Grade 7 - Conversations - Teacher Manual (Sample)

Conversations

Thanks to globalization and the emergence of technologies, international boundaries have become blurred. English, to a high degree, is a commonly understood medium of communication. It is one of the key tools that students need to perform well today and in the future. According to a global study, while recruiting, 98.5% of employers implicitly or explicitly assess a candidate’s English communication skills! There is therefore a growing demand for English communication skills, because it empowers people and enables them to lead a better life.

Functional communication skills, involving aspects of LSRW (listening, speaking, reading and writing), are central to knowledge acquisition, children’s intellectual, social and emotional growth, and life-long learning.

Specifically, strong listening and speaking skills are not only vital in the overall language learning process, but also lead to better reading and writing skills. Yet, these foundational skills tend to be neglected in schools due to the high pupil-teacher ratio, lack of oral language-focused assessment, and most importantly, a lack of systematic and allocated practice time for these skills within the classroom.

Aligned with NEP 2020, NCERT learning outcomes and standardized to CEFR (Common European Framework for Reference) levels, Uolo Speak is a hybrid learning program that focuses on building, applying, practising, and assessing these core language skills.

First, through this book as one of the components of the program, the English classroom becomes an avenue to hone functional speaking skills in real time. The teacher-led activities give learners the opportunity to undertake high-quality, level-appropriate, and experiential activities that help to build confidence and expression in English.

Second, the mobile interface of the product ensures consistent practice of functional LSRW skills. These exercises go beyond traditional question types and employ cutting-edge technology to enable learning and generate instant feedback. For instance, learners practise speaking with Al (artificial intelligence), as if conversing with a real person!

Third, Uolo Speak assessment can be conducted by the school in sync with their academic calendars. The assessment is evaluated by Uolo’s English specialists to give performance report and feedback.

Finally, the reporting methodology used in the above three program components, generates a skill growth chart against CEFR levels for each learner, class and the school. Educators can then clearly identify learners who are reaching, meeting, and exceeding the level requirements, and support them accordingly.

Uolo Speak is a powerful, exciting, and unique experience for learners and teachers. It represents a real life and results-oriented approach to develop essential 21st century functional English skills.

Wishing all teachers, parents, and learners lots of fun and joyful experiences as you embark upon this exciting journey with Uolo Speak.

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.

Walkthrough

Each chapter is divided into three sections - Part A, E-Speak, Part B.

Part A should be completed in period 1, which includes reading aloud of a text and one listening-speaking activity to practise the competency targeted in the chapter.

E-Speak comprises two digital activities aligned with target competency, which can be accessed through the given QR codes. These activities can be done at home or in school.

Part B focuses on learners’ presentations, which is prescribed to happen in period 2 after adequate practice of the chapter competency. It begins with a small warm up activity.

Tells the chapter number and chapter title, along with an image to convey the main idea of the chapter

A text to be read aloud and discussed in period 1

Scan the QR code to watch the animation of the text on mobile app

Scan the QR code to listen to the pronunciation of difficult words from text

One listening speaking activity for practice in period 1

Prompts for learners to help them think before speaking

Quick tips for learners to help them make their presentations interesting

To get learners warmed up at the beginning of period 2

Digital section of the book, which features QR codes for two mobile app activities

Types of Activities

Learners work individually

Learners work in pairs

Learners work in groups of three/four/five

Teacher does the activity along with the whole class

Solo/pair/group presentations by learners, tied to the theme and competency of the chapter, in period 2

Graphic organisers for learners to plan for the presentation and write notes before speaking

Space for learners to reflect on peers’ presentations and write their thoughts

Chapter Outcomes

Chapter No. Chapter Name Big Skill

1 Episodes from Our Lives Narrating personal experiences around travel - verbally and digitally

2 Reporting Live! Reporting important events around them

Listening Speaking Competencies

Appreciate a narrative experience while listening to it Narrate travel experiences in detail with appropriate vocal and facial expressions

Capture important details and ideas by listening to news reports Report important events accurately and clearly

3 Are You a Storyteller?

Narrating stories to an audience

Listen attentively to stories and infer important details

Tell self-authored stories to an audience with adequate voice modulation and action

Random Student Selection Activities

In order to ensure the 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:

• Pick the name chits from a bowl.

• Call out the roll number in a random fashion.

• Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one whose name starts with A, the one whose name ends with P, the one who has a red bag.

