveries are another bonus. I find it a bit challenging when online platforms ask for access to personal information. Thank you! 3. Hello, everyone! I think online shopping services are great because they are accessible 24 hours a day. You can shop whenever you find time! One tricky thing about online shopping is that it increases screen time and dependence on technology. Thank you! You may appreciate the learners for the content, fluency and confidence. You can use phrases like, ‘Good presentation!’, ‘You presented your views loud and clear’ or a simple ‘Well done!’ If the learners struggle to present, you may say, ‘Let’s try together’ or ‘You spoke well, just speak a little louder next time’.
Conclusion
2 mins
Homework 1. E-Speak 2: You have to record in the app a catchy tagline to promote steel straws, 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 any one eco-friendly product that you would like to advertise from the options given on page no. 73. Then, create an advertisement. You may ask for help at home to do the work correctly. Practise saying the advertisement aloud, again and again, in front of your friends or an older family member.
You may motivate the learners to make a poster to advertise their products. Encourage them to advertise using jingles and rhymes to make their presentations more attractive.
Chapter 9 • Advertising Techniques
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E-Speak 2 PROJECT 9D
Practise at Home
Eco-tagline The Government of India wants to promote the use of steel straws to reduce plastic waste. You have to create a catchy tagline of 4-5 lines to support their idea.
Gaming Zone Words That Sell
It’s Fun Time
Match the taglines with their products.
Period 3
Nature’s golden nectar, Every drop divine and pure!
Kills germs, protects hands, A must-have for every safe home!
Leaves your locks silky soft, Protects without harsh chemicals!
100% natural spring water, To help you live better!
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Words That Sell. Say: Taglines are catchy lines that are used to advertise a product. Look at the taglines given on the left and the pictures on the right. Instruct: Read and match the given taglines with their products. You may allow learners some time to think of a catchy tagline and share it with the class. If time permits, you may ask them to create taglines for other products too. You may ask these suggested questions. 1. What is something that is sweet and that we get from nature? (Honey is sweet and we get it from nature.) 2. What is something that was used a lot during COVID-19? (Sanitizers were used a lot during COVID-19.) 3. What is something that you use to wash your hair? (Shampoo is used to wash our hair.)
4. What is something you prefer drinking when you are travelling and feeling thirsty? (Bottled mineral water is used to satisfy our thirst when we are travelling.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ’Eco-tagline’, where you created a tagline to support the use of steel straws. Instruct: Listen to my response to the project. ‘Hello everyone. My tagline is: Say no to plastic, it’s not fantastic! / Use steel straws and be cool, / Help our planet, that’s the rule. / Save turtles and fish, make a wish, / And switch to steel straws, it’s a green bliss!’ Say: Now, you will listen to another response and repeat after me. ‘Good afternoon, everyone! Listen to my tagline: Steel straws, sip and smile, / Helping the Earth all the while. / Durable, cool, and green, / The best straws you’ve ever seen!’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Steel straws, / sip and smile, / Helping the Earth / all the while. / Durable, cool, and green, / The best straws / you’ve ever seen! 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 • Advertising Techniques
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Listen
Echo
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Chapter 9 • Advertising Techniques
LED Light Bulb
Steel Lunch Box
Wooden Toys
Cloth Napkins
Solar-powered Charger
Wooden Comb
Choose any ONE product to make an advertisement.
1
Create an advertisement to promote an eco-friendly product of your choice. Practise advertising it at home. Finally, present your product advertisement to the class.
Advertise and Sell
The Final Show
Plan and Speak
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73
(price)
(tagline)
(description)
Notes Corner
At the end of your presentation, ask the audience whether they would like to buy your product and why or why not.
Modulate your voice to make your advertisement interesting.
Advertise in an interesting manner (first sing the jingle and then talk about the features).
Show the poster you have created.
.
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Present: It’s time to advertise your product. Convince your friends about why they should buy the product you are selling.
Practise: Say the advertisement in an enthusiastic tone many times in front of your family and friends. Tell them why they should buy your product.
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4
3
(best selling features)
(draw your product here)
(give the product an interesting name)
(product)
Write: Create an advertisement for your chosen product. Write why people should buy your product.
Hello, everyone! Today I am going to present an advertisement for a
2
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Today, you will be advertising the product of your choice. Be loud and clear while advertising your product. You may use catchy taglines or jingles to make your advertisement interesting. 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 advertise the product in an energetic tone by adjusting their voice to make it interesting. Ask them to show the poster to the class if they have created any. Model Responses: 1. Hello, everyone! Today, I am going to present an advertisement for an LED Light Bulb. It is called the Glow Bulb. ‘Light your homes the efficient way!’ Designed with LED technology, this bulb will light up your space with a warm glow. It is energy efficient and reduces your electricity bills by half. Best-selling features: Efficiency, many colours, easy installation and child-friendly. It is also very pocket friendly as it costs only Rs 150 per piece. Thank you. 2. Hello, everyone! Today, I am going to present an advertisement for a Steel Lunch Box. It is called the Munch Buddy. ‘Your new best friend for lunchtime fun!’ Munch Buddy is made of steel and keeps food warm. It’s super sturdy, super shiny and ready for all your yummy adventures. Whether it’s a crunchy sandwich or a surprise snack, Munch Buddy keeps everything fresh and tasty! Best-selling features: Durability, keeps food warm, comes in 20+ colours and sizes and is easy to clean. Also, it is available for only Rs 300. Thank you. 3. Hello, everyone! Today, I am going to present an advertisement for Cloth Napkins. It is called the EcoNap. ‘Soft, Clean and Eco-Friendly!’ Wrap your meals in EcoNap comfort cloth napkins. They’re super soft, reusable, and perfect for keeping things tidy at every meal. Best-selling features: Super soft, reusable and with fun patterns on them. A pack of 6 will cost you just Rs 250. Thank you. You may appreciate learners who present their advertisements with creativity and confidence. You may say, ‘That was amazing!’, ’Well presented’, ‘You are an A-one advertiser’ or ‘That was such an interesting advertisement! You convinced me to buy your product!’ For learners who struggle to present, you may say, ‘You can look at the book and speak louder and clearer’, ‘Do not worry, you are doing well’ or ‘Let’s practise together, then you can present again.’
Conclusion
2 mins
Say: In this chapter, we learnt how to evaluate the pros and cons of the product after viewing the advertisement. We also learnt to advertise a product in a persuasive manner.
Chapter 9 • Advertising Techniques
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Chapter 10
What’s Your Opinion?
Big Skill: Stating and responding to opinions Learning Objectives: Learners will be able to: • present opinions with sound reasoning, using appropriate discourse conventions. • respond politely and logically to others’ opinions on a topic.
Chapter 10
What’s Your Opinion?
Period 1
Stating and responding to opinions
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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—What’s Your Opinion? 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. Where are the children in the picture? What are they doing? (The children in the picture are sitting on the stage. They are discussing on a topic. / The children on the stage are sharing their opinions on a topic.) 2. What can you say about the audience in the picture? (I think the audience is listening attentively. / In my opinion, the audience seems to be keen and silent.) 3. Have you been a part of any formal group discussion? What was the topic of discussion? (Yes, I have participated in a group discussion. It was organised in our class. We discussed the issue of global warming. / No, I have never participated in a discussion.) Read aloud the model description of the cover page. Say: On the cover page, we see a group of children sitting on the stage. They are participating in a discussion and are sharing their thoughts and ideas on a particular topic. They seem to be asking each other for their opinion. The audience is listening to them carefully.
Listen Text Comprehension
15 mins
Before the Text
Say: Go to page no. 76 of your content book. We will read the text—21st Century Learning. Instruct: Spend 1-2 minutes to read the comic scene. You may ask these suggested questions. 1. What does the picture show? (The picture shows a conversation between a boy and a girl.) 2. What are the two of them discussing? (They are discussing the time one should spend on phones.) 3. According to the comic strip, who spends the most time on a phone? What is the person doing on the phone? (The girl spends the most time on the phone. She has started a new course on learning how to code.) 4. Look at the fifth picture. What is the boy doing? (The boy is showing the girl an article to tell her about the ill effects of excessive use of a phone.) Explain: We are going to read a text called 21st Century Learning. In this text, a boy reads out an article called ‘Learning in the 21st Century’ to his sister. The article is about the advantages and disadvantages of educational technology. Now, let us begin reading. Instruct: Pay attention to how the writer presents his opinions on educational technology with sound reasoning.
Chapter 10 • What’s Your Opinion?
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Listen
130
2
1
Says this article right here!
Oops, sorry about that. I just started an interesting course on computers.
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I cannot deny that this spike in the amount of screen time has been a cause for worry for our parents and teachers. It is rather unsettling to see children retreating from the real, physical world to be immersed in screens and devices. I have read that digital addiction has even been linked to an increased risk of obesity, disturbances in sleep and eating patterns, blurred or strained vision, and neck pain. It is also known to contribute to low self-esteem and increased aggression, anxiety and overthinking. As I understand it, the concerns related to excess screen time are indeed justified.
