DEPARTMENT OF SCHOOL EDUCATION

SPOKEN ENGLISH
TEACHER'S MODULE

Class 8

State Council of Educational Research and

The wise
possess all
Training, Tamilnadu.

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 PREFACE
The goal of the Department of School Education, Tamil Nadu is to
provide quality education to all learners in Tamil Nadu. Reforms have been
undertaken to improve the education sector with a view to make it globally
competitive. Reports such as National Achievement Survey (NAS), State
Level Achievement Survey (SLAS) and Annual Status of Education Report
(ASER) indicate the need for improved achievement in literacy outcomes.

Our Constitution provides Free and Compulsory Basic Education to all

children. This is with the aspiration to provide high quality education and
training to get the children ready to face global challenges.

The Department of School Education has had an increasing focus on the

quality of education especially on English language outcomes as English
serves as a platform for accessing global knowledge. The programme,
SPOKEN ENGLISH, focuses on building spoken language skills among
children of Classes 1 – 9. It will also enhance the use of ICT in improving
English literacy outcomes.

Let us make every child learn and speak English!

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 NOTE TO THE TEACHER
This teacher’s module is designed to help the teacher transact the
lesson effectively in the classroom. The teacher is expected to go through
the module the day before the class to ensure adequate preparation is
done for the class. Teachers are encouraged to device and use relevant and
contextually applicable teaching and learning resources that will improve
mastery of the content taught. Such resources may include flashcards,
real objects, pictures and wall charts.

The course and its materials enrich the content in the textbook and
aid in language acquisition.

COURSE DETAILS

Nature of Module Number of Topics

Teaching 30

Worksheets 67

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 Table of Contents

Sl. No. TOPICS Page No

1. CVC Words 1
2. Expressing Likes/Dislikes 3
3. Used Sentences 5
4. Tri-Syllabic Words 9
5. Singular & Plural 12
6. Classifying words 17
7. Pre-Position words 19
8. Describing words 23
9. Action words (Be-Verbs) 26
10. Action words (Do-Verbs and have verbs) 31
11. Pronunciation 36
12. Punctuation 44
13. Happening and Happened actions 47
14. Eyes Ice 50
15. Vocabulary Games 54
16. Vocabulary Games 57
17. Reordering Sentences 59
18. UK & US English 62
19. Reported Speech 67
20. Positive & Negative Sentences 71
21. Yes/No Questions 73
22. Newspaper, Storybook & Magazine 75
23. Telephone Conversation 78
24. Different Contexts 82
25. Objects and Events 84
26. Road Map 89
27. JAM Activities 93
28. Public Speech 94
29. Picture Reading 97
30. Story Telling 99

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 WEEK - 1
Topic : Formal & informal

Competency : Speaking using simple present tense

Learning Outcome : The students will be able to introduce themselves and others

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up The students will introduce 1 25
themselves
2. Activity 1 Use the guidelines and introduce 2 35
others
3. Assessment Introduce parents, family — 30
members and friends
Total 2 90

Warm Up

• The teacher asks the students to introduce themselves to the class, with the help of
the worksheet given.

• Students should talk in complete sentences

Worksheet: 1

Name
Native place
House
Favourite pastime
Friend’s name

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 Activity: 1

• Students should work in pairs

Worksheet: 2

• One student should collect information about the other, using the guidelines given be-
low and introduce him/her to the class: Later the roles can be reversed

Title Detail
DOB:
Mother tongue:
Favourite food:
Favourite colour:
Hobbies:
Favourite T.V. Channel:

The students can begin using different expressions.

“Hi meet my friend.”

“This is my friend.”

“I would like to introduce my friend………”

Assessment

The students can introduce their parents, friends, family members with photos.

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 WEEK - 2
Topic : Expressing likes/dislikes

Competency : Use of simple tense

Learning Outcome : Students will be able to express their likes /dislikes/preferences

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Talk about their preferences 1 25
2. Activity 1 Group Activity 2 25
3. Activity 2 Sentence Relay — 25
4. Assessment Picture talk — 15
Total 02 90

Warm Up

The teacher gives a worksheet to the students to express their likes and dislikes.

Students should talk about their preferences.

Example: I like fruits. I prefer apples to oranges.

Worksheet-1

I am _____________.

I like to eat _______ and_______.

I live in ________.

But I prefer _________to ________.

I do not like ______.

My friend likes ________and________.

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 But he prefers ________to ________.

He does not like __________.

Activity: 1

The teacher divides the students into groups of 4 or 5 students each.

They prepare a list of their likes/dislikes and share the reasons.

Worksheet-2

Name Likes Reason Dislikes Reason

Activity: 2

Teacher starts with a sentence stating , "I like pop-music”.

The students have to add their likes one by one after repeating what the others have said
before them.

‘The teacher likes pop-music, I like watching television.’

Another student adds a further item.

‘The teacher likes pop-music, -Jaya likes watching television, -I like ice-cream.’

Activity: 3

Teacher displays picture of food habits, flowers, fruits, reptiles, insects and make the stu-
dents say complete sentence.
I like Pizza.
I don’t like snakes.
I like rose.
I don’t like spider.

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 Note to the teacher: The teacher prepares maximum number of flash cards to cover all
the VOWEL sounds and must see to that all the students of both the teams are involved in
the game to learn the concept.
WEEK - 3
Topic : Often used sentences in schools, public places, formal and
informal situations

Competency : Speaking skill

Learning outcome : The students will be able to use correct sentences in formal
and informal situations

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Use phrases in different 1 15
situations.
2. Activity 1 Use phrases in sentences of 2 25
their own.
3. Activity 2 Request to repeat. 3 25
4. Assessment Differentiate the use of formal 4 25
and informal language.
Total 04 90

Warm Up

Congratulations

The teacher asks the students to tell, in what situations they use these phrases of congrat-
ulation.

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 Worksheet: 1

Activity: 1

With Pleasure

The teacher asks the students to sit in pairs and make use of the given phrases in sen-
tences of their own.

The teacher can help them with sentence constructions.

Worksheet: 2

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 Activity: 2

Excuse me

The teacher asks the students to sit in pairs. One student has to read a sentence from
the text book. The other student has to request him/her to repeat the same by using the
given words/phrases in the worksheet.

The teacher can help with sentence constructions.

Worksheet: 3

Assessment

Quizzing

The teacher asks the students to sit in pairs and practice the given expressions. A student
tells it aloud and the other student finds whether it is formal or informal.

The students take turns and complete the activity.

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 Worksheet: 4

S. No. Expressions Formal Informal

1. I’d be very grateful if you could….
2. That’s great, thanks
3. Hi, where’s the best coffee shop
around here?
4. Could you direct me to a quality
restaurant?
5. I’ve been monitoring your progress
carefully.
6. I’m watching how you are getting on.
7. Amazing!
8. This is an exceptional situation.
9. Well done friend!
10. Congratulations on your success

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 Note to the teacher: The teacher prepares maximum number of flash cards to cover
all the consonant sounds and must see to that all the students of both the teams are

WEEK - 4
involved in the game to learn the concept

Topic : Reading tri-syllabic words

Competency : Syllabification

Learning Outcome : The students will be able to syllabify words and read them

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Read random syllables and 1 15
words.
2. Activity 1 Group syllables. — 25
3. Activity 2 Re-arrange the jumbled — 25
syllables to form words.
4. Assessment Clap for each syllable. — 25
Total 01 90

Warm Up

Reading rocket:

Teacher asks the students to read a list of common syllables and consonants + le words in
random order given in the worksheet.

Students read as many syllables or words as they can.

The students read them aloud in a quick-paced drill.

Teacher does this on one to one basis.

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 Worksheet- 1

ing un ture ex dis com um in ter ment

er der ing dis un ver er ble tion ple

ter num ment ver bing der ex ple er bout

un ing com ter ple un ver tion der dis

bout un dis ver in ing der tion ex um

apple eagle sample marble tumble riddle circle ankle bottle double

dazzle temple vehicle temple sprinkle handle settle uncle single gentle

title little sparkle bottle tumble kettle bugle apple eagle simple

Activity: 1

Syllable Scoop:

The teacher writes some tri-syllabic words from their prescribed text book, on the chalk
board.

The students work with their partners to draw an arc, or to scoop with their finger, under
each syllable as they read each word aloud.

Visually identifying the common-spelling pattern makes reading the entire word easily.