• Throw a ball and give an opportunity to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object on to each 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.

Chapter 1 Chapter 2 Chapter 3

Student Number/Name

Plan and Speak

Speak on the Spot

Plan and Speak

Speak on the Spot x

Plan and Speak

Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9

Plan and Speak

Speak on the Spot

Plan and Speak

Speak on the Spot

Plan and Speak

Speak on the Spot

Plan and Speak

Speak on the Spot

Plan and Speak

Speak on the Spot 1 Student Tracking Sheet

Plan and Speak

Episodes from Our Lives

About the Chapter: Through this chapter, learners will develop the skill of narrating personal experiences around travel – verbally and digitally.

Listening Speaking Competencies: Students will be able to

• Appreciate a narrative experience while listening to it.

• Narrate travel experiences in detail with appropriate vocal and facial expressions.

Part A - Period 1

A Trip to Paradise

• Read the story aloud OR play the Talking Book in the class.

10 min

• Ask questions as follows. Invite responses from as many learners as possible.

Before Story: Point at the cover image. Ask: What travel destination do you think this is? Is it in India or abroad?

During Story: After “Then, suddenly, I caught a glimpse of this pyramid-shaped structure, standing majestically tall with a snow-capped peak!": What do you think this structure is? What other things and activities could Karthik see on the cable-car ride to the top of the mountain?

After Story: If you met Karthik, what would you ask him about Zermatt?

Speak on the Spot!

Plan Your Dream Trip

• Divide the class into pairs.

• Instruct:

A. Think about and decide on a place for your trip.

20 min

B. Refer to the 4 questions in the Travel Planner and discuss themWhere do we want to go? How and when do we want to go? What will we take with us? What will we do there?

C. Use the prompts to get ideas.

D. Give an example: We would like to go to a beach in Goa. We will go there by aeroplane. We will take a camera, some clothes and our ID cards. We will go sightseeing and taste some local food there.

• Allot 2-3 minutes to discuss.

• Say: Now I will call some of you to tell us about your travel plans. Take note of the following things:

A. First, tell us the name of the place where both of you would like to go.

B. Speak in complete sentences as you answer the 4 questions.

C. Speak fluently.

• Invite AS MANY pairs to present as possible. Select randomly through games. (pagevii)

• Sample:

Hello! We would like to go to Kanyakumari. It has beaches. We will be going there by train during the next winter break. We will take some new clothes, sunglasses & sunscreen, a camera, a backpack, and a cap with us. We will spend an entire day at the beach, drink lots of coconut water and eat seafood, and go to Indira Point by ferry.

Great work! Your travel destination is beautiful and exciting! Just one feedback though – Decide beforehand which member will present what, so that there is no confusion while presenting.

Homework 1: E-Speak

Instruct the learners to complete both projects in the E-Speak section.

Project 1: Reminiscing about Those Hills!

This project will be evaluated automatically. Scan the QR code to see your learners’ submissions.

Project 2: Live Streaming From…

This project will be evaluated by you. Scan the QR code to see your learners’ submissions.

Homework 2: Prepare for Part B

Explain steps 1-3 in the Plan and Speak section for prep-work. Facilitate as follows.

1. Instruct learners to think of a place where they have travelled recently.

2. Instruct learners to make notes on their travel experiences in the journal. Guide them to use the help words for ideas if needed. Explain different parts of the journal and give some examples.

3. Suggest they practise speaking their lines.

Time to Travel

• Instruct learners to sequence the actions to plan their trip.

• You could also set a time limit to give the activity the flavour of a fun competition!

• Invite a few learners to share their responses.

Plan and Speak

• Warm Up 5 min

A. Recapitulate the activity for the learners.

B. Instruct: Revise your notes. Practise how you want to present them.

• Presentation and Feedback 30 min

• Invite ALL learners for the presentation. Select randomly through games. (page vii)

Allow every person 1–2 minutes.

• Sample:

5 min Rachna July 5, 2022 Jammu Train

Parents and sister

We saw a local festival. We were interviewed by a local TV channel. Don’t miss the light-sound show in the evening!

• Appreciate all presentations. Give concrete feedback on content, fluency and presentation.

Thank you. I really appreciate how nicely you described your travel experience. It was very detailed. Your voice needs to be louder and clearer though.

Reporting Live

About the Chapter: Through this chapter, learners will develop the skill of reporting important events around them.