During the COVID-19 pandemic, our schools were forced to adapt rapidly to the challenge and completely change the way they operated. As a result, there were several disruptions to our learning. However, I believe that the silver lining to this global crisis is that we found new ways to learn through digital means. Thanks to technology, we could learn anytime and virtually anywhere with the help of a smart device and the internet. Engaging and meaningful learning experiences were available to us at our fingertips to be unlocked with just the push of a button. However, it seems to me that one result of this unexpected shift away from the classroom has been the unhealthy amount of time we have been spending on these devices lately.
Learning in the 21st Century
You know, spending too much time on your phone will do you more harm than good.
Huh, says who? Can’t you see that I am learning how to code while enjoying my food?
Hey, that’s my cup you are drinking milk from. Look up from your phone, sister!
21st Century Learning 4
3
Period 1
Fine! Then, I’d better hurry up and finish it.
silver lining (sil.vuh lai.nihng): something positive that comes out of a bad situation
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Talking
OK! All right. Now off you go. It’s your turn to do the dishes today.
pandemic (pan.deh.muhk): an infectious disease that affects people over a large region, for example, multiple continents or worldwide
judicious (joo.di.shuhs): sensible and careful
integral (in.te.gruhl): important
Because I told you so! The dishes are not going to wash themselves.
disruptions (dis.ruhp.shnz): disturbances that interrupt an activity or event
Not again! Why should I?
I told you so! As excess screen time is harmful, we should learn to use our gadgets responsibly and in moderation.
In my opinion, a balanced approach with a blend of online and real-life learning can tremendously help us get the best of education. If you ask me, it is high time we move from the mindset of “us versus technology” to “us and technology.” I am convinced that striking the right balance between screen-free physical-social activities and gadget use is the need of the hour.
I strongly believe that technology itself is not the problem. But I must admit that the way we use technology can often be. I am of the opinion that we must effectively use digital devices to access learning in a judicious and balanced manner. From what we know, digital technology is rapidly transforming how we learn. As I see it, education technology is already playing an integral role in helping us acquire the necessary skills for the 21st century.
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 their pronunciations. For example: ‘Disruptions’ means disturbances that interrupt an activity or event. It is pronounced as dis.ruhp.shnz. You may stress on the syllable in bold, like ‘ruhp’. You may pause at the annotations and ask these suggested questions. After 1 How did you continue studying when the schools were closed during the COVID-19 pandemic? (I continued studying with the help of my parents. I used the mobile phone to study the materials shared by our teachers. / Our school started online classes. I used my computer to join the classes.) After 2 What are some of the health issues associated with digital addiction? (Some of the health issues associated with digital addiction include obesity, disturbances in sleeping and eating patterns, blurred vision and neck pains.) After 3 What do you think the problem is, if not technology? (In my opinion, the problem is the way we use technology and the amount of time we spend on these devices. We tend to overuse them without any limitation.) After 4 What do you understand by the blended approach between online and real-life learning? (In my opinion, it means there should be a balance of online and real-life learning because we need teachers to understand all the information that is there online. / I think it means that online and in-school learning should work together.) 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. Do you think technology has positively impacted on our ability to learn? (Yes, technology has a positive impact on our ability to learn. It has provided us with new ways to get knowledge. The use of digital devices and the internet has also made learning flexible. / No, technology has not had a positive impact on our learning. We get distracted very easily and lose our focus.) 2. According to the article, what is the author’s opinion on the use of technology in education? (The author’s opinion is that technology itself is not the problem, but the way we use technology can be dangerous. The author believes that technology can play an important role in helping us get the necessary skills for the 21st century.) 3. What did we learn in this chapter? (We learnt to understand others’ opinions and present our opinion with proper reasoning.) Chapter 10 • What’s Your Opinion?
131
I strongly believe that technology itself is not the problem. But I must admit that the way we use technology can often be. I am of the opinion that we must effectively use digital devices to access learning in a judicious and balanced manner. From what we know, digital technology is rapidly transforming how we learn. As I see it, education technology is already playing an integral role in helping us acquire the necessary skills for the 21st century.
Talking Book
In my opinion, a balanced approach with a blend of online and real-life learning can tremendously help us get the best of education. If you ask me, it is high time we move from the mindset of “us versus technology” to “us and technology.” I am convinced that striking the right balance between screen-free physical-social activities and gadget use is the need of the hour. OK! All right. Now off you go. It’s your turn to do the dishes today.
Period 1
I told you so! As excess screen time is harmful, we should learn to use our gadgets responsibly and in moderation.
Not again! Why should I?
Because I told you so! The dishes are not going to wash themselves.
Fine! Then, I’d better hurry up and finish it.
disruptions (dis.ruhp.shnz): disturbances that interrupt an activity or event integral (in.te.gruhl): important
judicious (joo.di.shuhs): sensible and careful
pandemic (pan.deh.muhk): an infectious disease that affects people over a large region, for example, multiple continents or worldwide
silver lining (sil.vuh lai.nihng): something positive that comes out of a bad situation
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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—disruptions (dis.ruhp.shnz). Instruct: Repeat the meaning after me—disturbances that interrupt an activity or event. Instruct: Repeat the sentence after me—The power cut caused disruptions throughout the city. Repeat this process for the other keywords as well.
5 mins Echo
Word
Pronunciation
Meaning
Sentence
integral
in.te.gruhl
important
Following rules during the assembly is an integral part of the school discipline.
judicious
joo.di.shuhs
sensible and careful
The chef used a judicious quantity of spices to enhance the flavours of the dish.
pandemic
pan.deh.muhk
an infectious disease that affects people over a large region; for example, multiple continents or worldwide
Wearing masks became a common practice during the COVID-19 pandemic.
silver lining
sil.vuh lai.nihng something positive that comes out of a bad situation
The silver lining of the traffic jam was that it gave me extra time to listen to my favourite songs.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The power cut / caused / disruptions / throughout / the city.
E & R Using Keywords in Sentences
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 ‘disruptions’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Despite many disruptions, Lakshmi was able to complete her project on time. 2. It is an integral aspect of learning to revise the concepts that you have learnt so that you memorise them well. 3. The doctor prescribed a judicious use of medicines to mend my broken arm. 4. It was advised to wash one’s hands regularly during the COVID-19 pandemic. 5. The silver lining of reaching the park late was that I got all the swings to myself as the other children had already left.
Conclusion
Say: We read a text called 21st Century Learning. It has an article called ‘Learning in the 21st Century’. In the article, the author presents his/her opinions on the use of technology for education. We learnt to present our opinions with proper reasoning. We also learnt to listen and understand others’ opinions. We also learnt the words ‘disruptions’, ‘integral’, ‘judicious’, and ‘pandemic’ and the phrase ‘silver lining’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 78. Learn to express your opinions on a particular topic by listening to and repeating the projects given in the app. Chapter 10 • What’s Your Opinion?
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6 mins E&R
4 mins
E-Speak 1 Practise at Home PROJECT 10A
Online Meetings Himesh thinks that online meetings for project work are better than face-to-face meetings. Listen to his opinion and record it.
PROJECT 10B
Period 2
Face-to-face Meetings Ayeza, on the other hand, thinks that face-to-face meetings are better than online meetings. Listen to her opinion and record it.
PROJECT 10C
Garima’s Opinion Garima believes that both types of meetings can be useful for group projects. 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—What’s Your Opinion? In this chapter, we read a text called 21st Century Learning. It was about a brother reading out an article named ‘Learning in the 21st Century’ to his sister. It was about the use of technology in the education system. We learnt to understand others’ opinions and their reasons. We also learnt to present our opinions with logic. We learnt the keywords ‘disruptions’, ‘integral’, ‘judicious’, ‘pandemic’ and the phrase ‘silver lining’; and how to use them in sentences.
Say: Through this text and the projects, we are learning to present opinions with reasons. We are also learning to respond to others’ points of view in a polite and logical manner. Supporting our opinions with reasons that are based in logic, scientific research and facts can help make them more believable and convincing. Additionally, responding to another person’s opinions politely, no matter how different they may be from ours, is important for having a clear and mannerly discussion. Example from Text: In the text, opinions on advantages and disadvantages of using a phone are expressed by the author by using the phrases like ‘I strongly believe’, ‘In my opinion’, ‘I cannot deny that’, ‘I am of the opinion’ etc. For example, the author says ‘I strongly believe that technology itself is not the problem.’ The author also supports his/her opinions with logical reasoning. He/She gives reason why excessive use of technology has been a cause of worry for parents and teachers. It can lead to many health issues and self-esteem-related issues. Example from E-Speak 1: As a part of your homework project, you heard Himesh, Ayeza and Garima express their opinions about whether online meetings for project work are better than face-to-face meetings. Himesh believes that online meetings are better, whereas Ayeza believes that face-to-face meetings are better. Garima believes that both types of meetings are useful for project work.