For Example: t a b l e

Activity: 2

Word manipulation: (Tri-syllabic)

The teacher selects tri-syllabic words from the prescribed texts. Writes each syllable on a
note-card or bits of paper.

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 The teacher displays the syllables that make up one of the words in jumbled order.

Example:

fan

tas tic

Assessment

Let’s Play!

The teacher thinks of a simple word the students have learnt or know.

Example: apple, fork, baby

The teacher asks the students to clap one time as she/he says a syllable:

Example: /ap/ (clap) /ple/ (clap).

The teacher asks students to select tri-syllabic words from their text book and work with
their partners, and continues with the activity.

Example: Banana, strawberry, lemonade etc.

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 WEEK - 5
Topic : Singular and Plural

Competency : Increasing the Vocabulary of the learners

Learning Outcome : The students will be able to.....

• know singular and plural
• use appropriate Singular and plural forms of words in their
communication
• enrich their vocabulary

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Identify Singular and 1 20
Plural
2. Activity 1 Different forms of 2 30
Plurals
3. Activity 2 Challenging singular 3 30
& Plurals
4. Assessment Justify your answer 4 10
Total 04 90

Warm Up

Worksheet- 1

Read the following and identify singular and plurals from the passage.
The teacher asks one student to read the passage.
Other students listen to it and identify the singular and plural forms of words.

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 • We will begin with BOX and the plural is BOXES.
• Then one fowl is GOOSE but
• Two are GEESE.
• The plural of MOUSE is MICE.
• Yet the plural of HOUSE is not HICE but Houses.
• For MAN the plural is MEN
• But for PAN it is PANS not PEN.
• Take FOOT the plural is FEET, not FOOTS.
• Whereas for BOOT, the plural is BOOTS not BEET.
• For TOOTH, the plural is TEETH not TOOTHS.
• While for BOOTH the plural is BOOTHS not BEETH.

Activity: 1

Worksheet- \2

Divide the class into five groups and assign the following tasks to each group.

Group – 1
Read the following singular and plural words to the class.
Lead: Forming plurals by adding ‘s’ to the base word.
pen – pens
pan – pans
shirt – shirts
sweet – sweets
girl – girls

Ask others to add some more words.

Group – 2
Read the following singular and plural words to the class.

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 Lead: Forming plural by adding “es”
class - classes
bush – bushes
bench – benches
box – boxes
mango – mangoes

The group leader says the following rules:

Words ending with ‘ss’, ‘sh’, ‘ch’, ‘o’, ‘x take ‘es’with the base word to form plural.
Ask others to add some more words in this category.
Exception:
Words ending with “o” preceded by a vowel, will not take “es” but only‘s’ to form plural.
Example: bamboo – bamboos.

Groups–3
Lead: Forming plural by adding “ies”
baby – babies
ruby – rubies
lorry – lorries
lottery – lotteries
biography – biographies

Rule :
The words ending with “Y” and if “Y” is preceded by a consonant, they form plurals by
adding “ies “to the base word in place of “y”.

Add some more words in this category.

Exception: T
 he words ending with “Y” and “Y” is preceded by a vowel letter,
it takes only ‘s’ to form plural.
Example: Monkey – Monkeys
Donkey – Donkeys

Group – 4
Lead – Different plural
Some words will have different word to form plural.
Ox – Oxen

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 Goose – Geese
Mouse – Mice
Tooth – Teeth
Foot – Feet

Group -5
Lead: Forming plural by adding “ves" in the place of “fe" or “f".
Rule: Words ending with “fe" take “ves" to form plural in the place of “fe".
Knife – Knives
Shelf – Shelves
Calf – Calves
Wolf – wolves
Wife – Wives.

Say some more words.

Activity: 2

Worksheet- 3

Look at the following group of plural. Each group should select one set and read
to the class.

Set – 1 Set – 2 Set – 3 Set – 4 Set – 5

Misleading
Always Plurals Always Singulars Zero plural Dual Roles
Singulars
The following
Cattle News Equipment Politics words can be used
as both Singular
form as well as
Police Crossroads Alphabet Physics
plural forms.
Team Head Quarters Luggage Linguistics Family
Glasses Series Furniture Chinese Government
Spectacles Species Information Japanese Jury
— — — — Committee
— — — — Management

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 Assessment

Worksheet- 4

Divide the class into two groups and assign the following Task.
Say correct (or) in correct , if it is incorrect say why.

Group – A Group – B
1. We bought one dozen mangoes.
2. Scissors are an equipment to cut something.
3. The head quarters are Located in NewDelhi.
4. The luggages are very heavy.
5. Economics is a branch of study.
6. The committee are meeting next week.
7. Species are more in number.
8. Cattle is drinking water in the pond.
9. Trousers is very costly.
10. I received many informations.
11. There are 26 alphabets in English.
12. The labourers shifted the furnitures.
13. Statistics are my favourite subject.
14. Crossroads are always very busy.
15. The jury is divided into two.
16. The glasses are broken.
17. The police are arranging security for the chief minister.
18. My tooths are paining.
19. The mouses are playing in the Kitchen.
20. The oxen are used for ploughing the lands.

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 WEEK - 6
Topic : Classifying words (Parts of Speech)

Competency : Grammar

Learning Outcome : The students will be able to identify the words and their
part of speech

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)

1. Warm Up Identify Me — 15
2. Activity 1 Frame sentence — 25
3. Activity 2 Attractive Adjectives — 25
4. Assessment Students speak using both — 25
Total — 90

Warm Up

• The teacher uses the classroom situation to explain different parts of speech.
• The students listen carefully to the teacher and answer.
• The students identify the different parts of speech.

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 Activity: 1

Frame Sentence
The teacher asks the students to frame sentences using the words given in the box.
The teacher corrects the students while framing the sentences.

very — on but school smart under well carefully in

often ever below daily watch he never jam pond interest desk
above funny gently everywhere always

Activity: 2

Attractive Adjective
The teacher asks the students to add adjectives before their name.
The students add adjectives before the names of others too.
Example: Active Anbu
Sensitive Selvi
Frank Franklin
Sincere Siva
Disciplined Deepa

Each person starts by making a list of adjectives which describe her/his friend.
The adjectives should describe appearance and personality, and students should also list
likes and dislikes of their friend. They should say only positive adjectives.

The teacher asks the students to identify the parts of speech and its function.
1. Bob could not give his dog enough attention.
2. Dude! You really rock in that new sequined vest!
3. Do not let the dog near the fence with the horses.
4. After dinner Sam helped us to do our homework.
5. Send me the book tomorrow through Mary.
6. Bonnie could barely carry the heavy box of lettuce.
7. The sick horse could not breathe through her nose.
8. Whew! we passed our English quiz.

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 WEEK - 7
Topic : Pre-position words

Competency : Make correct use of prepositions

Learning Outcome : The students will be able to use prepositions correctly

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Define and learn prepositions — 15
2. Activity 1 Describe a room using 1 25
prepositions
3. Activity 2 Ask and answer questions — 25
using prepositions.
4. Assessment Correct use of prepositions 2 25
such as ‘in, on,at’
Total 02 90

Warm Up

Name that preposition:

The teacher defines prepositions and asks the students to give a list of as many
prepositions as they can.

Activity: 1

In my room
The teacher asks the students to draw a simple diagram of their room.
The teacher asks the students to use at least 10 prepositions to describe what is in his/
her room.
For example: My bed is against the wall and under a window. I have a poster on the
wall next to the window. I have three large pillows on my bed. The door is across from my
desk, and my desk is next to my closet.
Draw a simple picture of your room and describe it using at least 10 prepositions:

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 Worksheet- 1

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 Activity: 2

Something is wrong:
The teacher divides the class into two groups.
A student in Team A tells an unusual thing that can happen in a classroom. A student from
Team B corrects it.
For Example:
• The students are under the teacher’s desk.
• The teacher is in the black board.
• The book is under the television.
• If need be, the teacher can misplace certain things in the classroom. She encourages
them to ask and answer as many questions as possible to use prepositions.

Assessment

Picture Wheel
The teacher asks the students to look at the given picture wheel and frame as many
sentences as possible.
The teacher helps them with correct sentence formation.
The students tell their sentences aloud.
Example: I was vacationing in June.
I was studying on Sunday.
I was eating lunch at home.

