A.

Design a conversation activity (speaking skill) based on either

“Learning a musical instrument” or “Planning a trip to any
holiday destination”

Name of the Topic:

50 Minutes

o bjective:

.
Age: Age: - 10-12 years

Level: Pre-Intermediate

10 Students

Warmer: Time :(5-7 minutes)

This is simply a game of copycat. The

Context setting or Pre-speaking
Actual content or While-speaking activity.
Recapitulation or Post speaking
Time: (10 minutes)
Then, to complete the incomplete sample dialogue about learning a musical instrument
which is given in a worksheet.
The sample dialogue may as follows, (Sample conversation between the institute’s
office admin and the student)
Parent :- Hello, Good morning , this is Sharon from Bangalore.
Teacher:- Very good morning ma'am,
teacher rises a combination of clapping
and sounds to make a pattern. Students
need to copy what the teacher says/does.
This can start with a simple pattern of
only 2-3 and can extend to add more. To
make it even more challenging complete
the pattern quicker and see how many
students are able to keep rip and
remember all the parts. An example
pattern could be: clap, slap, snap, click
and yell.
Teacher : clap
Student 1: clap and stamp
Student 2: clap, stamp and snap
This continues with all the child in the
class
Information card on learning a musical
instrument (guitar) is given to the
students and asked them to go through it.
Warmer Activity ( 5 mins)
Asking questions like,
• Are you interested in music?
• What type of music do you like?
• Can you name some musical
instruments?
• Which is your favom ite musical
instrument?
• Do you know to play any one of them?
(Eliciting from students) Then, making
them to form few groups with a pair in
each
Admin: - how can I help you sir?

Student: - I would like to join.................. lessons. So can you please share me the
details?

Admin:- my pleasure ! our institute is located in................ ,Liverpool. And the guitar
classes are held only on ........................

Student:- okay ,can I know the...................details ?

Admin:- yeah, sure sir It’s........................per hour.

Student:- so ,how can I take admission and move further.

Admin:- you can contact us on either by telephone or.....................And our telephone

number is...................and...................................is our e-mail address.

Student: - thank you so much for your kind information. And I will get you soon.

Admin:- you are always welcome!

• The students are asked to do role play by using the above conversation as pairs
from each group.
• While speaking the teacher keeps on checking the pronunciation, voice and
tone modulations in each dialogues and correcting them if they are mistaken.
• Encouraging them to be confident to speak in front of class.

• Asking the students where they felt difficulties in the whole activity. And helping
them in those specific areas.
• The teacher inquires about whether they got confidence to speak or still scared.
• Few more sample situation are given to the students to make conversations by their
own as homework activity.

In the main dialogue the stress would be on the vocabularies related to learning the
musical instrument. For example the sounds that those instruments produce, the
names of those instruments , the different part of the musical instruments as that is the
purpose of the lesson.
B. Consider any 3 of the following situations and discuss how you
might handle them.

4 group of students come to the classroom after the lesson has

Latecomers disrupt the learning of the rest of the class, give negative attention to the
latecomer, disrupt †he teacher's train of thought, often become disruptive Walkers after
they Sit down, and then ask questions about what you just explained. How can we curtail
those problems..?

Following are few opinions for handling Iatecomers:-

I will leave one or two empty chairs by the front or back door for latecomers. Students
who are late are not to walk in front of the room or to go to their regular seats. They must
take one of the "late seats" by the door. This will prevent latecomers from disturbing †he
class already in progress.
2. I wont accept to a late pass or an explanation during class.
3. I will present "latecomer policy" from the first day of school: If you come in late -- after
I've taken attendance -- you have been marked absent. If you want me to change your
"absent" record to a "late," you must see me after class.
4. I will give a "do-now!" activity on the board or a sheet of chart paper. this is a quick
activity that students do each day at the start of †he class period. The assignment is
always collected 5 minutes after attendance is taken. If a student comes in Late and can't
complete the "do-now!" activity, he or she doesn't get credit for it.
5. I may give few tests at †he beginning of †he period.
6. Students Set Clear Expectations.Make it clear right up front that prompt attendance is
expected of them during their education. From admissions to Orientation to †he first day
in your classroom, be clear on what is expected of them. Always set high expectations
for your students, they will usually rise to the occasion.
7. I always begin my class on time. We can‘t start Late and ask †he students to show up on
time. When we start class Late you encourage students to do the same in return.
8. We may begin with a fun activity or game to engage the students. As the Late students
come walking in, they will have to wait until it is over and miss out on †he fun. This may help
motivate them to arrive on time the next day.
9. I say a simple "thank you" to the students who arrived on †time* Positive reinforcement and
praising the students who do things right is a powerful tactic. Remember, what gets
praised and rewarded will get repeated.
ï0. I reward those who arrive early and are prepared for class by having a short assignment on the
board before class begins and receive 5 extra credit points on their test.

The beginning of †he class is delayed because two s†uden†s are

fighting.
• I will play a song in the class so that the two children are distracted and
forget what for they are fighting.
• The children who are fighting must be separated first giving the order
• As soon as possible we should start the class
• Let them sit in two opposite sides of the class
• I will give two different topics related to class to them and teII them to say few
words.
• I will tell them to read the chapter and write it on the board
• I will teII them †o apologize with each other
• I won't scold them but try to teach them a lesson by story telling activity.

One student is causing disruption (acting out)

Fortunately, there are some simple and effective ways to deal with classroom disruptions.

All behaviour happens for a reason . Although children may not be able to clearly express
what is happening in their lives, there is usually some sort of pay off for a negative
behaviour.

Avoid becoming defensive about a child's behaviour. Rarely does a student plot to make
a teacher’s life miserable. He or she usually doesn’t enter the classroom with a plan to
cause chaos or disrupt the lesson.

Change t he mindset. If children came to us as they should be, there would be no reason to
have teachers in the first place. We can learn a great deal from our most challenging
students, and finding solutions may take a different way of thinking about† difficult
students.

Maintain student dignity. For some students, it is more honourable to act bad than appear
stupid. Maintaining s tudent dignity involves Valuing the child and addressing his or her
behaviour without making judgements about character, background or personality.

Avoid Questions: In the middle of a conflict, tense situation or redirection, we should

avoid asking students questions such as, "Why aren’t you working on the assignment*" Such
questions often lead the student †to respond negatively or outright lie. This is especially
†rue if the student feels like s/he is trapped or being accused of wrongdoing.

Be Brief, Be Positive, Be gone: When redirecting a disruptive student, keep verbal

interactions and directions brief in nature. Use as few words as possible †o convey †he
message and avoid lecturing or scolding. Use positive words and body language that
conveys a belief in †he student and in his/her ability †o act appropriately. Then, be gone.

Use "Start" Statements: Some challenging students are given numerous directives and
commands throughout †he day. Many of them begin with stop.' s†op running, s†op talking,
stop fooling around, stop Tex-ting , etc. Although these statements get †he point
across,
†hey may come across as negative and harsh in tone. In contras†, "start" statements are
short, positive reminders of †he expectations and serve as a clear directive about what
students should begin doing.

Provide Photographic Evidence: m a n y students respond well to visual images that

provide examples and evidence of appropriate behaviour. Gather images and pictures
†hot demonstrate expected classroom behaviour such as taking turns, sharing materials,
getting attention, etc. When providing direction or guidance to students, refer †o †he
photographic evidence in addition †o providing verbal redirections or reminders.