Echo E-Speak 1
8 mins
Say: Now, I shall read Himesh, Ayeza and Garima’s opinions on whether online meetings for project work are better than face-to-face meetings. Instruct: Repeat the Project 10A after me—In my view, online meetings for group projects work better than face-to-face meetings as they save travel time. We can connect anytime and from anywhere through online meetings and discuss the updates regarding project work. They are beneficial for team members who cannot be physically available. Instruct: Repeat the Project 10B after me—According to me, face-to-face meetings are better as there is more scope for discussions. We are able to communicate better, resolve issues, and make effective decisions regarding a project when we meet each other in person. We get immediate feedback which is essential to make the necessary adjustments. Instruct: Repeat the Project 10C after me—I believe that there can be a balance of both types of meetings while doing a group project. Online meetings are best to discuss minor things or get a status update. But when we need to discuss complex topics in a project, face-to-face meetings are more effective. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: In my view, / online meetings / for group projects / work better than / face-to-face meetings / as they / save / travel time. Chapter 10 • What’s Your Opinion?
Listen
135
Echo
Speak on the Spot Boost Your Speaking Smartphone—Your Thoughts? Look at the statements about smartphones. Pick any ONE statement that you agree with the most and support your opinion with reasons. Share it with others. You can also agree/disagree with your friends’ points of view. You can use the hints given below to help you.
Smartphones … are useful for school
are the best
projects and work.
for gaming.
help us get the
can entertain us
latest news.
when we get bored.
can be used to learn
can disturb one’s sleep
Period 2
new things.
and cause body pain.
are the main reason
are useful for contacting
for poor vision.
people during emergencies.
Here’s what you could say:
Here’s how you could respond to a friend:
Hello everyone!
Thank you.
I think smartphones …
You made a very good point.
I believe this because …
I agree/disagree with that because
Thank you.
in my opinion …
affect the eyesight informative and stay updated
help in studies
leisure time
entertainment through apps
security risks
disturb one’s health connecting with others
Give reasons to support your opinion. Be respectful and polite if you are disagreeing with a friend.
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: We read how technology helps us learn anytime anywhere. We also read how a gadget, such as a smartphone, can become a disadvantage if not used wisely. Now, read the statements on the advantages and disadvantages of smartphones given in the book. Then, choose a statement you agree with and give reasons for your opinion. Also, you can agree or disagree with your friend’s opinion. 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 give the learners two minutes time to read the advantages and disadvantages of smartphones. In case the learners struggle, you may read them aloud to the class. You may guide the learners that they can raise their hands at the end of the learners’ presentations if they wish to present their agreement or disagreement to their points of view. Model Responses: 1. Hello, everyone! I think smartphones are useful for contacting people during emergencies. I believe this because just last week, my father and I were travelling by car when it broke down. Thanks to the smartphone, we were able to share our location with the car repair service. It was really useful. Thank you for listening. 2. Hello, everyone! I think smartphones can disturb one’s sleep, which can cause body pain. I believe this because children and adults spend excessive hours on their mobile phones. They also sit in a wrong posture for a long time. This can lead to body pain. Thank you. If learners agree or disagree with their friends’ points of view: 1. Thank you. You made a very good point. I agree with you because my uncle got into a similar situation yesterday. He was able to contact us for help because of his smartphone. 2. Thank you. You made a very good point. However, I disagree with you because if we use smartphones for a limited time and only when they are needed, it will not disturb our health. In my opinion, anything that is used wisely and in a limited way never harms us. If the learners present their opinions using appropriate phrases and state a reason behind their opinions, you can say, ‘You have expressed your thoughts clearly’, ‘You were confident while speaking’, or ‘Keep it up!’. If the learners struggle to express their opinions, you can say, ‘Let’s try again’, ‘Try to be a little more confident while speaking’, or ‘Please speak louder’.
Conclusion
2 mins
Homework 1. E-Speak 2: You have to record in the app your opinion on the topic ‘Children Should Be Allowed to Vote in Elections.’ Listen to the audio stimulus where Raghav expresses his thoughts. 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: Dhruv and Shreya have expressed their views on the topic ‘Vocational Subjects in School’. You have to agree with one speaker and express your opinions on why you agree with him/her. Practise saying these lines loudly, again and again, in front of your parents or older family members.
Chapter 10 • What’s Your Opinion?
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E-Speak 2 PROJECT 10D
Practise at Home
Voting Rights for Children! You and your friend, Raghav, are discussing the topic ‘Children Should Be Allowed to Vote in Elections.’ Listen to Raghav’s opinion and share your thoughts about it, in 4-5 lines.
Gaming Zone Yay or Nay
It’s Fun Time
Period 3
Tick () whether you would respond ‘Yay’ or ‘Nay’ to the following opinions:
Gaming is a waste of time.
We should eat a balanced diet, full of nutrition.
I don’t have the patience for reading books and I find it boring.
Travelling to new places is an enriching experience. I like connecting with my friends on social media.
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Yay or Nay. Say: On the left, some opinions are given and on the right, two faces showing yay (yes) and nay (no) are given. Instruct: Read the opinions and respond to them by ticking the yay or nay column. You may ask these suggested questions. 1. Do you think gaming is a waste of time? Why do you think so? (Yes, I think gaming is a waste of time. I believe this because we easily spend 2–3 hours on games, which we could have used on something more important. / No, I don’t think gaming is a waste of time. I believe this because when I get bored, games entertain me. Playing games for a short time is good for us.) 2. Do you like reading books? Why do you like it? (Yes, I like reading books. Whenever I get bored, books keep me entertained. I can imagine all the things given in the book and get to know new things.) 3. Do you like talking to your friends on social media? Why do you like/dislike it? (Yes, I like talking to my friends on social media. We can connect anytime we want and tell them what we are doing. / No, I don’t like talking to my friends on social media. I think it is very boring to talk to them unless I can see them. I like to talk to them face-to-face.) 4. Do you like travelling to new places? Why do you like it? (Yes, I like travelling to new places because I like to see new things, meet new people, eat different types of food and learn about different cultures. / No, I don’t like travelling to new places.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘Voting Rights for Children!’, where you heard Raghav’s opinion and expressed your thoughts on whether children should be allowed to vote in elections or not. Instruct: Listen to my response to the project. ‘I think children should not be allowed to vote in elections. I believe this because children don’t have proper knowledge of politics and might end up voting for a less-deserving person. In this way, a less-deserving person could win the elections. So, only adults should be allowed to vote in elections.’ Say: Now, you will listen to another response and repeat after me. ‘In my opinion, children should be allowed to vote in elections. I believe this because children would then become aware of the political world and their surroundings. This would also make the children more responsible. They would also learn how to make informed decisions.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: In my opinion, / children should be allowed / to vote in elections. / I believe this because / children would / then become / aware of the political world / and their surroundings. / This would also make / the children more responsible. / They would also learn / how to make informed decisions. 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 • What’s Your Opinion?
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Listen
Echo
140
I agree with
10_U24EN0806.indd 81
’s opinion that
Today, I will present my opinion on the topic
Hello friends!
.
.
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(continued...)
(opinion you agree or disagree with)
(your topic)
Write: Now, note down your opinion and support it with reasons.
I believe vocational skills restrict a child’s development as they cannot be used in multiple professions. Children might not get enough time to explore different academic subjects if they are engaged in vocational training. It might also discourage children from completing their education and motivate them to take up jobs at an early age.
I believe vocational skills like gardening, fashion designing, coding, graphic designing, etc., are important as they make children skilful and provide them with hands-on practical experience. A person can take up a job and earn money if he/ she knows a vocational skill, even without a formal education. Vocational skills also engage children effectively in something that they are passionate about.
Chapter 10 • What’s Your Opinion?
1
Dhruv believes that schools should not teach vocational subjects
Shreya believes that schools should teach vocational subjects.
Vocational skills are practical skills, abilities or knowledge related to specific occupations, industries or crafts. They prepare an individual for roles in various fields.
Dhruv and Shreya have different opinions on Vocational Subjects in School. Think who you agree with and write your opinion. Practise and present it in the class.
Agree or Disagree
The Final Show
Plan and Speak
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Notes Corner
Give logical reasons to support your opinion.
Maintain eye contact with your audience while presenting.
Speak slowly, clearly and politely.
Present: Share your opinion with the class.
3
(conclude your opinion)
Practise: Go through your lines and practise saying them at home with your parents.
Finally, I would like to say that
(give two reasons to support your answer)
In my view, vocational skills
2
Period 3
12/14/2023 7:30:37 PM
.
.
.