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 Worksheet: 2

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 WEEK - 8
Topic : Describing words (Adjectives)

Competency : To know more about adjectives

Learning Outcome : The students will be able to describe clearly by using the right
adjectives

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1 Warm Up Sort out the nouns and 1 15
adjectives.
2 Activity 1 Write acronyms for their — 25
names.
3 Activity 2 Describe an object using — 25
adjectives
4 Assessment Describe their partners 2 25
Total 02 90

Warm Up

Sort it:
The teacher asks the students to sort out the nouns and adjectives.
The students classify it and say it aloud.

Worksheet: 1

Look at the following and sort out the nouns/adjectives and say it aloud to the class.

dog clever dirty cat boring ugly

pig dull stupid pretty imaginative girl

handsome scary thick long tree stairs

boy haunted mouse fat short house

thin chin good silly clock bad

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 Activity: 1

Adjective acronym.

The teacher asks the students to write their name and write an adjective to expand each
letter of their name.
The students think of adjectives, write them to expand their name and say it aloud to the
class.
For Example: A - Able
R – Restless
U – Unique
N – Naughty

Activity: 2

Passing the parcel.

The teacher asks the students to stand in a circle, plays music and passes an object in the
circle.
The teacher stops the music in between and the student who has the object in hand has
to describe an object that the teacher points out. It can be anything.... furniture, fruit,
candy, class room items etc.
The activity continues till all the students get a chance to describe something.

Assessment

Order of adjectives:
• The teacher asks the students to work in pairs and make use of the given adjectives in
the worksheet and describe their partner.

• The students are free to choose any order and any number of adjectives. It can be like
1,3,5 or 5,7, 4.

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 Worksheet: 2

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 WEEK - 9
Topic : “Be” Verbs

Competency : Develop speaking skills using “Be” Verbs

Learning Outcome : The students will able to.....

• use appropriate be verbs in their communication
• acquire fluency and accuracy in their conversation

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Riddles 1 10
2. Activity 1 Self-Introduction 2 40
3. Activity 2 Find out the answer 3 20
4. Assessment Who am I? 4 20
Total 04 90

Warm Up

Worksheet: 1

Ask the following riddles to the class and get answers.

Where do the bees go for transport?
What falls down but never gets hurt?
What is very light but can never be lifted?
Why can’t the leopard escape from the zoo?
What makes a tree noisy?

It is for motivation. The teacher asks the riddles and gets answers.
Answers:
1. School buzz
2. Rain
3. Bubble
4. It is spotted
5. Its bark

Note: The teacher can add more riddles.

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 Activity: 1

Prepare crown cards having the following words written on it.

Worksheet- 2

is am was are

be were been being

Divide the class into eight groups and assign one crown card to each group. The group
may have minimum four members. Ask them to introduce themselves.

GROUP: 1 “Am”
Member-1 : • I am a be verb.
Introduces • I am an auxiliary verb.
• I am also called as a helping verb.
• I belong to “be” verbs family
Member-2 : It is used with subject “I” in present forms.
Says its use
Member-3 : I am a boy.
Say an example
Member-4 : I am not hungry now.
Uses in Negative form

GROUP: 2 “Is”
Member-1 : • I am “is".
Introduces • I am an auxiliary verb.
• I am also called as helping verb.
• I belong to “be” verbs.
Member-2 : It is used with third person singular subjects in present tense.
Says its use
Member-3 : He is a football player.
Gives an example
Member-4: It is not the correct answer.
Uses in Negative form

GROUP:3 “Are”

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 Member-1 : I am “are”.
Introduces I belong to “be” verbs.
Member-2 : It is used with ‘you” and plural subjects in present tense.
Says its use
Member-3 : They are good people.
Gives an example
Member-4 : You are not the leader.
Uses in Negative form

GROUP: 4 “was”
Member-1 : I am the auxiliary verb “was”
Introduces
Member-2 : It is used as the past form of “am” and “is”
Says its use
Member-3 : Suresh was a small boy.
Gives an example
Member-4 : Ragu was not present yesterday.
Uses in Negative form

GROUP: 5 “Were”
Member-1 : I am used the helping verb “were”
Introduces
Member-2 : It is used as past form of “are”.
Says its use
Member-3 : The players were very brisk.
Gives an example
Member-4 : The children were not playing.
Uses in Negative form

GROUP: 6 “be”
Member-1 : I am “be” the mother of the primary auxiliaries.
Introduces
Member-2 : It is used with modal verbs.
Says its use
Member-3 : The leader should be there.
Gives an example
Membrer-4 : It cannot be the right answer.
Uses in Negative form

GROUP: 7 “being”
Member-1 : I am also an auxiliary verb.

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 I belong to “be” verb family.
Introduces
Member-2 : It is used in passive voice.
Says its use
Member-3 : The picture is being drawn by Senthil.
Gives an example
Member-4 : The problem is not being talked about anymore.
Uses in Negative form

GROUP: 8 “been”
Member-1 : I am “been”
I am the eighth member of “be” verb family.
Introduces
Member-2 : It is used in perfect continuous Tense forms.
Says its use
Member-3 : We have been learning English for ten years.
Gives an example
Member-4 : The lights have not been put out.
Uses in Negative form

Activity: 2

Worksheet- 3

Read the following sentences with the correct forms of “be” verbs given
in brackets.
1. I_______(am/is) a government employee.
2. The alarm bell ______ (has been/ have been) ringing for two minutes.
3. The car is __________(being/been) driven by the driver.
4. Selvi ____(was/were) a young girl ten years ago.
5. The boys________(are/were) arranging the shelf now.
6. Shakespeare_______(was/were) a poet.
7. There _______(was/were) a number of books in the cupboard.
8. Cat ________(is/are) is a domestic animal.
9. It_______(is/was) being implemented.
10. We___(are/were) planting saplings last year.

Note: The teachers can add more sentences.

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 Assessment

• Divide the class into two groups ‘A’ and ‘B’.

• Give 4 of the following riddles to group ‘A’
• Give the other 4 riddles to Group ‘B’.
• They should ask each other and answer them.
Note: Teachers can add similar riddles.

Worksheet- 4

Group: A

Who am I?
1. I am auxiliary verb; I am used with “You” in present tense.
2. I am a member of “be” verb family I am used with third person singular subjects in present tense.
3. I am a helping verb and used with “I” in present tense.
4. I am used as the past form of “are”

Group: B

Who am I?
5. I am the past form of am and is
6. I am the mother of all primary auxiliary verbs.
7. I am used in passive forms in continues Tenses.
8. I am used in perfect continues Tense forms.

Answers:

Group: A 1. are
2. is
3. am
4. were

Group: B 1. was
2. be
3. being
4. been

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 WEEK - 10
Topic : “Do” Verbs and “Have” Verbs

Competency :

Learning Outcomes : The Students will be able to.....

• use appropriate “Do” Verbs and “Have” verbs in their
conversations
• acquire a command over auxiliary verbs for communication

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Framing own sentence 1 10
2. Activity 1 Introducing my friend 2 30
3. Activity 2 Self-Introduction 3 30
4. Assessment Say right answer 4 20
Total 04 90

Warm Up

Worksheet- 1

Look at the following verbs. Frame your own sentence using the verb
and say it to the class.
1. Do_________________.
2. Does_________________.
3. Did_________________.
4. Done_________________.
5. Doing_________________.
6. Have_________________.
7. Has_________________.
8. Had_________________.
9. Having_________________.

Note: Ask everyone in the class to say a sentence one by one at random.

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 Activity: 1
Worksheet- 2
Prepare crown cards for the “Do” verbs and “Have” verbs.
Say their use as main verbs
Divide the class into groups of four members.

