ASSIGNMENT

(A)
1. Listening: Figures of speech 2. Time duration: 45 mins

3. Short term: 1 day – a part in grammar. 4. Age: 10-12 yrs. 5. Level: Intermediate.

6. Warmers:

Telling students that –

“All of you clap your hands”

“All of you stomp your feet”

Explaining

- The use of words that imitate the sounds associated with the objects or actions they refer to –
“onomatopoeia”.

Giving students an example-

“Teacher taught trigonometry”

“An American Ate An Apple”

Explaining –

The repetition of an initial consonant sound- “alliteration”

7. Context setting Pre-listening time:

Those smiling, or emoji’s used in while typing in social networks are known as “SIMILE” – so
these kinds of figures which we express to others.

The way we communicate. Those names for our communication is known as figures of speech.

8. Actual content:

What Is a Figure of Speech? (With Examples)

A figure of speech is an expression in which the words are not used in their literal sense.

A figure of speech is designed to portray an idea more clearly or more interestingly. The most
common types of figures of speech are metaphors, similes, idioms, personification, hyperbole, and
euphemisms

Note: Some sources do not differentiate between a figure of speech and figurative language. As the
term figurative language includes techniques that might employ the literal meanings of words
(e.g., alliteration, assonance, consonance, logos glyphs, onomatopoeia), an alternative definition
for figure of speech is the use of words in an unusual or imaginative manner.

Examples of Figures of Speech

Here are some examples of figures of speech in the categories which most commonly employ
words in their non-literal meaning:

Metaphor

A metaphor asserts that one thing is something that it literally is not.

For example:

 This bedroom is a prison.

 He's a real gannet.

 He listened with a stone face.

 We don't need dinosaurs in this company.

Simile

A simile likens one thing to another (usually achieved by the use of the word like or as).

For example:

 He eats like a gannet.

 This sandwich tastes like sawdust between two doormats.

 She sings like an angel.

 It's like water off a duck's back.

Personification

Personification is when non-human objects are given human traits.

For example:

 The tide waits for no man.

 My car tends to give up on long hills.

 Summer's healing rays

Hyperbole

Hyperbole is an exaggeration or extravagant statement used for effect.

For example:

 I have a million problems.

 We won a tonne of cash.

 I'll die if I don't finish this crossword.

Idiom
An idiom is commonly used expression whose meaning does not relate to the literal meaning of
its words.

For example:

 Be careful not to miss the boat.

 This is the last straw.

 You can't pull the wool over my eyes.

 Don't sit on the fence. Say what you mean.

Oxymoron

A figure of speech in which incongruous or contradictory terms appear side by side.

For example:

 Dark light

 Living dead

Euphemism

A euphemism is the use of agreeable or inoffensive words to replace rude or offensive ones.

For example:

 kicked the bucket = has died

 knocked up = is pregnant

 letting you go = you're fired

 lost his marbles = is mad

9. Recapitulation or post reading:

Indicate if the sentence is an example of a simile, metaphor, or hyperbole.

1. The paper is as light as a feather.

2. The ocean was a raging bull.

3. An apple a day keeps the doctor away.

4. The streetlight was my security guard.

5. A gentle summer wind feels like a soft cotton sheet.

6. The ship plows the sea.

7. Her eyes shone like stars in the night sky.

8. All the world's a stage.

9. My little brother eats like a pig.

10. The tears flowed like a river.

11. Mr.Smith drank his tea in oceans.

12. Mom tore through my messy room looking for it.

13. The mayor's voice was a strong weapon.

14. The horse moved with lightning speed.

15. Jim is as stubborn as a mule.

(B)
1. If one student is not attentive in the lesson he might be having some problem either with
understanding the topic or some distraction. It happens sometimes and normal.

All the students may not be having equal IQ level as well. Still if he has understanding problem I
should help him to understand it more easily.
If more students are not participating it is crucial. The problem lies with the teacher/topic/method
of teaching/atmosphere. The teacher should be bright enough to find the reason and he should
eliminate the element of disruption.

When a student/group is not participating in the lesson I will put him/group in a lead role for an
activity and introduce him/them to classmates that he/is/they/are one of the studious and very
intelligent student/groups in our class. I will explain the activity clearly and encourage them to do
it.

When they do the given activity perfectly I might name them ‘Lead of intellectual group/Group
of intellectuals. Next time they will be participating with enthusiasm.

Getting them directly involved in the lesson is a good practice for sometimes students don’t
participate to gain attention. In this way their purpose is also solved and you will also be able to
maintain the lesson flow without any disturbance.

3. I found teaching is more of understanding the mind-set of students. I need to keep updated the
new/ practical methodologies/activities to keep them fresh in the class.

I will follow every student’s mind closely through eye contact. When a student has put his head
down, there might possibly be two reasons.

1. Difficulty in understanding the topic.

2. Physical sickness.

First I will give a caution like, ‘Am I audible to you {name of that student}? Please listen carefully.
If he is still distracted, I got to find out the reason why he is distracted?

I will talk to him and find out the difficulty. If he finds the topic difficult I should make him
comfortable by doing an activity or with any other easy explanation to help his understanding
better.

In case of any physical sickness I might ask him to relax. When he comes back to listen others
will have to retain their attention patiently.

7. Such disruptive behaviour often puts teachers in a bind, especially if the disruptive behaviour
is not occurring in all of the students' classes. Generally, if a student misbehaves in one class, then
the student is misbehaving in all classes.

In certain situations, a student feels the need to act out in one specific class. Doing so allows the
student to test a specific teacher, maybe because of the teacher's gender, appearance, age
classroom management skills, etc.

If a student is acting out in one specific class, the teacher experiencing the problematic behaviour
can talk to the student's other teachers and see how the student is behaving in his other classes.
Work with the students' other teachers and get a feel for the student and then make whatever
arrangements in your classroom that might facilitate positive behaviour from the student. If
talking to other teachers does not work, continue to write the student up each and every day for
his or her disruptive behaviour. The student will get to a point in which he or she is unable to
misbehave and to disrupt. If the student continues to disrupt, there will come a point where the
student will face serious consequences.

Also, research the laws in your state and see what can be done with habitually disruptive
students. In some cases, parents are required by law to attend a parent conference after his/her
student receives a certain number of demerits or disrupts class some many times.

There are options that teachers can take, though many are time-consuming, but in some cases,
eliminating disruptive behaviour is work, but worth every minute a teacher spends rectifying the
problem.