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you will present to the class whether you agree with Dhruv or Shreya on the topic-‘Vocational Subjects in School’. 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 speak clearly and politely with expressions and actions. Guide them to maintain eye contact and speak in complete sentences. You may remind the learners that it is essential to be polite and respectful while presenting our disagreement with someone’s point of view. Model Responses: 1. Hello friends! Today, I will present my opinion on the topic ‘Vocational Subjects in School’. I agree with Shreya’s opinion that vocational subjects should be taught in schools. In my view, vocational subjects provide a holistic education by catering to diverse learning styles and promoting hands-on experiences. Subjects, such as carpentry, computer programming or culinary arts, not only make learning more engaging but also help students discover their interests and strengths. Finally, I would like to say that vocational subjects should be taught in schools because in this way, children can effectively engage in something they are passionate about. 2. Good morning, friends! Today, I will present my opinion on the topic ‘Vocational Subjects in School’. I agree with Dhruv’s opinion that vocational subjects should not be taught in schools. In my view, the school curriculum is often tightly packed, and there might be concerns that introducing vocational subjects could lead to a reduction in time dedicated to core academic subjects. Moreover, most schools don’t have the budget and facilities for vocational programs. Finally, I would like to say that vocational subjects should not be taught in schools because in this way, children might end up being distracted from the main academic curriculum. If the learners present their opinions with reasons, then you can say, ‘Well presented!’, ‘Your reasons were valid’ or ‘Keep it up!’. If the learners struggle to present their opinions, then you can say, ‘Please explain why you believe so’, ‘Please maintain eye contact with the audience and be respectful in presenting your views’ or ‘You are doing great; just try to speak a little louder’.
Conclusion
2 mins
Say: In this chapter, we learnt to share opinions with sound reasoning. We learnt to read and understand others’ opinions. We also learnt to present our opinions with proper reasoning. We can now respond to opinions logically and politely.
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Chapter 11
Reporting Live
Big Skill: Reporting important events around oneself Learning Objectives: Learners will be able to: • interpret the basic structure of a news report. • report important events accurately and clearly.
Chapter 11
Reporting Live Period 1
Reporting important events around oneself
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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—Reporting Live. 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? What are they doing? (I see a woman using a camera and filming the man, who is speaking on the mic.) 2. Look at the title. What, according to you, is the profession of these people? (I think they are news reporters giving live updates about the traffic.) 3. Look behind the reporters. What do you notice about the environment? (I notice a city with tall buildings and a busy road. / I see a lot of vehicles stuck in a traffic jam.) Read aloud the model description of the cover page. Say: On the cover page, we can see a news reporter and a camera woman presenting a live news report. We can also see buses, cars and tall buildings behind them. It seems that it is a congested road, or a road that has a traffic jam on it.
Listen Text Comprehension
15 mins
Before the Text
Listen
Say: Go to page no. 84 of your content book. We will read the text—The Nail-biting Match. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Look at the first picture. Can you guess the name of the person? Which sport is she playing? (The woman in the picture is PV Sindhu. She is playing badminton.) 2. Look at the title. What do you think the story is about? (I think the story is about PV Sindhu’s life and achievements. / In my opinion, the story is about an interesting badminton match of PV Sindhu.) 3. How do you watch matches like cricket and badminton most often? Have you ever seen a live match? (I watch matches on television. Yes, I went to see a live cricket match with my father. / No, I do not watch matches since I find them very boring.) Explain: We are going to read a text called The Nail-biting Match. It is about a girl named Sana. She loves to play badminton. She wants to play for India like her favourite sportsperson, PV Sindhu. Now, let us begin reading. Instruct: Pay attention to the important details and events that are reported by Sana and Tanya about PV Sindhu.
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“That’s true,” Sana replied. “However, this discipline showed results. Sindhu won India a
“Are you serious? I can’t imagine that— a 20-year-old without a phone!” said Neil in disbelief.
“Yes! I remember reading about it too,” said Tanya. “You know, after that defeat, PV Sindhu’s coach, Pullela Gopichand, handed Sindhu a letter with some dos and don’ts. Among them was a rule that she would have to surrender her phone for three months.”
“Didn’t PV Sindhu lose a hard-fought first-round match against the former world No. 1 and London Olympics silver medallist, Yihan Wang, in the Australian Open in 2015?” asked Neil.
“Oh, I’m so excited to watch PV Sindhu play in the Commonwealth Games 2022 in Birmingham, UK!” Sana said to her best friends, Tanya and Neil.
Sana loves to play badminton. She wants to play for India when she grows up. Her favourite sportsperson is PV Sindhu, the famous badminton player.
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Finally, the day of the match arrived, and the three friends decided to watch it at Sana’s house. They made popcorn and sat in the TV room, all set to watch PV Sindhu play.
“Wow! Let’s wait and watch what happens in the Commonwealth Games 2022,” Tanya said.
silver medal in the 2016 Rio Olympics. This win made PV Sindhu the first Indian badminton player to win an Olympics silver medal. She received the highest sporting honour of India, Rajiv Gandhi Khel Ratna.”
The Nail-biting Match
3
Period 1
startled (staa.tld): shocked or frightened because of a sudden surprise
former (faw.muh): someone who used to have a particular position or role, but no longer has it
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“PV Sindhu is so amazing. I want to be just as strong and determined as her,” Sana said ecstatically to her friends.
Here is what she said: “You win some and you lose some. It’s all part of the game. You have to take it in a very positive way. Win or lose, I always focus only on giving my 100 per cent.”
Later, Sana watched as an interviewer asked PV Sindhu some questions regarding her badminton journey.
“What just happened?” Sana and Tanya exclaimed together. “Did PV Sindhu win this match? Oh, this was such an exciting match!”
The spectators in the stadium were also standing and clapping for the athletes.
ecstatically (uhk.sta.tuhk.lee): in a very happy, excited and enthusiastic way
stiffer (stif.uh): lacking in ease and flexibility
Talking Book
PV Sindhu had snatched the game back, and with it, she won the gold medal at the Commonwealth Games, making it her third win over Michelle Li this year.
bated breath (bay.tuhd breth): in a nervous and suspenseful state
Suddenly, the audience cheered, and Tanya was so startled that she dropped a whole bowl of popcorn.
There seemed to be a hush in the stadium now. The spectators also watched with bated breath to see what would happen next.
“Let’s just keep our fingers crossed for PV Sindhu, as she’s lost to Michelle Li before!” Neil said anxiously.
The tide seemed to turn suddenly in favour of Michelle Li. A 57-stroke rally won by Michelle Li when PV Sindhu was leading 13–9 turned the momentum towards the Canadian shuttler for a brief phase.
“Oh, dear! What will happen now?” Sana said worriedly.
The match began, but it was not looking so good at the beginning. PV Sindhu, now ranked seventh in the badminton world rankings, had to play with some strapping on her left ankle. Her movements were slightly stiffer than usual, and she was playing against world No. 13, Michelle Li.
4
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 their pronunciation. For example: ‘Stiffer’ means lacking in ease and flexibility. It is pronounced as stif.uh. You may stress on the syllable in bold, like ‘stif’. You may pause at the annotations and ask these suggested questions. After 1 Who is your favourite sportsperson? What sport do they play? (My favourite sportsperson is Virat Kohli. He plays cricket. / My favourite sportsperson is Mary Kom. She is a boxer.) After 2 Who was PV Sindhu’s coach at that time? What did he give her after her defeat in the Australian Open? (Pullela Gopichand was PV Sindhu’s coach at that time. He gave her a letter with some dos and don’ts after her defeat in the Australian Open.) After 3 What do you think will happen next? Do you think a sportsperson can win a match even with an injury? Can you give any example of such a win? (I think PV Sindhu will strike back and win the game. Yes, a sportsperson can win a match even with an injury. One example is Saina Nehwal, who won the 2012 Olympics bronze medal even though she had a knee injury during the tournament.) After 4 What do you think is PV Sindhu’s attitude towards winning and losing in the game? Do you share the same point of view? (PV Sindhu has a positive attitude towards winning and losing in the game. Yes, I share the same point of view as I believe that giving your best is more important than winning or losing a match.)
You may rephrase the learners’ responses into grammatically correct and meaningful sentences and ask them to repeat after you. For example: My favourite sportsperson is Virat Kohli. He plays cricket.
After the Text
You may ask these suggested questions. 1. In which year did PV Sindhu win a silver medal in the Olympics? (PV Sindhu won a silver medal in the 2016 Rio Olympics.) 2. What do you recall about the nail-biting match of PV Sindhu? (PV Sindhu was playing in the Commonwealth Games 2022. She had to play with a strap around her ankle. She was playing against Michelle Li. It appeared that she would lose the match but she snatched the game back and won the gold medal.) 3. How did the audience react when PV Sindhu snatched the game back? (When PV Sindhu snatched the game back, the audience reacted by standing up and clapping for the athlete.)
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The match began, but it was not looking so good at the beginning. PV Sindhu, now ranked seventh in the badminton world rankings, had to play with some strapping on her left ankle. Her movements were slightly stiffer than usual, and she was playing against world No. 13, Michelle Li.
Talking Book
“Oh, dear! What will happen now?” Sana said worriedly. The tide seemed to turn suddenly in favour of Michelle Li. A 57-stroke rally won by Michelle Li when PV Sindhu was leading 13–9 turned the momentum towards the Canadian shuttler for a brief phase. “Let’s just keep our fingers crossed for PV Sindhu, as she’s lost to Michelle Li before!” Neil said anxiously.