GROUP: 1 “Do”
Member 1 : Wears the crown of “Do” verb
Wears the crown
Member 2 : He is “Do”. He belongs to primary auxiliary group.
Introduces the verb
Member 3 : It is used as main verb.
Gives its use and an example
Member 4 : I do not walk fast.
Gives an example in Negative form

GROUP: 2 “Does”
Member 1 : Wears the Crown “Does”
Wears the crown
Member 2 : It is “does”
Introduces the verb
Member 3 : It is used with third person singular subject.
Gives its use and an example
Member 4 : She does not write a letter.
Gives an example in Negative form

GROUP: 3 “Did”
Member 1 : Wears “Did”
Wears the crown
Member 2 : His name is “did”
Introduces the verb
Member 3 : It is used as the past forms of “Do” Malini did it
Gives its use and an example
Member 4 : Malini did not come to school yesterday.
Gives an example in Negative form

GROUP: 4 “Doing”
Member 1 : Wears “Doing” Crown.
Wears the crown
Member 2 : This is doing.
Introduces the verb

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 Member 3 : It is used in continuous tense and as a gerund.
Gives its use and an example Kavin is doing textile business.
Member 4 : Kala is not doing it properly.
Gives an example in Negative form

GROUP: 5 “Done”
Member 1 : HE is Do
Wears the crown of Done
Member 2 : Past participle of “Do” Its "done".
Introduces the verb
Member 3 : It is used in the perfect tense.
Gives its use and an example Susila has done a good job.
Member 4 : Sasi had not done her homework.
Gives an example in Negative form

GROUP: 6 “Have”
Member 1 : It is “have”
Wears the crown
Member 2 : It is used for denoting possession.
Introduces the verb
Member 3 : I have a car.
Gives its use and an example
Member 4 : I have no bike.
Gives an example in Negative form

GROUP: 7 “Has”
Member 1 : “Crown”
Wears the crown
Member 2 : It is “has”
Introduces the verb
Member 3 : Ragini has a good knowledge in Grammar.
Gives its use and an example It is used with third person singular subject.
Member 4 : Renu has no red colour pen.
Gives an example in Negative form

GROUP: 8 “Had”
Member 1 : Crown
Wears the crown
Member 2 : It is had
Introduces the verb
Member 3 : It is used as the past form of “have” and “has”
Gives its use and an example They had three cows last year.
Member 4 : I had no calculator during my school days.
Gives an example in Negative form

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 GROUP: 9 “Having”
Member 1 : Crown card
Wears the crown
Member 2 : It is "having".
Introduces the verb
Member 3 : It is used in continuous tense.
Gives its use and an example We are having our lunch.
Member 4 : They are not having any urgent work.
Gives an example in Negative form

Activity: 2

Ask the crown card holders to stay back and make self introduction to say their
use as auxiliary verb.

Worksheet: 3

Ask the crown card holders to stay back and make self introduction to say their
use as auxiliary verb.
1. Do: I am a.v. “do” I don’t waste my time in idle talk.
2. Does: I am a.v. “Does”. Kumar does not come to play.
3. Did: I am a.v. “Did ” The farmers did not get loans.
4. Doing: I am a.v. ”doing”. Mani is not doing any mistake.
5. Done: I am a.v. “Done’
I don’t have a.v. role. I will come as only main verb.
I am past participle form of “Do”.
The students have done their homework.
6. Have: I am a.v. have. My parents have not scolded me.
7. has: I am a.v. ‘has’ I am used in present perfect tense.
The peon has not rung the bell.
8. had: I am a.v. had. I am the past form of have (or)
had used in past perfect tense. The train had left the station.
9. having: I am a.v. “having” I am used in continuous form of “have”
I am having lunch.

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 Assessment

Worksheet-4

Look at the following sentences and say whether they are used as a main
verb or auxiliary verb.
1. The maid is doing household work.
2. The gardeners are watering the plants.
3. The conductors do not use carbon sheets nowadays.
4. I am the leader of the class.
5. The flowers have fragrant scent.
6. Elephants do not lay eggs.
7. The price is so high.
8. Vehicles have Registration numbers.
9. Vimala has her own computer.
10. Radha was playing Tennis.

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 WEEK - 11
Topic : Pronunciation

Competency : Pronouncing words accurately

Learning Outcome : The students will be able to pronounce accurately in their speech

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Sound pairs 1 15
2. Activity 1 Guess-Guest 2 40
3. Activity 2 Read it aloud 3 10
4. Assessment Sssh… Silent. 4 25
Total 04 90

Warm Up

Sound pairs
Teacher reads the words in the worksheet given.
Students read those words after the teacher.

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 Worksheet: 1

Activity: 1

Guess-Guest
Teacher practices the students to read the following words

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 Worksheet: 2

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 Activity: 2
Read it aloud
• Teacher reads the words.
• Students say it aloud after the teacher.
• Sound symbols are for teachers.

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 More Practice on Consonant Sounds
Worksheet: 3

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 Assessment

sssh… Silent
Worksheet: 4

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 Note to the teacher: The teacher can help children speak correct sentences by giving

WEEK - 12
them key terms written on the board so that they can speak simple correct sentences
without any struggle

Topic : Punctuation

Competency : Reading Skill

Learning Outcomes : The students will be able to read with correct punctuation

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Who am I? 1 15
2. Activity 1 Know the meaning 2 25
3. Activity 2 Beautify me 3 25
4. Assessment Punctuate 4 25
Total 04 90

Warm Up

Who am I?

Note to the Teacher

The teacher divides the class into six groups and asks them to punctuate the given
sentences. Each group is named after one punctuation mark.

Worksheet: 1

Group Names are Period (.) Comma (,) Exclamation Mark(!) Question Mark (?) Apostrophe
(') Quotation Mark ("_")

1. I am so excited to see my family for Christmas

2. What day of the week is your favorite
3. You need to do your homework right after dinner
4. Please take out the trash when you get home
5. My favorite team won the game
6. What do you want to eat for lunch
7. I had a great time at your party
8. Do you know what time it is

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 9. How do we get to the amusement park
10. I can't wait to go on summer vacation
11. What is your favorite food
12. I had a crazy day at school
13. When are we going to the museum
14. You need to complete your homework on time daily
15. Why do we have to go home so early

Activity: 1

Know the meaning

The teacher asks the students to read the paragraph given below.
One paragraph is without punctuation and another with punctuation
Now the teacher explains to students the importance of punctuation in a sentence.

Worksheet: 2

WITHOUT PUNCTUATION
drgrant my dear drsattler welcome to jurassicpark they turn and look at the view
againits a beautiful vista reminiscent of an african plain a whole herd of dinosaurs
crosses the plain maybe a hundred that we see in a quick glance alone ellietheyre
absolutely theyre moving in herds they do move in herds

WITH PUNCTUATION
"Dr. Grant, my dear Dr. Sattler. Welcome to Jurassic Park." They turn and look at
the view again. It's a beautiful vista, reminiscent of an African plain. A whole herd
of dinosaurs crosses the plain, maybe a hundred that we see in a quick glance
alone. "Ellie, they're absolutely — they're moving in herds. They do move in herds!"

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 Activity: 2

Beautify me

The teacher gives the lines and asks the students to punctuate and read it aloud.
The students learn to use punctuation by understanding the meaning of the sentences.

Worksheet: 3

perhaps you dont always need to use commas periods colons etc to make sentences
clear when i am in a hurry tired cold lazy or angry i sometimes leave out punctuation
marks my uncle Harry once said he was not very clever and i never understood a
word he wrote to me i think ill learn some punctuation not too much enough to write
to Uncle Harry he needs some help

Assessment

Worksheet: 4

Punctuate the following sentences.

a. i like playing with my friends sandy sunny sameer
b. we went through the smoky mountains, near shimla on our way to leh
c. my favourite soap is pears and my favourite toothpaste is pepsodent
d. im a catholic and that’s why i go to stjosephs school
e. my friend priya speaks german
g. hindusmuslimssikhschristians live together she is teaching me some words
f. he was honest sincere hard working in India
h. long ago in a town in switzerland there lived a famous man called william
i. akbar the greatest of the mughal emperors ruled wisely
j. tanya said to ilarahul is a nice guy

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 Friendly, little, big, jolly, crazy, generous, noisy, colourful, smart, new, terrific

WEEK - 13
Choose the words listed above or add your own and say the story again without
using the word nice .