Listening Speaking Competencies: Students will be able to:

• Capture important details and ideas by listening to news reports.

• Report important events accurately and clearly.

Part A - Period 1

The Nail-Biting Match

• Read the story aloud OR play the Talking Book in the classroom.

10 min

• Ask questions as follows. Invite responses from as many learners as possible.

Before Story: Ask: How do you watch matches like cricket and badminton most often? Have you ever seen a live match?

During Story: After “Oh, dear! What will happen now?” Sana said worriedly.: What do you think will happen next? Do you think a sports person can win a match even with an injury? Can you give any examples of such a win?

After Story: Have you ever listened to sports commentaries? Can you tell how they do it?

Speak on the Spot!

Live Update from the Sports Carnival

• Say: Let’s imagine you are a news reporter for a sports event in your locality.

20 min

• Instruct: Choose any one event from the given images. Report about it as follows: First introduce yourself as a reporter and the event you are covering. Then, tell the time, date and place. Finally, tell 1–2 highlights of the sporting event.

• Give an example: Hi! This is Mehul reporting for the Free Race event from Aadarsh Colony in Gandhi Nagar, Gujarat. It is 10 a.m. on Sunday, 9 October. Twelve participants took part in the 100-meter race. To everyone’s surprise, the youngest participant Mehek, who is only 6 years old, won the race! A big round of applause for her! She received the prize from the RWA President.

• Allot 2–3 minutes to prepare for the presentation.

• Invite AS MANY learners as possible to present. Select randomly through games. (page vii)

• Sample:

Hello! I’m Anjana covering the Yoga Challenge from Sector 8, R.K .Puram, New Delhi. Seventeen participants took part in the yoga challenge. The challenge was to hold the Chakrasana pose for 2 minutes. It requires a lot of back flexibility and arm strength. The participants dropping from the pose were eliminated. Only 2 participants were able to stay in the game to the end - 43-year-old Ms Madhuri and her 11-year-old son, Aakash. The umpire declared a tie between them!

Wow! The coverage of the yoga challenge was quite interesting. The highlights you shared were so real and exciting as if we were there watching the match. I have only one feedback for you –

Homework 1: E-Speak

Instruct the learners to complete both projects in the E-Speak section.

Project 3: Coverage of Painting Exhibition

This project will be evaluated automatically. Scan the QR code to see the submissions of your learners.

Project 4: Local News

This project will be evaluated by you. Scan the QR code to see the submissions of your learners.

Homework 2: Preparation for Part B

Explain steps 1-3 in the Plan and Speak section for prep work. Facilitate as follows.

1. Instruct learners to choose any one event for their report.

2. Guide them to write a draft of the report in the given format. Explain different parts of the format.

3. Instruct learners to watch TV news to get some hints on how to present as a news reporter. Suggest they practice reading out their reports with adequate modulation.

You need to modulate your voice a lot more while reporting, so that people want to listen.

• Appreciate all presentations and give concrete feedback:

Catchy Caption

• Instruct: Look at the pictures. Think of interesting captions for them.

• Invite a few learners to share their captions.

Plan and Speak

The Prime Time!

5 min

• Warm Up 5 min

A. Recapitulate the activity for the learners. B. Instruct: Revise your reports. Do a quick practice of presenting your report.

• Presentation and Feedback 30 min

• Invite ALL the learners for presentation. Select randomly through games. (page vii)

• Sample:

The City in Darkness

Blackout in the

City

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. failure in the power grid that supplies about 80% of the electricity. The officials have ordered a shutdown of many facilities - private offices, restaurants and banks due to the power shortage. anytime soon?

Last evening, most parts of our city faced one of the history’s biggest blackout due to a system

What are your thoughts on the condition of power shortage in our city? Do you think it will improve This is Hardeep, signing off from Chandigarh, Punjab! Thank you for being with me today!

Great work, Hardeep! You covered all the important details, and your report was quite amazing. You really did sound like a professional reporter! Next time, you could hold your geometry box as a mike. It will make it even more interesting.

Appreciate all presentations. Give concrete feedback on content, fluency and presentation style.

Chapter 3 Are You a Storyteller?

About the Chapter: Through this chapter, learners will develop the skill of narrating stories to an audience.

Listening Speaking Competencies: Students will be able to:

• Listen attentively to stories and infer important details.