Period 1
There seemed to be a hush in the stadium now. The spectators also watched with bated breath to see what would happen next. Suddenly, the audience cheered, and Tanya was so startled that she dropped a whole bowl of popcorn.
PV Sindhu had snatched the game back, and with it, she won the gold medal at the Commonwealth Games, making it her third win over Michelle Li this year. The spectators in the stadium were also standing and clapping for the athletes. “What just happened?” Sana and Tanya exclaimed together. “Did PV Sindhu win this match? Oh, this was such an exciting match!” Later, Sana watched as an interviewer asked PV Sindhu some questions regarding her badminton journey. Here is what she said: “You win some and you lose some. It’s all part of the game. You have to take it in a very positive way. Win or lose, I always focus only on giving my 100 per cent.” “PV Sindhu is so amazing. I want to be just as strong and determined as her,” Sana said ecstatically to her friends.
bated breath (bay.tuhd breth): in a nervous and suspenseful state ecstatically (uhk.sta.tuhk.lee): in a very happy, excited and enthusiastic way former (faw.muh): someone who used to have a particular position or role, but no longer has it startled (staa.tld): shocked or frightened because of a sudden surprise stiffer (stif.uh): lacking in ease and flexibility
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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 phrase after me—bated breath (bay.tuhd (bay.tuhd .tuhd breth). Instruct: Repeat the meaning after me—in a nervous and suspenseful state. Instruct: Repeat the sentence after me—The audience waited with bated breath for the final result of the singing competition. Repeat this process for the other keywords as well. Word
Pronunciation Meaning
ecstatically uhk.sta.tuhk. lee
5 mins Echo
Sentence
in a very happy, excited and enthusiastic way
The dog wagged its tail ecstatically when its owner returned home.
former
faw.muh
someone who used to have a particular Mr Harish Gupta was the former position or role, but no longer has it principal of this college.
startled
staa.tld
shocked or frightened because of a sudden surprise
Meera was startled by the unexpected knock at the door.
stiffer
stif.uh
lacking in ease and flexibility
Rohan’s injured wrist appears stiffer than it was yesterday.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The dog wagged / its tail / ecstatically / when its owner / returned home.
You may encourage the learners to think of synonyms or alternative phrases for the given vocabulary words. For example: For the phrase ‘bated breath’, explore other phrases with similar meanings, such as ‘hold one’s breath’ to expand their vocabulary. Similarly, share synonyms of the words ecstatically–overjoyed, thrilled; and startled–shocked, surprised.
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 ‘bated breath’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The children waited with bated breath for the results of the end-of-term exams. 2. Rashi and Nipun jumped ecstatically when they received new bicycles for Diwali. 3. The former leader of the committee was Miss Rita. 4. Tanmay was startled by the earthquake at night. 5. The new sofa is stiffer and larger than the old sofa.
Conclusion
Say: Today, we read a text called The Nail-biting Match. It was about Sana’s admiration for PV Sindhu, a famous badminton player. The text highlighted Sindhu’s journey, including her past victories, challenges faced by her and her positive attitude towards winning and losing. We learnt to pay attention to the key details and report important events accurately and clearly. We also learnt the phrase ‘bated breath’ and the words, ‘ecstatically’, ‘former’, ‘startled’ and ‘stiffer’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 86. Learn to present a news report by listening to and repeating the projects given in the app. Chapter 11 • Reporting Live
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E&R
4 mins
E-Speak 1 Practise at Home PROJECT 11A
India Lands on the Moon Kalpit is a news reporter. He presents the beginning of his news report on Chandrayaan-3. Listen and record it.
PROJECT 11B
Period 2
Chandrayaan-3 Kalpit continues to present the key details about Chandrayaan-3 in his news report. Listen and record it.
PROJECT 11C
Great Pride for India Kalpit concludes his news report. 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—Reporting Live. In the last class, we read the text called The Nail-biting Match, which was about Sana’s admiration for the famous Indian badminton player, PV Sindhu. The text highlighted Sindhu’s achievements, challenges faced by her and her positive attitude. We learnt to pay attention to the key details and report important events accurately and clearly. We also learnt the phrase ‘bated breath’ and the keywords ‘ecstatically’, ‘former’, ‘startled’ and ‘stiffer’; and how to use them in sentences.
Say: Through the text and the projects, we are learning to report important events around us accurately and clearly. We are also learning to pay attention to important details of the events by listening to and reading about them. We are also learning to interpret the basic structure of a news report, which includes the headline, the opening lines, key details of the event and the concluding lines. Example from Text: In the text, there are a lot of important details mentioned about PV Sindhu and her career like how she won a silver medal in the 2016 Rio Olympics and was honoured with Rajiv Gandhi Khel Ratna. Sana, Tanya and Neil gave details about Sindhu’s final match in the Commonwealth Games 2022 against Michelle Li. It was a nail-biting match. When you report a sports news, you also talk about the audience’s reaction. In this match, the spectators watched with bated breath during the tense moments and after the match, they all gave PV Sindhu a standing ovation. As a news reporter, you ask questions to the athlete about their journey. The interviewer asked Sindhu regarding her badminton journey and she replied, “You win some and you lose some. It’s all part of the game. You have to take it in a very positive way. Win or lose, I always focus only on giving my 100 percent.” Example from E-Speak 1: As a part of your homework project, you heard Kalpit present a news report on Chandrayaan-3. He included key details in his news report and presented it with a proper structure that included the opening and the concluding lines.
Echo E-Speak 1
8 mins
Say: Now, let me tell you what Kalpit reported about Chandrayaan-3. Instruct: Repeat the Project 11C after me—It is a historic occasion for India as it becomes the fourth nation after the US, Russia, and China to successfully land on the moon. Also, it becomes the first country to land on the south pole of the moon. Chandrayaan-3 was launched from Satish Dhawan Space Centre in Sriharikota on 14 July, 2023. Instruct: Repeat the Project 11B after me—The main objectives of this Chandrayaan-3 mission were to demonstrate a safe landing on the lunar surface and conduct scientific experiments on it. ISRO (Indian Space Research Organisation) has released images that the lander captured on the lunar surface. Instruct: Repeat the Project 11C after me—Many schools organised a live streaming of the soft landing of Chandrayaan-3 to inspire the young minds of the country. It is indeed a moment of great pride for all the countrymen. We congratulate ISRO and wish them luck for all their future missions. This is Kalpit, signing off from New Delhi. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The main objectives / of this Chandrayaan-3 mission / were to demonstrate / a safe landing on / the lunar surface / and conduct scientific / experiments on it.
Chapter 11 • Reporting Live
Listen
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Echo
Speak on the Spot Boost Your Speaking News Report
Key Details Closing Lines Signing Off
Period 2
Opening Lines
Headline
Imagine yourself a news reporter. Choose any ONE of the opening lines, key details, and closing lines given below for your report, and then present it in the classroom.
(give an interesting headline to your report)
The 13th edition of the ICC Men’s Cricket World Cup has been a great success. Ten teams contested for this valued trophy and kept the cricketing fans on the edge of their seats.
The ICC Men’s Cricket World Cup 2023 was a blockbuster cricket carnival that dazzled fans across the globe. Ten teams competed fiercely to create history as world champions.
India topped the points table in the league stage. All the teams competed fiercely against each other. India and Australia won their respective semifinals. The final match was played at the Narendra Modi Stadium, Ahmedabad.
In the thrilling league stage, India soared to the top of the points table. Throughout the competition, all the teams tried their best to overcome the challenges. The finals unfolded at the Narendra Modi Stadium between the cricketing titans—India and Australia.
The World Cup final had thrilling moments, unexpected twists, and fans cheering for their favourite teams. Australia won the World Cup trophy after their fierce performance.
The final was a larger-than-life cricket adventure that will be remembered for days to come.
This is
(name)
, bringing you the news from
The Prime Minister of India, Mr Narendra Modi, congratulated the Australian team on their outstanding performance.
(location)
. Stay informed, stay connected.