Topic : Happening and happened actions (Present and Past Continuous

Tense)
Competency : Developing Communicative Skills among the students and
enabling them to improve the creative skills.
Learning Outcome : The students will be able to.....
• the Students learn different tense forms and their usage.
• they learn to use appropriate tense forms according to the contexts.
SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Tense Identifying game 1 15
2. Activity 1 I will name you will form 2 30
3. Activity 2 Miming 3 30
4. Assessment Changing tense 4 15
Total 04 90

Warm Up

Worksheet: 1
• Divide the class into Two groups.
• Give the following names to groups.
• Group A - present continuous tense, Group B - past continuous tense,
• Read the following sentence and identify the sentence which has your group name.
• The one finishes first is the winner.
1. The train is moving from the station
2. I am eating lunch now
3. They were writing the examination
4. We were living in chennai
5. She is studying her lessons
6. Sam was sleeping there
7. The Farmers are plouging the land
8. He is baking the cake
9. Mala was attending the class
10. John was playing the piano
Add more sentences for the time

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 Activity: 1

Worksheet: 2

The teacher prepares name cards for the students., i.e. He/She writes each names in
separate small pieces of paper(or) cards and puts into a Box. By lot system, He/She
takes one card, whose names comes, he/she has to tell a sentence in a tense form
assigned to them. Each student says a sentence using present continuous tense (or)
past continuous tense.
Example:
• Ravi –I am reading news paper daily
• Rani - My father is driving the car

Activity: 2

Worksheet: 3

Task -1
Look at the action performed by your classmate by miming and say the sentence in
present continuous tense .15 –minutes time for Group – ‘A’. They do miming one by
one and members of Group B. Say it in present continuous Tense.

Task -2
The members of Group – ‘B’ will do miming. Group ‘A’ should say it in past continuous
Tense. Each one should do “miming “like.
Writing Combing the hair
Reading Sweeping the floor and so on
Drinking water

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 Assessment

Students do the activity one by one. One student can be called once.

Read the following sentence and call any of your classmate to change it into
other tense as directed.
Worksheet: 4

Sl. No. Sentences To be changed

1. He was asking my name Present continuous tense
2. I was reading a book Present continuous tense
3. The girls are walking Past continuous tense
4. Deepa was playing football Present continuous tense
5. Ram is dancing on the stage Past continuous tense
6. Engineers were building a bridge Present continuous tense
7. Tom is eating an apple Past continuous tense
8. My mother was working in a farm Present continuous tense
9. My brother is working in London Past continuous tense
10. Aravind was drinking a cup of milk Present continuous tense

Add more sentences if time permits.

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 WEEK - 14
Topic : Homophones

Competency : Speaking Skill - Homophone

Learning Outcome : The students will be able to …

• distinguish the meaning of the confusing words
• develop effective communicative skills
• learn to use appropriate vocabulary

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Give meaning of the words 1 15
2. Activity 1 Describe different situation 2 25
3. Activity 2 Distinguish between confusing words 3 25
4. Assessment Use the correct word 4 25
Total 04 90

Warm Up

Note to the Teacher

• The teacher describes different situations using homophones and asks the students to
identify the correct words to be used in the sentences.
• Then the teacher asks the students to give correct meaning for the homophones given
below and use them in sentences.

Worksheet: 1

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 Activity: 1

The teacher asks the students to choose the best homophones that fit the sentence.

Worksheet: 2

Activity: 2

There are some more words that can be confusing.

Some common – ‘its and it’s / your and you're / there, their and they're / to, two and too’.
It is important to learn the meanings of homophones for they can be confusing since they
sound the same but have different spellings and meanings.
Use the worksheets given below for extra practice.
1. My parents (allowed / aloud) me to watch a movie with my friend.
2. I had (eight / ate) rupees left to buy an ice cream.
3. I could (not / knot) my shoelaces properly.
4. My favorite team had (one / won) the world series.
5. We stayed at the (in / inn) overnight.
6. My mom waited for the (sale / sail) at the store before she went shopping.
7. My friend Sarah has (red / read) hair.
8. I felt (week / weak) after I worked the whole day.
9. I (led / lead) my friend to the bench where I liked to eat lunch.
10. My parents told me to (cell / sell) my bicycle.

Worksheet: 3

Choose the correct answer that fits the sentence. (its / it's)
1. Do you know if ____ the answer to the problem?
2. I can tell that ____ collar is choking the dog.
3. We made ____ sweater very snug around the neck.
4. Do you know if ____ going to run or walk?
5. ____ very nice to see you in the morning,
6. ____ peculiar that no one showed up to dinner on time.
7. ____ size is what allows it to scare other dogs.
8. I think ____ a good idea to bring a gift to the party.
9. Make sure ____ fur does not get caught in the rug.
10. I think ____ one of the best products on the market.

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 Choose the correct answer that fits the sentence. (your / you're)

1. I want to show ____ art piece at the exhibit.

2. Do you know if ____ mother will make it to the show?
3. Make sure ____ ready for our vacation next week.
4. Why do ____ parents not want you to attend the field trip?
5. I want all of ____ things out by this afternoon.
6. ____ best friend seems very dependable.
7. I know that ____ siblings will help you with your packing.
8. Please tell me ____ full name.
9. Do all of ____ friends like to watch movies?
10. Please do all ____ homework before you go to bed.

Choose the correct answer that fits the sentence. (there, their, they're)
1. Look over ----- at the condition of the house.
2. Please place the furniture over -----.
3. It was ----- opportunity but they blew it.
4. ----- going to college in a couple of years.
5. Next available day is Monday.

Choose the correct answer that fits the sentence. (to, too, two)
1. I have __thank you for a job well done.
2. What are the last__spelling words?
3. It is __late to get settled in.
4. Those are my favorite___ instruments.
5. I have exactly __pairs of shoes under my bed.
6. There are__ potatoes left on our plates.
7. We lost__ of our best players due to injury.
8. We were available ___perform at the show.
9. It takes__ long to collect all the money.
10. Make sure__ go to the principal's office

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 Assessment

Worksheet: 4

1. I _______my favorite book at night.

2. We chose to walk up the ________instead of using the elevator.
3. The captain _______his team to victory.
4. My friend had to _________ the seal in order to open thejar.
5. My family stayed at the __________overnight.
6. The evil which was very scary at___________.
7. We took a _______across the entire country for vacation.
8. I _______ a loudgrown when the monster cut off its toe.
9. I walked ________the bookstore during the afternoon.
10. My team wears ________uniforms for homegames.

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 WEEK - 15
Topic : Vocabulary Games
Competency : Speaking skill
Learning Outcome : The students will be able to…
• identify suitable words
• arrange the words into sentences
• converse fluently in English

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)

Pictionary – Draw pictures and —

1. Warm Up 15
identify the words
Charades- Enact and identify —
2. Activity 1 25
the words
3. Activity 2 Describe and draw the pictures — 25

4. Assessment Find out related words — 25

Total — 90

Warm Up

• Students work in pairs.

• One student picks a card with a word written on it and draw a picture of that word on
the board.

• The other student identifies the word with the help of the picture and use it to frame a
complete sentence.

Example:

(Picture of a boat sailing on the water)

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 Boat, man, water

The man is rowing the boat

Activity: 1

Charades

• Students are divided into groups of 4/5 members each.

• The teacher writes down words/phrases on slips of paper.

• One member picks a slip and enact it to the rest of the team.

• Time limit should be given.

• The rest of the team guess the word.

• Once it is done, another team will be called to do the same.

• This goes on till all the students get a chance to act.

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 Activity: 1

Describe and Draw

• Students work in groups of 4/5 members each.

• The teacher gives a picture to the group.

• One student is selected to draw the picture on the board.

• He/she should not look at the picture.

• The rest of the team should describe the picture clearly to help the student draw it
correctly.

Assessment

Out related words

• The teacher asks the students to pick out the words used in the activities and give
more words related to that.

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 WEEK - 16
Topic : Vocabulary Games
Competency : Speaking skill
Learning Outcome : Students will be able to.....
• identify synonyms and antonyms
• construct sentences
• communicate in English coherently

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Find out the synonyms, — 25
antonyms in the context and
read out loudly
2. Activity 1 Allot a letter to each group and — 25
let them find out the words in
dictionary
3. Assessment Prepare a role play by using — 40
the same words that they have
used in the previous activities
Total — 90

Warm Up

• The teacher divides the class into 3/4 groups and asks them to find out the synonyms
and antonyms in the English text book.

• The teacher guides the students to prepare rotating charts which represent the
synonyms and antonyms.

• Volunteers from each group will come forward and read out the words loudly.

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 Activity:

• The teacher divides the class into 3/4 groups and allots a specific alphabet to each
group.

• Students are motivated to find out the words for that letter and find out the synonyms
and antonyms.

• Students can use the words to make a readable sentence.

• Volunteers from each group can come and read out the sentences loudly

Assessment

Role play

• The teacher asks the students to work in pairs. Students should list out the words that
they have used in those activities.