• Tell self-authored stories to an audience with adequate voice modulation and action.

Part A - Period 1

Nonna and the Missing Ring

• Read the story aloud OR play the Talking Book in the classroom.

10 min

• Ask questions as follows. Invite responses from as many learners as possible.

Before story: Ask: Have you ever had a chance to solve a mystery or crime? Tell us something about it.

During Story: After ‘Inspector Raghav arrived on the scene with his team.’: How do you think Inspector Raghav and his team are going to investigate this case? Who else can help in this situation?

After story: If you were in the place of Inspector Raghav, how would you have solved the crime?

Speak on the Spot! 20 min

Extend the Story

• Say: The thief’s partner went missing in the story.

• Instruct: Think what Inspector Raghav can do to catch the missing partner. You can use the prompts to get ideas.

• Give an example: Inspector Raghav can ask his team to interview the people present in the mall. He could get a face sketch done and then circulate the posters.

• Allot 1-2 minutes to think.

• Invite AS MANY learners to present their thoughts as possible. Select randomly through games (page vii).

• Sample:

Hello!IthinkinspectorRaghavshouldtakeapictureofthemissingpartnerfromtheCCTVvideo.Hemaythenshareit withallpoliceteamsinthecity.

Wow! You seem to have a super investigative mind! This idea could really help to solve the crime. I have one feedback for you – You could note down your ideas in future so that you don’t forget any detail while presenting.

Homework 1: E-Speak

Instruct the learners to complete both projects in the E-Speak section.

Project 5: Do You Dare?

This project will be evaluated automatically. Scan the QR code to see the submissions of your learners.

Project 6: The Imagination Zone

This project will be evaluated by you. Scan the QR code to see the submissions of your learners.

Homework 2: Preparation for Part B

Explain steps 1-4 in the Plan and Speak section for prep-work. Facilitate as follows.

1. Divide the class into groups of four.

2. Instruct the groups to discuss and choose the characters, setting and problem for creating their story. They are free to choose any kind of combination!

3. Instruct groups to discuss and create the draft of an exciting story with the chosen elements. Encourage them to use the tips given.

4. Suggest to learners that they pick one part each from the draft and practise speaking their lines. Together, they should be able to narrate a gripping story!

Appreciate all presentations and give concrete feedback:

Catch the Culprit!

• Instruct: Find the missing pair of the shoeprint. Then, complete the sentence.

• Set a time limit and see who finds it first!

Plan and Speak

Storytelling Carnival

5 min

• Warm Up 5 min

A. Recapitulate the activity for learners. B. Instruct: Revise your story and rehearse presenting it.

• Presentation and Feedback 30 min

• Invite ALL the groups for presentation. Select randomly through games. (pagevii)

• Instruct: In groups, present your stories. Make your narration as interesting as possible. Feel free to act, use props and innovate!

• Sample:

The Mystery of the Iron Box

A gardener and watchman were friends. They both used to work at the park near the lakeside.

One afternoon, while digging, the gardener hit something hard. He found a huge iron box. It was all rusty. He immediately called the watchman to check it. The watchman announced, “A box as big as this must have some treasure! Let’s find out!”

They were filled with excitement and joy! But, they did not know how to unlock it. Moreover, how to take it out of the park without no one looking!

They decided to carry it out that night to gardener’s hut. In the hut, they broke down the lock with a big bang! Alas! To their disappointment, it only had some old kitchen utensils.

Appreciate all presentations. Give concrete feedback on content, fluency, presentation style and teamwork.

Great work, group! Your story is amazing. I loved the twists; and the ending is so catchy!

I have one feedback for you - You can also choose to enact as different characters while presenting a story than simply reading it.

About this book

This “Conversations” book follows a unique spiraling approach that systematically builds language skills and enables children to express themselves verbally in real-world situations, thus preparing them for the needs of the 21st century world. Each chapter focuses on building specific and age-appropriate English language competencies and weaves together activities that are contextual, experiential, joyful and research-based.

Special features of this book:

• Activities based Learning: joyful and experiential activities that build English communication competencies.

• Texts as per NEP 2020 themes: 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.

• Assessment of Speaking & Listening as per CEFR: the program includes special assessments that allow systematic reporting of skill growth as per the CEFR.

• Teachers’ Manual: the book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo

Uolo partners with K12 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 8,000 schools with more than 3 million learners across India, South East Asia, and the Middle East.

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