Speak loudly, clearly and confidently. You can use props like your pencil box or water bottle as a mic for your presentation. 87
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Period 2 continued E & R Speak on the Spot
15 mins
Explain: Imagine yourself as a news reporter. Choose any one of the opening lines, key details and closing lines given for your report. Then, present it in the classroom. You also have to give an interesting headline to the report. 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 speak clearly and confidently with expressions and voice modulation. Guide them to maintain the body posture of a news reporter. If feasible, provide them with a microphone-like object to enhance their role-play. Model Responses: 1. Australia’s Fierce Performance to Win the Trophy The 13th edition of the ICC Men’s Cricket World Cup has been a great success. Ten teams contested for this valued trophy and kept the cricketing fans on the edge of their seats. India topped the points table in the league stage. All the teams competed fiercely against each other. India and Australia won their respective semi-finals. The final match was played at the Narendra Modi Stadium, Ahmedabad. The World Cup final had thrilling moments, unexpected twists, and fans cheering for their favourite teams. Australia won the World Cup trophy after their fierce performance. This is Megha Sahu, bringing you the news from Ahmedabad. Stay informed, stay connected. 2. Australia holds ICC Men’s Cricket World Cup 2023 Trophy The ICC Men’s Cricket World Cup 2023 was a blockbuster cricket carnival that dazzled fans across the globe. Ten teams competed fiercely to create history as world champions. In the thrilling league stage, India soared to the top of the points table. Throughout the competition, all the teams tried their best to overcome the challenges. The finals unfolded at the Narendra Modi Stadium between the cricketing titans—India and Australia. The final was a larger-than-life cricket adventure that will be remembered for days to come. The Prime Minister of India, Mr Narendra Modi, congratulated the Australian team on their outstanding performance. This is Vishal Khandelwal, bringing you the news from Chennai. Stay informed, stay connected. If the learners present well with proper structure and voice modulation, you may say, ‘It was well-presented’, ‘Keep it up!’ or ‘You spoke exactly like a news reporter’. If the learners struggle to present, you may say, ‘Try speaking like a news reporter’, ‘Try to speak a little louder’ or ‘Let’s do it together’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to record in the app the opening lines of your report about a monkey that was spotted in your locality, 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: Prepare a news report on an event that you have chosen from the options given on page no. 89. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, as if you are presenting a report, in front of older family members.
You may explain the structure of a news report from page no. 90. Motivate the learners to watch news on TV to get an idea on how to present as a news reporter.
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E-Speak 2 PROJECT 11D
Practise at Home
That’s a Monkey! A monkey was spotted in your locality. It was causing a lot of trouble to the residents and passers-by. What would be the opening lines of your news report? Speak in 4-5 lines.
Gaming Zone Catchy Headline
It’s Fun Time
Period 3
Look at the pictures below. Write catchy headlines for them.
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Catchy Headline. Say: Let’s now play an interesting game! Headlines are words or short phrases written for a picture that explain what it is about. Instruct: Look at the pictures and think of the headlines you would give them. Then, write an interesting headline for each picture in the space provided. You may ask these suggested questions. 1. What do you see in the first picture? (In the first picture, I see a busy vegetable market.) 2. What headline did you give to the first picture and why? (The headline for the first picture is ‘The Indian Vegetable Market’. It shows a busy Indian market scene with vendors selling various vegetables and fruits.) 3. When do you see the visuals given in the second picture? (I see such visuals during the Republic Day or the Independence Day celebrations.) 4. What headline did you give to the second picture and why? (The headline I gave to the second picture is ‘To the Sky and Beyond’. It shows a group of military aircraft flying together in formation.)
Listen Echo E-Speak 2
8 mins
Say: You did the digital project called ‘That’s a Monkey!’, where you recorded the opening lines of a news report about a monkey that was spotted in your locality. Instruct: Listen to my response to the project. ‘Monkey Business in Madhu Nagar The people of Madhu Nagar have spotted a monkey in their neighbourhood. The monkey was first spotted near a fruit stall. The fruit vendor had given him two bananas, which had made it go away. But it returned soon, and it has been attacking people in the neighbourhood since then.’ Say: Now, you will listen to another response and repeat after me. ‘Monkey Creates Chaos in Vikas Nagar A monkey in Vikas Nagar has created chaos in the neighbourhood. The wild monkey was first spotted near a temple. It was seen snatching goods and food from people’s hands. The children are scared of the animal.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: A monkey / in Vikas Nagar / has created / chaos / in the neighbourhood. The wild monkey / was first spotted / near a temple.
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
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Blackout in the City
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Waterlogging Crisis
A UFO Spotted in the Sky
Some incidents are happening in your city. Pick an event that you want to report about.
Chapter 11 • Reporting Live
1
Prepare a news report on an event of your choice. Practise and report the event in class.
The Prime Time
The Final Show
Plan and Speak
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89
Practise: Rehearse to read this report aloud as a news reporter. To get a better idea of presentation, you can listen to some TV news reports.
(tell your name, date, and place; sign off)
(end on a catchy note—ask a question / give a quote / re-state the main idea)
(what happened? when and where? what is the impact? what can happen next? etc.)
(summarise what the news is about in 1-2 sentences)
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Notes Corner
Speak loudly, clearly and confidently.
Use plenty of hand gestures and voice modulation as you report the event.
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Present: The stage is all yours now! Put on your journalist hat and report the event with great energy.
90
4
3
Signing off:
Closing lines:
Factual details:
Opening lines:
Headline:
(think of a catchy title that captures the news)
Write: Now, draft a short news report for the event you have chosen. Follow the hints.
News Topic:
2
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Today, you shall be reporting the event you have chosen. 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 plenty of hand gestures and voice modulation. Model Responses: 1. Hello, everyone! I have selected the news topic ‘Waterlogging Crisis’. The headline of my news report is ‘City Under Water Again’. Heavy rains damaged the city on Friday morning, flooding its northern part. An Orange Alert has been issued for the weekend. We have received an aerial view of the city, showing the affected parts clearly. We have also received reports from the Weather Department that heavy rainfall might continue all through next week. Residents have been advised to stay indoors and avoid travelling. The number of power cuts is also expected to increase. Reach out to us if you have any updates about the waterlogging crisis in your area. Our helpline numbers are at the bottom of the screen. This is Raman Sinha, signing off from Mumbai. Thank you and stay safe. 2. Hello, everyone! I have selected the news topic ‘Blackout in the City’. The headline of my news report is ‘The City in Darkness’. We could not present this news last night because, like you, we too were in the middle of a mega blackout. Hello and welcome! This morning, we are reporting live from the site where last night’s blackout started. Yesterday evening, most parts of our city faced one of history’s biggest blackouts due to a system failure in the power grid that supplies electricity to about 80% of the city. The officials have ordered a shutdown of many facilities, including private offices, restaurants and banks due to the power shortage. What are your thoughts on the condition of the power shortage in our city? Do you think it will improve anytime soon? Let us know by commenting on our social media posts of this news. This is Hardeep, signing off from Chandigarh, Punjab! You may appreciate all presentations and give concrete feedback on content, fluency and presentation style. If learners present their sentences confidently, you can praise them by saying, ‘Good try!’, ‘Keep it up!’, ‘Well done!’, etc. In case they struggle, you can say, ‘You were not that clear, try speaking loudly and confidently.’, ‘You have a good command of the language, just try to speak loudly’, etc. to boost their confidence.
Conclusion
2 mins
Say: In this chapter, we learnt to report important events around us clearly and accurately. We also learnt to identify important details and ideas from what we hear and read. We have learnt to interpret the basic structure of a news report. Now, we can put on a reporter’s hat and report like professionals!
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Chapter 12
Let Us Hear You
Big Skill: Making a presentation and giving feedback Learning Objectives: Learners will be able to: • give a presentation by organising one’s ideas and researches logically with sound reasoning. • give constructive feedback on others’ presentations by appreciating and making suggestions.
Chapter 12
Let Us Hear You
Period 1
Making a presentation and giving feedback
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Period 1 Warm Up
5 mins
Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12–Let Us Hear 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 classroom with a few students. / I see two students making a presentation. / I see a girl saying something to her class while her classmate, a boy, is holding a chart with the title ‘VOLCANO’.) 2. Which class do you think it is? (I think it is the Geography class, as the two students seem to be making a presentation on volcanoes.) 3. What do you think the girl could be saying? (I think the girl could be talking about how volcanoes are formed. / I think the girl could be talking about what volcanoes are.) Read aloud the model description of the cover page. Say: On the cover page, we can see a girl and a boy making a presentation. The boy is holding a chart on volcanoes. The girl is pointing at it and telling her class some important things about volcanoes. Her classmates are listening to her presentation.
Listen Text Comprehension
15 mins
Before the Text
Say: Say: Go to page no. 92 of your content book. We will read the text–In the Spotlight! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the picture? (I can see a classroom. The teacher is showing something on the screen. The students are listening to the teacher.) 2. What do you think the teacher could be teaching? (The teacher could be teaching English / Maths / Science / Geography.) 3. Do you have classes where your teacher uses a screen to teach? (Yes, I have classes where my teacher uses a screen to teach. / No, I do not have classes where my teacher uses a screen to teach.) Explain: We are going to read a text called In the Spotlight! It is about a girl, Anushka who will make a presentation on sports. The other students will give feedback on her presentation. The teacher also tells the students the correct way to give feedback. Now, let us begin reading. Instruct: Pay attention to how Anushka gives her presentation and how her classmates give her feedback.
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Listen
158
2
1
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spotlight (spot.lite): at the centre of attention
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fosters (fo.stuhz): promotes
enhances (uhn.haan.suhz): to make something better
constructive feedback (kuhn.struhk.tuhv feed.bak): valuable feedback
agile (a.jile): able to move quickly
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As the competition unfolded, it was clear that this was more than just a contest: it was a journey of self-discovery and self-improvement for these young, aspiring presenters.