• The teacher asks the pair to prepare a role play by using those words and present it in
front of the class.

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 Note to the teacher: The teacher prepares maximum number of flash cards to cover all
the VOWEL sounds and must see to that all the students of both the teams are involved in
the game to learn the concept.
WEEK - 17
Topic : Reordering sentences

Competency : Students use sentence pattern

Learning outcome : The students will be able to identify sentence patterns

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)

1. Warm Up Picture talk 1 20

2. Activity 1 Listen and repeat — 25
3. Activity 2 Introduction of complement — 25
sentence
4. Assessment Flash cards — 20

Total 01 90

Warm Up

Congratulations

The teacher shows some pictures to the students. Ask them to identify what activity is
going on in the picture

Worksheet: 1

What is the girl doing? What are the women doing? What is the man doing?

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 What is the boy doing? What is the man doing? What is the boy doing?

Activity: 1

• The teacher gives examples for SV PATTERN.

Example: She draws.

Ask each student to give variation by changing one element at a time.

• She paints.

• She jumps.

• She drinks.

• She laughs.

Changing the subject.

• He draws.

• He dances.

• He jumps.

• He writes.

Activity: 2

(Introducing Complement)

• Teacher writes a subject in one flash card.

• Write many professions in one sentence strips.

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 • She is Rani.
• ____ is a nurse.
• _______ tall.
• _____thin.
• _____beautiful.
• ______fair.
• ____hungry.
• _________angry.

Rearrange to make meaningful sentences.

(i) hungry/is/she.
(ii) is/angry/she.
(iii) thin/is/she.
(iv) beautiful/is/she.
(v) tall/is/she.

Assessment

• Teacher writes sentences in a jumbled order in flash cards.

• She /He asks the students to rearrange in a meaningful order.

1. SV_ burns /fire.

2. SVO the/match/India/won.

3. SVIODO book/a/I/bought/her.

4. SVOC captain/They/made/him.

Note to the teacher: The teacher prepares maximum number of flash cards to cover
all the consonant sounds and must see to that all the students of both the teams are
involved in the game to learn the concept

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 WEEK - 18
Topic : American English and British English
Competency : Speaking Skill
Learning Outcome : The students will be able to...
• distinguish the difference between American and British English
• learn to use new vocabulary appropriately

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Give American words for the 1 10
British words
2. Activity 1 Describe different situation 2 25
3. Activity 2 Tick the flag 3&4 25

4. Assessment Frame sentences 5 25

Total 5 90

Warm Up
The teacher asks the students to complete the cross-word puzzle.
Worksheet: 1

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 Activity: 1

The teacher asks the students to match the American words with the correct
pictures.

Worksheet: 2

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 Worksheet: 3

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 Activity: 2

Tick the flag

The teacher asks the students to tick the right flag and use word in a sentence.
Worksheet: 4

mom petrol

mum gas

cookies fizzy drink

biscuit soda

mobile pajamas
phone

cellphone pyjamas

police car postcode

patrol car zip code

mustache crisps

moustache potato chips

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 Assessment

Worksheet: 5

The teacher asks the students to give suitable American word for the
British words given and use them in sentences.

Flat sweet mobile phone crisps

biscuit cot lift chips dustbin
petrol skipping-rope number plate
postbox trousers car park full-stop
pavement football hundreds and thousands
underground holiday postcode

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 WEEK - 19
Topic : Reported Speechl
Competency : Speaking skill
Learning outcomes : The students will be able to.....
• report conversations
• use correct tense forms and make changes while reporting

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
Substitute basic sentences
1. Warm Up 1 15
in reported speech
Whisper statements and
2. Activity 1 — 25
reports in the end
3. Activity 2 Report dialogue 2 25
Enact dialogues given in
4. Assessment 3 25
speech bubbles.
Total 03 90

Warm Up

Basic substitution
The teacher reads a sentence and asks the students to rephrase it beginning with He
said…./She said…
Worksheet: 1

Rephrase the sentence with He said…/She said…

1. I like it

2. I can draw a picture.

3. I will visit my uncle.

4. I love ice-cream

5. I know to play chess.

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 6. I don’t like burgers.

7. I made this paper flower.

8. I love watching cartoons.

9. I hate wrestling.

10. I love nature.

Activity: 1

Chain reports:

• The teacher whispers a sentence to a student.

• In turn that student whispers it to another student and so on until the last student has
to say aloud what was said originally.

• The teacher can have a variation in this by alternating reported speech with direct
speech.

• If they hear it in reported speech, they can put it back in direct speech and vice versa.

Activity: 2

Report the dialogue:

• The teacher asks students to sit in pairs.

• Student A reads the statement in the worksheet and student B reports the statement.

• The teacher encourages and helps with grammar.

• The students can exchange the activity if need be.

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 Worksheet: 2

Assessment

Speech bubbles

• The teacher asks the students to sit in pairs. They read the worksheet. One student
reads the conversation given in the speech bubble. The other students reports it.

• The teacher can ask the students to enact it in the class as role play.

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 Worksheet: 3

Read the speech bubbles and complete the reported statements

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 WEEK - 20
Topic : Positive and Negative sentences

Competency : Speaking Skill

Learning Outcome : Students will be able to.....

• differentiate between positive and negative words
• use the positive and negative sentences in the correct manner

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Write the problems, put it — 25
inside the magical box and
speak the solutions
2. Activity1 Identify the positive and — 35
negative sentences in the
given text and speak
3. Assessment Give positive statement for — 30
a negative statement
Total — 90

Warm Up

• The teacher instructs the students to write their personal problems on a slip of paper.

• They need not write their names on the slip.

• Then the slips should be dropped into a box.

• Each student then picks a slip from the box and gives a solution for the problem writ-
ten on the paper.

Example:

• Problem: I can’t write neatly

• Solution: You should practice writing regularly.

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 Activity: 1

• The teacher divides the class into 4/5 groups and allots any one page in English text
book for each group.

• The teacher asks the group to identify the positive and negative sentences and list
them out.

• The students should change the positive into negative and vice versa.

• Any one student can read out their work loudly in the class room.

Assessment

• The teacher asks the students to stand in two rows, facing each other, and asks the
first student to give one positive statement; the student standing on the opposite
should oppose the statement with a negative one.

Example:

A: I like to eat mangoes.

B: I don’t like to eat mangoes.

A: My mom gives me snacks.

B: My mom doesn’t give me snacks.

A: We have a car.

B: We don’t have a car.

A: I will become an engineer.

B: I won’t become an engineer.

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 WEEK - 21
Topic : Asking and Responding to YES/NO questions

Competency : Use of present tense

Learning Outcome : Students will be able to give responses in YES /NO type

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Answer common questions in — 15
daily life situations.
2. Activity 1 Role play — 25
3. Activity 2 Pair activity — 25
4. Assessment Answer simple classroom — 25
questions.
Total — 90

Warm Up

Help children answer common questions asked in daily life situations or classroom
situation.
A student is called to the front of the class and asked the following questions, for which he
is guided to answer.
• Do you get up early in the morning every day?
• Have you been to the beach?
• Is your classroom big?
• Has your friend come to your house?

Activity: 1

Teacher gives the following role play for the students to practice.
David: Do you have a pen?
Rahim: Yes, I have one.
David: Is it a ball point pen?

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 Rahim: No, it is a gel pen.
David: Do you have a black gel pen?
Rahim: No, it is a blue gel pen.
David: Can I use your pen?
Rahim: Sure. You can use it.

Activity: 2

Teacher asks questions and students answer the questions. This activity can be done in
pairs.
Teacher: Do you enjoy learning English?
Student: Yes, I love it.
Teacher: Do you like ice-cream?
Student: Yes, I like it.
Teacher: Does he like living in Chennai?
Student: Yes, he loves it.
Teacher: Are you afraid of lizards?
Students: Yes, I am afraid of lizards.
Teacher: Do you like spider?
Student: No, I don’t like spider.

Assessment

Teacher makes the students to practice YES/NO questions by creating situations,

blackboard sketches and pictures.

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 WEEK - 22
Topic : Reading Newspaper, Storybook and Magazine

Competency : Developing Reading skill

Learning Outcome : The students will be able to....

• learn to read at moderate speed
• understand the ideas and information

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1 Warm Up Read at moderate speed and — 15
understand
2 Activity 1 Guess the headline — 25
3 Activity 2 Give a suitable ending — 25
4 Assessment Choose what you like 1 25
Total 1 90

Note to the Teacher:

• The teacher helps the students read and understand Newspaper, storybook and magazine.
• Make them give the gist of what they have read.
• Ensure that the learners enjoy reading and continue to do it as a habit.

Warm Up

• The teacher encourages students to read newspapers in English on a regular basis, by

organising short presentations at the beginning of each class.
• Ask a student at the end of each class to find an interesting newspaper article and to
summarise it to the other students during the next class, explaining why they chose it.
• This can lead to interesting discussions about current issues.

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 Activity: 1

Guess the headline

Worksheet: 1

• The teacher cuts out a number of headlines and removes an interesting word from
each headline. (e.g. Missing painting found in ________).

• Stick the incomplete headlines on a piece of paper, photocopy and distribute to teams
of 3-4 students.

• Ask each team to come up with two possible answers for each headline -the most likely
word and the funniest word.

• Collect all the responses and give each team a point for any correct answer, and for the
funniest answers.

• Get everyone involved by holding a vote for the funniest / most original answer for
each headline.

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 Activity: 2

• The teacher gives the hints and asks the students to develop story.

• The teacher asks the students to give different climax or end to the stories.

• The best climax or end to the story is appreciated.

A rich farmer - lot of land - cattle and servants - two sons - happy life - after
some years younger son unhappy - asks for his share of the property – refuses
to listen to father's advice - gets his share – sells it all - goes away to another
country - falls into bad ways - loses all money soon - poor - no one to help him
- understands his mistake.

Assessment

• Ask students to skim through and quickly select the article/page which appeals to them
most. They can tell their group or class why. This helps you see what type of topic they
are interested in for future planning of conversation topics.

• Higher levels can choose a short feature and read in their group. Each group then
makes an oral summary of the article to report back to the rest of the class.

• Even lower levels can do tasks describing pictures and finding pictures in a magazine
even if they are not very proficient in the language.

• Students bring in a copy of their favourite magazine and describe it to the rest of the
class, saying why they like it.

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 WEEK - 23
Topic : Telephone Conversation

Competency : Learning to communicate over telephones

Learning Outcome : The students will be able tocommunicate over the telephone
effectively

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Telephonic Expressions 1 15
2. Activity 1 Roleplay 2 60
3. Assessment Making phone calls 3 15
Total 03 90

Warm Up

Divide the class in to Groups. Look at the following expressions and ask their purpose.
Explain the following telephonic expressions and their purpose to the class. Each group
says one purpose.

Worksheet: 1

Introducing and Answering:

• Good morning. This is Prema speaking from Jupiter company.
• Hello, Ravi here.
• This is Rajesh speaking
• May I know who is calling?

Asking for someone

• Could I speak to Mr.Raman Please ?
• I’d like to speak to Kumar, please?
• Could you connect me to the manager please?
• Could I speak to someone who knows this matter?

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 Explaining

• I’m afraid the manager is in a meeting.

• I’m sorry he isn’t present today.

• I’m afraid he is on another line.

• Just a moment please.

• Hold the line please.

Telling the Problems

1. I’m sorry, I don’t understand could you repeat that please?

2. I’m sorry, I can’t hear you very well, could you speak a li�le
louder please?
3. I’m sorry it’s wrong number.
4. Could you spell that word, please?

Telling a Message

1. Can I take message?

2. Would you like to leave a message?
3. Can I give her a message?
4. I’ll inform that you called.

Activity: 1

Pair the students and give them the following role plays to use the telephonic
conversations. One situation may be given to two or three pairs. Role play 1 is given as a
model.

Worksheet: 2

Role play -1

Receptionist : Good morning, this is Air India, May I help You?

Caller : Good morning, could you please tell me about flights to London?

Receptionist : There are three flights daily. One leaves at 8am from Delhi
another is from Chennai at 1pm. The third leaves at 7 pm from
Mumbai.

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 Caller : Thank you so much

Receptionist : You are welcome

Role play- 2

You are going on a tour to Ooty from Madurai the next week end.Make a phone call
to a school in Ooty to provide you accommodation for the students.

• Details : Tour for two days.

: Only 50 girls.

: Food and Boarding

: A guide

Role play -3

You have to purchase five new computers for your language lab. Make a phone call
to “Penta platinum computers” and ask for the following.

• Latest version of computers

• RAM, Hard Drive, CPU

• Guaranty period

• Concession for Educational Institutions.

Role play – 4

• You need to speak to the Bank Manager about getting Educational Loan.

• Ask for the following

• The courses for which we can get Educational loans.

• Income limit of the family.

• Mode of repayment.

• Certificates to be submitted

Role Play - 5

You call your friend but he is not at home. His mother attends the phone. Leave
him a message.

Details Introduce yourself

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 Ask about your friend

Tell why you called

Give a message to be conveyed to him.

Assessment

Pair the students: Put two chairs back to back near the Teacher’s table. Ask the pair to
sit back to back. Give the following situations and ask them to do the
role play.

Worksheet: 3

Situations:

1. Call the Railway Enquiry and ask for the train to NewDelhi and booking details

2. Invite your friend to attend your birthday.

3. Make an appointment with a chief guest for your school function.

4. Ask your friend details for attending her sister's marriage.

5. Ask the homework given in school on the day of your absence.

6. Make an appointment for consulting the Dentist for your father.

7. Inform the area line man about the voltage drop in your area.

8. Inform the police about an unclaimed suitcase found in a public area.

9. Book a ticket from your place to Chennai in State Express Transport Corporation.

10. Call your brother who is in the hostel and enquire about the facilities there.

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 WEEK - 24
Topic : Dialogues in different contexts
Competency : Use of present tense
Learning Outcome : Students will be able.....
• enact plays whereby they can speak to one another and
learn the right pattern
• be creative and cultivate better manners and expressions

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Respond to situations — 20
2. Activity 1 Answer the diagram with — 30
guidelines
3. Activity 2 Role play — 30
4. Assessment Pictures/black sketches — 30
Total — 90

Warm Up

Read the following dialogue carefully.

Ravi : Raja why are you looking sad?

Raja : I need a geometry box to do my homework
Ravi : You had one ! Didn’t you?
Raja : I lost it.Can I borrow yours?
Ravi : I am afraid, I don’t have one
Raja : Do you know anybody who has one?
Ravi : Yes, Rani has a geometry box, she will surely lend it to you.
Raja : But I don’t know where her house is. Could you take me there?
Ravi : Yes, sure.
Raja : Thank you.

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 Activity: 1
Complete the following dialogue at a birth day party.
Ravi : Vinoth, great to see you.
Vinoth : Hi…….
Ravi : Thanks for coming
Vinoth : …. You look great
Ravi : Thank you
Vinoth : Here we are….
Ravi : Oh, thanks ever so much,
Vinoth : No, it …….
Ravi : Well, thank you very much ……………….
Vinoth : No, lime juice………….
Ravi : Lime juice. OK……………coming up
Vinoth : Thank you
Ravi : Great ………
Hari : I hope you are hungry. I have got some………….
Vinoth : Great. Thank you.

Activity: 2

Read the dialogue between two passengers at the bus stand.

Abi : Excuse me,will you please tell me which bus will go to Kanyakumari?
Binu : Sure. You just get into any bus with the number series 1A,1B,1C,1D etc.
Abi : Could you tell me where I should get down to see the Thiruvalluvar statue?
Binu : You should get down at the police station. Just walk towards the south.
There you can see the statue inside the see.
Abi : Thank you so much.
Binu : You’re welcome.

Assessment
Students can be grouped or paired.
Teacher gives situations for which students can speak at least five sets of dialogues.

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 WEEK - 25
Topic : Describing objects and events

Competency : Use Simple Present

Learning Outcome : The students will be able to describe an object or event

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)

1. Warm Up Describe an object 1 15

2. Activity 1 Imagine and describe — 20

3. Activity 2 Describe a composite picture 2 20

4. Activity 3 Describe events 3 20

5. Assessment Describe a picture 4 15
Total 04 90

Warm Up

The teacher asks students to describe an object.

Describe a pen.

Students can be asked to give the colour, shape, size, state kind of pen etc.

The students to…

• speak in complete sentences.

• describe the following objects by collecting details under the given headings in the box.

• speak in complete sentences.