Ms Malvika thanked Mridul and continued, “Remember, students, constructive feedback should be specific. Let’s continue sharpening our presentation skills.”
Mridul’s feedback brought a smile to Anushka’s face and she agreed to keep his suggestion in mind for the future.
Mridul was delighted to be chosen. He began, “Anushka, you started the presentation by greeting the audience. That’s a good way to begin. Your presentation touched upon the importance of sports in different aspects of our lives. I wish you had spoken more confidently.”
Kartika’s feedback disheartened Anushka. Ms Malvika was quick to notice this. She decided to step forward and remind the class about the correct way of giving feedback. She stated, “Dear Children,
4
3
Talking
your feedback should start with what you liked about the person’s presentation and be followed by suggestions, if any.” She continued, “Mridul, would you like to give your feedback to Anushka?”
Kartika was quick to share her thoughts. She remarked, “I think you missed some relevant points. You could have paused in between. The pace of your presentation was too fast,” she remarked.
As Anushka concluded, applause filled the room. Soon, the feedback session began. Ms Malvika, the English teacher, chose Kartika to provide her feedback.
And that concludes my presentation. Thank you for your attention.”
Engaging in sports plays a crucial role in our lives. It not only helps us stay healthy, fit, and agile but also shapes our character by teaching valuable life lessons. Participation in sports naturally fosters qualities like determination, self-control, hard work, teamwork, and responsibility. Regular physical activity not only enhances our physical well-being but also greatly benefits our mental health. Furthermore, engaging in sports leads to a well-rounded personal growth, boosting one’s confidence.
Anushka, the first presenter, stepped forward confidently. “Hello, everyone!” she began, “Today, I’m going to talk about something we all love—Sports!
In the lively classroom of Class 8, something exciting was about to happen. It was the Presentation Day, and each student had a chance to stand in the spotlight. They would take turns sharing their ideas, and their classmates would give them feedback.
In the Spotlight!
Period 1
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 their pronunciation. For example: ‘Agile’ means able to move quickly. It is pronounced as a. a.jile. You may stress on the syllable in bold, like ‘a’. You may pause at the annotations and ask these suggested questions. After 1 What do you think the teacher means by ‘stand in the spotlight’? (‘Stand in the spotlight’ could mean to stand in the centre / be at the centre of the class.) After 2 Why was Anushka disheartened? (Anushka was disheartened because Kartika’s feedback on her presentation only highlighted her weak points.) After 3 What is the correct way to give feedback, according to you? (I think feedback should always start with saying what you liked about the presentation and then followed by suggestions, if any.) After 4 Why was Anushka happy after Mridul’s feedback? (Anushka was happy after Mridul’s feedback because he first appreciated all the good points in her presentation. After that, he said that she just needed to be a little more confident.)
You can rephrase the learners’ responses into complete sentences and ask them to repeat those sentences. For example: I think feedback should always start by saying what you liked about the presentation and then followed by suggestions, if any.
After the Text
You may ask these suggested questions. 1. Have you ever made a presentation in class or anywhere else? What was the topic of your presentation? (Yes, I once made a presentation on the topic ‘Save Earth’ in my Social Science class. / Yes, I once made a presentation in my colony on ‘Do Not Litter’. / No, I have never made any presentations.) 2. Did you like the way Kartika gave her feedback? (No, I did not like the way Kartika gave her feedback because she only highlighted Anushka’s weak points.) 3. How was Mridul’s feedback different from Kartika’s feedback? (Kartika only talked about the weak points in Anushka’s presentation. Whereas, Mridul first talked about the good points about her presentation and then suggested the areas where she could improve.)
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Talking Book
your feedback should start with what you liked about the person’s presentation and be followed by suggestions, if any.” She continued, “Mridul, would you like to give your feedback to Anushka?” Mridul was delighted to be chosen. He began, “Anushka, you started the presentation by greeting the audience. That’s a good way to begin. Your presentation touched upon the importance of sports in different aspects of our lives. I wish you had spoken more confidently.” Mridul’s feedback brought a smile to Anushka’s face and she agreed to keep his suggestion in mind for the future.
Period 1
Ms Malvika thanked Mridul and continued, “Remember, students, constructive feedback should be specific. Let’s continue sharpening our presentation skills.” As the competition unfolded, it was clear that this was more than just a contest: it was a journey of self-discovery and self-improvement for these young, aspiring presenters.
agile (a.jile): able to move quickly
constructive feedback (kuhn.struhk.tuhv feed.bak): valuable feedback enhances (uhn.haan.suhz): to make something better fosters (fo.stuhz): promotes
spotlight (spot.lite): at the centre of attention
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160
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—agile (a.jile). Instruct: Repeat the meaning after me—able to move quickly. Instruct: Repeat the sentence after me—Hema was so agile that she could quickly climb up a tree. Repeat this process for the other keywords as well.
5 mins
Echo
Word
Pronunciation
Meaning
Sentence
constructive feedback
kuhn.struhk. tuhv feed.bak
valuable feedback
The class teacher gave constructive feedback on Anu’s presentation.
enhances
uhn.haan.suhz to make something better
Regular exercise enhances our body’s fitness.
fosters
fo.stuhz
promotes
A disciplined life fosters personal growth.
spotlight
spot.lite
at the centre of attention
Rina became very shy when she was suddenly in the spotlight for having written the best story.
You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The class teacher / gave / constructive feedback / on Anu’s presentation.
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 ‘agile’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. As Nitin was agile, he could complete the trek very quickly. 2. The teacher’s constructive feedback helped Varsha improve her grades in English. 3. Using fresh fruit enhances the taste of the custard. 4. The school fosters a diverse culture to maintain a healthy environment. 5. Hamid was in the spotlight when his article was printed in the local newspaper.
Conclusion
4 mins
Say: Today, we read the text In the Spotlight! In the text, Anushka makes a presentation on sports. Her classmates give valuable feedback on her presentation. We learnt how to make a presentation by organising one’s ideas and researches logically with sound reasoning. We also learnt to give constructive feedback on others’ presentations by expressing appreciation and making suggestions. We learnt the phrase, ‘constructive feedback’ and the words, ‘agile’, ‘enhances’, ‘fosters’ and ‘spotlight’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 94. Learn to give a presentation and feedback by listening to and repeating the projects given in the app. Chapter 12 • Let Us Hear You
E&R
161
E-Speak 1 Practise at Home PROJECT 12A
Kashvi’s Presentation! Kashvi is giving a small presentation on the lunar eclipse. Listen to the introductory lines of her presentation and record it.
PROJECT 12B
Lunar Eclipse!
Period 2
Kashvi talks about some interesting facts on the lunar eclipse. Listen and record it.
PROJECT 12C
Feedback Time! Rivaan, Kashvi’s classmate, gives his feedback on her presentation. Listen to his feedback 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–Let Us Hear You. In the last class, we read the text called In the Spotlight! In the text, Anushka makes a presentation on the topic ‘Sports’. The other students give her feedback. We learnt how to make a presentation by organising one’s ideas and researches logically with sound reasoning. We also learnt to give constructive feedback on others’ presentations by expressing appreciation and making suggestions. We learnt the phrase, ‘constructive feedback’ and the keywords, ‘agile’, ‘enhances’, ‘fosters’ and ‘spotlight’; and how to use them in sentences.
Say: Through the story and the projects, we are learning how to make a presentation by organising our ideas and researches logically and with sound reasoning. We are also learning to give constructive feedback on others’ presentations by expressing appreciation and making suggestions. Always remember that the feedback should start with what you like about the presentation followed by suggestions to make it better, if any. Constructive feedback should be specific and provide examples from the presentation that was made to you. Example from Text: In the text, Anushka gives a presentation on the topic ‘Sports’ where she talks about the importance of sports. She started and concluded her presentation with a greeting. Mridul, her classmate, gave Anushka feedback by saying, “Anushka, you started the presentation by greeting the audience. That’s a good way to begin. Your presentation touched upon the importance of sports in different aspects of our lives. I wish you had spoken more confidently.” This is the correct way to give feedback as he first told Anushka what he liked about her presentation and then he gave her a suggestion to improve in the future. Example from E-Speak 1: As a part of your homework project, you heard Kashvi and Rivaan talk about a lunar eclipse. Kashvi gave a presentation on the lunar eclipse. Rivaan gave feedback on her presentation and suggestions to improve it.