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 Work sheet: 1

Special
S. No. Object Brand Model Price
Features
1.

2.

3.

4.

Activity: 1

• The teacher asks the students to imagine an empty classroom with nothing in it.
Students should …
• create it as their ideal classroom. Take any other room and suggest ideas how to
refurnish it.
• speak in complete sentences.

For Example:
1. There is a thick soft wall to wall carpet on the floor.
2. There is a television in the corner, with a video player.

Activity: 2

• The teacher divides the students into groups of 4 to 5 members each.

• Each group will be given a picture.
• All the members of the group contribute by giving at least one complete sentence to
describe the picture.

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 Work sheet: 2

Picture of Market

Activity: 3
Description of events
Teacher gives the picture given below to the students.
• This is Dinesh. He is a clown in a circus.

• Given below the picture are hints of his daily routine.

• Arrange them in a sequence and give an account of his daily work and speak in com-
plete sentences.

• Students have to speak a complete sentence using the hints.

• Everyday ----------------------------

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 Work sheet: 3

Polish his Cooks

shoes lunch

Practices
Feeds his
his tricks
elephant

Paints his Cleans his

face bicycle

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 Assessment
• Teacher has to give pictures of a doctor, painter, electrician, plumber etc.

• Students have to describe their work in two or three complete sentences.

Worksheet: 4

Describe their work

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 Note to the teacher: The teacher can help children speak correct sentences by giving

WEEK - 26
them key terms written on the board so that they can speak simple correct sentences
without any struggle

Topic : Road Map

Competency : Speaking skills

Learning Outcomes : The students will be able to give directions

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Identifies the places 1 15
in town
2. Activity 1 Asks for directions 2 25
3. Activity 2 Gives directions 3 25
4. Assessment Maps their town and 4 25
speaks
Total 4 90

Warm Up

Places in town:
The teacher asks the students to sit in pairs. One student tells the description of a place,
the other student defines it.

Worksheet: 1

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 Activity: 1

Asking for directions

The teacher asks the students to work in pairs. One student asks the directions and
the other student gives the answer . It can be imaginative.
The teacher helps with sentence construction.
Worksheet: 2

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 Activity: 2

Giving directions:

Worksheet: 3
• The teacher asks the students to sit in pairs. Seeing the picture one student asks
the partner to direct him to a place in the picture.
• The other student finds the answer from the picture and gives directions to reach
the place.
• They take turns and complete the activity.

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 Assessment

My Map

• The teacher asks the students to draw a map of a town and asks them to give directions to
places on the map.
• The teacher gives each student a paper, in which they create a map of their town. The
students write in the names of the streets and draw eight places on the map. E.g. A
cinema hall, shopping mall, super market etc.
• Once the students complete the map, they are divided into pairs. Students take turns
to ask and give directions to the places on the map. They can use the given clues.
Worksheet: 4

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 WEEK - 27
Topic : JAM Activities
Competency : Speaking skill
Learning Outcome : Students will be able to ...
• identify suitable words
• arrange the ideas into sentences
• converse in English coherently

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Listening practice — 10
2. Activity 1 Give topics instantly and — 40
promote speaking
3. Assessment Give picture cards for — 40
spontaneous speaking
Total — 90

Warm Up

The teacher asks the students to watch a video, related to JAM activities.
(You tube video link to be included, any related video of JAM activity)

Activity: 1

JAM
• The teacher divides the class into two equal groups.
• One member from each team will be called and given a slip which contains a word in
scrambled order.
• He\she must identify the word first, a then speak on it.
• This activity will go on till all the students get a chance to speak.

Assessment

• The teacher can call the students individually and shows picture cards to them.
• Students can be asked to speak on it for a minute.
• The teacher can assess their spontaneity and preparedness through this activity.

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 WEEK - 28
Topic : Giving Public speech

Competency : Acquiring proficiency of giving public speech on given topics

Learning Outcome : The students will be able to promote their speaking skill

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Expressions in welcome ad- 1 15
dress and vote of thanks and
short speeches
2. Activity 1 Give welcome Address and vote 2 30
of thanks
3. Activity 2 Give short speeches on given — 30
topic
4. Assessment Prepare and give short speech on — 15
given topic
Total 02 90

Warm Up

Look at the following expressions and say whether they belong to Welcome Address
or Vote of Thanks or in general by ticking in the relevant boxes.

Worksheet: 1

Welcome
Expression Vote of Thanks General
Address
I wish to welcome
1
Dr. Ganesh, the Chief guest

2 He is my best friend

I take the privilege of

3
welcoming

4 My friend's name is Ragu

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 5 I express my gratitude to

6 My sincere thanks to

7 I extend a warm welcome to

I wish to express my
8
thanks to
We share our opinions
9
with each other

Activity: 1

The teacher divides the class into four groups and gives one task each.

Worksheet: 2

• Read the following situations and important persons participating in the programme.

• Prepare a welcome address or vote of thanks for the occasion.

Occasion -1 Vote of Thanks

Function - The inauguration of English Literary Association
Guests - The Head master, the Chief Guest, Staff Secretary of the Association,
Student Representative, Teachers and students

Occasion - 2 Welcome Address

Function - Independence Day
Guests - The Headmaster, The President of Parents Teachers Association, The
NCC Officer, The Inspector of Police, Parents, Teachers and students

Occasion - 3 Village Pongal Festival

Guests - Panchayat President, Chairman of the youth club, villagers, children

Occasion - 4 District Sports Meet

Guests - District Sports Officer, Physical Directors of various school, referees,
umpires, athletesand audience

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 Activity: 2

• The class should be divided into groups of four students each.

• Each member of the group should choose one topic from the following and speak
on it for a minute.

1. My School

2. My hobby

3. The game I like

4. I love my country

Assessment

Take one topic from the following. Speak for one minute on the topic. Each one from
the group should speak separately on the topic.

1. My Hero

2. My neighbourhood

3. The show I like the most

4. My dream

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 WEEK - 29
Topic : Composite Picture Reading

Competency : Speaking skills

Learning Outcome : Students will be able to identify the words from pictures;
arrange the words into sentences; speak coherently

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Draw and decorate the 1 25
picture. Create a story
from that picture and tell
2. Activity 1 Identify the prepositions 2 30
from the pictures in the
storybooks and present.
3. Assessment Turn any one page of any — 35
subject book, select a
picture and speak about
the picture.

Total 02 90

Warm Up

Work sheet: 1

Draw & decorate (group)

• The teacher divides the class into two equal groups.

• One student from first group will come and draw a picture on the black board.

• The next student from the same group will come and decorate the existing picture.

• After the completion of the entire student from first group, let them develop a story
from those pictures and tell the story loudly.

• The same activity will be repeated by the second group and finish the activity.

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 Activity: 1

Work sheet: 2

Pick out the prepositions (group)

• The teacher divides the classes into 4/5 groups and distribute the story books which
contain many pictures on it.

• Students should read the story. Identify the prepositions present in the picture and list
out.

• Each student in a group should come forward and tell any two prepositions in a sen-
tence.

Assessment

Turn the page & talk (individual)

• The teacher asks the students to turn the pages of their favorite subject book and se-
lect a picture in a random manner.

• The students can take their favorite subject book and select the picture what they like.

• They can look at the picture and describe the objects, events, or the information about
the picture for 1 to 2 minutes spontaneously.

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 WEEK - 30
Topic : Story Telling

Competency : Speaking skill

Learning Outcome : Students will be able to.....

• find appropriate words to express their story
• think creatively and complete the story

SESSION PLANNER

Serial No. of Duration

Activity Details
No. Worksheets (in minutes)
1. Warm Up Listen to the story and — 15
observe the techniques of
story telling
2. Activity 1 Tell the story of favorite — 35
cinema
3. Assessment Complete the story — 40
Total 90

Warm Up

The teacher makes the students to listen and understand the techniques of
storytelling by showing some related videos like

1. sonic octaves kids 2. Maha cartoon TV English

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 Activity: 1

• The teacher encourages the students to tell their favorite movie stories briefly.

• The teacher can assist the students with dictionary for finding apt words.

Assessment

• Students work in pairs and read a short story with pictures.

• After reading half way through the story, the pairs should exchange their books and
continue reading from where the earlier pair had stopped.

• Later each pair can come forward and tell their fusion story with a bit of imagination
added to it.

• The fusion stories will be amusing to hear.

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