Echo E-Speak 1
8 mins
Say: Now, I shall speak what Kashvi and Rivaan talked about the lunar eclipse. Instruct: Repeat the Project 12A after me—Good morning, everyone. I am here to give a presentation on the topic ‘Lunar Eclipse’. A lunar eclipse occurs when the Earth comes directly between the Sun and the Moon. The Earth casts its shadow on the Moon, dimming it since the Sun’s natural light cannot reach the Moon’s surface completely. Lunar eclipses occur only during a full moon. Instruct: Repeat the Project 12B after me—The Moon looks red during the lunar eclipse because of the refraction of light in the Earth’s atmosphere. There is also one interesting story associated with lunar eclipse. Once, a famous explorer, Columbus, used lunar eclipse to get help from the natives while exploring new lands. Instruct: Repeat the Project 12C after me—That was a very nice presentation, Kashvi. You explained the phenomenon of lunar eclipse very well. You also shared some interesting facts about lunar eclipse which captured our curiosity. But I believe that you could have used a model or a chart for better explanation. You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Good morning, everyone. / I am here / to give / a presentation / on the topic / ‘Lunar Eclipse’. / A lunar eclipse / occurs / when the Earth / comes directly between / the Sun and the Moon. Chapter 12 • Let Us Hear You
Listen
163
Echo
Speak on the Spot Boost Your Speaking Habitat Loss and Destruction Give a short presentation in the class on the topic ‘Solar Eclipse—Cause and Effects.’
Good morning, everyone! I am ... Today, I am going to present on the topic ...
Period 2
Solar eclipses ... The Moon passes between the Earth and the Sun
blocking all or part of the Sun’s light
stops some or all of its light for a little while
The Moon moves in front of the Sun
This happens because ... The Moon’ shadow falls on the Earth
sunlight is blocked in certain parts of the Earth
The Sun is partially or fully covered
The effect of solar eclipse on the Earth is that ... decrease
slight drop
some animals show changes in their
solar power based technology,
in
in
behaviour, like birds returning to
may experience a temporary
brightness
temperature
their nest
drop in output
Speak clearly and confidently. You can add your own answers.
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164
Period 2 continued E & R Speak on the Spot
15 mins
Explain: You have to give a short presentation on the topic ‘Solar Eclipse—Cause and Effects’. 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 speak loudly and clearly while presenting. You may also tell them that they can add valuable points of their own. Model Responses: 1. Good morning, everyone! I am Vidhu Gupta. Today, I am going to present on the topic ‘Solar Eclipse—Cause and Effects’. Solar eclipses happen when the Moon passes between the Earth and the Sun. It blocks all or a part of the Sun’s light. This happens because the Sun is partially or fully covered when seen from the Earth. The effect of a solar eclipse on Earth is that there is a slight drop in temperature. Thank you. 2. Good morning, everyone! I am Siddharth Jain. Today, I am going to present on the topic ‘Solar Eclipse—Cause and Effects.’ Solar eclipses happen when the Moon moves in front of the Sun, when seen from the Earth. The Moon stops some or all of the Sun’s light for a little while. This happens because the moon’s shadow falls on the Earth. The effect of a solar eclipse on Earth is that solar power-based technology may experience a temporary drop in output. Thank you. 3. Good morning, everyone! I am Vanessa Gomes. Today, I am going to present on the topic ‘Solar Eclipse—Cause and Effects.’ Solar eclipses happen when the Moon moves between the Earth and the Sun. This happens because the sunlight is blocked in certain parts of the Earth above which the Moon is passing through. The effect of a solar eclipse on Earth is that some animals show changes in their behaviour, like birds returning to their nest. Thank you. If learners speak in complete sentences and correctly, you may give them feedback like ‘Well done!’, ‘I liked your presentation’ or ‘You presented well!’. If the learners struggle, you may give them feedback like ‘Let me help you’, ‘Let us try together’ or ‘You should speak a bit loudly’.
Conclusion
2 mins
Homework
1. E-Speak 2: You have to record in the app some qualities that are necessary for a good presentation. Look at the visual stimulus for help. 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 presentation on the topic ‘Artificial Intelligence—Transforming the World’. You can talk about what AI is, and its advantages and disadvantages. Practise saying the sentences aloud, again and again, in front of your family members. Chapter 12 • Let Us Hear You
165
E-Speak 2 PROJECT 12D
Practise at Home
A Good Presenter You best friend, Rashmika, has to give a science presentation. She is nervous and needs you to guide her with some qualities that are necessay for a good presentation. Share the qualities of good presentation in 4-5 lines.
Gaming Zone Word Within a Word
It’s Fun Time
Period 3
Make SIX words from the word FEEDBACK that contain 3 or more letters.
FEEDBACK
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Period 3 Warm Up
5 mins
Introduce the Gaming Zone activity to the learners—Word Within a Word. Say: Look at the word ‘feedback’. Instruct: You have to make smaller three or more letter words from the word ‘feedback’. For example, the word ‘feed’. You may ask these suggested questions. 1. What is the opposite of front? (The opposite of front is ‘back’.) 2. What is the past tense of the word ‘feed’? (The past tense of the word ‘feed’ is ‘fed’.) 3. When a person can’t hear, he/she is (When a person can’t hear, he/she is ‘deaf’.)
.
4. What do you cut on your birthday? (I cut a ‘cake’ on my birthday.) 5. Name the part of a bird that is used for eating food. (‘Beak’ is a part of a bird that is used for eating food.) 6. What is the past form of ‘bake’? (The past form of bake is ‘baked’.)
Listen Echo E-Speak 2
8 mins
Say: You did a digital project called ‘A Good Presenter’, where you helped your best friend, Rashmika, by telling her some qualities that are necessary for a good presentation. Instruct: Listen to my response to the project. ‘Hi Rashmika. If you want to be a good presenter, you should always be confident and speak loudly. Not only this, but you should also stand straight and focus on maintaining appropriate body language while presenting. You should speak clearly, with proper pauses. Always maintain eye contact with the audience.’ Say: Now, you will listen to another response and repeat after me. ‘Hello Rashmika. I know we get nervous while presenting, but we should remain calm and take deep breaths before starting our presentation. While presenting, we should speak loud and clear so that the audience can understand what we are saying. Always maintain a proper body posture while speaking.’
You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello Rashmika. / I know we get / nervous while presenting, / but we should / remain calm and / take deep breaths / before starting our presentation.
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
On the other hand,
AI is useful because
It was
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(tell two disadvantages of Artificial Intelligence)
(tell two advantages of Artificial Intelligence)
(when was Artificial Intelligence first created and how)
(talk about the concept of Artificial Intelligence)
Artificial Intelligence is a
Today, I am going to present my views on the topic
Good morning, everyone!
Write: Complete the sentences given below for your presentation. You may refer to the clues on the next page.
Chapter 12 • Let Us Hear You
1
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.
.
.
.
Notes Corner
You may use charts to support your presentation.
Make eye contact with your audience.
Pay attention to your body language and voice modulation while giving the presentation.
You can add your own lines.
Be confident while speaking.
Present: Give an engaging presentation on the topic in the class.
Practise: Practise saying your lines in front of your family members.
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98
3
2
privacy concerns
types of AI
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interpretation by machines
reasoning and problem solving
no alignment with human values
decision-making by machines
virtual assistants and chatbots
human intelligence in machines
fewer human jobs
enhances productivity
The Final Show
You have to prepare a small presentation on ‘Artificial Intelligence—Transforming the World’. Draft your presentation and practise it at home. Finally, present it to the class.
Presentation Time!
advancement in learning
Plan and Speak
Period 3
Period 3 continued E & R Plan and Speak
20 mins
Say: Now, you shall make a presentation to your class on the topic ‘Artificial Intelligence— Transforming the World’. 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 speak confidently and with a smile. Model Responses: 1. Good morning, everyone! Today, I am going to present my views on the topic ‘Artificial Intelligence— Transforming the World’. Artificial Intelligence (AI) refers to the development of computer systems that can perform tasks that require human intelligence. These tasks include learning, reasoning, problem solving, understanding natural language, speech recognition and visual understanding. It was first coined in 1956 during a conference at Dartmouth College, marking the official beginning of AI as a field of study. AI is useful because it’s changing our world by helping with tasks like searching the internet, playing games, and even making decisions. From talking to our phones to self-driving cars, AI is transforming how we live, work and connect with each other. On the other hand, AI systems may be open to hacking, posing risks to sensitive information. Relying on AI without human oversight can lead to errors. Thank you. 2. Good morning, everyone! Today, I am going to present my views on the topic ‘Artificial Intelligence— Transforming the World’. Artificial Intelligence (AI) means making computers do things that usually need human assistance. This includes learning, solving problems and understanding language and visuals. The term “Artificial Intelligence” was first used in 1956 during a meeting at Dartmouth College, starting the official study of AI. AI is useful because it can analyse large amounts of data to find solutions to complex problems. AI can perform repetitive tasks, allowing humans to focus on more creative and critical-thinking activities. On the other hand, AI may lead to the loss of jobs in certain industries as machines can replace some human tasks. Also, it has no alignment with human values. If learners present their sentences confidently, you can praise them by saying ‘Good try!’, ‘Keep it up!’, ‘Well done!’, etc. In case they struggle, you can say, ‘Let me help you’, ‘You can also add this point’, ‘You have a good command over your language, just try to speak loudly’, ‘You can read from the book if you want to’ etc. to boost their confidence.
Conclusion
2 mins
Say: In this chapter, we learnt to give a presentation by organising one’s ideas and researches logically with sound reasoning. We also learnt to give constructive feedback on others’ presentations by appreciating and making suggestions.
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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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